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P&C Methods Overview

P&C Methods Overview. and A.L.T. Faculty Council & Program Directors 5/5/10. Examples. Progressive Focus Papers (Steve) Tutorial (Steve) Oral Presentation (Tracy) Workshop PPT (Tracy) Online Options (Jim) Semester Overview (Steve). Progressive Focus Papers.

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P&C Methods Overview

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  1. P&C Methods Overview and A.L.T. Faculty Council & Program Directors 5/5/10

  2. Examples • Progressive Focus Papers (Steve) • Tutorial (Steve) • Oral Presentation (Tracy) • Workshop PPT (Tracy) • Online Options (Jim) • Semester Overview (Steve)

  3. Progressive Focus Papers • 1st Essay = Broad Overview (Psychotherapy) • Mentor Feedback • 2nd Essay = Narrow Overview (Gestalt) • Mentor Feedback • 3rd Essay = Focus Paper (Gestalt dream work) • Mentor Feedback • Reflection Paper = Self reflection • Course Evaluation in SIS • Course Range = 4 to 15 weeks

  4. Tutorial • Student reads: Weeks 1 – 15 (variable) • Phone conversations: Weeks 2 – 15 (variable) • Additional research: As needed • Reflective Paper: Week 12 – 15 • Course Evaluation in SIS • Course Range: 10 – 15 weeks

  5. Tutorial Example Part 1/2 • Course Title: 801-Elective #2: Advanced Psychotherapy: Death, Dying, and HospiceCourse DescriptionStudent will develop a working understanding of the topics of death, dying, and hospice-related issues with a special focus on the counseling of those who are affected by these issues.  • BibliographyPrimary text: • Balk, David (Ed). (2007). The Handbook of Thanatology: The Essential Body of           Knowledge for the study of Death, Dying, and Bereavement. London: Routledge    and Psychology Press. • Supplemental Texts; • Kastenbaum, Robert. (1991). Death, Society, and Human Experience: Fourth Edition. New York: Macmillan Publishing Company. • Kastenbaum, Robert. (2000). The Psychology of Death: Third Edition. New York: Macmillan Publishing Company. • Lair, Georege S. (1996). Counseling the Terminally Ill: Sharing the Journey. Washington, D.C.: Taylor and Francis. • Neimeyer, Robert A. (1994). Death Anxiety Handbook: Research, Instrumentation, and Application. Washington, D.C.: Taylor and Francis. • Rando, Therese A. (1993). Treatment of Complicated Mourning. Champaign, Illinois:    Research Press. • Soddrard, Sandol. (1991). The Hospice Movement: A Better Way of Caring for the Dying. • Additional articles and text(s) to be determined. • Learning Activities: Please describe your goals (personal & professional) for this course, your anticipated learning activities (reading, workshops, projects, etc.), and the resources you will use to complete the work of the course. • My goals for this course are to  gain an in-depth understanding and working knowledge of the following issues and topics: Dying; End -of-Life Decision Making; Loss, Grief and Mourning; Assessment and Intervention; Traumatic Death; Death Education.  • I will also examine the different areas related to both the topics of this course and to develop a working knowledge of the skills that are necessary for a psychotherapist to have when working with the special treatment population that includes the dying, the bereaving, and those struggling with issues related to death. • In addition I will also examine these topics via the following approaches: Culture/Socialization; Religion/Spirituality; Historical/Contemporary Perspectives; Life Span; Family/Systems; Ethical/Legal Issues. • Additional topics that may need to be covered will determined during the course of the semester.

  6. Tutorial Example Part 2/2 • Products: Please describe the products you have negotiated with your course mentor. List them separately and describe the essential requirements of each (type of product, length or duration, APA Style, etc.). If you are working on a collaborative project with other students, identify the others and describe the contribution each is expected to make. • Each week I will engage in an hour long dialogue with my mentor about the topics I have studied that week. This conversation will include, but not be limited to, a discussion of the clinical, political, social/cultural, historical and contemporary perspectives regarding the topic being covered that particular week. Topics that will be covered will be: death/dying and the dying process, end of life decision making, loss, grief and mourning, assessment and intervention, traumatic death, and death education. Additional topics that might need to be covered will be determined by both my mentor and me during the course of the semester. Our final dialogue will be a discussion about my own personal growth throughout the semester as a result of my studies for this course. I will also submit a five page personal reflection paper in which I will detail my own personal thoughts, beliefs, and opinions about the course and the material covered. • Due Dates: Please list each product and the associated due date(s). If you will complete a tutorial or project, list the start date and how often you will be in contact with the course mentor, and when the series of interactions will end. •  Hour long Dialogues will take place on the following dates and times: • Monday, May 10th at 1pm • Monday, May 17th at 1pm • Monday, May 24that 1pm • Wednesday, June 2nd at 1pm • Monday, June 7th at 1pm • Monday, June 14th at 1pm • Monday, June 21st at 1pm • Monday, June 28th at 1pm • Wednesday, July 7th at 1pm • Monday, July 12th at 1pm • Monday, July 19th at 1pm • Monday, July 26th at 1pm • Monday, August 2nd at 1pm • Monday, August 9th at 1pm • Wednesday, August 18th at 1pm • Final five page reflection paper will be submitted by August 20, 2010.

