Dr. Patricia Andersen
Counseling, Kinesiology & Special Education
» Associate Professor (Counseling)
Career Counseling and Development
Psychology of Women/Gender Psychology
|Semester||Course #||Section||Course Name||Location||Days / Times|
|Details||Fall 2012||Theories and Techniques I||10419||EDUC|
|Details||Fall 2012||10420||180||Advanced Counseling Skills||
Midwestern State University
Gordon T. & Ellen West College of Education
COUN 5283 TITLE: Advanced Counseling Skills
Professor: Dr. Pat Andersen Office: FE 106
Work phone: 237-4311 Home phone: 766-2438
I. COURSE DESCRIPTION
The application of theoretical concepts and related techniques needed for skillful practice.
Based on your guiding orientation, choose at least one book written by a major theorist for a specific counseling theory. The books you choose to read must be approved by Dr. Andersen
III. COURSE OBJECTIVES AND LEARNER OUTCOMES
1. Counselors demonstrate knowledge describing individual human dynamics.
Objective: Students will be able to articulate the major concepts of recognized theories to their colleagues and to clients.
Corollary: Students will be able to define theoretical terms for professional use, including the state and national certification and licensing exams.
2. Students will be able to apply theoretical concepts with case conceptualizations that describe client dynamics and appropriate interventions to encourage change.
Corollary: Students will keep notes of counseling sessions using the DAP system.
3. Students will be able to apply ethical standards to counseling interactions and to professional relationships.
1. Counselors demonstrate professional skills promoting healing relationships where
clients gain a sense of personal worth and self-efficacy in managing their reactions
to life’s struggles.
Objectives: Students will learn to consistently evaluate the impact of the counselor’s presence and interventions on the client’s progress as well as the movement of the counseling relationship.
2. Students will be able to consider the appropriateness, timing, and the impact of specific
counselor techniques used in counseling sessions. Considerations will include planning possible techniques prior to the next client meeting; using a technique in the moment in counseling session; and evaluating the impact of using a technique during a previous counseling session.
3. Students will offer feedback for their colleague’s counseling work in a constructive way. Processing the experience of a counseling relationship includes personal reactions and may raise emotions from other significant relationships or feelings about competencies, self worth and meaningful values. STUDENT COUNSELORS WILL ADHERE TO STRICT CONFIDENTIALITY STANDARDS regarding the personal information revealed by clients and colleagues.
1.Students will clearly articulate their personal/professional theoretical orientation.
Objective: Students will read chosen theories in the original books written by
authors adhering to a specific set of concepts designed to create client change through counseling.
Objective: Students will present cases to peers articulating case
conceptualizations according to chosen theoretical orientation.
Objective: Students will write a professional paper articulating their chosen
theory or combination of theories and will demonstrate use of specific techniques through case examples.
Class Participation/Contribution required to pass
Sharing insights regarding theoretical concepts.
Sharing thoughts and reactions regarding your own theoretical orientation and experiences in taped counseling sessions. Offering appropriate feedback regarding theoretical discussions and counseling sessions in ways that are helpful to colleagues.
Written Guiding Theoretical Orientation/Case Conceptualization 50%
A paper describing the theoretical orientation that guides your work with clients, including major philosophical beliefs and concepts of client change. Examples of client dynamics and counseling interactions are required. A rubric will be provided.
Client Session Tape: required for faculty review prior to Practicum 50%
Receiving supervision and feedback from colleagues is a necessary part of professional growth throughout a counselor’s career. Therefore attendance in class and for therapy sessions is mandatory. The following actions will be taken when an absence occurs: One absence excused;
Two excused absence: grade lowered
Three excused absences: drop course
One unexcused absences, grade lowered
Two unexcused absences, drop course
V. PROPOSED CLASS FORMAT
After the first few weeks of class, students will begin seeing clients. Students will come to class in time to attend their own counseling appointments and to observe at least one other counseling session. Students will take notes for their own sessions and for observed sessions. Appointments will be scheduled at 4, 5, 6 pm.
At 7 pm each week, the class will meet as a whole. Students will offer feedback to each other regarding counseling interventions and client conceptualizations. Students will also present ideas and techniques learned in their separate readings of theory.
