P&C Methods Overview
Faculty Council
&
Program Directors
5/5/10
and
A.L.T.
Examples
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Progressive Focus Papers (Steve)
Tutorial (Steve)
Oral Presentation (Tracy)
Workshop PPT (Tracy)
Online Options (Jim)
Semester Overview (Steve)
Progressive Focus Papers
• 1st Essay = Broad Overview (Psychotherapy)
– Mentor Feedback
• 2nd Essay = Narrow Overview (Gestalt)
– Mentor Feedback
• 3rd Essay = Focus Paper (Gestalt dream work)
– Mentor Feedback
• Reflection Paper = Self reflection
• Course Evaluation in SIS
• Course Range = 4 to 15 weeks
Tutorial
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Student reads: Weeks 1 – 15 (variable)
Phone conversations: Weeks 2 – 15 (variable)
Additional research: As needed
Reflective Paper: Week 12 – 15
Course Evaluation in SIS
Course Range: 10 – 15 weeks
Tutorial Example Part 1/2
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Course Title: 801-Elective #2: Advanced Psychotherapy: Death,
Dying, and Hospice Course Description
Student will develop a working understanding of the topics of death,
dying, and hospice-related issues with a special focus on the
counseling of those who are affected by these issues.
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My goals for this course are to gain an in-depth
understanding and working knowledge of the
following issues and topics: Dying; End -of-Life Decision
Making; Loss, Grief and Mourning; Assessment and
Intervention; Traumatic Death; Death Education.
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Bibliography
Primary text:
Balk, David (Ed). (2007). The Handbook of Thanatology: The
Essential Body of
Knowledge for the study of Death, Dying,
and Bereavement. London: Routledge and Psychology Press.
Supplemental Texts;
Kastenbaum, Robert. (1991). Death, Society, and Human
Experience: Fourth Edition. New York: Macmillan Publishing
Company.
Kastenbaum, Robert. (2000). The Psychology of Death: Third
Edition. New York: Macmillan Publishing Company.
Lair, Georege S. (1996). Counseling the Terminally Ill: Sharing the
Journey. Washington, D.C.: Taylor and Francis.
Neimeyer, Robert A. (1994). Death Anxiety Handbook: Research,
Instrumentation, and Application. Washington, D.C.: Taylor and
Francis.
Rando, Therese A. (1993). Treatment of Complicated Mourning.
Champaign, Illinois: Research Press.
Soddrard, Sandol. (1991). The Hospice Movement: A Better Way of
Caring for the Dying.
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I will also examine the different areas related to both the
topics of this course and to develop a working
knowledge of the skills that are necessary for a
psychotherapist to have when working with the special
treatment population that includes the dying, the
bereaving, and those struggling with issues related to
death.
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In addition I will also examine these topics via the
following approaches: Culture/Socialization;
Religion/Spirituality; Historical/Contemporary
Perspectives; Life Span; Family/Systems; Ethical/Legal
Issues.
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Additional topics that may need to be covered will
determined during the course of the semester.
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Additional articles and text(s) to be determined.
Learning Activities: Please describe your goals
(personal & professional) for this course, your
anticipated learning activities (reading, workshops,
projects, etc.), and the resources you will use to
complete the work of the course.
Tutorial Example Part 2/2
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Products: Please describe the products you
have negotiated with your course mentor.
List them separately and describe the
essential requirements of each (type of
product, length or duration, APA Style, etc.).
If you are working on a collaborative
project with other students, identify the
others and describe the contribution each is
expected to make.
Each week I will engage in an hour long dialogue
with my mentor about the topics I have studied
that week. This conversation will include, but not
be limited to, a discussion of the clinical, political,
social/cultural, historical and contemporary
perspectives regarding the topic being covered
that particular week. Topics that will be covered
will be: death/dying and the dying process, end
of life decision making, loss, grief and mourning,
assessment and intervention, traumatic death,
and death education. Additional topics that might
need to be covered will be determined by both
my mentor and me during the course of the
semester. Our final dialogue will be a discussion
about my own personal growth throughout the
semester as a result of my studies for this
course. I will also submit a five page personal
reflection paper in which I will detail my own
personal thoughts, beliefs, and opinions about
the course and the material covered.
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Due Dates: Please list each product and the
associated due date(s). If you will complete
a tutorial or project, list the start date and
how often you will be in contact with the
course mentor, and when the series of
interactions will end.
