Syllabus Entrance
Printer Friendly
Email Syllabus

PS 402 Systems of Psychotherapy
Galley, Donna J.


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.
CoursePS 402 Systems of Psychotherapy CH
SemesterS2M2005
FacultyGalley, Donna J.
TitleSenior Instructor of Psychology/Adjunct Faculty
Degrees/CertificatesA.A. Liberal Arts Social Sciences
B.A. Psychology with Honors
M.A. Psychology with Graduate Minor in Social Work
Office LocationPark University Office -  MCAS Cherry Point
Office HoursBy Appointment
Daytime Phone466-2655
E-Maildonna.galley@pirate.park.edu
djgalley@yahoo.com
Semester DatesMarch 22 - May 15, 2005
Class Days--T-R--
Class Time4:45 - 7:15 PM
PerquisitesPS 101 and either PS 401 or PS 315, Junior or Senior Status
Credit Hours3

Textbook:
Theory and Practice of Counseling & Psychotherapy, 7th Ed. (2005), by Gerald Corey.  Thomson Learning:  Brooks/Cole.

Student Manual for Theory and Practice of Counseling & Psychotherapy, 7th Ed. (2005), by Gerald Corey.  Thomson Learning:  Brooks/Cole.

BOTH BOOKS ARE REQUIRED.

Warning!  This course requires a large amount of reading.  If you are not a good reader, do not like to read, or do not have time to read, do not take this course.

Students are expected to read the assigned material before each class.  

DO NOT ATTEMPT TO TAKE THIS COURSE WITHOUT A TEXTBOOK AND MANUAL.

NOTICE FROM PARK UNIVERSITY:  Students are required to order their books and have them available for the first night of class.  It is recommended to order your books through MBS.  Many students are having trouble getting their books from companies other than MBS, often not receiving them until the 4th week.  If you purchase a used text, be sure it is the correct edition.  Instructors should not and will not delay instruction due to students not having their books.

Is A Compressed (Minimester) Course For You?
This course is offered in a minimester format.  Minimester courses are compressed - each class meeting is equal to one week in a semester course.  If you are highly motivated, have the time to keep up with the reading assignments (usually about 2 chapters per week), can attend all or nearly all class meetings, and need to finish the course quickly, the minimester schedule can work for you.

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Majoring In Psychology:
Introduction to Psychology (2005), 7th Ed., by Rod Plotnik (excellent Intro textbook).
The Psychology Major:  Careers and Strategies For Success, by Eric Landrum
Forty Studies That Changed Psychology, by Roger Hock
How To Think Like A Psychologist, by Donald McBurney (question/answer format)
Experiencing Psychology, by Gary Brannigan (hands-on activities)
"Psychology Today" Magazine  

Relating To Others:
How To Win Friends and Influence People, by Dale Carnegie
Emotional Intelligence, by Daniel Goleman, Ph.D.

Relationships and Marriage:
Men Are From Mars, Women Are From Venus, by John Gray, Ph.D.
Why Marriages Succeed Or Fail, by John Gottman (1995)

Understanding Preteens/Adolescents:
Reviving Ophelia:  Saving The Selves of Adolescent Girls, by Mary Pipher, Ph.D.
Raising Cain:  Protecting the Emotional Life of Boys, by Dan Kindlon, Ph.D., and Michael Thompson, Ph.D.

Counseling/Psychotherapy:
Inside Therapy:  Illuminating Writings About Therapists, Patients, and Psychotherapy, by Irvin D. Yalom
The Fifty Minute Hour, by Robert Lindner
Basic Counseling Techniques:  A Beginning Therapist's Toolkit, by C. Wayne Perry
Favorite Counseling and Therapy Techniques:  51 Therapists Share Their Most Creative Strategies, by Howard G. Rosenthal
Effective Helping:  Interviewing and Counseling Techniques, by Barbara F. Okun
Introducing Psychotherapy, by Nigel Benson
Adult Children of Alcoholics, by Janet Gerringer Woititz, Ed.D.
Alcoholics Anonymous
The Sexual Healing Journal:  A Guide for Survivors of Sexual Abuse, by Wendy Maltz
Homecoming, by John Bradshaw

Just for Fun:
Understanding Your Therapist:  Or Why Is This Taking So Long? by Robert H. Pilpel

http://www.apa.org
http://www.psychologytoday.com

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:
To learn, you must want to be taught.
(Proverbs 12:1)

My educational philosophy is one of interactiveness based on lectures, readings, exams, case studies, discussions, class exercises, audio/video material, and presentations.  My goal is to engage each learner in the exploration of ideas and issues.  I believe that the greatest value of the course material is the many ways it can be applied to students' real life experiences and personal skill building.

