PSY-8553-Chupina

                **California** **School** **of Professional Psychology** **One Beach Street, Suite 100** ** San Francisco, CA 94133 ** ** 415-955-2100 ** Course Title: Advanced Clinical Skills-Psychotherapy: Couples Course Number: PSY 8553 Units: 2 School: California School of Professional Psychology Course Website: http://elearning.alliant.edu Term & Year: Fall Semester, 2009 Day/Time: Monday 6:10 – 9:00 pm Location: SFBY Room 202 = Instructor: Miguel Chupina-Orantes, Ph.D.  = __mchupina@alliant.edu__ (415) 955-2104   Office hours: by appointment Grading: Letter and Credit/No Credit Open to year level: G-3 or above *This syllabus is subject to change at the discretion of the instructor. If possible, advance notice will be provided of any changes made. ** If you have a documented disability that may affect your ability to participate fully in the course or if you require special accommodations you are encouraged to speak with the instructor so that appropriate accommodations can be arranged. ────────────────────────────────────────────────── A significant number of clinicians and students in training acknowledge that relational therapies represent a unique form of treatment that deserves special attention. These practitioners normally search for educational opportunities to become knowledgeable in the practice of relational therapies and are inclined to adopt a relational approach to treat couples. The course of Advanced Clinical Skills-Psychotherapy offers clinicians and students in training a comprehensive review of the theoretical foundations, modalities, and practice of couple therapy. It is designed specifically to assist these practitioners in developing a basic knowledge of the different modalities of couple therapy to work effectively with dyads. This course helps in the fulfillment of the following Psy.D. program learning outcome: B. To develop student/graduates who demonstrate competence in (1) relationship, (2) assessment, and (3) intervention. B.1. Relationship-students demonstrate mastery in: a. The elements of effective therapeutic communication including: establishing a safe environment for another person, obtaining background information, handling intense emotion, facilitating communication with diverse populations, assessing and managing an emotional crisis. b. The ability to establish and maintain a therapeutic alliance with clients and to recognize and deal effectively with transference and counter transference in the therapeutic process. c. The ability to understand the therapeutic process, its stages and what makes for therapeutic outcome. d. The ability to understand and be sensitive to the role of ethnicity and culture in establishing and maintaining relationship with clients. B.2. Assessment-students demonstrate mastery in: d. The ability to develop a diagnostic impression based on DSM-IV criteria from data obtained during intake interviews, from psychological testing, from review of prior treatment records, and/or from observations during psychological treatment sessions. e. The ability to understand the effects of race, class, culture, and gender on assessment procedures and outcomes. B.3. Intervention-students demonstrate mastery in: a. The ability to plan and carry out a course of treatment that is informed by current clinical research and to summarize key aspects of the treatment both orally and in writing. b. The ability to discuss clinical case material and plan a course of treatment using a specific theoretical framework and at the same time being conversant within the limitations of that theoretical framework and alternative models and explanations. e. The ability to take into account the effects of race, class, culture and other social/cultural factors in planning and carrying out a course of treatment. This section of Advanced Clinical Skills-Psychotherapy provides an overview of the most important theories of couple therapy. The course focuses on systemic assessment, modalities of treatment, and the implementation of specific interventions. Particular emphasis is given to systems theory, application to special populations and issues of diversity. The course combines diverse teaching-learning strategies, such as lectures, group discussions, dyad/triad presentations, videotape analysis, experiential exercises, and guest speakers on special topics/field experiences. By the end of this course, students will be able to generate a comprehensive case formulation based on one of the theoretical perspectives examined in class. They will be able to formulate treatment goals in couple therapy, develop a positive alliance with both partners, design and implement specific interventions based on an ongoing assessment of progress, and critically discuss modalities of treatment. Students will be able to identify special factors that influence couple therapy such as culture, race, ethnicity, gender, sexual orientation, and disability. Upon completion of this course, students will be able to: 1. Demonstrate an understanding of the major theories of couple therapy 2. Display the ability to conduct an interview and make use of relational skills to work with couples 3. Demonstrate basic competencies in the assessment of diverse couples 3. Demonstrate an understanding of the key elements that facilitate change and identify optimal times for intervention 4. Display an awareness of the impact that unexamined biases, life experiences, and personal vulnerabilities have in the treatment of couples 5. Display an increasing sensitivity to the influence that culture, race, ethnicity, gender, sexual orientation, and disability have in couple therapy The course consists primarily of lectures, discussion of assigned readings, videotape analysis, student presentations, and experiential exercises. Discussion will take place in multiple configurations (e.g., whole group and subgroups). Students will present individually, but experiential exercises will take place in dyads/triads. The course examines the influence that multicultural issues such as culture, race, ethnicity, gender, sexual orientation, and disability have on the treatment of couples. The course also underlines the psychological impact that trauma has on couples. These issues are addressed in readings, class discussions, and guest speaker presentations. A detailed description of course requirements, assignments and methods of assessment is provided in the following sections. Final grades will be assigned based on the following scale: || The following assignments will be evaluated and assigned points toward your final grade.
