Psy 495: Field Placement in Psychology – Fall 2015 Syllabus
Instructor:
Email:
Office Hours:
Francisco Sotelo, M.S.
fsotelo@mail.sdsu.edu
Monday 3:00pm – 5:00pm, LS 24A
TA:
E-Mail:
Office Hours:
Apurva Barve, B.A.
abarve@mail.sdsu.edu
By appointment
Supervising Instructor: Melody Sadler, Ph.D.
Email:
msadler@mail.sdsu.edu
Office Hours:
By appointment
Course meeting time: Mondays from 5:30-6:20pm
Location: Physics 148
Prerequisites: COMPLETED Psychology 350 (Abnormal) AND at least three units from Psychology 230
(Developmental), 340 (Social), or 351 (Personality). Students must provide proof of completion of these
prerequisites, in the form of an unofficial transcript or a degree audit, prior to the drop deadline.
COURSE OVERVIEW:
Psychology 495 is a service-learning course that places students with selected community-based
agencies where they volunteer as an intern to earn part of their course credit. Students are supervised
by both the Course Instructor and an agency Site Supervisor. For students interested in becoming clinical
psychologists, social workers, therapists, counselors, special education teachers, or other human
services professionals, this course provides a unique opportunity to gain valuable field experience while
helping others. Each week students are required to attend class for 50 minutes, and to work at their
field placement as an intern for 4 hours. Students will serve as an assistant to an individual or individuals
at a community agency throughout the semester, and will facilitate the achievement of both client and
agency goals. They will observe and learn about the agency and the people it serves, and submit course
deliverables based on the course content, class discussions, presentations, observations, and field
experience.
Course Learning Objectives:
1. Gain exposure to appropriate treatment strategies through course content and work experience
in the field
2. Apply academic knowledge to real-world situations
3. Fine-tune career goals by experiencing first-hand the challenges and rewards of working as a
health professional
4. Understand the importance of the ethics and responsibilities related to helping professions
5. Contribute to the off-campus community by providing service in areas of need
Additional Department Level Learning Objectives: In addition to those outlined above, other learning
objectives identified as important across the Psychology Curriculum that overlap with this course are:
1. Explain the roles of persons, situations, and person-situation interactions as causes of behavior
(SLO 1.3)
2. Distinguish among various types of mental disorders (SLO 1.6)
1
3. Identify appropriate applications of psychology in solving problems such as the pursuit and
effect of healthy lifestyles, origin and treatment of abnormal behavior, psychological tests and
measurements, psychology-based interventions, and the resolution of interpersonal and
intercultural conflicts (SLO 2.2)
4. Recognize the necessity of and identify specific ethical behavior in all aspects of the science and
practice of psychology (SLO 5.1)
5. Demonstrate an understanding of the importance of confidentiality for therapy clients as well as
legal requirements for confidentiality to be breached (SLO 5.7)
6. Articulate (in writing or orally) a respect for human diversity (SLO 6.1)
7. Identify ways (actions, behaviors) that emphasize the importance of interacting effectively and
sensitively with people of diverse abilities, backgrounds, and cultural perspectives (SLO 6.2)
8. Identify several different possible career paths in psychology (SLO 10.1)
9. Describe how psychology is applied in different jobs (SLO 10.2)
10. Identify career options that correspond to different educational degrees (SLO 10.5)
11. Identify and develop skills and experiences relevant to achieving selected career goals (SLO 10.7)
COURSE CONTENT:
Fieldwork Hours Verification:
Students must complete a minimum of 40 hours of volunteer fieldwork by the end of the semester to
receive credit for the course. Hours Verification forms, signed by the agency supervisor, MUST BE
submitted to the course TA at the beginning of class on the due date. Late forms will not be accepted.
Please note – it is the student’s responsibility to make a copy of this form for your records prior to
turning it in. Hours missed due to illness, weather, etc., must be made up in time to meet these
deadlines. In the event that a student is unable to complete 40 hours due to efforts completely outside
of his or her control (e.g., there is a shortage of TB tests and thus it is impossible to get one), an
alternative option for earning the mandatory fieldwork hours will be presented by the Course Instructor.
