Argosy University
COURSE SYLLABUS
PP7611
Health Psychology: Pain, Neurological Conditions and Rehabilitation – Fall 2009
Faculty Information
Eliezer Schwartz, Ph.D.
Chicago Campus
Contact Information: or 312-777-7696
Office Hours: Mondays 10:00 to 12:00 a.m.
Tuesdays 4:00 to 5:00 a.m.
Course description:
The general purpose of this course is to enhance students’ level of competencies in the following areas: Students will gain factual and theoretical knowledge in the field of Health Psychology, and will use this knowledge to enhance assessment and intervention abilities regarding body-behavior correlates. In addition, this course will present and discuss issues involving diagnostician’s conduct and ethics, and the relationship between examiner and patient. The overall presentation and the course expectations will require of students to demonstrate an ability to evaluate and integrate relevant literature with course material and clinical findings.
Course Pre-requisites: None
Required Textbook:
Beers, M.H. (2003). The Merck Manual of Medical Information, 2nd Home Edition.
New Jersey: Merck & Co.
Mackelprang, R. & Salsgiver, R. (1999). Disability: A diversity model approach in human
services. Pacific Grove, CA: Brooks/Cole Publishing Co.
Olkin, R. (1999). What Psychotherapists Should Know About Disability. New York: Guilford.
Sarafino, P.E. (2008). Health Psychology: Biopsychosocial Interactions, 6th Edition. New
Jersey: John Wiley and Sons, Inc.
Strub, F.W and Black, R.L. (1998) The Mental Status Examination in Neurology, 4th Edition.
Philadelphia: F.A. Davis.
Packet (scanned articles will be distributed to students before class meetings).
Recommended Readings:
Boll. T.J., Editor in Chief. (2004). Handbook of Clinical Health Psychology.
Washington D.C.: APA.
Camic, P. & Knight, S. (2004). Clinical handbook of Health Psychology. Cambridge, MA:
Hogrefe & Huber.
Dana, R.H. (1993) Multicultural Assessment Perspectives for Professional Psychology.
Das, R. & Gorman, P. (1985). How Can I Help? New York: Alfred A. Knopf.
Boston: Allyn and Bacon.
Deardorff, W.W. & Belar, C.D. (1995). Clinical Health Psychology in Medical Settings: A
practitioner’s guidebook, Revised Edition. Washington D.C.: APA.
Frank, G.F. & Elliot, T.R. (2000). Handbook of Rehabilitation Psychology. Washington
D.C.: APA.
Goleman, D. & Gurin, J. (1993). Mind Body Medicine: How to use your mind for better health.
Yonkers, New York: Consumer Reports Books.
Kabat-Zinn, J. (1990). Full Catastrophe Living. New York: Delta.
Karren, K.J., Hafen, B.Q., Smith, N.L. & Frandsen, K.J. (2002). Mind/Body Health: The effects
of attitudes, emotions, and relationships, 2nd Edition. San Francisco, CA:
Benjamin Cummings.
Kato, P.M. & Mann, T. (1996). Handbook of Diversity Issues in Health Psychology.
New York: Plenum.
Marieb, E.N. (2005). Essentials of Human Anatomy and Physiology, 8th Edition.
CA: Benjamin Cummings.
Melzack, R. & Wall, P.D. (1982). The Challenge of Pain. New York: Basic Books.
Miller, L. (1993) Psychotherapy of the Brain-Injured Patient: Reclaiming the shattered self.
New York: Norton.
Nell, V. (2000). Cross-Cultural Neuropsychological Assessment: Theory and practice.
Mahwah, New Jersey: Lawrence Erlbaum.
Pargament, K.I. (1997). The Psychology of Religion and Coping. New York: Guilford.
Philips, C.H. & Rachman, S. (1996). The Psychological Management of Chronic Pain:
A treatment manual. New york: Springer.
Sohlberg, M.M. Mateer, C.A. (2001). Cognitive Rehabilitation: An integrative
neuropsychological approach. New York: Guilford Press.
Stoker, B. (1897) Dracula, Illustrated by Charles Keeping, 1998. New York: Bedrick/Blackie.
Thorn, B.E. (2004). Cognitive Therapy for Chronic Pain: A step-by-step guide. New York: Guilford.
Turk, D.C. & Melzack, R. (2001). Handbook of Pain Assessment, 2nd Edition. New York:: Guilford.
