Course Syllabus
HR 5533: Theories in Clinical Mental Health Counseling
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course emphasizes skills training in counseling approaches utilized by human relations practitioners. The skills training is organized according to basic counseling and psychotherapy theories, including psychodynamic, behavioral, cognitive, existential-humanistic, multicultural, systemic, and integrative approaches.
Course Prerequisites
Acceptance into the online Master of Clinical Mental Health Counseling Program.
Course Materials
Required Text
Neukrug, E., & Hays, D. (2023). Counseling Theory in Practice, 3rd Edition. California: Cognella Academic Publishing. ISBN: 978-1793567697
Supplemental/Encouraged Reading
- Kottler, J. (2022). ‘On Being a Therapist,' 5th ed. England: Oxford University Press. ISBN: 978-0197604458
- Yalom, I.D. (2017). The gift of therapy: An open letter to a new generation of therapists. New York: Harper Perennial. ISBN: 978-0061719615
- American Psychological Association, Publication Manual of the American Psychological Association: The Official Guide to APA Style, 7th ed. (Washington, DC: American Psychological Association, 2020).
Course Delivery Format
Synchronous and Asynchronous Online: Learning occurs online and in real-time, using technology such as web-conferencing software for synchronous Live Sessions and discussion boards, assignments, assigned reading, and other activities for asynchronous engagement. This course is delivered across a 16-week semester with 8 bi-weekly 60-minute Live Sessions from 7-8 pm CST via Zoom.
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Presentations
- Videos
- Technological resources
- Online content (Canvas)
- Asynchronous discussion
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smartphones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face-to-face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather or shelter-in-place mandates may require at-home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online Zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Program Learning Outcomes (PLO's)
- Professional Counseling Orientation and Ethical Practice: Demonstrate a professional identity as counselors through active participation in local, national, and/or international counseling organizations, and through ethical competency in clinical mental health counseling practice.
- Social and Cultural Diversity: Demonstrate multicultural and sociopolitical awareness, knowledge, and skills in the application of culturally competent mental health interventions with diverse populations.
- Human Growth and Development: Demonstrate and apply knowledge of lifespan development and the biopsychosocial model to clinical mental health counseling practice including assessment, diagnosis, prevention, and intervention.
- Career Development: Apply career development knowledge and skills in a culturally competent manner with diverse populations.
- Counseling and Helping Relationships: Demonstrate multiculturally competent knowledge and skills for effectively establishing and ending counseling relationships, identifying goals, developing treatment plans, and monitoring therapeutic progress.
- Group Counseling and Group Work: Apply group counseling knowledge and skills in the creation, recruitment, and facilitation of groups with diverse populations.
- Assessment and Testing: Demonstrate culturally competent knowledge and skills for holistic and strengths-based diagnosis, evaluation, and assessment of wellness and psychopathology with diverse populations.
- Research and Program Development: Critically evaluate counseling research, demonstrate understanding of evidence-based treatment and outcome evaluations, and apply appropriate research methods in counseling practice.
Course Learning Outcomes (CLOs) Alignment & CACREP Standards
Counseling Theories in Clinical Mental Health Counseling
| Learning Outcome | CACREP Standard | PLO |
|---|---|---|
|
Examine theories and models of counseling, including relevance to clients from diverse cultural backgrounds |
3.E.1 | 2,5 |
|
Develop critical thinking and reasoning strategies for clinical judgment in the counseling process |
3.E.2 | 2, 5, 7, 8 |
|
Examine case conceptualization skills using a variety of models and approaches |
3.E.3 | 2, 3, 7 |
|
Explore culturally sustaining and responsive strategies for establishing and maintaining counseling relationships across service delivery modalities |
3.E.7 | 2, 5 |
|
Examine counselor characteristics, behaviors, and strategies that facilitate effective counseling relationships |
3.E.8 | 2, 5, 7, 8 |
|
Examine counseling strategies and techniques used to facilitate the client change process |
3.E.10 | 2, 3, 5, 7, 8 |
|
Describe strategies for adapting and accommodating the counseling process to client culture, context, abilities, and preferences |
3.E.11 | 2, 3, 5, 7, 8 |
|
Develop a processes for developing a personal model of counseling grounded in theory and research |
3.E.21 | 1,2,5 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard | PLO |
|---|---|---|
| Analyze techniques and interventions for prevention and treatment of a broad range of mental health issues | 5.C.5 | 2, 5, 7, 8 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Participation & Attendance | 3.E.1, 3.E.2, 3.E.7, 3.E.8, 3.E.10, 3.E.11, 3.E.21, & 5.C.5 | Synchronous Live Session participation & attendance (every other week) | 30% |
| Discussions | 3.E.1, 3.E.2, 3.E.7, 3.E.8, 3.E.10, 3.E.11, 3.E.21, & 5.C.5 | Written reflection activities | 20% |
| *Guiding Theory Paper | 3.E.1, 3.E.2, 3.E.7, 3.E.8, 3.E.10, 3.E.21, 5.C.5 | Written assignment based on counseling theories discussed throughout the course | 30% |
| Exams | 3.E.1, 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.10, & 3.E.11 | Exams: Midterm and Cumulative Final | 20% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation, Attendance, & Discussions
Live Sessions
Attendance and participation in the Live Sessions are part of the grade in this course. There are two ways in which you can earn points for the Live Session.
