schc506 | Graduate

School Counseling Theories And Personality Models

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This course enables students to differentiate among the primary theoretical models of personality theory and counseling practice, including psychodynamic, affective, cognitive-behavioral, and systems theory. Emphasis is on the importance of students recognizing belief systems that accurately reflect their own personal style and also recognizing strategies and approaches likely to be most successful with a particular school population. Students have opportunities to establish a strong theoretical foundation as the basis of school practice and to evaluate and assess educational situations for implementation of therapeutic interventions that are gender and culturally appropriate.



This graduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Cognitive Behavioral Models and Strategies

    • Define and appraise cognitive behavioral models of personality and counseling and related approaches.
    • Assess the strengths and weaknesses of applying cognitive behavioral models to various clients and clinical situations.

    Affective Models and Strategies

    • Define and appraise existential, humanistic, and Gestalt models of personality and counseling.
    • Evaluate the existential and humanistic therapeutic process and demonstrate appropriate counseling strategies.

    History and Overview of Models and Theories

    • Discuss the basic construct of personality as a foundation for counseling theories and counseling models.
    • Define and appraise theoretical assumptions and major differences in counseling approaches.
    • Evaluate key elements of the therapeutic process.
    • Describe and assess key elements of the developmental stages and their impact on individual counseling approaches.

    Psychodynamic Models and Strategies

    • Define and appraise psychodynamic models of personality, including Freudian, object relations, and self psychology.
    • Evaluate the historical impact of psychodynamic personality theories on post-Freudian counseling models and theories.
    • Assess the strengths and weaknesses of applying psychodynamic models to various clients and clinical situations.

    Learning Theories and Behavioral Models

    • Define and appraise behavioral models of personality and counseling and related approaches.
    • Assess the strengths and weaknesses of applying behavioral models to various clients and clinical situations.

    Integrative Models and Strategies

    • Develop a personal integrative philosophy of counseling.
    • Analyze the strengths and weaknesses of an individual integrative approach.

    Family and Other Systems Models and Interventions

    • Define and provide examples of systems models and related approaches to counseling.
    • Evaluate the systems model therapeutic process and demonstrate appropriate counseling interventions.

    Current and Emerging Trends

    • Identify examples of current and emerging trends in therapy.
    • Compare and contrast new trends and traditional approaches.

    Adlerian Models and Strategies

    • Define and appraise the Adlerian model of personality and counseling.
    • Evaluate the therapeutic process and demonstrate appropriate counseling strategies of the Adlerian model of counseling.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

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    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

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    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.