CLINICAL & COUNSELING PSYCHOLOGY (PSYCHOLOGY 410)

Syllabus for Fall Semester, 2003

 "To many physicians, even today, psychotherapy seems to be the offspring of modern mysticism and, compared with our physico-chemical specifics which are applied on the basis of physiological knowledge, appears quite unscientific and unworthy of the attention of a serious investigator" (from Sigmund Freud's (1904) lecture, "On psychotherapy").

"Therapeutic change is brought about by insight" (p. 24, Hans Strupp & Jeffrey Binder (1984), Psychotherapy in a new key).

"As a graduate student, I became aware that performance-based methods are usually better than purely verbal and cognitive approaches at effecting change….It became obvious that people could acquire insight or alter significant beliefs, and still engage in persistently self-destructive behavior" (p. 6, Arnold Lazarus (1981), The practice of multi-modal therapy).

"A brief historical overview of Western psychotherapy since Freud highlights two points.  The first is that the dominant psychotherapeutic approach of an era reflects the cultural attitudes of its time and place; the second, that the same techniques keep recurring under different guises, suggesting that, despite their superficial differences, they all may be variation on a few underlying themes" (p. 351, Jerome Frank (1971), "Therapeutic factors in psychotherapy").

"Our field is in such crisis.  An economically driven health-care system mandates a radical modification in psychology treatment, and psychotherapy is now obliged to be streamlined - that is, above all, inexpensive, and perforce, brief, superficial, and insubstantial….I worry about psychotherapy - about how it may be deformed by economic pressures and impoversished by radically abbreviated training programs" (pp. xiv-xv, Irvin Yalom (2002), The gift of therapy).

COURSE DESCRIPTION AND OBJECTIVES

            This course provides a broad exploration of the professions of clinical and counseling psychology, with an emphasis on trying to understand what practice-oriented psychologists actually do.  Following a general introduction to varied careers in the helping professions, we will focus on the training and perspectives of clinical and counseling psychologists.  In particular, we will examine the central activity of clinical practitioners: psychotherapy.  Beginning with study of the historical roots of modern psychotherapy, we will explore psychodynamic, humanistic, and cognitive-behavioral viewpoints.  The final section of the course will be devoted to an assortment of professional issues, including research and theory on therapy effectiveness, ethical guidelines, and the current state of clinical practice in the United States. 

            Objectives of this course include (a) learning about career options in the helping professions, (b) gaining an appreciation for the process of modern psychotherapy, (c) understanding similarities and differences among modern therapy perspectives and techniques, and (d) becoming familiar with scientific, ethical, legal, and practice-oriented issues in counseling and clinical psychology.

            As a 400-level class, Psychology 410 will follow a modified seminar format.  This means that in comparison with lower-level psychology classes, I intend to spend relatively less class time lecturing and relatively more class time listening to your insights and ideas, as well as engaging in other class activities.  I hope you will see this as an opportunity - to develop greater confidence in your oral skills, to facilitate your classmates' development in this arena, and to have greater voice in the direction this class takes.  Most of you are senior psychology majors, and consequently, I will assume greater independence on your part in mastering content from the assigned reading.  Prerequisites for this class are considerable: PSYC 101 and 102 (General Psychology), 201 and 202 (Research Methods I and II), 225 (Personality), and 308 (Psychopathology). 

OFFICE HOURS

• Drop-in hours (no appointment necessary - I will be in my office during this time unless I announce otherwise in class): M, W, & F, 12:00-1:00 p.m. and M & W, 2:15-3:00 p.m.
• Appointments (schedule in advance so I’ll be sure to be in my office): Best times this semester will be Tuesday mornings and Thursday afternoons, but other times can be arranged. 

COMMUNICATION

            The best way to get in touch with me quickly is through e-mail (address above).  I check e-mail multiple times per day on weekdays and once/day (usually) on weekends.  I check my voice mail once per day on weekdays but not at all on weekends.