Hour long Dialogues will take place on the
following dates and times:
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Monday, May 10th at 1pm
Monday, May 17th at 1pm
Monday, May 24that 1pm
Wednesday, June 2nd at 1pm
Monday, June 7th at 1pm
Monday, June 14th at 1pm
Monday, June 21st at 1pm
Monday, June 28th at 1pm
Wednesday, July 7th at 1pm
Monday, July 12th at 1pm
Monday, July 19th at 1pm
Monday, July 26th at 1pm
Monday, August 2nd at 1pm
Monday, August 9th at 1pm
Wednesday, August 18th at 1pm
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Final five page reflection paper will be submitted
by August 20, 2010.
Oral Presentation Part 1/2
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Course Title: 803-Elective #4: Lifestyle and
Career Development
Course Description
Includes a broad understanding of career
developmental theories; occupational and
educational information sources and systems;
career and leisure counseling, guidance and
education; lifestyle and career decision-making;
career development program planning;
resources and effectiveness evaluation.
Bibliography
Essential elements of career counseling :
processes and techniques by Amundson,
Norman E. (2005),
Career development and counseling : putting
theory and research to work edited by Steven
D. Brown and Robert W. Lent. (2005)
other resources (including journal articles and
websites) as found and suggested through
interviews with persons re-entering
communities and the work force following
incarceration.
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Learning Activities: Please describe your
goals (personal & professional) for this
course, your anticipated learning activities
(reading, workshops, projects, etc.), and the
resources you will use to complete the work
of the course.
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Reading of above-named texts and resources
Interviews of Vocational Counselors in my
agency
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I hope to be better able to provide career
counseling to the clients I work with, perhaps
through presenting a focused learning session
or group, and coaching, especially for parolees
to re-enter the work force.
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I hope to be able to educate other clinicians in
these same skills.
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Oral Presentation Part 2/2
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Products: Please describe the
products you have negotiated with
your course mentor. List them
separately and describe the essential
requirements of each (type of product,
length or duration, APA Style, etc.). If
you are working on a collaborative
project with other students, identify
the others and describe the
contribution each is expected to make.
Oral Presentation of career and lifestyle
overview knowledge, through structured
interview with course mentor.
Group Curriculum for educating persons
in recovery and treatment from
substance abuse disorders, focused on
parolees returning to the work force
Reflection on learning.
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Due Dates: Please list each product
and the associated due date(s). If you
will complete a tutorial or project, list
the start date and how often you will
be in contact with the course mentor,
and when the series of interactions
will end.
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Curriculum, 6-14-10
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Oral Presentation, on or about 6-28-10
as negotiated with mentor
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Reflection on learning, 7-5-10
Course Due Date:
08/23/2010
Workshop PPT Part 1/2
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Course Title: 700-Psychopathology:
Course Description
Learners gain a basic understanding of mental disorders
and the multiaxial approach to evaluation and
assessment. In learning the classification of mental
disorders, the learner gains understanding of diagnoses
in terms of treatment and management decisions in varied
settings. Learners understand the meanings of diagnostic
validity and are able to clearly define diagnostic terms
used in psychopathology.
Bibliography
van der Hart, O., Nijenhuis, E., and Steele, K. (2006). The
Haunted Self: Structural Dissociation and the Treatment
of Chronic Traumatization
Courtois, C. and Ford, J. (2009). Treating Complex
Traumatic Stress Disorders: An Evidence-Based Guide.
van der Kolk, B., McFarlane, A., and Weisaeth, L. (Editors).
(1996). Traumatic Stress: The Effects of Overwhelming
Experience on Mind, Body, and Society.
Curran, L. (2009). Trauma Competency: A Clinician's
Guide
Current journal articles to supplement as needed.
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Learning Activities: Please describe your
goals (personal & professional) for this
course, your anticipated learning activities
(reading, workshops, projects, etc.), and the
resources you will use to complete the work
of the course.
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Building upon a Pre-G foundational course in
abnormal psychology, I will study post traumatic
stress syndrome (PTSD) to include an overview
of the history, main symptoms and
characteristics (particularly dissociation), the
pros and cons of current DSM diagnostic
criteria, and the difference between complex
and simple PTSD. Additionally,
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I will explore common co-morbid conditions to
PTSD with particular attention to borderline
personality disorder and traumatic grief. I will
focus on current and emerging treatment
modalities.
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Workshop PPT Part 2/2
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Products: Please describe the products
you have negotiated with your course
mentor. List them separately and
describe the essential requirements of
each (type of product, length or duration,
APA Style, etc.). If you are working on a
collaborative project with other students,
identify the others and describe the
contribution each is expected to make.
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Due Dates: Please list each product and
the associated due date(s). If you will
complete a tutorial or project, list the
start date and how often you will be in
contact with the course mentor, and
when the series of interactions will end.
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Course products will be completed and
submitted in the 2nd half of the semester, to
be received before the end of the semester.
