UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: PSY 403
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Social and Behavioral Sciences
4. Academic Unit:
3
Psychological Studies
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Knowledge Base in Psychology
 Students will be able to identify and analyze interpersonal process skills and
psychotherapy treatment methods
 Students will be able to effectively practice the interpersonal and helping skills learned in
lecture and lab meetings.
 Students will be able to conceptualize case studies with relevance to the most appropriate,
evidence-based method(s) of psychological treatment
Scientific Inquiry and Critical Thinking
 Students will be able to understand empirical academic literature relevant to
psychotherapy and interpersonal process
 Students will be able to conceptualize case studies with relevance to the most appropriate,
evidence-based method(s) of psychological treatment
Ethical and Social Responsibility in a Diverse World
 Students will be able to effectively practice the intentional interviewing and interpersonal
process helping skills learned in lecture and lab meetings.
 Students will be able to conceptualize case studies with relevance to the most appropriate,
evidence-based method(s) of psychological treatment
 Students will be able to practice and exhibit sensitivity to client diversity in the application
of therapeutic methods and helping skills.
 Students will develop knowledge of ethical concerns relevant to Psychotherapy, such as
the ethical regulations set forth by the APA.
Communication
 Students will be able to effectively practice the intentional interviewing and helping skills
learned in lecture and lab meetings.
 Students will be able to conceptualize case studies with relevance to the most appropriate,
evidence-based method(s) of psychological treatment
Professional Development
 Students will be able to effectively practice intentional interviewing and interpersonal
process skills learned in lecture and lab meetings.
Effective Fall 2012


Students will be able to practice and exhibit sensitivity to client diversity in the application
of therapeutic methods and helping skills.
Students will develop knowledge of ethical concerns relevant to Psychotherapy, such as
the ethical regulations set forth by the APA.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
The department does not currently have a course that provides for the acquisition of the
integrative laboratory skills related to psychotherapy and interviewing. This upper division
elective course would negate that omission and provide students with the opportunity to gain
exposure and experiences with the basic content and professional techniques associated with
the topic. The successful completion of this course would serve to guide/better prepare our
undergraduates seeking employment or seeking entry into counseling/clinical graduate
programs.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: INTERPERSONAL PROCESS AND PSYCHOTHERAPY
(max 100 characters including spaces)
9. Short course title: INTRPRSNL PROCSS & PSYCHOTHRPY
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Course explores theory and practice of counseling, interpersonal process and intentional
interviewing. Surveys key concepts in evidence-based psychotherapy and addresses practical
issues such as diversity and ethics.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
Effective Fall 2012
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
Yes
No
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
PSY 101, PSY 230, PSY 302W, (PSY
227 or PSY 215), Junior Status, and
18. Prerequisites:
Psychology BA/BS
If prerequisites, include the rationale for the prerequisites.
The prerequisites are necessary for the student to have the required core knowledge base,
empirical knowledge base and theoretical foundation required to complete the course
successfully.
19. Co requisites:
NONE
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Drs. Collier, Weidler, Syderman
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
Effective Fall 2012
1/21/2015
Date
Approvals:
Heidi A. Wayment
Department Chair/Unit Head (if appropriate)
2/17/2015
Chair of college curriculum committee
Date
Dean of college
Date
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
EXTENDED CAMPUSES
Date
Yes
Yes
No
No
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Approved as modified:
Effective Fall 2012
Yes
Yes
No
No
From: Heidi A Wayment
Sent: Tuesday, February 17, 2015 4:17 PM
To: Stuart S Galland
Subject: RE: APPROVAL REQUEST: PSYBA, PSYBS, PSYBAv2, PSY401, PSY 302W-490C, PSYMA
Hi Scott, I've signed all the docs, thanks! Please let me know if anything is missing.
Heidi
Heidi A. Wayment, Ph.D.
Professor and Chair
Department of Psychological Sciences
College of Social and Behavioral Sciences
Psychological Studies
SYLLABUS
Course Title: PSY 403: Interpersonal Process and Psychotherapy
Semester: Fall 2015
Credits: () hours lecture; () hours lab
Instructors:
Office Address:
Email:
Office Phone:
Office Hours:
Course Prerequisites:
PSY 101, PSY 230, PSY 302W, (PSY 227 or PSY 215), and Junior Status
Course Description:
This course explores the theory and practice of counseling and psychotherapy, as well as
interpersonal process, intentional interviewing and helping skills. It surveys the major concepts and
practices of contemporary and evidence-based psychotherapeutic systems and addresses practice
issues such as ethics and diversity. Students will also explore the characteristics of a helping
relationship and how psychotherapy is used to treat different types of mental illness. A laboratory
component of the course will allow students to practice specific helping skills, i.e., intentional
interviewing, interpersonal process; and explore issues such as common concerns of beginning
helpers, values, and diversity, in a small-group setting. In addition to weekly lectures and laboratory
sessions, students will use case studies, first-person memoirs, and video clips that depict therapeutic
techniques.
Effective Fall 2012
Course structure/approach:
The course approach, with regard to structure, is diverse and consists of lecture, the examination of
case studies, exams, journal entries and memoir analysis.
Student Learning Outcomes:
Psychology Department Goals (PDGs)
Below are the Psychology Department Goals (PDG); following this list are the course learning
objectives and how these objectives will be assessed.
1. Knowledge Base in Psychology
--Describe applications of Psychology
2. Scientific Inquiry and Critical Thinking
--Demonstrate Psychology information literacy
--Engage in innovative and integrative thinking and problem solving
3. Ethical and Social Responsibility in a Diverse World
--Apply ethical standards to evaluate psychological science and practice
--Build and enhance interpersonal relationships
--Learn and practice multicultural sensitivity/awareness to a diverse clientele base
4. Communication
--Demonstrate effective writing for different purposes
-- Interact effectively with others
5. Professional Development
--Apply psychological content and skills to career goals
--Exhibit self-efficacy and self-regulation
Department Learning
Goal
1. Knowledge Base in
Psychology
Course Learning outcomes
Assessment of Learning Objectives




