Psyx 534 – Clinical Psychology Methods
Fall 2015
Course Information
Time: Tuesdays 12:10 – 2:00pm
Location: CPC 121
Instructor Information
Instructor: Anisa N. Goforth, Ph.D., NCSP
Office: Skaggs 367
Email: anisa.goforth@umontana.edu
Office phone: 406-243-2917
Cell phone: 503-562-9379
Office hours: By appointment
Course Objectives
This section of Applied Clinical Methods (Practicum)will emphasize working with children, adolescents, and their families with a variety of presenting problems. This practicum will provide you with the opportunity to integrate theoretical learning with applied practice, to diagnose and conceptualize therapy cases, to develop and implement treatment plans using evidence-based practices, and conduct comprehensive, integrated psychological assessments. This practicum will have a particular emphasis on the provision of culturally responsive evidence-based practices, and understanding children’s mental health problems from a developmental, ecological perspective.
Didactic training will be incorporated during practicum, with assigned texts and articles that focus on culturally responsive, evidence-based practices. A peer consultation model will be used during practicum seminar to facilitate case conceptualization of assessment and treatment.
Learning Objectives & Outcomes
Graduate clinicians will have opportunities to:
 conduct comprehensive, integrated psychological assessments for children referred for a variety of mental health disorders
 conduct comprehensive, integrated psychological assessments for adults referred for learning disorders or attention difficulties
 implement individual therapy for children and adolescents using behavioral (e.g., Applied
Behavior Analysis) and cognitive-behavioral treatment approaches
 use a modular treatment approach and understand to how effectively progress monitor behavior change
 implement an 8-week social skills group therapy (Youth Engagement Through Intervention) for children with Autism Spectrum Disorder and related disorders.
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Course Requirements
1.
Practicum Goals, Self-Assessment, and Professional Development Plan (10 points)
At the beginning of the semester, you will prepare a statement of the specific learning goals (and documentation or a plan of how to achieve these goals) you have for your practicum. These goals and plan will be discussed at the first individual conference. We will refer to these objectives throughout the semester to assist in the supervision of your experience.
You will reflect about your experience at your practicum site at the middle and end of the semester. You will reflect on your experiences with assessment, intervention and consultation as outlined on the
Reflections on Practicum Experience guideline (see Appendix).
Finally, if you are a school psychology clinician, you will complete practicum hour logs to document your training experience, as per NASP requirements.
2.
Child Treatment Cases (100 points)
You are expected to have 2 to 3 client throughout the semester where you are actively providing treatment. You are expected to use evidence-based practices using a modular approach and be able to collect progress-monitoring data efficiently and effectively using PracticeWise. You will be evaluated on your ability to effectively conceptualize the case, develop (or continue/modify) treatment plans, implement evidence-based practices, and collect progress-monitoring data.
3.
Assessment Cases (100 points)
You are expected to carry at least one assessment case throughout the semester. Depending on the referrals to the CPC, the case may be either a child (any referral concern) or adult (learning disorder or attention issues). You will conduct a full battery of tests (e.g., cognitive abilities, academic achievement, behavior/personality) and write-up the assessment in an integrated report. The purpose of psychological reports is to effectively communicate results of the assessment to a non-psychologist; therefore, you are expected to write the report in a way that the client and/or family would understand.
You will be evaluated based on your ability to choose appropriate standardized tests, conduct tests correctly and using standardized methods, effectively conceptualize a case, and write-up an integrated report. More information about my expectations is on Moodle.
Each student will complete a 5-6 page (typed, double spaced) introspection about topics discussed in our course. The purpose is to examine your own identity and culture in the context of being a school psychologist working with diverse populations. See Appendix for more information.
You will meet with me for one hour per week to discuss your cases. You are expected to bring two video clips to each session: one from a case in which you believe you did especially well (i.e., area of strength) and one from a case in which you hope to get feedback (i.e., area of improvement). We may not be able to review both videos during the session, but be prepared to show both nonetheless. Individual
Supervision meetings will include interpersonal process recall, review of progress notes, and video review, along with discussion of the client’s history and current functioning, the nature of your therapeutic relationship and methods, discussion of therapeutic techniques, and related problems as they arise. As topics are discussed, I am likely to recommend that you engage in individual readings in
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areas that will benefit you and your clients. These meetings will be scheduled weekly and I will be available for additional supervision on a case by case basis.
