PSY-7504-Thompson

I. RATIONALE: The PsyD and PhD clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum. Each practicum experience is complimented by a didactic course for the purposes of accomplishing this integration. The second year Theory and Technique of Clinical Practice: Psychodynamic, is designed to familiarize the student with how theory and practice interact in the conceptualization of the clinical process and provide a rudimentary knowledge of the range of psychoanalytic theories available and their respective contribution of psychodynamic techniques. This course will prepare the student for the third year course on Advanced Clinical Seminar that will provide students with opportunities to present cases from their clinical internships. First year students may also be eligible to take this course, which may in turn serve as a stepping stone to other courses in the Theory and Technique sequence that prepare the student for the third year Advanced Clinical Seminar. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives).

//This course helps in the fulfillment of the following PsyD program learning outcomes://

1. To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention; 2. To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society;  3. To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry;  4. To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth;  5. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context.  // This course helps in the fulfillment of the following PhD program learning outcomes: // 1. To Prepare Students to be effective professional Psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings. 2. To integrate research findings and clinical literature with clinical practice. 3. To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population. 4. To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations. 5. To Prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity. 6. To develop and understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice. The course will examine the origin of and rationale for the technical rules of psychoanalysis and their application, while situating such critical concepts as neutrality, free association, interpretation, and transference in classical and contemporary perspectives. We will review the full scope of psychoanalytic theoretical perspectives, comparing and contrasting Freud’s technical principles with subsequent innovations including British and contemporary American perspectives. The course should provide a comprehensive overview of the contemporary psychoanalytic perspective and the most important controversies regarding the variety of technical interventions available.  ** B. PURPOSE OF THE COURSE: ** By the end of this course, students will be familiar with psychodynamic theory and their respective technical principles. They will be able to critically discuss the application of psychodynamic theory and treatment approaches to a wide range of diagnostic categories. They will be aware of transference and countertransference issues and how culture, gender, and ethnicity affect these phenomena and the psychotherapy process. Specifically, upon completion of the course, students will be: 1. able to conceptualize and make distinctions among the variety of psychodynamic theories available to the contemporary practitioner.
 * II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT: **
 * C. SPECIFIC LEARNING OUTCOMES ** :

2. able to discuss the rationale for the full range of clinical techniques available and assess their virtues and drawbacks. 3. able to distinguish between the kind of client population most likely to benefit from a psychodynamic orientation and other, more supportive, psychotherapeutic strategies. 4. able to establish be conversant with transference and countertransference issues in the therapeutic process, including the ability to anticipate, describe and recognize cross-cultural transference and countertransference reactions. 5. able to recognize why some clients may not be responsive to psychodynamic treatment and to determine if other therapeutic modalities may be more appropriate for the client to consider. 6. able to articulate the effects of trauma, age, gender, race, class, and ethnicity on individual development and on the development of the therapeutic relationship. This course is a clinical seminar discussion class. Class activities consist primarily of discussion of assigned readings and of student’s written synopsis of weekly readings. Discussion takes place in the seminar group as a whole (class size is limited to 15). For discussions of case or theoretical presentations and readings students are expected to participate in these discussions without having to be called upon. Students are expected to show enthusiasm for the material under discussion and to adopt a positive attitude toward the content of assigned readings. This class is focused on the examination of multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development to the degree that it is relevant to this particular course. Psychoanalysis is a predominantly “Eurocentric” discipline in that it’s conception of childhood development and its relation to normative adult behavior and attitudes toward one’s family of origin are chiefly dependent on European cultural mores: an emphasis on separation from one’s family of origin and relative independence from parental influences on major choices in one’s life, such as choice of career, spouse, and sexual preferences. Cultures that emphasize close parental ties and interdependent relationships are not surprisingly relatively averse to psychoanalytic critiques of the family and tend to disvalue therapies that emphasize autonomy from one’s family of origin. These considerations will be reflected in both course content and assigned readings.
 * D. INSTRUCTIONAL STRATEGY ** :
 * E. CLASS COMPONENT OF MULTICULTURAL AND INTERNATIONAL ISSUES: **

Sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through student participation students contribute to others’ learning and advance their own understanding. It is one way in which students demonstrate their mastery of class material, course specific objectives and of their ability to engage in problem solving and professional learning behaviors. Students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based: 1. the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it; 2. the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases; 3. the student’s willingness to contribute to class discussion.
 * F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS: **
 * 1) Class Participation: **

