History and Systems

PP 7000 History and Systems Spring 2009

INSTRUCTOR: Gary Walls, Ph.D.

PHONE: 312-802-7261

EMAIL: [email protected]

ALT PHONE:

REQUIRED TEXTS:

Title Constructing the Self, Constructing America: A Cultural History of Psychotherapy. Author(s) Philip Cushman Copyright 1995 Publisher Da Capo Press ISBN 978-0-201-44192-5 Edition paperbound Title The Structure of Scientific Revolutions (3rd Ed.) Author(s) Thomas S. Kuhn Copyright 1970 Publisher University of Chicago Press ISBN 0-226-45804-0 Edition paperbound

Title A History of Psychology: Main Currents in Psychological Thought. Author(s) Thomas Hardy Leahy Copyright 6th Edition Publisher Prentice Hall ISBN 978-0131114470 Edition 6th Edition Hardbound

Title The Family Interpreted: Psychoanalysis, Feminism, and Family Therapy (Revised Edition). Author(s) Deborah Luepnitz Copyright 1992 Publisher Basic Books ISBN 978-0465023516 Edition paperbound RECOMMENDED TEXTS:

Title Author(s) Copyright Publisher ISBN Edition

This Course Requires the Purchase of a Course Packet: YES x NO PP 7000: History and Systems of Psychology Gary Walls, Ph.D. Spring 2009 Monday 6 – 8:44 pm

Syllabus

Office hours: By appointment Contact Information: (312) 802-7261 [email protected]

Course Description: This course is designed to provide the student with a survey of the major theories in psychology, the major philosophical schools of thought from which they are derived and their relationship to clinical practice. Emphasis will be placed on presenting core issues in theory construction to enable the student to understand and meaningfully compare different theoretical viewpoints. The philosophy of science and epistemological foundations of clinical work will also be covered, allowing the student to understand theories of therapy in a broader perspective. By examining how the major theories have been constructed, students will be better able to understand and meaningfully compare different theoretical viewpoints.

This course explores theoretical and clinical developments in professional psychology from an historical and an epistemological perspective. The emergence and development of the major paradigms in the clinical practice of psychology are described, and their epistemological assumptions and clinical values are discussed for their merits as well as subjected to radical critique. Psychological theories and practices will be studied in their historical and cultural contexts to appreciate their status as social products that both reflect and influence the historical eras and the cultures in which they are embedded.

Objectives: 1) To identify concepts and issues basic to the theories and practices of the science and profession of psychology; 2) To demonstrate capacity for critical thinking in regard to the concepts, controversies, theoretical assumptions and social contexts of professional practice; 3) Identify historical origins and paths of development of current variants of the science and profession of psychology, and all of their implications for the diversity of class, gender, skin color, ethnicity, religion, cultural and economic institutions, and sexual orientation. 4) Demonstrate the ability to integrate historical, epistemological and cultural contexts into one’s understanding of professional roles and activities, and to learn to function as a “local scientist” conducting disciplined inquiry as an ongoing aspect of professional clinical work. 5) To foster a great awareness of each student’s own basic assumptions, commitments, and values regarding psychological theory and practice, and to stimulate an appreciation for the importance of a critical examination of one’s assumptions as part of the process of being a “reflective practitioner” of psychology. 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.

Library Resources Argosy University’s core online collection features more than 21,000 full-text journals, 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. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777- 7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject- specific research materials searchable in the Library Online 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 fundamental and transferable research skills, including selecting sources appropriate for academic- level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and 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/

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.

Academic Dishonesty/Plagiarism Statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. Required Books:

Leslie Brothers (2001), Mistaken Identity: The Mind-Brain Problem Reconsidered. Albany, NY: State University of New York Press. Philip Cushman (1995), Constructing the Self, Constructing America: A Cultural History of Psychotherapy. Reading, MA: Addison Wesley. Thomas Kuhn (1996), The Structure of Scientific Revolutions (3rd Ed.) Chicago: University of Chicago Press. Thomas H. Leahey (2004), A History of Psychology: Main Currents in Psychological Thought. Upper Saddle River, NJ: Prentice Hall. R. C. Lewontin, Steven Rose & Leon J. Kamin (1984), Not In Our Genes. New York: Pantheon Books. Deborah Luepnitz (1992) The Family Interpreted: Psychoanalysis, Feminism, and Family Therapy (Revised Edition). New York: Basic Books.

Class Participation:

Participation in the class is an integral part of the learning process. Students are expected to complete the readings before each class and be prepared to discuss the readings and the issues raised in class. Guidance for class participation will be provided in class. Your grade will be based both upon the level of your active participation and how well you demonstrate an understanding of the assigned material, as well as the thoughtfulness, clarity and relevance of your comments.

Class Assignments: 1) Students will attend all classes and read all required readings in time for each class in order to prepare themselves to participate in class discussion. Students will be called upon to read their reaction papers in class.

