COURSE NAME: Practicum Seminar II

COURSE NUMBER: PP 8202

COURSE NAME: Practicum Seminar II

TERM: Spring 2008

INSTRUCTOR:

Julia Wernke, Ph.D.

PHONE:

(312) 777-7669

EMAIL:

FAX:

(312) 777-7748

ALT PHONE:

REQUIRED TEXTS:

Title / Diagnostic and statistical manual of mental disorders
Author(s)
Copyright / 2002
Publisher / Washington, DC: American Psychiatric Association
ISBN / 0-89042-0254
Edition / 4th/Text Revision

Reading materials will be on reserve in the library. Students will be responsible for reading these materials by the assigned date, as there will be class discussion on the readings.

RECOMMENDED READINGS

Title / Clinical and diagnostic interviewing
Author(s) / Craig, R.J. (ed.)
Copyright / 2005
Publisher / Northvale, NJ: Jason Aronson
ISBN / 0765700034
Edition / 2nd
Title / Clinical interviewing
Author(s) / Sommers-Flanagan, J. & Sommers-Flanagan, R.
Copyright / 2003
Publisher / Hoboken, NJ: John Wiley & Sons, Inc.
ISBN / 0471415472
Edition / 3rd

Any other special testing materials, etc? YES NO

If so, please provide complete information in regards to this instrument.

Name/Edition of Instrument: ______

Publisher/Other Info: ______

______

This Course Requires the Purchase of a Course Packet: YES NO

Diagnostic Practicum Seminar II

ArgosyUniversity

PP 8202

Chicago Fall 2007 – Spring 2008

Fridays 10:45 am – 12 noon

Faculty Information

Faculty Name: Julia Wernke, Ph.D.

Campus: Chicago

Office Phone: (312) 777-7669

Office Number: 1291

Office Hours: I am in the office all day on Monday, Tuesday, and Friday. You may either stop by my office or schedule an appointment time.

E-mail:

Short Faculty Bio:Julia Wernke, Ph.D, is an Assistant Director of Training and Assistant Professor at the AmericanSchool of Professional Psychology, Chicago Campus. She received her M.A. and Ph.D. in Psychology from the University of Cincinnati. Dr. Wernke completed her pre-doctoral internship at the Jesse Brown VA Medical Center in Chicago. She served as a postdoctoral fellow at the VeteransHealthAdministrationNationalCenter for Organization Development, where she provided organizational development and consulting services to VA facilities nationwide. She has clinical experience in a variety of settings including a university counseling center, a clinical research setting, a community mental health center, and a VA medical center.

Course description:The diagnostic interview practicum seminar is required and is composed of a group of three to six students, led by a core faculty member. The goal of the seminar is to teach clinical skills in diagnostic interviewing and case formulation so that the students reaches the competency level required to successfully pass the CEC diagnostic tasks by the spring term. The seminar meets weekly throughout the academic year. Written evaluations of student progress are made each term and become a part of the student’s academic record.

Course Pre-requisites: None

Required Textbook:

(2002).Diagnostic and statistical manual. 4thEdition/Text Revision. Washington, DC: American Psychological Association.

Reading materials will be on reserve in the library. Students will be responsible for reading these materials by the assigned date, as there will be class discussion on the readings.

Recommended Readings:

Craig, R.J. (Ed.) (2005). Clinical and Diagnostic Interviewing. Northvale, NJ: Jason Aronson.

Sommers-Flanagan, J. & Sommers-Flanagan, R. (2003). Clinical Interviewing. Hoboken, NJ: John Wiley & Sons, Inc.

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: 30meetings over Fall 2007 – Summer I 2008

Contact Hours: 35 hours

Credit Value: 3.0 (1.5 for Fall 2007 and 1.5 for Spring 2008)

Program Outcomes: The Doctoral program in Clinical Psychology at ArgosyUniversity, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

• Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
• Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
• Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
• Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
• Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
• Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
• Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
• Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
  Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

• Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
• Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
• Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Course Objectives:

1. Learn the fundamentals of clinical and diagnostic interviewing.
2. Learn to formulate an accurate DSM-IV diagnosis.
3. Strengthen case conceptualization skills.
4. Enhance students’ oral and written communication skills.
5. Enhance capacity for self observation and self supervision.
6. Provide for mutual exchange of ideas regarding clinical interviewing.
7. Appreciate diversity, including but not limited to, gender, ethnicity, race, culture, sexual orientation, physical ability, or religious/spiritual considerations, and how these matters affect the process and content of clinical interviewing.
8. Prepare students to demonstrate competency on the CEC task.

Course Purpose and Policies:

The Diagnostic Practicum Seminar is intended to serve as a skill training and professional growth experience for students. This will be accomplished primarily through review and discussion of student tapes. Seminar meetings may also include didactic presentations, role plays, and discussion of pertinent readings and/or pertinent issues pertaining to students’ training.

