PP8202
Diagnostic Practicum Seminar
Fall 2007-2008
INSTRUCTOR:
Amberly Panepinto, Ph.D.PHONE:
312-777-7686EMAIL:
FAX:
312-777-7747ALT PHONE:
REQUIRED TEXTS:
Title / Diagnostic and Statistical Manual for Mental Disorders IV TRAuthor(s) / American Psychological Association
Copyright / 2000
Publisher / American Psychological Association
ISBN / 0-89042-024-6
Edition / 4th edition/ Text Revision
This Course Requires the Purchase of a Course Packet: YES NO
Diagnostic Practicum Seminar
PP8202
Wednesdays 4:30-5:45
2007-2008
Amberly Panepinto, Ph.D. Office 1306
312-777-7686 Office Hours – Th 9-11
or by appointment
Objectives:
1. To facilitate students’ clinical training experiences and the linkage of such experiences with classroom learning at ISPP.
2. To assist students in the development and mastery of their clinical interviewing and case conceptualization skills.
3. To enhance students’ oral and written communication skills.
4. To enhance students’ personal and professional growth through case review, self-critique, and feedback from others.
5. To 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.
6. To adequately 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:
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.
Readings:
Readings can be found on reserve in the library.
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 on 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 Wednesday, September 19. 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.
2. 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.
3. Students are required to submit a practice CEC by January 16. 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.
4. 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 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.
Required Reading:
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th edition) – Text Revision. Washington, DC: American Psychiatric Association.
# 0-89042-024-6
Leitner, L.M., Faidley, A.J., & Celentana, M.A. (2000). Diagnosing human meaning making: An experiential constructivist approach. In R. Neimeyer & J. Raskin (Eds.), Disorders of construction: Meaning-making frameworks for psychotherapy, (pp. 175-203). Washington, DC: American Psychological Association. (on reserve)
Recommended Reading:
Benjamin, A. ( 1987). The helping interview with case illustrations. Boston: Houghton Mifflin.
Fischer, C.T. (1994). Individualizing psychological assessment. Hillsdale, NJ: Lawrence Erlbaum & Associates.
Disability Statement:
It is the policy of Argosy University/Chicago Campus 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 to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation 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. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
Academic Honesty/Plagiarism Statement:
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course and a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the university.
MISSION STATEMENT: DOCTORAL PROGRAM
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 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.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o 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.
o 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.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o 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.
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.argosyu.edu/infolit/