Required Text(s): Trull & Phares, (2001). Clinical Psychology, 6^th Edition, Wadsworth.

Course Goals: This course is designed for undergraduate psychology majors with an interest in the mental health professions. The intent is to provide a survey of the field including the history, scope, methods, concepts, and profession of clinical psychology. We will also review the different theoretical perspectives that constitute the discipline. The objective of this course is to provide the student with a broad, solid foundation in clinical psychology. Furthermore, this course will serve as a stepping stone for further training in a graduate psychology program.

1. To acquire an appreciation for the features that defines clinical psychology and the profession.
2. To acquaint students with diagnosis and classification of psychological problems using DSM-IV.
3. To familiarize students with the essential elements of clinical assessment including assessment of intelligence, personality, and the assessment interview.
4. To provide an understanding of the various clinical interventions focusing on the most prevalent; considering the characteristics, strengths, and weaknesses of the psychodynamic, humanistic, behavioral, and cognitive-behavioral perspectives.
5. Appraising students of cultural, gender, race, and/or ethnic considerations that mental health workers should be aware of.

Course Format: Because this is a survey or introductory course, a preponderance of the material will come from lecture and assigned readings. Since I am an advocate of active learning, I will try to integrate group work and other student centered activities to the fullest extent possible. In addition to traditional course requirements, this course will require a volunteer service component in a mental health or human service organization. When appropriate, I will attempt to have guest mental health professionals to allow students to inquire about their fields and work.

Course Requirements and Organization:

Readings: Discussion makes class sessions more interesting for all involved. I strongly solicit and expect active participation in classroom discussions. This can only happen if you read the assigned material. It is important to note that most exam questions come from the assigned readings.

Case Studies: Selected case studies to highlight treatment modalities or outcomes will be periodically presented.

Journal Articles: Selected journal articles will be used to illustrate clinical issues, treatment approaches, and current empirical research. Each student will be required to present four(4) journal articles (1 case study, 2 demonstrating treatment modalities, and 1 theoretical article on etiology of a disorder), each will be worth 50 points, in the following format:

1. Written Component (40 points).

a. Journal article from list of approved journals.

b. Summary paper (2-5 pages) that describes the main idea or topic, patient or population, disorders, methodology, treatment, results or outcome, and implications.

2. Oral Component (10 points).

a. Present to the class a short (3-5min) discourse on the journal article.

Volunteer Service: Each student will be required to spend at a minimum one (1) hour per week in volunteer service within the community. This will allow students exposure to environments where they can observe behaviors of different populations. Students will be required to maintain a journal of their experience(s), and will serve to verify compliance with this requirement. Suggested settings where students may want to serve are nursing homes, crisis hotlines, hospitals (psychiatric ward), youth service centers, and county health centers to name a few possibilities. Your arrangement(s) must be secured no later than Feb 5 (Tuesday).

Exams: You can expect a combination of any of the following type(s) of assessment: multiple guess, fill-in-the-blanks, short answer, essay (my personal favorite), and/or oral discourse in the presence of the psychology faculty. Exams not taken as scheduled will incur a 10% penalty. However I fully appreciate that there may be extenuating circumstances (e.g., natural disasters such as tornadoes) and therefore reserve the right to judge each case on its own merit. Note that make-up exams will necessarily be limited and more difficult than the original.

Evaluation and Grading System. The grade you earn will be determined by averaging exam scores and other classroom activities (i.e., group work).

Apportionment of points:

Oral Component 40

Written Component 160

Service Component 100

Perspectives Presentation 100

Mental Health Profession Paper 50

Exams (3 @ approximately 100 points each) 300

Total: 750

Students are expected to follow university policies as put forth in the institution's Student Code of Responsibilities and Conduct. In accordance with Title 12 of The Student Code (page 11), instances of alleged academic misconduct will follow the policies and procedures as described in Title 12. As a general rule, Faculty at Rogers State University have the responsibility of enforcing the academic code. Therefore, if academic misconduct is suspected I will submit a letter of alleged academic misconduct to the Office of Student Affairs.

In order to maintain an effective learning environment, students are expected to fully comply with The Student Code. Disruptive behavior will not be tolerated. It is the responsibility of each student to read and become familiar with the policies of The Student Code.

Special Needs: "All students with disabilities who are requesting accommodations should give the"...Office of Student Relations, Preparatory Hall, Room 110 - Claremore Campus... "at least two weeks advance notice to ensure accommodations. Otherwise, we can't guarantee you will receive the accommodations in time".

CHANGES: I reserve the right to make changes in schedule, course content, and items in this syllabus. When changes are necessitated you will be informed as soon as reasonably possible.

Grievances. I don't anticipate any problems, but if you feel that you have a complaint or unresolved issue, please let me know. As hard as it may be to believe, I do make errors J . Please give me a chance to fix it.

Wk 1 01/15 Intro

Wk 3 1/29 Student Article Presentations

Wk 6 2/19 Student Article Presentations

Wk 7 2/26 Pharmacological Interventions

Wk 8 3/5 Psychotherapy - Psychodynamic

Phenomenological, Humanistic, & Existential

Wk 9 3/12 Buffer

Wk 15 4/30 Buffer

Wk 16 Finals (May 6-10)