You will meet with your colleagues and me each week for 2 hours. Group Supervision meetings will include case presentations, discussion of ethical and professional issues, clinical updates, peer consultation, video review, discussion of group readings, and presentation of training videos. In addition, we will read and discuss material on topics relevant to the practicum as determined by the professor and students. Guest presenters are likely to be invited on topics relevant to the readings or to students’ psychotherapy cases.
You will be evaluated on your ability to provide a case presentation within the time limit, respond to your colleagues in discussions and case presentations, and professionalism (active listening, timeliness, respecting differences in opinions).
Course Policies and Procedures
Academic Honesty and Integrity
As students entering the field of health service psychology, there is an expectation of a high standard of academic integrity. Students are expected to perform to the utmost of their ability in an honest and ethical manner. The University of Montana Student Conduct Code (SCC) should be reviewed, especially in regards to plagiarism. It is the policy of the SPSY program that plagiarism will result in an “F” for the course in which the academic violation occurs as well as grounds for consideration of dismissal from the program.
Professionalism
I expect all students to behave with the highest standard of professionalism, both during class and in practicum. As a health service psychologist in-training, you represent the university as well as the field.
Keep in mind that how you behave makes an impression of you as a professional.
Disability Accommodations
The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students . If you think you may have a disability adversely affecting your academic performance, and you have not already registered with Disability
Services, please contact Disability Services in Lommasson Center 154 or call 406.243.2243. I will work with you and Disability Services to provide an appropriate modification.
Attendance and Active Engagement
Attendance is highly encouraged since student’s course grades are partially determined by participation in seminar discussions and activities. Moreover, missing a seminar can substantially affect students’ depth of understanding. Please inform the instructor prior to class if a late arrival or early departure from class is absolutely necessary. An excused absence will be granted only in a documented emergency situation.
Religious Observance
Please notify me in advance if you will be absent from class for religious observances.
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Electronic Devices
Electronic devices (such as cell phones, I-pods, mp3s, etc.) must be turned off and put away before seminar or supervision. The use of computers during class to take notes or to use electronic articles and
Power Points is encouraged. However, the use of computers for personal reasons during class is inappropriate and disrespectful to other students and to me. I will speak with you if I feel that your use of computers is detracting from your learning and use discretion in reducing grades for those students who are using computers in a disrespectful manner when class is in session.
Commitment to Multiculturalism
I am committed to creating an environment in which individuals’ diversity and opinions are respected. I strive to integrate multicultural and diversity issues in my courses in ways that is relevant to course content and process. I hope students will contribute their unique perspectives to this effort by considering and raising issues related to multiculturalism and diversity—and respecting others’ outlooks throughout this course.
“People First” Language
Students are expected to use appropriate, “people first” language in class discussions and written work.
People with disabilities are just that: people who happen to have physical, sensory, behavioral, or intellectual disabilities. Please avoid phrases like “the handicapped,” “autistic kids,” “severely retarded,” or other statements that highlight the disability rather than the individual. Instead, speak and write in a way that puts “people first,” for example, “the student with a severe disability,” “the program for students with behavior disorders.” This small change emphasizes the humanity and individuality of the person and clarifies that disability is only one of many characteristics (and not necessarily the most important!) that people can possess.
Required Readings
BigFoot, D. S., & Funderburk, B. W. (2011). Honoring Children, Making Relatives: The cultural translation of parent-child interaction therapy for American Indian and Alaska Native families. Journal of
Psychoactive Drugs, 43, 309-318. doi: 10.1080/02791072.2011.628924
Berger, S. S., & Buchholz, E. S. (1993). On becoming a supervisee: Preparation for learning in a supervisory relationship. Psychotherapy: Theory, Research, Practice, Training, 30, 86-92.
Brill, S. & Pepper, R. (2008). The transgender child: A handbook for families and professionals. Cleis Pres:
San Franisco, CA.
Campbell, C. D., & Evans-Campbell, T. (2011). Historical trauma and Native American child development and mental health: An overview. In M. C. Sarche, P. Spicer, P. Farrell & H. E. Fitzgerald (Eds.),
American Indian and Alaska Native children and mental health: Development, context,
prevention, and treatment. Santa Barbara, CA: ABC-CLIO.
Freedenthal, S., & Stiffman, A. R. (2007). "They might think I was crazy": Young American Indians' reasons for not seeking help when suicidal. Journal of Adolescent Research, 22, 58-77. doi:
10.1177/0743558406295969
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Liu, W. M., & Clay, D. L. (2002). Multicultural counseling competencies: Guidelines in working with children and adolescents. Journal of Mental Health Counseling, 24, 177.
