PP 8203 C15

Psychotherapy Seminar

Fall 2008

PLEASE NOTE: THIS IS A DRAFT. A FINAL VERSION OF THE SYLLABUS WILL SOON BE AVAILABLE.

PROFESSOR:

Peter A. Reiner, Ph.D.

PHONE:

312.822.7277

EMAIL:


FAX:

312.822.0377

ALT PHONE:

REQUIRED TEXTS:

Title / Resolution of inner conflict: An introduction to psychoanalytic therapy
Author(s) / Auld, F., Hyman, M., & Rudzinski, D.
Copyright / 2005
Publisher / Washington, D.C.: American Psychological Association
ISBN / ISBN-13: 978-1591471950
Edition / 2nd (second)
Title / A guide for beginning psychotherapists
Author(s) / Zaro, J., Barach, R., Nedelman, D., & Dreiblatt, I.
Copyright / 1977 (latest reprint: 2003)
Publisher / Cambridge, UK: CambridgeUniv. Press
ISBN / 0 521 29230 1
Edition / 1st (First)

RECOMMENDED TEXTS:

Title / Principles of psychotherapy
Author(s) / Weiner, I.
Copyright / 1998
Publisher / NY: Wiley
ISBN / ISBN-13: 978-0471191285
Edition / 2nd (second)
Title / Integrative problem-centered therapy
Author(s) / Pinsof, W.
Copyright / 1995
Publisher / NY: Basic Books
ISBN / 0-46503328-8
Edition / 1st (first)
Title / Doing psychotherapy
Author(s) / Basch, M.
Copyright / 1980
Publisher / NY: Basic Books
ISBN / 0-465-01684-7
Edition / 1st (first)
Title / Psychoanalytic psychotherapy: A practitioner’s guide
Author(s) / McWilliams, N.
Copyright / 2004
Publisher / NY: Guilford
ISBN / 1-59385-009-3
Edition / 1st (first)

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

In addition, various required articles or chapters will be assigned during the course of the seminar. They will be available “on reserve” in the library,or distributed in class, or made available electronically.

ArgosyUniversity

COURSE SYLLABUS

PP8203

Psychotherapy Seminar

Faculty Information

Faculty Name:Peter A. Reiner, Ph.D.

Campus:Chicago

Contact Information:312.822.7277

Office Hours:By Appointment

Short Faculty Bio:Peter A. Reiner, Ph.D. is Associate Professor of Clinical Psychology and is licensed both as a clinical psychologist and as a marriage and family therapist. He also serves on the faculties of the Feinberg School of Medicine at NorthwesternUniversity and The Family Institute at NorthwesternUniversity.

Dr. Reiner was Coordinator of Clinical Training at The Family Institute and is an award-winning teacher who has taught graduate psychotherapy courses or seminars at Northwestern University Medical School, Michael Reese Hospital, Loyola University of Chicago, The University of Illinois—Chicago Circle, and DePaul University.

His interests include long-term psychodynamically-oriented psychotherapy (especially with characterologically-impaired individuals) and systemically-oriented psychotherapy (especially with couples).

Dr. Reiner maintains a private practice in downtown Chicago of psychoanalytically- and systemically-informed individual, couple, and family therapy.

Course description:

The psychotherapy practicum seminar is required and is composed of a small group of students, led by a faculty member, (optimally) participating in similar practicum experiences. The goal of the seminar is to teach clinical skills in conducting psychotherapy and in case formulation so that students reach (or exceed) the competency level required to pass the psychotherapy CEC task by the Spring semester.

This weekly seminar will focus on the exploration of the general issues that arise in clinical practice as well as the development of specific skills in conducting psychotherapy. Participants and the seminar leader will review students’ clinical work together in the hopes of assisting students to acquire, to develop, and to refine essential skills in listening, in formulating case material, in intervening, and in self-supervision.

Please note that this seminar does not constitute “supervision.” Itis an adjunctive learning experience supplementing the supervision each student receives at her or his practicum site. Thus, the seminar is not a substitute for on-site supervision, namely weekly face-to-face meetings with a licensed clinical psychologist. The seminar provides a structure within which students receive additional consultation and training as they progress through the practicum year. Your site supervisor remains your sole supervisor, and holds responsibility for your clinical work throughout your practicum experience. At times, students find themselves confused or experiencing conflict because of differences in perspectives or approaches of the seminar group and the site supervisor. This is very common during training, and it is important to discuss this directly and openly in the seminar. Please keep in mind that you are not at liberty to disregard the direction of your on-site supervisor, because your supervisor takes clinical responsibility for you.

Site supervisors have been informed that they may contact the training department in order to raise any questions or concerns. Personnel at the practicum sites complete a written evaluation of students’ performances each term. In addition, each term, the seminar leader will evaluate students’ progress, both in terms of their own presentations and their overall contributions to the group discussion. The seminar leader will also evaluate students' written work that is presented to seminar members.

Seminar Format, Schedule, and Expectations

The seminar will meet 13 times during the fall semester, 13 times during the spring semester, and 4 times during the first summer semester. Please note that seminar will not meet on Monday, 29 September 2008.

Our seminar will focus on the psychotherapeutic treatment of adults, couples, and families. Please choose cases for presentation that are in keeping with this focus.

Students will take turns presenting recordings of psychotherapy sessions in the seminar.

