The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP7499
PORTFOLIO DEVELOPMENT
Spring 2012
Faculty Information:
Faculty Name: Susan S. Zoline, Ph.D.
Campus: Chicago
Contact Information:
Office phone number: (312) 777-7704
E-mail: szoline@argosy.edu
Office Location: 1368
Office Hours: Monday: 1:00-2:00; Thursday 10:00-11:00 and 1:00-3:00, and by appointment.
Short Faculty Bio:
Susan Zoline, Ph.D. is an Associate Professor of Psychology and core faculty member in the
Clinical Psychology Department at Argosy University, Chicago where she has been teaching
since 1988. She currently teaches courses in the areas of Professional Issues, Portfolio
Development, Adult Development and Clinical Supervision, as well as Pro Groups and
Practicum seminars. Dr. Zoline also chairs and serves on CRP committees, serves as a new
faculty mentor, co-chairs the Clinical Psychology Admissions Committee, and serves on the
Clinical Psychology Student Professional Development Committee. She has worked clinically in
a broad variety of settings and is active professionally as well.
Course Catalogue Description:
The portfolio development course is intended to help students synthesize their performance and
experiences within the master’s program. The portfolio will include both scholarly and personal
reflection components that illustrate personal and professional growth and development within
the program. The portfolio evaluates the student’s competency levels as they related to personal
development, theoretical knowledge, clinical conceptualization ability, and scientific
understanding as it relates to clinical work.
Course Pre-requisite: Thirty completed credit hours in the Clinical Masters Program
Additionally, students must be concurrently enrolled in a masters therapy practicum experience
or have successfully completed a previous masters therapy practicum in the Argosy University,
Chicago Clinical Masters program.
Required Text:There is no textbook assigned for the course. Journal articles will be assigned
which may be found in the Argosy University Library or downloaded online.
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
Course length: 15 Weeks
Contact hours: 15 hours
Credit value: 1.0
Course Objectives:
Course Objective
Program Goal
Students will demonstrate familiarity with Goal 3 (Scholarship)
the integration of science/scholarship and
clinical practice (including EvidenceBased Practice in Psychology) as a model
for life-long professional learning and
development
Students will demonstrate proficiency in
the understanding and application of a
theoretical model to case
conceptualization at a level consistent
with an advanced Clinical Masters student
Students will demonstrate awareness and
attention to personal and professional
growth and development at a level
consistent with an advanced Clinical
Masters student
Goal 1
(Intervention)
Students will demonstrate the ability to
function sensitively and ethically with
diverse populations
Goal 2 (Diversity)
Goal 1
(Intervention)
Method of Assessment
Participation in classroom
discussion and exercises,
performance on the
Scientific/Scholarship,
Theoretical/Clinical and
Personal/Professional
components of the Portfolio
Participation in classroom
discussion and exercises,
performance on the
Theoretical/Clinical
component of the Portfolio
Participation in classroom
discussion and exercises,
performance on the CV/
Personal/Professional
Autobiography components
of the Portfolio
Participation in classroom
discussion and exercises,
professional comportment
associated with the course,
performance on all
components of the Portfolio
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, groupwork, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for instructional
engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.
Course Requirements and Guidelines
1. Classes will meet on Tuesdays (Section ECA)/Wednesdays (Section ECC) from 1:00 PM to
3:00 PM during weeks 1, 3, 5, 7, 9, 11, and 13 of the semester.
2. Students are expected to attend all scheduled classes. Please contact the instructor prior to the
start of class if you are unable to attend. Absence from more than two class sessions may result
in a failing grade (F) for the course. Tardiness of more than 30 minutes may be counted as a
missed class.
3. Students are expected to read all course readings by the assigned dates and to be prepared to
discuss readings in class.
3. Over the course of the semester, students will be required to submit four assignments which
together will comprise their Clinical Masters Portfolio. A detailed explanation of the
requirements for the various components of the Portfolio is provided below.
4. All assignments must be typed, double-spaced, with 12 point Times New Roman font and in
accordance with the stated page limits for that assignment. Additionally, all papers (including
citations and reference lists) must be written in accordance with the APA Publication Manual (6th
Edition). Plagiarism of ideas or content from other sources is not acceptable. All assignments
must be submitted by the start of class on the assigned date. Late assignments will receive a
diminished grade (reduction of one-half grade).
5. Portfolio assignments are considered to be individual exercises in which the student draws
upon their unique experiences in the Clinical Masters program and their own insights to compose
their portfolio. Students are expected to work independently on all portfolio assignments.
6. Class time will be devoted to lecture, discussion of topical issues and assigned readings,
clarification of portfolio requirements, and/or classroom exercises.
7. Students are respectfully requested to turn their cell phones and all other electronic devices
off during class so as not to interfere with the learning environment. If a special circumstance
exists in which the student needs to have their cell phone on during class, a request should be
made to the instructor prior to the start of class.
