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Argosy University, Chicago
COURSE SYLLABUS
PP8201
Diagnostic Seminar
2012-2013
Faculty Information
Faculty Name: Neal S. Rubin, Ph.D., ABPP
Campus: Chicago
Contact Information:
Office phone number: (312) 836-0335
E-mail: or
Office Hours: Tuesday 9:15-10:00, Thursday 9:15- 11:30; By Appointment
Faculty Bio: Dr. Rubin is a Professor and University Fellow at the Illinois School of Professional Psychology at Argosy University, Chicago and an Assistant Professor of Clinical Psychology in the Department of Psychiatry, College of Medicine at the University of Illinois at Chicago. He graduated Phi Beta Kappa from Northwestern University (Anthropology) and obtained his M.A. and Ph.D. degrees from the Committee on Human Development, Department of Behavioral Sciences at the University of Chicago. Dr. Rubin has been certified as a Diplomate in Clinical Psychology by the American Board of Professional Psychology and is a Fellow of the American Academy of Clinical Psychology and the American Psychological Association. He is a former Chief Psychologist at the Psychosomatic and Psychiatric Institute of Michael Reese Hospital and Medical Center where he was also a Research Associate on the Chicago Followup Study, a National Institute of Mental Health (NIMH) and MacArthur Foundation funded study of the long term course of the lives of psychiatric patients.
Since 2003 Dr. Rubin has served as a Representative of the American Psychological Association’s United Nations NGO Team at UN Headquarters in New York City. Since 2007, Dr. Rubin has served on the Executive Board of APA’s Division 52 (International Psychology) and has been elected President of Division 52 in 2012. He is a member of the International Council of Psychologists (ICP), the International Association of Applied Psychology (IAAP), Division 39 (Psychoanalysis) and the Chicago Association of Psychoanalytic Psychology (CAPP). Dr. Rubin has maintained a clinical practice in Chicago, Illinois since 1989.
Course Catalogue Description:
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Course Pre-requisites: PP8040 Psychoanalytic Theory and Therapy
Required Textbook:
Author (2000). Diagnostic and statistical manual of mental disorders (4th edition) – Text
Revision. Washington, DC: American Psychiatric Association. ISBN#: 0-89042-024-6
Craig, R. (2005). Clinical and Diagnostic Interviewing, Second Edition. Lanham: Aronson.
ISBN#: 0-87668-848-2
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: Fall, 2011 – Summer I, 2012
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives:
Course Objective / Program Goal / Method of AssessmentDemonstrate respectful, empathic curiosity about people and human behavior. / Goal 1- Assessment
Goal 2 - Objective 2a / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation.
Develop an alliance with patients through empathic listening and sensitive inquiry / Goal 1-Assessment
Goal 2 - Intervention / · Work sample seminar presentations.
· CEC
Demonstrated openness and attention to issues of human diversity. / Goal 3 - Diversity / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Demonstrate the capacity to think diagnostically i.e., to formulate ideas about diagnosis based on presentation of symptoms / Goal 1 - Assessment / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Demonstrate skills to direct the interview in productive ways while remaining open and available to the patient's experience. / Goal 1 -Assessment
Goal 2 - Intervention / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Accurately self-monitor and describe the interpersonal aspects of the interview/testing experience / Goal 1 – Assessment
Goal 2 – Intervention / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Demonstrate case conceptualization skills from a specific theoretical perspective, integrating the biological, psychological, and social factors. / Goal 1 – Assessment Goal 2 – Intervention / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Demonstrate beginning capacity for self observation and self supervision / Goal 2 - Objective 2d / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
Develop professional attitudes including identity formation, professional conduct and demeanor, and awareness of the ethical foundations of our profession. / Goal 1 – Assessment
Goal 2 - Objective 2d / · Work sample seminar presentations.
· Concurrent field supervision.
· Peer consultation
· CEC
· Bi-Yearly one on one feedback sessions with faculty advisor.
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the classroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Purpose:
The diagnostic interview practicum seminar is required and is composed of a small group of students, led by a faculty member, participating in similar practicum experiences. The goal of the seminar is to teach clinical skills in diagnostic interviewing, other forms of assessment and case formulation so that the student reaches the competency level required to pass successfully the CEC diagnostic task by the Spring Semester. The seminar meets weekly throughout the academic year. Written evaluations of student progress are made each semester and become a part of the student's academic record.
The Diagnostic Seminar has traditionally been an adjunctive learning experience supplementing the supervision the student receives at their practicum. The seminar is not a substitute for on site supervision. In your practicum, you should receive weekly, face to face supervision with a licensed clinical psychologist. Our emphasis in seminar will be on the clinical interview, though issues regarding psychodiagnostic testing will inevitably arise. Our predominating focus will be learning to think diagnostically during the course of the interview. Our goals will be related to enhancing your skills in developing rapport, listening, inquiring, conceptualizing, diagnosing and seeing the patient as a fully dimensional person.
