Psychology 312: Clinical Psychology
Fall 2011
Classes: Tu/Th 1:00 -2:20 PM
Room: Psychology Building, Room 118
PROFESSOR
OFFICE
OFFICE HOURS
CONTACT
Brooke Ingersoll, Ph.D.
105B Psychology Building
Email: ingers19@msu.edu
TEACHING ASSISTANTS
OFFICE
Wed: 10:30-12:00
and by appt.
OFFICE HOURS
44 Psychology Building
Tues: 11:00-1:00
bergerna@msu.edu
349 Giltner Hall
Thurs: 3:00-5:00
emhoffst@msu.edu
Natalie Berger – Grad TA
Stephanie Emhoff – Undergrad TA
CONTACT
REQUIRED TEXTS:
1) Trull, T. J. (2005). Clinical Psychology, 7th Edition. Belmont, CA: Wadsworth/Thomson Learning.
2) Course readings. These readings are available in the Course Readings folder on ANGEL. The course readings
folder can be found on the Lessons tab.
SUPPLEMENTAL TEXT
I expect you to have an understanding of the symptoms of the major psychological disorders in order to
understand how they are assessed and treated. If you have not taken Abnormal Psychology, you will be at a
disadvantage. If you find that you are struggling to understand the disorders themselves as they relate to the
content of this course, I encourage you to purchase the DSM-IV-TR (see below). I am also placing a copy of this
text on reserve at the library.
1) Diagnostic and Statistical Manual of Mental Disorders, 4th Edition – Text Revision (DSM-IV-TR).
COURSE DESCRIPTION AND OBJECTIVES: This course will present an overview of the major theories and
themes in the study of Clinical Psychology. By the end of the course, you are expected to 1) have an
understanding of clinical case conceptualization from an assessment and intervention standpoint; 2) understand
how research informs the field of clinical psychology; 3) develop the ability to read and critique journal articles
in clinical psychology; and 4) build critical thinking skills and apply them to the more controversial issues
presented and discussed in class.
This class is NOT designed to prepare students for clinical practice, which can only be ethically conducted by
licensed professionals.
COURSE FORMAT: This course will cover a significant amount of material, much of which will be new to you.
The class format will be a combination of lecture, discussion, and activities designed to acquaint you with
important topics in clinical psychology. On a typical day, I will lecture for a portion of the time on topics related
to the assigned textbook chapters and articles. My lectures will focus on explaining the most important and
more difficult concepts related to the reading assignments. However, I will NOT review all of the important
information that is presented in the text. This means that I will not “tell” you all the information you need to
know to do well in this class. You will need to read the assigned reading in order master the material. Since I
will not cover all of the material in the assigned chapters and articles, it is your responsibility to let me know
what material you are struggling with so that we can discuss it during class. The rest of the class will be devoted
to discussing the lecture material, video examples, and case presentations. Regular attendance and
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participation in class activities and discussion is expected. If you miss a class, it is your responsibility to make up
the material. I will place the slides from my lectures on ANGEL within two days after I give them. These slides
can help you structure your studying of the material; however, the slides will not be a sufficient learning tool if
you have not come to class.
Case presentations: One way to gain a better understanding of clinical psychology is to hear about real
clinical cases. There will be eight case presentations scheduled during the term. These case presentations will
be given by faculty and graduate students in MSU’s Graduate Clinical Psychology Program and will detail real
assessment and treatment cases seen through MSU’s Psychology Clinic. These case presentations will highlight
key clinical concepts covered in course and will give you a better idea of what clinicians experience when
working with clients. The presentations will be roughly 20 minutes with 10 minutes for questions. You are
strongly encouraged to come to these presentations and ask thoughtful questions. If you miss a presentation,
there will be no way to make it up.
MoodGYM: Another way to get gain a better understanding of clinical psychology is to experience clinical
treatment first hand. MoodGYM is a free, interactive, web-based training program designed to prevent the
development of depression in young adults. Although its aim is preventative, it uses a number of the same
techniques that are used in empirically-supported treatments for depression. Thus, this program will give you
first-hand experience with some of the treatment techniques discussed in this class. You are strongly
encouraged to take this assignment seriously. You should complete the mood quizzes and exercises accurately,
and do the homework after completing each module. A handout on how to login to MoodGYM and frequently
asked questions is attached to this syllabus.
GRADING: Your final grade in this course will be based on the following components.
