Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ______PSYCHOLOGY_______________________COLLEGE:
CONTACT PERSON:
ARTS AND SCIENCES
______________STEVEN HUPRICH________________________________________________________
CONTACT PHONE:
734-487-2037
CONTACT EMAIL:
SHUPRICH@EMICH.EDU
REQUESTED START DATE: TERM_____________FALL 2012___________
A. Rationale/Justification for the Course
Faculty in the General Clinical (GC) masters program believe that students need to have a course that focuses on
conceptualization of psychotherapy cases from multiple theoretical perspectives that are in line with the focus and
mission of the GC program: “The General Clinical masters program operates within a theoretical framework which
believes that, at its core, human functioning involves intra- and interpersonal processes that occur within a
developmental context” (from the GC Handbook). Currently, Psychotherapy I, PSY 751, (proposal to rename this
course to Interpersonal Processes in Psychotherapy) is devoted to teaching basic therapy skills and techniques that are
applicable to all models of psychotherapy. Little focus is given to case conceptualization and how it would be executed
in the treatment hour. The new course proposed here does just that – focuses students on cognitive and psychodynamic
models of psychotherapy and how such models can be applied to patients. In addition, this course can also be made
available to clinical PhD students who wish to take a course that focuses upon conceptualization and treatment from
these two models. This course can, therefore, meet requirements for psychotherapy training in the PhD program, as
well as in the GC program.
B. Course Information
1. Subject Code and Course Number:
PSY 752
2. Course Title:
INTRAPERSONAL PROCESSES IN PSYCHOTHERAPY
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__X____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course introduces masters and doctoral level students in clinical psychology to the conceptualization and
application of psychotherapy from cognitive and psychodynamic perspectives with a particular focus on evidencebased procedures.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
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Normal (A-E)
X
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
PSY 751 Interpersonal Processes in Psychotherapy AND 731 Prepracticum in Interpersonal Processes in
Psychotherapy
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
NA
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
NA
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
NA
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
College of Education
Yes
No
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
X
No
If “Yes”, list the majors/programs
General Clinical Master’s program (PSYC)
Clinical Behavioral Master’s program (PSYB)
Clinical Psychology PhD program (PSYD)
Departmental permission
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
X
X
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
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Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No X
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
N X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
General Clinical Master’s program
Program
15. Will this course replace an existing course? Yes
Required
X
Required
No
Restricted Elective
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
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D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ___16_______
Against ____0______
Abstentions ____1______
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
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Date
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New Course Form
COURSE SYLLABUS
PSY 752: INTRAPERSONAL PROCESSES IN PSYCHOTHERAPY
Eastern Michigan University
Fall 2012
Professor:
Phone Number:
Electronic Mail:
Office:
Class Hours:
Classroom:
Steven Huprich, PhD
(734) 487-2037; (248) 807-2159
shuprich@emich.edu
Mark Jefferson Science Complex 361A
12:30-1:45pm MW
Mark Jefferson Science Complex 328
Course Description:
This course is open to masters and doctoral students in clinical psychology. This course will develop students’
skills in conceptualization and application of their conceptualization to psychotherapy patients from
psychoanalytic/psychodynamic and cognitive perspectives. A significant portion of the course will be to the
presentation of case material, conceptualized from these perspectives, with a discussion of how theory guides and
directs treatment. At the conclusion of the course, students will be expected to describe cases from these perspectives
and articulate ways in which their conceptual model has and will guide their practice of psychotherapy.
Prerequisites: PSY 751/731; PSY 646 strongly preferred.
Required Readings:
Beck, J. S. (2011). Cognitive therapy: Basics and beyond (2nd edition). New York, NY: Guilford.
Gabbard. G. O. (2010). Long-term psychodynamic psychotherapy: A basic text (2nd ed.). Washington, DC:
American Psychiatric Press.
Huprich, S. K. (2009). Psychodynamic psychotherapy: Conceptual and empirical foundations. New York:
Routledge.
McWilliams, N. (2004). Psychoanalytic psychotherapy: A practitioner’s guide. New York: Guilford.
