The Illinois School of Professional Psychology at Argosy University, Chicago

The Illinois School of Professional Psychology at Argosy University, Chicago

COURSE SYLLABUS

PP7749

PORTFOLIO DEVELOPMENT

Spring 2012

Faculty Information

Faculty Name: Margaret Smith-Zoeller, Psy.D.

Campus: Chicago

Contact Information:

Office Phone Number: 312-777-7708

E-mail:

Office: # 1380

Office Hours: by appointment Mon through Friday 9-4

Short Faculty Bio:

Margaret Smith-Zoeller, Psy.D. is an Associate Director of Clinical Training/Assistant Professor. Prior to coming to Argosy, she was a director of training and clinical supervisor in outpatient community mental health settings. She has administrative experience working in community psychology, not-for-profit settings, program development and grant writing. Her clinical experience includes individual, family, group and couple’s therapy, high risk clients, substance abuse treatment, trauma and crisis intervention. She has clinical experience working with urban American Indians, Arab Americans, Latino Americans, African Americans, Anglo Americans, Bosnian refugees, and political asylum seekers from Albania, Liberia, Ethiopia and Congo Zaire. Her interests include culturally relevant, tailored and appropriate interventions, increasing awareness of neocolonialism and multigenerational transmission of trauma, human rights, and developing culturally competent psychologists.

Course Catalogue Description:

The portfolio development course is intended to help students synthesize their performance and experiences within the master’s program. The portfolio will include both scholarly and personal reflection components that illustrate personal and professional growth and development within the program. The portfolio evaluates the student’s competency levels as they related to personal development, theoretical knowledge, clinical conceptualization ability, and scientific understanding as it relates to clinical work.

Course Pre-requisite:Thirty completed credit hours in the Clinical Masters Program

Additionally, students must be concurrently enrolled in a masters therapy practicum experience or have successfully completed a previous masters therapy practicum in the ArgosyUniversity, Chicago Clinical Masters program.

Required Text:

There is no textbook assigned for the course. Journal articles will be assigned which may be found in the Argosy University Library or downloaded online.

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: 15 Weeks

Contact hours: 15 hours

Credit value: 1.0

Course Objectives:

Course Objective / Method of Assessment
Students will demonstrate familiarity with the integration of science/scholarship and clinical practice (including Evidence- Based Practice in Psychology) as a model for life-long professional learning and development / Participation in classroom discussion and exercises, performance on the Scientific/Scholarship, Theoretical/Clinical and Personal/Professional components of the Portfolio
Students will demonstrate proficiency in the understanding and application of a theoretical model to case conceptualization at a level consistent with an advanced Clinical Masters student / Participation in classroom discussion and exercises, performance on the Theoretical/Clinical component of the Portfolio
Students will demonstrate awareness and attention to personal and professional growth and development at a level consistent with an advanced Clinical Masters student / Participation in classroom discussion and exercises, performance on the CV/ Personal/Professional Autobiography components of the Portfolio
Students will demonstrate the ability to function sensitively and ethically with diverse populations / Participation in classroom discussion and exercises, professional comportment associated with the course, performance on all components of the Portfolio

Instructional Contact Hours/Credit

Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Course Requirements and Guidelines

1. Classes will meet on Fridays from 12:30 PM to 2:00 PM during weeks 1, 3, 5, 7, 9, 11, and 13 of the semester.

2. Students are expected to attend all scheduled classes. Please contact the instructor prior to the start of class if you are unable to attend. Absence from more than two class sessions may result in a failing grade (F) for the course. Tardiness of more than 30 minutes may be counted as a missed class.

3. Students are expected to read all course readings by the assigned dates and to be prepared to discuss readings in class.

3. Over the course of the semester, students will be required to submit four assignments which together will comprise their Clinical Masters Portfolio. A detailed explanation of the requirements for the various components of the Portfolio is provided below.

4. All assignments must be typed, double-spaced, with 12 point Times New Roman font and in accordance with the stated page limits for that assignment. Additionally, all papers (including citations and reference lists) must be written in accordance with the APA Publication Manual (6th Edition). Plagiarism of ideas or content from other sources is not acceptable. All assignments must be submitted by the start of class on the assigned date. Late assignments will receive a diminished grade (reduction of one-half grade).

5. Portfolio assignments are considered to be individual exercises in which the student draws upon their unique experiences in the Clinical Masters program and their own insights to compose their portfolio. Students are expected to work independently on all portfolio assignments.

6. Class time will be devoted to lecture, discussion of topical issues and assigned readings, clarification of portfolio requirements, and/or classroom exercises.

