Psychology 3320 001: Science and Practice of Clinical Psychology

Fall 2018

Instructor: Trisha Weeks Office: 519 BehStrisha.weeks@psych.utah.edu Office Hrs: Wednesdays 10:00 am

- noon * Email is the best way to contact me or by appointment

Meets: Tuesdays & Thursdays, 12:25-1:45pm BehS 114

Course Textbook:

Pomerantz, A.M. (2016). Clinical Psychology: Science, Practice, and Culture, 4th Edition. Los Angeles, CA: Sage.

ISBN: 978-1-5063-3374-8

Note that the ISBN is for the hardback copy of the book. You are encouraged to purchase or rent paperback or e-versions–however you can get a cheap copy.

Course Website: Canvas

We will be using the University of Utah’s Online Learning Management System, Canvas. Lecture slides, assignments, grades, announcements, and other important course materials are posted on Canvas throughout the semester. You can access Canvas, and our course website via: https://utah.instructure.com/. I also strongly recommend that you have announcements and the canvas messaging system forwarded to an email that you check regularly (daily).

Course Overview

Course Objectives:

This course will provide a general overview of the field of clinical psychology, which is defined by the American Psychological Association as “the psychological specialty that provides continuing and comprehensive mental and behavioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice.” More specifically, clinical psychologists try to understand and alleviate maladjustment, disability, and discomfort (behavioral, biological, emotional, intellectual, and social), as well as to promote healthy adjustment and functioning. Training and practice in clinical psychology involves an integration of science, theory, and practice. In this class, we will cover the following topics in clinical psychology:

Graduate training Ethical considerations Cultural and diversity issues Clinical research Major components of clinical psychological practice, including:

o Diagnostic classificationo Interviewingo Cognitive and personality assessmento Modes of psychotherapy

Common subspecialties of clinical psychology

It is important to remember that clinical psychology is an applied science. Therefore, this class is not only about learning material; you will also be expected to think critically about the material. In addition, I will attempt to address broader relevant topics, such as diverse roles of clinical psychologists, training paths to particular professional goals, getting into graduate school, etc. Class time will involve lecture, discussions, group activities (e.g., debates), demonstrations, and guest speakers. In order to effectively participate in class activities and discussions, as well as retain the most information possible, it is essential for you to keep up with the readings.

This course fulfills an elective requirement in the Clinical Psychology category for the Psychology Major. Prerequisite: PSY 1010

Psychology Department Learning Outcomes:

This course addresses several of the learning outcomes designated by the Department of Psychology. Namely: 1.) Knowledge Base in Psychology: We will discuss key concepts, principles, and overarching themes in

clinical psychology (1.1), broaden your knowledge of clinical psychology as we discuss what clinical psychologist do and do not do (1.2), and apply principles of personality theory to specific people and situations (1.3).

2.) Scientific Inquiry and Critical Thinking: You will develop critical thinking skills as we review and discuss psychological research, enhancing your ability to use scientific reasoning to interpret psychological phenomena (2.1), engage in innovative and integrative thinking and problem solving (2.3), and incorporate socio-cultural factors as we apply and interpret psychological concepts (2.5).

4.) Communication: You will have a variety of written assignments throughout the term, giving you the opportunity to practice effective writing for different purposes (4.1).

5.) Professional Development: This course is designed to help students considering a career in clinical psychology understand multiple pathways into clinical work, and become familiar with the requirements and preparation necessary to become a clinical psychologist (5.5).

Preparation & Attendance:Read: Students are expected to do the assigned reading each week. We will review the content of the reading in class, and work on application of that material.

Attend: I design class time to be dynamic, with activities, discussions, and assignments tailored to the needs and questions of the class. Although I will post lecture slides, most of what happens in the class room is not easily reproduced. Your understanding of, memory for, and ability to apply course principles will be enhanced by regular attendance. Plan to regularly attend and participate in class.

Be prompt: Importantly, we will begin each class with a brief self-reflection activity or therapeutic exercise. If you arrive late and the door is closed, please wait outside until the exercise is completed so as not to disturb other students.

Bring things with which to write: I will often ask you to write briefly, in class. You will need paper and pen/pencil, or a device with a keyboard to type on. Please do not rely on your phone, as the keyboard’s size will inhibit your ability to express yourself in the limited time allotted for these exercises.

Assignments:

Class Assignments (15%): We will often work on small projects or assignments during class that will be handed in for a grade. I will make the instructions for those assignments available on canvas for students who are unable to attend class on a particular day, but your attendance in class will make the assignments easier, and more meaningful. Class assignments compose 15% of your grade.

Attendance (5%): Your attendance during the months of November and December is especially important, due to the scheduling of guest lecturers. I will take roll. Five per cent of your grade will come from attending class during these months.

Exams (40%). Exams test what you have learned and retained. There are 2 exams scheduled: a mid-term, and a non-cumulative final. Together, these will make up 40% of your grade.

