PSY-7003-Padrón

Term and Year: Fall, 2009 Class location: One Beach Street, San Francisco, Room 210 Class Meeting days and time(s): Tuesdays, 12:10 p.m. to 3:00 p.m.
 * Course Title:** Research Proposal Design: Attachment and Developmental Psychopathology
 * Course Number: PSY 7005 A8**
 * School/College: CSPP-San Francisco**

Instructor Name and Title: Elena Padrón, Ph.D., Assistant Professor Office location: SF Campus, Room 273 Email address: epadron@alliant.edu Phone: 415-955-2111 Grading: Credit/No Credit Credit hours: 3 credits per semester

The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Additional articles may be added to augment the texts. Grading criteria will only be changed with advance notice.
 * Reminder that Syllabus is Subject to Change**

This course is the first in a two-semester sequence designed to develop core competency in the area of research and evaluation (CSPP Program Outcomes and Courses, Table 1, Section B.4) and to develop problem-solving skills and attitudes essential for life-long learning and scholarly inquiry (CSPP Program Outcomes and Courses, Table 1, Section D). The main objectives of this course are to prepare students to demonstrate mastery in: · The ability to read and critically review psychological literature. (B.4.a) · The ability to synthesize and integrate research findings from different sources and to pose theoretical, clinical or predictive questions and draw conclusions. (B.4.c) · The ability to demonstrate in writing and orally the application of research findings to clinical phenomena and/or practice. (B.4.d) · The ability to critically assess the application of research findings to diverse ethnic and cultural groups. (B.4.e) · Understanding and adoption of values of life-long learning and the role of the clinical psychologist as a “local clinical scientist”. (D.1) · The ability to understand, evaluate, organize, and synthesize psychological literature. (D.2) · The ability to identify challenges and problems in clinical practice and to undertake self-directed education to resolve these challenges and problems. (D.3) · The ability to present results of self-directed education in educational presentations both verbally and in writing and through written documents incorporating scholarly integration of practice theory and research findings. (D.4) · The ability to inform practice with results of self-education. (D.5)
 * I. Course Rationale:**


 * II. Course Description, Purpose, Student Learning Outcomes and Assessment:**

The Psy.D. clinical psychology program is organized to enable students to build sequentially on knowledge and skills. The second year Research Proposal Design seminar is the didactic course that accompanies the development of a student’s individual dissertation proposal development. In this course students consolidate G-1 level research, methods, and statistics competencies and start developing independent writing and researching competencies. This seminar provides small-group presentation and discussion of research at an advanced level. Particular emphasis is placed on integration of bodies of knowledge and theory, and applying these to clinical problems and populations. Each section of this course revolves around particular topic areas. This section is focused on attachment and developmental psychopathology, as they relate to parent-child relationships, intergenerational transmission of parenting, romantic relationships, or adaptation to trauma.
 * //A. Course Description://**


 * //B. Purpose of the Course://**
 * By the end of the first semester, students will have written a complete literature review.
 * By the beginning of the second semester, students will have written a draft of their methods section.
 * By the end of this year-long seminar, students will have passed proposal orals.
 * All students will be able to critically evaluate literature and research designs, develop research questions and methods, and understand their own proposal in a wider context of scientific and clinical knowledge.

Upon completion of the course, students will be able to:
 * //C. Specific Learning Outcomes://**
 * Assess their learning & writing styles, and utilize these in the development of their dissertation
 * Choose and develop a theoretically and empirically relevant dissertation topic
 * Review, critically evaluate, and synthesize the literature relevant to the dissertation topic, with an awareness of the strengths and limitations of particular research viewpoints
 * Discuss research orally and in writing in a professional manner, providing feedback to peers on their research projects and utilizing feedback from peers and faculty to develop and improve research and writing skills
 * Complete a comprehensive literature review for the dissertation proposal.
 * Propose methodologically appropriate and ethically sound procedures for carrying out the research.

