PowerPoint -CONTEMPORARY THEORY PRESENTATION
PowerPoint APA ed.7
Instruction, videos and readings attached
a year ago 80
Table5.docx
Videos.docx
1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx
Discussion-ContemporaryTheoryPresentationGradingRubric.pdf
Read-ChristianCounselingConnectionVol.20Iss.1.pdf
Table5.docx
Table 5.1 Development and Progression of the Three Generations of Behavior Therapy
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Videos.docx
1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx
EDCO 715
Discussion: Contemporary Theory Presentation Assignment Instructions
Overview
You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using PowerPoint.
Instructions
1. Your presentation should address the following Content areas:
1. Central constructs for the theory,
2. What causes dysfunction in the theory’s view?
3. What is the nature of therapy for this model?
4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)
· Role of the client and the counselor
. (Is the counselor directive/non-directive? Educational? Active or Passive?)
. What personal qualities in the client will help the client take a role that will help the therapy be successful?
· Goals of therapy
. What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?
· Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?
· the therapy process (How does the therapy develop over time?)
5. One or more case examples to demonstrate the therapy
6. Critique of the theory
· How well-supported is this theory empirically?
· What aspects of this theory need further research?
· How well does the theory address faith and cultural dimensions?
· How compatible is this theory to a Christian worldview?
. Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?
. Any areas for further theological reflection related to this theory?
7. Key resources to learn this approach
2. Use your creativity in the development of this presentation. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.
Page 1 of 2
Discussion-ContemporaryTheoryPresentationGradingRubric.pdf
Criteria Ratings Points
Creativity and Originality
28 to >25.0 pts
Advanced
The presentation development reflects creative elements that engage the reader.
25 to >23.0 pts
Proficient
The presentation development reflects some creative elements.
23 to >21.0 pts
Developing
Presentation is original but needs more creativity.
21 to >0.0 pts
Below Expectations
Presentation is not original and does not contain creative elements.
0 pts
Not Present
28 pts
Presentation: Content
150 to >137.0 pts
Advanced
Presentation gives content accuracy describing the therapy model. All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence, including critiques of the theory. The presentation offers a solid summary of the central tenets of the theory and gives one or more case examples.
137 to >125.0 pts
Proficient
Presentation gives content accuracy describing the therapy model. All components as described in the assignment have been thoroughly addressed. Assertions are somewhat relevant and somewhat supported by evidence, including critiques of the theory. The presentation offers a summary of the central tenets of the theory and gives one or more case examples.
125 to >113.0 pts
Developing
Presentation gives content some accuracy describing the therapy model. Some components as described in the assignment have been addressed. Assertions are somewhat relevant and somewhat supported by evidence, including critiques of the theory. The presentation gives a minimal summary of the central tenets of the theory and gives one or more case examples.
113 to >0.0 pts
Below Expectations
Presentation gives little content accuracy describing the therapy model. Few components as described in the assignment have been addressed. Assertions are not relevant and not supported by evidence, including critiques of the theory. The presentation gives few central tenets of the theory and does not give one or more case examples.
0 pts
Not Present
150 pts
Discussion: Contemporary Theory Presentation Grading Rubric | EDCO715_B02_202530
Criteria Ratings Points
Replies: Content
18 to >16.0 pts
Advanced
Responses are well organized and reflect thorough, thoughtful review of the presentation. Responses interact with those making comments on the student’s presentation.
16 to >15.0 pts
Proficient
Responses are organized and reflect thoughtful review of the presentation. Responses interact with those making comments on the student’s presentation.
15 to >13.0 pts
Developing
Responses are somewhat organized and reflect some review of the presentation. Responses interact with those making comments on the student’s presentation.
13 to >0.0 pts
Below Expectations
Responses are not organized and minimally reflect review of presentation. Minimal interaction with those making comments on the student’s presentation.
0 pts
Not Present
18 pts
Presentation: Structure
42 to >38.0 pts
Advanced
All quality technical aspects (i.e. backgrounds, fonts, image and grammar).
