Instructor: Bob Hill, Ph.D. email: hillrw@appstate.edu 214 Smith
Wright (262 2723)
Off. Hrs: Tues 1:30-3:30 , W 9-12, 1:30-4:30 , Th 1:30 - 3:30 , Mon & Fri by appt.
Counseling Center phone: 262 3180
Readings: Young, Mark E. (2005). Learning the Art of Helping. 3rd Ed. Pearson, Merrill, Prentice Hall.
Corey, Corey and Callanan (2007). Issues and Ethics in the Helping Professions.
7th Ed. CA: Brooks/Cole
Yalom, I. (1989). Loves Executioner. NY: Basic Books
Other readings are assigned via ASU Learn site
Recommend: Teyber, E. (2006). Interpersonal Process in Psychotherapy: An
Integrative Model (5th Ed.). Thompson.
Overview and Goals:
The course will involve acquiring clinical skills in order to begin to learn
how to communicate with clients, peers and supervisors effectively as
clinicians. Students will spend time learning to develop interviewing and
listening skills, emphasizing a client-centered approach, as well as a
professional, respectful and ethical attitude toward clients. These skills are
necessary as a foundation for all clinical work regardless of orientation. In
addition, reading, discussion of clinical issues, role playing, videotaping of
interviews and supervision will be the primary activities of the course.
Therapists in training will have the opportunity to begin to learn about how
their own values, personalities, beliefs and emotions may both enhance and
interfere with clinical exchanges. Students are expected to learn to critically
evaluate the clinical performance of themselves and others, and to articulate
an understanding of the process of clinical interviews and
psychotherapy. This will require developing some comfort with being observed
and accepting feedback and supervision. Additionally, students will become
acquainted with professional clinical and ethical issues, behavior, and
psychotherapy theory through readings, discussion and exams.
Requirements:
1) Attend class, supervision sessions, and other appointments
punctually. The courtesy of informing your instructor or supervisor in
anticipation of any absence or lateness is expected. More than 2 unexcused
absences results in the loss of .5 letter grade/class.
2) Do assigned reading in advance of class discussion.
3) Provide ASU Learn discussion posts. Provide minimum of one post every
week alternating between content relevant to:
A) clinical experience, as a clinician with clients, what you are
learning, supervision, mistakes, successes, your struggles, your growth.
B) Ethical Issues raised by your readings, questions, thoughts and
experience with clients.
Read peer posts.
4) Summarize a clinical supplemental reading for your peers once each
month Aug, - Nov., by providing a post to the WebCt Discussion list distilling
and commenting on a clinical supplemental reading for your peers. Obtain
readings from instructor, Website or other source as needed. Limit yourself to
2 posts maximum from Loves Executioner readings.
5) Present to class on a topic relevant to readings once in course of
semester (approx. 15 min.). Stimulate discussion, inform on clinically important
topic (see list of proposed topics end of syllabus). Bring relevant materials
for the class.
5) Complete midterm and final take home examination of readings.
6) Complete an Intake Report. After review of the process of intake interviewing and the format of an
intake report (see Ch 6 Intake Report on ASU Learn site), complete an
intake report on a volunteer client.
7) Complete at least 10 volunteer client interviews outside of
class. Participate in weekly individual supervision sessions with a
peer. Observe peer interviews.
8) Grading will be based on the quality of work for required assignments and
the judgement of clinical supervisors regarding the clinical skills and
professional behavior demonstrated. If clincial behavior is deficient, remedidation may be offered by instructor.Take home exams will count 40%, Clinical
Work 40%, ASU Learn and class discussion 20%.
Readings/Schedule
Week 1: Learning the Art of Helping
Chapters 1,2,3
Chapter 1 from: Teyber, E.(2006). Interpersonal
Process in Psychotherapy. CA: Wadsworth.
Week 2: Issues and
Ethics
Chapters 1,2
Learn the Art of Helping
Chapters 4-8
Advice to Graduate Students
Chapter
5: Person
Centered Therapy in: Prochaska, J. O. and Norcross, J. C. (1999) Systems of
Psychotherapy, CA: Brooks/Cole.
Week 3 Issues and
Ethics
Chapters 3,4
Teyber (2006) Ch 2: Establishing a Working Alliance
Week 4 General Principles and
Ethical Standards of Psychologists (2003,APA)
Week 5 Issues and
Ethics
Chapters 5
Chapter 8: Cognitive
Therapy (Aron Beck) in: Corsini, D. and Wedding, D. (Eds.; 1989) Current
Psychotherapies, IL: Peacock Pub.
Week 7 Learn the Art of Helping
Chapter 9-11
Informed Consent Resources
Midterm Take Home due 2nd Tues in October
Week 8 Learn the Art of Helping
Chapter 13-15
Thirteen Rules of Success: A Message for Students
Week 9 Issues and
Ethics
Chapter 6
Chapter 5: The Effectiveness of
Psychotherapy in Bergin & Garfield (2004) Handbook of
Psychotherapy and Behavior Change.
Intake Report Due 1st Tuesday in November
Week 10 Learn the Art of Helping
Chapter 13-15
Psychiatry by
Prescription (pdf file) Article in Harvard Magazine
Week 11 Issues and
Ethics
Chapter 8
Dual Relationships Resources
Week 12 Loves Executioner
Week 13 Work on Take Home, Last Supervision Meetings
Take Home Exam due last day of class
(The schedule and procedures of the course will be revised at the discretion of your instructor.)
Supplemental Readings:(Online Reading use Adobe .pdf files)
Volunteer Interviews and Supervision
Students gain practical experience by conducting interviews with volunteers,
and conducting psychotherapy interventions when appropriate. .