2. Scientific Inquiry and
Critical Thinking


3. Ethical and Social
Responsibility in a
Diverse World


Effective Fall 2012
Students will be able to identify and analyze
interpersonal process skills and psychotherapy
treatment methods
Students will be able to effectively practice the
interpersonal and helping skills learned in
lecture and lab meetings.
Students will be able to conceptualize case
studies with relevance to the most appropriate,
evidence-based method(s) of psychological
treatment
Students will be able to understand empirical
academic literature relevant to psychotherapy
and interpersonal process
Students will be able to conceptualize case
studies with relevance to the most appropriate,
evidence-based method(s) of psychological
treatment
Students will be able to effectively practice the
intentional interviewing and interpersonal
process helping skills learned in lecture and lab
meetings.
Students will be able to conceptualize case
studies with relevance to the most appropriate,
evidence-based method(s) of psychological
treatment

Attendance and lab
participation
Exams



Exams
Memoir analysis
Journal reflections




Exams
Journal reflections
Lab participation
Memoir analysis


4. Communication


5. Professional
Development



Students will be able to practice and exhibit
sensitivity to client diversity in the application of
therapeutic methods and helping skills.
Students will develop knowledge of ethical
concerns relevant to Psychotherapy, such as
the ethical regulations set forth by the APA.
Students will be able to effectively practice the
intentional interviewing and helping skills
learned in lecture and lab meetings.
Students will be able to conceptualize case
studies with relevance to the most appropriate,
evidence-based method(s) of psychological
treatment
Students will be able to effectively practice
intentional interviewing and interpersonal
process skills learned in lecture and lab
meetings.
Students will be able to practice and exhibit
sensitivity to client diversity in the application of
therapeutic methods and helping skills.
Students will develop knowledge of ethical
concerns relevant to Psychotherapy, such as
the ethical regulations set forth by the APA.



Memoir analysis
Exams
Journal reflections

Attendance/Lab
Participation
 Memoir Analysis
 Journal reflections
Required textbooks:
 Corey, G. (2008). Theory and Practice of Counseling and Psychotherapy (8th Edition). California:
Brooks/Cole Publishing. (Corey 1)