Whether or not something outside of the student’s control has made it impossible to complete the
required hours is ultimately and entirely up to the Course Instructor and Supervising Instructor. Students
who are able to complete 40 hours during the semester but do not do so may not receive course credit.
If you are concerned that you will not be able to complete 40 hours by the end of the semester, please
speak with the Course Instructor as soon as possible.
Attendance and Participation:
Since this is a special study class, it requires 50 minutes of class instruction each week. Class attendance
(at your section) and participation in class discussions are very important. After the first class, students
are allowed to miss one class meeting with no consequences - after that each missed lecture will lower
the students’ Attendance and Participation scores by 10 points. A sign-in sheet will be used to monitor
attendance. It will be passed around at the beginning of class. If students are more than 5 minutes late
to class, attendance credit will not be given.
Readings:
Reading assignments begin the first week of class and are noted by week below in this syllabus. The
content for this course comes from the textbook Helping You Help Others: A Guide to Field
Placement Work in Psychological Services (Revised First Edition) edited by Kristen Cole, additional
readings available on Blackboard, topic handouts, and videos. All readings, including those from the
textbook will be made available on the course Blackboard site. After completing the readings and
viewing the video(s) for each week, students should come to class prepared to talk about:
• The take-away points and key issues that you thought were important to remember
2
•
•
•
What was most interesting to you and why
What was puzzling or unclear to you
How the content relates to situations you have experienced while volunteering at your
internship site in the field
Group Presentations:
Students will be assigned to groups based on agency assignments and the characteristics of the
populations served by the agencies. Each group will create and deliver a PowerPoint presentation about
the agencies and populations with which they work. Please note that students must present the week
they are assigned unless special arrangements are made in advance.
Journals and Final Project/Paper:
Students are required to write two journal entries and produce a final project/paper. These assignments
are to be submitted on Blackboard and are due by the start of class, as noted in the schedule below.
Formatting guidelines and instructions are located in the Journal and Final Paper Guideline documents,
which are posted on the course Blackboard site in the "Assignments" folder. Spelling and grammar are
important. Grading will be based on quality of writing as well as quality of thinking and expression of
thought. NOTE: FOR CONFIDENTIALITY REASONS, PLEASE DO NOT IDENTIFY CLIENTS/COMPANIONS BY
NAME OR INCLUDE ANY OTHER IDENTIFIABLE INFORMATION IN YOUR ASSIGNMENTS.
Note: Unless special arrangements are made with the Course Instructor in advance, late assignments
will be penalized. Assignments not submitted when due can be turned in up to one week late. If an
assignment is not turned in by the start of class on the day on which it is due, but it is turned in by
11:59pm on the day on which it is due, the grade on that assignment will be dropped by 5 points
(roughly 10%). If an assignment is turned in any time between the day after it is due and one week later
(i.e., the start of the next week’s class) the grade on that assignment will be dropped by 20 points
(almost 50%). Assignments will not be accepted after the start of class one week after the original due
date.
GRADING SYSTEM:
In addition to completing at least 40 hours of documented volunteer work in the field, a minimum of
350 course points must be earned to receive credit for this course. Please note that the Final
Project/Paper also must be completed to receive credit for this course.
Grade Breakdown:
• Class Attendance and Participation
140 points
• Two Journals (45 points each)
90 points
• Group Project/Presentation
100 points
• Final Project/Paper
170 points
_____________________________________________________________
Grand Total:
500 points
Note: Submitting your Service Learning Plan and Hours Verification forms ON TIME is required to
receive a passing grade. Forms must be turned in at the start of class on the day on which they are
due. Unless special arrangements are made with the Course Instructor in advance, late forms will not
be accepted.
