Office Hours:
M 12:15 - 1, R 2 - 3, F 8 - 9, or by appointment

This syllabus is your contract for this course.  Keep it and consult it frequently. 

Course Enrollment

Enrollment in this course is restricted to master's degree students in the Clinical-Counseling Psychology Program.

Course Goals

The overall aim of this course is to prepare students to function as knowledgeable and ethical mental health professionals in the field of clinical-counseling psychology.  To this end, I have identified and integrated several specific objectives into the course.  These include:

A. Familiarity with clinical-counseling psychology as a specialty as well as its current status and future directions;
B. Knowledge of the legal and ethical mandates and issues essential to the professional practice of clinical-counseling psychology;
C. Appreciation of the importance of lifelong professional development, including supervision;
D. Understanding counseling and psychotherapy in a multicultural context;
E. Knowledge of how to respond to suicidal and violent clients, the appropriate uses of medication and hospitalization, and professional consultation; and
F. Familiarity with a particular topic or area of interest to clinical-counseling psychologists and/or professional psychologists in general.

Readings

The readings for this course are required and can be purchased in the form of a spiral-bound text at PIP Printing in the Bone Student Center with presentation of a ticket.  The readings consist of 47 contemporary journal articles and statutory laws which address a broad spectrum of topics related to the practice of clinical-counseling psychology (see Schedule of Topics and Readings below).

Course Requirements

A. Attendance - I expect you to attend every class.  I value conscientiousness; therefore, excessive lateness or absences, whether legitimate or not, are unacceptable.  Likewise, it is not appropriate to leave class early due to obligations which begin after class; class will end promptly at 12:15 p.m.  I also value courtesy; therefore, kindly notify a colleague or me of any anticipated lateness or absence.  If you miss a class, it is your responsibility to obtain notes from a classmate.  

B. Class participation (50 points) - I will conduct this course as a graduate seminar; I will not deliver lectures.  Instead, I will assign a specific discussion topic (e.g., employment trends, confidentiality, multicultural counseling, suicide) and related readings for each class period.  I expect you to prepare for class by reading the assigned literature and generating issues for discussion.  As graduate students, you should be prepared to participate meaningfully and often; active participation will facilitate your learning and professional growth.  This approach is intended to enhance and stimulate your thinking about topics, rather than merely repeat information contained in the readings.  You will also moderate classroom discussion on a rotational basis.  Moderators are to facilitate discussion of the content and issues contained in the assigned literature and integrate material from other original sources as well as life experience.  Please consult me about ideas and sources for discussion when it is your turn to moderate class.  I will evaluate your classroom participation as follows:

50 points: The student spoke thoughtfully more than once in every class period.

45 points: The student spoke thoughtfully once every class period.

40 points: The student spoke thoughtfully in over 50% of the class periods.

35 points: The student spoke thoughtfully in less than 50% the class periods.

30 points: The student seldom spoke thoughtfully.

25 points: The student never spoke thoughtfully.

C. In-class Reactions (50 points)

Five times during the semester, I will ask you to write a short reaction to something that we have read or discussed in class.  You will not know in advance when I will ask for written reactions.  The purposes of these reactions are to help you process course material and help me gauge how well you understand a particular topic or issue.  Reactions require that you clarify, develop, or defend a particular point of view.

Sample topics/issues might include the following:

"How well do the ethics code and licensure act protect clients from potentially harmful dual relationships?  What are your recommendations for improving both?"

"Why is multicultural sensitivity not sufficient to ensure effective counseling for ethnic minority clients?  What are your ethical and legal obligations when assigned a client with whose ethnicity you are not familiar?"

Each reaction should be around 1-2 pages long and will be graded as complete (10 points), adequate (5 points), or insufficient (0 points).  An accurate, clear, organized, and thoughtful reaction will receive 10 points.  If your reaction makes little sense or consists of a scattered amalgam of ideas, you will receive 0 points.  You can earn up to a total of 50 points through these in-class reactions.  You must be present to receive credit for an in-class reaction.

D. Exam 1 (100 points, October 12th from 11 a.m.- 12:15 p.m.) - The first exam will be closed book and will consist of a menu of essay questions of which you are to respond to one in considerable detail.  Each question will be comprehensive (i.e., factual, integrative, and applied) and will reflect a distinct component of the didactic material covered in the first half of the course (e.g., employment, legal and ethical issues, professional conduct).  The dimensions on which essays will be evaluated are: accuracy, clarity, organization, thoughtfulness, and thoroughness.