 * I. Rationale **
 * II. Course Description, Purpose, Student Learning Outcomes and Assessment **
 * A. Course Description **
 * B. Purpose **
 * C. Student Learning Outcomes **
 * D. Instructional Strategy **
 * E. Class Component of Multicultural and International Issues **
 * F. Course Requirements and Assessment Methods **
 * Calculation of Grades: **
 * Class participation ** ||
 * 20 pts 20.0% ** ||
 * Email Journal Entries ** ||
 * 20 pts 20.0% ** ||
 * Role Playing ** ||
 * 15 pts 15.0% ** ||
 * Final Exam ** ||
 * 45 pts 45.0% ** ||
 * Total ** ||
 * 100 pts 100.0 % ** ||
 * Final Exam ** ||
 * 45 pts 45.0% ** ||
 * Total ** ||
 * 100 pts 100.0 % ** ||
 * 100 pts 100.0 % ** ||
 * A 93-100 ** ||
 * B+ 87-89 ** ||
 * B- 80-82 ** ||
 * C 73-76 ** ||
 * C 73-76 ** ||
 * A- 90-92 ** ||
 * B 83-86 ** ||
 * C+ 77-79 ** ||
 * C- 70-72 ** ||
 * F < 70 ** ||
 * F < 70 ** ||
 * Assignments **

**1. __Class Participation (2 points/week).__** **Rationale**: Students should demonstrate their capacity to accomplish the course learning outcomes in class. Evaluation will focus on students’ preparation and participation for class discussion/activities. **Evaluation**: A student’s participation in class discussion and activities will be evaluated weekly on the basis of five criteria: 1. Evidence of excellence in preparation, familiarity and reflection on assigned readings, 2. Linking key concepts to clinical experiences 3. Individual student’s contribution to other students’ learning, 4. Student’s willingness to assume responsibility for making the class discussions and activities work. Scores in each category will be represented as: 0.25 – minimal evidence 0.50 – clear evidence //Sample Class Participation Rubric for Week 3 (total points earned this week 1.75/2.0//) Student Outcome Measured: || 1. Preparation, familiarity & reflection on readings || 2. Linking key concepts to practice || 3. Contribution to others’ learning || 5. Responsibility for class discussions and activities || Scores: || 0.50  ||    0.50   ||    0.50      ||    0.25   || **Rationale:** On occasions, there is a limited opportunity for students to reflect on the topic being presented or to share their reactions to the class discussions. A journal can facilitate students’ reflections and enhance their own processes of thinking, observing and interacting. **Assignment:** Students are required to submitt10 journal entries over the course of the semester. In order to complete this assignment, students should post a journal entry for 10 consecutive classes (see course schedule). Students should post their journal entries in their personal files, which are to be found in the course website. The deadline is Thursday 6:00 PM. Students should consider in their journal entries the following five questions: Journal entries will be read by the course instructor. Prior to the next class, the instructor will respond to journal entries if students request clarifications. The instructor will also respond if students are using a concept incorrectly or their comments indicate that a response would be helpful. **Evaluation:** Students will receive full credit if their journal entries are posted on time and demonstrate thoughtful consideration of the questions mentioned above. Students are not expected to address all five questions every week, but they should consider this assignment as an opportunity to enhance their own learning. Students can check the course website to see if a journal entry received full credit. **Rationale**: To improve their clinical skills, students will conduct clinical interviews and implement interventions associated to a framework of couple therapy. The purpose of this assignment is threefold: 1) for students to increase their comfort level in couple therapy; 2) for students to receive clinical feedback from the instructor and classmates; and 3) for students to become aware of their own values, biases, and assumptions as these may influence their clinical interventions. **Assignment**: Every student will develop an exemplary role play and demonstrate in class how to proceed in couple therapy. The student conducting the role playing should use one of the theories covered in class. The presenting student may consult books, journal articles, websites, and review video or audio tapes. To complete this assignment, the presenting student will prepare 2-3 page handouts for the class and conduct a 30-minute session. Handouts should be distributed a week before the role play.  The handouts should detail the following:   1.  