Fall Quarter 2020
PC809 Clinical
Interventions I: Humanistic
Course Syllabus
Office hours by appointment on Zoom
As we are in the middle of a
pandemic, it has been a year unlike anything most of us could have imagined and
it has raised unique challenges for teaching and learning. Learning from remote
location is not easy and this may not be your preferred option for learning. I appreciate
your patience, grace, and determination as students, and I am grateful you are
part of the Fuller community.
While mindful of these disruptions, my goal is to provide
you with meaningful learning opportunities. I have re-worked this course to
adapt to remote learning but will keep it flexible and adjust it to evolving
needs. Please let me know how I can help your learning in this course and if
you have any questions.
Please check this website for
updates from Fuller Seminary-wide announcements and information as the
situation evolves: Fuller Seminary COVID-19
Class Period: Class meets
Tu/Th 11-12:50pm and will be offered as synchronous learning. We will schedule
virtual Zoom class meetings for lectures and discussions within this time slot.
Please let me know if this time frame does not work for you.
Office Hours and Course Questions: I fully understand
and empathize that the uncertain and contingent situation may raise many
questions for you—about online learning, academic continuity, and well-being. I
strongly advise you to utilize office hours via Zoom
for any questions you have, or clarifications you require regarding the course.
If you have any questions, please send me an email, and we can set up an
appointment to connect on Zoom.
If you have problem with access and need assistance,
please contact Fuller Tech Support or helpdesk: techsupport@fuller.edu
I. COURSE DESCRIPTION:
Clinical
Interventions I, Humanistic, provides a theoretical overview of the Humanistic
therapies. It is a foundational clinical course designed to teach and develop core
therapeutic skills, including establishing a therapeutic alliance, empathy, basic
interviewing techniques, and exercising professionalism. The therapeutic
skills gained from this course will provide the basis for more advanced
therapies that will be learned in future field training experiences and
classes. The course utilizes a variety of
teaching methods including lecture and discussion, role-playing, review of
videotaped sessions, and supervised clinical experience. Students learn how to
effectively offer and accept feedback as a tool for professional growth. Increased
awareness of one's own feelings and behaviors in session, and how to use both
for therapeutic advantage, constitute important components of the course.
|
1. Research |
2. Ethical & Legal
Standards |
3. Individual &
Cultural Diversity |
4. Professional Values &
Attitudes |
5. Communication &
Interpersonal Skills |
|
6. Assessment |
7. Intervention |
8. Supervision |
9. Consultation &
Interprofessional/ Interdisciplinary Skills |
10. Integration of Psychology & Theology |
Professional values and
attitudes
4.1 Behave
in ways that reflect the values and attitudes of psychology, including
integrity, deportment, professional identity, accountability, lifelong
learning, and concern for the welfare of others.
4.2 Engage
in self-reflection regarding one’s personal and professional functioning;
engage in activities to maintain and improve performance, well-being, and
professional effectiveness.
4.3 Actively
seek and demonstrate openness and responsiveness to feedback and supervision.
Intervention
7.1 Establish
and maintain effective relationships with the recipients of psychological
services (e.g., rapport building, empathy, warmth, genuineness).
7.2 Develop
evidence-based intervention plans specific to client-center theory and psychotherapy.
7.3 Implement
intervention skills informed by the current research literature on humanistic
theory, assessment findings, diversity characteristics, and contextual
variables.
Integration
of psychology and theology
10.1Develop
a “baseline” integration of theology and psychology
II. COURSE
FORMAT:
This
is a four-unit course that meets for two hours, twice a week for
lecture/discussion and videotape/role-play. In addition to the classroom, the
first-year clinical training for PsyD students require attending weekly
supervision groups and "live team" which will allow students to
provide individual psychotherapy with 1-2 simulated clients for minimum of
15-20 session. Additionally, students will receive weekly supervision
from their advanced student supervisor as well as a licensed faculty
supervisor. The therapy sessions will be recorded and reviewed in supervision
(see below for further information on Practicum 0).
III. RESOURCES
Rogers, C. (1961). On
becoming a person. Boston: Houghton
Mifflin. [print copy available
through the Hubbard Library]
Benner,
D. (2015). The gift of being yourself:
The sacred call to self-discovery. Downers
Grove,
IL.: IVP Books. [item
available online through the Hubbard Library]
Articles available online through the
Hubbard Library. Readings are assigned
in course syllabus.