            If I need to relay a message to the entire class, I will be using Campus Pipeline, which will direct e-mail to each class member's official e-mail address (most often, your Bulldog account).  If you do not use your Bulldog account, please be sure that you forward your Bulldog account to your regular email address.  Information about how to use your Bulldog account or forward mail from it to another account is available on-line at http://www.unca.edu/accountinfo.

READINGS

            As is increasingly my tendency in upper-level classes, I will not be using a traditional textbook this semester.  At this level, I believe it is important for us to examine primary source materials, i.e., to become familiar with new ideas by reading the words of the theorists and researchers themselves, rather than the summaries and derivations provided in typical secondary source texts.  I also find original readings more interesting than textbooks, and a central teaching goal of mind is to stimulate your curiosity.  The reading list provided here may look a bit overwhelming at first glance - but please bear with me.  I have worked hard to select what I believe to be a stimulating, if challenging, set of articles and chapters.

            My aim in choosing readings was to give you both an academic view of clinical and counseling psychology as well as a personal view.  Consequently, in addition to theoretical readings by important psychotherapists and obligatory scientific articles by researchers, you will find applied case studies that read much like good fiction (though they aren't fiction!).  Most of the readings are on electronic reserve at Ramsey Library; if you are not familiar with this system, information can be obtained from the library website (http://bullpup.lib.unca.edu/library/reserves.html).  Many of the readings are available directly on the internet, with websites listed below.  (Note that the links on my website for this course are active; you may find it simplest to bookmark this page, listed at the top of the syllabus, and then access readings directly from it.)

