PSYCHOLOGY
558: PROSEMINAR IN COUNSELING/CLINICAL PSYCHOLOGY
Fall
2001
Gerardo
M. Gonzαlez, Ph.D.
MW
1130-1245
Syllabus
Content
Area A: General Issues
Aug. 29, Sept. 5 - Overview
Sept. 10, 12 Ethical and
cultural issues
Readings
Sept. 10 Discussant(s) - Ch. 2: Ethical perspectives in
clinical research.
Sept. 12 Discussant(s) Ch.
3: Ethnicity, gender, and cross-cultural issues in clinical research.
Sept. 17, 19 Statistical
and professional issues
Readings
Sept. 19 Presentation - Ch. 5:
Publishing and communicating research findings: Seeking scientific objectivity.
Content
Area B: Psychological Assessment
Sept. 24, 26 Measurement
approaches
Readings
Sept. 24 Discussant(s) - Ch. 6: Psychometric issues in
assessment research.
Sept. 26 Presentation - Ch. 8:
Observational measurement: Measure development and research issues.
Oct. 1, 3 Personality
assessment
Readings
Oct. 1 Discussant(s) - Ch. 7: Research design in objective
personality assessment.
Oct. 3 Presentation Ch. 9:
Methodological issues in research using projective methods.
Oct. 1 - Research Proposal
Due
Oct. 8, 10 - Innovative
directions in assessment
Readings
Oct. 8 Discussant(s) - Ch. 10: Methodological issues in research on neuropsychological and
intellectual assessment.
Oct. 10 Presentation - Ch. 11:
Methodological issues in psychophysiological research.
Content
Area C: Treatment Issues
Oct. 15, 17 Individual
vs. group approaches
Readings
Oct. 15 Discussant - Ch. 13: Applications of time-series
(single-subjects) designs in clinical psychology.
Oct. 17 Presentation - Ch. 17: Meta-analytic research
methods.
Oct. 22, 24 Process v.
outcome methods
Readings
Oct. 22 Presentation - Ch.
14: Therapy outcome research methods.
Oct. 24 Presentation - Ch. 15:
Treatment process research methods.
Oct. 29, 31 - - New
strategies in intervention
Readings
Oct.
29 Discussant
Article: Sue (1998).
Oct. 31 Presentation - Ch. 16: Research methods in
community-based treatment and prevention.
Content
Area D: Research Issues in Psychopathology
Nov. 5, 7 Developmental
issues
Readings
Nov. 5 Presentation - Ch. 18: Conceptual and methodological
issues in developmental psychopathology research.
Nov. 7 Presentation - Ch. 21: Research method in pediatric
psychology.
Nov. 12, 14 Issues for
adult populations
Readings
Nov. 12 Presentation - Ch. 19: Research methods in adult psychopathology.
Nov. 14 Group
Presentation - Ch. 20: Methodological issues in adult health psychology.
Nov. 19, 21 Recent
developments
Nov. 19 Discussant Article: Swindle, et al. (2000).
Nov. 21 Group Presentation - Ch. 22: Research methods in behavioral
genetics.
Content
Area E: Focused Issues
Nov. 26, 28 Research with
youths
Readings
Nov. 26 Presentation - Ch.
24: Research methods with children.
Nov. 28 Group
Presentation - Ch. 25: Research methods with adolescents.
Dec. 3, 5 Family issues
Readings
Dec. 3 Presentation - Ch. 26: Research methods with older
adults.
Dec. 5 Group
Presentation - Ch. 28:
Research methods with families.
Dec. 10 - Prescription privileges for
psychologists: To medicate or not to medicate?
Readings
Dec. 10 Group Presentation Article: Hayes & Heiby (1996).
Required Readings
Hayes, S. C. & Heiby, E. (1996).
Psychology's drug problem: Do we need a fix or should we just say
no? American Psychologist, 51,
198-206.
Kendall,
P.C., Butcher, J.N., & Holmbeck, G.N.
(2001). Handbook of research
methods in clinical psychology. (2nd Ed.). New York: John Wiley & Sons.
Sue,
S. (1998). In search of cultural competence in
psychotherapy and counseling. American
Psychologist, 53, 440-448.
Swindle, R. Jr., Heller, K., Pescosolido,
B., & Kikuzawa, S. (2000). Responses to nervous breakdowns in America
over a 40-year period. American
Psychologist, 55, 740-749.
All journal readings are available through the Electronic
Reserve System (ERES) located on the CSUSM Library and Information Services
website. The password for PSYC 558 is
issues (lowercase, no quotes).