Grading Procedures:
Your grade will be based on the following assignments. Each of these will be discussed in more detail in class.
1. Questions for each set of readings –For these assignments, you will be asked to provide 4-6 discussion
questions to me in writing for the set or readings to be discussed on the upcoming days. I have
highlighted the due dates on the syllabus. There are no points awarded for submitting these; however, if
you do not submit the questions, you will lose 2% points from your final grade for each missed set of
questions.
2. Reaction paper to Dr. Jacques Barber – You are required to submit a 2-3 page reaction paper, which is due
on Oct. 8. (25 points). I will provide articles for reference prior to his presentation.
3. Class discussion – This course is built upon the assumption that students will read and come prepared to
discuss the readings in class. Each set of readings has much content, and in order for you to master the
material, it is crucial you discuss the content, raise questions where and when appropriate, and express
your understanding of the material. This grade is determined by the instructor’s perception of your
participation and discussion. He will provide you with feedback around mid-term as to what grade you
have earned at that point in the semester (25 points).
4. Summary and discussion paper for Judith Beck text – This paper will be a summary of the material
presented in Judith Beck’s text (roughly ½ of the paper), with a subsequent reaction to this material. You
should critically evaluate the utility of Dr. Beck’s approach, consider the validity and utility of what she
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suggests, and compare/contrast her ideas with those inherent in a psychodynamic approach (roughly ½
the paper). The paper should be 18-20 pages double-spaced (excluding references or tables). (150 points).
5. Case presentation – If you are currently in a practicum, you will be asked to present a case for two
consecutive class periods. For the presentation, you will be asked to discuss three major content areas:
general background information about the patient and the progress of treatment, a cognitive
conceptualization of the case and discussion of relevant therapy issues, and a
psychoanalytic/psychodynamic conceptualization of the case and discussion of relevant therapy issues.
(100 points)
6. Case write-up - Regardless of a practicum experience or not, you will be asked to write about a case of
yours or of a fellow student’s and discuss it from cognitive and psychoanalytic/psychodynamic
perspectives, including attention devoted to transference and countertransference issues. You will be
graded on the conceptual clarity, grammar, style, cohesiveness, and critical thinking. This case may not be
one that is presented. I will provide you with examples of case conceptualization write-ups from
psychoanalytic/psychodynamic perspectives. This paper should be about 12-15 pages long. (150 points)
Additionally, you should be aware that four or more absences will result in the lowering of your final grade by
one-half letter (e.g., 4 = A- max; 5 = B+ max, etc.). As noted earlier, failure to turn in 2-3 discussion questions for the
readings before the class period in which the topic is set to be discussed will result in the deduction of 2% points from
your final grade for each set of questions not submitted.
The following metric will be used to assign final grades based upon the percentage of points earned: 93-100%
(A); 90-92% (A-), 87-89% (B+), 83-86% (B), 80-82% (B-). Grades below 80% of the total points will be evaluated on a
case by case basis by the instructor to determine which of the following grades is appropriate: C, E, or Incomplete.
Expectations for Students:
There are certain expectations that I have of students. Most, if not all, of these are likely your expectations, too.
While this may seem implicit, experience has suggested that these issues best be made explicit at the beginning of the
semester.
If you have any questions, concerns, or difficulties in the course, please ask questions. This is my job, and I want
you to be successful in your learning. In other words, please use me as a learning resource. While I will always answer
your questions in class, I am also happy to schedule an appointment with you during office hours or another time.
Please be on time. It is frustrating and irritating to other students (and sometimes the professor) when a student
comes in late. This disrupts others’ concentration, note taking, and listening. If this becomes a problem, the professor
will speak directly with you about this.
Turn off your cell phones and pagers. They are not to be engaged during class at any time. Like the above,
when these devices ring or buzz, they are disrupting to those around you.
Talk to others any time except for when class has begun. Private conversations, whispering, etc. disrupt others
around you and make it difficult for students to learn. If this becomes a problem, the professor will speak directly
with you.
