Instructor’s Manual Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques, Third Edition John Sommers-Flanagan Rita Sommers-Flanagan The University of Montana Table of Contents Introduction: How to Use this Instructor’s Resource Manual Section One: General Information and Resources for Teaching Courses on Theories and Techniques of Counseling and Psychotherapy Section Two: Chapter 1: Psychotherapy and Counseling Essentials: An Introduction Chapter 2: Psychoanalytic Approaches Chapter 3: Individual Psychology and Adlerian Therapy Chapter 4: Existential Theory and Therapy Chapter 5: Person-Centered Theory and Therapy Chapter 6: Gestalt Theory and Therapy Chapter 7: Behavioral Theory and Therapy Chapter 8: Cognitive-Behavioral Theory and Therapy Chapter 9: Choice Theory and Reality Therapy Chapter 10: Feminist Theory and Therapy Chapter 11: Constructive Theory and Therapy Chapter 12: Family Systems Theory and Therapy Chapter 13: Developing Your Multicultural Orientation and Skills Chapter 14: Integrative and Evidence-Based New-generation Therapies Introduction: How to Use This Instructor’s Resource Manual Welcome to the world of counseling and psychotherapy theories and to the online instructor’s manual for Theories of Counseling and Psychotherapy in Context and Practice (3rd edition) by John and Rita Sommers-Flanagan. Whether you love or hate teaching theories, our goal is to make teaching theories just a little more enjoyable and a little easier. You may not end up loving to teach theories as much as we do, but we still hope to turn you into a theories teaching geek if we can. This manual is divided into two sections, creatively named Section One and Section Two. Section One includes the following teaching aids:     General tips for teaching theories A sample theories syllabus Sample course assignments Guidelines and procedures for designing, delivering, and grading an oral final examination The purpose of Section One is to provide information and resources to help you design and teach a course on theories and techniques of counseling and psychotherapy. Section Two of this instructor’s resource manual includes 14 chapters corresponding to the chapters in our text, Theories of Counseling and Psychotherapy in Context and Practice (3rd ed.). Each chapter includes the following material: 1. 2. 3. 4. A student theories pretest (from the Study Guide) Alternative lecture topics Classroom learning activities Glossary of key terms This instructor’s manual includes many different interesting activities and ideas about teaching counseling and psychotherapy theories. However, activities and ideas grow old (right along with us). To help keep theories material fresh and exciting, we invite you to share your ideas with us. If you have favorite teaching strategies, classroom learning activities, an exemplary course syllabus, teaching resources, or just feedback about the textbook, student study guide, or this instructor’s manual, we’d love to hear from you. There are three main ways you can share your ideas: You can e-mail John at: john.sf@mso.umt.edu, or you can communicate your ideas through John’s blog at johnsommersflanagan.com, or you can start a conversation with John or Rita at a conference or workshop. We’re eager to hear your feedback on Counseling and Psychotherapy Theories in Context and Practice (2018) as well as all of its associated components. When possible, we’ll be happy to include your ideas (while giving you full credit), as we put together future editions of the textbook and this manual. Section I: General Information and Resources for Teaching Courses on Theories and Techniques of Counseling and Psychotherapy As noted in the introduction, this section of the instructor’s manual includes tips for teaching theories, a sample syllabus, sample course assignments, sample midterm and sample final examinations, and an alternative model for conducting an oral final examination. Tips for Teaching Theories At the University of Montana, we teach theories in both large lecture sections and in smaller graduate seminars. Regardless of class size and venue, we find the following teaching strategies useful. 1. Open the class with an engaging story about whichever theory, theorist, or approach you’ll be covering. 2. Alternatively, open class with a quick reflection on what students recall from the previous class period. 3. Then make a transition to a brief description