Adler University, Vancouver

520 Theories of Psychotherapy (3 Credits)

Instructor: Glen Grigg, Ph.D., R.C.C.

E-mail: ggrigg@adler.edu
Phone Number: 604 986 0534
Instructor Availability: Please e-mail ggrigg@adler.edu to set up a time for one-to-one
consultation, skype, or phone call. Before-class meetings, usually at 5:00 PM, are also a
good alternative. Your calls, questions, and e-mails are very welcome.
Course Dates/Time: Thursdays 6 pm- 9:00 pm; September 5, 12, 19, 26; October 3, 10, 17, 24,
31; November 7, 14, 21, 28; December 5.

About the Instructor: I currently teach at Adler University, coming from an academic
background with City University of Seattle and the Justice Institute. Tuesdays and
Wednesdays are my clinical days for seeing clients. I do outcome and efficacy research
for health authorities and community agencies. My doctorate (Walden, 2008) is in
clinical and counselling psychology with an award-nominated dissertation on therapist
clinical judgement. My master’s thesis (UBC 1993) included a thesis on bias in
psychotherapy. I have served multiple terms on the board of the B.C. Association of
Clinical Counsellors (BCACC), on many committees of the Canadian Counselling and
Psychotherapy Association (CCPA), and currently chair the Federation of Associations
for Counselling Therapists in British Columbia (FACTBC).

Course Description
This foundational course presents an examination and analysis of the leading theories, principles,
and techniques of psychotherapy over the lifespan. Theories to be examined may include many
of the foundational theoretical approaches to treatment such as: Psychoanalytic, Person-centered,
Existential, Gestalt, Rational Emotive Behavioural, Cognitive, Family Systems, Feminist,
Solution-Focused, and Narrative therapies. Students will examine the relevant application of
theory in conceptualizing client presentation and treatment. The difference between theoretical
conceptualization and the use of interventions will be reviewed. This course will also examine
the evidence base for counselling and psychotherapy. Students are expected to explore the core
clinical responsibility of integrating a theoretical lens on their work as a clinician.

In this section we will be looking at psychological theories as guides to excellence in practice.

Like guides, maps, and instructions of all kinds, theories need to be evaluated for their reliabilty,
validity, utility, and relevance to a particular therapist encountering a particular client in a
particular clinical situation. Emphasis will be placed on conceptual and practical clinical
competence; application of outcome and efficacy research; common factors research; and
integrating the uniqueness of each therapist into the framework of clinical judgment.

Course Objectives
Over the course, students will have the opportunity to:

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 1. Develop an understanding of what a theory is and the role of theory within the
counselling process, including the difference between theory and intervention.

2. Become familiar with the major theoretic groupings and their corresponding theories and
approaches to counselling. Choose and work with one of the given theories that reflects
generally their own understanding of human nature and change.

3. Build competence in applying theory in the conceptualization of clients' difficulties and
treatment planning.

4. Examine the importance of evidence-based practice, including the integration of research,
client variables, and therapist competence in determining an appropriate treatment plan.

5. Articulate the strengths and weaknesses of their chosen theoretical approach, including
consideration of diversity and culture.

Exit Competencies
SLOAP evaluation points are indicated in bold.

The student will be able to:

1. Develop a working knowledge of leading counselling theories, including the theory of
human nature, wellness & pathology, change mechanisms, therapeutic alliance, and
therapist role.

2. Develop a working knowledge of various forms of evidence that support theory, clinical
practice, and intervention

3. Recognize the therapist’s use of self in choosing and using a theory

4. Demonstrate facility in the application of one of the leading counselling theories.

5. Conceptualize a client's difficulties from within the framework of a chosen theory.

6. Critically examine the impact and resulting limitations of your chosen theory through a
diversity and difference lens demonstrating capacity to compensate for these limitations.

Required Texts

Seligman, L., & Reichenberg, L. W. (2014). Theories of counseling and psychotherapy: Systems
strategies, and skills. Boston: Pearson (4th ed.). ISBN: 13: 978-0-13-285170-1

Recommended Texts

Corey, G. (2016). Theory and Practice of Counseling and Psychotherapy. 10th ed. Boston, MA:
Cengage Learning US.