Suggested Texts:
Current Humanistic
Theory, Research and Psychotherapy
Cain, D. J.,
Keenan, K., & Rubin, S. (Eds). (2016). Humanistic
psychotherapies: Handbook of
research and practice. American
Psychological Association. [item available online through the
Hubbard Library]
Integration
Jones, S. & Butman, R. (2011). Modern psychotherapies: A comprehensive
Christian critique.
Downers Grove, IL. [print copy available through
the Hubbard Library]
Practicum
0
Sbanotto, E.A. N., Gingrich, H. D., &
Gingrich, F. C. (2016). Skills for
effective counseling: A
faith-based
integration. Downers Grove, Illinois: IVP Academic. [item
available online
through the Hubbard Library]
Magnuson, S., & Norem K. (2014). Essential
of Counseling Skills: Practice and Application
Guide. Sage Publications. [item available online through the Hubbard Library]
Yalom, I. D. (2017). The gift of therapy: An open letter to a new generation of therapists
and
their patients. New York, N. Y.:
Harper Perennial. [conversation with Yalom video recording
available through the Hubbard Library at Psychotherapy.net]
There are several journals that provide rich sources
of supplemental reading material for this course. Of particular value are the
following:
The Humanistic Psychologist. Journal of
the Div. of Humanistic Psychology, American Psychological Association (APA).
Journal of Humanistic Psychology. Journal of
the Association for Humanistic Psychology.
Journal of Phenomenological Psychology.
Journal of Transpersonal Psychology. Journal of
the Association of Transpersonal
Psychology
Review of Existential Psychology and Psychiatry
Many internet sites provide texts of
historical sources for this course and much other useful
material.
Be aware, however, that essays on the internet have not been “peer reviewed” in
the way
that print publications are, and so may contain errors and prejudices of many
kinds. Among sites worth examining, the following
are noteworthy:
(UWG program
in humanistic psychology)
(Association for Humanistic Psychology)
(Division of Humanistic Psychology of APA)
(existential-phenomenology)
(environmental phenomenology)
V. COURSE REQUIREMENTS AND EVALUATION
|
Small Groups (Pass/Fail) |
|
Practicum
Zero is an essential component of the first year. Students will continue working
on acquiring basic counseling skills and receiving supervision for their
client through their TA-supervisor.
Students will receive a pass/fail grade for their participation and
performance in the small group and their competency to practice. In order to register for Practicum I in the
second year of the program, all three quarters of Practicum Zero must be
passed. (See Practicum Zero page for more information). |
|
Blog Post Discussions (20%) |
|
Three
discussion posts are due each week. The first, original post in response to
the discussion question(s) is due by midnight, Wednesday (11:59pm, PST). Two
peer response posts are due by midnight, Sunday (11:59pm, PST). The first,
original post should be between 250-300 words. The two peer responses should
be between 50-100 words. Posts uploaded after the deadlines without prior
approval will not receive a grade. These responses are meant to elicit your
understanding of the assigned reading, connections you are making between
class themes and overall readings, and/or aspects that you are unclear about.
An added goal is to facilitate asynchronous communication and discussion in a
virtual setting. Please note that while you do not have to agree with your
classmates, any disagreement should be respectful and any criticism constructive.
Cite all sources used in the post according to the APA manual of style. |
|
Case Formulation Paper (35%) |
|
Students
will write a case formulation paper based on a case vignette from a
client-centered perspective. The paper will include presenting problem, brief
client history, diagnosis, case formulation, and treatment plan and goals. See
handout for instructions. |
|
Final Integration Paper (35%) |
|
Students
will write a final integration paper examining client-centered therapy.
Considering Roger’s perspective on human nature, psychopathology, and growth,
examine specific principles of the theory (i.e. conditions of worth,
unconditional positive regard, congruence, warmth, the self-actualizing
principle) and critique these principles from a Christian-perspective.
Discuss areas of both correspondence and discordance, including potential
areas where some Christian traditions may align or not align with Rogers.
Support your argument by incorporating from your readings on Roger’s On Becoming a Person, evidences from
recent literature, and Biblical text and/or other theological/integrative
materials. See handout for further instructions. |
|
Class attendance and participation (10%) |
|
Students are asked to
participate in class and come to class fully prepared. As this course is
highly experiential with practice exercises and discussion, attendance at all
sessions is critical. Two absences will decrease your participation grade by
5 points (1/2 of your participation grade).
Missing 3 classes will reduce your participation grade to 0. |
*Late paper will have a 5
point reduction in grade for each business day they are late. Extensions on
assignments will be granted for reasons of serious illness or serious family
emergencies. Professional communication regarding deadlines is expected.