38 to >35.0 pts
Proficient
Mostly technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
35 to >31.0 pts
Developing
Some technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
31 to >0.0 pts
Below Expectations
Few technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
0 pts
Not Present
42 pts
Replies: Structure
42 to >38.0 pts
Advanced
Both responses are at least 250 words each. There are very few spelling and grammar errors.
38 to >35.0 pts
Proficient
Both responses organized; spelling and grammar are accurate with no typos. One response is under the required word count.
35 to >31.0 pts
Developing
Both responses somewhat organized; some spelling and grammar errors. Both responses are under the required word count.
31 to >0.0 pts
Below Expectations
Both responses are not organized. Both responses contain many spelling and grammar errors. Both responses are significantly under the required word count.
0 pts
Not Present
42 pts
Total Points: 280
Discussion: Contemporary Theory Presentation Grading Rubric | EDCO715_B02_202530
Read-ChristianCounselingConnectionVol.20Iss.1.pdf
Christian Counseling Connection 7
CLINICAL
Fernando Garzon, Psy.D.
Counseling approaches applying mindfulness principles have been growing in popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009). Consequently, it is not uncommon for therapists to open their sessions with a “mindfulness moment” to encourage both client and counselor to be more
fully aware of present moment experiences and processes. From a Christian psychology perspective, mindfulness leaves out important Christian worldview components that can produce different therapeutic results with clients. In this article, I use an example to highlight what those different results might be.
Let’s begin by taking a look at a typical mindful- ness present moment awareness exercise based on Roemer and Orsillo (2009, pp. 119-124), and then incorporating Christian worldview principles into it (Garzon, 2013, pp. 65-67). I note where the Chris- tian worldview additions begin and then explain what they contribute afterward.
Make yourself comfortable in your chair, closing your eyes and placing your feet squarely on the floor. Notice what sounds you hear in the room [name examples]... begin to turn your aware- ness to your body. Notice how you’re sitting in the chair, that your hands are folded… feel your feet in your shoes pressing against the floor, your hips against the chair…. There’s no need to change anything, simply be with your body… notice any areas of tension, giv- ing yourself permission to be with that tension. This is not a time to struggle with what is… observe what your mind is doing, what thoughts or images are occurring, where it is going…. Just be aware of your experience, what is happening right now in this moment… [Christian additions begin here:]. While you’re observing this experience, I invite you to become aware of God’s presence with us in this room today, that He’s here with us and wants to be with you in your experience. [Care- fully observe the client’s nonverbal behavior. If the client appears to be responding positively, continue with the remainder of the script.] I invite you to surrender all you are experiencing to Him in this moment… releasing your tensions, thoughts, and worries into His hands. [At times, the counselor may sense a Scripture is ap- propriate to encourage this release, such as Matthew 11:28-30.] As you let go of these things, become aware that God has a purpose in our meeting today. Open up to what this purpose might be… and when you are ready, return your focus to the room. The Christian counselor then explores the experience with the client and any sense
of God’s presence or purpose for that day’s session. When positive, the client reports a deepened sense of God’s involvement in his or her life. A script might be given to the client to encourage using this activity out of sessions. When negative, examining the experience in detail may lead to an awareness of a negative God image and God attach- ment issues that can be treated in therapy.
Underlying premises highlight key differences between mindfulness and Christian present moment awareness that can produce various results. In both Buddhist and secularized versions of mindfulness, present moment awareness adopts a reduction- istic closed system perspective. All cognitive and emotional experiences originate in the brain and are the sole result of its processing. This stands in stark contrast to the Christian worldview, which sees such processes in an open system, with the reality of God’s Trinitarian immanence being a potential component for the client’s cognitive and emotional processes with which to interact. In short, God is with us in our present
moment experiences. Training Christian clients with secular or Buddhist mindfulness to ignore this reality minimizes a valuable resource for healing in the present moment. We are not alone. God wants to be with us in our present moment experience, whatever that experience might be.