3
PROFESSIONALISM:
A key component of this course is professionalism. In the context of this class, students have
responsibilities to their agency, their agency’s clients, SDSU, their classmates, and themselves. One of
the goals of the class is to instill in students a sense of the importance of the ethics and responsibilities
of a helping professional. Students must keep all client information confidential at all times. Another key
aspect of professionalism is following through with all commitments (to the agency, the client(s), and
to the class.) The agency and its clients depend on student interns to be prepared and to arrive on time
for their volunteer shifts. It is the responsibility of each student to determine who should be notified at
the agency with regard to schedule changes, and how best to contact them.
Students should turn the ringer off on their phones while at the agency site. Students should not
make or answer personal phone calls, text, or engage in other personal activities during volunteer
hours. Professionalism and responsibly following through with commitments are so important that
students who behave in an unprofessional manner may be dropped from the course.
Lastly, although many of the agencies allow somewhat casual dress, it is important to appear neat,
clean, and professional at all times. Clothing that is tight or revealing and footwear such as flip-flops
should never be worn while volunteering in the field. Students who are unsure about how to dress
appropriately should ask their Site Supervisor. When in doubt, dress in business-casual attire
(http://humanresources.about.com/od/workrelationships/a/dress_code.htm).
IMPORTANT NOTES:
 It is the student’s responsibility to review the contents of this syllabus and the course
Blackboard site and seek clarification as needed. The instructors reserve the right to make
changes to the course content, schedule, and/or requirements at any time during the semester.
Should any changes occur, the Course Instructor will send a notification to all students via
blackboard within 3 days of these changes being made, and will also make a verbal
announcement in the next class meeting alerting students to these changes.
• Check email and the course Blackboard site regularly for announcements; make sure SDSU has
your correct email address.
• To receive credit for this course, students need to complete a minimum of 40 hours of
fieldwork. Fieldwork hours missed (due to illness, weather, etc.) must be made up. It is not
uncommon for changes to arise in working with the agencies and companions, so flexibility is
key. It is the student’s responsibility to ensure (before the drop deadline) that they have the
time and flexibility needed to complete all of the course requirements. If there are any
concerns about this, it is the student’s responsibility to speak with the Course Instructor as
early as possible.
• It is important to get paperwork (signed Service Learning Plan) and administrative tasks
(fingerprinting, TB testing, and drug screens, if required) taken care of as quickly as possible so
that fieldwork can begin on schedule.
SYLLABUS STATEMENT for Students with Disabilities: If you are a student with a disability and believe
you will need accommodations for this class, it is your responsibility to contact Student Disability
Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should
contact Student Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that accommodations based upon disability cannot be provided until you have
presented your instructor with an accommodation letter from Student Disability Services. Your
cooperation is appreciated.
4
Academic Honesty: All student work should be free of plagiarism and should be entirely comprised of
the original work of the student. Students who are found to plagiarize will receive a score of zero on the
assignment in question, and will be referred to the department for disciplinary action.
CALENDAR:
Week
#/Date
Class Topics and Activities
Week #1
8/24
Orientation to the course and syllabus, and
agencies
 Review syllabus
 Explain Service Learning Plan forms &
Hours Verification sheets
Week #2
8/31
Professional Issues and Conduct/Agency
Preferences
Readings and Videos, Assignments Due
Read:
1. Cole textbook
 p. 7-13: Getting 'Real World' Psychology-Related
Experience
 p. 31-32: How to Act Professionally
 p. 33-37: Quintessential Careers
 Group discussion: What do you hope to
gain from doing a field placement?
What steps can you take to meet those
goals?
 Collect agency preferences
Week #3
9/7
Due by the end of class: A list, in order, of your top 3
agency preferences
LABOR DAY – NO CLASS
LABOR DAY – NO CLASS
 Make contact with the agency that has been assigned to
you
 If needed, work on getting TB tests, fingerprinting, drug
tests, and any other prerequisites needed before you
can begin working at your agency
Week #4
9/14
Ethics in Mental Health
 Address any placement issues (TB
testing & fingerprinting)
 Group discussion: Ethics case examples
Read:
1. SGR chapter 7: pgs. 437-450
2. Cole textbook
 p. 39-43: The Ethics of Helping
 p. 45-47: Ethics in Helping
 p. 49-51: HIPAA Overview
Week #5
9/21
Multicultural Issues
 Group discussion: What are some of
the biases that you might bring to
interactions with patients/clients?
