RAYMOND M. BERGNER, PH.D.

 

COURSES TAUGHT

Psychopathology

Practicum

Theories and Techniques of Counseling

Family Therapy

 

 

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What is Descriptive Psychology?

 

PSY 350 Syllabus 

 

 

 

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Illinois State UniversityDepartment of Psychology

                           FALL, 2014


CLINICAL-COUNSELING PRACTICUM 

 

Dr. Ray Bergner

DeGarmo 440

Office hours: MW, 1-2, or by appointment. 

TR at 11 would be good appointment time for this class.   

Phone: 438-8190

Email: rmbergn@ilstu.edu

 

BACKGROUND / NATURE OF COURSE

 

This section of Practicum is designed with two purposes in mind.  (1) The first of these is to try to be as responsive as possible to students' ongoing needs -- often needs which cannot be anticipated -- in their practicum placements. (2) The second is to help students enhance their skills as psychotherapists, in many cases by "filling in gaps" in our curriculum; i.e., important things that are not picked up in our other courses such as Theories and Techniques and Family Therapy. 


To achieve these objectives, Practicum has a somewhat different structure than other courses, one that combines a series of pre-established topics (see below) and what might be termed a "flex" element.  


Each Tuesday, the first question will be, "Anyone got any clinical case questions or anything else from your placement experiences that you'd like to discuss?"  We can take up the whole time if needed with such issues.  Otherwise, we will begin discussion of that week's topic.

 

Each Thursday, we will discuss (or continue to discuss) the weekly topic -- unless there are any critical issues or situations that arise that students need to discuss.  We will also have guest speakers come in to discuss certain select topics.

 

The long term primary objective of the practicum experience is to acquire clinical competence. This includes...

 

1. Competence at individual case formulation (assessment).  A critical skill to be acquired is that of becoming able to formulate case conceptualizations.  These are essentially individualized theories or hypotheses that include both (a) a clear description of the client's problem  and (b) an explanatory account of what is maintaining the problem.  A good formulation fits the facts: it is closely tied to the actual data of the case; nothing is made up (a surprisingly common occurrence, especially where notions like "low self-esteem" are concerned).  A good formulation is comprehensive; i.e., in the ideal case, it ties together all, or a large portion of, the data from the case into a unified account wherein all the facts of the case "hang together"--like a scientific theory that provides a fit for a lot of the observed phenomena.  A case formulation may often include a DSM diagnosis, but it would not be limited to that: when one has established that a client is dysthymic, for example, the work of assessment has just begun.  A good case formulation is useful. In the optimum case, it proves to be not merely true, but true in a way that heuristically suggests directions and strategies to bring about change.

 

2. Competence at forming good therapeutic relationships.  Such actions as carefully and empathically listening to the client, conveying an understanding, being on the client's side, legitimizing, refraining from coercion, giving the client the benefit of the doubt, and more, all conduce to a positive therapeutic relationship, and so the student must acquire competence here.

 

3. Competence at executing change operations effectively.  The focus here is on the skillful implementation of change techniques, whatever this might entail in a given case.  For example, in one situation, it might entail skillfully getting the client to rethink a maladaptive idea, in another role-playing a difficult situation, and in yet another giving a homework assignment.  

 

Historically, it is in area 3 -- the skillful execution of change operations -- that students in training have had the most difficulty.  To borrow a phrase from the Solution Focussed folks, they have had a hard time "having a conversation for change" -- of sitting down with a client and conducting an interview that accomplishes such things as defining a workable problem and then discussing this problem in a way that has a reasonable probability of bringing about change in the client.  While other techniques such as exposure, desensitization, role playing, and designing good homework assignments are all highly valuable when implemented competently and in appropriate circumstances, it is the therapeutic conversation that is the essential medium for all of this.  It is within this medium that we do such things as establish an alliance with the client, define a workable problem, bring about vital changes in the client's thinking and world view, and set up other interventions that we wish to implement.


CLASS TOPICS:


1. Crisis intervention, with an emphasis on suicidal clients. 

        "Guest speaker": Aaron Beck (audiotaped session with 

suicidal woman)

2. What is it important to accomplish in the first therapy session? Why?

3. How can we get reluctant or involuntary clients to commit to therapy

      (e.g., the reluctant spouse, adolescent, or mandated client)?

4. How might we help resistant clients to be less resistant?

5. What is "motivational interviewing" and how is it relevant to 

helping mandated, unmotivated, and resistant clients?  

"Guest speaker": William Miller (video)

6. What is a "workable problem formulation" and how do you 

create one?

7. What are the characteristics of a good therapeutic relationship? 

Why?

8. What are some general policies / procedural guidelines for 

psychotherapy that are useful regardless of your theoretical 

approach to therapy?  

9. What are some good ideas for approaching couples in therapy? 

Guest speaker: Dr. Laurie Bergner

10. How can we best help traumatized / PTSD clients?

11. How can we best help clients who have suffered a loss and

find themselves unable to get over it (grief work)?

      "Guest speaker": Dr. Ronald Ramsey / video

 

Further topics will be introduced and discussed over the course of the semester based on student needs as these arise. 


READINGS:


To be announced. The large majority of the readings for this course 

are not pre-set but will be decided and assigned on a flexible 

basis as we take up various topics.  

Numerous detailed handouts will  be distributed over course of semester.  

Bergner, R. (2007). Status dynamics: Enriching the paths to 

therapeutic change. Ann Arbor, MI: Burns Park Publishers.


EVALUATION: Evaluation in practicum will be based on performance on the following:  

 

1. Attendance (100 points). Attendance is especially critical in this course because of its professional practice seminar nature.  The essence of the course is class discussion, which obviously places a premium on students being there. 

                                                

Deduction of 15 points for any class missed without a valid excuse.


2. Class participation (100 points). Requirement here is that student (a) be engaged and paying attention during class period, and (b) make a contribution or two in most class periods. A deduction of 10 points will be assessed for any student who is perceived to be significantly inattentive or off task in class (e.g., texting, doing email, or working on non-class materials).

 

3. Quizzes: there may be a quiz for any assigned reading on the Thursday when we discuss that reading.  Each quiz: 10 points. 


4. Outside Practicum Evaluation. (100 points) Evaluation from outside practicum supervisors at end of semester . 

 

Grading scale:              A = 90% of total points

                                      B = 80%

                                      C = 70%

                                    Etc.