I view a 400-level course as an opportunity for students to sample a near-graduate-level experience.  This course will include a seminar approach to engage each learner in preparation, presentation, and discussion of material.

Learning Outcomes:
The student will demonstrate via performance on two exams, one seminar presentation, manual exercises, plus class discussions, worksheets, and activities, that s/he has acquired the ability to:

1. Understand and appropriately use basic terminology and concepts related to systems of psychotherapy.

2. Describe the essential processes, benefits, and limitations of psychotherapy.

3. Comprehend the fundamentals of and contrasts between the major perspectives in the field of psychotherapy.

4. Demonstrate his/her knowledge of leading theories and practitioners and their principal contributions to psychotherapy on two exams and one seminar presentation.

5. Discuss practical, sociocultural, and ethical issues associated with the practice of psychotherapy.

6. Complete workbook exercises/workpages that explore his/her beliefs and values, personal strengths/weaknesses as a potential counselor, and ask him/her to apply knowledge of various approaches.

7. Participate constructively in class discussions and activities centered applying theoretical understanding to case studies.

8. Model various basic therapeutic techniques and intervention strategies appropriately.

9.  Upon completion, to display academic preparedness to move up to further education and training in the practice of psychotherapy.

Course Assessment:
Grades will be based on one midterm and one final exam (each worth 75 points), class participation (discussions/activities) worth a total of 20 points, worksheets worth 24 points, manual exercises worth a total of 20 points, and one seminar presentation worth 25 points.

MIDTERM AND FINAL EXAMS: will consist of short answer essay, identification, and multiple choice questions, worth a total of 75 points each.  A review session will be held before each exam.  

CLASS PARTICIPATION points will be based on active participation in discussion, which includes being prepared by having read assigned material in advance.  Obviously, you must be present to earn participation points.

Manual exercises include self-inventories and pretests to prepare you for the new information.  Worksheets consist of questions about the assigned chapter.

Class Preparation:  Please bring both your textbook and manual, a spiral notebook (for notetaking) a pen, and a highlighter to every class.

Manual exercises and pretests must be completed in the manual in pencil or ink.  Please do not write answers on separate sheets of paper or use photocopies of manual pages.  

SEMINAR PRESENTATIONS: Students will prepare a seminar presentation on a selected chapter (with instructor permission) highlighting a topic of interest and engage classmates in discussion.

Students may choose any chapter or topic within a chapter, with instructor approval.  Presentations must be at least 10-15 minutes in length and include a visual element.

ESL:  If English is not your first language, you are welcome to use a language dictionary in class.  You may want to consider tutoring.

How To Succeed In This Course:  Successful students read the assigned pages prior to the lecture on the material.  They listen attentively, take notes, participate, and ask questions during class.  They complete manual exercises and worksheets before class (not during the first five minutes before class).  They begin seminar presentation preparation early (not the night before) and ask for help when needed.  Last but not least, successful students thoroughly make use of the study guides for each topic by carefully answering all questions and reviewing the answers many times prior to the exam.  Making flash cards can be very helpful.  Forming a study group with fellow classmates is recommended.  Recopying notes can also be helpful because actively organizing information improves learning and memory.

Grading:
1 Midterm Exam worth 75 points
   Class Participation/Activities worth 20 points
  Worksheets worth 24 points (3 points each)
  Manual Exercises worth 20 points (2 points each)
  Seminar Presentation worth 25 points
+ 1 Final Exam worth 75 points  
= 239 Possible Points

In assigning grades, I will use the following scale:

(93% - 100%)= A

(84% - 92%) = B

(75% - 83%) = C

(68% - 74%) = D

(Below 68%) = F

To determine your percentile, divide the total number of points you earned by the total number of points possible, and adjust the decimal point.  Ex: 201 (pts earned) / 239 (possible pts) = .841/84%

The percentage range for each letter grade is determined by Park University policy.

Late Submission of Course Materials:
All work is due in completed form at the beginning of the designated class.  Absent/excused students may turn in manual exercises and worksheets for credit at the next class meeting.  Unprepared students' work (forgotten or incomplete exercises and worksheets) will not be accepted at any later time.

A student who is absent/excused on the day s/he is scheduled for seminar presentation, should contact the instructor as soon as possible to schedule a make up date.  Students who are present and unprepared to give their presentation, will not be able to make it up.  If you anticipate an absence in advance, attempt to switch topics with another student.

Classroom Rules of Conduct:
1.  Be present for each class.  

2.  Be on time.  

3.  Be prepared by having read any assignments in advance of the class, completed any manual assignments or worksheets carefully and completely, and having your seminar presentation ready on time.

4.  Respect the opinions of others.

5.  Participate actively and constructively in class discussions and activities.  

Following these rules contributes toward classroom participation points.

