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Introduction to Clinical Psychology: Professional Issues and Ethics: CLP 7934
Fall
2007 - 8:00 - 9:50 Friday; Room HPNP 3170
James
H. Johnson Ph.D, ABPP
E-Mail:
JHJ@phhp.ufl.edu
- Website:
http://www.ClinicalChild.com
Course Objectives
This course is designed to provide
an initial educational experience that introduces the student to and socializes
the student in the science and profession of clinical psychology. Course topics
assure that the student understands critical issues in the professional
activities of clinical psychologists, ethical standards, issues related to
clinical service delivery, legal issues, supervision, professional social
responsibility, and issues of diversity in clinical psychology. The course is
also intended to assist first year students as they begin to assume a more
active role in shaping the profession of psychology in their research, clinical,
and professional activities and integrate their professional contributions with
other important life activities.
Course Format
The course proceeds first in
lecture/presentation format, then in discussions of relevant topics as students
become more familiar with the knowledge base. The instructor will present
information, focus topics for discussion, and provide suggestions for further
reflective study. Students are expected to participate actively in the course
topics and discussions.
Grading and Attendance
Attendance is expected as it
reflects professional commitment. Students who must miss a class meeting should
inform the instructor beforehand if at all possible. During the course, two
"reaction papers" are required that reflect the student’s analysis of specific
issues they are asked to confront. The course grade is determined by an average
of the two reaction papers (each graded on a 100-point scale). Due dates are
detailed below. Papers are limited to five, double-spaced pages (at least
11-point font), plus references, written in APA format.
Additional Expectations
Students are expected to attend
regularly scheduled departmental Teaching Conferences (Friday, 12:00pm-1:00pm,
in the HPNP Building) and to attend laboratory meetings held by faculty with
whom they consider working. Additional research meetings, held by the
Department’s Areas of Concentration, are available to students. Each of these
provide information about the research and clinical activities available in the
department. Students are also expected to attend additional meetings as
scheduled by the Program Director. These are typically scheduled on Fridays from
11:00 – 12:00. These meetings should be thought of as resources that assist
students in orienting themselves to departmental programs and that help them
develop personal goals and interests. Attendance at these meetings will not be
formally considered in determining the course grade, but is advantageous to the
student in many ways as they become familiar with the department and its
programs.
Students with Disabilities
Students requesting classroom
accommodation must first register with the Dean of Students, Office of Student
Disability Services. That office will provide documentation to the student
regarding allowable accommodations. The student must then provide this
documentation to the instructor when requesting accommodation. The instructor
will work together with the student to insure that appropriate accommodations
are available to maximize participation and learning.
Course Schedule
The schedule of course topics is
listed below. For your convenience, required readings, in .pdf format, have been
placed in a folder on the Student Share Drive labeled "Intro Clin Psych".
Students are encouraged to read appropriate materials prior to class in order to
participate in and benefit maximally from class discussion.
August 24: On Becoming a
Professional: Succeeding in Graduate School and Beyond while Having a Life
Taking individual career goals of
students in the class as a point of departure, this initial session will focus
on what aspiring to be a "professional" in the area of clinical psychology
involves. We will discuss the defining characteristics of "professionalism",
characteristics of professionals who have been socialized into the science and
profession of clinical psychology, and the ways in which professionalism is
demonstrated both prior to and after the completion of graduate school
requirements. Also considered will be the challenges of balancing long-term
career aspirations with other areas of one’s life.
Kaslow, N. & Keilin, W. G. (2006).
Internship training in clinical psychology: Looking into our crystal ball,
Clinical Psychology Science and Practice, 13, 242 - 248.
Rehm, L. P. & DeMers, S. T.
(2006). Licensure, Clinical Psychology Science and Practice, 13,
249 - 253.
Finch, A., Simpn, N. P., & Nezu,
C. M. (2006). The future of clinical psychology: Board certification,
Clinical Psychology Science and Practice, 13, 254 - 257.
August 31: Careers in Clinical
Psychology:
This class session is spent
discussing various career options and outcomes of training in clinical
psychology, including a discussion of critical experiences and characteristics
of students that led to their choice of career.
