• Participation 15%
• Reflection Paper 5%
• Critique Paper 15%
• Major Paper 40%
• Workshop/Presentation 25%

NOTES:

I. Participation Expectations

Active participation in both the synchronous and asynchronous elements of the course is expected.  Active participation in class discussions, group work, presentations and learning activities posted on Canvas, and will stimulate inquiry, support reflection and enhance your ability to critically evaluate theories of counselling. To fully participate, come to class with assigned readings completed, prepared to discuss the weekly topic. As part of your preparation expect to spend an additional 90-120 minutes per week engaging with asynchronous components of the class. These include videos and discussion threads. Extensive experience with blended delivery learning formats has shown that supplementing in-class discussions with online reflections and dialogue stimulates deeper levels of thinking and analysis, increases student participation rates, and overall yields greater learning outcomes.  

100% class attendance and punctually is expected. Students are expected to manage their work and extracurricular responsibilities to ensure 100% attendance and punctuality. Report absences due to illness or family emergency to the instructor, in advance when possible.    

 II. Assignments & Evaluation

REQUIREMENTS:

1) Participation (15%)

For weeks 3-7 you will be working with counselling theories in two types of small groups: theory groups and dialogue groups. Before class, you will meet on SFU Zoom with your theory group to discuss key concepts of the theory using a matrix of questions. Then, in class, you will apply the theory to a client example, first in your theory group. Then, dialogue groups will compare and contrast the theories and application. We’ll finish with whole class discussion. Case application, Dialogue groups and whole class discussion will occur on Zoom synchronously. After class, it will be the responsibility of one member of each theory group to post a brief summary and key questions raised in your group for everyone. One member of each Dialogue group will post notes on emerging differences and similarities. 

Weeks 8-12 we will be examining theories in counselling practice using video review of counselling interactions and client case studies. You will work with a small group focused on one of the theories in practice. As part of preparing a presentation on this theory in practice, your group will facilitate a discussion thread.

2) Presentation (20% of grade)

Students will work in small groups (2-4 members) to prepare an interactive workshop style presentation based on one of the theories discussed in class. Theories presented from Week 8-12 are available for presentation topics. You will be grouped based on common interest by week 3. In week 3 some class time will be allocated for discussing plans as a group.

We will allow up to 45 minutes class time for each group. Please do not present material lecture style.  Instead design interactive activities that allow your classmates to clarify, apply, and critique the theory. Suggestions for successful activities include:

1. In consultation with the instructor, select a video of a counselling session that demonstrates key concepts or interventions from your theory, ask classmates to identify, critique and discuss. SFU library has an excellent selection of therapy videos available to be live streamed or presented on DVD
2. provide opportunity to observe and practice an intervention (using a role play or semi-scripted practice). Allow time for reflection and discussion of how this intervention reflects the theory, contributes to therapeutic change, and where it is situated in the therapeutic process.  
3. present a client’s case, using video or a written vignette, and facilitate discussion to apply the theory.

Each group will also be required to provide all students and the instructor with a hand-out, 1 page, double-sided that outlines the main points of the presentation, and cites 15-20 relevant resources (texts, journal articles, websites, videos or transcripts). Groups are encouraged to upload this handout to the online course site and to post links to relevant materials.  Have a pdf of the handout ready on the presentation day.

Presentation Evaluation. Individual members will receive peer feedback regarding specific presentation skills requested.  Instructor will provide group feedback on content and organization.  All group members will receive the same grade based on the material presented and the handout provided. Alternative evaluations can be discussed with the instructor if a shared grade does not reflect the group’s process.

Due dates based on topic chosen.

Writing Assignments

3) Reflection Paper (5% of grade)

In this paper articulate your preliminary and personal stance or understanding of the following aspects of counselling theory. Cite literature that has provided conceptual tools or guided your thinking.

1. View of humans (what conceptual tools do you use to understand humans e.g. development, personality, motivations, core processes, drives)
2. What constitutes healthy functioning?
3. What constitutes problematic or non-adaptive functioning?
4. How do people change?
5. The role of counselling and counsellors in this change process.

The headings and questions in the theory matrix handout provide further questions to deepen and clarify your position.