The presenting problem 2. The roles and specific dynamics of the participant couple 3. The theoretical framework 4. The phase or stage of treatment 5. What the student is trying to demonstrate After the exercise, the class will discuss the case for 20 minutes. Participants in the role play should meet with the instructor before the presentation Below are examples of potential scenarios to consider: 1. Chemical dependency and drug abuse 2. Physical health problems and AIDS 3. Divorce and stepfamilies 4. Inter-cultural, inter-racial, or inter-faith couples 5. Infertility, childless or child free couples 6. Death of a child 7. Gay, lesbian, bi-sexual, or transgender couples 8. Spouse who is GLBT and “comes out” to family 9. Infidelity, affairs, and jealousy 10. Sexual dysfunction, rape, and incest 11. Marital enrichment/preparation 12. Developmental issues: adolescent marriage, empty nest syndrome, and elderly 13. Depression/anxiety and other mental disorders 14. Anger and conflict management 15. Trauma 16. In-law or family of origin problems 17. Low-income couples 18. Undocumented immigrant couples 19. Domestic violence **Evaluation**: Student presentations will be evaluated on the basis of five criteria: 1. Evidence of excellence in preparation and familiarity with theoretical framework 2. Linking key concepts to the practice 3. Illustration of clinical interventions or theoretical points 4. Clarity and originality of the student’s contribution, 5. Student’s willingness to assume responsibility for making a successful role playing Scores in each category will be represented as: 1 – minimal evidence 2 – clear evidence 3 – significant evidence //Sample Role Playing Rubric for Week 3 (total points earned// 12/15) Student Outcome Measured: || 1. Preparation, & familiarity framework || 2. Linking key concepts to the practice || 3. Illustration of clinical intervention  || 4. Clarity & originality of contribution || 5. Responsibility for successful role playing || Scores: || 3  ||    2   ||    2      ||    3      ||    2   || The final exam will require students to compare at least two frameworks covered in class (e.g., Integrative Behavioral Couple Therapy and Emotionally Focused Couple Therapy). Students will be expected to know the commonalties and differences between the frameworks, particularly in terms of processes of change, clinical assessment, goal setting, role of the therapist, and specific interventions. Gurman, A. S. (Ed.). (2008). //Clinical handbook of couple therapy// (4th ed.). New York: The Guilford Press. (On reserve at the Hurwich library) Bradbury, T. N. (Ed.). (1988). //The developmental course of marital dysfunction.// UK: Cambridge University Press. Christensen, A., & Jacobson, N. S. (2000). //Reconcilable differences.// New York: The Guilford Press. Gottman, J. M. (1999). //The marriage clinic//. New York: W. W. Norton. Johnson, S. M. (2004). //The practice of emotionally focused couple therapy: Creating connection// (2nd ed.). New York: Bruner-Routledge. Johnson, S. M. (2002). //Emotionally focused therapy with trauma survivors: Strengthening// //attachment bonds//. New York: The Guilford Press. Wile, D. B. (1993). //After the fight: A night in the life of a couple.// New York: The Guilford Press. Articles and book chapters will be available from Alliant International University Libraries. Links to online articles are provided in the course website. Access to these materials is pass worded so only students enrolled in this course may view, download and print them from any computer on campus or from remote sites. Journal of Couple and Relationship Therapy Journal of Marital and Family Therapy American Journal of Family Therapy Journal of Sex and Marital Therapy Journal of Divorce and Remarriage Journal of Marriage and Family Journal of Systemic Therapies Family Relations Family Process American Association for Marriage and Family Therapy www.**aamft.org** California Association of Marriage and Family Therapist www.**camft.org** ** IV. Policies and Procedures ** The following policy statements refer to behavioral expectations that the instructor has for students enrolled in this course.  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. Please refer to the University Catalog for the complete policy on attendance available at (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).  