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Duncan, B. L., Miller, S. D., Wampld, B. E., & Hubble, M. A. (2011). The heart and soul of
change: Delivering what works in therapy (2nd ed.). Washington, DC: American
Psychological Association
Prochaska, J. O., & Norcross, J. C. (2010). Systems of psychotherapy: A transtheoretical analysis
(7th ed.). Belmont, CA: Brooks/Cole.
Wampold, B. E., & Imel, Z. E. (2015). Counseling and psychotherapy. The great psychotherapy
debate: The evidence for what makes psychotherapy work (2nd ed.). New York, NY, US:
Routledge/Taylor & Francis Group.
Course Requirements and Grading
Involvement and Participation (10%)
This is an evening class, often occurring after a day of other tasks and responsibilities. It is also a
class that is, relative to some classes, more conceptual. Assigning some grade credit to active
involvement in discussions, demonstrations, and in-class exercises is a way of acknowledging
the effort required to be an active contributor to learning under theses conditions.
Competencies and Skills Demonstration (20%)
In a small group, take some case material, choose a theory or theories to apply to the case, give a
rationale for your choice, and then demonstrate the application of the therapeutic procedure to
the case. Then guide the class through an exercise wherein they do a brief practice of a skill or
skills.
Structured Reflective Journal (20%)
Reflect on the readings, demonstrations, class material, and at least one item of additional
scholarship to complete following structured journal entry each week of class:
Theory or model reviewed
Major theorist(s) and their historical/professional/scholarly context
Subjective response to the theory
Kind of theory: psychodynamic, cognitive-behavioral, humanist-existential, relational-
systemic?
Basic concepts and theoretical constructs
Theory of human nature
Theory of health, normalcy, pathology, and change
Therapeutic strategies; core techniques and interventions
Populations for which this theory might be helpful/ might be contra-indicated
Praise and blame; admiration and criticism; love and rage

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 Consistency with my world view, temperament, personality, rationality, and sense of
aesthetics
Theme song, cartoon, joke, or aphorism that makes this approach memorable
Closing comments
Your instructor will outline options by which this journal can be reviewed. Grading is based on
completeness as well as evidence of thoughtful integration of the theory into the world of
practice.
Theorist Presentation (20%)
Your mission: In fifteen minutes or less, you and your project partner will present a major
theorist such that everyone in the class is motivated to learn more about that person and their
work. Stick to the facts, of course, but do not hold back on rhetorical tricks and media-style
attention-grabbers. Provide a reference list and a one-page handout summary.
Key elements in the presentation:
Very brief biographical sketch emphasizing historical and cultural context
Major contributions to counselling and psychotherapy
Innovative style or technique or procedure
Controversy and calamity
Supporters and “fan base”
Critics and “troll base”
Short video clip if possible—we want to see the “work”
“If you can only read one thing, read….”
“If you can only watch one film, see….”
“If you can only integrate one idea, try….”
Anything else you want to present, within the time constraints
Position paper (30%)
Most therapists are adherents to a single theory or therapeutic tradition; to an integrationist
position; or to an eclectic organization of therapeutic ideas and processes. Begin your paper by
identifying how you maintain coherence and accountability in the face of diversity and clinical
challenges.
Then write a paper about your own approach to therapy using all the categories found in the
structured journal exercise. Feel free to add nuance through subcategories. Add depth through
new categories. But do not leave out any categories.
End by showing how this approach integrates your sense of ethics; your culture, personality, and
temperament; and your sense of professional mission in caring for clients.

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Socially Responsible Practice (SRP)
Each course in the Counselling Psychology programs has a designated SRP requirement. At the
beginning of each term, registered students will be notified of the SRP curriculum requirement.
The specific amount of SRP time required is related to the credit course hours of a particular
course (i.e., 3 hrs for a 3-credit course, 2 hrs for a 2-credit course, with some select courses being
exempt). At the end of each term, students will be required to meet in an online format to discuss
their learnings through the SRP curriculum. For further information, please contact your
Program Director or the Manager of Community Engagement.

Attendance Policy
Students are responsible for regular and punctual attendance during each class session. Students
who expect to miss or arrive late for a class must notify the instructor in advance. Students
whose absence or tardiness affects the quality of their work or the work of the class may be given
a lower grade.