1. Lloyd, M.A. (2002, November 1). Master's- and doctoral-level careers in psychology and related areas. Retrieved August 6, 2003, from http://www.psychwww.com/careers/masters.htm
2. Himelein, M. J. (1999). A student's guide to careers in the helping professions. Retrieved August 6, 2003, from http://www.lemoyne.edu/OTRP/otrpresources/helping.html (Four chapters: Clinical/counseling psychologist; clinical/counseling psychological associate; counselor [community]; and social worker).
3. Stricker, G. (2000). The scientist-practitioner model: Gandhi was right again. American Psychologist, 55, 253-254. (RR #1)
4. Plante, T. G. (2003). Mirror me: Is this the message graduate students in clinical psychology get from their graduate school faculty? The Clinical Psychologist, 56 (1), 10-13. Retrieved August 6, 2003, from http://www.apa.org/divisions/div12/tcp_journals/TCP_5601.pdf (Note: This is a pdf file of the entire newsletter; you need only read this one article).
5. Freud, S. (1910). The origin and development of psychoanalysis. American Journal of Psychology,21, 181-218. Retrieved August 4, 2003, from http://psychclassics.yorku.ca/Freud/Origin/index.htm (First and second lectures).
6. Lindner, R. (1954). The fifty-minute hour. New York: Holt, Rinehart & Winston. (Solitaire: The story of Laura, pp. 79-118.) (RR #2)
7. Kahn, M. (1997). Between therapist and client: The new relationship (Rev. ed.). New York: W. H. Freeman. (Chapter 5: The meeting of psychoanalysis and humanism, Heinz Kohut, pp. 87-123.) (RR #3)
8. Waldinger, R. J., & Gunderson, J. G. (1987). Effective psychotherapy with borderline patients: Case studies. New York: Macmillan. (Chapter 4: Ann, pp. 54-79.) (RR #4)
9. Rogers, C. (1946). Significant aspects of client-centered therapy. American Psychologist, 1, 415-422. Retrieved August 5, 2003, from http://psychclassics.yorku.ca/Rogers/therapy.htm
10. Akeret, R. U. (1995). Tales from a traveling couch. New York: W. W. Norton. (Chapter 1: Naomi: The dancer from the dance, pp. 19-57). (RR #5)
11. Yalom, I. D. (1989). Love's executioner and other tales of psychotherapy. New York: Basic Books. (Prologue and Chapter 2: If rape were legal, pp. 3-14, 68-86). (RR #6)
12. Rowan, J. (2001). A guide to humanistic psychology. Retrieved August 5, 2003, from http://ahpweb.org/rowan_bibliography/chapter7.html (Chapter 7: Gestalt therapy).
13. Akeret, R. U. (1995). Tales from a traveling couch. New York: W. W. Norton. (Chapter 4: Mary, Beware what you desire, pp. 144-180). (RR #7)
14. Trull, T. J., & Phares, E. J. (2001). Clinical psychology (6^th ed.). Belmont, CA: Wadsworth/Thomson. (Chapter 14: Psychotherapy: Behavioral and cognitive-behavioral perspectives, pp. 373-404). (RR #8)
15. Riggs, D. S., & Foa, E. B. (1993). Case study (in chapter on obsessive compulsive disorder). In D. H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step treatment manual (2^nd ed., pp. 218-235). New York: Guilford. (RR #9)
16. Ellis, A. (1974). A twenty-three-year-old woman guilty about not following her parents' rules. In D. Wedding & R. J. Corsini (Eds.), Case studies in psychotherapy (3^rd ed., pp. 81-105). Itasca, IL: F. E. Peacock. (RR #10)
17. Seligman, M. (1995). The effectiveness of psychotherapy: The Consumer Reports study. American Psychologist, 50, 965-974. Retrieved August 5, 2003, from http://www.apa.org/journals/seligman.html
18. Persons, J. B., & Silberschatz, G. (1998). Are results of randomized controlled trials useful to psychotherapists? Journal of Consulting and Clinical Psychology, 66, 126-135. (RR #11)
19. Miller, S., Hubble, M., & Duncan, B. (1995). No more bells or whistles. Retrieved August 6, 2003, from http://www.talkingcure.com/No%20More%20Bells%20or%20Whistles.doc
20. Atkinson, D. R. (2004). Counseling ethnic minorities (6^th ed.). New York: McGraw Hill. (Chapter 3, Addressing the mental health needs of ethnic minorities, pp. 57-80). (RR #12)
21. Atkinson, D. R., & Hackett, G. (2004). Counseling diverse populations (3^rd ed.). New York: McGraw Hill. (Chap. 18, Diversity imperatives for counseling practice, training, and research, pp. 415-456). (RR #13)
22. Pope, K. (2003). Dual relationships & boundary dilemmas: Trends, stats, guides, and resources. Retrieved August 6, 2003, from http://kspope.com/dual/dual.php
23. Tavris, C. (2003, February 28). Mind games: Psychological warfare between therapists and scientists. The Chronicle of Higher Education, 49, B7-B9. Retrieved August 15, 2003, from http://chronicle.com/free/v49/i25/25b00701.htm

For your reference:
APA Ethical Principles (2003). Retrieved August 14, 2003, from http://www.apa.org/ethics/code2002.html

COURSE REQUIREMENTS

            1. Reading Quizzes.  As a semi-seminar course, I am depending on you to read assigned readings before class.  This will be a better class for all if you come prepared, arriving ready to discuss or expand upon reading in the classroom.  Past experience suggests that the best means of motivating careful and timely reading is to test you on it.  Consequently, I am planning to give 10 reading quizzes over the course of the semester.  Quizzes will be short (10-15 minutes), with primarily objective-style questions (true-false, multiple choice) assessing your mastery of the main "facts" of the reading.  Assuming that you take all 10 quizzes, you may drop your lowest grade.  Dates of all quizzes, and the readings on which they are based, are presented on the course schedule.

            There will be no quiz makeups.  If you miss a quiz for any reason, you will get a zero on that quiz.  If you miss more than one quiz, you may write a 4-5 page paper summarizing and analyzing the assigned reading(s) in order to replace the second zero grade.  Note that such a paper is due at the next class you attend.  (Obviously, if you are out of class for an extended length of time, you should consult with me for advice as soon as possible.) 