Due Dates for Portfolio Components
1. Curriculum Vitae and Biography Statement (Component One): Class Three
2. Scientific/Scholarship Portfolio Component (Component Two): Class Five
3. Theoretical/Clinical Portfolio Component (Component Three): Class Nine
4. Personal/Professional Portfolio Component (Component Four): Class Thirteen
Assignment Table:
Week
Topics
1
Introduction and
January Overview
10/11
3
January
24/25
Professional Identity
Development
5
Evidence Based
February Practices
7/8
Readings
Epstein, R.M. (1990). Mindful
practice. Journal of the American
Medical Association, 282 (9), 833839.
Zeddies, T. (1999). Becoming a
psychotherapist: The personal nature
of clinical work, emotional
availability and personal allegiances.
Psychotherapy, 36 (3), 229-235.
Hunsberger, P. H. (2007).
Reestablishing clinical psychology’s
subjective core. American
Psychologist, 62, 614-615.
Stuart, R. B., & Lilienfeld, S. O.
(2007). The evidence missing from
evidence-based practice. American
Psychologist, 62, 615-616.
Wampold, B. E., Goodheart, C. D., &
Levant, R. F. (2007). Clarification
and elaboration on evidence-based
practice. American Psychologist, 62,
616-618.
7
Diagnostic
February Assessment and
21/22
Case
Wendt, D. C., & Slife, B. D. (2007).
Is evidence based practice diverse
enough? American Psychologist, 62,
613-614.
First, M.B. (2010). Clinical Utility
in the Revision of the Diagnostic and
Statistical Manual of Mental
Assignments
CV and Biography
Statement Due
Scientific/Scholarship
Portfolio Component
Due
Conceptualization
Disorders (DSM). Professional
Psychology: Research and Practice,
41 (6), 465-473.
Flanagan, E.H., & Blashfield, R.K
(2010). Increasing clinical utility by
aligning the DSM and ICD with
clinicians’ conceptualizations.
Professional Psychology: Research
and Practice, 41 (6), 474-481.
9
CounterMc Williams, N. (2005). Preserving
March Transference, Selfour humanity as therapists.
6/7
Reflection and
Psychotherapy: Theory, Research,
Critical Thinking
Practice, Training. 42 (2), 139-151.
11
Multiculturalism and Gallardo, M.E., Johnson, J., Parham,
March Ethics
T.A., & Carter, J.A. (2009). Ethics
20/21
and multiculturalism: Advancing
cultural and clinical responsiveness.
Professional Psychology: Research
and Practice, 40 (5), 425-435.
13
Self-Care and
Rupert, P.A., Stevanovic, P., &
April 3/4 Awareness
Hunley, H.A. (2009). Work-family
conflict and burnout among
professional psychologists.
Professional Psychology: Research
and Practice, 40 (1), 54-61.
Theoretical/Clinical
Portfolio Component
Due
Personal/Professional
Autobiography
Portfolio Component
Due
PORTFOLIO COMPONENTS AND REQUIREMENTS
CV/BIOGRAPHICAL STATEMENT (Component One)
Due January 24/25 (Week Three)
Students should submit a polished and up to date copy of their CV suitable for professional job
hunting, application to a doctoral program, or for other professional purposes.
Additionally, students should submit a brief (two to three paragraphs) biographical statement
summarizing professional qualifications, relevant experiences, interests and goals.
SCIENTIFIC/SCHOLARSHIP ESSAY (Component Two)
Due February 7/8 (Week Five)
In five to six pages please address the following questions. Please reference a minimum of four
scholarly sources in your essay:

Define and discuss similarities and differences between Empirically Supported
Treatments (ESTs), Evidence-Based Practice (EBP), and Best-Practices. Also, discuss
how you do/will integrate these approaches into your clinical work.

Discuss how science/scholarship interfaces with clinical practice. Please address at least
two of the following areas:
a. Assessment
b. Intervention
c. Lifespan Development
d. Diversity

Comment on how the APA Code of Ethics guides your clinical practice. Additionally,
identify at least 2-3 ethical considerations that impact the integration of
science/scholarship with clinical practice.

Briefly discuss a research question you would like to explore in the future, during
doctoral studies or in a future clinical role. How would you hope to apply the findings
from your research to your work as a clinician?
THEORETICAL/CLINICAL PRACTICE (Component Three)
8-10 Pages
Due March 6/7 (Week Nine)
In this part of the portfolio, you are being asked to view a video of an actual therapy
session. Students should choose one of four DVD’s, corresponding to a theoretical
orientation which matches their own identification and/or training. All of the videos will
be on reserve in the school library throughout the semester. Students will be allowed to
check out the videos on a short-term basis so that multiple students may share use of the
videos. The videos are as follows:
1. Short-Term Dynamic Therapy with Donald Freedheim,
APA Psychotherapy Videotape Series, 1994, Library Catalogue # 396 (Psychodynamic).