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
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 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:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
· Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
Course Objectives and Assessment
1. Introduce students to a biopsychosocial approach to health and illness
2. Familiarize students with the role of clinical psychologists in healthcare systems
3. Introduce students to principles of clinical assessment in health psychology.
4. Present medical and psychosocial aspects of pain and its management.
5. Present medical and management aspects of various neurological syndromes.
6. Present diversity issues relevant to health psychology, in particular to the topic of disability and disability related
clinical considerations.
7. These objectives are directly contributing toward Program Outcomes designated as Goals 1,2,3, 4 and 5.
This is a critical and fundamental course in the curriculum of the Chicago Campus. Mastery of this course material is essential for several academic and training components of this program. Students are expected to attend all classes, read all designated readings, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.
Individual meetings with the instructor are available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) has to inform the instructor as early as possible. Two unexcused absences will result in a loss of 10 points from the final grade.
Students’ class performance will be assessed in the following way:
· Class participation - students will be evaluated by their attendance and their contributions to class discussions.
· Mid-term examination – on the 2nd week of the semester students will be given specific instructions for an assignment to be completed by the 7th week of the term.
· Final examination – on the 8th week of the semester students will be given specific instructions for a project to be completed by the last week of the term.
· The mid-term and the final examinations will offer students the opportunity to demonstrate their mastery of theory and relevant knowledge (Objectives 1, 2, 3, 4, 5 and 6). Classroom discussions will be directed toward an exploration of clinically relevant topics (fundamentals of assessment; conduct and ethics; individual and multicultural differences; treatment planning, etc.) and overall contribution of the field of health psychology to mental health (Objectives 1, 2, 3, 4, 5 and 6).
· The final grade for this course will be determined by the total points (100) earned from all assignments as following:
1. class participation only if the student misses classes
2. mid-term exam 50 points (50%)
3. final exam 50 points (50%)
Grading Criteria: Grading Scale
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Course Outline, Readings and Assignments
Week 1: Labor Day
9/7
Week 2: Introduction to behavioral medicine and health psychology:
9/14 - the mind-body connection
- role of psychologists in health services
- ethical issues
Readings: Sarafino-chs. 1, 9 and 10
Articles: Karren-ch. 1
Camic-Ch. 1
Week 3: Factors influencing health and illness – diversity factors
9/21
Articles: Kato-chs. 1, 10, 15, 20 and 21
Camic-chs. 14, 15 and 17
Week 4: No Class
9/28
Week 5: Clinical health psychology assessment
10/5
Readings: Sohlberg-ch. 4
Articles: Deardorff-chs. 3 and 4
Camic-ch. 2
Week 6: The assessment of pain – TA session
10/12
Week 7: Pain:
10/19 - medical aspects (physiology and neurochemistry)
- theories of pain
Readings: Sarafino-ch. 11
Merck-chs. 78, 79 and 94
(Mid-term project is due)
Week 8: The experience of pain:
10/26 - acute vs. chronic pain
- psychosocial and ethno-cultural factors
Readings: Sarafino-chs. 11and 12
Articles: Karren-chs. 22 and 23
Hardin-ch. 5
Week 9: Neurological insults and disorders:
11/2 - traumatic brain injuries
- stroke
- degenerative disorders
- multiple sclerosis
Readings: Sarafino-ch. 2
Sohlberg-ch. 2
Merck-chs. 82, 86, 87 and 92
Week 10: Neuropsychological assessment :
11/9 - the mental status examination
- assessment of specific cognitive dysfunctions
- assessment of specific sensorimotor dysfunctions
- assessment of psychosocial issues in the context of brain dysfunction
Readings: Strub & Black
Sohlberg-Chs. 4, 5, 8, 9, 10 and 12
Week 11: Neurocognitive rehabilitation
11/16 - variables contributing to recovery
- management of cognitive impairments
Readings: Sohlberg-chs. 3 ,5, 8, 9 and 12
Week 12: Rehabilitation psychology:
11/23 - spinal cord injuries and MS
- medical aspects
- coping with long term disability
Readings: Merck-ch. 92
Articles: Frank-chs. 1, 8, 12, 25 and 28
Week 13: Rehabilitation psychology:
11/30 - TBI
- stroke
Packet: Frank-chs. 3 and 4
Week 14: A diversity model approach in human services;
12/7 Classroom group project: Development of a treatment plan.
Readings: Olkin
Mackelprang
Week 15: Final Project: Poster presentations
12/14 Course wrap up.
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.