Letter grades for the course are assigned as follows:
|
A |
94-100 |
|
A- |
90-93 |
|
B+ |
87-89 |
|
B |
83-86 |
|
B- |
80-82 |
|
C |
79
or below |
*Students who
do not attend class or small group or who receive a letter grade below B- will
not receive credit for the course.
VII. POLICIES
Attendance: Classroom and small group attendance is
mandatory. After-the-fact explanations
for absence are not acceptable except in cases of emergency.
APA Code of Ethics: You are expected to know and follow the APA Code of
Ethics as applicable to every aspect of this course: client contact,
confidentiality, supervision, interaction with other professionals, etc.
Accommodations: If you need
disability accommodations in this class, if you have medical information you
wish to share with me or if you need special arrangements, please inform me immediately.
We can set up an appointment to meet privately.
Also, if you are a student
who requires accommodations for your learning, please remember to contact Access
Services to determine what resources you might need in this new online
learning context.
Academic Integrity Commitment: At the
beginning of this course we, as faculty and students, reaffirm our commitment
to be beyond reproach in our academic work as a reflection of Christian
character. We commit to honesty in all
aspects of our work. We seek to
establish a community which values serious intellectual engagement and personal
faithfulness more highly than grades, degrees, or publications.
Each student is required to complete the
online tutorial, You Quote It, You Note
It, found here: http://dev.fuller.edu/its/portico/plagiarism/.
Completing this tutorial one time meets this requirement for all
courses. Students are also expected to review and understand
the commitments to academic integrity as printed in the Student Handbook and
the Seminary catalogue. Some infractions
can be addressed by personal confrontation and corrective counsel. The following violations of these commitments
will be firmly addressed formally:
· Submitting the same work in whole or in part in more
than one course without the permission of the professor(s);
· Submitting as one’s own work material (s) obtained
from another source;
· Plagiarism:
unattributed quotations or paraphrases of ideas from published,
unpublished or electronic sources;
· Unauthorized collaboration in preparing assignments;
· Cheating on exams by any means;
· Aiding another student on papers and tests in
violation of these commitments.
Any
of these violations will result in a failing grade on the assignment and
possibly in the course, and will be reported to the Academic Integrity Committee
which may impose further sanctions in accordance with the Academic Integrity
Policy. Evidence of repeated violations
will result in a formal disciplinary process.
(For the full statement on Academic Integrity see The Student Handbook under Official
Statements.) You may contact the
Academic Integrity Committee Chair at aic-chair@fuller.edu
You may test your own papers for
plagiarism before submitting them. Click on this link: https://moodle.fuller.edu/mod/turnitintooltwo/view.php?id=30136.
You will be asked to log into Moodle and then be directed to the test page.
Statement of Informed
Consent
As part of Fuller's
commitment to educational effectiveness, Fuller is enhancing its attention to
student learning within particular courses, departments, and schools. In order to
have a thorough review of courses taught at Fuller Theological Seminary, the
faculty reserved the right to evaluate student work as part of the course
grading process and as a part of other institutional processes intended to
assess the effectiveness of the curriculum.
By participating
in this course students agree to have their work evaluated for grading purposes
(within the course) and for assessing the overall student performance within
the course, the department, the program, and the institution. When used outside
of classroom purposes, all student identification will be removed from documents.
Students wishing
to 'opt out' may copy and email the following statement the faculty teaching
the
course no later
than the end week two of the term. Participation is voluntarily and opting out
will not impact student's performance in the class:
I, ____________________ (first + last name), decline to have my
work assessed outside of class evaluative procedures used to determine course
grade for
Course #________ Course Name_______________
Statement of Policy on Use
of Technology in Class
It is expected
that the use of laptop and other devices will be limited to class-related work
during class time. Also, please use respect and professional judgment when you
are using computers during a visiting lecture or class discussion. Failure to
maintain appropriate professional boundaries in the use of devices will impact
the course grade.