The previous exercise also highlights that the present moment takes on additional qualities when placed in a relational context with our loving, compassionate God. Both the Christian present moment orientation and mindfulness concur that struggling with uncomfortable internal experiences, or even sinful reactions, can sometimes worsen
those experiences (see Romans 7:15-25). Thus, acceptance of self-experience is a mutual starting at- titude for both exercises. However, in Christian pres- ent moment awareness, this is only the beginning.
Important theistic relational components are also involved to further healing. Themes of grace, trust in the Lord, and surrender of the struggle to God become powerful additions to acceptance. These instill hope, deepen the client’s relationship with the Lord, and build the client’s faith that the unpleasant experience or sinful reaction does not have to control him or her. Thus, strength in the Lord (not self-effort) and the power of His might (Ephesians 6:10) grows in Christian present mo- ment awareness. A sense that God may have a higher
purpose in the present moment is also cultivated. These would be missed when only mindfulness present moment awareness is practiced.
The main point of this brief article is not to attack empirically supported mindful- ness, but emphasize the differences between mindfulness and Christian present moment awareness that create meaningfully diverse results. Since mindfulness operates from a truncated view of reality, it can inadvertently teach Christian clients to leave out the most important part of reality, God, from their present moment awareness. Incorpo- rating the reality of God’s immanence in present moment awareness can correct this secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship with the most powerful healing resource available to any client—the Lord Himself. This is a worthy goal from a Christian psychology perspective.
Fernando Garzon, Psy.D., is a professor at Liberty University in the Center for Counseling and Family Services. Dr. Garzon’s research in- terests focus on spiritual interventions in psychotherapy, lay Christian counseling approaches (Freedom in Christ, Theophostic Ministry, etc.), Christian psychology pedagogy, and multicultural issues. His clinical experience encompasses outpatient, managed care, hospital, pastoral care, and church settings.
References Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &
J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers Grove, IL: Intervarsity Academic Press.
Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The Guilford Press.
Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York, NY: Guilford Press.
Mindfulness or Christian Present Moment Awareness? Different Options with Different Results
from the Society for Christian Psychology Christian Psych Notes
“From a Christian psychology perspective, mindfulness leaves out important Christian
worldview components that can produce different
therapeutic results with clients.”
Basic HTML VersionPage 7 / 16
Basic HTML VersionPage / 16
Table5.docx
Table 5.1 Development and Progression of the Three Generations of Behavior Therapy
image7.png
image8.png
image9.png
image1.png
image2.png
image3.png
image4.png
image5.png
image6.png
Videos.docx
1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx
EDCO 715
Discussion: Contemporary Theory Presentation Assignment Instructions
Overview
You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using PowerPoint.
Instructions
1. Your presentation should address the following Content areas:
1. Central constructs for the theory,
2. What causes dysfunction in the theory’s view?
3. What is the nature of therapy for this model?
4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)
· Role of the client and the counselor
. (Is the counselor directive/non-directive? Educational? Active or Passive?)
. What personal qualities in the client will help the client take a role that will help the therapy be successful?
· Goals of therapy
. What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?
· Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?
· the therapy process (How does the therapy develop over time?)
5. One or more case examples to demonstrate the therapy
6. Critique of the theory
· How well-supported is this theory empirically?
· What aspects of this theory need further research?
· How well does the theory address faith and cultural dimensions?
· How compatible is this theory to a Christian worldview?
. Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?
. Any areas for further theological reflection related to this theory?
7. Key resources to learn this approach
2. Use your creativity in the development of this presentation. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.
Page 1 of 2
Discussion-ContemporaryTheoryPresentationGradingRubric.pdf
Criteria Ratings Points
Creativity and Originality
28 to >25.0 pts
Advanced
The presentation development reflects creative elements that engage the reader.
25 to >23.0 pts
Proficient
The presentation development reflects some creative elements.
23 to >21.0 pts
Developing
Presentation is original but needs more creativity.
21 to >0.0 pts
Below Expectations
Presentation is not original and does not contain creative elements.
0 pts
Not Present
28 pts
Presentation: Content
150 to >137.0 pts
Advanced
Presentation gives content accuracy describing the therapy model. All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence, including critiques of the theory. The presentation offers a solid summary of the central tenets of the theory and gives one or more case examples.
