Argosy University, Chicago
COURSE SYLLABUS
PP8201
Diagnostic Seminar
Fall 2011
Faculty Information
Faculty Name: John Tirado, Ph.D.
Campus: Chicago
Contact Information:
Office phone number: (312) 777-7698
E-mail:
Office Hours: Tuesday 9:00-10:00, Thursday 3:30-4:30; Friday 10:00-12:00, By Appointment
Course 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: None
Required Textbook:
Shea, S. (1988). Psychiatric Interviewing. Philadelphia, PA.: W.B. Saunders
(ISBN – 0721670113)
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2009). Clinical Interviewing (4th ed.).
New Jersey: John Wiley & Sons ( ISBN – 0-470-18359-5)
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives:
Course Objective / Program Goal / Method of AssessmentDemonstrate clinical/diagnostic interviewing skills / Goal 1 – Assessment / Interview Recordings; Seminar Presentations; CEC
Demonstrate case formulation based on clinical interview / Goal 2 – Intervention
Goal 3 – Diversity / Written Reports; Article Review; CEC
Demonstrate openness, sensitivity, and attention to issues of human diversity / Goal 3 – Diversity / Work sample and seminar presentations; CEC; Role Play
Demonstrate the capacity for writing an accurate and relevant report including a case formulation / Goal 1 – Assessment / Written Reports; Article Critique;
Exhibit self-assessment of personal strengths and weaknesses / Goal 2 – Intervention / Class participation; Written Reports; CEC; Role Play
Demonstrate self observation and self supervision / Goal 2 - Intervention / Class presentation;
Written Reports; CEC
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 eclassroom.
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.
Course Goal:
To prepare the student to perform an effective diagnostic interview and to write a written report based on the information gathered. Specifically, the course is designed to develop the student’s knowledge and skills in engaging the client, gathering detailed information regarding the client’s present difficulties and emotional challenges, formulating a theoretical understanding that addresses the referral question, and communicating this information effectively.
Seminar Format and Schedule:
The format of the course is based on substantive, interactive class discussions of recorded interviews and assigned text readings. In addition, student presentations and article critiques will be used to stimulate discussion of course concepts.
Students are expected to attend all classes, read all designated chapters, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.
Assignments:
Students are expected to present recorded interviews of clients for class discussion and feedback. In addition, students will make formal class presentations on selected topics, participate in role playing, critique articles assigned, and complete the readings from the text and handouts as specified below:
Journal Article Critique – The student will select a recent (2005-20110) scholarly library research journal article on clinical interviewing approved by the instructor and write, an 8 page critique in APA format. The student should briefly summarize the article, elaborate the topic of the article, relate this topic to readings (assigned in class and outside of class) and class discussion, assume a position related to the topic and provide a rationale for this position. Article Critique Due Nov 10, 2011
Recorded Interviews & Reports – Over the course of the two semesters, students will be expected to turn in three (3) recorded interviews and a psychological report for each recorded interview. Reports are to be typed and double spaced and submitted at the time of the class presentation of the recording.
Role Playing – Students will participate in role playing as a client or interviewer in order to demonstrate proficiency in diagnostic interviewing and to clarify, illustrate, and review theoretical concepts and skills.
Student Presentation of Special Topics – Students will research and present special topics related to clinical interviewing for class discussion. The topic must be approved by the instructor and the presentation should be approximately 30 minutes in length, professional in quality (power point presentation, handouts) and thorough.
Attendance:
Students are required to be in attendance for all classes. Students who are absent three (3) or more times in the academic year (2011-2012) will receive a grade of “No Credit” for the course
Individual meetings with the instructor are available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) hasto inform the instructor as early as possible.
Grading Criteria:
A grade of pass or satisfactory will be assigned to each of the Course Requirements including attendance, class participation, recorded interviews and reports, class presentation, article critique, and CEC.
Final Grade: Successful completion of the course requires compliance with attendance standards, effective class participation, satisfactory completion of a minimum of three (3) recorded diagnostic interviews and reports, a grade of satisfactory on a journal article critique and class presentation and a grade of “Pass” or above on the Diagnostic CEC.