Final Paper (20%): A paper will be due October 5th. You will select a current issue of debate in clinical psychology that was discussed in class. You will read at least one professional journal article that discusses some aspect of the issue/controversy, and compose a brief essay in which you clearly state your opinion on the issue and evaluate at least three supporting and three opposing arguments. Cite all sources used to inform your essay in APA style, including your chosen article.

Experiential Activities (20%): Throughout the semester you will be required to participate in 6 hours of activities outside of class. You will choose from a variety of experiential opportunities to get to a total of 6 hours, and write a brief essay (500-word maximum) reflecting on what you learned from these experiences and how they relate to the course content. The goal of this assignment is to provide you with 1) exposure to concepts and competencies relevant to clinical psychology practice and research and 2) opportunities for personal and/or professional development. Examples of eligible activities include:

Write a graduate school application (CV and personal statement)Participate in clinical psychology graduate training exercisesParticipate in clinical research Attend the UCC mindfulness clinic Interview a clinical psychologist Attend an event hosted by a culture that differs from yoursComplete Safe Zone trainingAdvocate for psychology: outreach to Utah legislators

A more detailed list of instructions and estimated time commitments for suggested experiential activities will be posted to Canvas within the first 4 weeks of the semester. You may select any combination of activities from this list, or you may propose alternatives to be completed with instructor approval. The range of eligible activities is broad to accommodate individual learning preferences and comfort levels. This assignment will be graded pass/fail.

Grading: A breakdown of the weighting of your final grade is as follows:

Class Assignments 15%Attendance 5%Paper 20%Exams (2@20%) 40%Experiential Activities 20%

The grading scale for final grades is as follows: A 93% or above C 73-76.99%A- 90-92.99% C- 70-72.99%B+ 87-89.99% D+ 67-69.99%

B 83-86.99% D 63-66.99%B- 80-82.99% D- 60-62.99%C+ 77-79.99% F 59.99% or

below

Late Work

The majority of assignments and papers will be due at midnight on the due date. I recommend working ahead of deadline. There is a 24 hour grace period, so you need not email me or panic if your computer crashes or your internet fails at 11:59 pm. Late work will be assessed a 20% penalty if it is past the grace period, no matter when it is turned in. Exceptions to this policy are granted 1.) when a student’s accommodations through the Center for Disability Services allows for it, or 2.) when a student negotiates later due dates with me due to documented unforeseeable and uncontrollable life circumstances.

Incompletes. Incompletes are given only for extraordinary circumstances. As per University Policy, for an incomplete to be given, the student must: (1) Produce evidence of extenuating circumstances, outside the student’s control, which make it impossible to complete the class, and (2) Have completed more than 80% of the work of the class with a passing grade. Please note that Incomplete grades automatically become failing grades one year after the grade is submitted, unless the remaining coursework is completed, and a change of grade form is submitted to the registrar. Further, it has been my experience that most students who take an incomplete never complete the remaining coursework. If you are in need of taking an incomplete for the course, please email or come and speak with me as soon as possible.

Other Details & Important InformationWithdrawals

The last date for course withdrawal without a grade of “W” is October 19, 2018. See the Academic Calendar for other Important Dates:http://registrar.utah.edu/academic-calendars/fall2017.php

Student Rights and Responsibilities

All students are expected to maintain professional behavior in the classroom setting, according to the Student Code, detailed in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty responsibility to enforce responsible classroom behaviors. Students have the right to appeal such action to the Student Behavior Committee. For Student Rights and Responsibilities, see http://www.regulations.utah.edu/academics/6-400.html

Department of Psychology Undergraduate Academic Misconduct Policy

The Department of Psychology has a zero tolerance policy for academic misconduct. Academic misconduct includes cheating, plagiarizing, research misconduct, misrepresenting one’s work, and inappropriately collaborating. This applies to any work students turn in for evaluation or course credit. Definitions can be found in the Student Code at http://www.regulations.utah.edu/academics/6-400.html

If you are suspected of academic misconduct, the process proceeds according to the rules found in the Student Code, University Policy 6-400(V). If you are found responsible for misconduct, consequences range from failure on the assignment to dismissal from the program, consistent with both University and Psychology Department Policy.

Minor offenses (plagiarism in written work) include failure to use citations correctly, because of lack of

understanding of proper procedures for crediting ideas, rather than intention to cheat (with no evidence of lifted/stolen text.Major Offenses include:

1. Cheating on a test, quiz, problem set, or other independent work2. Plagiarism in written work: Copying any quantity of text from another source or another student without

quoting and citing the copied text.3. Plagiarism in written work: Flagrant misuse of citations, such that a student clearly attempted to represent

ideas that were not his/hers as if they were, even if the ideas were presented in the student’s own words.Both minor and major offenses will have consequences,as outlined in the full Psychology Department Policy.

Student Support & Accommodations

Americans with Disabilities Act (ADA) StatementThe University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations for class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations.