August 30 Review Syllabus, Class Format
September 13 Role-plays
September 20 Role-plays
October4 Start with “real” volunteer clients
October 11 Clients
October 18 Clients
October 25 Clients
November 1 Clients
November 8 Clients
November 15 Clients
November 22: THANKSGIVING BREAK
December 6 Clients
Volunteer Clients for Developmental Counseling
Developmental counseling involves a client meeting with a counselor to process normal issues that are considered typical of the psychological experience of most people. Developmental issues include the feelings we all experience growing up, family dynamics, identity issues, career concerns, and struggles with problems that we have to resolve to live the life we want to live.
Graduate students who are in training for earning a license as a professional counselor see clients in the clinic in the basement of Ferguson Hall. Counseling rooms are equipped with cameras that record counseling sessions so the students can review tapes and analyze their counseling interactions.
Students can volunteer to see a counselor for as many sessions as they like, though usually clients see a counselor for 3-5 sessions.
Sign up for Counseling with a graduate student
e-mail address that you check daily:______________________________
Counseling sessions will be held on Thursday evenings between 4 and 7 pm. If you are unable to come on these evenings, every effort will be made to place you with a counselor at another time. Please respond to phone calls or e-mails asap or we will call someone else.
Please choose the best time for you of the times listed below:
Another day: (please specify day and time)_________________________
|Details||Fall 2012||10416||170||Group Counseling||Dillard College of Business Administration 124|
|Details||Spring 2011||COUN5223||Career Development and Counseling||Bea Wood Hall|
|Details||Spring 2011||COUN 5283||Theories and Techniques of Counseling II||Bea Wood Hall|
|Details||Spring 2011||COUN 5113||Mediation and Conflict Resolution||Museum of Art|
|University of Denver||BA English||1967|
|Shippensburg State University||M.S.||1972|
|Institution||Position||Start Date /||End Date|
|LShippensburg State University||Assistant Professor||1982-Aug||1984 Aug|
|Iowa State University||Psychologist||1988-Aug||2003-Aug|
|Midwestern State University||Associate Professor||2003-Aug||Present|
RESEARCH AND SCHOLARLY ACTIVITY
Day, S., and Andersen, P. ( 2004). Acquiring Clinical Judgment. Boston, Massachusetts, Houghton
Andersen, P. and Vandehey, M. (2006). Career Counseling and Development in a Global Economy.
Boston, MA: Houghton Mifflin.
Andersen, P. and Vandehey, M. (2011). Career Counseling and Development in a Global Economy ,(2’nd
edition). Boston, MA: Brooks/Cole Cengage Publishing.
Andersen, p. and Vandehey, M (2011). Teacher’s Manual for Career Counseling and Development in a
Global Economy. Boston, MA: Brooks/Cole, Cengage Publishing.
Reiher, T.C., Romans, J.S.C., Andersen, P.G., & Chula, M. (1992). Clients who don't return following
Intake: A replication and extension. Journal of College Student Development. Washington D.C.:
Mosley-Howard, S. and Andersen, P. ( 1993). My Vocational Situation: Use with Workers Facing a Plant
Closing. The Journal of Career Development, September. Washington D.C.: ACPA Publications.
Invited Articles Online
Andersen, P. (2005) Beyond Test and Tell: The Process of Career Counseling. Lahaska Expressions! October.
Andersen, P. (2006) The Career Diamond: A Teaching Tool Illustrating the Process of Career Counseling. VISTAS, Online and carried by http://counselingoutfitters.com/Andersen.htm
Andersen, P. (2011). Case Study: A Morman Young Adult. TCDA Directions,, February, 2011.
Andersen, P. (2012) The Career Diamond. TCDA Directions, ,July, 2012
Andersen, P. (2004). Review of Current Topics in Counseling by Sheri Bauman. Boston, MA.: Allyn and
Andersen, P. and Stewart, T. (2011). Advocacy Competencies and Political Savy. Presentation for Texas
Counseling Association. Austin, Texas November.
Andersen, P. (2010) Super is Dead!! Long Live Savickas!! Presentation for Texas Counseling Center
Association. Fort Worth, TX. July.
Andersen, P. (2010). Group Work with an Adlerian Twist. Presentation for Greenbelt Counselors Association. Wichita Falls, Texas, January.
Kitchen, Michaelle and Andersen, Patricia (2009). Counseling Issues for Biracial Children. Presentation for the annual Texas Counseling Association Conference, Dallas, Texas, November.
