PSY 452 Introduction to Counseling and Psychotherapy, J Kuckertz

Tags: counseling and psychotherapy, Introduction to Counseling and Psychotherapy, psychotherapy, Learning Objectives, San Diego State University, SLO, mental health, office hours, treatments, types of mental disorders, importance of confidentiality, American Psychological Association, mental health services, evidence based practice, Introduction to Counseling, accommodations, CBT Applications, Parent Management Training for Youth Exam, match points, CBT WORKSHEETS, credit opportunity, Guest lecturer, Student Disability Services, Disability Accommodations, course material, extra credit, graduate school, research involvement, student, students, course policies
Content: PSY 452: Introduction to Counseling and Psychotherapy 1 San Diego State University PSY 452: Introduction to Counseling and Psychotherapy spring semester 2015 ROOM# Arts and Letters 101; Mondays 4:00-6:40pm Instructor: Jennie Kuckertz, M.S. Office Hours: Mondays, 7:00-8:00pm (LS 24 A) and by appointment E-mail: [email protected] Teaching Assistant: Muhammad Mamsa Office Hours: By appointment E-mail: [email protected] Prerequisites: Psychology 350 or 351 Course Description: This course is designed to provide an introduction to counseling and psychotherapy techniques used for individuals with distressing life circumstances or mental illness. You will learn general topics important to delivery of high quality mental health services and working with clients. You will also consider ethical issues that may arise in the course of counseling or psychotherapy, and familiarize yourself with the American Psychological Association (APA) Ethics Code. The course will emphasize the importance of evidence based practice/empirically supported treatments, and the majority of the course will focus on examples of these treatments and their applications to a variety of psychiatric disorders. Finally, we will consider limitations to empirically supported treatments, as well as cutting-edge research in novel delivery methods for mental health interventions. Although this is a large course, I encourage participation and questions in class. This course features a number of guest speakers who are experts in their respective fields of therapy and research. Course learning objectives: By the end of the course, students should be able to: 1. Consider ethical issues that may arise when providing counseling or psychotherapy 2. Understand what it means to implement "evidence based practice" and administer "empirically supported treatments" 3. Identify some of the most common types of empirically supported treatments and provide examples of disorders for which they are appropriately used 4. Understand the cognitive behavioral treatment model 5. Design a treatment plan for a fictitious client presenting for treatment 6. Describe the difference between counseling and psychotherapy 7. Evaluate limitations to empirically supported treatments Department Learning Objectives: In addition to the course learning objectives, the following department learning objectives will also be addressed throughout the semester: 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)
PSY 452: Introduction to Counseling and Psychotherapy 2 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. (SLO 2.2) 4. Be familiar with the rights of human research participants and therapy clients. (SLO 5.2) 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. 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) 7. Identify and distinguish between different post-baccalaureate (graduate) educational options. (SLO 10.3) Required Texts: There is no required text for this class. Instead, I will assign specific textbook chapters, research articles, and treatment manuals as readings. All readings will be available on Blackboard. It is very important for you to read these assignments before each class period. Reading checks will be assessed via in-class thought questions (see below). Class Attendance: Class attendance is extremely important. While all course readings and powerpoints are available online, much of the material that will inform your assignments and exams will be presented in class and may not be entirely covered in the readings/powerpoints. Powerpoints are intended to serve as a guide for you to organize your notes, as well as for me to present the material. The Guest Lecturers and I will frequently tell stories of our own experiences administering psychotherapy that is intended to bring the material to life and generate discussion. Therefore, attendance at all sessions is strongly encouraged. I understand emergencies and certain planned and unplanned circumstances may affect attendance. If you have to miss class, I strongly encourage students to contact a fellow classmate to record the lecture and/or obtain notes. I am happy to answer questions about missed material during office hours (Note: I will expect you to have reviewed the powerpoints as well as contacted a classmate for help prior to reviewing in office hours). If you anticipate missing more than one class period, please discuss this with me ASAP. Late Assignment/Missed Exam Policy: I know that emergencies happen. For this reason, there are three exams administered and only two will count towards you final grade (see below). There will also be six thought questions administered, and only five will count towards your final grade (see below). Make-up thought