VIII. COURSE SCHEDULE
|
Wk |
Tuesday |
Thursday |
|
1 |
9/29 Course overview |
10/1 Introduction: Client-Centered
Therapy |
|
Required |
Norcross,
J. C., & Lambert, M. J. (2018). Psychotherapy relationships that work
III. Psychotherapy, 55(4), 303-315. |
Rogers, Ch. 1 |
|
Suggested |
Watch:
The therapeutic relationship, individualized treatment and other keys to
successful psychotherapy (Norcross) https://www-psychotherapy-net.fuller.idm.oclc.org/stream/fuller/video?vid=172 Cooper,
M., & Joseph S. (2016). Psychological foundations for humanistic
psychotherapeutic practice. In D. J. Cain, K. Keenan, & S. Rubin (Eds), Humanistic psychotherapies: Handbook of
research and practice (pp. 11-46). American Psychological Association. [item
available through the Hubbard Library] |
Watch: Carl Rogers on
Person-Centered Therapy
https://www-psychotherapy-net.fuller.idm.oclc.org/stream/fuller/video?vid=204 |
|
Assignment |
Introduction |
|
|
2 |
10/6 Empathy |
10/8 Unconditional Positive
Regard |
|
Required |
Rogers, Ch. 2 & 3 |
Rogers, Ch. 4 & 5 |
|
Suggested |
Watson,
J. C. (2016). The role of empathy in psychotherapy: Theory, research, and
practice. In D. J. Cain, K. Keenan, & S. Rubin (Eds), Humanistic psychotherapies: Handbook of
research and practice (pp. 115-145). American Psychological Association.
[item available through the Hubbard Library] |
Watch:
Carl Rogers demonstration with Sylvia https://www.youtube.com/watch?v=l-ZdeOYwjgY |
|
Assignment |
Reflection & Integrative
Discussion: Benner, Ch. 1 |
|
|
3 |
10/13 Congruence |
10/15 Combining the Therapeutic
Triad |
|
Required |
Rogers, Ch. 6 & 7 |
Rogers, C. R. (1992). The necessary
and sufficient conditions of therapeutic personality change. Journal
of Consulting and Clinical Psychology, 60 (6), 827-832. |
|
Suggested |
Kolden, G. G., Klein, M. H.,
Wang, C.C., & Austin, S. B. (2011). Congruence/Genuineness. Psychotherapy,
48(1), 65-71. |
Watch:
Carl Rogers demonstration on anger https://www.youtube.com/watch?v=uRCD3anKsa0 |
|
Assignment |
Reflection
& Integrative Discussion: Sbanotto,
E.A. N., Gingrich, H. D., & Gingrich, F. C. (2016). Connecting
empathically. In E. A.N. Sbanotto, H. D. Gingrich, F. C. Gingrich, Skills for effective counseling: A faith-based
integration (pp. 125-150). Downers Grove, Illinois: IVP Academic. [item
available through the Hubbard Library] |
|
|
4 |
10/20 Client-Centered Therapy |
10/22 Beginning
the Therapeutic Relationship |
|
Required |
Rogers, Ch. 8 & 9 |
Person-Centered Expressive
Arts Therapy Video with Natalie Rogers—Go to the link provided below and
watch the therapy session before class for discussion: http://www.psychotherapy.net.naomi.fuller.edu:2048/stream/fuller/video?vid=086 |
|
Suggested |
Murphy,
D., & Joseph, S. (2016). Person-centered therapy: Past, present, and
future orientations. In D. J. Cain, K. Keenan, & S. Rubin (Eds), Humanistic psychotherapies: Handbook of
research and practice (pp. 185-218). American Psychological Association.
[item available through the Hubbard Library] Forman, D. Pl, & Moyers, T. B. (2019). With
odds of a single session, motivational interviewing is a good bet. Psychotherapy,
56(1), 62-66. |
Magnuson &
Norem, Ch. 2 [item available online through the Hubbard Library] Watch: Becoming a therapist: Inside the learning curve https://www-psychotherapy-net.fuller.idm.oclc.org/stream/fuller/video?vid=125 Clinical interviewing: Intake, assessment, &
therapeutic alliance http://www.psychotherapy.net.fuller.idm.oclc.org/stream/fuller/video?vid=276 |
|
Assignment |
Reflection & Integrative
Discussion: Benner, Ch6 |
|
|
5 |
10/27 Existential
Therapy |
10/29 Cultivating Presence |
|
Required |
Craig,
M., Vos, J., Cooper, M., & Correia, E. A. (2016). Existential
psychotherapies. In D. J. Cain, K. Keenan, & S. Rubin (Eds), Humanistic psychotherapies: Handbook of
research and practice (pp. 283-317). American Psychological Association.
[item available through the Hubbard Library] |
Existential-Humanistic
Psychotherapy Video with James Bugental—Go to the link provided below and
watch the therapy session before class for discussion: http://www.psychotherapy.net.naomi.fuller.edu:2048/stream/fuller/video?vid=062 |
|
Suggested |
Vos, J., Craig, M., &
Cooper, M. (2015). Existential
therapies: A meta-analysis of their effects on psychological outcomes. Journal
of Consulting & Clinical Psychology, 83(1), 115—128. |
Yalom,
I. D. (2017). The gift of therapy: An
open letter to a new generation of therapists and their patients. New York, N.