I am also interested in your professional development and your experience at your practicum site. I welcome your questions and concerns. You are likely to find that many of those concerns are shared by other group members. We will open each seminar with opportunities for advisement. Students may also request individual advisement. Presenting your clinical work is an important experience in your development as a clinician. As a presenter, strive to be open to feedback; as a group member, aim to present your feedback empathically and productively. If you are having any difficulties with our seminar or with your practicum, I would like to hear from you so that we can address the issue(s) as soon as possible.
Seminar Assessment:
Feedback will be presented in the seminar context. If you do not understand the feedback presented or you want to request additional feedback, please let me know. At the end of Fall Semester, you will receive feedback on your progress. Observations regarding listening skills, empathy, case conceptualization and openness to supervision will commonly be offered. Quality of group participation will also be commented on.
The major, formal evaluative task due in the spring of 2013 is the CEC. Review CEC guidelines prior to that time. We will review them in seminar. However, I would like to hear any questions or problems you anticipate in completing this assignment. If you anticipate any problems, please do not wait until the last minute to let me know.
NB: While there are no formal prerequisites for diagnostic seminar, students in this seminar are expected to take PP8040 Psychoanalytic Theory and Therapy. Experience indicates that students who do not take PP8040 are less successful on their CEC when compared with those who have taken this course.
Students are expected to attend every seminar. Not only is attendance essential as an aspect of your learning experience, it is also central to your developing professionalism and your respectfulness of your colleagues. Your seminar participation represents a commitment not only to your education, but to the development of one another. Be sure to notify me and your colleagues if you must miss a seminar. Failure to do so may result in a failing grade.
Seminar Format and Schedule:
We will develop a schedule of presentations. Students will present one week at a time. Everyone is expected to present audible recordings of their interviews. Students will also bring a transcript of first five minutes of the session, a timeline of significant developmental events, list of medications and a family genogram. Seminar members are expected to respond thoughtfully and respectfully to the presenter.
Our seminar will focus on the assessment of adults via the clinical interview. Students will choose cases for presentation appropriate to this focus or cases approved by the instructor. The CEC submission must be a diagnostic clinical interview with an adult or a case that has been approved by the instructor.
Following submission of the CEC, students will continue presenting on a weekly basis. Students will structure their presentations around issues in diagnostic assessment that have not been covered or perhaps not covered sufficiently, as per their interests. Recent examples of presentations have focused on: assessment via play, parent interviews, diagnosing controversial diagnoses, etc.
In addition to providing feedback and advisement, my role will also be to engender a safe, supportive ambiance in our seminar. Of course, I will need your assistance to facilitate this type of experience. Thoughtful and meaningful interchange will be profoundly enhanced by the atmosphere of our seminar. Listening to patients and to the clinical work of others often generates anxiety. How we deal with these anxieties is certainly pivotal to our functioning productively as clinicians and colleagues. I want to encourage you to raise issues for advisement and discussion. I also want to hear your feedback regarding your experience of our seminar. Respecting one another and appreciating issues of human difference should consistently be in our awareness.
Assignment Table:
Week / Topic / Readings / Assignments2 / Craig, Ch 2 – The Clinical Process of Interviewing
3 / Craig, Ch 3 – Phenomenological Orientation to the Interview
4 / Craig, Ch 4 – Psychoanalytic Interviewing
5 / Craig, Ch 18 – The Mental Status Examination
6 / Craig, Ch 19 –Assessment of Suicide Potential
7 / Craig, Ch 9 – Substance Abuse
8 / Craig, Ch 13 – Personality Disorders
9 / Craig, Ch 14 – Severely Mentally Ill
Recommended Texts:
Gabbard, G. (2005). Psychodynamic Psychiatry in Clinical Practice (4th Ed.). Washington, DC: American Psychiatric Association Press (pp. 69-88).
Greenspan, S.L (1991). The Clinical Interview of the Child. Washington, D.C: American Psychiatric Press.
McWilliams, N. (1999). Psychoanalytic Case Formulation. NY: Guilford Press.
Shea, S. C. (1998). Psychiatric Interviewing: The Art of Understanding. Philadelphia: W B Saunders Company.
Sullivan, H.S. (1954). The Psychiatric Interview. New York: W.W. Norton.
Rudolph, B., Craig, R., Leifer, M., & Rubin, N. (1998). Evaluating competency in the diagnostic interview among graduate psychology students: Development of generic scales. Professional Psychology: Research and Practice, 29, 488-491.
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.