PSY 254: Clinical Psychology
Fall 2006
Time: Tuesday & Thursday 9 to 10:20 a.m.
Location: McConnell B05
Instructor: Patricia M. DiBartolo, Ph.D.
Office: Bass 303
Phone: x3913
E-mail:
Office Hours: Mondays 1:30-2:30; Wednesdays 9:30-10:30; or by appointment
Purpose
This class provides you an overview of clinical psychology focusing on the settings, clients, and activities of the clinical psychologist. In particular, we cover the ethical, conceptual, and methodological issues facing psychologists in the field that relate to methods of assessment, forms of psychotherapy, and evaluation of the success of psychological interventions.
The primary purpose of this class is to teach students to appreciate fully the scientific bases of the discipline of clinical psychology. Given that the ultimate goal of clinical psychology is to improve the quality of life of clients, it is essential that we empirically evaluate our efficacy rather than relying on intuition or uncontrolled observations to determine if we have helped. Thus, you learn to evaluate available clinical research critically and, consequently, to develop a clear conceptual understanding of the existing data in the area.
Required Reading
Course packet available from Paradise Copies at 30 Crafts Ave., Northampton (585-0414)
Course Requirements (see Course Outline for due dates)
Please note that important materials and assignments for this class are posted on Moodle (http://moodon.smith.edu). If you are a Smith or Five-College student and pre-registered for this class, you have access to Moodle. If you are a Smith student who did not pre-register for the class, be sure to see me so that I can add your name to the class roster and you can gain access to the Moodle site for the class. If you are a Five-College student and are not preregistered, you will need to go to the Registrar’s office (College Hall) to request a 99# that will allow you access to Moodle. During your first visit to Moodle, please confirm that your e-mail address is correct.
Exams
A total of two exams will be administered. All exams involve essay and short answer questions based upon both the readings and lectures.
Review Paper
Over the course of the semester, you work towards writing an 8 to 10 page term paper describing an empirically-based treatment plan for a hypothetical client. The focus of this paper is to choose and intervention supported by the scientific literature. Consistent with the goals mentioned earlier, the principal purpose of this paper is to develop the intellectual habit of questioning the scientific justification for clinical psychologists’ professional conduct.
All work submitted must by typed and written in APA-format. The term paper is constructed through a series of stages that are as follows:
Stage 1: Paper outline and References (10% of total grade)
Submit a paper outline with a list of empirical references relevant to your topic.
Stage 2: Optional First Draft (not counted in final grade)
If you choose, you can submit a first draft of your paper for my feedback. This is strongly recommended but not required. If you do decide to do so, your draft is expected to be your best effort.
Stage 3: Final Draft (30% of total grade)
If you have submitted a first draft, you are expected to make appropriate revisions based upon suggestions from it. You must hand in your first draft as well if you have completed one.
I will distribute separate handouts with more explicit details of each stage of the assignment during the course of the semester.
On-line Discussion (2% of total grade)
You are required to post four discussion commentaries related to our assigned readings on Moodle over the course of the semester (each worth .50 points toward the final grade). Two must be posted prior to the first exam and the other two must be posted in the second half of the semester. Each posting must occur prior to the class meeting at which the reading is covered and must be substantive in content.
In-Class Commentaries (3% of total grade)
At seven random points throughout the semester, I will suspend class a few minutes early so that you can write a brief commentary about your reactions to the class material discussed that day. Each commentary is worth .5 points and students can earn up to 3 total points toward their final grade by completing these commentaries. Thus, each student is allowed to miss one class in which commentary is completed. If any further classes are missed in which a commentary is completed, you lose the opportunity to earn those commentary points.
Class Discussion
Although this class largely centers upon a lecture format, I expect that the class members will participate in class discussion in a number of ways. First, you are strongly encouraged to ask questions regarding the lecture or reading materials at any time. In addition, you are expected to have covered the required readings prior to their class presentation. At times, I call upon the class to summarize or critique the concepts presented in lecture or in the readings. Although your participation in class is not included formally in your total grade, your willingness to offer your thoughts in class may be considered for final grades that fall in a borderline area.