This course is primarily a seminar class, which consists of discussion of readings, oral and written assignments. Written assignments and oral presentations will be utilized to assist with proposal progress. Ongoing individual meetings with the professor are integrated throughout the semester. Students are expected to read each other’s work, actively and respectfully participate in providing constructive feedback to peers, and read and discuss all required materials.
 * //D. Instructional Strategy://**

This class assumes incorporation of critical and informed examination of diversity issues, as they relate to psychological research. Biases inherent in research and the researcher will be examined. Readings, class discussion and assignments will address these issues.
 * //E. Diversity Issues://**


 * //F. Description of Course Requirements and Assessment Methods://**

Class participation is a vital component of this seminar. It allows students to learn from each other, and permits the instructor to assess students’ learning and thinking styles, as well as their understanding of the material. Class participation will be evaluated based on the following: · The student’s willingness to participate actively in, and remain focused during, class discussions · The student’s ability to participate in a respectful and open manner · The student’s level of preparation and familiarity with required material · The quality of the student’s contribution, including an appropriate level of complexity, an ability to integrate various sources of information and levels of analysis, and a willingness to think creatively and flexibly (rather than repeat what others have said) · The student’s ability to provide constructive feedback to peers, and receive and incorporate feedback from peers and from the instructor into their work
 * __Participation:__**

Attendance criteria for this class include the following: if students miss more than 2 classes, they risk obtaining “no credit” for the semester, even if they have performed well on other dimensions of the class. Being more than 10 minutes late for a class, or in returning from a break, counts as missing one class. Attendance is a basic requirement. Turning in a written assignment late, or failing to turn it in, will result in a lower grade or failure of the class, depending on the work missed, at the discretion of the instructor. Contact the instructor as soon as possible if you learn you will be missing a course requirement. Attendance will be graded as follows:
 * __Attendance:__**


 * 0 absences || 10 pts. ||
 * 1 absence || 5 pts. ||
 * 2 or more absences || 0 pts. ||

Students are expected to perform within professional standards of research as determined by ethical codes, legal considerations, the University or Campus Internal Review Board, and accepted professional research practice. (See #5 in “IV. Policies and Procedures” section.) Ethical violations may result in students not passing the course (at the professional judgment of the instructor based on the nature of the ethical violation), regardless of quantity and quality of work in other areas. All dissertations must be submitted to IRB for approval, even if they do not involve any human participants. Failure to do so will result in referral to the program SERC and/or Program Director or equivalent. Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, graduate-level class participation, timely completion of assignments, or for violations of ethical and professional standards of care, at the discretion of the instructor.
 * __Ethical, Legal, and Professional Standards of Care:__**
 * __Behavioral Expectations:__**


 * __Grading:__**
 * Class participation || 10 pts. ||
 * Article analysis || 10 pts. ||
 * Oral literature review || 15 pts. ||
 * Written literature review || 25 pts. ||
 * Attendance || 10 pts. ||
 * Ethics || 30 pts. ||
 * **TOTAL** || **100 pts.** ||

Students will receive a Credit/No Credit grade (see the Systemwide catalog for the Academic Standing Status for CSPP Doctoral Students). Credit for the class will be determined as follows:


 * 85-100 pts. || Credit ||
 * <85 pts. || No Credit ||
 * III. Course Readings and Materials:**


 * __Required Texts__****:**

Alliant International University (2009). //Psy.D. Program Handbook and Research Manual.// San Francisco: Alliant International University.

APA (2009). //Publication manual of the American Psychological Association// (6th ed.). Washington, D.C.: APA.

Meltzoff, J. (1997). //Critical Thinking About Research: Psychology and Related Fields.// Washington, D.C.: APA.

Rudestam, K. E., & Newton, D. R. R. (2007). //Surviving Your Dissertation: A Comprehensive Guide to Content and Process// (3rd ed.). Sage Publications, Inc.

Cassidy, J., & Shaver, P. R. S. (2008). //Handbook of Attachment, Second Edition: Theory, Research, and Clinical Applications// (Second Edition.). The Guilford Press.
 * __Recommended Text:__**


 * IV. Policies and Procedures:**

1. __Policies Related To Class Attendance, Lateness, Missed Exams or Assignments__ The University expects regular class attendance by all students. Each student is responsible for all academic work and information missed during absences. When an absence is necessary, students should contact the instructor beforehand, either by phone or by email. See the University Catalog for the complete policy on attendance.

2. __Information on Participation/types of participation required by the course:__ Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who wish to make alternate arrangements for grading of participation, on the basis of cultural considerations, should discuss this with the instructor at the start of the semester. This option is not meant to be used to remediate lack of participation after the fact.