Y.: Harper Perennial. http://www.psychotherapy.net.fuller.idm.oclc.org/stream/fuller/video?vid=020 Sbanotto,
E.A. N., Gingrich, H. D., & Gingrich, F. C. (2016). Your presence in the
room. In E. A.N. Sbanotto, H. D. Gingrich, F. C. Gingrich, Skills for effective counseling: A faith-based
integration (pp. 79-98). Downers Grove, Illinois: IVP Academic. [item
available through the Hubbard Library] |
|
Assignment |
Reflection & Integrative
Discussion: Olsen,
R. A. (2005). Free will and therapeutic change. Pastoral Psychology, 53(3), 267-279. Due Case
Conceptualization Paper: Friday 10/30/20
at 5pm |
|
|
6 |
11/3 Focusing and Experiential
Psychotherapy |
11/5 Focusing on Emotion and Here
and Now |
|
Required |
Krycka,
K. C., & Ikemi, A. (2016). Focusing-oriented—Experiential psychotherapy:
From research to practice. In D. J. Cain, K. Keenan, & S. Rubin (Eds), Humanistic psychotherapies: Handbook of
research and practice (pp. 251-282). American Psychological Association.
[item available through the Hubbard Library] |
Angus, L.E., &
Greenberg, L.S. (2011). Working with narrative and emotion in trauma: The
case of Alex. In L.E. Angus & L. S. Greenberg, Working with narrative in emotion-focused therapy: Changing stories,
healing lives (pp. 119-137). Washington, DC: American Psychological
Association. |
|
Suggested |
A Focusing Session
Demonstration by Eugene Gendlin—Go to the link provided below and watch the
therapy session before class for discussion: https://www.youtube.com/watch?v=F5fb8Pf5gBs |
Sbanotto,
E.A. N., Gingrich, H. D., & Gingrich, F. C. (2016). Identifying the
pieces of the story: Using the here and now. In E. A.N. Sbanotto, H. D.
Gingrich, F. C. Gingrich, Skills for
effective counseling: A faith-based integration (pp. 99-110; 235-252).
Downers Grove, Illinois: IVP Academic. [item available through the Hubbard Library] |
|
Assignment |
Reflection
& Integrative Discussion: Pascual-Leone,
A., Paivio, S., Harrington, S. (2016). Emotion in psychotherapy: An
experiential-humanistic perspective. In D. J. Cain, K. Keenan, & S. Rubin
(Eds), Humanistic psychotherapies:
Handbook of research and practice (pp. 147-181). American Psychological
Association. [item available through the Hubbard Library] |
|
|
7 |
11/10 Gestalt Therapy |
11/12 Challenges
in Therapy |
|
Required |
Wagner-Moore,
L. E. (2004). Gestalt therapy: Past,
present, theory and research. Psychotherapy:
Theory, Research, Practice, Training, 41(2), 180-189. |
Gestalt Psychotherapy Video
with Erving Polster—Go to the link provided below and watch the therapy
sessions (select a few—e.g., beginning, middle, and termination session)
before class for discussion: http://www.psychotherapy.net.naomi.fuller.edu:2048/stream/fuller/video?vid=014 |
|
Suggested |
Brownell,
P. (2016). Contemporary gestalt therapy. In D. J. Cain, K. Keenan, & S.
Rubin (Eds), Humanistic
psychotherapies: Handbook of research and practice (pp. 219-250).
American Psychological Association. [item available through the Hubbard Library] |
Magnuson & Norem, Ch. 3 |
|
Assignment |
Reflection & Integrative
Discussion: Scaturo,
D. J. (2005). Therapeutic neutrality, self-disclosure, and boundary management:
Dilemmas of therapeutic engagement. In D. J. Scaturo, Clinical dilemmas in psychotherapy: A transtheoretical approach to
psychotherapy integration (pp. 143-157). Washington,
DC: American Psychological Association. |
|
|
8 |
11/17 Culture
and Diversity in Psychotherapy |
11/19 Sexuality
and Psychotherapy |
|
Required |
Markus, H. R., &
Kitayama, S. (1991). Culture and self: Implications for cognition, emotion,
and motivation. Psychological Review,
98(2), 224-253. |
Wiederman, M. W., &
Sansone, R. A. (1999). Sexuality
training for professional psychologists: A national survey training directors
of doctoral programs and predoctoral internships. Professional
Psychhology: Research and Practice, 30 (3), 312-317. |
|
Suggested |
Brown,
L. S. (2007). Empathy, genuineness, and the dynamics of power: A feminist
responds to Rogers. Psychotherapy: Theory, Research, Practice,
Training, 44(3), 257-259. |
|
|
Assignment |
Reflection & Integrative
Discussion: Arnett,
J. J. (2008). The neglected 95%: Why American psychology needs to become less
American. American Psychologist, 63(7),
602-624. |
|
|
9 |
11/24 The
Person of the Therapist |
11/26 No Class |
|
Required |
Keenan,
K., & Rubin, S. (2016). The good therapist: Evidence regarding the
therapist’s contribution to psychotherapy. In D. J. Cain, K. Keenan, & S.