137 to >125.0 pts
Proficient
Presentation gives content accuracy describing the therapy model. All components as described in the assignment have been thoroughly addressed. Assertions are somewhat relevant and somewhat supported by evidence, including critiques of the theory. The presentation offers a summary of the central tenets of the theory and gives one or more case examples.
125 to >113.0 pts
Developing
Presentation gives content some accuracy describing the therapy model. Some components as described in the assignment have been addressed. Assertions are somewhat relevant and somewhat supported by evidence, including critiques of the theory. The presentation gives a minimal summary of the central tenets of the theory and gives one or more case examples.
113 to >0.0 pts
Below Expectations
Presentation gives little content accuracy describing the therapy model. Few components as described in the assignment have been addressed. Assertions are not relevant and not supported by evidence, including critiques of the theory. The presentation gives few central tenets of the theory and does not give one or more case examples.
0 pts
Not Present
150 pts
Discussion: Contemporary Theory Presentation Grading Rubric | EDCO715_B02_202530
Criteria Ratings Points
Replies: Content
18 to >16.0 pts
Advanced
Responses are well organized and reflect thorough, thoughtful review of the presentation. Responses interact with those making comments on the student’s presentation.
16 to >15.0 pts
Proficient
Responses are organized and reflect thoughtful review of the presentation. Responses interact with those making comments on the student’s presentation.
15 to >13.0 pts
Developing
Responses are somewhat organized and reflect some review of the presentation. Responses interact with those making comments on the student’s presentation.
13 to >0.0 pts
Below Expectations
Responses are not organized and minimally reflect review of presentation. Minimal interaction with those making comments on the student’s presentation.
0 pts
Not Present
18 pts
Presentation: Structure
42 to >38.0 pts
Advanced
All quality technical aspects (i.e. backgrounds, fonts, image and grammar).
38 to >35.0 pts
Proficient
Mostly technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
35 to >31.0 pts
Developing
Some technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
31 to >0.0 pts
Below Expectations
Few technical aspects are quality (i.e. backgrounds, fonts, image and grammar).
0 pts
Not Present
42 pts
Replies: Structure
42 to >38.0 pts
Advanced
Both responses are at least 250 words each. There are very few spelling and grammar errors.
38 to >35.0 pts
Proficient
Both responses organized; spelling and grammar are accurate with no typos. One response is under the required word count.
35 to >31.0 pts
Developing
Both responses somewhat organized; some spelling and grammar errors. Both responses are under the required word count.
31 to >0.0 pts
Below Expectations
Both responses are not organized. Both responses contain many spelling and grammar errors. Both responses are significantly under the required word count.
0 pts
Not Present
42 pts
Total Points: 280
Discussion: Contemporary Theory Presentation Grading Rubric | EDCO715_B02_202530
Read-ChristianCounselingConnectionVol.20Iss.1.pdf
Christian Counseling Connection 7
CLINICAL
Fernando Garzon, Psy.D.
Counseling approaches applying mindfulness principles have been growing in popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009). Consequently, it is not uncommon for therapists to open their sessions with a “mindfulness moment” to encourage both client and counselor to be more
fully aware of present moment experiences and processes. From a Christian psychology perspective, mindfulness leaves out important Christian worldview components that can produce different therapeutic results with clients. In this article, I use an example to highlight what those different results might be.
Let’s begin by taking a look at a typical mindful- ness present moment awareness exercise based on Roemer and Orsillo (2009, pp. 119-124), and then incorporating Christian worldview principles into it (Garzon, 2013, pp. 65-67). I note where the Chris- tian worldview additions begin and then explain what they contribute afterward.
