The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP7373
Integrative Assessment
FALL 2012
Faculty Information
Faculty Name: Kathleen O’Brien, Ph.D., ABPP
Campus: Chicago
Contact Information:
Office Phone Number: 312-777-7691(campus); 708-507-4216 (private practice)
E-mail: kobrien@argosy.edu
Office Hours: TBA
TA: TBD
Course Catalogue Description:
The course builds skills in integration of assessment data, communication of results toward
answering a specific question, and development of treatment recommendations.
Course Pre-requisites:
PP7370 – Cognitive Assessment
PP7371 – Objective Assessment
PP7372 – Projective Assessment
Required Texts:
Beutler, L. & Groth-Marnat, G. (2005). Integrative Assessment of Adult Personality. (4th ed.).
New York: Guilford Press.
Lopez, S. J. & Snyder., C. R. (2004). Positive psychological assessment: A handbook of models
and measures. APA: Washington, D. C.
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: 10.0 Weeks
Contact Hours: 30 Hours
Credit Value: 2.0
Course Objectives
Course Objective
Expose students to different conceptual
dimensions of data integration across
assessment modalities
Critically evaluate psychometric properties of
psychological tests
Introduce students to the integration of data
into a diagnostic profile
Examine the influence culture, ethnicity, class,
and gender may have in influencing the
assessment process and evaluate research
findings in the context of such factors
Select and use appropriate styles of report
writing
Appropriately apply a variety of assessment
methods used in clinical practice
Program Goal
Goal 5 - Scholarship
Method of Assessment
In class batteries and
full evaluation
Goal 1 – Assessment Full battery and CEC
Goal 5 - Scholarship
Goal 1 - Scholarship Full batteries and CEC
Goal 3 – Diversity;
Goal 5 - Scholarship
Class batteries and all
assignments
Goal 1 – Assessment Full battery and CEC
Goal 5 – Scholarship
Goal 1 – Assessment CEC
Purpose:
The purpose of this course is two-fold: first, to teach students how to integrate assessment data
across different evaluative modalities (eg. interview, behavioral observation, objective and
projective techniques, DSM IV criteria, etc.) and second, to teach students to communicate, in a
written format, the results of assessment to referral agents and consumers of assessment
information (psychologists, psychiatrists, physicians, social workers, nurses, educators, courts,
patients). The course is designed to prepare students for diagnostic practica. It is assumed that
students have mastered the fundamental concepts of formal diagnosis using DSM-IV. More
advanced differential diagnostic considerations will be covered in the course. All students
should have mastered test construction, evaluation of psychometric sturdiness, test
administration, scoring, and interpretation of major instruments (MMPI-2, WAIS-III, and
Rorschach).
Class format:
Each week, some time will be spent on a lecture concerning an assessment-related topic. These
can be changed according to the needs of students and student performances. For example, we
can spend more time on report writing if most students demonstrate additional need for it. The
remainder of each class will be both experiential and participative. We will integrate data in
small groups and discuss it in the larger group. You will be given feedback on all of your work
and overall issues will be discussed in class.
Course Requirements:
Attendance at all classes is mandatory and two points will be deducted from your final grade
with your first absence unless excused by highly unusual circumstances. Two absences will
result in a full letter grade deduction. More than two absences will result in automatic failure of
the course.
You will be responsible for three mini batteries and two full batteries. On the second, third, and
fourth weeks of class, you will be given data from intellectual, objective personality, and
projective testing protocols respectively. You are required to interpret these data and write up
for the following week’s class. We will review your reports and discuss them in class.
You will also be required to complete two full batteries. Revisions may be required on each. A
second battery, the CEC Diagnostic Interpretation, will be distributed in class during Week
Eight. It will be a take home assignment and you will have two weeks to complete and submit it.
The three mini batteries and the two full batteries 15% must be typed, double spaced and no
more than eight pages in length. Supporting data for conclusive statements are to be included in
parentheses. This will be explained in class.