Rubin (Eds), Humanistic psychotherapies:
Handbook of research and practice (pp. 421-454). American Psychological
Association. [item available through the Hubbard Llibrary] |
Thanksgiving
Break |
|
Suggested |
Sbanotto,
E.A. N., Gingrich, H. D., & Gingrich, F. C. (2016). The person of the
counselor. In E. A.N. Sbanotto, H. D. Gingrich, F. C. Gingrich, Skills for effective counseling: A faith-based
integration (pp. 33-54). Downers Grove, Illinois: IVP Academic. [item
available through the Hubbard Library] What
works in psychotherapy (Scott Miller) https://www-psychotherapy-net.fuller.idm.oclc.org/stream/fuller/video?vid=081 |
|
|
Assignment |
Reflection & Integrative
Discussion: Anderson, R. S. (2010). Self-care:
A guide to spiritual fitness. In R. Anderson, Self care: A theology of personal empowerment & spiritual healing
(pp. 96-111). Wipf and Stock. [item available through the Hubbard Library] |
|
|
10 |
12/1 Integration
& Humanistic Approaches |
12/3 |
|
Required |
Johnson, E. L. (1997). Christ, The Lord of psychology. Journal
of Psychology and Theology, 25 (1), 11-27. |
Magnuson & Norem, Ch. 4 [item available through the
Hubbard Library] |
|
Suggested |
Kelly,
E. W. (1997). Relationship-centered counseling: A humanistic model of
integration. Journal of Counseling
& Development, 75, 337-345. |
Sbanotto,
E.A. N., Gingrich, H. D., & Gingrich, F. C. (2016). Ending and new
beginnings. In E. A.N. Sbanotto, H. D. Gingrich, F. C. Gingrich, Skills for effective counseling: A faith-based
integration (pp. 323-346). Downers Grove, Illinois: IVP Academic. [item
available through the Hubbard Library] |
|
Assignment |
Reflection & Integrative
Discussion: Tursi, M. M., & Cochran,
J. L. (2006). Cognitive-behavioral tasks accomplished in a person-centered
relational framework. Journal of
Counseling & Development, 84, 387-396. |
|
|
|
Finals Week: 12/7-12/11 |
|
|
Assignment |
Due Integration Paper: Friday 12/11 at 5 p.m. |
|
Client-Centered Case
Conceptualization Paper
Write a case conceptualization paper in APA style and format based on a case vignette. The paper should be written from a client-centered perspective, and should be organized in four sections:
1. Case presentation (including presenting problem, brief client history)
2. Attempt a Diagnosis, using DSM 5 nomenclature and codes such as “Major Depressive Disorder 296.22”
3. Case formulation
4. Treatment plan (including goals)
The presentation needs to
be professional, concise, and free of esoteric or colloquial language. The paper should tell a coherent, persuasive
story about the client in the case so that the reader feels like he/she really
knows what the client’s need is. Use the
detailed outline below for guidance. Case
presentation (history & presenting problem):
The presentation is a big-picture summary designed to capture the essence of the case in a paragraph or two.* You must decipher which background information is most relevant to the needs of the presentation. Indicate how you obtained your information (interview, old records, family members, past therapists, etc.). The presentation should include the following information:
1. Identifying Data: age, sex, marital status, race and religion (when relevant), occupation, living situation and any other items of direct clinical importance
2. Chief Complaint: In the patient’s own words, the immediate reason for beginning therapy. For example, “I was sick;” “My mother thought I was going crazy and she made me come.”
3. History of the Present Illness: onset, duration, course of symptoms. Past Psychiatric History: previous hospitalizations, prior treatments (if drugs, which ones, what doses, what benefits, and what side effects?), prior symptom patterns, past suicide attempts, and the overall course of illness (e.g. chronic and unremitting, or clear and normal functioning and mood between acute psychotic episodes, etc.)
4. Medical History: major medical illnesses, surgery, prior medical hospitalizations, current medications
5. Family History: immediate family, extended family, place of birth, describe parents or primary caretakers, describe early family relationships, preschool years, developmental milestones, family history of psychiatric illness, major family events of transitions (relocations, divorces, deaths, major illness, etc.)
