Argosy University COURSE SYLLABUS

C7834 Counseling Psychology Supervision and Graduate Student Education Directed Independent Study
Dates TBA

Faculty Information Faculty Name: Campus: Contact Information:

David Moore, Ph.D. Seattle ddmoore@argosy.edu; 206.393.3548

Office Hours: I will be available to you by email and by telephone through the dates listed above and the week prior to the course beginning. I tend to return both phone calls and emails in the early morning, afternoon (1-4 pm) and weekend hours. I am available to meet in person at my office at Argosy University—Seattle or my Clinical Office in South King County by arrangement. My weekly office hours during Spring Semester will be 2-5 PM on Thursdays at Argosy. Short Faculty Bio: Dr. Moore is an Associate Professor of the Counseling Psychology Department at Argosy University/Seattle. He was awarded both his M.Ed. and Ph.D. in Counseling Psychology from the University of Washington/Seattle. He is a Licensed Clinical Psychologist, Licensed Chemical Dependency Professional, & Board Certified Chemical Dependency Counselor II. He is a member of the American Psychological Association. He has conducted 20+ years of national field research in developing school-community prevention and intervention systems at the Universities of Washington and Johns Hopkins. Along with teaching graduate-level behavioral science courses in the College of Education at the Universities of Washington and Puget Sound, he served as a research faculty member at Johns Hopkins School of Public Health’s Department of Mental Health. Dr. Moore has a wide range of experience supervising behavioral health staff and systems in diverse settings—ranging from serving as Director for Scripps Health hospital and clinic addiction treatment program in San Diego CA to serving as Staff Psychologist in the traditional healing system for the Central Council of Tlingit and Haida Indian Tribes of Alaska in Juneau AK. Along with teaching at Argosy, he continues both his research and practice activities in all three areas: a) school-community systems, b) addiction and trauma therapy and c) tribal approaches to wellness and chemical dependency recovery.

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Course description: This course will study the theory and application of psychodynamic clinical supervision, focusing on understanding and developing advanced supervision skills with an emphasis on understanding the organizing principles of transference and counter-transference [Wishnie, 2005]. Students will develop a participant observer capacity to contain and maintain the boundaries and frame of the transpersonal therapeutic space. The learning framework will be a competency-based individual study with peer support and instructor guidance [Falender and Shafranske, 2004]. Students will be offered both didactic, faculty-facilitated primary process group and experiential peer group consultative activities. Students are expected to participate as both “peer group members” and “co-facilitators” when studying issues of working within counter-transference. Students will work through the peer consultative process and complete a final self-assessment presentation to the seminar based on measurable learning activities and competency goals [e.g. Campbell, 2005]. Pre-requisite Academic Course: 1) C7834; Psychodynamic Clinical Supervision Current Course Goals: 1) Curriculum and Instruction Skills for Graduate Students 2) Ethics and Risk Management Enhancement in Supervision; and 3) Building Diversity Competence in Supervision.

Course Supervision, Adult Learner Education and Instruction Model: This course assumes: 1) The student has a basic understanding of psychodynamic personality theory and its application in Psychological Counseling; in particular: Object Relations Theory and interpersonal psychological responses originating the family of origin. Students will apply a subjective, existential-humanistic, framework to understanding supervision. 2) The student’s graduate study includes an existing knowledge structure for integrating the principles of Adult Learner education—as articulated by Malcolm Knowles. The instructional model is that commonly associated with serving in a Teaching Assistant mentorship. This includes direct work with graduate students [Masters level] preparing for their Practicum’s capstone project; and participatory modeling in peer [Doctoral level] self-exploration of psychodynamic therapy skills.