  7. Oral Presentation Part 1/2 • Course Title: 803-Elective #4: Lifestyle and Career Development • Course Description • Includes a broad understanding of career developmental theories; occupational and educational information sources and systems; career and leisure counseling, guidance and education; lifestyle and career decision-making; career development program planning; resources and effectiveness evaluation. • Bibliography • Essential elements of career counseling : processes and techniques  by Amundson, Norman E. (2005), • Career development and counseling : putting theory and research to work  edited by Steven D. Brown and Robert W. Lent. (2005) • other resources (including journal articles and websites) as found and suggested through interviews with persons re-entering communities and the work force following incarceration. • Learning Activities: Please describe your goals (personal & professional) for this course, your anticipated learning activities (reading, workshops, projects, etc.), and the resources you will use to complete the work of the course. • Reading of above-named texts and resources • Interviews of Vocational Counselors in my agency • I hope to be better able to provide career counseling to the clients I work with, perhaps through presenting a focused learning session or group, and coaching, especially for parolees to re-enter the work force. • I hope to be able to educate other clinicians in these same skills.

  8. Oral Presentation Part 2/2 • Products: Please describe the products you have negotiated with your course mentor. List them separately and describe the essential requirements of each (type of product, length or duration, APA Style, etc.). If you are working on a collaborative project with other students, identify the others and describe the contribution each is expected to make. • Oral Presentation of career and lifestyle overview knowledge, through structured interview with course mentor. • Group Curriculum for educating persons in recovery and treatment from substance abuse disorders, focused on parolees returning to the work force • Reflection on learning. • Due Dates: Please list each product and the associated due date(s). If you will complete a tutorial or project, list the start date and how often you will be in contact with the course mentor, and when the series of interactions will end. • Curriculum, 6-14-10 • Oral Presentation, on or about 6-28-10 as negotiated with mentor • Reflection on learning, 7-5-10 • Course Due Date: • 08/23/2010

  9. Workshop PPT Part 1/2 • Course Title: 700-Psychopathology:   • Course Description • Learners gain a basic understanding of mental disorders and the multiaxial approach to evaluation and assessment. In learning the classification of mental disorders, the learner gains understanding of diagnoses in terms of treatment and management decisions in varied settings. Learners understand the meanings of diagnostic validity and are able to clearly define diagnostic terms used in psychopathology. • Bibliography • van der Hart, O., Nijenhuis, E., and Steele, K. (2006). The Haunted Self: Structural Dissociation and   the Treatment of Chronic Traumatization • Courtois, C. and Ford, J. (2009). Treating Complex Traumatic Stress Disorders: An Evidence-Based Guide. • van derKolk, B., McFarlane, A., and Weisaeth, L. (Editors). (1996). Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society. • Curran, L. (2009). Trauma Competency: A Clinician's Guide • Current journal articles to supplement as needed.  • Learning Activities: Please describe your goals (personal & professional) for this course, your anticipated learning activities (reading, workshops, projects, etc.), and the resources you will use to complete the work of the course. • Building upon a Pre-G foundational course in abnormal psychology, I will study post traumatic stress syndrome (PTSD) to include an overview of the history, main symptoms and characteristics (particularly dissociation), the pros and cons of current DSM diagnostic criteria, and the difference between complex and simple PTSD.  Additionally, • I will explore common co-morbid conditions to PTSD with particular attention to borderline personality disorder and traumatic grief.  I will focus on current and emerging treatment modalities. 