Students are responsible for completing any required readings in advance of the designated class session. Class discussion and activities will focus on the application of the assigned material. Participation in class discussions that build on student assignments is an expectation that will influence student grades. If you must miss class for a legitimate reason (e.g., illness, family emergency, work emergency, court appearances, conferences), please contact the instructor to discuss the situation **prior to class and to the date the assignment is due**. Absences not cleared with the instructor will be considered unexcused. Because attendance and participation is a large part of this class, no more than two excused absences will be granted. **No incompletes** **will be given in this class** except for major emergencies (e.g., hospitalization) and only after consultation with the instructor. Incompletes will not be granted simply because more time is desired to complete the assignments. All written assignments are expected to conform to the guidelines and reference formats specified in the Publication Manual of the American Psychological Association (6th ed.). All work must be word processed or type written, double-spaced, using 12-point font and one-inch margins. Please staple papers on the upper left-hand corner. Do not use binders of any type. Written assignments will be evaluated on the technical quality of the writing as well as content. All written assignments should be carefully proofread for spelling, grammar, and syntax. The instructor is willing to review drafts handed at least two weeks prior to the due date. Remember that 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.   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','serif'; mso-bidi-font-family: 'Times New Roman';">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. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> All students will be expected to live up to their expectations as members of a community of scholars. As scholars, academic dishonesty of any kind cannot and must not be tolerated. Please refer to Alliant International University’s Student Handbook regarding academic integrity and honesty. The APA Publication Manual also contains useful information. The instructor is willing to answer any questions or clarify any concerns, but this must be done before the submission of any written work or classroom presentations. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">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 Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information.” <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Times New Roman','serif';">If you need disability-related accommodations in this class, please see the instructor 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 Dr. Nina Ghiselli at (415) 955-2164 or NGhiselli@alliant.edu in the Office of Disability Services. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Alliant <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> International University <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> 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. <span style="font-family: 'Times New Roman','serif';"> <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 Ned Doherty at (415) 955-2120 or ndoherty@alliant.edu for information on obtaining tutoring or other student support services on the San Francisco campus. <span style="font-family: 'Times New Roman','serif';"> <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 at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the Dean of Students Craig Brewer at (949) 303-9768 or cbrewer@alliant.edu <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> ||  Introductions, requirements, and expectations  || ** Assignments: ** Journal Entry 1 || || Structural Couple Therapy // Video Excerpt // || ** Readings: ** Chapters 1,3 (Moodle) Chapter 11 (Handbook) ** Assignments: ** Journal Entry 2 Role Playing 1  || Brief Strategic Couple Therapy || ** Readings: ** Chapter 10 (Handbook) ** Assignments: ** Journal Entry 3 Role Playing 2  || Cognitive-Behavioral Couple Therapy // Video Excerpt // || ** Readings: ** Chapter 2 (Handbook) ** Assignments: ** Journal Entry 4 Role Playing 3 || Couple Therapy and Treatment of Affairs Couple Therapy and Physical Aggression || ** Reading: ** Chapters 14, 16 (Handbook) ** Assignments: ** Journal Entry 5 Role Playing 4 || Integrative Behavioral Couple Therapy || ** Reading: ** Chapter 3 (Handbook) ** Assignments: ** Journal Entry 6 Role Playing 5 || Emotionally Focused Couple Therapy // Video Excerpt // || ** Readings: ** Chapter 4 **(**Handbook) ** Assignments: ** Journal Entry 7 Role Playing 6 || ||  African American Couples in therapy Gay and Lesbian Couples in therapy || ** Reading: ** Chapters 24, 25 (Handbook) ** Assignments: ** Journal Entry 8 Role Play 7 || Solution-Focused Couple Therapy // Video Excerpt // || ** Readings: ** Chapter 9 (Handbook) ** Assignments: ** Journal Entry 9 Role Playing 8 || // Make up class  // || Narrative Couple Therapy || ** Reading: ** Chapter 8 (Handbook) ** Assignments: ** Journal Entry 10 Role Playing 9 ** Final Exam ** ||
 * 2. __Email Journal Entries (2 point each).__ **
 * 1) What was the most useful or interesting information you learned from this week’s class readings?