6. Personal History: schooling, social/cultural background, work history, close friendships, romantic involvements, marital history, alcohol and drug history, military service, recreational pastimes.
7. Spiritual/faith history if applicable: church and/or related spiritual interests that may be relevant either to presenting problems or that may serve as resources for growth.
* Do not leave out information important to the case presentation, but rather add needed information at your own discretion. In other words, feel free to make stuff up.
Diagnosis: Use DSM 5 nomenclature and code. Grading will take into consideration that you have not been thoroughly trained on use of DSM 5.
Case formulation: According to your clinical judgment, explain the heart of the matter and the issues that you see as most important to address in therapy from a client-centered perspective (e.g., addressing issues such as self-actualization, getting in touch with affect, learning to accept and like self, etc.). Combine your clinical insight and training with the client’s presentation to come up with a hypothesis about the causes, precipitants, and maintaining influences of the client’s problem. This will be the longest section of the presentation.
Treatment plan
(including goals)
What is your treatment plan – both immediate and long term? What are the goals of psychotherapy? Which interventions are necessary and why? How do you propose to accomplish them? Answer such questions from a client-centered perspective, using terms and concepts that Rogers might have used. Also, please note whether or not there may be any integration / faith issues relevant to the case.
The paper will be graded on clarity/coherence of presentation, fidelity to the client-centered perspective, and level of clinical judgment (diagnosis, understanding of pathology and treatment). Please do not discuss your ideas for the paper with classmates, as this is to be an expression of your own ability to conceptualize a case.
Grading Rubric [35
points]:
|
1.Case Presentation |
|
|
Clear explanation of
the presenting problem |
/3 |
|
Relevant history
(i.e., illness, family, socio-cultural, spiritual, etc.) |
/3 |
|
2.Diagnosis |
|
|
Diagnosis relevant
to symptoms mentioned |
/4 |
|
3.Case
Conceptualization |
|
|
Clinical insight
using a client-centered model |
/3 |
|
Clear application of
client-centered perspective |
/3 |
|
Concise and appropriate
hypothesis |
/3 |
|
Critical evaluation of
diversity issues (e.g., culture, race, gender, SES, etc.) |
/3 |
|
4.Treatment
Plan |
|
|
Well-defined goals |
/5 |
|
Consistent with
client-centered perspective |
/3 |
|
5.Overall
Communication and Writing |
|
|
Clear, understandable,
professional language |
/3 |
|
Target to a
treatment team not familiar with the client |
/2 |
|
Total |
/35 |
Final Integration Paper
Description: Write a paper on the integration of theology and psychology, specifically on client-centered therapy. Considering Roger’s perspective on human nature, psychopathology, and growth, examine three specific principles of the theory (i.e., unconditional positive regard and conditions of worth; congruence and warmth; and the self-actualizing principle) and critique these principles from a Christian-perspective. Discuss areas of both correspondence and discordance, including potential areas where some Christian traditions may align or not align with Rogers. Support your argument by incorporating from your readings on: 1) Roger’s On Becoming a Person, 2) evidences from recent literature, and 3) other theological/integrative assigned readings from class this quarter (e.g., Anderson, 2003).
Suggested Format:
I. Introduction
II. Principle #1: _____________
i. Discussion/analysis of concept
ii. Integrative critique
III. Principle #2: _____________
i. Discussion/analysis of
concept
ii. Integrative critique
IV. Principle #3: _____________
i. Discussion/analysis of
concept
ii. Integrative critique
V. Conclusion
Grading Rubric: [35
points]
|
Discussion/Analysis of Rogerian Theory |
|
|
Identify and describe
three Rogerian principles. |
/3 |
|
Demonstrate
a strong grasp of client-centered theory by analyzing how each principle is
related to psychological maladjustments, growth, etc. |
/6 |
|
Critically
evaluate each of the Rogerian principles related to diversity issues |
/6 |
|
Integrative
Response |
|
|
Critically evaluate
each of the Rogerian principles described from a Christian perspective. |
/3 |
|
Discuss
areas of both correspondence and discordance between Christianity and Rogerian
theory. |
/6 |
|
Use of
Resources |
|
|
Incorporate Roger’s On Becoming a Person in discussing
concepts from client-centered theory |
/3 |
|
Include
evidences from current literature based on client-centered approach (e.g.,
required and/or suggested class reading material) |
/3 |
|
Cite
theological/integrative materials when providing integrative critique (e.g., Anderson,
2003; Jones & Butman, 2011) |
/3 |
|
Writing
Style |
|
|
Proper APA formatting,
citations, and academic/professional writing (e.g., no jargons) |
/1 |
|
Correct
grammar and sentence structure |
/1 |
|
Total |
/35 |
Tips:
- The chapter on Person-centered therapy from Jones, S.
