Practicum I: Psyd Diagnostic

PP 8201

Practicum I: PsyD Diagnostic

Fall 2009

Tuesdays 4:30-5:45

INSTRUCTOR:

Sandra G. Zakowski, Ph.D.

PHONE:

312-777-7676

EMAIL:

FAX:

ALTPHONE:

REQUIRED TEXTS: There are no required texts for this seminar.

RECOMMENDED TEXTS:

Title / Clinical and Diagnostic Interviewing
Author(s) / Craig, R.J. (Ed.)
Copyright / 2005
Publisher / Northvale, NJ: Jason Aronson
ISBN
Edition / Second
Title / The Psychiatric Mental Status Examination
Author(s) / Trezepacz, P.T. & Baker, R.W.
Copyright / 1993
Publisher / New York: OxfordUniversity Press
ISBN / 0-19-506251-5
Edition

You will need a copy of the DSM-IV

Each seminar member is required to provide group participants with 1 - 2 articles relevant to the diagnostic process the week that you present your audio tape. These might include theoretical papers as well as papers on a specific diagnostic category that relates to the client you will be presenting.

Any other special testing materials, etc? YES NO

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

ArgosyUniversity

COURSE SYLLABUS

PP 8201

Practicum I: PsyD Diagnostic

Faculty Information

Faculty Name: Sandra G. Zakowski, Ph.D.

Campus: Chicago

Contact Information:

Office Hours:

Course Description

The diagnostic interview practicum seminar is required and is composed of a small group of students, led by a faculty member, participating in similar practicum experiences. The goal of the seminar is to teach clinical skills in diagnostic interviewing, other forms of assessment and case formulation so that the student reaches the competency level required to pass successfully the CEC diagnostic task by the Spring Semester. The seminar meets weekly throughout the academic year. Written evaluations of student progress are made each semester and become a part of the student's academic record.

Course Pre-requisites: All practicum prerequisites as outlined in the training manual

RECOMMENDED TEXTS:

Title / Clinical and Diagnostic Interviewing
Author(s) / Craig, R.J. (Ed.)
Copyright / 2005
Publisher / Northvale, NJ: Jason Aronson
ISBN
Edition / Second
Title / The Psychiatric Mental Status Examination
Author(s) / Trezepacz, P.T. & Baker, R.W.
Copyright / 1193
Publisher / New York: OxfordUniversity Press
ISBN / 0-19-506251-5
Edition

You will need a copy of the DSM-IV

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: 30 Weeks

Contact Hours: 37 Hours

Credit Value: 3.0

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.

Seminar Objectives

The Diagnostic Seminar has traditionally been an adjunctive learning experience supplementing the supervision the student receives at their practicum. The seminar is not a substitute for on site supervision. In your practicum, you should receive weekly, face to face supervision with a licensed clinical psychologist. Our emphasis in seminar will be on the clinical interview, though issues regarding psychodiagnostic testing will inevitably arise. Our predominating focus will be learning to think diagnostically during the course of the interview. Our goals will be related to enhancing your skills in developing rapport, listening, inquiring, conceptualizing, diagnosing and seeing the patient as a fully dimensional person.

I am also interested in your professional development and your experience at your practicum site. I welcome your questions and concerns. You are likely to find that many of those concerns are shared by other group members. We will open each seminar with opportunities for advisement. Students may also request individual advisement. Presenting your clinical work is an important experience in your development as a clinician. As a presenter, strive to be open to feedback; as a group member, aim to present your feedback empathically and productively. If you are having any difficulties with our seminar or with your practicum, I would like to hear from you so that we can address the issue(s) as soon as possible.

1. The development of a respectful, empathic curiosity about people and human behavior.

2. Ability to develop an alliance with patients through empathic listening and sensitive inquiry

3. An open and attentive availability to issues of human diversity.

4. A capacity to think diagnostically i.e., to formulate ideas about diagnosis based on presentation of symptoms, as you listen to the patient.

5. Enhancing your ability to direct the interview in productive ways while remaining open and available to the patient's experience.

6. Appreciating the interpersonal aspects of the interview/testing experience.

7. Extending case conceptualization skills.

8. Creating meaningful recommendations based on understanding the relationship between formulation, diagnosis and available human services.

9. Enhancing capacity for self observation and self supervision

10. Promoting professional development including identity formation, professional attitudes and demeanor, as well as awareness of the ethical foundations of our profession.

Seminar Assessment

Feedback will be presented in the seminar context. If you do not understand the feedback presented or you want to request additional feedback, please let me know. At the end of Fall Semester, you will receive feedback on your progress. Observations regarding listening skills, empathy, case conceptualization and openness to supervision will commonly be offered. Quality of group participation will also be commented on.

The major, formal evaluative task due in the spring is the CEC. Review CEC guidelines prior to that time. We will review them in seminar. However, I would like to hear any questions or problems you anticipate in completing this assignment. If you anticipate any problems, please do not wait until the last minute to let me know.

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

INFORMED CONSENT

Students must obtain written consent from clients whose audio tapes are used for didactic purposes (allowing the class to hear the tapes for supervision). Consent forms are available through the school.

EVALUATION

At the end of each semester a written evaluation of the performance of each student will be completed. The purpose of this evaluation is to provide some assessment of the student's progress in developing interviewing skills being taught in the seminar and feedback to help correct and improve areas that are weak and in need of further growth. Evaluations will be based upon the following criteria:

1.Listening skills - ability to accurately hear and reflect the thoughts and feelings communicated by the client. Appreciation of the interpersonal aspects of the listening process. Sensitivity to overt and covert, cognitive and affective aspects of communication.