Phinney, J. S. (1996). When we talk about American ethnic groups, what do we mean? American
Psychologist , 51, 918-927.
Santarelli, G., Koegel, R. L., Casas, J. M., & Kern Koegel, L. (2001). Culturally diverse families participating in behavior therapy parent education programs for children with developmental disabilities.
Journal of Positive Behavior Interventions, 3, 120-123. doi: 10.1177/109830070100300209
Sue, S., & Zane, N. (2009). The role of culture and cultural techniques in psychotherapy: A critique and reformulation. Asian American Journal Of Psychology, S(1), 3-14. doi:10.1037/1948-1985.S.1.3
Sue, D., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. B., Nadal, K. L., & Esquilin, M.
(2007). Racial microaggressions in everyday life: Implications for clinical practice. American
Psychologist, 62(4), 271-286. doi:10.1037/0003-066X.62.4.271
Fisher, W. W., Groff, R. A., & Roane, H. S. (2011). Applied behavior analysis: History, philosophy, principles, and basic methods. In W. W. Fisher, C. C. Piazza & H. S. Roane (Eds.), Handbook of
Applied Behavior Analysis. New York, NY: Guilford Press.
Wacker, D. P., Berg, W. K., Harding, J. W., & Cooper-Brown, L. J. (2011). Functional and structural approaches to behavior assessment of problem behavior. In W. W. Fisher, R. A. Groff & H. S.
Roane (Eds.), Handbook of Applied Behavior Analysis. New York, NY: Guilford Press.
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Course Schedule
The course schedule is subject to minor adjustments, as determined by the instructor.
Date Topics Readings Case Review
Sept 1 Course Orientation/Syllabus Review
Introduction to clinical expectations
Case Assignments for Fall 2015
Berger & Buchholz (1993)
CPC Policies & Procedures
Manual
Introduction to culturally responsive evidence-base practices
Sept 8 Transgender Youth
Liu & Clay (2002)
Sue & Zane (2009)
Sept 15
Sept 22 Applied Behavior Analysis
Brill & Pepper (2008) Ch 1,
3, 5
Case Review: Katie Ahlers
Sept 29 Indigenous Youth & Families
Fisher, Groff & Roana
(2011)
Wacker et al. (2011)
BigFoot & Funderburk
(2011)
Campbell & Evans-
Campbell (2011)
Freedenthall & Stiffman
Oct 6
Oct 13 Youth & Families in Rural Communities
(2007)
Oct 20
Oct 27 Immigrant youth and families
Nov 3
Nov 10 Religious minorities Goforth et al (2015)
Nov 17 Ethical & Legal considerations
Nov 24 Thanksgiving Break
Nov 30
Dec 7 Case Presentations
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Appendix A
Curriculum-based Evaluation Case
A curriculum-based evaluation is a decision-making framework for considering the assumed causes of the problem, validating the hypotheses, and linking results to teaching recommendations. For this assignment, you will complete a full, in-depth curriculum-based evaluation at your practicum site.
You will meet with your field-based supervisor to discuss possible students (age 6-17) who have been identified as being in need of additional academic support. You will obtain parent consent as well as teacher assent for the purpose of administering assessments. You will identify a target area of need, conduct a problem analysis, set appropriate goal(s), select a potentially highly effective intervention, implement the intervention, monitor progress, and evaluating the effects of the intervention. The plan must incorporate best practices in school-based intervention by including an appropriate goal, address issues of social validity, fidelity (treatment integrity) and generalization and maintenance, a plan for progress monitoring, and outcome evaluation plan.
Report
You will provide a written report of your CBE case. The report must be typed using Times New Roman,
12-font. When appropriate, APA-style formatting is required. I expect that the report be written using clear, concise language with no grammatical or spelling errors. Please submit the report in a 3-ring binder and include previous versions as you submit each part. The required sections that must be included in the report are below.
1.
Referral Problem a.
Assessment Procedures (e.g., RIOT)
2.
Cumulative Folder Review
3.
Interviews a.
Teacher b.
Parent c.
Student
4.
Curriculum Description a.
Description of general education (i.e., Tier I) curriculum, including evidence-base for curriculum b.
If applicable, description of special education curriculum
5.
Observation of Student Behavior a.
Clear, operational definition of behavior b.
Systematic observation of behavior compared to same-age, same-sex peer (e.g., momentary time sampling) c.
Summary of behavior in context of classroom environment
6.
Curriculum-Based Assessment
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a.
Problem Definition i.
Clear, operational definition b.
Current functioning and instructional level c.
Consideration of individual & cultural factors
7.
Intervention Plan a.
Goal i.
Specific and operationalized ii.
Provide justification for goal (e.g., realistic vs ambitious goals) a.
Intervention Description i.
Summarize research-base for intervention ii.
Provide justification for choosing the intervention iii.
Describe implementation steps iv.
Describe any modifications made to the intervention and provide justification
8.
Progress-Monitoring a.
Description of progress-monitoring procedures b.
Clear presentation of data (tables and/or graphs)
9.
Intervention Evaluation a.
Describe intervention fidelity and modifications b.
Provide evidence of social validity c.
Summarize intervention effectiveness
10.
Recommendations a.
Provide list of recommendations i.
Written in a “teacher-friendly” language ii.
One page step-by-step description that teachers could use in future
11.
Reflection on CBE (2-3 pages)
The curriculum-based evaluation report will be completed in 3 parts. Please look on the syllabus for the specific deadlines for each part.
Part 1