Volunteers are obtained by the following procedures:
(1) A list of Psychology Department courses where students are offered extra
credit for participation in volunteer interviews will be provided. Each student
is assigned a professor on the list and attends a class session to explain the
volunteer sessions to the class and obtain a list of students interested in
volunteering. An outline to explain the volunteer experience is provided.
Volunteer
Sign Up Sheets Form (MS-Word) Note that the Psychology Department is
adopting Reseach Subject Pool software that we may use to schedule students for
appointments.
(2) Each week of the semester two students from the class will call
volunteers on these lists and schedule appointments to take place the next week.
Students then send an email letter and client data sheet to those who were
scheduled.
Client
Email Letter Confirmation (MS Word)
(3) The student who will be conducting the volunteer session will typically
call the volunteer the night before the initial session as a reminder.
(4) The student conducting the interview provides an extra credit sheet and
Consent/videotape permission form to the volunteer at the beginning of the
interview. No client will be interviewed without consent or without taping.
Current Counseling Center clients are not to be seen concurrently as volunteer
clients.
Guidelines for conducting volunteer sessions and getting supervision are as
follows:
(1) Clinical students are expected to learn, know and to abide by professional
and ethical standards of behavior. Professional dress and conduct are expected,
both when interviewing, and also when at the Counseling Center.
(2) All students are paired with another student in the class (a partner). All
volunteer interviews are observed by the partner. The initial session is observed
by the supervisor.
(3) When the supervisor agrees that a student is ready, the student then
schedules his/her volunteer sessions and continue conducting and taping
sessions without supervisor observation.
(4) Supervision is provided during the originally scheduled time with the use
of videotape or audiotape. Partners are supervised together.
(5) A minimum of ten sessions must be completed during the semester, but
students conduct sessions for the whole semester, regardless of when the tenth
session is completed. If a student anticipates that ten sessions will not be
completed, he or she is responsible for scheduling extra sessions prior to the
end of the semester.
(6) Supervisors will provide your instructor with feedback at midterm, and
written final evaluations at the end of the semester. Students will complete
final evaluations of their supervisors and the supervision experience to be turned
in to the seminar instructor.
Supervisor
Practicum evaluation form.doc
(7) No volunteer can be seen for more than three sessions.
(8) Volunteer interviewees may not be friends, peers, relatives or anyone else
who might constitute the risk of a dual relationship.
(9) Some volunteers will require counseling sessions from more experienced
therapists or will require counseling in a setting that has more structure than
can be provided in the volunteer experience. Students should consult with their
supervisors regarding need for referral. If the supervisor judges it
appropriate, these volunteers should be referred to the Counseling Center
Walk-In Clinic immediately. Students should not see these clients for three
sessions prior to referral.
(10) Students must complete intake forms or case notes at the conclusion of
each session and leave them in their client files and provide them to
supervisors for review and feedback.
(11) Provide volunteer clients with a feedback
form at the end of the session, and requst they leave at the reception desk
on the way out.
Topics to Present to Class:
(this list is neither exhaustive nor exclusive)
Common Elements of Psychotherapy
Client Fears
Therapist Fears
What is supervision?
The role of “rapport” or the therapeutic Alliance
Privileged Communication and Privacy
The Limits of Confidentiality
Informed Consent
Therapist Record Keeping Responsibilities
The Top 5 reasons for Malpractice Suites
Dual Relationships
Sexual Attraction in the Client/therapist Relationship
Principle A of Ethical Standards: Competence
Interpersonal Relationships and Pathology
Transference
Questions that Beginning Therapists Ask
Countertransference
Multicultural Issues in Therapy
Mistakes Therapists Make
Termination
Course Policies:
Classes will be conducted in an atmosphere of mutual respect and professionalism.
Active participation and discussion are encouraged. Though the exchange of ideas is normal and questioning of the ideas of the instructor and other students is welcome, anyone disrupting the atmosphere of mutual respect and professionalism will not be allowed to participate further.
The use of cellular phones, iPods, or other electronic devices is disruptive and is prohibited. Except for emergencies (notify the instructor prior to class), the use of these devices is prohibited; students using such devices must leave the classroom for the remainder of the class period.
You are expected to attend class every day. If you miss a class meeting it is your responsibility to make up work, acquire handouts, notes, etc. You are also expected to arrive on time and stay for the full duration of the class period. The instructor should be notified regarding anticipated deviations from this policy.
You are expected to prepare for every class in advance. This includes, but is not limited to, reading assigned materials, checking the class schedule, obtaining and printing notes, and completing assignments.
Assignments are due at the beginning of class on the assigned date. Save your work frequently and in multiple locations. Computer problems will happen; take the necessary precautions to ensure that your work is not lost or destroyed. Late work will receive an increasing deduction per day, starting on the first day. If you cannot be in class that day, you should make arrangements to get your assignment to me on time.
All assignments must be word processed. Be sure to save a copy of the file for yourself.
No make-up tests. You may take the tests at times other than scheduled only for reasons of great hardship and with my prior permission. These rescheduled tests may be oral exams, scheduled at our mutual convenience, but not more than one class period removed from the scheduled exam.
You should read and must abide by the Academic Integrity Code of the ASU Code of Student Conduct available at:
http://academicaffairs.appstate.edu/files/academic_integrity_code.pdf.
Plagiarism Be very careful not to plagiarize your text when responding to assignments. Any material obtained from published works needs to be referenced. Use quotations when appropriate, and carefully cite your source when providing material that is not your own idea. Violations of academic integrity may result in course failure.
Students with Disabilities Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations. Students with disabilities affecting performance should also contact the instructor in advance regarding any request for accommodations.
Class Etiquette : arrive on time, do not distract classmates or your instructor with personal chatter, if you need to doze or read please excuse yourself from class. Ask questions at any time.