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PS 402 Systems of Psychotherapy
Onick, Robert L.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 402 Systems of Psychotherapy

Semester

U1B 2007 BL

Faculty

Onick, Robert L.

Title

Senior Instructor of Social Psychology/Adjunct Faculty

Degrees/Certificates

M.Ed. in Secondary Curriculum and Instruction
M.Ed. in Educational Psychology
Retired Licensed Professional Counselor (L.P.C.)

Office Location

To be negotiated as needed

Office Hours

To be arranged or negotiated by phone

Daytime Phone

915-821-0660

E-Mail

robert.onick.@pirate.park.edu

Web Page

http://N/A

Semester Dates

May 29 - July 19, 2007

Class Days

Tuesday/Thursday

Class Time

7:40 - 10:10 p.m.

Prerequisites

PS101, PS315 and junior or senior standing

Credit Hours

3


Textbook:

Corey, Gerald; Theory and Practice of Counseling and Psychotherapy: 7th edition; Brooks/Cole Publishing Company, 2005.             
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Additional Resources:
Pertinent handouts and articles from current publications will be assigned periodically by the instructor as needed.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Explores the major schools of psychotherapy.  The course includes an extensive use of actual case studies.  Pre-requisites:  PS101, PS401 or PS315 and junior or senior standing.  3:0:3

Educational Philosophy:
Lecture, presentations, and discussions will be used as well as structured experiential activities for students.  Student presentations and possible interviews will be integrated throughout the course.  Since an experiential, student-centered learning approach will be utilized, authentic performance assessments will be incorporated in alignment with the principles of change(CBAM--Concerns-Based Adoption Model for Change). Activities will focus on mastering higher order critical thinking and problem-solving techniques as part of the students' skills development.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of vocabulary found in psychotherapy.
  2. Compare and contrast among the major schools in psychotherapy.
  3. Critique and evaluate the treatment and practice of psychotherapy.
  4. Identify ethical issues in psychotherapy.
  5. Identify appropriate psychotherapeutic concepts in case studies.


  Instructor Learning Outcomes
  1. Be able to  understand and comprehend theories, concepts, and principles related to a variety of contemporary counseling/therapy approaches and techniques.
  2. Be willing to define,  recreate, describe and make comparisons and contrasts concerning the major models/schools of psychotherapy/counseling.
  3. Be willing to observe and disclose personal reactions related to the course content and activities and the basic issues of psychotherapy (including the relationship between the therapist/counselor and the client.)
  4. Be willing to synthesize and apply various aspects of the course  content and activities to daily living.
  5. Be willing to commit to and keep class agreements and negotiations concerning ground rules for the course or renegotiate the agreements as needed with the instructor during the course.
Core Assessment:

PARK UNIVERSITY COURSE ASSESSMENT: PS402 SYSTEMS OF PSYCHOTHERAPY

MOVIE "CASE" CRITIQUE PAPER: Choose one of the following movies and write a paper describing the mental health issues each character is facing, and which treatment modalilties your would recommend and why. Be sure to explain specifically how the treatment you recommend would help the symptoms of the character. Include each character that you feel has symptomology and describe the symptoms in terms of the character's story, functionality and relationships with others.

The paper must be a minimum of 1000 words written in A.P.A. style.

Movie Choices:

1. Good Will Hunting

2. As Good As It Gets

3. Antwoine Fisher

4. K-Pax

5. Ordinary People

Answers:

Example: 1. Good Will Hunting - a. Will the main character has P.T.S.D. from childhood abuse and needs help with attachment/bonding issues that now effect his relationships with others and adjustment to life. There are a number of treatments that would help the character deal with these issues. The student would need to describe them and how they thought they would help the symptoms and coping mechanisms. The theraputic relationship with the therapist would be especially important as the trust issues would be exhibited there initially, and in fact in the movie several therapists fail at reaching him until Robin Williams character of therapist succeeds. b. Therapist Robin Williams) - has depression regarding the loss of his wife, and career satisfaction issues. There are a number of treatments that could help him as well, though in the movie he seems to have insights on his own triggered by the relationship he develops with his client Will. The student would need to describe the treatments and how they would help symptoms and coping strategies.

Link to Class Rubric

Class Assessment:

Readings and Journal Reaction Sheets (2 - 3 per semester)

Essay Questions/Applications (2 - 3 exams per semester)

Movie "Case" Critique Paper (Core Assessment)
 
Class Participation/Demonstrated Class Activities (assessed twice per semester)

Demonstration of Negotiated Course Agreements (assessed twice per semester)

Class Activity Reaction Sheets (Optional--extra credit)
      

Grading:

Each of the categories above, with the exception of the extra credit, will be worth 20% of the grade.
 