7. Students are respectfully requested to turn their cell phones and all other electronic devices off during class so as not to interfere with the learning environment. If a special circumstance exists in which the student needs to have their cell phone on during class, a request should be made to the instructor prior to the start of class.

Due Dates for Portfolio Components

1. Curriculum Vitae and Biography Statement (Component One): Class Three

2. Scientific/Scholarship Portfolio Component (Component Two): Class Five

3. Theoretical/Clinical Portfolio Component (Component Three): Class Nine

4. Personal/Professional Portfolio Component (Component Four): Class Thirteen

Assignment Table:

Week / Topics / Readings / Assignments
1
January 13 / Introduction and Overview
3
January 27 / Professional Identity Development / Epstein, R.M. (1990). Mindful practice. Journal of the American Medical Association, 282 (9), 833-839.
Zeddies, T. (1999). Becoming a psychotherapist: The personal nature of clinical work, emotional availability and personal allegiances. Psychotherapy, 36 (3), 229-235. / CV and Biography Statement Due
5
February 10 / Evidence Based Practices / Chambless, D.L., & Ollendick, T.H. (2001). Empirically supported psychological interventions: Controversies and evidence. American Review of Psychology, 52, 685-716. / Scientific/Scholarship Portfolio Component Due
7
February 24 / Diagnostic Assessment and Case Conceptualization / First, M.B. (2010). Clinical Utility in the Revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM). Professional Psychology: Research and Practice, 41 (6), 465-473.
Flanagan, E.H., & Blashfield, R.K (2010). Increasing clinical utility by aligning the DSM and ICD with clinicians’ conceptualizations. Professional Psychology: Research and Practice, 41 (6), 474-481.
9
March 9 / Counter-Transference, Self-Reflection and Critical Thinking / Mc Williams, N. (2005). Preserving our humanity as therapists. Psychotherapy: Theory, Research, Practice, Training. 42 (2), 139-151. / Theoretical/Clinical Portfolio Component Due
11
March 23 / Multiculturalism and Ethics / Gallardo, M.E., Johnson, J., Parham, T.A., & Carter, J.A. (2009). Ethics and multiculturalism: Advancing cultural and clinical responsiveness. Professional Psychology: Research and Practice, 40 (5), 425-435.
13
April 13
(class may meet for final meeting March 30 if all are in agreement due to campus being closed April 6) / Self-Care and Awareness / Katsavdakis, K.A., Gabbard, G.O., & Athey, G.I. (2004). Profiles of impaired health professionals. Bulletin of the Menninger Clinic, 68 (1), 60-72.
Rupert, P.A., Stevanovic, P., & Hunley, H.A. (2009). Work-family conflict and burnout among professional psychologists. Professional Psychology: Research and Practice, 40 (1), 54-61. / Personal/Professional Autobiography Portfolio Component Due (assignment due at final class date when we meet)

PORTFOLIO COMPONENTS AND REQUIREMENTS

CV/BIOGRAPHICAL STATEMENT (Component One)

Due January 28th (Week Three)

Students should submit a polished and up to date copy of their CV suitable for professional job hunting, application to a doctoral program, or for other professional purposes.

Additionally, students should submit a brief (two to three paragraphs) biographical statement summarizing professional qualifications, relevant experiences, interests and goals.

SCIENTIFIC/SCHOLARSHIP ESSAY (Component Two)

Due February 11th (Week Five)

In five to six pages please address the following questions. Please reference a minimum of four scholarly sources in your essay:

• Define and discuss similarities and differences between Empirically Supported Treatments (ESTs), Evidence-Based Practice (EBP), and Best-Practices. Also, discuss how you do/will integrate these approaches into your clinical work.

• Discuss how science/scholarship interfaces with clinical practice. Please address at least two of the following areas:
• Assessment
• Intervention
• Lifespan Development
• Diversity

• Comment on how the APA Code of Ethics guides your clinical practice. Additionally, identify at least 2-3 ethical considerations that impact the integration of science/scholarship with clinical practice.

• Briefly discuss a research question you would like to explore in the future, during doctoral studies or in a future clinical role. How would you hope to apply the findings from your research to your work as a clinician?

THEORETICAL/CLINICAL PRACTICE (Component Three)

8-10 Pages

Due March 11 (Week Nine)

In this part of the portfolio, you are being asked to view a video of an actual therapy session. Students should choose one of four DVD’s, corresponding to a theoretical orientation which matches their own identification and/or training. All of the videos will be on reserve in the school library throughout the semester. Students will be allowed to check out the videos on a short-term basis so that multiple students may share use of the videos. The videos are as follows:

1. Short-Term Dynamic Therapy with Donald Freedheim,

APA Psychotherapy Videotape Series, 1994, Library Catalogue # 396 (Psychodynamic).