2.Empathic contact - Ability to understand and appreciate the world-view of the client and to communicate this understanding to him/her. Ability to suspend one's own values, beliefs and preconceptions so as not to interfere with seeing the world through the client's eyes. Capacity to establish rapport.

3.Gathering background and historical information - Being thorough, organized and relevant in gathering information from a client during an interview. Ability to follow a line of questioning to elucidate key areas for understanding the client's presenting complaint. Using some theoretical rationale to guide assessment.

4.Clarity of presentation - Ability to write a psychological report based on interview materials which is clear, concise, well organized and meaningful.

5.Organization of presentation - Ability to organize materials in a psychological report in accordance with guidelines provided and in a manner that presents information in a clear and logical fashion.

6.Case conceptualization - Ability to apply theoretical concepts to information gathered during the interview so as to develop a number of working hypotheses about who the client is and why she/he behaves the way she/he does.

7.Capacity for self-reflection - Ability to demonstrate a willingness and capacity to critically analyze one's own performance in light of strengths and weaknesses. Demonstration of insight on the part of the student into his/her own dynamics as these relate to doing clinical work.

8.Responsiveness to supervision - Ability to respond positively, openly and appropriately to feedback provided by the instructor and fellow students.

Seminar Format and Schedule

We will develop a schedule of presentations. Students will present one week at a time. Everyone is expected to present audible, taped interviews and to bring a transcript of first five minutes of the session. Group members are expected to respond thoughtfully and respectfully.

Students will structure their presentations around issues in diagnostic assessment that have not been covered or perhaps not covered sufficiently, as per their interests.

Our seminar will focus on the assessment of adults via the clinical interview. Student will

choose cases for presentation appropriate to this focus. Following CEC submission

students will be free to present other types of cases they may be seeing at their practice

families, couples, children, etc.

In addition to providing feedback and advisement, my role will also be to engender a safe, supportive ambiance in our seminar. Of course, I will need your assistance to facilitate this type of experience. Thoughtful and meaningful interchange will be profoundly enhanced by the atmosphere of our seminar. Listening to patients and to the clinical work of others often generates anxiety. How we deal with these anxieties is certainly pivotal to our functioning productively as clinicians and colleagues. I want to encourage you to raise issues for advisement and discussion. I also want to hear your feedback regarding your experience of our seminar. Respecting one another and appreciating issues of human difference should consistently be in our awareness.

One week before your presentation

Distribute to each group member a copy of 1-2 articles relevant to your case anda brief description of the client you plan to present, including identifying information,presenting problems, behavioral observations, relevant history,and diversity considerations (2-3 typed pages). All identifying information must be disguised.

Presentation Week

Present a concise, clear, well organized, and comprehensive clinical presentation of your client to the group. You will need to transcribe the clinical interview portion of your work with the client.

In addition to the transcription,practice and organize your thoughts prior to class

In your presentation, you should:

A. Start with a brief description of the client you plan to present, including identifying and referral information, presenting problems, behavioral observations, and relevant history.

B. Describe the setting and conditions that make up the context of the session you will present. These include, but are not limited to: the type of setting (as opposed to the actual name of the agency or clinic which may constitutes too much real identifying information), information from the course of treatment if a later hour is to be presented, the fee, clinic or agency policies that affect the relationship, and recent interactions which may be directly affecting the session presented.

C. Describe your understanding of the client's problems in your own and the client’s words. Explain why the client is seeking diagnostic testing now.

D. Provide a case conceptualization using a theoretical orientation with which you feel comfortable and that is appropriate for this case.

E. Discuss any goals you and/or your client have identified. Explain how and why you reached these goals. How do you understand your interventions in the context of these goals?

F. Describe your own feelings and thoughts about the client--particularly thoughts that may have affected your responses during this particular hour. Describe initial reactions, reactions over the course of the session, as well as thoughts and feelings upon reflecting on the session. Explain why some of your reactions may have altered across time and interaction

G. Share with the group any specific questions or concerns you may have about the specific client or the specific hour. NOTE: This item is very important! You must ask the group for something fairly specific, and you can only do so if you give some thought to your presentation ahead of time.

Then, present the taped material and participate in the group discussion. Each week, all group members should respond to the specific questions the presenter raises as well as share other observations they make regarding the process and/or specific interventions. This is an interactive process and all group members will be involved in the discussion of each case.

Schedule:

Week 1: 9/8 Introduction

Week 2: 9/15Discussion of readings and CEC requirements (CEC guidelines are to be read prior to this class)

Week 3: 9/22Discussion of readings

Week 3: 9/29Student presentation

Week 4: 10/6Student presentation

Week 5: 10/13Student presentation

Week 6: 10/20Student presentation

Week 7: 10/27Student presentation

Week 8: 11/3Student presentation

Week 9: 11/10Student presentation

Week 10: 11/17Student presentation

Week 11: 11/24Student presentation

Week 12: 12/1Student presentation

Week 13: 12/8Student presentation

Week 14: 12/15Student presentation

Spring schedule and requirements to be distributed

Counseling Evaluation Conference (CEC): due during the spring on a date to be determined. Students are required to read the section on therapy CEC in the training handbook as well as the CEC guidelines put together by the Training Department. Remember: You MUST submit a tape for your CEC; NO exceptions. Plan ahead; a transcript is required, and this often requires significant time and effort.

You will also be given the opportunity to complete a practice CEC (optional) to be handed in by 12/1.

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 http://library.argosyu.edu/infolit/

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.