Make yourself comfortable in your chair, closing your eyes and placing your feet squarely on the floor. Notice what sounds you hear in the room [name examples]... begin to turn your aware- ness to your body. Notice how you’re sitting in the chair, that your hands are folded… feel your feet in your shoes pressing against the floor, your hips against the chair…. There’s no need to change anything, simply be with your body… notice any areas of tension, giv- ing yourself permission to be with that tension. This is not a time to struggle with what is… observe what your mind is doing, what thoughts or images are occurring, where it is going…. Just be aware of your experience, what is happening right now in this moment… [Christian additions begin here:]. While you’re observing this experience, I invite you to become aware of God’s presence with us in this room today, that He’s here with us and wants to be with you in your experience. [Care- fully observe the client’s nonverbal behavior. If the client appears to be responding positively, continue with the remainder of the script.] I invite you to surrender all you are experiencing to Him in this moment… releasing your tensions, thoughts, and worries into His hands. [At times, the counselor may sense a Scripture is ap- propriate to encourage this release, such as Matthew 11:28-30.] As you let go of these things, become aware that God has a purpose in our meeting today. Open up to what this purpose might be… and when you are ready, return your focus to the room. The Christian counselor then explores the experience with the client and any sense
of God’s presence or purpose for that day’s session. When positive, the client reports a deepened sense of God’s involvement in his or her life. A script might be given to the client to encourage using this activity out of sessions. When negative, examining the experience in detail may lead to an awareness of a negative God image and God attach- ment issues that can be treated in therapy.
Underlying premises highlight key differences between mindfulness and Christian present moment awareness that can produce various results. In both Buddhist and secularized versions of mindfulness, present moment awareness adopts a reduction- istic closed system perspective. All cognitive and emotional experiences originate in the brain and are the sole result of its processing. This stands in stark contrast to the Christian worldview, which sees such processes in an open system, with the reality of God’s Trinitarian immanence being a potential component for the client’s cognitive and emotional processes with which to interact. In short, God is with us in our present
moment experiences. Training Christian clients with secular or Buddhist mindfulness to ignore this reality minimizes a valuable resource for healing in the present moment. We are not alone. God wants to be with us in our present moment experience, whatever that experience might be.
The previous exercise also highlights that the present moment takes on additional qualities when placed in a relational context with our loving, compassionate God. Both the Christian present moment orientation and mindfulness concur that struggling with uncomfortable internal experiences, or even sinful reactions, can sometimes worsen
those experiences (see Romans 7:15-25). Thus, acceptance of self-experience is a mutual starting at- titude for both exercises. However, in Christian pres- ent moment awareness, this is only the beginning.
Important theistic relational components are also involved to further healing. Themes of grace, trust in the Lord, and surrender of the struggle to God become powerful additions to acceptance. These instill hope, deepen the client’s relationship with the Lord, and build the client’s faith that the unpleasant experience or sinful reaction does not have to control him or her. Thus, strength in the Lord (not self-effort) and the power of His might (Ephesians 6:10) grows in Christian present mo- ment awareness. A sense that God may have a higher
purpose in the present moment is also cultivated. These would be missed when only mindfulness present moment awareness is practiced.
The main point of this brief article is not to attack empirically supported mindful- ness, but emphasize the differences between mindfulness and Christian present moment awareness that create meaningfully diverse results. Since mindfulness operates from a truncated view of reality, it can inadvertently teach Christian clients to leave out the most important part of reality, God, from their present moment awareness. Incorpo- rating the reality of God’s immanence in present moment awareness can correct this secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship with the most powerful healing resource available to any client—the Lord Himself. This is a worthy goal from a Christian psychology perspective.
Fernando Garzon, Psy.D., is a professor at Liberty University in the Center for Counseling and Family Services. Dr. Garzon’s research in- terests focus on spiritual interventions in psychotherapy, lay Christian counseling approaches (Freedom in Christ, Theophostic Ministry, etc.), Christian psychology pedagogy, and multicultural issues. His clinical experience encompasses outpatient, managed care, hospital, pastoral care, and church settings.
References Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &
J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers Grove, IL: Intervarsity Academic Press.
Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The Guilford Press.
Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York, NY: Guilford Press.
Mindfulness or Christian Present Moment Awareness? Different Options with Different Results
from the Society for Christian Psychology Christian Psych Notes
“From a Christian psychology perspective, mindfulness leaves out important Christian
worldview components that can produce different
therapeutic results with clients.”
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Basic HTML VersionPage / 16