Students who miss more than 6 hours of classroom instruction in a term (such as two 3-hour
classes in a course that meets weekly, or one 7-hour class in a course that meets bi-weekly), will
receive a grade of “F” (Fail). Please confer with the Academic Advisor prior to making
exceptions to this policy. Students who receive a grade of “F” (Fail) for any course must repeat
the course. Please see the Adler Course Catalog for more details regarding this policy.

Professionalism Expectations
Professional conduct is the expression in day-to-day behaviour of the responsibilities and
principles to which graduate students are accountable. It concerns the professional, clinical,
ethical, legal, and academic domains within which all graduate students must function. For
further examination of professionalism and conduct expectations please see the Student Conduct
and Comprehensive Evaluation Statement (SCCES) in the student handbook and the Student
Responsibility Statement (SRS) in the University catalogue.

Instructional Modifications
Adler University, Vancouver Campus adheres to the obligations established in the BC Human
Rights Code and associated human rights law that establish the rights of students with disabilities
and the principles related to the duty of accommodation. Students with disabilities are
encouraged to contact the Manager of Student Services with appropriate documentation
regarding related accommodations. At the beginning of the course, please inform the instructor
of documented accommodations that are authorized. If a student does not choose to disclose a
documented accommodation, the student is taking full responsibility for any related
consequences that may occur.

Academic Honesty Policy

Adler University seeks to establish a climate of honesty and integrity. Any work submitted by a
student must represent original work produced by that student. This could include, but is not
limited to, coursework, presentations, and other professional activities. Any source used by a
student must be documented through required references and citations, and the extent to which
any sources have been used must be expressly stated in the work. Academic misconduct
generally includes cheating, plagiarism, and research misconduct—but academic misconduct is

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more broadly defined to refer to any action that involves unethical, illicit, unauthorized,
fraudulent, or inappropriate behaviors designed to provide an undue advantage or otherwise aid
in whole or part with the completion of required work at Adler University. Students who
commit academic misconduct, including (but not limited to) cheating, plagiarism or research
misconduct, are subject to a failing grade for the assignment and course and, potentially,
immediate dismissal from their program and Adler University. Please see the policy for more
details about this policy.

APA Style and Clarity of Writing

Adler University, Vancouver campus, endorses the writing style outlined in the current edition of
the Publication Manual of the American Psychological Association (APA). The APA style of
writing and formatting includes, but is not limited to, guidelines for: clarity and flow of writing;
reduction of biases in language; precise usage of grammar, capitalization, italicization, and
abbreviations; formatting of citations and reference lists; structuring of heading levels and
seriation; and general layout of font, margins, running header, and pagination. In a course that
designates an APA styled paper or assignment, failure to apply the APA style will result in mark
reductions, with higher deductions being applied if a failure in writing clarity or formatting
hinders the expression of the assignment’s content. In non-APA designated assignments, writing
clarity, style, and editing are expected to be at a graduate-school level; a failure to submit
assignments at this level will result in mark reductions. If you are concerned about your writing,
please contact the Academic Writing Advisor for the Vancouver Campus. Failure to write at a
graduate level may result in required re-submission of assignment or required professional
editing. For full policy please see Adler Course Catalog.

Grading Policy
In accordance with Adler University policy at the Vancouver Campus, the following grading
curve will be used for assigning final grades in this course:

Percentage Grade
90-100 A+
85-89 A
80-84 A-
76-79 B+
72-75 B
68-71 B-
55-67 C
50-54 D
0-49 F (Fail)

Students who earn an “A” in this course will demonstrate mastery of theoretical material covered
in the course, excellent written skill, and strong conceptual skills. Examples include
sophisticated application of theory to case examples and their own experiences; ability to express
themselves in a clear and organized fashion, both orally and in writing; written work that is free
of spelling, grammatical, and/or typing errors; appropriate integration of relevant literature into
written arguments; demonstration of self-awareness and willingness to engage in self-

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exploration; participation in class discussions and activities; regular attendance in class; prompt
arrival to each class.

Students who earn a “B” in this course will demonstrate sufficient understanding of theoretical
material and good writing skills, but lack the sophistication and depth in their writing and
conceptual skills needed to achieve an “A”. Examples include occasionally unclear and awkward
writing, including presence of spelling, grammatical and/or typing errors; difficulty in
application of theory; some blocks in self-awareness and difficulty engaging in self-exploration;
infrequent or inconsistent class participation; some absences from and/or tardiness to class.