Grading scale is as follows:
 
A   90 - 100
B   80 - 89
C   70 - 79
D   60 - 69
F    Below 60

Late Submission of Course Materials:
Students who are absent and excused will be given one week to complete assignments with no penalty. Assignments turned in after one week will have 20 points deducted from the total possible points.  Unexcused absences will result in zeroes unless renegotiated with the instructor prior to the next class.

Classroom Rules of Conduct:
Students and instructor will negotiate and agree on a set of mutually workable ground rules during the first weeks of the course.

Course Topic/Dates/Assignments:
A. Readings and Journal Reaction Sheets: Read all material, both text readings and class handouts, in advance of assigned dates. Examine the material carefully in terms of the personal meaning it holds for you. Assignments correspond directly and support planned class activities and provide a background for understanding and realizing what is taking place. Assessment of readings (for grading purposes) will be done by periodic examination of reaction sheets entered in the student's journal. Examination of journal entries by the instructor will take place two or three times during the course; however, entries from the readings are to be made each week (weeks 3 -7).  

 

NOTE: After reading assigned material, and in advance of assigned dates, write a concise two-page analysis for one chapter from the assigned readings each week. The two-page reaction sheets are to be dated and entered in the student's journal on the appropriate dates assigned. The "summary" will go on the front side of the first page while the student's personal reactions to the readings are to be written on the front side of the second page.  

 

B. Essay Questions/Applications: Questions pertaining to class activities and assigned readings will be distributed to students on three occasions during the course. The number of questions on these exams will range from 3 to 7 for each distribution. Assessment will be based on the students' ability to recreate personal and interpersonal experiences from class activities and personal interpretation and application of the content material.

C. Student Presentation/Interview/Research Abstract (Core Assessment): Although this short movie "case critique" research paper and presentation project will be due the 7th or 8th week, the organization, planning, collaborating, researching and writing will occur in a continuous process beginning in the 3rd week.
D. Class Participation: Since the course focuses on people and since all sessions will involve experiential activities and exercises involving class participants, active and consistent attendance and participation is needed from all students enrolling in the course. Assessment will be based on the instructor's observation of student performance and will be communicated and negotiated with each student during the course of the class and again at the end of the course.
E. Negotiated Course Agreements: Once the course ground rules have been negotiated, students will be assessed a grade by the instructor based on the extent to which the negotiated agreements have been actualized, demonstrated and performed. Students will assess the degree to which they have demonstrated personal integrity in actually doing what they agreed to do throughout the course.

F. Class Activities Reaction Sheets: Reaction sheets may be entered in the journal (for grading purposes) on a weekly basis which summarize the previous week's classroom activities and your personal reactions to the activities. These reaction sheets would be in addition to the reading reaction sheets. These are not required and may be negotiated by individual students. The format is the same as reaction sheets to the assigned readings.
 

 

 

 

Tentative Class Schedule:  

 

Week 1 (May 29 - 31, 2007): The Counseling Arena/Counseling Relationship  

 

Introduction to Course/Syllabus/Handouts  

 

Negotiating the Syllabus/Ground Rules  

 

Creating a Context for the Course/Skill Development  

 

Background Materials from Students (Historical Review)  

 

Week 2 (June 5 - 7, 2007): Aspects of Being a Person, Being Your Authentic Self, and Being a Counselor  

 

Readings: Handouts/Chapters 1, 2, 3  

 

Assignment of Research Project/Abstract/Presentation  

 

Introduction to Interviewing/Context for Counseling  

 

Week 3 (June 12 - 14, 2007): Counseling/Techniques/Methods/Planning/Discussions  

 

Readings: Chapters 4, 5, and 6  

 

Planning/Discussions ofApproaches/Models/Presentations  

 

Experiential Activity on Counseling Relationships  

 

Review of 1st Set of Journal Reaction Sheets  

 

Assignment of Essay Questions/Applications  

 

Week 4 (June 19 - 21, 2007): Analytical/Philosophical Models  

 

Readings: Chapters 7, 8, and 10  

 

Experiential Activity on Counseling Techniques/Methods  

 

Group Presentations (Planning/Organizing/Researching)  

 

Week 5 (June 26 - 28, 2007): Experiential /Relationship Models  

 

Readings: Chapters 11 and 12  

 

Experiential Activity on Counseling Methodologies/Interviewing  

 

Assignment of Essay Questions/Applications/Group Presentations (Refinement)  

 

Week 6 (July 3 - 5, 2007): Action Therapies/Systems Approaches  

 

Readings: Chapters 9, 13, and 14  

 

Experiential Activity on Counseling Techniques/Methods  

 

Validation Activity and Processing  

 

Completion of Interviews/Presentation/Research Project (Core Assessment)  