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Required [3] and Recommended Textbooks [3]: Required Texts: Wishnie, Howard A. Working in the Countertransference: Necessary Entanglements. Lanham, MD: Jason Aronson Publishing Co., 2005. ISBN 0765703696 Falender, Carol A. and Shafranske, Edward P. Clinical Supervision: A Competency-Based Approach. Washington, DC: American Psychological Association (APA), 2004. ISBN 1591471192. Malcolm S. Knowles, Ph.D., Elwood F. Holton, III, Ed.D., Richard A. Swanson, Ph.D. The Adult Learner, Sixth Edition: The Definitive Classic in Adult Education and Human Resource Development, 1997. Maryland Heights, MO: Elsevier Science & Technology Books. ISBN: 0750678372. Recommended Texts [3]: Haynes, C.A. (Ed.) (2002). Innovations in Interdisciplinary Teaching. Washington, DC: Greenwood (ACE Series). Falender, Carol A. and Shafranske, Edward P. Casebook For Clinical Supervision: A Competency-based Approach. Washington, DC: American Psychological Association (APA), 2008. ISBN 1433803429. Campbell, Jane M. Essentials of Clinical Supervision. New York, NY: John Wiley, 2005. ISBN 0471233048. Technology: Pentium III CPU/ Windows XP or Higher; 128MB RAM printer; Microsoft Office 1997-2003, or higher: Acrobat (full version); Microsoft Internet Explorer 6.0 or higher (PC), 5.0 (MAC), or Mozilla Firefox; Norton Antivirus or Microsoft OneCare. Course length: The class is held during both Session I and II of the scheduled semester. The class is comprised of two hours of in-person or phone consultation with six Masters students, C7433 Advanced Group Counseling, and educational seminars [as assigned] with the course instructor. Contact Hours: 45 Hours Credit Value: 3.0

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Mission Statement The Counseling Psychology program embraces a range of relevant theory and techniques applicable in the three major areas of counseling psychology: a) the remedial (assisting in remedying problems in living), b) the preventive (anticipating, circumventing, and forestalling difficulties that may arise in the future), and c) the educative and developmental (discovering and developing potentialities). Counseling Psychology focuses on a) a wide range of client issues, and developmental life stage challenges, b) assets, strengths, and positive mental health, c) relatively brief interventions, and d) context, sociocultural and political influences, diversity, and person-environment interactions, rather than exclusive emphasis on the individual. This course looks at Clinical Supervision from both the general dimension of the American Psychological Association and applications within Division 17 of Counseling Psychology. This course will be integrated with the Program Outcomes of the Doctor of Education in Counseling Psychology where possible. Program Outcomes: Doctor of Education in Counseling Psychology Program Outcome One: Professional Practice Competency 1 Assessment and Skills Formulate assessments of psychological functioning and apply therapeutic intervention strategies when working with individuals, couples, families, and groups, toward the development of optimal mental health. Competency 2 Theory Synthesize and apply psychological and developmental theories to therapeutic intervention strategies. Competency 3 Writing Employ appropriate media and technology when presenting information orally and in writing, so that the presentation is concise, organized, well supported, professional, and appropriate to the audience.

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Program Outcome Two: Research Competency 1 Analyze research, translate research findings, and conduct research for improvement of counseling psychology services using statistics and evaluation methods. Program Outcome Three: Interpersonal Effectiveness and Professional Development Competency 1: Students will develop positive relationship skills that promote personal and professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and otherawareness. a. Apply active listening communication skills in interpersonal scenarios to establish empathetic relationships. b. Analyze the importance of effective nonverbal communication skills in interpersonal relationships. c. Solicit and utilize feedback to build and maintain interpersonal relationships. Competency 2: Participate in professional development activities in the discipline of counseling psychology to reflect lifelong learning. Program Outcome Four: Ethics Competency 1. Using the American Counseling Association’s Standards of Practice /or the American Psychological Association’s Ethical Code, as well as, and local state law as it applies to the behavior of mental health professionals, identify ethical dilemmas, interpret the standards of practice to apply ethical decision-making strategies while engaging in professional activities. Program Outcome Five: Diversity Competency 1 Multicultural Skills Develop assessment, counseling, and consultation services by applying counseling and multicultural theories and research to diverse populations,

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and modifying counseling interventions as needed to work effectively with diverse clients. Competency 2 Multicultural Awareness Reflect and integrate personal values, beliefs and biases in working with clients as well as in interpersonal relationships with others. Competency 3 Multicultural Knowledge Synthesize the complexity and multidimensionality of cultural/diversity issues in the field of counseling psychology while working with clients as well as interpersonal relationships with others.

