Research Seminar in Clinical Psychology
AS.200.379, Summer Session II 2015
Class: Mon, Wed, & Thurs 10 am – 12:30 pm
Location: Gilman 277
Professor:Dr. Alison Papadakis
137 Ames Hall
Office hours: Mon, Wed 1 – 2:30 pm
Meetings with the Professor:
While I hope that you will ask questions during class, you may find it helpful to meet with me individually. If you wish to meet with me, I encourage you to make an appointment during my office hours, using my online scheduling tool: To make an appointment outside of office hours, please email me or catch me after class. While appointments are encouraged, feel free to drop by my office, and I will meet with you if I do not have an appointment or other obligation.
Required Materials:
There is no textbook. The readings that are listed at the end of the syllabus will be provided via Blackboard. However, if you do not already have a copy, you should purchase the APA style guide:
American Psychological Association. (2010).Publication manual of the American Psychological Association (6th ed.).Washington, DC: Author.
Course Description:
This course is a small group exploration of current issues in clinical psychology, aimed at developing students’ empirical research skills. Following critical analysis of the empirical literature, students develop research proposals for novel research and/or conduct research and author research reports. Topics vary by semester. In the current offering, the topic will be stress, coping, emotion-regulation, peer relationships, and psychopathology among adolescents and emerging adults. Prerequisite: AS.200.212 (Abnormal Psychology)
Class Format:
This course will use a seminar format. In the first part of the term, I expect you to complete the readings before class and come prepared to talk about them. I will introduce some concepts via a lecture format, but the majority of our time will be spent discussing and analyzing the primary research literature. In the second part of the term, we will walk through the steps of designing and conducting novel research. In this part of the semester, I will introduce material and discuss the structure of the class project, and we will use the remainder of the class time as hands-on work time, which students will continue outside of the classroom.
Course Requirements:
Participation
As a small group experience seminar course, class participation is central to both your learning and that of other members of the class. We will be reading the literature produced and consumed by the main researchers in the content areas of the class. The readings will include primarily research articles and book chapters. Much class time will be spent discussing those readings. It is not expected that you will have complete understanding of the methods and results of the studies prior to class. However, it is expected that you will read all of the readings prior to class and come to class prepared to ask questions and critically analyze the readings.
For the class to be effective, all members need to contribute in a meaningful and respectful manner. It is important to note that good class participation involves first being mentally present and engaged in what is being discussed. Although attendance is not formally required for this class, it would be difficult to earn a high class participation grade with repeated absences or if one is present in body only. As important as respectful active listening is to class participation, it is not sufficient in and of itself. Class participation also involves providing meaningful input. Meaningful input is not determined solely by the amount said (as one can talk a great deal about something completely off-topic). Meaningful input is defined as comments that further the understanding of the class regarding an issue. It is a comment that adds to the discussion – making connections, illustrating points, demonstrating insights, etc. This class may include some controversial and challenging topics, and therefore, openness in discussions is important among class members. Comments or non-verbal behaviors that are disrespectful and/or repeatedly serve to create a hostile or guarded environment will be seen as inappropriate and deserving of a very low class participation grade. Because computers and other electronic devices can be very distracting during conversations, their use is not permitted during class discussions.
The instructor will rate each student’s participation following each class period, and the average rating will be used to determine your participation grade for the semester. You will receive midterm feedback regarding your participation from the instructor, although you may request feedback at any time. The rubric that will be used for the participation ratings is provided at the end of the syllabus.
Reading Questions and Reflections
In order for you to have good class participation, you must be prepared for class, which involves completing and reflecting on the assigned readings. In order to assist you in preparing for class discussions, you will write about a page (single-spaced) reflection about the readings before each class period in which we are discussing readings. Your reflection must include at least two questions that would generate discussion in class. Please put those questions in bold. Your reflection can also include additional questions that the readings raise for you (including clarifying questions), critiques that you have of the studies, ideas that you have for further research to build upon the research that you are reading, or other scholarly ideas that you have based on the readings. These reflections are designed to be scholarly in nature. While some of the material may connect with your personal experiences, that should not be the focus of your reflections. Instead, they should focus on your thoughts about the material from an academic and professional perspective. The rubric that will be used for the reading reflections is provided at the end of the syllabus. Reflections will be submitted via Blackboard and are due by 6:30 am on the day of class to allow me time to review them prior to class.