Referral Problem

Cumulative folder review

Interviews (teacher, parent & student)

Curriculum description

Observation of student behavior
Part 2

Revisions of Part 1

Curriculum-based Assessment

Intervention Plan

Progress-monitoring
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Part 3

Revisions of Parts 1 & 2

Intervention evaluation

Recommendations

Overall reflection
Presentation
In addition to the written report of the curriculum-based evaluation, you will present your case to your colleagues. The presentation should be 15 minutes with 5 minutes for Q&A. Your presentation should follow the structure of the written-report.
You will be evaluated on:

Summary of problem analysis and problem definition

Description of intervention and intervention effectiveness

Clarity of progress monitoring graphs

Clarity and organization of presentation

Ability to stay within time-limits
Your colleagues will also provide written feedback about your presentation and case.
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Appendix B
Professional Goals
The University of Montana
School Psychology Program
Professional Goals for Practicum Experience
Spring 2015
Student Name:_______________________________________
Practicum site:_______________________________________
Practicum supervisor:_______________________________________________
Please reflect upon your current skills, knowledge and competencies. Then, develop and write concrete, observable, and measurable goals for your professional development this semester under each of these categories (you can have multiple goals under each category). You will review your goals with your university- and field-based supervisors.
Sample Goals:

By December 5, 2015, I will administer one child assessment under the supervision of Mary
Finnegan.

