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PS 402 Systems of Psychotherapy
Fallon, Margo


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

U1T 2007 DLB

Faculty

Dr. Margo Fallon, Ph.D.

Title

Assistant Professor of Psychology

Degrees/Certificates

B.S.E. Theatre/Speech; MA Counseling; Ph.D. Counseling Psychology
Licensed Practicing Psychologist

Office Location

Online

Office Hours

Online

Daytime Phone

Online

E-Mail

margo.fallon@park.edu

Semester Dates

U1T 2007

Class Days

TBA

Class Time

Online

Prerequisites

PS 101, PS 401 or PS 315 and junior or senior standing.

Credit Hours

3


Textbook:

1. Required Text: Current Psychotherapies (2005) 7th Edition. Belmont, CA: Thomson Learning.

Authors: Raymond J. Corsini & Danny Wedding

2. Required Text: Case Studies in Psychotherapy (2005) 4th edition. Belmont, CA: Thomson Learning.

Authors: Danny Wedding & Raymond J. Corsini

3. Required CD-ROM: Integrative Counseling Belmont, CA: Thomson Learning.

Authors: Gerald Corey & Robert Haynes

Park has packaged these required materials into one bundle, which can be purchased using the ISBN# 0495268550

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
Explores the major schools of psychotherapy. The course includes an extensive use of actual case studies. PREREQUISITES: PS 101, PS 401 or PS 315 and junior or senior standing. 3:0:3

Educational Philosophy:

This course reviews numerous theoretical positions and methods of psychotherapy in the practice of psychology. We will begin with a brief introduction to the modalities and factors that will be examined for each theorist/practitioner, providing you with a mechanism to compare and contrast the methods. We will then examine in some detail each of the selected methodologies beginning with the Psychoanalysis of Freud followed by the methods of neo-Freudians Adler and Jung. We will then move to the humanistic methods of Rogers and Person-Centered Therapy followed by an examination of the behavior therapy of Ellis (REBT) and the behaviorists. Next the cognitive approach of Beck will be studied followed by Perls’s Gestalt Therapy, Lazarus’s Multimodal Therapy, several approaches to Family Therapy, and ending with the two special topics of Psychodrama (Moreno) and Experiential Psychotherapy (Mahrer). Legal and ethical issues will also be examined.

My goal is to have you know and understand the methods most prevalent among practitioners in the helping professions today. The goal is not for you to become psychotherapists, at least not now. Those of you who choose to go on with graduate study in the field of psychology may well prepare to become therapists; to do so will require a great deal more study and practice than this course will provide. However, all of you, whether you aspire to be a therapist or not, will come away from this course with not only a better grasp of how psychological theory can be used to help people change and live more productive lives but also a better sensitivity to what happens in your daily lives and the wonders of human behavior.

Two cautions: Some students of psychology, especially at the level you have already attained, may succumb to "seeing themselves on every page," so to speak. That is, when you read about a disorder, especially in the cases we will be reviewing, you may think at first that you, too, suffer as the client suffers, that you, too, have the same concern in life. Of course, in nearly every case, this simply is not true. Be mindful of this tendency; it’s quite natural.

Secondly, you may feel, especially with the theory and method that most resonates with you, that you are prepared to start practicing that particular therapy on your friends and family. Don’t try it! You will know a lot after taking this course but certainly not enough to start a private practice! Throughout the course as part of our discussions I may from time to time suggest ways in which you can test out a method by doing some observation or analysis that you would normally do in the course of your life. These activities have been carefully designed and will in no way ask you to behave as a therapist but will give you a little taste of what being one might be like.

I hope you will enjoy this journey into the exciting and dynamic field of psychotherapy; I’m happy that we’ll be taking that journey together.

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.


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:

Graded Component

Points  %   Resources
Quizzes 8 (10 pts each) 80 19%  
Discussions 8 (10 pts each) 80 19% Grading Rubric in doc sharing 

Case Analyses 7 (10 pts each)

70 16%  Grading Rubric in doc sharing

Movie Critique Paper

100 23%  Grading Rubric in doc sharing
Final Comprehensive Exam 100 23%  

total

430

Grade  Points
A 387- 430
B 344-386
C 301-343
D 258-300
F below 258

Work will usually be graded by the Wednesday following the final due dates for each week.  Grades will always be posted in the gradebook, and students may click on their grades in the gradebook to view feedback related to each of the assignments.  Work will be graded using the rubrics found in the above table, so please review those carefully before completing work - and don't be afraid to ask questions! 

Late Submission of Course Materials:

Late work will only be accepted in rare cases (e.g., emergency situations).

Classroom Rules of Conduct:

I expect that the interactions and communications in this class will be civil and professional. Derogatory language, profanity, and personal attacks are unacceptable. To facilitate uniformity, I expect that papers will have 1 inch margins, double-spaced, using Times-Roman 12pt or Arial 10pt as the font. Submission of papers written for other classes is not acceptable. I expect that each paper you submit in this class is a unique paper created by you. Violation of this will result in a failing grade for the assignment.

Please recognize that technology can also cause problems. Printers run out of ink, Internet connections die, and hard drives crash. You are responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your submissions and your work to a disk, a hard drive, and print out paper copies for backup purposes.

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term - there is a deadline each week for that week's assignments. Assignments posted after the weekly deadline will not receive credit.

The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students. All e-mails sent to the instructor and other students should include: PS402 and your full name in the subject line of the e-mail. Students are required to use Pirate Mail for online classes. All information concerning the class will be sent through Pirate Mail. Students should have a current anti-virus software and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility.

This course is reading intensive, so please keep up! All students will participate in weekly discussions and case analyses. All assignments need to be submitted by posting assignments in the classroom threads or into the drop box. If it becomes necessary for an assignment to be sent via e-mail or FAX, arrangements need to be made before the assignment is due.

Online Etiquette/Courtesy

Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning.

Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2006-2007 Undergraduate Catalog Page 89-90

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:5/29/2007 3:14:13 AM