Recommended Readings:
American Psychologist (journal).
APA.
(1992). Ethical principles of
psychologists and code of conduct. American
Psychologist, 47, 1597-1611.
APA.
(1993). Guidelines for providers
of psychological services to ethnic, linguistic, and culturally diverse
populations. American Psychologist,
48, 45-48.
Clinical Psychology: Science and
Practice (journal).
Clinton, J. J., McCormick, K., &
Bestemen, J. (1994). Enhancing clinical practice: The role of
practice guidelines. American
Psychologist, 49, 30-33.
Diagnostic
and statistical manual of mental disorders.
(4th Ed.). (1994). Washington, DC: American Psychiatric
Association.
Journal
of Abnormal Psychology (journal).
Journal
of Clinical Psychology (journal).
Journal
of Consulting & Clinical Psychology (journal).
Journal
of Counseling Psychology (journal).
Journal
of Psychotherapy Practice and Research (journal).
Professional
Psychology: Research and Practice (journal).
Psychotherapy
(journal).
Psychotherapy
Research (journal).
Publication
manual of the American Psychological Association. (5th Ed.).
(2001). Washington, DC: American
Psychological Association.
Course Description
This course is an in-depth seminar designed to investigate
and discuss current topics in counseling/clinical psychology, including
assessment issues, intervention approaches, professional ethics, multicultural
issues, and clinical research. Students
will present formal written and oral presentations and lead discussions of
advanced issues related to counseling/clinical theory, research, and
practice. (Prerequisites: Enrollment in
graduate program or consent of the instructor).
Course
Objectives:
(a) To learn the advanced body of knowledge and
research in clinical psychology and psychopathology.
(b) To evaluate and appreciate the diversity of
clinical psychology issues and perspectives.
(c) To enhance skills in critical thinking,
analysis of the literature, and articulation of findings.
(d) To integrate broad psychological issues with
clinical psychology.
Course Expectations
Every student is expected to complete the weekly assigned
readings prior to class and to participate in discussions. The readings are intended to foster
controversy, critical thinking, discourse, and insight. During the semester, each student will
synthesize, evaluate, and summarize one-half of a selected chapter; and lead a
discussion (approximately 30 minutes) of the issues. The second half of the reading will be
presented by another class member or the instructor. A schedule for identifying discussants will
be distributed in class and discussions will begin the second week of the
semester.
Each student will conduct two formal class presentations
(one individual and one group) accompanied by written summaries. An individual presentation should be
approximately 45 minutes including time for discussion (unless two
presentations are scheduled for the same session). An APA-style written summary (minimum 1000
words) must be submitted on the day of the presentation. A group presentation may involve 4 class
members and should be one hour plus discussion.
An APA-style written summary (minimum 1000 words) of each student's
contribution must be submitted on the day of the presentation. The individual and group presentations should
be based the topic of the selected chapter.
Visual aids and other creative ways to enhance the presentations are
strongly encouraged. A calendar for
scheduling individual presentations (which begin the third week of the
semester) and group presentations (which begin the eleventh week of the
semester) will be distributed in class.
In the fifth week of the semester, students will submit a
research proposal toward a final major research paper related to
counseling/clinical psychology issues.
The APA-style written proposal (minimum 1250 words) may be a major review
of the literature or an empirical study (approved by the instructor). A review of the literature explores the state
of the research on a selected topic that typically includes an introduction of
the issue (defining and clarifying the issue/problem), a summary of relevant
research articles, identification of the relationships and gaps in the
literature, and a discussion of findings and recommendations toward resolving
unclear issues/inconsistencies. The
final research paper (minimum 2500 words) should be written in APA style. Drafts of papers for comment are welcome.
Grading Procedures
A letter grade (A, B, or C) with appropriate + or - will be
issued for each assignment. Assignments
will be evaluated on their organization, conceptualization, soundness,
accuracy, and clarity. The final course
grade will be based on the overall grade profile. All assignments are expected on time. Late assignments will be deducted one letter
grade. The following is the list of
required assignments and their respective weights toward the course grade.
Leading Discussion and Class
Participation (10%)
Individual Presentation and Write Up (25%)
Group Presentation and Write Up (25%)
Research Proposal (15%)
Final Research Paper (25%)
Office Hours
Mondays and Wednesdays 1330 1430 or by
appointment
Office UNIV 308
Phone 760-750-4094
E-mail - ggonz@csusm.edu
Website - www.csusm.edu/gonzalez/