Students who earn a “C” or lower in this class will demonstrate insufficient understanding of
theoretical material, poor writing skills, and/or weak conceptual skills. Examples include
unsophisticated or superficial application of theory; unclear, unsophisticated, or unscholarly
writing; significant gaps in self-awareness, and/or blatant resistance to engage in self-
exploration; frequent class absences or tardiness.

Clinical Material
(1) Any clinical or counselling recordings, transcripts of sessions, case notes, assessments, or any
counselling or clinical artefact generated in class or seminar must be destroyed (i.e., shredded,
deleted) after the grade or outcome of the course, seminar or MCQE is issued and accepted, or
according to rules and guidelines provided by a course instructor or site supervisor. (2) Any
clinical material produced must be de-identified of actual names and locations or other
information that may lead to the identification of persons mentioned in the clinical material. (3)
Electronic transmission of clinical material should be avoided unless absolutely necessary.

Scent Policy
Adler University Vancouver campus has a strict no-scent policy (e.g., perfumes, essential oils,
deodorants, etc.). Due to health concerns, students who are in breach of this policy will be asked
to leave the class in order to remedy the obvious scent.

Electronics Policy
Use of electronics in the classroom is a privilege and not a right (exception being an authorized
accommodation with the University). Misuse of technology or electronics in the classroom (e.g.,
use that is unrelated to the activity of the class) could result in a loss of this privilege. Instructors
are encouraged to discuss electronic and technology use expectations at the outset of class (e.g.,
all electronics are on airplane setting, no electronics used in class).

Course Schedule and Reading List

Date Topic Readings Conceptual Psychological

Category Dimensions
1 5/9 Introduction Seligman & Meta-theory Personality
Categories Reichenberg Treatment Emotions
Requirements Chapters 1 & 2 Thoughts
Kinds of theories Behaviors
Meanings

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 Relating theory to Relationships
practice Culture
Theories as treatment
systems
Common Factors
research
2 12/9 Emotion-focused Seligman & Humanist/ Emotions
Systems Reichenberg existential Meanings
Person-Centered Chapters 7 & 8
Therapy
3 19/9 Background-focused Seligman & Psychodynamics Personality
systems Reichenberg Emotions
Freudian Thought Chapters 2 & 3
Freudian
Psychoanalysis
4 26/9 Adler’s Seligman & Psychodynamics Personality
Jung’s Individual Reichenberg Relationships Emotions
Psychology Chapter 4 Socio-cultural Culture

5 3/10 Freudian Revisionists Seligman & Psychodynamics Personality

Brief psychodynamic Reichenberg Emotions
therapy Chapters 5 & 6 Psychodynamic Culture
Emerging approaches Cognitive-
Somatic therapies Behavioral Somatic
Body-mind therapy Existential Mindfulness
Transpersonal therapy
6 10/10 Existential therapy Seligman & Humanistic/ Emotions
Gestalt therapy Reichenberg Existential Meanings
Chapters 9 & 10
7 17/10 Thought-focused Seligman & Cognitive- Cognitions
systems Reichenberg Behavioral
Beck’s cognitive Chapters 12 & 14
therapy
8 24/10 Rational-emotive Seligman & Humanist/ Meanings
behavior therapy Reichenberg Existential Cognitions
(REBT) Chapters 13 Cognitive- Behaviors
Emerging Approaches Behavioral
9 31/10 Action Therapies Seligman & Cognitive- Behaviors
Behavior Therapy Reichenberg Behavioral Cognitions
CBT Chapters 15 & 16
1 7/11 Systemic Therapies Seligman & Relational- Relationships
0 Reichenberg Systemic Cognitions
Chapter 18
1 14/11 Brief therapy Seligman & Relational- Relationships
1 Reichenberg Systemic Social Context
Chapter 19 Behaviors

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 Solution-oriented and
solution-focused
therapy

1 21/11 Strategic therapy Seligman & Relational- Relationships

2 Eriksonian therapy Reichenberg Systemic Social Context
Narrative therapy Chapter 18 & 19 Behaviors
1 28/11 Integrated and Eclectic Seligman & Therapist-
3 systems Reichenberg client
Chapters 20 interaction
1 5/12 Relating theory to No Readings
4 Treatment
Persons
Cases
Ethics

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