  10. Workshop PPT Part 2/2 • Products: Please describe the products you have negotiated with your course mentor. List them separately and describe the essential requirements of each (type of product, length or duration, APA Style, etc.). If you are working on a collaborative project with other students, identify the others and describe the contribution each is expected to make. • Provide a PowerPoint presentation giving an overview of PTSD and co-morbid conditions with a view to presenting this information in a future workshop or training.  • Write an essay in APA-style focusing on treatments and interventions. Paper will be 15-25 pages in length. • Reflect upon my learning in a 3-5 page paper.  • Due Dates: Please list each product and the associated due date(s). If you will complete a tutorial or project, list the start date and how often you will be in contact with the course mentor, and when the series of interactions will end. • Course products will be completed and submitted in the 2nd half of the semester, to be received before the end of the semester. • Contact with course mentor as needed. • Course Due Date: • 08/23/2010

  11. Online Options Part 1/3 • Course 720 Assessment & Evaluation - (Fitzgerald, Jim) • Original Course Description:Learners gain knowledge of theories and measures of intellectual, personality, academic, and organizational functioning. Learners obtain a basic understanding of the evaluation processes and the measures used to assess the abilities of adults and children. Learners understand the concepts of validity and reliability, as they relate to measures used.  • Student Course Description:Learners gain knowledge of theories and measures of intellectual, personality, academic, and organizational functioning. Learners obtain a basic understanding of the evaluation processes and the measures used to assess the abilities of adults and children. Learners understand the concepts of validity and reliability, as they relate to measures used. • Learners gain knowledge of principles and models of assessment, case conceptualization, commonly used clinical, personality, and behavioral assessment instruments and basic measurement and evaluation concepts.  Learners understand the concepts of diagnostic validity and reliability.  • Bibliography:Erford, B. (2006). Counselor's Guide to Clinical, Personality, and Behavioral Assessment. Lahaska Press (www.lahaskapress.com) Around $51  • Learning Activities:The student will be able to demonstrate a basic understanding of:  • the purpose of clinical assessment • structural models of clinical interviewing along with the pertinent research and literature • how to recognize the impact of cultural values on individual responses to assessment and the impact on treatment considerations • a thorough mental status examination • the standardized assessments in clinical diagnosis • the commonly used assessment instruments • validity and reliability • ethical and legal considerations pertinent to counseling

  12. Online Options Part 2/3 • Products:There will be weekly assignments.  • 2. Using your knowledge of counseling, material you read this semester, and your text, look at the Client History and Background found in Appendix A (starting on page 199). Use a listing format but explain why we ask for this information. You may pick and choose different pieces of information we ask for, such as "religion" or "have you ever received counseling services." What are the many reasons we would ask such questions? Try to keep your paper to 5 full pages. In other words, why do we need to know that information; what does it tell us or alert us to consider? • Due Date: Semester ¼ mark  • 3. Repeat the same process with the Semi-Structured Mental Status Examination Interview Protocol found in Appendix D (page 223). Again, keep your paper to 5 full pages. Due Date: Semester ½ mark  • 4. Complete both Appendix A and D using a supposed client. Then write a case study based on the results and decide which assessments instruments you might use on this client. Explain why you chose the tests you did and why you might not have chosen others. You can follow the format of the case studies in your text (Chapter 7 - though not quite so long!). Try to keep it under 12 pages. Due Date: Three weeks before the end of the semester  • 5. Each student taking this course will share their papers with all other class members and receive feedback from them.

  13. Online Options Part 3/3 • Due Dates:Week 1 = read chapter 1, "Clinical Assessment";  start thinking about, and writing, your papers •  Week 2 = Write on your papers • Week 3 = read chapter 2, "Reviews of Commonly Used Clinical Assessments"; write on your papers • Week 4 = Write on your papers; complete appendix A paper and submit it to me and all of your classmates no later than Friday of this week • Week 5 = read chapter 3, "Understanding Personality and Its Assessment from a Trait Perspective"; write on your papers • Week 6 = provide written feedback to your classmates on the paper they submitted to you (send it to me as well) • Week 7 = read chapter 4, "Reviews of Commonly Used Personality Assessments"; write on your papers • Week 8 (5/7-5/11) = Write on your papers; Finish your second paper on Appendix D and submit it to me and your classmates no •       later than Friday of this week • Week 9 = read chapter 5, "Behavioral Assessment: Principles and Applications"; write on your case study • Week 10 = read chapter 6, "Previews of Commonly Used Behavioral Assessments"; provide feedback to your classmates on their Appendix D paper • Week 11 = read chapter 7, "Case Studies"; write on your case study • Week 12 = Finish your case study and submit it to me and your classmates by Friday of this week •       13. Week 13 = Read the case studies submitted by your •              classmates  • Week 14 = submit feedback to me and all of your classmates on their case study using the discussion board • Week 15 = read all of the feedback you have received and write a brief reflective paper (2-3 pages) with your thoughts and feelings. Submit to me by Friday of this week • Course Due Date: 08/30/2010

  14. Semester Overview

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