Scheduling Accommodations

Consistent with Section Q of the University’s Policy for Instruction and Evaluation, to be found at http://regulations.utah.edu/academics/6-100.php, I am willing to accommodate university activities as well as values-based obligations that conflict with course activities. However, it is your responsibility to obtain notes for missed classes, and to work ahead of deadlines for assignments that come due while you are gone. If you are going to miss an exam for excused travel or university activities, please notify me by sending me an email with the nature and date of your anticipated absence two weeks prior to the date, asking to reschedule the exam. That will give us time to work out a way for you to make up any missed exam.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness - www.wellness.utah.edu (801-581-7776). The Counseling Center is another excellent resource, offering services that include counseling and a mindfulness clinic (see http://counselingcenter.utah.edu).

Veterans Center

If you are a student veteran, I want you to know that the U of Utah has a Veterans Support Center on campus. They are located in Room 161 in the Olpin Union Building. Hours: M-F 8-5pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu. Please also let me know if you need any additional support in this class for any reason.

LGBQT Resource Center

If you are a member of the LGBQT community, please know that the University of Utah has an LGBQT Resource Center on campus. They are located in Room 409 in the Olpin Union Building. Hours: M-F 8-5pm. You can visit their website to find more information about the support they can offer, a list of events through the center and links to additional resources: http://lgbt.utah.edu/. Please also let me know if there is any additional support you need in this class.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language development and writing. These resources include: the Department of Linguistics ESL Program (http://linguistics.utah.edu/esl-program/); the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/).

Last, but not least.......

Please come see me or email me if you experience difficulties in this course and we’ll try and work out a strategy to help you improve your performance.

Course Schedule of Topicssubject to change

Date Topic(s) Assigned Reading

Tues. 8/21

Course Overview, Introduction to Clinical Psychology Pomerantz Ch. 1

Thurs. 8/23

History of Clinical Psychology Pomerantz Ch. 2

Tues. 8/28

Graduate Student Panel

Thurs. 8/30

Current Issues in Clinical Psychology Pomerantz Ch. 3;

Tues. 9/4

Current Issues in Clinical Psychology

Thurs. 9/6

Diagnostic Classification Pomerantz Ch. 7;

Tues. 9/11

Culture and Diversity in Clinical Psychology Pomerantz Ch. 4;

Thurs. 9/13

Ethical Issues in Clinical Psychology Pomerantz Ch. 5

Tues. 9/18

Research in Clinical Psychology Pomerantz Ch. 6

Thurs. 9/20

Review for Midterm

Tues. 9/25

MIDTERM EXAM 1

Thurs. 9/27

Clinical Interview Pomerantz Ch. 8

Tues. 10/2

Assessment Pomerantz Ch. 9, 10

Thurs. 10/4

Clinical vs. Actuarial JudgementPaper Due Midnight, 10/5

TBA

10/8-15 FALL BREAK

Tues. 10/16

Issues in Psychotherapy Pomerantz Ch. 11

Thurs. 10/18

Psychodynamic Psychotherapy Pomerantz Ch. 12

Tues. 10/22

Humanistic, Existential and Client-Centered Psychotherapies Pomerantz Ch. 13

Thurs. 10/24

Behavior Therapy Pomerantz Ch. 14

Tues. Cognitive Therapy Pomerantz Ch. 15

10/30Thurs.

11/1Group and Family Therapies Pomerantz Ch. 16

Tues. 11/6

Couple Therapy

Thurs. 11/8

Review and possible

Tues. 11/13

MIDTERM EXAM 2

Thurs. 11/15

Child and Adolescent Psychology Pomerantz Ch. 17

Tues. 11/20

No Class meeting today:

Thurs. 11/22

THANKSGIVING

Tues. 11/26

Neuropsychology TBA

Thurs. 11/29

Health Psychology Pomerantz Ch 18

Tues. 12/4

Forensic Psychology Pomerantz Ch. 19

Thurs. 12/6

Review and Reflection

Supplemental Readings:Chu, B.C. (2012). Translating transdiagnostic approaches to children and adolescents. Cognitive

and Behavioral Practice, 19, 1–4.

Dawes, R. M., Faust, D., & Meehl, P. E. (1989). Clinical versus actuarial judgment. Science, 243(4899), 1668-1674.

Elmore, A. (2016). Empirically supported treatments: Precept or percept?. Professional Psychology: Research and Practice, 47(3), 198.

Gone, J.P. (2015). Reconciling evidence-based practice and cultural competence in mental health services: Introduction to a special issue. Transcultural psychiatry, 52(2), 139-149.

Lavoie, K. L., & Barone, S. (2006). Prescription privileges for psychologists. CNS drugs, 20(1), 51-66.

Rhodes, P. (October 2012). Why clinical psychology needs process research: An examination of four methodologies. Clinical child psychology and psychiatry, 17(4), 495-504.

Trull, T. J., & Prinstein, M. J. (2013). Clinical Judgment. In Clinical psychology (8th ed., pp. 283-308). Belmont, CA: Wadsworth/Cengage Learning.

Welch, S., Klassen, C., Borisova, O., & Clothier, H. (2013). The DSM-5 controversies: How should psychologists respond?. Canadian Psychology/Psychologie Canadienne, 54(3), 166.