Argosy University
COURSE SYLLABUS
PSY390
Non-directive Psychological Approaches
Faculty Information
Faculty Name: Dr. Jerome Wilczynski
Campus: Chicago
Contact Information: ; 312-777-7677
Office Hours: By appointment
Short Faculty Bio: I am the Program Chair of Undergraduate Studies here at Argosy University, Chicago. I am a licensed clinical psychologist and licensed clinical professional counselor. I received by doctoral degree (Psy.D.) from the Illinois School of Professional Psychology in 1999. I have worked with the full range of client populations as well as within the gamut of clinical settings. I taught here at AU, Chicago as a Core Faculty member for 4 ½ years before venturing into academic administration. I was the Interim Program Chair for Counselor Education for a semester before I was appointed Program Chair of Undergraduate Studies. I am a non-directive, client-centered therapist, with a small, generalist adult private practice on the North side of Chicago.
Course description: This class will examine the specific attitude or principle of non-directivity as it relates to helping people with psychological difficulties and from a theoretical perspective. A contention of this course is that the only non-directive form of psychotherapy and psychological theory that exists is Carl Rogers’ Client/Person-Centered Therapy and Theory. The reasons for this assertion will be discussed and debated in relation to other theories of counseling/therapy.
Course Pre-requisites: Because the readings are sophisticated and require a pre-requisite knowledge base in order to adequately comprehend the content, students must have successfully completed PSY 101 General Psychology, PSY 405 Interview Techniques, and PSY 400 Counseling Theories prior to registering for this class.
Required Textbook:
Levitt, B. E. (Ed.). (2005). Embracing non-directivity: Reassessing person-centered theory and practice in the 21st century. PCCS Books: Ross-on-Wye. ISBN: 1-898059-68-3 (web site for publisher is www.pccs-books.co.uk)
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1. Cognitive Abilities
1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to respond to the question.
2. Research
2.1. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article.
2.2. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation.
3. Communication Skills
3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.
3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
4. Ethics/Diversity
4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
5. Knowledge of the Field
5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
6. Knowledge of Applied Psychology
Apply psychological principles to personal, social, and/or organizational issues.
7. Interpersonal Effectiveness
Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
7.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and are appreciative of diversity and culture.
7.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
7. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships.
7. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
Course Objectives:
Upon successful completion of this course, the student should be able to:
· Understand the values and attitudinal stance of principled non-directivity.
· Understand the history of psychological approaches grounded in non-directivity.
· Identify how the non-directive attitude informs interactions between therapists/counselors and his or her clients.
· Be able to discuss the ethical centrality of non-directivity as the foundation upon which all client/person-centered work is based.
· Distinguish whether non-directivity is at work in the analysis of a variety of psychological theories.
· Understand and explain how non-directivity “looks” with more than one person in a given situational interaction.
· Discuss issues related to the interface of cultural difference and “being” non-directive.
Assignment Table (ALL READINGS LISTED BELOW MUST BE READ FOR BOTH THE FACE-TO-FACE PORTION OF CLASS AS WELL AS THE ONLINE ASPECTS OF THIS COURSE)
Topics / Readings / Assignments/Assessments1 / · About the non-directive attitude / From the textbook:
· Introduction
· Chapter 1 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 1 to the questions based upon reading chapter 1 of the textbook
2 / · The History of Non-directivity / From the textbook
· Chapter 2
· Chapter 5 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 2 to the questions based upon reading chapter 5 of the textbook
3 / · Non-directivity related to working with individuals / From the textbook:
· Chapter 7
· Chapter 8 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 3 to the questions based upon reading chapter 8 of the textbook
4 / · Continuation of working with individuals
· MID-TERM DUE / From the textbook:
Chapter 11*
Chapter 12 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 4 to the questions based upon reading chapter 11 of the textbook (*Note: you are reading “out of order” for this week)
Mid-Term Formative Assessment: You will be given two unidentified segments of transcripts. You will: 1) identify which is the client-centered session and which is not (10 points; 5 points each); 2) explain in narrative form how the non-directive attitude informs the responses of the client-centered therapist (20 points) as well as provide a rationale for why the responses on the other transcript are not informed by a non-directive attitude (20 points): Total of 50 points possible
5 / Ethics and Applications Beyond working with Individuals / From the textbook:
· Chapter 13
· Chapter 14 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 5 to the questions based upon reading chapter 14 of the textbook
6 / · Continuation of ethics/other applications
· Return of Mid-Term Assessment / From the textbook:
· Chapter 15
· Chapter 16 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 6 to the questions based upon reading chapter 16 of the textbook
7 / · Continuation of ethics/other applications & Historical Afterword
· Interface of Client-Centered Therapy & Multiculturalism
FINAL DUE / From the textbook:
· Chapter 17
· Chapter 20 / In Class: Discussion, lecture, videos
Online: Post your responses in Module 7 to the questions based upon reading chapter 20 of the textbook
HAND IN FINAL PAPER!!