DeLeon, P.H., Hagglund, K.J.,
Ragusea, S.A., & Sammons, M.T. (2003). Expanding roles for psychologists in
the 21st century. In G. Stricker & T. Widiger
(Eds.), Handbook of Psychology, Volume 8: Clinical Psychology, pp.
551-568. Hoboken, NJ: John Wiley & Sons.
Calhoun, K. & Craighead, E.
(2006). Clinical psychology in academic departments. Clinical Psychology
Science and Practice, 13, 278 – 281.
Abromowitz, J. & Piacentini, J.
(2006). Clinical psychologists in departments of psychiatry: Current Issues
and a look to the future (2006). Clinical Psychology Science and Practice,
13, 282 – 286.
Comas-Diaz, L. (2006). The present
and future of clinical psychology in private practice. Clinical Psychology
Science and Practice, 13, 273 - 277.
September 7: Theoretical Foundations and Training Models
in Clinical
Psychology
This session familiarizes students
with the various conceptual models that programs use to train clinical
psychologists in the 21st century. How do educators conceptualize and
measure the goals and outcomes of clinical training?
Belar, C.D. (1998). Graduate
education in clinical psychology: "We’re not in Kansas anymore". American
Psychologist, 53, 456-464.
Peterson, D.R., Reid, T.A., &
Allen, G.J. (1999). Reflections on Training: Donald Peterson talks with the
first PsyD and a PhD classmate. Professional Psychology: Research and
Practice, 30, 74-82.
Hall, J.E. & Hurley, G. (2003).
North American perspectives on education, training, licensing, and
credentialing. In G. Stricker & T. Widiger (Eds.), Handbook of Psychology,
Volume 8: Clinical Psychology, pp. 471-496.
Butcher, J. (2006). Assessment in
clinical psychology: A perspective on the past, present challenges and future
prospects. Clinical Psychology Science and Practice, 13, 205 -
209.
Watson, D. & Clark, L. A. (2006).
Clinical diagnosis at the crossroads, Clinical Psychology Science and
Practice, 13, 210 - 215.
Calhoun, K.S., Moras, K., Pilkonis,
P.A., & Rehm, L.P. (1998). Empirically supported treatments: Implications for
training. Journal of Consulting and Clinical Psychology, 66,
151-162.
Barlow D. & DeMers, S. T. (2006).
Psychotherapy and psychological treatments: The future, Clinical Psychology
Science and Practice, 13, 216 - 220.
September 14: Ethical Principles I
This session, and the one that
follows, addresses the code of conduct and ethics that must guide all activity
within professional psychology. Students develop both knowledge of the ethical
code and an appreciation of how to apply it to case scenarios.
American Psychological Association
(2002). Ethical Principles of Psychologists and Code of Conduct. American
Psychologist, 57, 1060-1073. (This is reproduced in your student
handbook…please bring to class for reference)
Koocher, G.P. & Keith-Spiegel, P.
(1998). On being an ethical psychologist. (Chapter 1 in Koocher, G.P. &
Keith-Spiegel, P., Ethics in Psychology: Professional Standards and Cases.
New York: Oxford University Press, pp. 3-26.
September 21: Ethical Principles II
Ethics Vignettes and continued
discussion of above articles
September 28: The Concept of "Practice
Standards"
Standards of practice are key
guideposts for assisting psychologists in understanding what is expected of
them, the kinds of competencies and capabilities they should attain, and how
they should develop lifelong methods for insuring that they are on the leading
edge of science and practice.
American Psychological
Association, Committee on Professional Standards (1987). General guidelines
for providers of psychological services. American Psychologist, 42,
712-723.
October 5 – Legal Issues
Psychological practice takes place
within a legal environment, and it is often the case that ethical, professional
and legal issues conflict. These issues, and the ways that psychologists address
them, are discussed in this and the next session.
Borum, R. & Reddy, M. Assessing
violence risk in Tarasoff situations: A fact-based model of inquiry.
Behavioral Sciences and the Law, 19, 375-385.
Florida Mental Health Standards
(Florida Statutes). You can get the entire statutes online at http://www.flsenate.gov/statutes/index.cfm.
I will reproduce relevant sections as handouts.
Florida Statutes, Chapter 490:
Psychological Services Act. This is reproduced in its entirety in your reading
packet.