Approximately one hour of each seminar meeting will be devoted to reviewing a student’s recorded psychotherapy session. Brief summaries of information about the clients (suitably disguised to protect clients’ identities) who will be presented are required in advance. This will be discussed more fully in the seminar, and guidelines will be provided in writing. Material presented in seminar is confidential; the fact that identities are disguised does not alleviate the responsibility of all participants to treat both client and therapist material in the most sensitive and confidential manner. Please do not discuss client material and therapist interventions outside of the seminar.

Each week, brief discussion of issues of general concern (including those of advisement) will precede students’ presentations.

At times, always with advance notice except in emergency, students’ presentations may be superseded by discussions of technique, theory, and so on; by clinical simulations (role plays); by discussions relating to specific assignments (viz., the CEC), by discussions relating to professional development or ethical issues; by discussion of assigned readings, and so on.

In addition to providing feedback and advisement, my role will be to join students in creating a safe, supportive ambiance. Thoughtful and meaningful interchange will be profoundly enhanced by such an atmosphere. Listening to patients and to the clinical work of others often generates anxiety. How we deal with these anxieties is central to our functioning productively as clinicians and colleagues.

In seminar, please feel free to raise issues for advisement and discussion, as well as any feedback regarding your experience of the seminar.

Grading Criteria:

Students will receive feedback in an ongoing way during seminar meetings. At the end of Fall Semester, I will provide additional feedback on your progress. Such feedback will likely include—but not necessarily be limited to--observations of your listening skills, your empathy, your ability to formulate case material, your intervention skills, the quality of your participation in seminar meetings, your openness to supervision, your sensitivity to issues of difference, and your self-awareness. (Please see “specific goals and objectives” below for additional criteria used to assess students’ progress). If at any time you would like to meet to clarify or to discuss your progress, please contact me.

Students are expected to attend every seminar. Not only is attendance essential as an aspect of your learning experience, it is central to your developing professionalism and your respectfulness of your colleagues. Be sure to notify me if you must miss a seminar.

The major, formal evaluative task, due in the spring of 2009, is the PsychotherapyClinical Evaluation Competency (CEC). This task will be discussed in the seminar. In addition, please carefully review the guidelines on your own; they can be found at the following website:

If you anticipate any difficulties whatsoever in completing this assignment, please discuss them with me as soon as possible. Please note the following regarding the CEC:

1)the psychotherapy CEC submission must be a psychotherapy session with an adult, couple, or family(unless otherwise negotiated well in advance)

2)the case must be approved by me

3)the specific session that is submitted may not have been previously presented in the seminar

3)the case must be conceptualized and treated from a psychodynamically-oriented, “systems,” or integrative theoretical perspective (unless otherwise negotiated well in advance)

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University 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.

Specific Goals and Objectives:

1. To establish a therapeutic alliance, demonstrating a capacity to communicate empathy, acceptance, and understanding. (Program Outcome: Goal 2; Objective 2b; Assessed Via: clinical presentations, CEC)

2. To develop the capacity to listen attentively and analytically, to follow client material closely on both the manifest and latent levels. (Program Outcome: Goal 2; Objectives 2b, 2d; Assessed Via: clinical presentations, CEC)

3. To learn various intervention “techniques,” including reflection, clarification, confrontation, silence, and psychoanalytic interpretation. (Program Outcome: Goal 2; Objectives 2a, 2b; Assessed Via: clinical presentations, CEC)

4. To begin to identify and manage transference and countertransference dynamics within the therapeutic interaction; to build therapist capacity for “holding” and “containment.” (Program Outcome: Goal 2; Objectives 2b, 2d; Assessed Via: clinical presentations, CEC)

5. To promote sensitive awareness of, and response to, issues of diversity as they impact the clinical interaction. (Program outcome: Goal 3; Assessed Via: clinical presentations, CEC)

6. To be able to communicate clearly (in both oral and written forms) one's theoretically-grounded holistic understanding of the client, the nature of the “problem” and the rationales for particular interventions, including being able to support hypotheses using specific data from the individual's history, present functioning, and the therapeutic interaction. (Program Outcome: Goal 2; Objectives 2a, 2b, 2c, 2d; Goal 5; Assessed Via: clinical presentations, written assignments, CEC)

7. To deepen the therapist’s capacity for self-reflection and to develop open, non-defensive, and accepting attitudes towards clients, one’s self, and peers. (Program Outcome: Goal 2; Objective 2d: Assessed Via: clinical presentations, participation in group consultation)

8. To be able to reflect on one's own performance, make a realistic appraisal of the strengths and weaknesses in the therapeutic interaction, and to use these self-critical capacities to improve interventions in later work. (Program Outcome: Goal 2; Objective 2d: Assessed Via: Clinical presentations, written assignments, CEC)

9. To further refine one’s identity as an ethical psychotherapist and professional psychologist. (Program Outcome: Goals 2, 3, 5: Assessed Via: full participation in seminar)

Course Pre-requisites: Successful completion of PsyD Diagnostic Practicum and Practicum Seminar

Required Textbook: As noted previously.

Technology: ArgosyUniversity encourages the use of technology throughout the curriculum.Seminar participants may use some or all of the following items: audiotapes, videotapes, CD’s, DVD’s, digital audio recorders, and so on. Examples of hardware or software that may be needed for the seminar include the following: 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: 30 Weeks (per entire academic year)

Contact Hours: 1.25 hours per week + practicum hours

Credit Value: 3.0

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, 5thEdition 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. 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.

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