Read:
1. Surgeon General’s supplement Ch.2 (p. 25-42)
2. Cole Textbook
 p. 67-78: Culture Counts
 p. 177-179: Mental Health Issues Among Gay, Lesbian,
Bisexual, and Transgender (GLBT) People
Week #6
9/28
AGENCY CHECK-IN/ TBD

Discuss what experience has been
like thus far

Can ask questions about any
problems you have faced
Read:
1. Cole textbook
 p. 3-5: Benefits of Volunteering in the Mental Health
and Human Services Fields
Due at the start of class: Journal #1 – Expectations
5
Week #7
10/5
Mental Health Care System
Mental Health Professions
Read:
1. Wang et al. (2005). Twelve-Month Use of Mental Health
Services in the United States
2. Cole textbook
 p. 79-83: Integrated Behavioral Health in Primary Care
Due at the start of class: Service Learning Plan
Week #8
10/12
Biopsychosocial Model
Stigma and Mental Illness
Read:
1. Cole Textbook
 p. 15-19: Approaching Abnormality: Today’s
Biopsychosocial Model
 p. 21-25: The Surgeon General’s Report on Mental
Health: The Roots of Stigma
 p. 27-28: Stigma and Mental Illness
 p. 181-182: Double Stigma: GLBT People Living with
Mental Illness
Video: Annenberg – Discovering Psych # 21
http://www.learner.org/series/discoveringpsychology/21/e
21expand.html
Week #9
10/19
Self Care
Read:
1. Cole textbook:
 p. 217-220: Avoiding Volunteer Burnout: What You
Need to Know
 p. 221-232: Secondary Trauma: How Working with
Trauma Survivors Affects Therapists
 p. 233-245: 7 Salutary Suggestions for Counselor
Stamina
 p. 247-251: Stress Management
Week #10
10/26
Helping Skills
 Group activity – using nonverbal
communication, active and reflective
listening, assertiveness
Read:
1. Cole textbook
 p. 55-60: Counseling Skills for the Paraprofessional
 p. 61-63: Self-Disclosure: Concepts and Applications
 p. 65-66: The Skill of Self-Disclosure: What You Need
To Know
Due at the start of class: 1st Hours Verification Sheet
Week #11
11/2
Setting Client Goals
Problem solving skills
 Group activity – using goal setting and
problem solving
Read:
1. Topic handout (available on Blackboard)
2. Problem solving worksheet (available on Blackboard)
Due at the start of class: Journal #2 – Intro to your agency
Week #12
11/9
VETERANS DAY* – NO CLASS
VETERANS DAY* – NO CLASS
Week #13
11/16
The CBT Model and Empirically supported
treatments for Axis I disorders
Video: Psychotherapy
1. Dr. Clark on Cognitive Behavioral Therapy:
http://www.youtube.com/watch?v=JSO6iAFekPw
2. Example of CBT applied to OCD:
http://www.youtube.com/watch?v=ds3wHkwiuCo
3. Dr. Miller on Motivational interviewing (MI):
http://www.youtube.com/watch?v=cj1BDPBE6Wk
4. Example of MI:
6
http://www.youtube.com/watch?v=URiKA7CKtfc&featur
e=related
Week #14
11/23
Group Project Presentations
Readings TBD
Week #15
11/30
Group Project Presentations
Readings TBD
Week #16
12/7
Group Project Presentations
Readings TBD
Week #17
12/14
FINALS WEEK – NO CLASS
Due by the start of class: Final Project/Paper
Due by 5:30p.m. on Thursday December 17, 2015 via email: 2nd Hours Verification Sheet
7