Spring 2015
Location: D105
Mondays, 6-10 pm
PSYC 14S (C20)
Mollie Buchanan, M.A
mbuchanan@ben.edu
Office: 931 North Rutledge St Springfield
Hours by appointment
Office # 525-7757 x 220
Cell # 801-2244
PRE-ASSIGNMENT:
1.
2.
3.
Review Syllabus
Read Brammer Chapters 1-3. Be prepared to discuss.
Epitaph exercise. Give some thought to what you want on your epitaph. Be prepared to share this in class.
An epitaph is that concise information and/or statement which is written on your tombstone, as opposed
to an obituary, which is lengthier and usually listed in the newspaper or online.
PSYC 356 CLINICAL PRACTICUM/LAB
I.
COURSE DESCRIPTION (4 credit hours.)
Focus is on teaching interpersonal and primary level skills of empathy, listening, and interviewing to the
introductory level helping professional.
II.
TEXTBOOK AND MATERIALS
Required text:
Brammer and McDonald. (2002). The Helping Relationship. Process and Skills. 8th ed.
Pearson Publishing. ISBN: 978-0-205-35520-4 ISBN: 0-20535520-X
Optional - Supplemental Resource:
(2013). Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5), American Psychiatric
Association.
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students from diverse
ethnic, racial and religious backgrounds. As an academic community committed to liberal arts and
professional education distinguished and guided by our Roman Catholic tradition and Benedictine heritage,
we prepare our students for a lifetime as active, informed and responsible citizens and leaders in the world
community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an increasingly
interconnected world. Its Core Curriculum advances this mission by enabling students to attain a broad
range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret numerical data;
3. Acquire knowledge of the history and heritage of western civilization, to include

the contributions of religious faith and philosophical thought to understanding the person in community,

the relationship of the individual to society: membership and participation in groups and institutions,