Selection of Additional Readings
One of the goals of this class is for you to develop your own research interests within the broad topics of the course. As such, the course is designed to allow students, or groups of students, to follow their interests by exploring areas of the research literature that were not assigned by the instructor at the outset of the class. Each student in the class will identify one paper or book chapter that represents an extension of the class topics. Students will submit their proposed reading to the instructor. Students will also submit discussion questions (similar to those used by the instructor in prior class periods) to help guide the class discussion on their selected readings.
IRB Training
In order to conduct research at JHU including analyzing pre-existing data, you must complete research and human subjects ethics training through the Hopkins Institutional Review Board (IRB). Completion of the training is required for this class. You will need to complete the online training ( - complete the Social and Behavioral Research – Basic Course) and turn in your certificate of completion. If you have already completed the training, you can submit your certification completion from before. More information on the Homewood Institutional Review Board (IRB) and its policies are available here: .
Class Project & Presentation
Students can elect to do one of two class projects. The first option is to write a research proposal in which the student proposes research questions and hypotheses, makes an argument for why those questions are important and why those hypotheses are appropriate, and describes the methodology that would be used to test the hypotheses. The second option is to develop research questions and hypotheses, test them on existing data, and then write a research paper including a literature review, hypotheses, method, results, and discussion. Students will present their proposals and papers to the class.
Course Grading:
Requirement %
Participation 15%
Reading Questions and Reflections (RQR) 10%
Reading Selection & Discussion Questions 5%
IRB Training 5%
Project/Presentation 65%
Topic 2%
Project Proposal 8%
Presentation 10%
Final Project 45%
Total100%
Grade %
A+97 – 100%
A93 – 96%
A-90 – 92%
B+87 – 89%
B83 – 86%
B-80 – 82%
C+77 – 79%
C73 – 76%
C-70 – 72%
D+67 – 69%
D63 – 66%
F 0 – 62%
Final grades will not be rounded. You mustfall at or above the minimum points in a range toearn the grade.
Illness, Make-up, and Extension Policy:
Out of concern for your own health and out of respect for others, please do not come to class or office hours if you have a significant, especially a contagious, illness. If you must miss class, it is your responsibility to check with a classmate to find out what you missed. After doing so, you are also invited to come to my office hours to go over missed material.
If you require an extension on any class requirement, please contact me as soon as possible via email. A delay in contacting me may result in a grade penalty. In general, extensionswill be granted only when you have:
- An illness or injury that is sufficiently severe so as to prevent you from preparing adequately for a quiz/exam or sitting for a quiz/exam.
- The death or serious illness of a family member or close friend.
- A court appearance
Out of fairness to all students, I request that you provide documentation of the illness or situation. If an assignment is not turned in by the beginning of the class period in which it is dueand your situation does not fall within those categories or you fail to provide requested documentation, you will be penalized at least 10% of the points. For each additional 24-hour period, you will lose an additional 10% of the points.
Academic Ethics:
You have an obligation to yourself, your classmates, and instructors to conduct yourself with integrity and in an ethical manner. The strength of your education, of your academic and professional reputation, and of the University as a whole rest on your integrity. You are expected to know and uphold the standards of academic ethics as stated in the Constitution of the Krieger School of Arts and Sciences, specifically the section describing the Undergraduate Academic Ethics Board ( Ethical violations include, but are not limited to: failure to cite sources properly, cheating, plagiarism, reuse of part or all of your own or others’ work, receiving or providing unauthorized assistance or collaboration, improper use of sources (including electronic devices), lying, forgery, falsification, unfair competition, facilitating academic dishonesty (including failure to report violations of which you are aware).
