On becoming a person: A therapist's view of psychotherapy

COURSE NUMBER: PP 7080 COURSE NAME: Personal and Professional Development TERM: Fall 2007 – Spring 2008 INSTRUCTOR: Kathryn Moon PHONE: (773) 363-1652 EMAIL: [email protected] FAX: ALT PHONE: (773) 643-1140 REQUIRED TEXTS: Title On Becoming a Person Author(s) Carl R. Rogers Copyright 1995 Publisher Houghton Mifflin ISBN 039575531X Edition Any other special testing materials, etc? YES NO If so, please provide complete information in regards to this instrument. Name/Edition of Instrument: _____________________________________ Publisher/Other Info: __________________________________________ This Course Requires the Purchase of a Course Packet: YES NO Argosy University COURSE SYLLABUS PP 7080 Personal and Professional Development Faculty Information Faculty Name: Kathryn Moon Campus: Chicago downtown Contact Information: (773) 363-1652, (773) 643-1140, [email protected] or [email protected] Office Hours: Tuesday and Friday by appointment Short Faculty Bio: Kathryn Moon received her M.A. in Clinical Psychology at ISPP in 1989 and has taught at Argosy since 2001. A client-centered therapist in private practice in Chicago, she works with individuals, couples and families. She is a former Training Committee member of the Chicago Counseling and Psychotherapy Center. She has authored several articles and book chapters on client-centered theory and therapy and is an editorial reviewer for the Person-Centered Journal. Co-leaders: Blair Brown (847) 436-1004 [email protected] Audra Marks 248.506.8847 [email protected] Course description: This course offers a group experience over one to three terms which focuses on increasing knowledge, enhancing skills and examining attitudes and values involved in interpersonal and group interaction. In this experiential approach, students are facilitated to increase self-awareness and empathic understanding of others, to practice more effective listening and communication skills, and to work on developing greater interpersonal competency in order to guide their development as clinicians and professional psychologists. Course Pre-requisites: None Required Textbook: Rogers, Carl R. (1995). On Becoming a Person. Houghton Mifflin. ISBN: 039575531X. Technology: Pentium III CPU/ Windows 98; 128MB RAM, printer; Microsoft Office Acrobat (full version), Microsoft Internet Explorer 5.5 (PC) 5.0 (MAC) or Netscape Navigator 4.08. Norton Antivirus. Course length: Two semesters plus the Lake Geneva Weekend, May 16 Course meeting times: Fridays, 1:45 – 3:45, September 14 and 28, [skip two weeks instead of the usual one] October 19, November 2, 16 and 30, January 11 and 25, February 8 and 22, March 7 [skip two weeks] and 28, and April 4. Credit for the course will not be given if you miss the final group weekend, so plan ahead for the Lake Geneva weekend May 16-18, 2008. Meeting dates are subject to revision. Contact Hours: 45 Hours Credit Value: 2.0 Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists.  To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice.  The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services.  Specific objectives of the program include the following: Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments. Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment. Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships. Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning. Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice. The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners.  Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team.  The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology. Course Objectives: The purposes of this class are 1) to provide mutual support in fostering the personal and professional development of student participants, 2) to provide an opportunity for experiential learning about group interactions, 3) about oneself in interaction with others, and 4) to study group phenomena. Students will have an opportunity to practice implementing the therapeutic attitudes posited by Carl Rogers while participating in, observing and discussing group process. We will endeavor to create an atmosphere of safety and freedom, conducive to promoting self-awareness and self-expression. This course is not group therapy or a substitute for group therapy. Students should interact at a level of self-disclosure that is personally comfortable and helpful to their own learning. Students are likely to get more out of the class if they participate in a personally meaningful manner. At the same time it is very important that each student assess and respect his or her own level of safety and privacy. While attendance is required, students are not evaluated on the content or the amount of self-representation in class meetings. Assessment: This course is graded pass/fail. Because the class is based upon experiential learning, presence at group meetings, including the intensive weekend, plus turning in two short papers ensures a passing grade and meets the course objectives of providing mutual support in fostering growth and providing an opportunity for experiential learning in a group context. Course requirements: 1. Attendance is required at group meetings and at the weekend at Lake Geneva. Meeting dates are subject to change but tentatively scheduled for every other Friday, September 14 and 28, [skip two weeks instead of the usual one] October 19, November 2, 16 and 30, January 11 and 25, February 8 and 22, March 7 [skip two weeks] and 28, and April 4. Credit for the course will not be given if you miss the final group weekend, so plan ahead for the Lake Geneva weekend May 16-18, 2008. 2. Two papers are required, the first due on October 19, 2007, and the second due on January 11, 2008. The reaction papers are intended to give you an opportunity to synthesize your personal group experience with an emphasis upon what you observe about yourself in interaction with others, observations of group process, the readings, and the theory of Carl Rogers. The paper should be 1-2 pages in length. 3. Absence at a group meeting affects the experience of each and all members. To discourage absences, an additional reading and paper will be assigned for each missed meeting. The extra paper should be brought to the subsequent class after the missed group meeting. For these extra assignments, you may pick from the following list of readings: Bozarth, J. D. (1998). Person-Centered Therapy: A revolutionary paradigm. Ross-on-Wye: PCCS Books. In particular chapters 17 and 18. Brodley, B. T. (1997). The nondirective attitude in Client-Centered therapy. Person-Centered Journal, 4 (1), 18-30. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95-103. Also in H. Kirschenbaum & V. L. Henderson (1989). (Eds.) The Carl Rogers Reader (pp. 219-235). Boston: Houghton Mifflin. Shlien, J. M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on- Wye: PCCS Books. Chapter 10. CONFIDENTIALITY: All disclosures in the group should be accorded complete, disciplined confidentiality. Please feel free to make an appointment to see Kathy, Audra or Blair to discuss personal concerns about the group. Assignment Table Topics Readings Assignments 1 For October 19: Group experience in relation to readings On Becoming a Person: Chapters 1 through 6 For October 19: A one to two page paper relating your experience in the group with the six chapters. 2 For January 11: A specific group experience in relation to the readings. On Becoming a Person: Chapters 8 through 11, 14, and 16 – 19. For January 11: A one to two page paper relating a specific experience in the group with chapters 8-11, 14, and 16-18. Grading Criteria. This course is graded pass/fail. Attendance and completion of the two papers ensures a passing grade. 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In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog.  Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries.  Students are encouraged to seek research and reference assistance from campus librarians. Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete.  Please view the tutorial at http://library.argosyu.edu/infolit/ Academic Policies Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism. Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language. 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Faculty may not make accommodations for individuals who have not been approved in this manner. The Argosy University Statement Regarding Diversity Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.