& Butman, R. (2011). Modern psychotherapies: A
comprehensive Christian critique. Downers Grove, IL provides a “Christian
response” at the end of the chapter which may serve as additional resource.
- This is an analysis paper not
a reflection paper; so remember to not write in the first person.
- If you choose to include
quotes, use them sparingly and attempt to embed them within your paper rather
than including large blocks of text.
- The Purdue online writing lab
(https://owl.english.purdue.edu/owl/resource/560/01/) and the Fuller writing
center are good resources to access for assistance with APA style
- PROOF READ
Completing a minimum of 15 hours of therapy with a client-actor
is a primary requirement for first year students. In addition to the contact hours, satisfying
this requirement involves attending group and live supervision, learning the
procedures and policies of Fuller Psychological and Family Services, and timely
and accurate completion of progress notes, process notes, an intake summary,
and a termination summary. As you
progress through the year, the faculty and your TA Supervisors will inform you
of other assignments necessary to fulfill this requirement. The
School of Psychology requires satisfactory completion of Practicum Zero in
order to continue clinical training into the second year.
Basic Requirements
Regular and punctual attendance for supervision. Supervisors make exceptions only in case of illness, emergency, or extenuating circumstances. Your supervisor expects you to notify him/her whenever you are not able to attend or if you will be late. Lack of attendance or problems with punctuality will negatively affect your evaluation.
Timely and professional contact with your client or student “client” once they have been assigned. You are expected to be present for all scheduled meetings with your client.
Professional, legal, and ethical conduct with your client, supervisor, and peers.
Timely and accurate completion of all client and supervision related paperwork.
“Trainability.” You are encouraged to express your opinions regarding the treatment of your client. Indeed, your supervisor will ask you to determine the best approaches to treatment. However, you are expected to be responsive and open to supervision. As a student in training, you are not legally or ethically permitted to perform clinical work that is not informed by supervision.
Confidentiality. Under no circumstances are you to reveal information about your client, therapy sessions, or those of your fellow supervisees. In some circumstances, a client will give consent for his or her case to be discussed in the classroom. Beyond that, cases are not to be discussed outside of supervision. A failure to comply with this will lead to disciplinary action which may include dismissal from the program.
Learning all policies and procedures of Fuller Psychological and Family Services.
Other requirements as assigned by faculty or supervisors.
PRACTICUM 0: CLINICAL TRAINING COMPETENCIES AND COMPETENCY ELEMENTS
Practicum 0 clinical training experience emphasizes foundational, beginning-level clinical skills and competencies, designed to acclimate 1st-year students to clinical work. This experience is centered around providing therapy to simulated clients. Practicum 0 emphasizes the following competencies, and associated competency elements:
PRACTICUM
0: STUDENT HOURS BREAKDOWN
|
Activities |
Hours/Week |
|
“Live Team” group—led by the student supervisor, which will include
simulated therapy sessions, peer observation, and feedback. |
2 |
|
Group supervision—led by the student supervisor, which will
include SOAP notes review, review of video recordings, and discussion of
Client-Centered Therapy. |
2 |
|
Individual student—video review and note writing, as needed. |
1 |
|
Group supervision with the faculty supervisor—to discuss therapy sessions and review
videos, in Winter and Spring quarters. |
1 |
|
Total |
5 (Fall) 6 (Winter; Spring) |
PRACTICUM 0 GROUP SUPERVISION
SCHEDULE: FALL QUARTER
|
Week |
Topic (Assignments) |
|
1 |
Baseline Video Recording |
|
2 |
Introduction and Review of Requirements |
|
3 |
Overview of Client-Centered Therapy |
|
4 |
Empathy & UPR in
Theory and Practice Review dyadic
role-play videos |
|
5 |
Congruence in Theory
and Practice SOAP notes and the
initial phone call; Review of confidentiality paperwork; Role-plays |
|
6 |
Live Team begins Role-plays |
|
7 |
SOAP note practice.
Writing an Intake Report Case discussion
and/or role-playing |
|
8 |
Suicide/risk assessment Case discussion
and/or role-playing |
|
9 |
Thanksgiving – no
group supervision. |
|
10 |
Case discussion
and individual student evaluations. |
|
Finals |
Case discussion
and individual student evaluations. |
*Spring and winter quarter will consist primarily of case discussion/supervision.