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Introduction to Clinical Psychology: Professional Issues and Ethics: CLP 7934
Fall
2009 - 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, legal issues, issues related to clinical
service delivery, 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 and
should reflect high professional standards of presentation.
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 are 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 28: On Becoming a Professional: Succeeding in Graduate School
and beyond while still 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 family and 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., Simon, N. P., & Nezu, C. M. (2006). The future of clinical
psychology: Board certification, Clinical Psychology Science and Practice,
13, 254 - 257.
September 4: 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 11: 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 18: Ethical Principles I
This session, and the one that follows, addresses the APA code of conduct and
ethics that must guide all activity within professional psychology. Here,
students will 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 25: Ethical Principles II
Consideration of Ethics Vignettes and continued discussion of ethical principles
in clinical practice, research and teaching.
October 2: 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.
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.
Florida Mental Health Standards (Florida Statutes). You can get the entire
statutes online at http://www.flsenate.gov/statutes/index.cfm.
Florida Statutes, Chapter 490: Psychological Services Act. This is reproduced in
its entirety in your reading packet.
October 9: 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 16: Homecoming (No Classes – Go Gators!)
October 23: The Concept of "Practice Standards" and Professional Competencies
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 30: CHP Student Research Symposium (No Class)
November 6:
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 folder.
November 13: 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 20: Diversity and Multicultural Competence: Guest Co-presenters: Dr.
Steven Anton and Dr. Vonetta Dodson)
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.
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 27: No Class, Thanksgiving Holiday
December 4: Issues of Diversity continued: Guest Co-presenters: Dr. Vonetta
Dodson and Dr. Steven Anton
December 9: 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 25th
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
December 4th in Class.
Diversity and Multicultural Competencies
Professionalism
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