COURSE NUMBER: PP 8201

COURSE NAME: Diagnostic Practicum Seminar I & II

TERM: Fall 2007 & Spring 2008

INSTRUCTOR:

John Tirado

PHONE:

312-777-7698

EMAIL:

jtirado@ argosy.edu

FAX:

ALT PHONE:

REQUIRED TEXTS:

Title / Psychiatric Interviewing
Author(s) / Shea, S.. W.B. Saunders
Copyright
Publisher / OxfordUniversity Press, Philadelphia, Pa.
ISBN / 0721670113
Edition / 1988

RECOMMENDED READINGS

Title / Psychiatric Mental Status Examination
Author(s) / Trzepacz, P.T., & Baker, R.W
Copyright
Publisher / New York
ISBN / 0195062515
Edition / 1993
Title / Multicultural Assessment Perspectives for Professional Psychology
Author(s) / Dana, Richard H.
Copyright
Publisher / Allyn and Bacon, Boston, Ma.,
ISBN
Edition / 1993

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

DIAGNOSTIC PRACTICUM SEMINAR I II,

(PP 8201)

SYLLABUS

Fall 2007-Spring 2008

CATALOGUE 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. Group members are generally participating in similar practicum experiences and are supervised in the orientation and population expertise of the core faculty seminar leader. The goal of the seminar is to teach clinical skills in diagnostic interviewing and case formulation so that the student 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.

MISSION STATEMENT OF THE DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY

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.

DIAGNOSTIC PRACTICUM SEMINAR I II

(PP8201)

John Tirado, Ph.D.

Fall 2007- Spring 2008

Meeting Time: Thur 4:30-5:45; Office Hours Tuesday 9:00-10:00; 3:30-4:30; Thursday 3:30-4:30

Office Phone: 312-777-7698; Private Voice Mail 630-972-0900; Fax 630-972-0858; E-mail

TEXT REQUIRED

Sommers-Flanagan, J & Sommers-Flanagan, R. Clinical Interviewing, Third Edition, John Wiley & Sons, Inc., New Jersey, 2003 ( ISBN – 0-471-41547-2)

Shea, S. Psychiatric Interviewing. W.B. Saunders, Philadelphia, Pa., 1988 (ISBN – 0721670113)

SUGGESTED READINGS

Trzepacz, P.T., & Baker, R.W. The Psychiatric Mental StatusExaminationOxfordUniversity Press, New York, 1993

Dana, Richard H. Multicultural Assessment Perspectives for Professional Psychology Allyn and Bacon, Boston, Ma., 1993

COURSE OBJECTIVES:

Students will:

  1. learn and develop clinical/diagnostic interviewing skills
  1. learn how to conceptualize a case formulation based on the interview
  1. develop the capacity for writing an accurate and relevant report including a case formulation
  1. practice skills necessary for the CEC diagnostic Interview tape submission

5.promote an atmosphere for the comfortable sharing of ideas on interviewing

6.facilitate self-assessment of personal strengths and weaknesses

SEMINAR FORMAT

  1. Didactic presentations

2.Student presentation of taped interviews

3.Student presentation of selected topics

4.Role playing

5.Videotape reviews

6.Reading from text and handouts

7.Student critique of each other's interview tapes

Diagnostic Seminar - John Tirado, Ph.D.

COURSE REQUIREMENTS

Fall Semester

Sep 6Read Clinical Interviewing (Sommers-Flanagan) Chapters 1 and 2, before the 1st day of class

Sep 13Read Psychiatric Interviewing – Part I, Interviewing: the Principles Behind the Art, before the 2nd day of class

Sep 20Clinical Interviewing ( Sommers-Flanagan) Chapters 3, 4, and 5 & Psychiatric Interviewing – The Dynamic Structure of the Interview should be read for the 3rd class discussion

Sep 27Clinical Interviewing Read chapter 6

Oct 4Psychiatric Interviewing – Nonverbal Behavior: the Interview as Mime

Oct 11Clinical InterviewingChapter 7, Report Writing

Oct 18Mental Status, Chapter 8

Oct 25 – Dec 13Tape Presentations

Subsequent chapters will be assigned in class.

Students are required to submit a minimum of three (3) interview tapes and reports in the year.

Students will be expected to turn in psychological reports based on an interview and tape presented in class. Reports are to be typed and double spaced and submitted at the time of the tape presentation.

Students will research and present special topics for class discussion.

Weeks 1 & 2 will focus on a discussion of interviewing and developing information to address a referral question. Weeks 3 – 15 will address the elements of the report structure, the integration of information from the interview, and the mental status examination. Weekly review of tapes and classroom discussion will be the medium for instruction.

A written take home essay based on the readings, classroom discussion, and didactic will be required at the end of this semester.

Spring Semester

Readings and class presentation assignments will be made for the first two weeks. Weeks 3 - 12 will focus on malingering and deception in the clinical interview, and a review of tapes.

Students will research and present special topics for class discussion.

Students will need to achieve a grade of “Pass” or “HighPass” on the diagnostic CEC

Diagnostic Seminar - John Tirado, Ph.D.

CLASS PARTICIPATION

Includes class participation and presentation of reports, tapes, and special topic. Students are

expected to attend all classes and to have completed all assigned readings. The grade assigned for

class participation will be based on participation in the class sessions.

ABSENCE

Students who miss more than 3 seminars classes in the year will receive a grade of “No Credit”

READINGS

Diagnostic Seminar - John Tirado, Ph.D.

Students are expected to read specified portions of Clinical Interviewing, Psychiatric Interviewing, and The Psychiatric Mental Status Examination, as outlined in the Course Requirements, by the end of the year.

REASONABLE ACCOMMODATIONS

"It is the policy of the Illinois School of Professional Psychology/Chicago Campus to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA).

If you are a student with a disability and need accommodations to complete your course work requirements, please make an appointment with the course instructor as soon as possible to discuss your request.

All information regarding the disability will be held in confidence by the professor.

If the student does not choose to disclose that s/he has a disability, then the student is taking full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same assignment policy as other students."

ACADEMIC HONESTY

Students are expected to do their own work, except as required for the group project task, and to abide by the ethical principles of psychologists.

TECHNOLOGY IN THE CLASSROOM

Students may use computers, recording devices, internet access and any other technological device they may require provided that the use of these devices does not interrupt the class.

GRADING:

As this is a pass-fail course, successful completion of the course and a grade of “Pass” will be given upon the successful completion of the CEC (grade of pass or high pass), 4 audio tapes, 4 written reports, 2 class topic presentations, satisfactory attendance, class participation, and compliance with any other requirements as written in this syllabus. The criteria to be applied in each of the areas above are included in the section entitled “Evaluation.”

ADDITIONAL COURSE REQUIREMENTS

Since much of the seminar as well as the evaluation of students rests on the requirement that students bring in a tape for review on the day they are assigned to do so, it is critical that students be conscientious about this requisite. In order to insure that unforeseen problems do not disrupt the flow of the seminar, students next on the schedule to present a tape are asked to have their tape ready in advance to serve as a back-up. Failure to have an audible tape or a back-up on the day scheduled will influence a student's evaluation.

Students are required to submit a written report at the time the audio tape is presented.

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.

Diagnostic Seminar - John Tirado, Ph.D.

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.Empathetic 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.

Diagnostic Seminar - John Tirado, Ph.D.