questions will not be administered under any circumstances. If for some reason you have an extreme circumstance where you miss more than one exam, makeup exams will not be administered except in the instance of (a) documented family/health emergencies or (b) preapproved academic/professional activities (e.g., presenting at a conference- must be preapproved by February 9). In terms of your worksheets and final paper, I will deduct points corresponding to one-half a letter grade for each day an assignment is late. Similarly, this policy is only flexible in the case of a documented family/health emergency. In the case of preapproved professional activities, assignments should still be turned in on time. Please talk to me in advance if you have any questions regarding this policy. Office Hours: I encourage students to come to my office hours. Office hours are a great way to engage with the material and receive individual attention in a way that is not feasible in a class as large as this one. The primary purpose of office hours is for me to answer questions regarding the
PSY 452: Introduction to Counseling and Psychotherapy 3 course material and/or Course policies. However, I am happy to talk to students about other related issues, such as research involvement, preparing for graduate school, etc. If you are unable to attend office hours but need to speak with me, we may be able to arrange individual appointments. Disability Accommodations: 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. Academic Dishonesty/Plagiarism: Don't do it! Academic dishonesty/plagiarism of any form will not be tolerated. This includes any practice that gives you an unfair advantage over other students in the course. Examples include cheating, copying, working with other students when not authorized to do so, using unauthorized test aids, etc. Plagiarism also includes describing a concept or idea described by another author in print or online material without citing the author(s), or copying lines of text from a print/online source without citing the author(s). In other words, if you did not come up with the idea entirely on your own, cite it! Note that if any such incident arises, I am required to report the incident to the university. Class-level consequences will include a zero on that assignment/exam and possibly a failing grade in the course. University-level consequences may include probation, suspension, or expulsion. For a full description of SDSU's definition of academic dishonesty/plagiarism and associated consequences, refer here: http://csrr.sdsu.edu/conduct1.html. Please talk to the TA or me if you have any questions at all regarding what constitutes academic dishonesty/plagiarism. Classroom/Email Etiquette: Classroom: Please be respectful of the instructor, guest lecturers, and your classmates during lectures. Remember that part of being a good counselor or therapist includes good listening skills, so now is a great time to start practicing. Also remember that the topics being discussed pertain to serious mental illness and difficult areas of people's lives, and your attention in class demonstrates your respect for these topics. This is also to your benefit, as exams will be based not only on assigned readings/lecture powerpoints, but also on the information presented by myself and the guest lecturers. With this in mind, please refrain from side conversations, texting, checking online social media, online shopping, etc. Moreover, I intend for this class to be interactive and will regularly seek Class participation, questions, etc. Speak up! Email: I communicate with students often via email- please make sure to check your inbox regularly as these emails often contain important class updates and information. I also check my email regularly and will respond to student emails as quickly as possible. Please remember that email is a forum for practicing your professional communication. Please phrase all emails concerning class matters accordingly. written assignments: 1. Ethics Worksheet
PSY 452: Introduction to Counseling and Psychotherapy 4 You will be assigned a worksheet requiring you to implement your understanding of the APA ethics code. This worksheet will be assigned two weeks prior to the due date, and will be turned in via Blackboard by 4:00pm (i.e., class time) on Monday 2/16. 2. CBT Worksheets You will be assigned a worksheet requiring you to implement you understanding of CBT principles, including (1) cognitive distortions, and (2) exposure exercises. This worksheet will be assigned two weeks prior to the due date, and will be turned in via Blackboard by 4:00pm (i.e., class time) on March 3/16. 