Walcott, D.M., Cerundolo, P., &
Beck, J.C. (2001). Current analysis of the Tarasoff duty: An evolution towards
the limitation of the duty to protect. Behavioral Sciences and the Law,
19, 325-343.
October 12: Legal Issues, Continued
Case Vignettes, Discussion on
appropriate action
Tranel, D. (1994). The release of
psychological data to nonexperts. Ethical and legal considerations.
Professional Psychology: Research and Practice, 25, 33-38.
October 19: CHP Student Research
Symposium (No Class)
October 26: Specialties and
Proficiencies in Clinical Psychology
The science and practice of clinical
psychology has diversified over the past decade, and many psychologists, while
generally trained in clinical psychology, focus their practice on particular
areas that require special skill and training. The recognition of specialties,
the manner in which students of psychology can attain specialty skills, and the
process of board certification in specialties are discussed in this session.
Read material on APA website
pertaining to specialties and proficiencies. The homepage for the Commission on
the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP)
is located at http://www.apa.org/crsppp/homepage.html. This material is not
reproduced in your reading packet.
November 2: Homecoming (No Classes –
Go Gators!)
November 9: Supervision and Training in
Practice
The development of skills,
competencies, and capabilities by students in training in clinical psychology
programs depends on the program’s ability to provide them with access to
competent and thoughtful supervision of research, clinical, and professional
development activities. This section of the course reviews extant models and
concepts of supervision and is intended to provide the student with tools to be
a competent consumer of supervision at all levels of the program.
Falender, C.A. & Shafranske, E.P.
(2004).Clinical Supervision: A Competency-Based Approach. Washington,
DC: American Psychological Association, Chapter 1 ("The Practice of Clinical
Supervision")/
Finkelstein, H., & Tuckman, A.
(1997). Supervision of psychological assessment: A developmental model.
Professional Psychology: Research and Practice, 28, 92-95.
Harrar, W.R., VendeCreek, L, &
Knapp, S. (1990). Ethical and legal aspects of clinical supervision.
Professional Psychology: Research and Practice, 21, 37-41.
November 16: Diversity and
Multicultural Competence (Guest Presenter: Dr. Tamara Warner, Department of
Pediatrics)
The workforce in clinical psychology
is not nearly as diverse as the clients we serve. For this reason, psychologists
need training and experience in issues that relate to the provision of
psychological services to patients from diverse cultures and backgrounds. This
knowledge and expertise is built upon didactic knowledge, experience, and
personal exploration. The two sessions devoted to this topic lay the groundwork
for the development of multicultural competency, with the knowledge that
attainment of such competencies is an ongoing process that continues through a
process of lifelong learning on the part of every professional psychologist.
Hall, G.C.N. (2006). Diversity in
Clinical Psychology. Clinical Psychology Science and Practice, 13,
258 – 262.
American Psychological Association
(2003). Guidelines on multicultural education, training, research, practice,
and organizational change for psychologists. American Psychologist,
58, 377-402.
APA Guidelines for Psychotherapy
with Lesbian, Gay, and Bisexual Clients (2000).
Cardemil, E.V. & Battle, C.L.
(2003). Guess who’s coming to therapy? Getting comfortable with conversations
about race and ethnicity in psychotherapy Professional Psychology: Research
and Practice, 34, 278-286.
Hansen, N.D.,
Pepitone-Arreola-Rockwell, F., & Greene, A. (2000). Multicultural competence:
Criteria and case examples. Professional Psychology: Research and Practice,
31, 652-660.
November 23: No Class, Thanksgiving
Holiday
November 30: Issues of Diversity
(Continued)
December 5: Classes End
Reaction Papers
Paper 1: Discuss an ethical dilemma you
have experienced/observed in your psychological activities, and how it was
resolved, OR, discuss limitations and potential problems you see with the new
APA ethics code. This paper is due September 21 in class.
Paper 2: If you were a program director
charged with designing a curriculum in diversity education, what didactic,
clinical, and research experiences would you employ to insure that your
graduates both appreciated and understood diversity issues as they related to
clinical practice and/or public policy? This paper is due November 30 in Class.
Training
Models in Clinical Psychology
Diversity and Multicultural Competencies
Dr. Tamara Warner
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