Ongoing problems with any of the aforementioned behaviors may result in a formal referral to the Office of
Student Judicial Services.
Respect. This is the essence of these aforementioned expectations, and I hope that we will all work hard to be
respectful and polite toward each other. If you are not certain if what you are doing or want to do is appropriate, ask
whether it is respectful of others.
All these issues are addressed in the Student Conduct Code, which may be accessed at: www.emich.edu/student
conduct/.
Other Issues:
Religious holidays: Current University policy recognizes the rights of students to observe religious holidays
without penalty to the student. Students will provide advance notice to the instructor in order to make up work they
miss (including examinations) as a result of their absence from class due to observance of religious holidays. If
satisfactory arrangements cannot be made with the instructor, the student may appeal to the Psychology Department
Head.
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Academic dishonesty: Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism,
will not be tolerated in this course. Penalties for an act of academic dishonesty may range from receiving a failing
grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to
the Office of Student Conduct and Community Standards for discipline that can result in either a suspension or
permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty
but if you are not sure about whether something you are doing would be considered academic dishonesty, consult
with the course instructor. You may access the code online at: www.emich.edu/student conduct/.
The Family Educational Rights and Privacy Act: FERPA is a federal law designated to protect the privacy of a
student’s education records and academic work. The law applies to all schools and universities which receive funds
under an applicable program of the U.S. Department of Education and is applicable to students at EMU. All files,
records, and academic work completed within this course are considered educational records and are protected under
FERPA. It is your right as a student in this course to expect that any materials you submit in this course, as well as
your name and other identifying information, will not be viewable by guests or other individuals permitted access to
the course. The exception will be only when you have given explicit, written, signed consent. Verbal consent or email
is insufficient.
Special needs accomodations/disabilities: If you wish to be accommodated for your disability, EMU Board of
Regents Policy 8.3 requires that you first register with the Students with Disabilities Office (SDO) in 240 EMU Student
Center. You may contact SDO by telephone (734-487-2470). Students with disabilities are encouraged to register with
the SDO promptly as you will only be accommodated from the date you register with them forward. No retroactive
accommodations are possible.
Tentative Schedule:
Sept. 5
Introduction to course; Course logistics; Assign presentation dates
Introduction to psychodynamic therapy
Sept. 10
No class today
Questions due: Huprich, Chs. 5 & 9; Gabbard, Chs. 3-5; McWilliams, Ch.1-4
Sept. 12
Psychodynamic therapy
(Huprich, 2009, Chs. 1-5; Gabbard, 2010, Chs. 3-8; Mc Williams, Chs. 2-7)
Sept. 17
Psychodynamic therapy
Questions due: Gabbard, Ch. 6-8; McWilliams, Chs. 5-7
Sept. 19
Psychodynamic therapy
Sept. 24
Psychodynamic therapy
Sept. 26
Psychodynamic therapy
Oct. 1
Dr. Barber Presentation during class
Oct. 3
No class today
Oct. 8
Psychoanalytic/psychodynamic therapy
Reaction paper due from Dr. Barber’s talk
Oct. 10
Cognitive therapy discussion
(Beck, 1995)
Oct. 15
Cognitive therapy discussion
Cognitive therapy paper due
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Oct. 15
Case presentation 1
Oct. 17
Case presentation 1
Oct. 22
Case presentation 2
Oct. 24
Case presentation 2
Oct. 29
Case presentation 3
Oct. 31
Case presentation 3
Nov. 5
Case presentation 4
Nov. 7
Case presentation 4
Nov. 12
Case presentation 5
Nov. 14
Case presentation 5
Nov. 19
Discussion (Huprich, 2009, Ch. 10)
Nov. 21
No Class today
Nov. 26
Case presentation 6
Nov. 28
Case presentation 6
Dec. 3
Case presentation 7
Dec. 5
Case presentation 7
Dec. 10
Case presentation 8
Dec. 12
Case presentation 8
Dec. 17
Noon—final case discussion due
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