Assignments
% of Final
Grade
Midterm 1
25%
Midterm 2
25%
MoodGYM Assignment
10%
In-Class Writing Assignments
5%
Final Exam
35%
Exams: There will be two, non-cumulative midterms, each worth 25% of your final grade. There final exam
will be worth 35% of your final grade. Two-thirds of the final exam will cover material since the second
midterm, and one-third of the exam will cover key material from earlier in the course. These exams will consist
of multiple choice questions covering material from the textbook, assigned articles, lecture, and case
presentations. Exams must be taken on the dates indicated. Early and late exams will not be given except under
very special circumstances. If you are sick and miss an exam, you may make it up only if you provide me with a
doctor’s note.
MoodGYM Assignment: There will be a written assignment on the use of computer- and internet-based
psychotherapy for the treatment of mood and anxiety symptoms. To do this assignment, you will need to
complete the MoodGYM program and do a cursory review of the published research in this area. More
information on this assignment is provided on ANGEL. The MoodGYM assignment is due on November 22nd at
the beginning of class; however, you should begin MoodGYM by the third week of class in order to complete the
assignment by the due date. This assignment must be turned in on the due. Late papers will be assigned a 0.
The written assignment will be graded in the following way:
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4.0 Responses are excellent. They reflect a firm understanding of the MoodGYM program and the
research literature on computer/internet-based psychotherapy, and are critical, thoughtful, and
clearly presented.
3.0 Responses are good, but not excellent. They reflect an understanding of the MoodGYM program
and the research literature on computer/internet-based psychotherapy, but are not as critical,
thoughtful, or clearly presented as a 4.0.
2.0 Responses are adequate. They reflect some understanding of the MoodGYM program and/or the
research literature on computer/internet-based psychotherapy, but do not reflect much critical
thought or are unclear.
1.0 Responses are incomplete, sloppy, or do not reflect an understanding of the MoodGYM program
and/or the research literature on computer/internet-based psychotherapy.
0 Work not turned in.
In-class Writing Assignments (ICWAs): There will be seven, brief in-class writing assignments during the
term. These ICWAs will be given at the end of class and will ask you reflect on the information covered in that
lecture. ICWAs are designed to help you think more deeply about the material covered in class and to help me
assess student understanding. ICWAs will be unannounced and will be graded Credit/No Credit. Two ICWAs will
be dropped. Your performance on the ICWAs will be worth 5% of your grade.
GRADING: The percentage cut-offs for particular letter grades are:
90% - 100% = 4.0
70% - 74% = 2.0
85% - 89% = 3.5
65% - 69% = 1.5
80% - 84% = 3.0
60% - 64% = 1.0
75% - 79% = 2.5
<60% = 0
EXTRA CREDIT: Extra credit opportunities are available for participation in Psychology Department research
projects or for completing an alternative written assignment. You can earn up to two percentage points worth of
extra credit. This means that if you earned an 88% in the course and received the maximum amount of extra
credit, you would receive a 90% in the course. Extra credit must be completed in a satisfactory manner to
receive credit. Extra credit may be completed at any time; however, it must be completed by noon on Dec 6,
2011. You can earn extra credit in the following way. You can choose one extra credit approach or the other.
You cannot choose both. There will be no other forms of case-by-case extra credit available for students who
are unhappy with their grades.
Subject Pool Participation: You can earn 1 percentage point of extra credit for every 4 subject pool credits
you earn. One subject pool credit is equivalent to ½ hour of participation. You must complete 4 credits to
receive 1 percentage point or 8 credits to receive 2 percentage points. I will not round up (If you only complete
3 credits, you will not receive extra credit; if you complete 7 credits, you will only receive 1 percentage point).
Instructions for participating in research for extra credit can be found in a separate handout on HPR
Participation on ANGEL.
Written Assignment: An alternate written assignment on a topic of relevance to clinical psychology (6
pages) is available for those who cannot or prefer not to participate in the psychology subject pool. Details will
be placed on the ANGEL course website by October 25th.
ACADEMIC HONESTY POLICY: Academic Honesty: Article 2.3.3 of the Academic Freedom Report states that
"The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and
professional standards." In addition, the Department of Psychology adheres to the policies on academic honesty
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as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on
Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. See Spartan Life: Student Handbook
and Resource Guide (http://www.vps.msu.edu/SpLife/index.htm) and/or the MSU Web site:
http://www.msu.edu.
Therefore, you are expected to complete all course assignments, including the MoodGYM assignment, quizzes,
and exams, without assistance from any source. You are not authorized to use the www.allmsu.com Web site to
complete any coursework. Students who violate MSU rules may receive a penalty grade, including but not
limited to a failing grade on the assignment or in the course. Contact me if you are unsure about the
appropriateness of your coursework. (See also http://www.msu.edu/unit/ombud/dishonestyFAQ.html).