For written assignments:  Computers make writing and revising much easier and more productive.  Students must also recognize that technology can cause problems.  Printers run out of ink and hard drives crash.  Students are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, back up your hard drive, and print out paper copies for backup purposes.

LIGHT EATING/DRINKING WILL BE PERMITTED IN THE CLASSROOM PROVIDED IT DOES NOT DISTURB OTHERS.  Please clean up after yourself.

Course Topic/Dates/Assignments:
3/22
Orientation

3/24
A.   Introduction
Chapter 1
Manual:  pp. 6-11
Worksheet due for chapter 1.

3/28
Last Day of Drop/Add

3/29
B.   The Counselor
Chapter 2
Manual:  pp. 12-18; 26-29
Worksheet due for chapter 2.

3/31
C.  Ethical Issues for Counselors
Chapter 3
Manual:  pp. 31-2  

4/5
D.   Psychoanalytic/Dynamic Therapy
Chapter 4
Manual:  pp. 41-2
Worksheet due for chapter 4.

4/7
E.  Existential Therapy
Chapter 6
Manual:  pp. 70-1; 74-5
Worksheet due for chapter 6.

4/12
Review Session

* You can prepare for the midterm by reviewing your study guides/worksheets and by completing the manual comprehension quizzes for each chapter (answers on pg. 266).

4/14
Midterm Exam

4/15
Last Day to Receive Partial Refund for Withdrawal 

4/19
F.  Person-Centered Therapy    
Chapter 7
Manual:  pp. 81-2; 85-6
Worksheet due for chapter 7.  

4/21
G.  Behavioral Therapy      
Chapter 9
Manual:  pp. 105-6; 110-111
Worksheet due for chapter 9.

4/25
Last Day to Withdraw From a Course

4/26
H.  Cognitive-Behavioral Therapy
Chapter 10
Manual:  pp. 122-3
Worksheet due for chapter 10.  

4/28
I.  Reality Therapy
Chapter 11
Manual:  pp. 138-9
Worksheet due for chapter 11.
   
5/3
K.  Integrative Approach to Stan
Chapter 16
Manual:  pp. 197-200

5/5
Review Session

* You can prepare for the final exam by reviewing your study guides/worksheets and by completing the manual comprehension quizzes for each chapter (answers on pg. 266).    

5/10  
Final Exam  
 
5/12
Conclusion & Discussion

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 2004-2005 Undergraduate Catalog
Page 101
Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.

Students may only leave the classroom with permission during exams.

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. <a href="http://www.park.edu/catalog">
Park University 2004-2005 Undergraduate Catalog</a> Page 101
Plagiarism -- the appropriation or imitation of the language or ideas of another person and presenting them as one's original work -- sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.

Plagiarism is a serious academic offense. Plagiarism is defined as stealing and using the ideas or writings of another as one's own; appropriating passages or ideas from another and using them as one's own; and, taking and using as one's own the writings or ideas of another. Lifting sentences or paragraphs from original sources without using quotation marks and citing your source is plagiarism. Paraphrasing someone else's ideas without giving credit to the source is also plagiarism, in other words -- give credit where credit is due and think for yourself whenever possible!

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 "WH".
  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 2004-2005 Undergraduate Catalog Page 100
Park University now requires instructors to post attendance weekly online. Posting must be done by Monday of the following week at 12 noon. Instructors must state whether an absence is excused or unexcused. Therefore, the student is responsible for contacting the instructor before 12 noon on Monday to explain why s/he was absent, provide documentation (if “duty” -  a statement from your senior enlisted person or OIC; if “SIQ” -  a copy of your SIQ chit) and must make up any missed work.  If students do not contact the instructor, the absence will be entered as unexcused.
 
Students who leave early or arrive very late may not receive full credit for class attendance.

After 3 absences, the student will be administratively withdrawn, unless the University determines that extenuating circumstances exist (duty, illness, deployment, etc.).  

Remember, though, attendance is no substitute either for studying or for class participation and does not guarantee a particular grade.

If your work schedule or personal issues cause you to miss many classes, you may be better off dropping a course and retaking it at another time.

If you expect to miss three or more classes in a row, you should STRONGLY consider taking this course at another time.

Sorry -  Park University does not consider Personal Leave to be an excused absence.

ADD/DROP/WITHDRAWAL:  Adding, dropping or withdrawing from a class must be done officially by the student through the University at the office.

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. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners 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 American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent 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
 
.
If you need course adaptations or accommodations because of a physical or learning disability, or if you have emergency medical information to share with me, or if you need special arrangement in case the building must be evacuated, please make an appointment with me as soon as possible.

Copyright:
This material is copyright and can not be reused without author permission.