Lawson, Lisa; Andersen, Patricia and Midget, Pam. (2007). Friendship Group: A Women’s Residence Hall
Program. American Counseling and Personnel Association. Orlando, Florida, March
Kitchen, Michealle and Andersen, Patricia. (2006). Identity Issues for Biracial Children: What School
Counselors Need to Know. Texas Counseling Association. San Antonio, Texas, November.
Kitchen, M. and Andersen, P. (2005). Ethics and Psychological Type. Presentation for the annual Texas
Counseling Association Conference. El Paso, Texas, November.
Andersen, P. and Kitchen, M. ( 2005). The Career Diamond: Illustrating the Career Counseling Process in
In Times of Change. Round table presentation for National Career Development Association.
Orlando, Florida, June.
Andersen, P. and Kitchen, M. (2005). Type Dynamics and the Career Diamond Process. Association for
Psychological Type APT XVI International Conference. Portland, Oregon, July.
Andersen, P. and Kitchen, M. (2005). MBTI Type and the Career Diamond Process. Poster presentation for
The Association for Psychological Type, APT XVI I International Conference. Portland, Oregon, July.
Andersen, P. , Kitchen, M. and Vandehey, M. (2004). Career Services for the Global Economy.
Presentation for Texas Counseling Association Conference. Fort Worth, Texas, November.
Andersen, P. and Kitchen, M. (2004). Career Education for the Diverse Workforce in the Global Economy.
Presentation for annual Multi-Cultural Affairs in Higher Education National Conference, Orlando,
Andersen, P. (2001). Career Education and the Global Economy: Implications for Women and Minorities.
Presentation for annual Women in Educational Leadership Conference. University of Nebraska,
Andersen, P., Luedders, C., Baird, J., and Wilson, S. (1995). Exchanging World Views: Creating Honest
Dialogue vs. Politicized Agendas. Presentation for the annual convention of the American
College Personnel Association, Boston, March.
Andersen, P. and Morrison, A. (1994). Making Groups Meet College Student Needs. Presentation for the
Annual Conference of the Big 8 Student Counseling Centers, October.
Andersen,P. Zimmerman, J., Greenwald, P. (1993). Wild Man, Wild Woman, New Age Male,
SuperWoman. Presentation for the annual meeting of the American Association Counseling
Training Agencies. Macantaw Island, Michigan, September.
Andersen, P. and Johnson, S. ( 1993). The Wild Man Meets the Wild Woman: A Dialogue. Presentation for
the annual convention of the American College Personnel Association, Kansas City, March.
Andersen, P. and Winterowd, C. (1993). Connectedness and Self-Sufficiency; Increasing Sensitivity to
GenderIssues on Campus. Presentation for the annual convention of the American College
Personnel Association, Kansas City, March.
Andersen, P. Sharp, P. and Worthen, D. (1992) . Differential Conceptualization for Developmental Career
Counseling. American Counseling Association, Atlanta March.
Wickwire, J., Lewis, P., Vetter, L., Hansen, S., Andersen. (1992). Connectedness and Self-Sufficiency:
Helping Counselors Increase Sensitivity to Gender Issues. Presentation for the annual meeting
of the American Counseling Educators Society, San Antonio, December.
Andersen, P., Evans, S., Finck, R., Sharp, P. and Worthen, D. ( 1991). The Diamond Model: A
Multifaceted Approach to Career Counseling". Presentation for the annual convention of the
American College Personnel Association. Atlanta, March.
Andersen. P. and Chula, M. (1990). Gender Bias for Client Referrals after Initial Intake. Presentation for
the annual convention of the American College Personnel Association, Atlanta, March.
Andersen, P. and Mosley Howard, S. (1990). Emotional Effects of Plant Closings: Vocational Identity;
Gender Differences. Presentation for the annual convention of the American Association for
Counseling and Development. Cincinnati, March.
Andersen, P. (1983). Survey of Career Services. Faculty Development Conference. Shippensburg State
University. PA., February.
Andersen, P. (1979). Jung, Eastern Philosophy and the Psychology of Women. Conference for the
Psychology of Women. Douglas College, New Brunswick, October.
Wisdom, Thomas. Conflict Management Training for Church Organization: A Case Study.
Southwest American Psychological Association. Fort Worth, March, 2007.
Loder, Andrea. Children and Adolescents in Day Treatment: Treatment Effects on Depression
and Anxiety. Fort Worth, March, 2007.
Valerie, Johnson. Friendship Group for Elderly in Assisted Living Residence. Texas Counseling
Association. November, 2007.