Clinical decision-making and responsibility rest with the student’s site supervisor. The practicum seminar and site supervision are best viewed as collaborative but distinct experiences.

Learning and growth occur most optimally in an environment of safety and trust. Please be sensitive to your fellow students when critiquing their work. This will help the class to promote a positive learning experience.

Confidentiality of client material and of students’ self-disclosure is required.

Grading Criteria

The Diagnostic Seminar is graded on a Credit/No Credit basis. In-depth feedback will be provided throughout the year. Full passage of the Clinical Evaluation Competency (CEC) and completion of the practicum experience is required to receive credit for the course.

Attendance/ Participation:

Students are expected to attend all meetings and to participate in class discussions. Students are requested to contact the instructor in advance if the student will be absent for a particular class. If a student falls ill on the day when the student is to present, it is that student’s responsibility to contact the next presenter early in the day.

Tapes:

Students will generally present tapes two to three times per semester. Tapes should be clearly audible and cued to the specific section to be played. Students are responsible for bringing their own tape player to class. Consent forms must be signed by the client and brought to class on the day of the student’s presentation. The student assigned to present a tape during the subsequent seminar meeting is requested to bring his/her tape and player one week ahead in case of scheduling changes due to absence. Any student who anticipates difficulty in securing a tape for presentation should speak to the seminar leader at least one week in advance (sooner if possible.)

Writing Guidelines:

1. Students are required to submit a brief (1-2 page) Self-Assessment by Friday, September 21. The self-assessment should include discussion of the setting/population in which the student will be working, previous experience (if any) with this population, goals/hopes for the training year, personal and/or professional strengths and limitations, and learning style. Additionally, the student should discuss the theoretical orientation that the student is most comfortable working with at this time. The purpose of the self-assessment is to facilitate self-reflection by the student and to familiarize the seminar leader with the student.

1. Students are required to submit a brief write-up (2-3 pages) each time that a case is presented in seminar. The write-up is due the week after the initial presentation of the case. No transcript is required. The write-ups are based on the CEC guidelines. The first write-up will focus on sections A-E (see CEC Guidelines) plus a DSM Diagnosis. The subsequent write-ups will consist of brief identifying information/ presenting problem, case formulation, DSM diagnosis, recommendations, and self-critique.

1. Students are required to submit a practice CEC by January 18th. Both a tape and a write-up should be submitted. The tape should be one that has not been presented in seminar. This write-up should be 5-8 pages in length. All sections covered in the CEC should be covered in an abbreviated form. Additionally, students are asked to transcribe a meaningful 10-15 minute segment of the tape using CEC guidelines. The analysis and critique should reflect material covered in the transcribed portion of the tape. A signed consent form from the client must accompany the practice CEC.

1. Students are required to turn in a Clinical Evaluation Competency (CEC) write-up, tape, and signed tape consent to their seminar leader during Spring semester. Dates for the original and revised CEC’s are absolute and will be set by the Training Department this fall. The CEC guidelines may be found on the Training Department link of the ISPP website. Additionally, a hard copy will be given to supplement this syllabus.

The purpose of the write-ups and practice CEC is to prepare the student for the CEC. Students should not necessarily choose their “best work” for presentation and write-up. The focus should be on gaining experience, learning from mistakes, and reflecting on their own work.

Extensive feedback will be provided on the write-ups and practice CEC in order to prepare the student for the final CEC. A student may be asked to re-write part or all of a brief write-up or practice CEC if adequate written and/or conceptual skills are not demonstrated. The feedback is designed to give you an opportunity to present your best written and conceptual work for the final CEC.

Advisement

An individual meeting with be scheduled with each seminar participant to discuss your experience of and progress within the seminar. If you would like additional meetings, please visit me during my office hours or schedule a meeting. In addition, we will begin each seminar session with a check-in period where students can bring up advisement issues that are comfortable discussing in a group setting.

Library Resources

ArgosyUniversity’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 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, ArgosyUniversity’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: ArgosyUniversity’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

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, ArgosyUniversity 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). WashingtonDC: 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 ArgosyUniversity catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at ArgosyUniversity 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,” ( 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 ArgosyUniversity 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 ArgosyUniversity Statement Regarding Diversity

ArgosyUniversity prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Boththe 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.

Fall Calendar

Fridays 10:45 – 12

September 7 / Welcome, introductions, syllabus, schedule for presentations
September 14 / Initial Interview and Dr. Wernke’s case presentation
September 21 / Presentation
Self-Assessment Due
September 28 / Presentation
October 5 / Presentation
October 12 / Presentation
October 19 / Presentation
October 26 / Class cancelled – Midterm Individual Meetings with Students
November 2 / Presentation
November 9 / Presentation
November 16 / Presentation
November 23 / Holiday – Day after Thanksgiving
November 30 / Presentation
December 7 / Presentation
December 14 / Wrap-up for semester

**Brief write-ups are due the week after presentation.**

Reminder: Practice CEC is due January 18th.

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