This concept paper will be written to a maximum of six (6) pages using APA (American Psychological Association) format (e.g., 12 pt Font, double spaced, 1 inch margins, headings). 

Manuscript ready for class Oct 7^th  for discussion. Due on Canvas Oct 9^th

4) Critique Paper (15% of grade)

You will write a critique of a single theoretical perspective.  Select a theory that aligns as closely as possible with your current stance on the issues addressed in the first concept paper. Use both secondary and original sources, addressing each of these aspects

1. Contextualize the theory and discuss the stated or implicit assumptions that guide this theory?
   1. View of humans (what conceptual tools are used to understand humans e.g. development, personality, motivations, core processes, drives) and how the theory addresses humans’ social contexts/ worlds/environments
   2. What constitutes healthy functioning?
   3. What constitutes problematic or non-adaptive functioning?
2. How does this theory describe the process of therapy?
   1. What is counselling/therapy?
   2. How do people change?
   3. What are necessary/sufficient conditions for change?
   4. What is the role of the counselor/therapist?
   5. How do they influence client change?
3. What are the strengths and limitations of this theory?
1. What research support exists for this approach? How well does this theory lend itself to confirmatory research?
2. Who is most likely to benefit from this approach, and why?

Critique paper will be written to a maximum of twelve (12) pages using APA format (e.g., Times Roman Font, 12 pt, double spaced, 1 inch margins, headings).

Manuscript ready for Nov 4^th for Peer Feedback. Due on Canvas Nov 9^th.

5) Major Paper: Working Counselling Framework & Case (40% of grade)

This assignment gives you an opportunity to organize your ideas to articulate a personal theory of counselling that will guide your practice. This paper will be an in-depth record of a single or integrated theory that you will use in your professional practice.

1. 1. What are the stated or implicit assumptions that guide this theory?
      1. View of humans.
         What conceptual tools are used to understand humans? e.g. development, personality, motivations, core processes, drives
         How/does the theory addresses humans’ social contexts/ worlds/environments
      2. What constitutes healthy functioning?
      3. What constitutes problematic or non-adaptive functioning?
         Describe concepts and methods used to understand the client’s problem e.g. pattern of interaction, symptoms and so on among individual, family; consideration of cultural factors,
         What assessments are used? E.g. interview questions, client history, tests/diagnosis, assessment of client strengths and resources).
   2. How does this theory describe the process of therapy?
      1. How do people change? What is the focus, point of entry, change agent, or mechanism for change?
      2. What are necessary/sufficient conditions for change?
      3. What is the stance or role of the counselor/therapist? What is the nature of the therapeutic relationship? What is the stance/role of the client?
      4. How do counsellors as change agents influence client change?
      5. What is the typical structure or process of therapy? What are the recommended therapeutic practices and interventions?
      6. What counts as successful outcomes? How are they evaluated?
   3. What are the strengths and limitations of this theory.
      1. What research support exists for this approach? How well does this theory lend itself to confirmatory research? On what bases can you argue for the use of this approach?
      2. Who is most likely to benefit from this approach, and why?
      3. What are the potentials or limits for application in the contexts you may be working in (e.g. school/community/higher education, multicultural milieu, other…).

4. Client illustration

Using an example client case provided, or one you develop in consultation with instructor, conceptualize the client’s presenting problem within your theoretical perspective and describe how the therapeutic process would unfold.  Use examples that illustrate the questions in A, B, and C. 

Please respond to each item on the list even if you have considered several alternatives and not yet resolved the issue to your satisfaction. Personal working theories are, of necessity, in a constant state of evolution. Each change moment we experience, or witness, (personal or professional) validates or probes previous hypotheses.  I am interested in your examination of alternatives, thoughts, or arguments, pro and/or con, on all positions you may be contemplating.

Formal Aspects

You may structure the paper using the outlined sections, A,B,C followed by client application (D). Alternatively, and often more effective, alternate between explication and application. A (application of A) B (application of B) C (application of C)

Please use APA format, headings, subheadings, citations and bibliography. Most students will need between 15-18 pages (double spaced, 12 pt. Font 1 in. margins) to explore this topic in depth. You may use more or less space depending on your style, the amount of thinking, and reading you have done to a maximum of 25 pages.