2. Cognitive-Behavioral therapy for clients with multiple problems. Gail Iwamasa,
Ph.D. APA Specific Treatments for Specific Populations Video Series, Library
Catalogue # 853 (Cognitive Behavioral)
3. Three Approaches to Psychotherapy II/Part I: Carl Rogers with Kathy, Library
Catalogue # 355 (Person-Centered)
4. Solution-Oriented Therapy with Bill O’Hanlon, Family Therapy with the
Experts series, 1998, Library Catalogue # 559 (Family Systems)
Having watched the video, students should answer the following questions, integrating
material from the video with readings from your chosen theoretical orientation and your
own thoughts/reactions. Please include three to four references in your paper.
1.
Identify and describe the central tenets of your own theoretical orientation and from
your approach, evaluate the session in terms of the therapist’s attitudes, intentions,
statements and actions in the interview. It is suggested that you use 3 or 4 examples
from the interview, which address the following:
 Give concrete examples of how the therapist appeared to use specific
theoretical constructs or techniques from your chosen orientation to promote
change. Describe the theoretical constructs/techniques in detail and comment
on their use in the session.
 How would you characterize the client’s struggles from your chosen
orientation? Provide a conceptualization of the client based on known
information as well as noting information which would aid in writing a more
comprehensive conceptualization.
 Describe a moment or exchange in which therapeutic movement or resistance
occurred. Critique this moment in terms of the therapist’s chosen words or
actions. How might you have handled this moment similarly or differently?
2. Comment on the therapeutic relationship between therapist and client(s). What do
you imagine a relationship with this client(s) would be like for you? What unique
issues might arise for you in working with this client(s)? Please elaborate.
3. What challenges or countertransference issues might arise for you in working with
this client? How might you address these issues constructively?
4. What diversity issues were salient in the session? What diversity issues might be
salient if you were the therapist working with this client?
5. What did you learn from watching this session in terms of your own developing skills
as a therapist?
PROFESSIONAL AUTOBIOGRAPHY (Component Four)
Due April 3/4 (Week Thirteen)
Your personal/professional autobiography is intended to express your reflections on your
learning and experiences as a Clinical Masters student. This is a highly individualized task.
Therefore, there is not a standard template for this essay. It is anticipated that each student’s
essay will be unique and will capture your formative experiences and path through graduate
school.
Essays should be approximately 8-10 pages in length and written in accordance with APA style.
You may answer each question separately or combine answers to each question into one essay.
You are required to cite and meaningfully discuss four to six references in your essay. A
reference list should be provided at the end of your autobiography.
Questions
1. How do you view the balance of art and science in psychology/psychotherapy? Relate your
comments to your own personal and professional development in the program.
2. What course or experience has been most influential in shaping your personal/professional
development in the program? Why? Likewise, what reading has most impacted you?
3. Many students enter graduate school stating that they chose Psychology as a career because
they wanted to “help people.” How has your graduate training impacted your views on helping
others?
4. What does it mean to be ethical? Describe an ethical dilemma you have faced in your clinical
training, how you chose to resolve it, and how it impacted the course of therapy.
5. How has your understanding of diversity evolved over the course of your training? What
have you learned about yourself and your world view in this area? What aspects of diversity
remain most challenging or unexplored for you?
6. What personal and professional strengths will you bring to your work as a masters level
clinician? What personal/professional issues have been most challenging for you in your
training? In what ways do you most wish to continue to grow?
Grading Criteria:
The student’s grade in this course will be primarily determined by their performance on the
various components of the portfolio which they submit. Grading will be based upon the
student’s ability to cogently and thoughtfully answer each question, drawing upon the academic
literature, the student’s training and experiences in the masters program, self-reflection, solid
writing skills and use of assigned resources. Feedback will be provided on each submitted
component of the portfolio. Assignments may not be resubmitted after a grade is assigned.
The instructor reserves the right to drop the student’s final grade for documented behaviors
which are deemed by the instructor to represent unprofessional, unethical, or highly disruptive
behavior. This might include three or more instances of unexcused lateness (15 minutes or
more), resulting in a final grade deduction of one half- grade, or other behaviors or interactions
with the instructor or other students or regarding one’s written work which are deemed to be
unprofessional, unethical or highly disruptive in nature (deduction of a full final grade). Referral
to the student’s advisor and/or the Argosy University SCC or SPDC may also result from such
occurrences as well at the instructor’s discretion. The student will be notified of the instructor’s
concern in such instances.
Grading Criteria:
Grading Requirements
CV/Bio
Scientific/Scholarly
Essay
Clinical/Therapy
Application Essay
Personal/Professional
Autobiography
Total
Grading Scale
10%
20 %
30%
40%
100%
A
AB+
B
BC+
C
CF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 – 73
72 – 70
69 and below
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy: It is the policy of Argosy University to make reasonable
accommodations for qualified students with disabilities, in accordance with the Americans with
Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must
notify the Director of Student Services. Procedures for documenting student disability and the
development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.