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Students with disabilities should contact the Resource
Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a disability
specialist, call 353-9642 (voice), 355-1293 (TTY), or visit MyProfile.rcpd.msu.edu.
DISRUPTIVE BEHAVIOR: Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State
University states: "The student's behavior in the classroom shall be conducive to the teaching and learning
process for all concerned." Article 2.3.10 of the AFR states that "The student has a right to scholarly
relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No
student shall . . . interfere with the functions and services of the University (for example, but not limited to,
classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely
affects the learning environment in this classroom may be subject to disciplinary action through the Student
Faculty Judiciary process.
CELL PHONES AND ELECTRONIC MEDIA: Please make sure that your cell phone is turned off or on silent mode
before class begins. Please do not use electronic media (smartphones, iPads, laptops, etc.) during class, except
for the purpose of taking notes. They are distracting to me and to your fellow students and will prevent you
from getting the most out of being in class.
GETTING HELP: The TAs and I are here to help you master the course material. Both the TAs and I will hold
regular office hours. I encourage to you to stop by during office hours to get clarification on material presented
in class to get additional information about topics we have (or have not) covered in class that interest you. If
you cannot make office hours or need a longer time to talk, you can email one of us to make an appointment to
meet at another time. The TAs and I will try to be diligent about responding to emails; however, sometimes
students’ emails end up in our spam folders. If you have not heard back from us within 2 days, please send the
message again. To facilitate a timely response, please write PSY 312 in the subject line.
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PSY 312 SCHEDULE
The following syllabus is a tentative schedule for the class. I reserve the right to change it to best meet the
needs of the class.
Date
Topic
Reading
Sept 1
Introduction & Foundation - History and Training
Trull, Ch. 2
Sept 6
Systems and Ethics
Trull, Ch. 3
Sept 8
Research in Clinical Psychology
Trull, Ch. 4
Sept 13
What is Assessment? & Evidence-Based Practice
Clinical Interviewing
Case 1: Adult Assessment (Bluestein)
Hunsley & Mash (2005)
Sept 15
Trull, Ch. 6
Trull, Ch. 7
Sternberg (2005)
Trull, Ch. 8 & 9
Sept 20
Intelligence and Educational Assessment
Sept 22
Personality Assessment and Behavioral Assessment
Sept 27
Trull, Ch. 10
Oct 4
NO CLASS – INSTRUCTOR ON GRANT REVIEW PANEL
Clinical Decision Making & Therapeutic Feedback
Case 2: Child Assessment (Wainer)
Exam 1
Oct 6
What Is Psychotherapy? & Evidence-Based Practice
Trull, Ch. 11
Chambliss & Ollendick (2001)
Sept 29
Oct 11
Oct 13
Oct 18
Oct 20
Oct 25
Oct 27
Nov 1
Nov 3
Nov 8
Nov 10
Nov 15
Nov 17
Psychodynamic Therapy
Case 3: Integrative Therapy for BPD (Hopwood)
Psychodynamic Therapy Con’t
Cognitive-Behavioral Therapy
Cognitive-Behavioral Therapy con’t
Case 4: CBT for OCD (Moser)
Cognitive-Behavioral Therapy con’t
Mindfulness-based Therapy
Case 5: SST for Schizophrenia (Suisman)
Group & Couples Therapy
Case 6: EFT for Couples (Humbad)
Exam 2
Trull, Ch. 12
Bhar et al. (2010)
Trull, Ch. 14
Foa et al. (2005)
Hollon et al. (2005)
Hofmann & Asmundson (2008)
Child and Adolescent Therapy
Child and Adolescent Therapy Con’t
Case Presentation 7: CBT for ASD with Anxiety (Klahr)
Treatment Research
Trull, Ch. 15
Trull, Ch. 20
White et al. (2010)
Lilienfeld (2009)
Efficacy and Effectiveness
Common Factors and Mechanisms of Change
**MoodGYM Assignment Due**
NO CLASS - THANKSGIVING
Moses & Barlow (2006)
Nov 29
Forensic Psychology
Case 8: Court-Mandated Txt of Sex Offender (Black)
Trull, Ch. 19
Dec 1
Health Psychology
Trull, Ch. 17
Dec 6
Neuropsychology – Guest Lecture: Natalie Berger
Dec 8
Pursuing a Career in Clinical Psychology
Trull, Ch. 18
Trull, Ch. 3
Baker et al. (2009)
Nov 22
Nov 24
Seligman (1995)
==== FINAL EXAM: Tues., Dec. 13: 12:45-2:45pm====
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