Corey, G. & Corey, M. (2010). Becoming a Helper (6th Edition). California: Cengage Learning.
(Corey 2)
Course Outline:
Date
8-26
Lecture
Introduction and Overview
Corey 1: Ch1
Date
8-28
9-2
Ethical Issues
Corey 1: Ch3
Corey 2: Ch8
Theory as Roadmap
Corey 2: Ch6
9-4
9-16
Psychoanalytic Therapy
Corey 1: Ch4
9-18
9-23
Existential Therapy
Corey 1: Ch6
9-25
9-30
Person-Centered Therapy
Corey 1: Ch7
10-2
10-7
Gestalt Therapy
Corey 1: Ch8
10-9
9-9
Effective Fall 2012
9-11
Lab
The Counselor: Person and
Professional (lecture)
Corey 1: Ch2
Why do you want to be a counselor?
Corey 2: Ch1
LAB 1
What are your values? Client Role
Play
Corey 2: Ch2
LAB 2
Helper, Know They self
Corey 2: Ch3
LAB 3
Common Concerns of Beginning
Helpers
Corey 2: Ch 4
LAB 4
Understanding Diversity
Corey 2: Ch 7
LAB 5
Attending behavior and empathy
Work
Complete the selfassessment in Corey 2:
Ch 1
Memoir: Part 1
Exam 1
10-14
Behavior Therapy
Corey 1: Ch9
10-16
10-21
Cognitive Behavioral Therapy
Corey 1: Ch10
10-23
10-28
Reality Therapy
Corey 1: Ch11
10-30
11-4
Feminist Therapy
Corey 1: Ch12
No Class
11-6
11-18
Post-Modern
Corey 1: Ch13
11-20
11-25
Family Systems
Corey 1: Ch14
Class Presentations
Final
Exam week
11-27
LAB 6
Observational skills: verbal and
nonverbal
LAB 7
Asking Questions: Closed, open and
probes
LAB 8
Restatements and Reflection of
feelings
LAB 9
Self-disclosure and Silence
LAB 10
Interpretations and Challenges
LAB 11
What can go wrong in the therapeutic
process?
Corey 2: Ch9
No Class (Thanksgiving)
12-4
Class Presentations
11-11
12-2
12-9
11-13
Memoir: Part 2
Exam 2
Memoir: Part 3
Exam 3
Re-do self-assessment
from Corey 2 Ch 1
Course Assessment and Grading Policy
Your grade will be based on the following: attendance/participation, reflection papers, memoir
analysis, and your three exam grades.
Percentage
A. Attendance/Participation
10%
B. Memoir Analysis
40%
C. Exams
40%
D. Journal Reflections from Labs
10%
A. Attendance/Participation
Attendance and participation are imperative to success in this course. Attendance will be taken on a
daily basis in lecture and labs; students must attend at least 9 of the 11 labs. If not, then students will
likely receive a “C” in Attendance/Participation.
B. Memoir Analysis on Psychotherapy
For this assignment, you will read about the process of psychotherapy through a first-hand memoir
about psychotherapy (e.g., Lying on the Couch by Irvin D. Yalom). The memoir can be written either
by the therapist or the client. I prefer that these are non-fiction accounts; however, see me if you
want to read a fictionalized novel (depending on the author, such as Irvin Yalom, I might approve it).
You will then be asked to answer several specific questions about the memoir in three separate
sections; please see syllabus for due dates. You will also present your completed paper in a brief (5
minutes) class presentation. Details will be provided in a separate handout. The first part of this
report is due in one month. I suggest that you pick out the memoir right away and begin reading!!!
C. Exams
Exams will be administered on-line through Blackboard Learn. These will be used to assess your
Effective Fall 2012
knowledge and comprehension of the material presented throughout the course. Tests will be
composed of short-answer questions that are applied, based on content application in a practical
setting. Tests may be cumulative throughout the semester. There will be 3 exams.
D. Journal Reflections from Labs
You will be required to provide journal entries for each of the 11 labs in BBLearn. You will receive 0,
1, or 2 points per entry; if you write a thoughtful entry you will receive the full points allowed. There
will be 22 points available for this assignment. I expect you to write 2-3 paragraphs per lab. I would
like you to briefly describe what you learned in the lab, how you think you can apply this in your life
(e.g., work, with friends, social settings), what was challenging to you about what you learned, and
any other ideas that the discussion provoked.
Weighting of course activities and calculation of grade is as follows:
Evaluation Tool
Attendance/Participation
Memoir Analysis
Exams
Journal Reflections from Labs
Total
Points
Grading Scale
Using the NAU School of Nursing grading scale, grades will be calculated as follows:
 XX points = A
 XX points = B
 XX points = C
 XX points = D
 <XX points = F
Course Policies
Important Notice: There is strict adherence to every part of the NAU Student Handbook NUR
Communication:
It is important that each student maintains regular contact with the instructor throughout the course
via the course messages to enhance ongoing communication. Faculty will respond within two (2)
business days through course messages unless otherwise notified by faculty. Professional
communication and proper netiquette is expected in all messages, discussions and assignments.
Please see the NAU Classroom Disruption Policy and the Netiquette Home Page for more
information.
Attendance Policy:
Effective Fall 2012
Under NAU Policy, students are expected to engage in class and be prepared to participate in the
activities and discussion. We believe active engagement will enrich the learning experience.
Academic Dishonesty/Plagiarism:
All forms of student academic dishonesty, including cheating, fabrication, facilitating academic
dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating means
intentionally using or attempting to use unauthorized materials, information or study aids in any
academic exercise. Fabrication means intentional and unauthorized falsification or invention of any
information or citation in an academic exercise. Plagiarism means intentionally or knowingly
representing the words or ideas of another, as one's own in any academic exercise. For further
explanation of academic dishonesty refer to the Northern Arizona University Student Handbook.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
Effective Fall 2012
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Effective Fall 2012