Learning Objectives By the end of this course, students should be able to: Course Objectives: 1. To gain demonstrated ability to provide adult learner education in graduate school settings, including a proficiency in the following principles in teaching graduate level students:  They are self-guided in their learning,  They bring more, and expect to bring more, to a learning situation because of their wider experience - and can take more away, and;  They require learning "to make sense" - they will not perform a learning activity just because the instructor said “to do it”. 2. To demonstrate an appropriate level of ethics and risk management in carrying out supervisory responsibilities. This includes documentation, accuracy and completeness of records and documentation, consistency in applying quality assurance and formative evaluation processes to student’s work, and risk assessments with corrective action plans. 3. To demonstrate an ability to accurately identify cultural variables in the provision of counseling services and apply adult education, culturally appropriate practice coaching and risk management standards within a cultural competency framework.

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Requirements 1. Attendance and participation in small seminar learning activities, including, a) didactic instruction and discussion of personal applications of reading material b) utilizing an existential—humanistic group process to understand and discuss students in Practicum III—PC6402 and Advanced Group Therapy--C7433, and d) act in a cooperative learning and consultative process to plan educational and supervisory activities in both settings. 2. Readings: You are expected to read the Adult Learner text prior to the first class session. In particular, the student should have a working familiarity with the following subjects in the text: 1. Andragogical [adult] learning theory; 2. Core competency diagnostics and adult learning inventories; and, 3. The use of learning contracts. The following Clinical Supervision chapters will be assigned at the first class: 1. Chapter 5: Alliance in Therapeutic and Supervisory Relationships; and Appendix B: The Working Alliance Inventory. 2. Chapter 6: Building Diversity Competence in Supervision; and Appendices D & E Multicultural Counseling Scales. 3. Chapter 7: Ethical, Legal Perspectives and Risk Management; and Appendix C: Cross Cultural Counseling Inventory. 3. Written Assignment: Professional Disclosure Statement and Supervisory Contracts [due at second class period]. At the first class, the professor will provide instructions on developing a Supervisory Contract related to the Practicum class members. You will write a professional disclosure statement that describes your experience, your emerging therapeutic theoretical orientation, and your advanced philosophy of supervision. In this way, the class members will have a framework to understand how you will be interacting with their objectives. You will also write a supervision contract with the instructor using a personal adaptation of Appendix A. You will provide this contract to the other class participants one week before the Second Class. B. Journal and presentation of supervisory activities, experiences, and learning—using the assigned readings as a structural sequence of reflections and documentations. It is expected that the student will work on learning and reading objectives in tandem, both in and out of the classroom setting, over the 15 weeks of the semester. This includes self-measurement of change and strategies of personal psycho-education, supervisory group process and peer feedback. At the end of the semester, there will be a 3 hour seminar where each student provides a summary of progress in her/his objective with feedback from the peer group. C. Completion of [2] Course Seminar Plans. The student will develop a learning plan for 3-hour segments of both classes in consultation with Instructor. The plans will be delivered by the student, evaluated by the instructor and a final revised plan will be

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submitted as a final project to demonstrate synthesis of the formative evaluation information with evidence-based instructional plan [Adult Learner text and two additional readings]. Grading Criteria: Grading: Grades are based on a total of 100 percentage points. The class is Pass/Fail. You must accumulate a total of 83 points to pass the course: Participation in seminar discussion Contract and disclosure assignment Completion of Learning Plans [2] Journal maintenance and final summary presentation Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosyu.edu. Detailed descriptions of online resources are located at http://library.argosyu.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians. Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and 40% 20% 20% 20%

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practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/ Academic Policies Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism. Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language. Americans with Disabilities Act Policy It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

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The Argosy University Statement Regarding Diversity Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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