Final Summative Assessment: Turn in a final 6 page paper in APA style that covers the following topics: 1) What is principled non-directivity and why is Client-Centered Therapy the only “pure” non-directive way of working (you must refer to at least one other way of working in order to address this); 2) Describe how non-directivity informs ethical decision making and ways of responding to clients; 3) Describe how the situation is different when working with more than one person in a therapeutic interaction.
Grading Criteria
MID-TERM PAPER: See the Assignment table for the point values and the details of this task. This mid-term assessment does not require APA format. This mid-term paper must be well written, i.e. it must utilize proper English style and grammar in all ways. Failure to do so will cause the deduction of 1 point for every occurrence found from the overall total value of the paper. Points will not be awarded for doing well; they will only be deducted for not doing well. There are 50 possible points to be earned for this formative assessment.
FINAL PAPER: See the Assignment table for the questions you must address. As with the mid-term paper, 1 point will be deducted for each instance of poor English grammar found as well as for each instance of failing to follow APA style. Points will not be given for following APA style or for writing well; they will only be deducted for failing in this regard. You may not write less than 6 pages and you may not go over this limit. Failing to write exactly 6 pages of content (does not include title page or reference pages) will cause you to forfeit 2 points for each page over or short of the 6 page requirement. For the non-directive references, use only the chapters of the textbook for your references. You may go outside this ONLY for referring to another way of working (it is fine to use a textbook from your counseling theories class for this source). You will lose 2 points for each instance of going outside the textbook for your sources. If you do not cite your textbook from Counseling Theories to back up your example of a way of working that is not Client-Centered, you will lose 5 points.
The delineation of point values for the content is as follows: I will be looking to see if you answered the question/addressed the issue asked. For example, did you explain these concepts and give examples to back up your answers. Question 1 is worth 30 points-10 for each aspect of the question-; Question 2 is worth 20 points-10 for each aspect of the question-; Question 3 is worth 30 points-10 for individual, 10 for couples/families, and 10 for groups. There are 80 possible points to be earned for this summative assessment.
CLASS DISCUSSION/PARTICIPATION: You are required to participate in class discussion. You will receive a deduction of 5 points per class period that you are not participatory from your overall point total. You will EARN five points for contributing to the classroom discussion each day for quality and respectful interaction. This means you demonstrate that you have read the material by being able to ask questions that indicate you either want to clarify what you have read or are integrating what you have learned with other material. Simply adding to the dialogue will not constitute adequate class participation. Additionally, talking too much, monopolizing the discussion, or being disrespectful of the instructor or each other will cause you to lose 5 points for each day this occurs. Hence, class participation is worth 35 total points to be earned as there are only 7 weeks in this term.
ONLINE PARTICIPATION: You are required to read the book chapters assigned for each week and respond to the discussion questions by providing thoughtful responses to the “threads” for every week (in the Module required). Thoughtful contributions are those that fully answer the questions asked and are not simple yes or no responses. Additionally, your answers must be unique. If it appears you are simply “working off” the answers provided by others, you will not receive points for your contributions. Five points will be earned for ON TIME posting per week, in the appropriate Module, in accord with the guidelines for thoughtful contributions as stated above. Answers must be posted by the Thursday of that week, no later than 12 noon Central Standard Time. Posting after that time will not be accepted as completing the task. There are a possible 35 points to be earned for your online participation because there are 7 weeks in this term.
Grading Scale Grading requirements
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Participation (In class) / 35 points
Participation (Online) / 35 points
Mid-term assessment / 50 points
Final Summative Assessment / 80 points
Total points / 200 points
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 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. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access 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 students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite 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/