Weekly written journals/reaction papers on assigned readings is designed to help facilitate class participation. **//If speaking in class is difficult for a student s/he should inform the instructor and work with him around satisfying this component of the course requirements//**. Students should take initiative to work with the instructor as needed to help insure they meet this requirement; otherwise, students who remain quiet throughout class discussion of readings will be graded accordingly. Because time does not permit every student in the class to make an oral presentation, students will choose between a) giving a case presentation or a theoretical presentation on a topic that will be discussed with the instructor beforehand. The case presentation format is available on request. For this presentation students are required to provide a type written copy of process notes of a session with the client they are presenting to the professor on the day the case presentation is given. **//On the day of the presentation, students must come to class prepared to hand out a copy of these process notes to each member of the class.//** In addition, a written copy of the outline of the presentation is due the day of the presentation (only a copy for the professor is required). Students who elect to give a presentation on a theoretical topic are expected to provide the instructor with a copy of the notes the student used for the presentation at the beginning of class; students may also elect to provide other visual aids to the class at the beginning of the presentation. Oral case and theoretical presentations will be graded and students will be provided with written feedback. Students who do not elect to give an oral presentation (or who are not able to if more students wish to give presentations than there is time for) are required to turn in a term paper instead at the end of the course. This paper must be on a topic relevant to the course content and must be approved by the instructor beforehand. Students are expected to follow APA standards of page references and citations for the source(s) of materials used for their paper and must not be more than ten pages in length, double-spaced.
 * 2) Class Presentation or Term Paper: **

3) Weekly Journals/Reaction Papers:
Students are required to write a reaction paper for each of the weekly readings unless otherwise indicated. As most weeks there are two or more readings assigned, students are expected to write a one- or two-page reaction paper for each assigned reading. The purpose of these papers is to help organize the students thinking about what they have learned each week. These papers are not “book reports,” i.e., summaries of the readings assigned, but reactions to the readings after the student has completed them. Thus students are free to choose what to emphasize in their reaction papers, e.g., what struck them as particularly relevant and what they learned from the reading; **//disagreements with ideas or positions taken in the readings should be saved for class discussion.//** Even when students disagree with a clinical theory they are assigned to read, they are expected to learn the theory under discussion and to make sense of it. These reaction papers will be returned from time to time by the instructor with feedback. Reaction papers should also help students to organize their thinking when writing their final exam. At the end of term students will be given a take-home essay-style written Final Exam that will be due the last day of class. The exam is designed to help determine what students have learned over the course of the semester. Extensions will not be permitted and students are required to turn the Final Exam in on the last class meeting, during which the exam will be reviewed with the class. Students who have kept up with the assigned readings and turned in all of their reaction papers should have less difficulty in their performance of the final exam. Students are expected to attend every class and absences will affect their final grade, **//including absences due to fulfillment of other school activities, such as interviews for practicums and field placements//**. Should a student miss a class s/he is expected to inform the instructor before the class meeting in question and will still be required to turn in the reaction papers for that week’s reading no later than the next class meeting (students may also elect to email their reaction papers to the instructor should they miss a class). Class attendance for this course is extremely important due to lecture materials that are not included in their weekly readings for which students will be responsible. Students will receive a letter grade (See page 50 of the system wide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards). In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade. A & B = Credit with no concern or no serious concerns. C= Marginal pass or “some concern.” D/F = fail or serious concerns.
 * 4) Final Exam: **
 * 5) Regular Attendance: **
 * G. Course Grading System: **

Grade Percentage Distribution:
__ Class Discussion/Reactions Papers  25%  __ __ Oral Presentation/Term Paper 25%  __ __ Final Exam 50% __ Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. See #5 in “IV. Policies and Procedures” section. Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. Week by week assigned readings are on reserve in the library and some can be downloaded from the library website. Website readings are starred. Please bring a copy of the assigned reading to class with you.
 * H. Ethical, Legal, and Professional Standards of Care: **
 * I. Behavioral Expectations: **
 * III. COURSE READINGS AND MATERIALS: **
 * Required and Recommended Readings: **

The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.
 * IV. POLICIES AND PROCEDURES: **
 * //1. //**//Policies Related To Class Attendance, Lateness, Missed Exams or Assignments: //

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.
 * //2. //**//Responsibility to Keep Copies: //

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.  <span style="font-family: 'Times New Roman','serif';">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 Catalogue.//** The University reserves the right to use plagiarism detection software.
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">3. //**//<span style="font-family: 'Times New Roman','serif';">Respectful Speech and Actions: //
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">4. //**//<span style="font-family: 'Times New Roman','serif';">Academic Code of Conduct and Ethics: //

<span style="font-family: 'Times New Roman','serif';">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 and MFT programs. 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 Catalogue for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). <span style="font-family: 'Times New Roman','serif';">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. <span style="font-family: 'Times New Roman','serif';">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 are sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">5. //**//<span style="font-family: 'Times New Roman','serif';">Evaluation of Students’ Professional Development and Functioning: //
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">6. //**//<span style="font-family: 'Times New Roman','serif';">Disability Accommodations Request: //
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">7. //**//<span style="font-family: 'Times New Roman','serif';">Policy on Course Requirements During Religious Holidays: //

<span style="font-family: 'Times New Roman','serif';">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 your campus.
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">8. //**//<span style="font-family: 'Times New Roman','serif';">Resources for Obtaining Tutoring or Other Student Support Services: //

<span style="font-family: 'Times New Roman','serif';"> If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web or contact the University Ombudsperson at rkunard@alliant.edu. //<span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-bidi-font-size: 10.0pt;">Reminder: the Syllabus is Subject to Change: // <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-bidi-font-size: 10.0pt;"> 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. Readings may be changed to correspond more closely to or illuminate class presentation. <span style="font-family: 'Times New Roman','serif';">
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">9. //**//<span style="font-family: 'Times New Roman','serif';">Problem Solving Resources: //