scientific literacy through a knowledge of the history, the methods, and the impact of science on the
individual, society, and the environment, artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships, interdependence of
peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and aspirations of
individuals and groups, and the common good.
As a distribution course within the Core Curriculum, PSYC 356 was designed with the above Core goals in mind.
Thus, upon successful completion of Clinical Practicum/Lab (PSYC 356) course, the student will be able to
demonstrate their mastery of the following course goals, objectives and student learning outcomes:
B. Course Goals:
This course will focus on:
1. developing fundamental helping skills in the introductory professional.
2. developing interpersonal skills of empathy, listening, and interviewing.
C. Course Objectives/Outcomes
1. To identify and communicate feelings.
2. To identify the relationships between thoughts, feelings, and behaviors.
3. To listen attentively.
4. To define and enhance empathy.
5. To become familiar with basic information regarding mental health disorders, diagnosis, and
intervention.
6. To assess a potential career in the mental health field, or related helping professions, via introspection
and discussion.
V.
TEACHING METHODS/DELIVERY SYSTEM
The instructor will present material by lecture, discussion, and class activities. Students are expected
to complete assigned readings prior to the respective class. Audio-visual media and guest speakers may
be utilized to supplement students’ learning. Student participation in class discussions and lab experiences
is both expected and evaluated.
VI.
COURSE REQUIREMENTS
Attendance and Participation:
This course is highly accelerated, and students will need to take a great deal of responsibility for their own
learning outcomes. Attendance is required in each class meeting for the full period of time. Any absence must be
due to extraordinary circumstances and will require documentation for it to be considered excused.
Documentation must be provided immediately in order to determine what, if any, accommodations are reasonable
or possible. Class attendance will directly impact your final grade, and each undocumented absence will be
considered unexcused and will result in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which prevents you from
attending any class(es), appropriate medical documentation must be provided immediately so it may be
determined what, if any, accommodations are reasonable or possible.
Confidentiality
Lab experiences in this class will provide students with the opportunity to talk about and deal with personal
aspects of themselves, which will impact their learning and future employment opportunities within the helping
professions. Ideally these lab experiences will provide a safe environment where students can disclose
commensurate with their comfort. The lab experiences are designed to be CONFIDENTIAL; however, it is
imperative that students use common sense and good judgment when choosing what to disclose. The
following points further illustrate what confidentiality means for this class:
1. Confidentiality continues beyond the end of the class.
2. Confidentiality means awareness and sensitivity to third parties.
3. Exceptions to confidentiality: the legal and ethical standards of mental health professionals require a
breach of confidentiality in the event that a group member is determined to be a danger to him or herself or
to the property or person of other(s), or in the case of child abuse/neglect or elder abuse/neglect.
Assigned Readings:
Readings should be completed prior to class and students need to come prepared to discuss the material
as it relates to experiences and real-life events.
Values Paper:
Students will write a 5-page paper (minimum 1500 words) discussing personal values. An outline and
specifics for the paper will be discussed in class later in the semester. The five page (minimum 1500 words)
this does not include the cover page and bibliography ( if applicable). The paper must be prepared in
APA style format, typed, doubled spaced on standard 8.5” x 11” paper with 1” margins on all sides,
10-12 pt Times New Roman (or similar) font.
PROOF YOUR WORK! Points will be deducted for typos, grammatical errors, and sloppiness
The following are the components of the required paper:
I.
DEFINITION OF A VALUE OR VALUE SYSTEM
Give a solid definition that includes what it means to you
II.
YOUR MAJOR VALUES
List and describe. Include origins, development, changes/adaptations, influences
III.
CONFLICTS AND DISCREPANCIES
Inherent conflicts, situational differences, challenges
IV.
COPING MECHANISMS FOR CONFLICTS, ETC.
How you respond to these challenges; give specific examples
Written Exams:
There will be a Mid-term and a Final exam covering material from readings, lecture, and class activities.
Late Assignments:
Assignments will have specific due dates; partial credit will be given for late assignments; percentages
will be dependant upon quality of work, reason for lateness, and specific circumstances.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our Roman
Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected of all
University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations
and constitute unacceptable behavior in the University community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are expected to
exhibit academic honesty at all times. Violations against academic honesty are always serious and may
result in sanctions that could have profound long-term effects. The final responsibility for understanding
the Academic Honesty Policy of the institution, as well as the specific policies for individual courses normally
found in syllabi, rests with students. If any doubt exists about what constitutes academic dishonesty,
students have the responsibility to talk to the faculty member. Students should expect the members of their
class to be academically honest. If students believe one or more members of the class have been deceitful
to gain academic advantage in the class, students should feel comfortable to approach the faculty member
of the course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic Affairs.
Along with a verbal warning, the following are consequences a student may face for academic dishonesty:
*
a failing grade or “zero” for the assignment;
*
dismissal from and a failing grade for the course; or
*
dismissal from the Institution.
VII.
Means of Evaluation
Final grades will be earned as follows:
MID-TERM EXAM
FINAL EXAM
VALUES PAPER
ATTENDANCE & PARTICIPATION
30%
30%
20%
20%
100%
Tests will be graded and recorded as a percentage of questions answered correctly. Students can determine
the letter grade according to the following scale:
100–90% = A
89-80% = B
79-70% = C
69-60% = D
BELOW 60% = F
Optional extra credit will be given for references and/or other writing assignments. Specifics may be discussed
with the instructor.
Grade Appeal Process
If a student believes that an error has been made in reporting a grade, an appeal must be made in writing to the
instructor and must be initiated within 60 calendar days after the end of the term for which the grade in question
was reported. The appeal should contain specific information about why it is believed the grade reported is
inaccurate. See the Student Handbook for details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a "C" or better,
and a student must submit a completed Request for an Incomplete form to the Registrar’s Office. The form
must be completed by both student and instructor, but it is the student’s responsibility (not the instructor’s) to
initiate this process and obtain the necessary signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate form, with
appropriate signatures, and returning the completed form to the Advising Office. Please refer to the Student
Handbook for important financial information related to withdrawals.
VIII.
DATE
3/23/15
3/30
4/6
4/13
4/20
4/27
5/4
5/11
5/18
5/25
TOPICAL COURSE OUTLINE
TOPIC
READINGS
Course Requirements & overview of Helping
Existentialism
Brammer Chapter 1
Helpers
Chapter 2
The Helping Process
Listening & influencing skills
Chapters 3&4
MID TERM EXAM
Values
Barriers to Communication
Loss & Crisis
Chapters 5&6
Anger
Positive change
Chapters 7&8
Ethics,
DSM-IV Test Review
TBA
FINAL
______NOTE__
Epitaph
Test review
The Island Game
Values papers due
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable accommodations to participate
in educational programs, activities, and services. Students with disabilities requiring accommodations to participate
in campus-sponsored programs, activities, and services, or to meet course requirements, should contact the
Resource Center as early as possible: springaccess@ben.edu, (217) 717-9253.
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this syllabus. Instructor
will use background knowledge probes, pre/post testing and/or other Classroom Assessment Techniques as
deemed necessary in order to provide continuous improvement of instruction.
XI.
MOBILE & ELECTRONIC DEVICES
The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore
prohibited during class. Except in emergencies, those using such devices must leave the classroom for the
remainder of the class period.
Regardless of the activity being performed on a mobile computing device, a student who is asked by the
professor to close the lid of his/her laptop, turn off the monitor or other electronic device, or simply put the device
away must comply with the professor immediately.
VALUES PAPER OUTLINE
I
DEFINITION OF A VALUE OR VALUE SYSTEM
Give a solid definition that includes what it means to you
II
YOUR MAJOR VALUES
List and describe. Include origins, development, changes/adaptations, influences
III CONFLICTS AND DESCREPANCIES
Inherent conflicts, situational differences, challenges
IV COPING MECHANISMS FOR CONFLICTS, ETC.
How you respond to these challenges; give specific examples
5 page (minimum 1500 words): this does not include the cover page and bibliography (if applicable).The
paper must be prepared in APA style format, typed, doubled spaced on standard 8.5” x 11” paper with 1”
margins on all sides, 10-12 pt Times New Roman (or similar) font.
PROOF YOUR WORK! Points will be deducted for typos, grammatical errors, and sloppiness.
.
.