Please report any violations to the instructor. You may wish to consult with the Associate Dean of Student Affairs and/or the Chairman of the Ethics Board beforehand. All suspected violations will be handled and adjudicated following the policies of the Academic Ethics Board. Penalties for violations may include, but are not limited to: failure of the assignment/exam, a lowered course grade, failure of the course, a notation on your permanent transcript, suspension, or expulsion. If you have questions regarding what is permissible in this course, consult the professor.
Accommodation of Disabilities:
To request academic accommodations due to a disability, please contact the Office of Student Disability Services ( , 385 Garland Hall, 410-516-4720, ). If you have a registered disability and would like to request accommodations in this course, please share an accommodation letter with me or have the Office of Student Disability Services do so, and schedule a brief meeting to discuss the accommodations. Please do so well in advance of when you will require the accommodation.
Etiquette and Professionalism:
College is a time of many transitions, one of which the development and refinement of how you present yourself professionally, and I encourage you to think of the classroom as a professional context. I value having a classroom environment that is conducive to respectful learning and in which everyone (students and instructors alike) feel respected by one another. I will conduct myself in a manner to promote such an environment, and I ask that you do so as well by doing the following:
- Please be punctual to class. It demonstrates conscientiousness.
- If you are late, please enter in a non-disruptive manner.
- Please remain in the classroom for the full class period, unless it is truly necessary, so as not to disrupt the instructor or your classmates.
- To promote your own, your classmates’, and your instructor’s ability to focus in class, minimize disruptions including:
- Inappropriate use of technology (checking text messages, email, facebook, etc.)
- Anything that generates noise (i.e., turn off cell phones, alarms, computer sound, etc.).
- Refrain from chewing gum.
- If you would like to make any recording of the class or a portion of the class, ask permission before doing so.
- Most of all, treat your classmates with civility and respect both in and outside of the classroom. Understand and be sensitive to the fact that the course material may be personally relevant to members of the class. Be mindful and respectful of the privacy and feelings of others (e.g., do not make light of personal information disclosed by another during a class or share it with others after class).
- Be judicious about self-disclosure. While this course helps some students gain better insight about personally-relevant issues, it is designed as an academic course, and not group therapy. If you find that you need to talk more about such issues, please make use of the JHU Counseling Center.
Tentative Course Schedule
This is a tentative schedule; you are responsible for being aware of changes announced in class or on Blackboard. Reading is due on the day that it is listed. It is recommended that you read the readings in the order that they are listed on the chart below.
Week / Day / Topic/Reading / Assignment Due1 / Mon
6/29 / Class Introduction
Reading and Writing Research Papers
Bem, 2004
Maxwell & Cole, 1995
Wed
7/1 / Stress and Coping
Broad Conceptualizations
Lazarus & Folkman, 1987
Folkman & Lazarus, 1991
Problems in Conceptualizing/Measuring Coping
Coyne & Gottlieb, 1996
Thurs 7/2 / Stress and Coping
Adolescent Stress & Coping
Frydenberg, 2008, chapter 1
Connor-Smith et al., 2000
Compas et al., 2001
2 / Mon
7/6 / Depression & Coping Responses
Depression
Spirito et al., 2011
Papadakis & Strauman, 2011
Problem-Solving
Becker-Weidman et al., 2010
Calhoun et al., 2012
Cognitive & Emotion Regulation Strategies
