Karen S. Pfost, Ph.D.

Illinois State University

Fall 2004

Classroom: 19 DeGarmo

Instructor: Dr. Karen S. Pfost

Phone: 438-7278

e-mail: kspfost@ilstu.edu

Website: http://www.ilstu.edu/~kspfost.html.

Office Hours: Mon. 10:00 - 10:50, Thurs. 2:00 - 3:00 & by appt.

Course Purpose:

This course is designed as a capstone experience, which means that its purpose is to both unify and provide a broader context for knowledge about the field of psychology gained throughout the undergraduate years. Part of this process is exploring connections between both (1) oneself and the field of psychology and (2) the rest of the world and psychology.

Course Goals:

1) To become ready to assume a professional role in the workplace which utilizes knowledge in the major;

2) To apply psychological knowledge to social problems and their amelioration;

3) To appreciate multiple perspectives on controversial topics in the field; and

4) To develop oral communication skills which will assist in future professional presentations.

Course Requirements:

As a seminar, this class requires regular preparation and participation by all students. The instructor will serve as a convener and facilitator rather than lecturer. The course necessitates that students assume a more active, responsible role in learning than has been possible in previous classes. The following are necessary tasks:

1) generate questions and comments to tailor the class periods (esp. the first four) to student needs.

2) in pairs, present information and facilitate discussion on these topics for the remaining 10 weeks.

3) describe in a written format the most important things you learned in the course

Grading Criteria:

Class Attendance/Participation - 100 pts.

Article Summaries - 100 pts.

Class Presentation - 100 pts.

Research Paper - 100 pts.

Midterm & Final Exam - 100 pts. each

TOTAL = 600 pts.

Course Policies:

Attendance and class participation are crucial. This class mandates reading of the assigned article for class; three copies of each article are on reserve in the Psychology Resource Center (DeGarmo 17). A typed, double-spaced 1-2 page summary of each article in your own words is to be turned in every Wednesday. This summary should include some of your own reactions to the article but needs to focus primarily on the article content.

Exams are to be taken on the scheduled date; makeup exams will be given rarely and totally at the instructor's discretion. (Be prepared to document a medical emergency if one prevents you from taking the exam on the scheduled date.) Makeup exams may adopt a different format (e.g., oral).

Term papers must have as a focus the same topic as your presentation (see below) but are to be a review of scholarly literature, most of which is empirical (research). Thus, term papers will require covering the topic in greater depth than in the presentation, which is to be an introduction to the topic. PAPERS MUST BE FREE OF PLAGIARISM (which is operationally defined as more than seven consecutive words from another source), on time (they are due the last day of class), typed, double-spaced, in APA style (see fifth edition of the APA Publication Manual), and reflect a thorough review of the literature. A PsychInfo (or similar electronic database)search or its equivalent by hand (using Psychological Abstracts) is required. Each paper should draw on 15-20 scholarly journals; to the degree possible these should be empirical (i.e., research). When your search is complete, you are required to meet with the instructor to review the results of the search, so that you can receive assistance in identifying the higher quality articles and journals. Papers are to be 15-20 pages in length.

Oral presentations are to be one entire class period in duration and will be done in pairs to the degree possible. Any use of videotaped material to supplement the presented material must receive the instructor's approval. The use of outlines and handouts is encouraged. Research for the oral presentation should extend beyond the internet; each student is REQUIRED to meet with the instructor to plan a research approach for the presentation. Evaluation criteria for the presentation will focus on its thoroughness, scholarliness, and the degree to which it provides new learning not covered in previous coursework.

Course Outline:

Each week will have a different topic and assigned readings and will fit within one of three broad themes: (1) finding a fit between oneself and the field; (2) controversial issues in the field and (3) how psychology can address social problems. Presentations will start on Sept. 20 and will occur on Mondays. On Wednesdays, the students who made presentations on Mon. will lead a discussion of the assigned reading (and reaction papers are due).

Aug. 23 - Orientation, Topic Selection, and Self-assessment

Visit the Psychology Dept. website at http://main.psy.ilstu.edu. This should give you more information about the department and the major. The Undergraduate Coordinator, Dr. Dan Graybill, regularly makes announcements on this site.

Copies of this syllabus will also appear.

Aug. 30 - Graduate school

Norcross, J. C., Hanych, J. M., & Terranova, R. D. (1996). Graduate study in psychology: 1992- 1993. American Psychologist, 51, 631-643.

Sept. 8 - Psychology and Political Processes

Landau et al. (2004). Deliver us from evil: The effects of mortality salience and reminders of 9/11 on support for President George W. Bush. Unpublished manuscript.

Sept. 13 - Careers in the Field

Wiggins, J. G., Jr. (1994). Would you want your child to be a psychologist? American Psychologist, 49, 485-492.

Sept. 20 - Managed Care & Prescription Privileges

Resnick, R.J., & Norcross, J.D. (2002). Prescription privileges for psychologists: Scared to death? Clinical Psychology: Science & Practice, 9(3), 270-274.

Kiesler, C.A. (2000). The next wave of change for psychology and mental health services. American Psychologist, 55, 481-487.

Sept. 27 - Addictions Treatment

Chiauzzi, E.J., & Liljegren, S. (1993). Taboo topics in addiction treatment: An empirical review of clinical folklore. Journal of Substance Abuse Treatment, 10, 303-316.

Oct. 4 - Integrating Spirituality and Psychology

Sanderson, C. & Linehan, M. M. (1999). Acceptance and forgiveness. In W.R. Miller (Ed.), Integrating Spirituality into treatment: Resources for practitioners. Washington, DC: American Psychological Assn.

Oct. 11 - MIDTERM EXAM (Mon.) and Resume Writing

Oct. 18 - Positive Psychology

Seligman, M.E.P. & Cxikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.

Fredrickson, B.L. (2000). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 55(1), 218-226.

Oct. 25 - Multiculturalism

Fowers, B. J., & Richardson, F. C. (1996). Why is multiculturalism good? American Psychologist, 51, 609-621.

Nov. 1 - GLBT Therapy

Division 44 Committee on Lesbian, Gay, and Bisexual Concerns (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. American Psychologist, 55, 1440-1451.

Nov. 8 - Racism

Clark, R., Anderson, N. B. Clark, V. R., & Williams, D. R. (1999). Racism as a stressor for African-Americans. American Psychologist, 54, 805-816.

Nov. 15 - Violence

Bushman, Brad. J., & Anderson, C. A. Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477-489.

Nov. 29 - Poverty

Evans, G.W. 2004). The environment of childhood poverty. American Psychologist,

59(2), 77-92.

Dec. 6 - The Environment

Howard, G.S. (2000). Adapting human lifestyles for the 21st century. American Psychologist, 55, 509-515.

Winter, D. D. N. (2000). Some big ideas for some big problems. American Psychologist, 55, 516-522.

Any student in need of a special accommodation should contact 438-5853 (voice) or 438-8620 (TDD). Students who recognize a personal problem (including anxiety about presenting in this course) are encouraged to seek services at Student Counseling Services in the Student Services Building.