E. Review Paper (100 points, due on November 18th at 11 a.m.) - Prepare a 20 page, double-spaced paper which reviews a specific topic or area within clinical-counseling psychology or professional psychology in general.  You are free to select a topic of interest to you.  Possible topics include:

Career pathways for practitioners
Proliferation of credentialing
Development of a universal code of ethics and transnational licensure
Malpractice
Characteristics of master therapists
Blending indigenous with traditional methods
Permissible suicide
Prescription privileges

I encourage you to meet with me to discuss your paper topic so as to achieve precision of focus and organizational clarity.  You must prepare your paper according to the stylistic guidelines presented in the Publication Manual (5th ed.) (APA, 2001).  I will return papers that do not conform to APA style for revision and dock the submitted revision by one full letter grade (i.e., 15 points).

F. Exam 2 (100 points, December 10th from 7:50 - 9:05 a.m.) - The second exam will be closed book and will consist of a menu of essay questions of which you are to respond to one in considerable detail.  Each question will be comprehensive (i.e., factual, integrative, and applied) and will reflect a distinct component of the didactic material covered in the second half of the course (e.g., professional development, multicultural counseling, miscellaneous topics).  The dimensions on which essays will be evaluated are: accuracy, clarity, organization, thoughtfulness, and thoroughness.

Summary

Class Participation:                  50 points
In-class Reactions:                   50 points
Exam 1:                                 100 points, 10/12 from 11 a.m. - 12:15 p.m.
Review Paper:                       100 points, Due 11/18 at 11 a.m.
Exam 2:                                 100 points, 12/10 from 7:50 - 9:05 a.m.

Grades

360-400 = A
320-359 = B
280-219 = C
240-279 = D
     <240 = F

Grades will be based on a strict percentage system.  You may see your grades by clicking on the link "Grades" above and then logging on to a secure webpage.

I am not inclined to negotiate grades just because a student believes he or she deserves a better grade.  Grades are based on academic performance, not perceived need.  I will provide you with individualized feedback within one week of taking an exam.  Although I will not hold "post-mortems" on exams, please feel free to discuss your exam results with me.  Before doing so, however, I expect you first to make an independent effort to discover the source of lost points; after that, I would be most willing to meet with you.

Academic Integrity

According to the Student Judicial Office, "plagiarism is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs."  Plagiarism includes copying sentences from sources without paraphrasing them.  Paraphrasing, on the other hand, is when you summarize someone else's work in your own words.  For further information on the distinction between plagiarism and paraphrasing, consult the Publication Manual (APA, 2001), which is available in the Reference Section of Milner Library.  I will evaluate the review paper that you submit with the Essay Verification Engine, a software program designed to detect plagiarism.  If it becomes apparent that you have plagiarized, I will give you an F for the course and initiate a referral to the Student Judicial Office where the matter will be further adjudicated.  Likewise, cheating on exams will result in a course grade of F and referral to the Student Judicial Office.  In addition, exams are not intended for distribution to the University community; taking an exam is stealing.

Miscellaneous Matters

I may grant extensions of the due dates; however, a reduction of one full grade will accompany each extension. 

I will not offer make-up exams unless there is a bona fide emergency (e.g., serious illness); job conflicts, family vacations, oversleeping, and feeling indisposed do not qualify as emergencies.  In the event of a genuine emergency, it is your responsibility to provide me with legitimate written documentation of the emergency as soon as possible (e.g., a physician's note).  Make-up exams for students who have real emergencies may differ from that administered in class.  Unavoidable conflicts must be resolved well before the exam so that you can take the exam early.  Specific arrangements should be negotiated with me at least one week before the date of the scheduled exam.  If you have a lengthy illness or personal crisis and are unable to complete the course, you may need to drop the course or take an incomplete if you are eligible to do so.

If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).  If you find that you have problems taking notes and exams or if you suffer from test and public-speaking anxiety, the University Center for Learning Assistance and Student Counseling Services, respectively, can assist you.  The UCLA is located in STV 113 (438-7100) and the SCS is located in the SSB 320 (438-3655).

8/17: Orientation

8/19: Employment

Blanchard, M., & Hays-Thomas, M. (1999). First jobs of master’s psychology graduates: Task analysis and the content validity of training. Journal of Psychological Practice, 5, 39-54.

James, S. H., & Greenwalt, B. C. (2001). Documenting success and achievement: Presentation and working portfolios for counselors. Journal of Counseling and Development, 79, 161-165.

8/24: Employment (cont.)

Drum, D. J., & Blom, B. E. (2001). The dynamics of specialization in professional psychology. Professional Psychology: Research and Practice, 32, 513-521.

Cantor, D. W., & Fuentes, M. A. (2008). Psychology's repsonse to managed care. Professional Psychology: Research and Practice, 39, 638-645.

8/26: The Future

Miller, T. W., DeLeon, P. H., Morgan, R. D., & Penk, W. E. (2006). The public sector psychologist with 2020 vision. Professional Psychology: Research and Practice, 37, 531-538.