3. __Responsibility to Keep Copies:__ Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.

4. __Respectful Speech and Actions:__ Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.

5. __Academic Code of Conduct and Ethics:__ The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. **//The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.//** The University reserves the right to use plagiarism detection software.

6. __Evaluation of Students’ Professional Development and Functioning:__ In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology program. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).

7. __Disability Accommodations Request:__ If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli;nghiselli@alliant.edu).

8. __Policy on Course Requirements During Religious Holidays:__ Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.

9. __Resources for Obtaining Tutoring or Other Student Support Services:__ Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.

10. __Problem Solving Resources__ If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at [] or contact the University Ombudsperson at rkunard@alliant.edu.


 * V. Course Schedule:**


 * __Week 1: SEPT 1__** **Topics:** Introductions, Getting organized, Creating a time-line for reading articles, Your strengths and weaknesses, Expectations of the Psy.D. dissertation process
 * Class Activity:** Discussion of terms for literature search


 * __Week 2: SEPT. 8__** **Topic:** A map of the field & organizing your materials
 * Reading****:** Meltzoff Ch. 1 & 3, Rudestam & Newton Ch. 1
 * Assignment:** Bring results of your first literature search and your favorite article to share with the class
 * Class Activity:** Categorizing studies


 * __Week 3: SEPT. 15__** **Topic:** Analyzing existing research
 * Reading**: Meltzoff Ch. 2 & 6, and classmates’ articles
 * Assignment:** Written analysis of your article, and come prepared to discuss others’ articles
 * Class Activity:** Presentation and discussion of your favorite article
 * __Week 4: SEPT. 22__** **Topic:** Defining your research question
 * Reading:** Meltzoff Ch. 5 & 7, Rudestam & Newton Ch. 2, and your own articles
 * Assignment:** Two-page description of your research question and type, to share with the group
 * Class Activity:** Discussion of research questions and basic terms
 * __Week 5: SEPT. 29__** **Topic:** Defining the nomological net
 * Reading:** Focus on your own articles
 * Assignment:** Place articles you have read into nomological net
 * Class activity:** Discussion of terms and conceptual organization, Sign up for individual meetings with instructor
 * __*Week 6: OCT. 6*__** **Topic:** Individual meetings with instructor to develop the nomological net
 * Assignment:** Draft of nomological net, according to your learning style


 * __Week 7: OCT. 13__** **Topic:** Revisiting your research question
 * Reading:** Rudestam & Newton Ch. 3, and your own articles
 * Assignment:** Revised description of your research question, and abstract
 * Class activity:** Discussion and critique of research questions and abstracts
 * __Week 8: OCT. 20__** **Topic:** Creating an outline and conclusion
 * Reading:** Rudestam & Newton Ch. 4, and your own articles
 * Assignment:** Bring draft of your outline to share with the group
 * Class activity:** Discussion of outlines, Sign up for individual meetings with instructor
 * __*Week 9: OCT. 27*__** **Topic:** Individual meetings with instructor to fill in the outline
 * Assignment:** Bring a narrative version of your outline


 * __Week 10: NOV 3__** **Topic:** Roadblocks and problem-solving
 * Assignment:** Incorporate instructor feedback to create First Draft of your literature review. Bring copies to share with classmates
 * Class activity:** Open discussion and problem-solving about roadblocks, sharing your strengths with your peers
 * __Week 11: NOV. 10__** **Topic:** Developing your literature review
 * Reading****:** Read your peers’ drafts from the previous week
 * Assignment:** Come prepared to provide constructive feedback to your peers
 * Class activity:** Feedback and discussion of First Drafts, Sign up for individual meetings with instructor
 * __*Week 12: NOV. 17*__** **Topic:** Individual meetings with instructor to revise your literature review
 * Assignment:** Bring Second Draft of literature review, and specific questions to discuss with instructor
 * __Week 13: NOV 24__** **Topic:** Oral presentations of literature review (30 min. each)
 * Assignment:** Final Draft of Written Literature Review due, Sign up for individual meetings with instructor


 * __*Week 14: DEC 1*__** **Topic:** Individual meetings with instructor for feedback
 * __Week 15: DEC 8__** **Topic:** Closing and preparing for intersession and next semester
 * Class activity:** Class discussion and potluck!