By December 5, 2015, I will speak to at least one parent about the needs of their child with a disability and will use appropriate non-verbal and verbal communication (e.g., speak clearly, make eye contact).
Part 1: Reflection on Strengths and Weaknesses
Part 2: Professional Goals
1.
Goal for Assessments
2.
Goals for Intervention
3.
Goals for Professional Collaboration or Consultation
4.
Goals for Legal, Ethical, and Professional Performance
5.
Goals for Promotion and Awareness of Diversity
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Appendix C
Reflection on Practicum Experience
The University of Montana
School Psychology Program
Reflections on Practicum Experience
Spring 2015
Student Name:_______________________________________
Practicum site:_______________________________________ Type:_____________________
Practicum supervisor:_______________________________________________
I.
Please reflect about your experience at your practicum site in relation to the following areas.
The Educational Process.
II. Assessment for interventions. This may include observation, interviews, records reviews, standardized measures, and alternative assessment (CBM). Include your experiences with diverse populations.
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III. Direct intervention services. Include your experiences with diverse populations
IV. Consultation (teachers, parents, students, administrators.) Include your experiences with diverse populations.
V. Parent-School Relationships: What experiences have you had working with parents? How has this added to your knowledge on the parent/family perspective of their child?
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VI. Professional development: Personal reflections about development of your role as a school psychologist.
VI.
VII.
Self-Assessment and Goal Statements:
(a) Describe the one professional task you did best and are most pleased about this semester
(b) Describe and discuss the one professional task you felt the least prepared to handle.
(c) What training or professional goals would you like to address in the future?
What would you like more information about?
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Appendix D
Comprehensive Psychoeducational Report
The purpose of a psychoeducational report is to provide a concise, yet comprehensive summary of a child’s cognitive abilities, academic skills, and social and emotional issues. There are a variety of purposes for a psychoeducational report, including providing an accurate assessment for a referral source (e.g., parent), developing hypotheses and linking to appropriate interventions, providing e a baseline for the examinee, and as a legal document (e.g., IEP).
The typical report includes (Sattler, 2001):
1.
Identifying information
2.
Assessment instruments
3.
Reason for referral
4.
Background information
5.
Observations during the assessment
6.
Assessment results and clinical impressions
7.
Recommendations
8.
Summary
9.
Signature
While there is a general standard structure for psychological reports, there is no “correct” way. Indeed, you will notice that each psychologist has his or her own way to writing. For this assignment, you will use the structure that I use in my practice, which may appear different from other psychologist’s reports. I believe that it is important that you are exposed to a variety of styles so that when you are an independent school psychologist, you can develop your own professional voice.
In my view, psychological reports are designed to communicate results of an assessment in a way that a non-psychologist should be able to read and understand what is written. The report is about the child
and not about the test. There should be minimal psychological jargon (and if there is, it should be fully explained in lay-person language) and minimal numbers (e.g., no standard scores except in tables in appendix). A question you should continually ask yourself is: “Would my grandmother understand this report?” If you are describing a particular domain, such as working memory, you need to adequately describe this domain so that any person could understand what it is.
You will be given a case with background information, classroom observations, cognitive abilities and academic achievement test results. You will examine the data and write a comprehensive psychoeducational report based on these data. You will be graded on:
1.
Overall quality of writing
2.
Overall clarity and organization of report
3.
Ability to synthesize and integrate a variety of data
4.
Ability to convey psychological domains (e.g., IQ, academic skills, etc.) in lay-person language
5.
Appropriate summary, diagnosis/special education eligibility with a clear rationale
6.
Appropriate and specific home and school-based recommendations and accommodation
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