LougheedHollenstein, 2012
Rood et al., 2012
Rothbaum & Rusk, 2011 / IRB Training Certificate Due
Wed
7/8 / Coping Responses
Rumination
Burwell & Shirk, 2007
Watkins, 2008
Hilt & Pollak, 2012
Mindfulness
Creswell & Lindsay, 2014
Semple & Burke 2012
Peer Processes
Peer Victimization
Hilt et al., 2008
Peer Stress & Parental Coping Socialization
Abaied & Rudolph, 2011 / Project Topic Due
Thurs
7/9 / Peer Processes
Social Support/Co-Rumination
Cohen & Wills, 1985
MaleckiDemaray, 2003
Hankin et al., 2010
Rose et al., 2007
3 / Mon
7/13 / Formulation of Research Ideas / Student Selected Readings Due
Wed
7/15 / Non-Suicidal Self-Injury
Nock & Prinstein, 2004
Nock & Mendes, 2008
Nock, Prinstein, & Sterba, 2009
Voon et al., 2014
Thurs
7/16 / Student-Driven Topics / Project Proposal Due
4 / Mon
7/20 / Student-Driven Topics
Wed
7/22 / Project Workshop
Thurs
7/23 / Project Workshop
5 / Mon
7/27 / Project Workshop
Wed
7/29 / Project Workshop / Projects Due
Thurs
7/30 / Project Presentations
Reading List
Abaied, J. L., & Rudolph, K. D. (2011). Maternal influences on youth responses to peer stress. Developmental Psychology, 47(6), 1776–1785. doi:10.1037/a0025439
Becker-Weidman, E. G., Jacobs, R. H., Reinecke, M. A., Silva, S. G., & March, J. S. (2010). Social problem-solving among adolescents treated for depression. Behaviour Research and Therapy, 48(1), 11–18. doi:10.1016/j.brat.2009.08.006
Bem, D. J. (2004). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. L. Roediger III, The compleat academic: A career guide (2nd ed., pp. 185–219). Washington, DC: American Psychological Association.
Burwell, R. A., & Shirk, S. R. (2007). Subtypes of rumination in adolescence: Associations between brooding, reflection, depressive symptoms, and coping. Journal of Clinical Child & Adolescent Psychology, 36(1), 56–65. doi:10.1207/s15374424jccp3601_6
Calhoun, C. D., Franklin, J. C., Adelman, C. B., Guerry, J. D., Hastings, P. D., Nock, M. K., & Prinstein, M. J. (2012). Biological and cognitive responses to an in vivo interpersonal stressor: Longitudinal associations with adolescent depression. International Journal of Cognitive Therapy, 5(3), 283–299. doi:10.1521/ijct.2012.5.3.283
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. doi:10.1037/0033-2909.98.2.310
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127. doi:10.1037//0033-2909.127.1.87
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68(6), 976–992. doi:10.1037//0022-006X.68.6.976
Coyne, J. C., & Gottlieb, B. H. (1996). The mismeasure of coping by checklist. Journal of Personality, 64(4), 959–991. doi:10.1111/j.1467-6494.1996.tb00950.x
Creswell, J. D., & Lindsay, E. K. (2014). How does mindfulness training affect health? A mindfulness stress buffering account. Current Directions in Psychological Science, 23(6), 401–407. doi:10.1177/0963721414547415
Folkman, S., & Lazarus, R. S. (1991). Coping and emotion. In A. Monat & R. S. Lazarus, Stress and Coping: An Anthology (3rd ed., pp. 207–227). New York, NY: Columbia University Press.
Frydenberg, E. (2008). Adolescent stresses, concerns and resources. In Adolescent coping; Advances in theory, research and practice (pp. 1–17). New York, NY: Routledge.
Hankin, B. L., Stone, L., & Ann Wright, P. (2010). Corumination, interpersonal stress generation, and internalizing symptoms: Accumulating effects and transactional influences in a multiwave study of adolescents. Development and Psychopathology, 22(01), 217–235. doi:10.1017/S0954579409990368
Hilt, L. M., & Pollak, S. D. (2012). Getting out of rumination: Comparison of three brief interventions in a sample of youth. Journal of Abnormal Child Psychology, 40(7), 1157–1165. doi:10.1007/s10802-012-9638-3
Hilt, L. M., Cha, C. B., & Nolen-Hoeksema, S. (2008). Nonsuicidal self-injury in young adolescent girls: Moderators of the distress-function relationship. Journal of Consulting and Clinical Psychology, 76(1), 63–71. doi:10.1037/0022-006X.76.1.63