 * 2) What were the most useful techniques/skills that you learned from this week’s class discussion or activities?
 * 3) How might you use the information, techniques, or skills in treating couples?
 * 4) What concepts, if any, did you have trouble understanding or applying to practice?
 * 5) What were your reactions to this week’s class? Reflect on your own reactions, particularly on your own thinking, observing, and interacting.
 * 3. __Role Playing (15 points).__ **
 * 4. __Final Exam (45 points).__ **
 * III. Course Readings and Materials  **
 * Required Texts: **
 * Recommended Texts: **
 * Required Journal Articles and Book Chapters **
 * Key Journals: **
 * Key Websites: **
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">1. ****__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Policies Related To Class Attendance, Lateness, and Assignments  __**
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">2. ****__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Responsibility to Keep Copies __**<span style="font-family: 'Times New Roman','serif';">
 * <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','serif'; mso-bidi-font-family: 'Times New Roman';">Academic Code of Conduct and Ethics __**
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">5. ****__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Evaluation of Students’ Professional Development and Functioning __**
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">6. ****__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Disability Accommodations Request __**
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">7. ****__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Policy on Course Requirements During Religious Holidays __**
 * <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'; msolist: Ignore;">9. ****__<span style="font-family: 'Times New Roman','serif';">Problem Solving Resources __**
 * V. Course Schedule **
 * WEEK # ** ||
 * DATE ** ||
 * TOPICS **
 * TOPICS **
 * ASSIGNMENTS DUE ** ||
 * WEEK 1 ** ||
 * August 31 ** ||
 * Course Overview **
 * Course Overview **
 * WEEK 2 ** ||
 * September 7  ** ||
 * Labor Day Holiday  ** ||
 * Labor Day Holiday  ** ||
 * WEEK 3 ** ||
 * September 14 ** ||
 * Traditional Approaches **
 * Traditional Approaches **
 * WEEK 4 ** ||
 * September 21 ** ||
 * Traditional Approaches **
 * Traditional Approaches **
 * WEEK 5 ** ||
 * September 28 ** ||
 * Traditional Approaches **
 * Traditional Approaches **
 * WEEK 6 ** ||
 * October 5 ** ||
 * Applications of Couple Therapy **
 * Applications of Couple Therapy **
 * WEEK 7 ** ||
 * October 12 ** ||
 * Integrative Approaches **
 * Integrative Approaches **
 * WEEK 8 ** ||
 * October 19 ** ||
 * Integrative Approaches **
 * Integrative Approaches **
 * WEEK 9 **
 * WEEK 9 **
 * October 26 ** ||
 * Couples Therapy in Broader Context **
 * WEEK 10 ** ||
 * November 2 ** ||
 * Social Constructionist Approaches **
 * Social Constructionist Approaches **
 * WEEK 11 **
 * WEEK 11 **
 * November 9 ** ||
 * Social Constructionist Approaches **