Ritterband, L. M., Gonder-Frederick, L. A., Cox, D. J., Clifton, A. D., West, R. W., & Borowitz, S. M. (2003). Internet interventions: In review, in use, and into the future. Professional Psychology: Research and Practice, 34, 527-534.

8/31: Licensure (click link to go to the Illinois Mental Health Counselors Association)

IL Professional Counselor and Clinical Professional Counselor Licensing Act (click link to go to the Illinois Department of Financial and Professional Regulation)

9/2: Licensure (cont.)

Johnson, W. B., Porter, K., Campbell, C. D., & Kupko, E. N. (2005). Character and fitness requirements for professional psychologists: An examination of state licensing application forms. Professional Psychology: Research and Practice, 36, 654-662.

Knapp, S., Gottlieb, M., Berman, J., & Handesman, M. M. (2007). When laws and ethics collide: What should psychologists do? Professional Psychology: Research and Practice, 38, 54-59.

9/9: Ethics

ACA Code of Ethics and Standards of Practice (click link to go to the American Counseling Association)

9/14: Ethics (cont.)

ACA Code of Ethics and Standards of Practice

9/16: Ethics (cont.)

Cottone, R. R. (2001). A social constructivisn model of ethical decision making in counseling. Journal of Counseling and Development, 79, 39-45.

Daniels, J. A. (2001). Managed care, ethics, and counseling. Journal of Counseling and Development, 79, 119-122.

9/21: Ethics (cont.)

10/19: Professional Development (cont.)

Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling and Development, 81, 483-489.

Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2005). Training ethical psychologists: An acculturation model. Professional Psychology: Research and Practice, 36, 59-65.

10/21: Impairment and Well-being

O’Connor, M. F. (2001). On the etiology and effective management of professional distress and impairment among psychologists. Professional Psychology: Research and Practice, 32, 345-350.

Stevanovich, P., & Rupert, P. A. (2009). Work-family spillover and life satisfaction among professional psychologists. Professional Psychology: Research and Practice, 40, 62-69.

10/26: Supervision

Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class. Psychotherapy: Research, Practice, Training, 44, 434-449.

Vespia, K. M., Heckman-Stone, C., & Delworth, U. (2002). Describing and facilitating effective supervision behavior in counseling trainees. Psychotherapy: Theory, Research, Practice, Training, 39, 56-65.

10/28: Multicultural Counseling

D’Andrea, M. (2000). Postmodernism, constructivism, and multiculturalism: Three forces reshaping and expanding our thoughts about counseling. Journal of Mental Health Counseling, 22, 1-16.

Dale, D., Jr. (2008). The single practitioner and community engagement: Bridging the gap between practice and social action. American Psychologist, 63, 791-797.

11/2: Multicultural Counseling (cont.)

Knapp, S., & VandeCreek, L. (2007). When values of different cultures conflict: Ethical decision making in a multicultural context. Professional Psychology: Research and Practice, 38, 600-666.

La Roche, M. J., & Marxie, A. (2003). Ten considerations in addressing cultural differences in psychotherapy. Professional Psychology: Research and Practice, 34, 180-186.

11/4: Multicultural Counseling (cont.)

Treviño, J. G. (1996). Worldview and change in cross-cultural counseling. Counseling Psychologist, 4, 198-215.

D'Andrea, M. D., & Heckman, E. F. (2008). A 40-year review of multicultural counseling outcome research: Outlining a future research agenda for the multicultural counseling movement. Journal of Counseling and Development, 86, 356-363.

11/9: Multicultural Counseling (cont.)

Liu, W. M., & Clay, D. L. (2002). Multicultural counseling competencies: Guidelines in working with children and adolescents. Journal of Mental Health Counseling, 24, 177-187.

Schneider, M. S., Brown, L. S., & Glassgold, J. M. (2002). Implementing the resolution on appropriate therapeutic responses to sexual orientation: A guide for the perplexed. Professional Psychology: Research and Practice, 33, 265-276.

11/11: Suicide

Sanchez, H. G. (2001). Risk factor model for suicide assessment and intervention. Professional Psychology: Research and Practice, 32, 351-358.

White Kress, V. E. (2003). Self-injurious behaviors: Assessment and diagnosis. Journal of Counseling and Development, 81, 490-496.

11/16: Violence

Tishler, C. L., Gordon, L. B., & Landry-Meyer, L. (2000). Managing the violent patient: A guide for psychologists and other mental health professionals. Professional Psychology: Research and Practice, 31, 34-41.

12/2: Closure

Fall, K. A., Levitov, J. E., Jennings, M., & Eberts, S. (2000). The public perception of mental health professions: An empirical examination. Journal of Mental Health Counseling, 22, 122-134. 

12/10: EXAM II (7:50 - 9:05 a.m.)

I reserve the right to correct any unintentional mistakes found in this document.  In my attempt to be as fair as possible, any modifications I may make will be made in your favor, rather than penalize you.