3. Final Paper For the final paper, I will assign a prompt requiring you to discuss intervention methods for a pretend client. The specific prompt and grading rubric will be available three weeks prior to the deadline via Blackboard. The final paper should be 2-3 pages double spaced (12 point font, Arial/Times New Roman, 1 inch margins). You are required to incorporate at least two outside references (i.e., not an assigned reading from class), although you are free to cite additional papers that were covered in class. Appropriate references include scientific journal articles, book chapters, or treatment manuals. The paper and all references should be APA style. The final paper should be turned in via Blackboard by 4:00pm (i.e., class time) on Monday 5/4. Thought Questions: Thought questions will be administered as brief written in-class exercises and are to ensure (1) attendance, (2) that you read the material, and (3) that you understood the material. I will assign six thought questions throughout the semester, and five will count towards your final grade. Up to two points per thought question will be awarded (0 points = did not complete thought question or no indication that material was read, 1 point = some indication that material was read but did not fully answer the question, 2 = clearly read material and answered the question completely and accurately). These are "pop quizzes" so to speak ­ I will not tell you when I am administering them. You must be in class during the time that the thought question was adminsitered that day. I will not administer a thought question on the same day as an exam. Exams: There will be three exams throughout the course. Exams will be multiple choice, matching, and true/false. Exams will cover: assigned readings, lecture powerpoints, material discussed in class, and guest lecture presentations. Don't forget to bring a red ParSCORE scantron (Form #F-289, available at the bookstore) and #2 pencil on the day of the exam. I will drop your lowest exam grade from your final course score (only two exams count towards your final grade). Extra Credit: SDSU Research Participation: You may earn up to six extra credit points throughout the semester for participation in the SDSU research subject pool. I will assign one point extra credit for each hour of research credit awarded through SONA. You will be receiving additional information about how to participate in research and use SONA. Alternate extra credit assignment: I will periodically offer alternative opportunities for extra credit (there will be at least three offered per semester). Typically, these opportunities will include attending talks or events sponosred by the SDSU Psychology Department (e.g., SDSU Psychology brown bag talk). For each extra credit opportunity, I expect a 1 page (double spaced, 12 pt font, Arial or Times New Roman, 1 inch margins) report that includes (a) a brief summary of the event, and (b) your response to the event. If you have an idea for extra credit, let me know and I may offer the opportunity to the
PSY 452: Introduction to Counseling and Psychotherapy 5
rest of the class. Please note that I must approve any extra credit opportunity BEFORE the event. You will receive two points of extra credit for each activity with summary. You may complete up to three additional learning opportunities (2 points each activity + paper) with summaries for a total of no more than 6 points of extra credit. All responses should be emailed to myself and the TA in a word document no later than 5/4 at 4:00pm (Note: repsonses can also be turned in individually throughout the semester).
Total Possible Points: 200 (without extra credit) Thought Questions (10 points) Ethics Worksheet (20 points) CBT Worksheet (20 points) Exams (100 points total @ 50 points each ­ will drop lowest exam out of three) Final Paper (50 points)
Extra Credit Opportunities: 6 points possible SDSU SONA research participation (6 points possible @ 1 point per research hour completed) OR alternate extra credit assignments (6 points possible @ 2 points each activity + paper). You can mix and match points from SONA and from alternate extra credit assignments or a maximum of 6 points extra credit.
Point Breakdown: Final grades will be computed as a percentage of the possible points earned:
A
185+
A- 180-184
B+ 175-179
B
165-174
B- 160-164
C+ 155-159
C
145-154
C- 140-144
D+ 135-139
D
125-134
D- 120-124
Fail 0-119
Class Schedule (Tentative)
Date
Topic
Jan 26 Syllabus Review
Who is a therapist?/Therapist Variables
Feb 2
SONA introduction
Ethics
Assessment
ETHICS WORKSHEET ASSIGNED
Feb 9
Evidence Based Practices and their
Dissemination & Implementation
Guest lecturer: Kate Conover
Feb 16 Parent Management Training for Youth
Exam Review
Due Teyber & McClure, 2000 APA Ethics Code, 2010 Review sample intake form Kazdin, 2008 Proctor et al., 2009 ETHICS WORKSHEETS DUE Kazdin, 1997 Calzada et al., 2013
PSY 452: Introduction to Counseling and Psychotherapy 6
Feb 23 March 2 March 9 March 16 March 23 March 30 April 6 April 13 April 20 April 27 May 4 May 11
EXAM I Introduction to CBT Applications of CBT: Social anxiety disorder Applications of CBT: Depression CBT WORKSHEETS ASSIGNED Applications of CBT: Pediatric Obsessive Compulsive Disorder Applications of CBT: Trauma-Focused CBT for Children and Adolescents Guest lecturer: Jennifer Madowitz Exam Review EXAM II Substance Use Disorder Treatment Guest lecturer: Lisa Obermeit NO CLASS--SPRING BREAK Factors that may affect ability to deliver ESTs Do we need a therapist to do therapy? FINAL PAPER ASSIGNED Mindfulness-Based Therapies Guest lecturers: Jessica Montoya & Laura Strauss Conducting Literature Searches Counseling for Loss and Grief Guest lecturer: Jessica McCurley Couples Counseling Guest lecturers: Shadi Gholizadeh & Sheena Dev Careers in Therapy/Counseling Exam Review EXAM III
Heimberg & Becker, 2002 excerpts TBD ­ CHECK BLACKBOARD Storch et al., 2007 CBT WORKSHEETS DUE Deblinger et al., 2012 Dutra et al., 2008 SAMHSA, 1999 Wise & Koob, 2014 Andersson et al., 2006 Beard, 2011 Baer, 2003 Hofmann & Asmundson, 2008 Humphrey, 2009 Esfahani Smith, 2014 Lebow et al., 2012 FINAL PAPER DUE Appleby & Appleby, 2006 *from 4-6pm

J Kuckertz

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