Assignment Table – Fall Semester
Week / Topic / Reading / Assignment1- Sept 8 / Overview of the course requirements and expectations; Interviewing as art / Chapter 1 (Sommers-Flanagan) Introduction: Theoretical Orientations; Basic Requirements for Clinical Interviewers
Chapter 1 (Shea) Interviewing: the Principles Behind the Art
2- Sept 15 / Organization and Structure of the Interview; Interviewing as Art / Chapter 2 (Shea) Dynamic
Structure of the Interview
3- Sept 22 / Toward a Definition of Clinical interviewing; Professional and Ethical Issues / Chapter 2 (Sommers-Flanagan) Foundations & Preparations
4-Sep 29 / Engagement Process; Attending and Listening Skills / Chapter 3 (Sommers-Flanagan)
Basic Attending, Listening, and
Action Skills
Chapter 4 (Sommers-Flanagan) Directives: Questions and Action Skills
5-Oct 6 / Interview Process and Gathering Valid Information / Chapter 6 (Sommers-Flanagan) An Overview of the Interview Process
6-Oct 13 / Relationship variables and Addressing Conscious and Unconscious Agenda of the Client / Chapter 5 (Sommers-Flanagan) Relationship Variables and Clinical Interviewing
7-Oct 20 / Assessment Perspectives / Chapter 4 (Shea) Assessment Perspectives: Pathways to Effective Treatment Planning
8-Oct 27 / The Unspoken and Nonverbal Behavior of Clients / Chapter 3 (Shea) Nonverbal Behavior: The Interview as Mime
9-Nov 3 / Three Basic Skills: Engagement, Inquiry, Report Writing / Chapter 7 (Sommers-Flanagan) Intake Interviewing and Report Writing
10-Nov 10 / Mental Status Examination - Elements / Chapter 8 (Sommers-Flanagan) The Mental Status Examination / Article
Critique
Due
11-Nov 17 / Mental Status Examination – Role Playing / Chapter 8 (Sommers-Flanagan) The Mental Status Examination
12-Nov 24 / Article Critique Discussion / Review Chapter Readings 1st 6 Classes
13-Dec 1 / Mental Status Examination – Role Playing (Continued) / Review Chapter Readings 2nd 6 Classes
14-Dec 8 / Review / No Reading
Assignment Table – Spring Semester
Week / Topic / Reading / Assignment1-Jan 12 / Overview of Interviewing / Chapter 10 (Sommers-Flanagan) Diagnosis and Treatment Planning
2-Jan 19 / Diagnosis in the Interview Process / Chapter 8 (Shea) Exploring Suicidal and Homicidal Ideation
3-Jan 26 / Suicide & Homicide Assessment / Chapter 9 (Sommers-Flanagan) Suicide Assessment
4-Feb 2 / Interviewing Special Populations / Chapter11(Sommers-Flanagan) Interviewing Young Clients
5-Feb 9 / Probitive Exploration in Mood Disorders / Chapter 5 (Shea) Interviewing Techniques in Depression and Other Mood Disorders
6-Feb 16 / Expanded Exploration with Significant Others / Chapter 12 (Sommers-Flanagan) Interviewing Couples and Families
7-Feb 23 / Assessment of Psychosis / Chapter 6 (Shea) Interviewing Techniques While Exploring Psychosis
8-Mar 1 / Multicultural Issues in Symptom Presentation / Chapter 13 (Sommers-Flanagan) Multicultural & Diversity Issues
9-Mar 8 / Assessment of Personality Disorders / Chapter 7 (Shea) Personality Disorders: Reflections of the Social History
10-Mar 15 / Malingering & Deception / Chapter 10 (Shea) The Art of Moving with Resistance
11-Mar 22 / Assessing Hallucinations / Assigned Reading
12-Mar 29 / Student Topic Presentations / Assigned Reading
13-Arp 5 / Overview of Course / Assigned Reading
14-Apr 12 / Final Presentations / Assigned Reading
Suggested Reading:
Evidenced-Based Practice in Psychology. American Psychologist, 61(4), 271-285
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.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.