Assignments must be submitted on time for full credit or be lowered by one half grade. Late
assignments are accepted only due to highly extraordinary circumstances and with previous
permission.
It is recommended that you retain a copy of this syllabus for licensing purposes.
Grading:
The objectives for this course will be measured by the written, submitted mini batteries, the full
battery, and the CEC. Class participation, demonstrating mastery of the readings and
demonstration of highly professional conduct in class is also included.
Students must receive a B- or better on the CEC to pass the course, regardless of other grades received.
Evaluation criteria for the CEC will be distributed.
Assignment Table
Week Topic
1
Introduction to course,
review of student readiness
and areas of concern,
purposes of assessment
2
3
Reading
Beutler, Ch. 1 (Introduction to Integrative
Assessment of Adult Personality), 2
(Approaching the Patient: Referral
Contexts),4 (The Integrative Clinical
Interview); Lopez & Snyder, Part I
(Searching for the Positive).
Overview of modalities of Beutler, Ch. 3 (Identifying Treatmentassessment, the cultural
Relevant Assessment: Systematic
context, distribution of first Treatment Selection) & 5 (Integrating
data set, structure of report, Intelligence and Personality); Lopez &
issues of intellectual
Snyder Part II (Cognitive Models &
testing
Measures)
First mini battery due,
Beutler, Ch. 6 (The MMPI-2), 7 (The
distribution of second data Millon Clinical Multiaxial Inventory-III),
set, issues of objective
8 (The California Psychological
testing
Inventory); Lopez & Snyder Part III
Assignment
1st mini
battery
2nd mini
battery
4
Review of first mini
battery, second mini
battery due, distribution of
third data set, issues of
projective testing
5
Review of second mini
battery, third mini battery
due, issues of assessment
with children
Distribution of first full
data set, differential
diagnosis and advanced
psychopathology
6
7
8
9
Coping assessment,
environmental influences,
formulating character
strengths and weaknesses,
Interpersonal connection
and attachment
Distribution of CEC,
neuropsychological
assessment
Treatment planning based
on assessment
(Emotional Models and Measures) & IV
(Interpersonal Models & Measures)
Beutler, Ch. 9 (The Rorscach)
Sattler is recommended reference, no
required readings
3rd mini
battery
DSM IV TR, Introduction and Cautionary
Statement, Ch.1, Beutler, Ch. 10
(Integrative Personality Assessment in
Special Settings); Lopez & Snyder Part VI
(Models and Measures of Positive
Processes, Outcomes, and Environments)
Beutler, Ch. 11 (Integrative Personality
first full data
Assessment with Older Adults and Ethnic set due
Minority Clients); Lopez & Snyder Part
VI (Models and Measures of Positive
Processes, Outcomes, and Environments)
Beutler, Ch. 13 (The Integrated
Psychological Report)
Beutler, Ch. 12 (Integrating and Applying
Assessment Information: Decision
Making, Patient Feedback, and
Consultation)
CEC due
Recommended Text:
Canino, I. A. & Spurlock, J. (2000). Culturally diverse children and adolescents: Assessment,
diagnosis, and treatment. (2nd. Ed.). New York: Guilford Press.
Diagnostic and statistical manual of mental disorders, Fourth edition (2000). Washington, D.
C.: American Psychiatric Association.
Sattler, J. M. (2008). Assessment of children. (4th ed). San Diego: Sattler.
Grading Criteria:
Grading Scale
A
AB+
B
BC+
C
CF
Grading requirements
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 – 73
72 – 70
69 and below
Mini Battery #1:
Mini Battery #2:
Mini Battery #3:
Full Battery #1:
CEC Interpretation:
Class Participation
5%
5%
5%
35%
35%
15%
100%
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 &
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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, 6th Edition (2009). Washington DC:
American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript
structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the
American Psychological Association, 6th Edition. 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.