Calculation of the Final Grade
Midterm Exam 25%
Final Exam 30%
Paper Outline 10%
Final Paper 30%
On-line Discussion 2%
In-Class Commentaries 3%
Grade Equivalents
100.0-95.0 A 77.0-79.9 C+
90.0-94.9 A- 73.0-76.9 C
87.0-89.9 B+ 70.0-72.9 C-
83.0-86.9 B 67.0-69.9 D+
80.0-82.9 B- 63.0-66.9 D
60.0-62.9 D-
Below 60.0 E
Honor Code
You are required to abide by the Honor Code established by the college. You must be sure not to plagiarize and to provide appropriate citations for the sources you consult. Any infractions will be reported to the Academic Honor Board.
Extensions
Only on extremely rare occasions will extensions be granted. You must make me aware of your inability to meet your requirement deadlines prior to the date that the work is due. If you miss a course requirement without permission, you will earn non of the total points allocated to that requirement. On occasion with my permission students may be able to submit written work for the final paper late with an appropriate penalty awarded (deduction of one grade, e.g., from a B to a B-, for each day late). You are encouraged to submit written work for the paper even if it is late and you have earned none of the allocated points so that you are not disadvantaged at later stages of the writing process.
Course Outline
**Please complete the class readings in the order in which they are assigned.**
Weeks 1-6: Ethics, Competencies, and
the Scientist-Practitioner Model
Weeks 1-2: The Dangers of Pseudoscience in the Helping Professions
Singer, M. T., & Lalich, J. (1996). What’s wrong with this picture? In “Crazy” therapies: What are they? Do they work? (pp. 1-21). San Francisco, Jossey-Bass Publishers.
Groopman, J. (2004, January 26). The grief industry. The New Yorker, 30-38.
Weeks 2-3: The Importance of Training in the Scientist-Practitioner Model
Readings
Hayes, S.C., Barlow, D.H., & Nelson, R.O. (1999). The scientist-practitioner. In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.) (pp. 1-28). Boston: Allyn & Bacon.
Stanovich, K.E. (1998). Testimonials and case study evidence: Placebo effects and the Amazing Randi. In How to think straight about psychology (5th ed.) (pp. 53-72). New York: Addison Wesley Longman Inc.
Weeks 3-4: An Overview of Psychotherapy Schools
Readings
Steinem, G. (1994, March/April). Womb envy, testyria, and breast castration anxiety. Ms., 49-56.
Hays, P.A. (1995). Multicultural applications of cognitive-behavior therapy. Professional psychology: Research and Practice, 26, 309-315.
Weeks 5-6: Ethical Issues and Essential Competencies
Note: There is no class on October 10th due to Autumn Recess
Requirement
Paper outline/references due in class on Thursday, October 5th
Readings (continued on next page)
Pope, K.S. & Vetter, V.A. (1999). Ethical dilemmas encountered by members of the American Psychological Association: A national survey (pp. 68-90). In D.N. Bersoff (Ed.) Ethical conflicts in psychology (2nd ed.). Washington, DC: American Psychological Association.
Hansen, N.D., Pepitone-Arreola-Rockwell, F.& Greene, A.F. (2000). Multicultural competence: Criteria and case examples. Professional Psychology: Research and Practice, 31, 652-660.
Eubanks-Carter, C., Burckell, L.A., & Goldfried, M.R. (2005). Enhancing therapeutic effectiveness with lesbian, gay, and bisexual clients. Clinical Psychology: Science and Practice, 12, 1-18.
Weeks 7-8: Pseudoscience versus Best Practices Assessment
Week 7: Difficulties in Defining Normality
Readings
Rosenhan, D.L. (1973). On being sane in insane places. Science, 179, 250-258.