2. To Be Determined (Cognitive Behavioral)

3. Three Approaches to Psychotherapy II/Part I: Carl Rogers with Kathy, Library Catalogue # 355 (Person-Centered)

1. Solution-Oriented Therapy with Bill O’Hanlon, Family Therapy with the Experts series, 1998, Library Catalogue # 559 (Family Systems)

Having watched the video, students should answer the following questions, integrating material from the video with readings from your chosen theoretical orientation and your own thoughts/reactions. Please include three to four references in your paper:

1. Identify and describe the central tenets of your own theoretical orientation and from your approach, evaluate the session in terms of the therapist’s attitudes, intentions, statements and actions in the interview. It is suggested that you use 3 or 4 examples from the interview, which address the following:
2. Give concrete examples of how the therapist appeared to use specific theoretical constructs or techniques from your chosen orientation to promote change. Describe the theoretical constructs/techniques in detail and comment on their use in the session.
3. How would you characterize the client’s struggles from your chosen orientation? Provide a conceptualization of the client based on known information as well as noting information which would aid in writing a more comprehensive conceptualization.
4. Describe a moment or exchange in which therapeutic movement or resistance occurred. Critique this moment in terms of the therapist’s chosen words or actions. How might you have handled this moment similarly or differently?

1. Comment on the therapeutic relationship between therapist and client(s). What do you imagine a relationship with this client(s) would be like for you? What unique issues might arise for you in working with this client(s)? Please elaborate.

1. What challenges or countertransference issues might arise for you in working with this client? How might you address these issues constructively?

1. What diversity issues were salient in the session? What diversity issues might be salient if you were the therapist working with this client?

1. What did you learn from watching this session in terms of your own developing skills as a therapist?

PROFESSIONAL AUTOBIOGRAPHY (Component Four)

Due April 8th (Week Thirteen)

Your personal/professional autobiography is intended to express your reflections on your learning and experiences as a Clinical Masters student. This is a highly individualized task. Therefore, there is not a standard template for this essay. It is anticipated that each student’s essay will be unique and will capture your formative experiences and path through graduate school.

Essays should be approximately 8-10 pages in length and written in accordance with APA style. You may answer each question separately or combine answers to each question into one essay. You are required to cite and meaningfully discuss four to six references in your essay. A reference list should be provided at the end of your autobiography.

Questions

1. How do you view the balance of art and science in psychology/psychotherapy? Relate your comments to your own personal and professional development in the program.

2. What course or experience has been most influential in shaping your personal/professional development in the program? Why? Likewise, what reading has most impacted you?

3. Many students enter graduate school stating that they chose Psychology as a career because they wanted to “help people.” How has your graduate training impacted your views on helping others?

4. What does it mean to be ethical? Describe an ethical dilemma you have faced in your clinical training, how you chose to resolve it, and how it impacted the course of therapy.

5. How has your understanding of diversity evolved over the course of your training? What have you learned about yourself and your world view in this area? What aspects of diversity remain most challenging or unexplored for you?

6. What personal and professional strengths will you bring to your work as a masters level clinician? What personal/professional issues have been most challenging for you in your training? In what ways do you most wish to continue to grow?

Grading Criteria:

The student’s grade in this course will be primarily determined by their performance on the various components of the portfoliowhich they submit. Grading will be based upon the student’s ability to cogently and thoughtfully answer each question, drawing upon the academic literature, the student’s training and experiences in the masters program, self-reflection, solid writing skills and use of assigned resources. Feedback will be provided on each submitted component of the portfolio. Assignments may not be resubmitted after a grade is assigned.

The instructor reserves the right to drop the student’s final grade for documented behaviors which are deemed by the instructor to represent unprofessional, unethical, or highly disruptive behavior. This might include three or more instances of unexcused lateness (15 minutes or more), resulting in a final grade deduction of one half- grade, or other behaviors or interactions with the instructor or other students or regarding one’s written work which are deemed to be unprofessional, unethical or highly disruptive in nature (deduction of a full final grade). Referral to the student’s advisor and/or the Argosy University SCC or SPDC may also result from such occurrences as well at the instructor’s discretion. The student will be notified of the instructor’s concern in such instances.

Grading Requirements Grading Scale

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 – 73
C- / 72 – 70
F / 69 and below
CV/Bio / 10%
Scientific/Scholarly Essay / 20 %
Clinical/Therapy Application Essay / 30%
Personal/Professional Autobiography / 40%
Total / 100%

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, 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.