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. Live sessions are structured in a way to support students learning by integrating the material while also creating a space to engage with peers and instructor of the course. Be sure to type in the date and time of the session you attended by clicking on the ‘Live Session’ assignment corresponding to the date you attended. Student’s self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up (Participate in the Alternate Reflection Activity): If your time zone, work, or personal schedule makes it impossible for you to attend a Live Session, you are required to engage in the prompted reflection activity for that week by following the structure outlined in Canvas. You can find the alternate reflection activity by clicking on the 'Live Session' assignment corresponding to the date you attended.
Students are encouraged to review the Professional Counseling Performance Evaluation (PCPE) with special attention to the Professional Skills and Dispositions section associated with counselors-in-training (CIT) and the counseling field at large as these are the expectations for student attendance and participation in the Live Sessions. You can find the Live Session participation rubric in the 'Assignments' section. Be sure to also review the CMHC Student Handbook regarding the expectations for your participation throughout the course of the online program.
Discussions
Over the course of the semester, students will be exposed to a variety of counseling theories from a wide range of approaches broken down into four main categories which include Psychodynamic, Humanistic, Cognitive Behavioral approaches and postmodern/emerging and contemporary approaches that advance upon the traditional counseling theories. Students are responsible to engage in all discussion boards presented throughout the semester. Posts will occur during the weeks the class does not meet for the Live Session as a way to continue the conversation throughout the semester. Students are not required to respond to a minimum number of peers, rather they are encouraged to engage professionally and authentically.
Students’ discussion posts should be two to three paragraphs in length, with each paragraph consisting of eight to ten substantive sentences demonstrating the student has read, studied, and critically thought about the readings and module content (chapters, articles, lectures, videos, etc.). Students self-select which three prompts to respond to in the discussion board. Students are required to provide references to the course material in their discussion posts and cite sources appropriately following APA formatting. Do not summarize what you read, but do share your reactions, thoughts, ideas, feelings, experiences, and critical analysis.
To gain context to the conversation and contribute meaningfully, students should read their peers’ posts in the discussion board. If engaging with peers, students should be equally thoughtful and respectful of others’ reflections and ideas. A respectful debate can be an avenue for deeper reflection and learning. However, this can also be accomplished through staying focused on your own experiences, speaking your ‘truth’ by using ‘I’ statements and maintaining a conversational tone rather than adversarial one. This is an exercise in sharing your experience/ideas and learning from others’ reactions and perspectives. It is a practice of seeing the multiple perspectives and “truths” that exist in others, not proving which versions of “truth” is the right one. This is also important practice for working with future clients in counseling. Disrespectful or inappropriate discussion posts may result in grade penalties, removal from the course, or other academic discipline.
Reflection Activities
Throughout the semester, students will be prompted to reflect on their learning.
If a student is unable to attend a Live Session, they will be responsible to complete the 'Alternative reflection activity' to make up for this absence. Alternative reflection activities can be found in the same place where attendance is submitted for the Live Session, by clicking on the ‘Live Session’ assignment corresponding to the date the student attended.
Guiding Theory Paper
Students will write a 6–8 page paper following APA formatting describing a counseling approach informed by what was learned throughout the semester. Students will self-select one theory or integrate 2 approaches with a rationale for this assignment. The final paper should demonstrate a student’s knowledge of the theories studied this semester and how they will inform future work as a counselor. See the Guiding Theory Paper Assignment for details.
Exams
To become licensed as a professional counselor upon graduation from the CMHC program, students are required to pass a national counseling multiple-choice exam. In preparation for that national exam and to demonstrate knowledge of the counseling approaches learned this semester, there will be two multiple-choice exams. The midterm exam will be 50-questions and the final exam will be 100-questions, both following multiple-choice question formats.
Students are encouraged to test their knowledge by not referring to their textbook or other course resources during their first attempt at the exam. This will create an authentic testing environment similar to the expectations of the national exam and can help prepare students for what to expect. Students will receive feedback on the incorrect items and can search their materials to know the right answer for their second attempt at the exam.
The Midterm Exam will cover the textbook chapters 1–7 and Canvas Module content.
The Final Exam will be comprehensive covering all course content.
Students will have two untimed attempts at each exam and can use their highest score as their grade. Students are required to complete the test independently, in other words, this is not a group test.
Course Policies
Communication
Students should monitor Canvas for course announcements and important messages. Be sure to check that your OU email is connected to Canvas and enable notifications in Settings. There are multiple channels for students to communicate throughout the course. Students can send direct messages in Canvas or send an email to me at jrogers@ou.edu.
I do my best to respond within 24 hours on weekdays and messages received during the weekend will be responded to on Monday. Additionally, if you have a general question about the course or an assignment, consider posting in the ‘General Discussion Board.’ This way, we can all benefit from the questions asked and they can be answered in a venue that the whole class can see.
Feedback
Late Work
I will accept late work without point deduction with the understanding that students communicate any questions, concerns, or requests for extension related to any assignment at least 24 hours prior to the due date so we can create a submission plan that promotes student learning. Failure to communicate ahead of time will result in a point deduction on the assignment.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Special Note for Artificial Intelligence
Because OU Online CMHC’s program is innovative, we will use generative Artificial Intelligence (AI) tools for specific assignments to teach you how to successfully leverage the technology, especially for work. Using AI programs where they are not explicitly assigned or allowed is considered academic dishonesty and will be considered a violation of academic integrity. If the usage of such programs is found, students will receive a “0” for the grade and will be reported to OU’s Integrity Council. Students unsure about using AI tools in coursework should speak directly to their instructor or seek guidance from the Student's Guide to Academic Integrity.
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|