Provide a PowerPoint presentation giving an
overview of PTSD and co-morbid conditions
with a view to presenting this information in
a future workshop or training.
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Write an essay in APA-style focusing on
treatments and interventions. Paper will be
15-25 pages in length.
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Reflect upon my learning in a 3-5 page
paper.
Contact with course mentor as needed.
Course Due Date:
08/23/2010
Online Options Part 1/3
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Course 720 Assessment & Evaluation (Fitzgerald, Jim)
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Original Course Description:
Learners gain knowledge of theories and measures
of intellectual, personality, academic, and
organizational functioning. Learners obtain a basic
understanding of the evaluation processes and the
measures used to assess the abilities of adults and
children. Learners understand the concepts of
validity and reliability, as they relate to measures
used.
Student Course Description:
Learners gain knowledge of theories and measures
of intellectual, personality, academic, and
organizational functioning. Learners obtain a basic
understanding of the evaluation processes and the
measures used to assess the abilities of adults and
children. Learners understand the concepts of
validity and reliability, as they relate to measures
used.
Learners gain knowledge of principles and models
of assessment, case conceptualization, commonly
used clinical, personality, and behavioral
assessment instruments and basic measurement
and evaluation concepts. Learners understand the
concepts of diagnostic validity and reliability.
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Bibliography:
Erford, B. (2006). Counselor's Guide to Clinical,
Personality, and Behavioral Assessment.
Lahaska Press (www.lahaskapress.com) Around
$51
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Learning Activities:
The student will be able to demonstrate a basic
understanding of:
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the purpose of clinical assessment
structural models of clinical interviewing along
with the pertinent research and literature
how to recognize the impact of cultural values
on individual responses to assessment and
the impact on treatment considerations
a thorough mental status examination
the standardized assessments in clinical
diagnosis
the commonly used assessment instruments
validity and reliability
ethical and legal considerations pertinent to
counseling
Online Options Part 2/3
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Products:
There will be weekly assignments.
2. Using your knowledge of counseling, material you read this semester, and your text, look
at the Client History and Background found in Appendix A (starting on page 199). Use a
listing format but explain why we ask for this information. You may pick and choose
different pieces of information we ask for, such as "religion" or "have you ever received
counseling services." What are the many reasons we would ask such questions? Try to
keep your paper to 5 full pages. In other words, why do we need to know that information;
what does it tell us or alert us to consider?
Due Date: Semester ¼ mark
3. Repeat the same process with the Semi-Structured Mental Status Examination Interview
Protocol found in Appendix D (page 223). Again, keep your paper to 5 full pages. Due
Date: Semester ½ mark
4. Complete both Appendix A and D using a supposed client. Then write a case study
based on the results and decide which assessments instruments you might use on this
client. Explain why you chose the tests you did and why you might not have chosen others.
You can follow the format of the case studies in your text (Chapter 7 - though not quite so
long!). Try to keep it under 12 pages. Due Date: Three weeks before the end of the
semester
5. Each student taking this course will share their papers with all other class members and
receive feedback from them.
Online Options Part 3/3
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Due Dates:
Week 1 = read chapter 1, "Clinical
Assessment"; start thinking about, and writing,
your papers
Week 2 = Write on your papers
Week 3 = read chapter 2, "Reviews of Commonly
Used Clinical Assessments"; write on your papers
Week 4 = Write on your papers; complete appendix
A paper and submit it to me and all of your
classmates no later than Friday of this week
Week 5 = read chapter 3, "Understanding
Personality and Its Assessment from a Trait
Perspective"; write on your papers
Week 6 = provide written feedback to your
classmates on the paper they submitted to you
(send it to me as well)
Week 7 = read chapter 4, "Reviews of Commonly
Used Personality Assessments"; write on your
papers
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Week 8 (5/7-5/11) = Write on your papers; Finish your
second paper on Appendix D and submit it to me and
your classmates no
later than Friday of this week
Week 9 = read chapter 5, "Behavioral Assessment:
Principles and Applications"; write on your case study
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Week 10 = read chapter 6, "Previews of Commonly
Used Behavioral Assessments"; provide feedback to
your classmates on their Appendix D paper
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Week 11 = read chapter 7, "Case Studies"; write on
your case study
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Week 12 = Finish your case study and submit it to
me and your classmates by Friday of this week
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13. Week 13 = Read the case studies submitted by
your
classmates
Week 14 = submit feedback to me and all of your
classmates on their case study using the discussion
board
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Week 15 = read all of the feedback you have received
and write a brief reflective paper (2-3 pages) with your
thoughts and feelings. Submit to me by Friday of this
week
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Course Due Date: 08/30/2010
Semester Overview
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Tutorial
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Focus
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WKSP
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Online
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