Week 8: Errors in Clinical Judgment & the Rorschach
Readings
Garb, H.N., & Boyle, P.A. (2003). Understanding why some clinicians use pseudoscientific methods: Findings from research on clinical judgment. In S.O. Lilienfeld, S.J. Lynn, & J.M. Lohr (Eds.), Science and pseudoscience in clinical psychology (pp. 17-38). New York: Guilford Press.
Wood, J.M., Nezworski, M.T., Lilienfeld, S.O., & Garb, H.N. (2003). The Rorschach inkblot test, fortune tellers, and cold reading. Skeptical Inquirer, 27(4). Go to www.csicop.org/si/2003-07/rorschach.html.
Weeks 9-15: Pseudoscience versus Best Practices Psychotherapy
Week 9: Conversion Therapy
Requirements
1) First two weekly discussion commentaries posted on Moodle by Tuesday, October 31st
2) Exam One on Tuesday, October 31st
Readings (continued on next page)
Beckstead, A.L. (2001). Cures versus choices: Agendas in sexual reorientation therapy. Journal of Gay and Lesbian Psychotherapy, 5, 87-115.
Schroeder, M., & Shidlo, A. (2001). Ethical issues in sexual orientation conversion therapies: An empirical study of consumers. Journal of Gay and Lesbian Psychotherapy, 5, 131-166.
Weeks 10-11: Derepression Therapy/EMDR and the “Power” Therapies
NOTE: There is no class on November 16th.
Requirement
Optional draft of paper due in class on November 14th
Readings
Poole, D.A., Lindsay, D.S, Memon, A., & Bull, R. (1995). Psychotherapy and the recovery of memories of childhood sexual abuse: U.S. and British practitioners’ opinions, practices, and experiences. Journal of Consulting and Clinical Psychology, 63, 426-437.
Rosa, L., Rosa, E., Sarner, L., & Barrett, S. (1998). A close look at therapeutic touch. Journal of the American Medical Association, 279, 1005-1010.
Weeks 12-13: Psychotherapy Evaluation
NOTE: There is no class on November 23rd due to Thanksgiving Recess.
Readings
Persons, J.B., & Silberschatz, G. (1998). Are results of randomized controlled trials useful to psychotherapists? Journal of Consulting and Clinical Psychology, 66, 126-135.
Messer, S.B. (2004). Evidence-based practice: Beyond empirically supported treatments. Professional Psychology: Research and Practice, 35, 580-588.
Nagayama Hall, G.C. (2001). Psychotherapy research with ethnic minorities: Empirical, ethical, and conceptual issues. Journal of Consulting and Clinical Psychology, 69, 502-510.
Weeks 13-14: Disseminating Effective Treatments
Readings
Addis, M.E. (2002). Methods for disseminating research products and increasing evidence-based practice: Promises, obstacles, and future directions. Clinical Psychology: Science and Practice, 9, 367-378.
Wilson, G.T. (1996). Manual-based treatments: The clinical application of research findings. Behaviour Research and Therapy, 34, 295-314.
Week 14: Prescription Privileges
Requirements
Last two weekly discussion commentaries posted on Moodle by Thursday, December 14th
Exam Two in class on Thursday, December 14th
Final paper due to my office by 12 noon on Monday, December 18th
Readings
Robiner, W.N., Bearman, D.L., Berman, M., Grove, W.M., Colon, E., Armstrong, J., & Mareck, S. (2002). Prescriptive authority for psychologists: A looming health hazard? Clinical Psychology: Science and Practice, 9, 231-248.
DeLeon, P.H., Dunivin, D.L., & Newman, R. (2002). The tide rises. Clinical Psychology: Science and Practice, 9, 249-255.
IMPORTANT DATES TO REMEMBER
DATE / REQUIREMENTThursday, October 5th / Paper Outline/References due
BY Tuesday, October 31st / First two weekly on-line discussion comments posted
Tuesday, October 31st / Exam One
Tuesday, November 14th / Optional Draft of Paper due
BY Thursday, December 14th / Final two weekly on-line discussion comments posted
Thursday, December 14th / Exam Two
Monday, December 18th / Final Paper due by 12 noon
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