             2. Exams.  There will be two primarily essay exams, a mid-term and a final, geared toward testing your grasp of the larger concepts of this class.  Each will be based on all course materials (readings, lectures, discussion, class activities, and videos) covered in one-half of the course.  I will decide on the specific format of these exams after I get a better sense of the number of students I have in classes; I will also be asking for input from you.  Exam dates are noted on the course schedule.  Missing the mid-term exam will likely require that the makeup take place at the end of the semester.  (If the absence is anticipated, it may be possible to take the mid-term exam early.) 

             3. Helping profession paper.  In keeping with my first goal of the class (learning about helping profession careers), choose one of the following options:

• Informational interview paper: This 3-5 page paper will investigate one career in the helping professions and include a report of an interview with a helping professional.  The career you choose can be any that we have discussed in class or any represented in my helping professions manual (http://www.lemoyne.edu/OTRP/otrpresources/helping.html).  Your paper will focus on pragmatic aspects of the career, i.e., questions you would like answered as you consider your own career aspirations; a description of the career path of the professional you interview; and an assessment based on your interview, as well as on at least two published career-based resources, of the pros and cons of this career choice. This paper must be written in APA format.  More information will be provided at a later date.
• Personal statement: This 3-5 page paper is designed to provide you an opportunity to write an essay that would be required in a typical application for a graduate training program in the helping professions.  You may direct the essay toward any type of helping profession, being careful to explain the degree objective and program emphasis.  Typical personal statement questions include why you are interested in this career, what experiences you have had (work, educational) that would be relevant to it, your research experience and interests (relevant mainly for Ph.D. programs), your clinical interests and goals, and why you are interested in a specific program (e.g., UNC-CH, UT) and how it would contribute to your long-term career goals.  More information will be provided at a later date.

4. Project.  Pick one of the following:

• Case study paper:  This 7-8 page paper involves choosing one of the individuals presented in a case study reading in class and considering how they would fare with two alternative types of therapy.  You may also select a fictional character, from a book or movie, subject to my approval (meaning that I must have some familiarity with the character).  Your paper will consist of a background summary (objective information about the individual's personal history, current situation, and presenting problem); descriptions of the two therapy perspectives you select (e.g., what will the therapist be like, what will happen in therapy, how will the client respond, will the client benefit); and a conclusion about what type of therapy would be most beneficial for this client and why.  You should consult at least five outside sources (books or journal articles) for information about each of the therapies you select (i.e., minimum of two per therapy).  The paper must be written in APA format, and again, further information will be provided in class.
• Presentation: Working alone or with a partner, plan and give a multimedia presentation (25-30 minutes) to the class on an important issue in clinical or counseling psychology.  Presentations should review relevant literature in the proposed area and teach the class about the issue in a creative and interesting way.  You will not need to write a paper about the presentation, but you should provide handouts and a bibliography to the class.  Possible topics include prescription privileges for clinical/counseling psychologists, licensing of professionals with master's degrees, feminist therapies, cross-cultural competence, pros and cons of managed care, the place of values in counseling, dual relationships (or other specific ethical issues), or the use of the internet in helping.  If you have a topic in mind that is not represented here, let's talk.

             5. Attendance and Participation.  Please do both.  By this point in your career, you know the benefits (and in case you don't, I'll try to persuade you in class).  Plus we'll all be happier.  Finally, I will be keeping track.

EVALUATION

            The requirements will be weighted as follows:  reading quizzes, 99 points (9 quizzes x 11 points each); exams, 200 points (100 points each); helping profession paper, 50 points; project, 100 points; and attendance/participation, 16 points.  Late assignments will be penalized 1 point per day late.  Final grades are determined by your cumulative point total, with the percentage earned equivalent to a specific grade category.  As always, any act of academic dishonesty (plagiarism, cheating, or assisting another in cheating) will result in an automatic failing grade on the relevant assignment.                                                                    

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