The University of Iowa
Department of Counseling, Rehabilitation, and Student Development
Theories of Counseling and Human Development Across the Lifespan
Fall 2006
PROFESSOR David K. Duys, Ph.D.
Office: N350 Lindquist Center North Phone: 319/335-5281
Office Hours: Tuesday 1-4pm, or by appointment

Course Location: N223 Lindquist Center
Time: Monday 4:30 p.m. - 6:50 p.m.

Course Description: This course provides an introduction to prominent theories that have guided the practice of professional counseling. Discussion will focus on the assumptions, techniques, and the limitations associated with each theoretical approach. This course serves as an introductory overview of several theoretical perspectives that continue to evolve. Special attention will be given to key concepts that will assist you in your field experiences, stimulate further investigation of the theories, and provide a basis for the development of an integrated personal theory of practice.

Required Texts:
Corey, G. (2005). Theory and Practice of Counseling and Psychotherapy (7th ed).
Belmont, CA: Wadsworth.
Additional readings as assigned by professor.

Course Objectives:
1. Students will demonstrate an understanding of various developmental and counseling theories and critically examine the basic philosophical assumptions and efficacy of each approach.
2. Students will consider the application of these approaches to work with children, adolescents, and older adults.
3. Students will identify the role and function of the counselor as defined by these approaches.
4. Students will consider issues related to ethical practice using these approaches.

5. Students will have an opportunity to critically integrate aspects of preferred perspectives and develop a
personal theory of counseling and/or program design.

Course Requirements

Attendance and Class Participation

Attendance is expected. Effective class participation includes respectful, and non-dominating involvement in class discussions, showing initiative and investment in classroom activities, maintaining a “readings reaction journal”, coming to each class prepared to ask questions, and engaging in reflective discussion on course readings. You will also be asked to conduct additional readings/resource exploration on one theory of your choice to support the professional development of your peers.


There will be two exams. These exams will cover both lecture and assigned reading material. Exam questions will be constructed in one or more of the following formats: multiple choice, short answer, and/or discussion questions.

Theory Integration Paper

This paper will demonstrate your skill at integrating theoretical perspectives explored in class. Students will highlight meaningful assumptions associated with preferred theories and synthesize these ideas to create a personal theoretical model (counseling students) or a literature review regarding the influence of these theories on college student development. Students will then identify how this integrated perspective will influence their counseling approach and/or approach to college student development program design/administration.

Grades: Grades are based on the following points:

Attendance and Class Participation - 10 points
Exam I - 35 points
Personal Theory Paper - 20 points
Exam II - 35 points

Grade Distribution:
A+ = 97% to 100%
A = 94% to 96%
A- = 90% to 93%
B+ = 87% to 89%
B - 84% to 86%
B- - 80% to 83%
C+ = 77% to 79%
C = 74% to 76%
C- = 70% to 73% D+ = 67% to 69%
D = 64% to 66%
D- = 60% to 63%
F = below 60%

(Section II, K)

3. HUMAN GROWTH AND DEVELOPMENT - studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following:

a. theories of individual and family development and transitions across the life-span;

b. theories of learning and personality development;

c. human behavior including an understanding of developmental crises, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

d. strategies for facilitating optimum development over the life-span; and

e. ethical and legal considerations.

5. HELPING RELATIONSHIPS - studies that provide an understanding of counseling and consultation processes, including all of the following:

a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;

b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;

d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling

g. ethical and legal considerations.
(Section II)

C.3.1 articulate a working knowledge of social, psychological, spiritual, and learning
needs of individuals at all developmental levels;

C.3.2 understand the concepts related to learning and personality development, gender and
sexual identity, addictive behavior and psychopathology, and the application for these
concepts in rehabilitation counseling practice:

C.3.4 develop approaches that will facilitate enhancement of the consumer’s personal development, decision-making abilities, acceptance of responsibility, and quality of life.
ACCOMMODATIONS: I would like to hear from anyone who has a disability which may require some modification of seating, testing or other class requirements so that appropriate arrangements may be made. Please see me after class or during my office hours. Student Disability Services:
STUDENT GRIEVANCES: Procedures for filing student complaints are explained in Policies and Regulations Affecting Students. Copies are published every September as a supplement to the Daily lowan and additional copies are available at the Campus Information Center in the Iowa Memorial Union. It is your responsibility to be aware of these policies and regulations. Student complaint procedures available online at:
PLAGIARISM AND CHEATING: The collegiate policy on plagiarism and cheating is outlined in the Schedule of Courses and the Liberal Arts Bulletin. It is your responsibility to be aware of this policy. The penalty for the first offense is disciplinary probation until graduation. A second offense could result in suspension, and a third offense expulsion. Policy on Student Academic Misconduct available online at:

RESPECT FOR DIVERSITY: It is the intent of the instructor to present material and activities that are respectful of diversity: gender, sexuality, disability, age, socio-economic status, ethnicity (race, nation, or culture), race (physical characteristics transmitted by genes; body of people united by common history or nationality), and culture (beliefs, customs, arts, and institutions of a society). Your suggestions are appreciated.

SEXUALLY EXPLICIT MATERIAL POLICY: The University of Iowa requires advanced warning be given if sexually explicit material will be presented. As a part of your course experience, we may discuss work with clients who have concerns about their sexuality or developmental issues regarding sexual orientation. Consistent with the professional ethical codes, you are expected to consider appropriate related interventions/support services and engage in class discussions in a professional manner regarding these matters. If there are sexually related issues you feel that you could not discuss as a future counselor for personal reasons, you need to make those issues known to your instructor.
Dennis R. Maki, Ph.D., Chair
Division of Counseling, Rehabilitation and Student Development
N338 Lindquist Center
Phone: 335-5284
This course is given by the College of Education. This means that class policies on matters such as requirements, grading, and sanctions for academic dishonesty are governed by the College of Education. Students wishing to add or drop this course after the official deadline must receive the approval of the Dean of the College of Education. Details of the University policy of cross enrollments may be found at:

For many of you this is the first course in your graduate training or the first course you've had in many years. Whatever the case may be, it is important for you to understand there are different expectations for graduate students as compared to undergraduate students. References related to learning at the graduate level are available through the Center for Teaching at the University.

Please see me if you have any questions about the course.

Last modified: Friday, 16 February 2007, 02:47 PM