Illinois School of Professional Psychology/Chicago Campus

Dr. Kiel PP8201

Argosy University

Illinois School of Professional Psychology/Chicago Campus

Diagnostic Seminar, PP8201

Fall 2008 – Summer I 2009

Mondays 3:30am - 4:45am

Mark Kiel, Psy.D.

Office phone number: (312) 777-7671 Office Hours: M-Th*

E-mail: (also avail by phone)*

*Please call to schedule an appointment

Purpose:

The diagnostic interview practicum seminar is a required course that is composed of a small group of students, led by a faculty member, participating in similar practicum experiences. The goal of the seminar is to teach clinical skills in diagnostic interviewing, other forms of assessment and case formulation so that the student reaches the competency level required to pass successfully the CEC diagnostic task by the spring semester. The seminar meets weekly throughout the academic year. Written evaluations of student progress are made each semester and become a part of the student’s academic record.

The diagnostic seminar has traditionally been an adjunctive learning experience supplementing the supervision the student receives at their practicum. The seminar is not a substitute for on site supervision. In your practicum, you should receive weekly, face to face supervision with a licensed clinical psychologist. Our emphasis in seminar will be on the clinical interview, though issues regarding psychodiagnostic testing will inevitably arise. Therefore you need to demonstrate a command of the assessment tools used in your reports. Our predominating focus will be learning to think diagnostically during the course of the interview. Our goals will be related to enhancing your skills in developing rapport, listening, inquiring, conceptualizing, diagnosing and seeing the patient as a fully dimensional person.

I am also interested in your professional development and experience at your practicum site. I welcome your questions and concerns. There are no useless questions and you are likely to find that other group members share many of the same concerns. Each seminar will typically open with an opportunity for advisement (please note that you may also request individual advisement) followed by clinical presentations or group discussion of assigned topics. Presenting your clinical work is an important experience in your development as a clinician. As a presenter, strive to be open to feedback; as a group member, aim to present your feedback empathically and productively. If you are having any difficulties with our seminar or with your practicum, I would like to hear from you so that we can address the issue(s) as soon as possible.

Seminar Goals:

1. Learn the fundamentals of clinical and diagnostic interviewing.
2. Gain experience in relating to and understanding patient behaviors.
3. Learn how to accurately formulate a DSM-IV(R) diagnosis.
4. Provide for a mutual exchange of ideas regarding clinical interviewing.
5. Be able to write a succinct, but accurate, report based on a clinical interview.
6. Appreciate diversity, including but not limited to, gender, ethnicity, race, culture, sexual orientation or religious/spiritual considerations, and how these matters affect the process and content of clinical interviewing.
7. Demonstration of the ability to formulate and conceptualize a client based on a diagnostic interview, according to theoretical orientation.
8. Prepare students for the CEC diagnostic interview tape submission.

Seminar Process:

1. Students will meet weekly and present tapes of interviews conducted at their current practicum site according to a pre-arranged schedule.
2. Students will critique each other’s tapes, with guided instruction from faculty.
3. In the fall semester, students will DSM-TR diagnose a case a week provided by faculty.

Seminar Foci:

First Semester:

·  Development of relational skills regarding interviewing.

o  Including introducing and preparing subjects for clinical interviews.

·  Assessing key areas of functioning.

·  Formulating DSM diagnoses.

o  From case examples

o  From audio tapes

Second Semester:

·  Continue as above, with the addition of case write-ups of tapes presented in class that include:

o  Brief patient history and background information

o  Behavioral observations

o  Case formulation

o  DSM-IV-R Diagnosis

o  Self-Critique

·  Discuss suggestions for treatment

·  Providing “diagnoses” and feedback to patients.

·  Prepare a practice CEC; submit official CEC

Summer Term:

·  Documentation of training experience for ISPP and Licensure purposes.

·  Exploration and consideration of diversity, life events and subjective experiences as it affects patient-client interactions and diagnostic impressions.

Informed Consent:

All Patients/Clients must sign a consent form allowing the student to tape the interview and for the class to listen to it for feedback. Consent forms should be available from the institution you are at for practicum. Otherwise, you may use the consent forms available here at school.

Thoroughly acquaint yourself with the APA Ethics Code, and the Illinois Department of Mental Health and Developmental Disabilities Confidentiality Act!

Responsibility:

It is your responsibility to regularly attend seminar, present a tape on the day assigned, contribute to class discussion, and promote self-growth.