 

Group Presentations (Completion)  

 

Week 7 (July 10 - 12, 2007): The Change Process in the Counseling Relationship  

 

Readings: Chapters 2 and 3 (revisited), 15, 16  

 

Assignment of Essay Questions/Applications  

 

Student Presentations of Related Topics/Research Project/Core Assessment  

 

Week 8 (July 17 - 19, 2007): Final Course "Completing" Activity/The Counselor as a Professional
Readings: Chapter 1 (revisited)
 

 

(Possible) Continuation of Student Presentations/Core Assessment/Research project  

 

Negotiation of Final Course Grade  

 

NOTE: Extra Credit is optional and can be negotiated individually from week-to-week with the instructor. It is not a requirement for the course and is intended to be fun, enlightening, and "risking" in nature.  

 

 

 

OVERVIEW OF SUGGESTED FORMAT FOR PRESENTATION OF A COUNSELING APPROACH/THERAPEUTIC MODEL  

 

I. Philosophy, Background and Basic Assumptions--to include key figures and major focus/emphasis  

 

II. Key Concepts of the Model/Approach/Technique  

 

III. Main Counseling/Therapeutic Goal of the Model/Approach/Technique  

 

IV. Description of Counseling Relationship Utilizing the Model  

 

V. Identified Techniques and Methodology  

 

VI. Applications/Uses of the Model  

 

VII. Strengths/Advantages/Contributions Associated with the Model  

 

VIII. Weaknesses/Disadvantages/Limitations Related to this Technique  

 

NOTE: Should not be more than two pages in length (front and back) or four pages (front only).  

 

Could be some topic you are interested in, curious or passionate about to some degree.  

 

Would be applicable to content and timeline in the course syllabus and address at least five of the eight outlined areas (above) as well as the criteria outlined in the core assessment/learning rubric.  

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
1.  Students will be expected to be in class on time according to the negotiated times given.

2.  Students are to give maximum possible notice should they be unable to attend as agreed.  If they are unable to attend, they will communicate their intentions to the instructor and complete missing assignments prior to the next class meeting.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis Continuum                                                                                                                                                                                                                                        
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Identify and justify treatments for all the characters from the movie that were diagnosed with a mental disorder - exceeds expectations. Idenfity and justify treatments for all but 1 of the characters from the movie that were diagnosed with a mental disorder - meets expectations. Identify and justify treatments for all but 2 of the characters from the movie that were diagnosed with a mental disorder - does not meet expectations. Identify and justify treatments for more all but 3 or more of the characters from the movie that were diagnosed with a mental disorder - no evidence. 
Analysis Continuum                                                                                                                                                                                                                                         
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Identify the symptoms of all characters from the movie that are sufficient for a mental disorder diagnosis - exceeds expectations. Identify the symptoms of all but 1 of the characters from the movie that are sufficient for a mental disorder diagnosis  - meets expectations. Identify the symptoms of all but 2 of the characters from the movie that are sufficient for a mental disorder diagnosis - does not meet expectations. Identify the symptoms of all but 3 or more of the characters from the movie that are sufficient for a mental disorder diagnosis - no evidence. 
Evaluation Continuum                                                                                                                                                                                                                                       
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Identify all the ethical issues the therapist should take into consideration - exceeds expectations. Identify all but 1 of the ethical issues the therapist should take into consideration - meets expectations. Identify all but 2 of the ethical issues the therapist should take into consideration - does not meet expectations. Identify all but 3 or more of the ethical issues the therapist should take into consideration - no evidence. 
Terminology Continuum                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Uses psychotherapy terminology appropriately, no errors - exceeds expectations. Uses psychotherapy terminology appropriately, 1-2 errors - meets expectations. Uses psychotherapy terminology appropriately, 3-4 errors - does not meet expectations. Uses psychotherapy terminology appropriately, more than 4 errors - no evidence. 
Concepts Continuum                                                                                                                                                                                                                                         
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Can discriminate between psychotherapy theories and techniques, no errors - exceeds expectations. discriminate between psychotherapy theories and techniques, 1-2 errors - meets expectations. Can discriminate between psychotherapy theories and techniques, 2-4 errors - does not meet expectations. Can discriminate between psychotherapy theories and techniques, more than 4 errors - no evidence. 
Application Continuum                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Can correctly describe appropriate treatments for subject issues, no errors - exceeds exxpectations. Can correctly describe appropriate treatments for subject issues, 1-2 errors - meets expectations. Can correctly describe appropriate treatments for subject issues, 3-4 errors - does not meet expectations. Can correctly describe appropriate treatments for subject issues, more than 4 errors - no evidence. 

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Last Updated:4/16/2007 11:39:28 PM