Dr. Kiel’s CEC Diagnostic Criteria:

1. Degree of rapport established between trainee and patient as judged by the quality of relevant information elicited.
2. Awareness that the trainee understands the patient’s problem from the patient’s perspective (empathy).
3. Clear assessment of key areas of functioning (e.g., precipitating stress/event, mental status, conflicts/problems, relationship and support system, and readiness for treatment (motivation)).
4. Extremely Important – Development of a formulation and evidence of hypothesis testing within the interview to conform the formulation.
5. Formulate a DSM-IV-R diagnosis.
6. Presentation of a written narrative that is concise, accounts for the data and is logically presented in an organized and well-written manner.

CEC Submission:

1. Narrative Report:

o  Client identifying information (without using actual name)

o  Background information and relevant patient history

o  Behavioral observations

o  Mental status exam

o  Case formulation

o  Self-critique

2. Transcript (verbatim) of the Interview

Required Texts:

Author (2000). Diagnostic and statistical manual of mental disorders (4th edition) – Text Revision. Washington, DC: American Psychiatric Association.

ISBN#: 0-89042-024-6

Craig, R. (2005). Clinical and Diagnostic Interviewing, Second Edition. Lanham: Aronson.

ISBN#: 0-87668-848-2

Seminar packets (Provided by Instructor).

Recommended Text:

Shea, S. C. (1998). Psychiatric Interviewing: The Art of Understanding. Philadelphia: W B Saunders Company.

ISBN#: 0-7216-7011-3

Recommended Reading:

Rudolph, B., Craig, R., Leifer, M., & Rubin, N. (1998). Evaluating competency in the diagnostic interview among graduate psychology students: Development of generic scales. Professional Psychology: Research and Practice, 29, 488-491.

Readings:

Week II – Craig, Ch 2 – The Clinical Process of Interviewing

Week III – Craig, Ch 3 – Phenomenological Orientation to the Interview

Week IV – Craig, Ch 4 – Psychoanalytic Interviewing

Week V – Craig, Ch 18 – The Mental Status Examination

Week VI – Craig, Ch 19 –Assessment of Suicide Potential

Week VII – Craig, Ch 9 – Substance Abuse

Week VIII – Craig, Ch 13 – Personality Disorders

Week IX – Craig, Ch 14 – Severely Mentally Ill

Disability Statement:

It is the Policy of the Argosy University, Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA).

If you are a student with a disability and need accommodations to complete your course requirements, please contact the instructor within the first week of class to discuss your request. All information regarding the disability will be held in confidence by the professor. If the student does not choose to disclose that s/he has a disability, then the student is taking full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same late assignment policy as other students.

Academic Honesty/Plagiarism Statement:

The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course and a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the university.

MISSION STATEMENT: DOCTORAL PROGRAM

The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/ Illinois School of Professional Psychology-Chicago Campus emphasizes the development of attitudes, knowledge and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

• The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment.

•The development of mental health practitioners who understand the biological, psychological, and sociological bases of human functioning.

•The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals.

•The preparation of mental health practitioners capable of expanding the role of psychologists within society.

•The education of psychologists capable of working with other disciplines as part of a professional team.

Intended course schedule

Fall Term: September 4– December 15 (13)

Week 1 No Class – Labor Day Holiday!

Week 2 Introductions, Review of Syllabus, Establish Tentative Fall Schedule of Presentations, Discussion of Documentation

Week 3 Dr. Kiel’s Case Presentation: Models of Interviewing

Week 4 Student Present # 1

Week 5 Student Present # 2/Case Example #1

Week 6 Student Present # 3/Case Example #2 (TBD)

Week 7 Student Present # 4/Case Example #3 (TBD)

Week 8 Student Present # 5/Case Example #4 (TBD)

Week 9 Case Presentation # 1/Case Example #5 (TBD)

Week 10 Case Presentation #2/Case Example #6 (TBD)

Week 11 Case Presentation #3/Case Example #7 (TBD)

Week 12 Case Presentation #4/Case Example #8 (TBD)

Week 13 Case Presentation #5/wrap up and prepare for next semester

Week 14 Available for individual scheduled meetings

Week 15 No class

Syllabus Agreement Form

I ______have received a copy of the syllabus for ______. I have read the syllabus and understand the course requirements.

Signature: ______

Date: ______

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