2) Students will write a “reaction paper” in advance of each class. These papers should be between 2 and 3 pages long, double-spaced in 12 point Times New Roman font. Papers will be graded according to the following scale: 5 points – The paper expresses a critical opinion that addresses the issues raised by that week’s group of readings. While the focus of the paper may be on only one of the readings, it is addressed with reference to the positions expressed in the other readings of that week. 4 points – The paper expresses a critical opinion that addresses the issues raised by that week’s group of readings, but omits one major element implied by the themes of the collected readings. 3 points - The paper expresses a critical opinion that addresses a major theme raised by that week’s group of readings, but omits consideration of relevant issues raised by one or more of the other readings. 2 points – The paper critically examines the issues raised by one of the readings, but fails to address the context of those issues in light of the other readings that week. 1 points - The paper summarizes the main points of one or more of the articles.

0 points - No paper, or a paper with no relevance to the week’s theme or the readings. Late papers will not be accepted, because one of the purposes of the paper is to prepare the student to participate in class discussion. In addition, the grade of the paper will be based on the depth and originality of the thinking it demonstrates, and its grammatical proficiency.

Grading:

Total points = 100

1) Each reaction paper is worth up to 5 points (12 X 5) = 60 points 2) Class participation (12 x 3, + 4 possible bonus points)= 40 points 100 points

Grading Scale: 100-94 = A; 93-90 = A-; 89-86 = B+; 85-83 = B; 82-80 = B-; <79.5 = C

Attention: Students are expected to come prepared to the first class meeting. Your first reaction paper will be due at the beginning of the first class on September 4th Class 1 – First reaction paper due in class today

Introduction Part 1: Psychology, History, Science, and Philosophy Readings: 1) Thomas Leahey (2004) A History of Psychology: Main Currents in Psychological Thought. Ch. 1,2.

Class 2

Introduction Part 2: Psychology, History, Science, and Philosophy Readings: 2) Thomas Leahey (2004) A History of Psychology: Main Currents in Psychological Thought. Ch. 4,5.

Class 3

What is Science? The history and sociology of normal science Readings: 1) Thomas Kuhn (1996), The Structure of Scientific Revolutions (3rd Ed.) Preface, Ch. 1-8, pgs. vii-91. Chicago: Univ. of Chicago Press.

Class 4

The role of paradigms in scientific revolutions Readings: 1) Thomas Kuhn (1996), The Structure of Scientific Revolutions (3rd Ed.) Ch. 9-13, pgs. 92-173. Chicago: Univ. of Chicago Press.

Class 5

Is Psychology a Science? If so, what does this mean? Readings: 1) Robert Madigan, Susan Johnson, & Patricia Linton (1995), “The language of psychology: APA Style as Epistemology.” American Psychologist, Vol. 60, 428-435. 2) Josselson, Lieblich, Brand, Vipond, Madigan, Linton, & Johnson (1996), “Comments” on “The language of psychology.” American Psychologist, Vol. 61, 652-655. 3) Sigmund Koch (1999), “Vagrant confessions of an asystematic psychologist.’” In Psychology in Human Context: Essays In Dissidence and Reconstruction, 395-416. 4) Philip Cushman (1995), “The self in Western society.” In Constructing the Self, Constructing America: A Cultural History of Psychotherapy, 357-387. Reading: MA: Addison-Wesley. 5) Murdock Pencil (1976), Salt passage research: The state of the art. Journal of Communication, 26, 31-36.

Class 6

Scientific Reductionism: Psychology or Brain Science?

1) Leslie Brothers (2001), Mistaken Identity: The Mind-Brain Problem Reconsidered .p. ix-92.

Class 7

The paradigms of psychological assessment and classification Readings: 1) Alix Spiegel (2005) “The dictionary of disorder.” The New Yorker, January 3, p.56-63. 2) Walls, G. (2007) Diagnosis, Epistemology, and Politics: The PDM Paradigm. In L. Aron (Chair), The New Psychodynamic Diagnostic Manual (PDM): How Old Is the Wine; How New are the Bottles? Symposium presented at the Spring Meeting of Division 39 (Psychoanalysis) of the American Psychological Association, Toronto, Canada, April. (Unpublished manuscript). 3) R. C. Lewontin, Steven Rose & Leon J. Kamin (1984), “Schizophrenia: The clash of determinants” In Not In Our Genes. New York: Pantheon Books, p. 197-231.

Class 8

The societal contexts of psychology: Skin color, gender, and class. Readings: 1) Hussein Bulhan (1985), “The amnesia of Euro-American psychology,” & “Fanon and Eurocentric psychology.” In Franz Fanon and the Psychology of Oppression, 37-80. New York: Plenum Press. 2) Ellen Herman (1995), “The curious courtship of psychology and Women’s Liberation.” In The Romance of American Psychology, Berkeley, CA: University of California Press. 3) R. C. Lewontin, Steven Rose & Leon J. Kamin (1984), “IQ: The rank ordering of the world.” In Not In Our Genes. New York: Pantheon Books, p. 83-129. Class 9

An introduction to the history of psychotherapy in cultural context Readings: 1) Philip Cushman (1995), Constructing the Self, Constructing America: A Cultural History of Psychotherapy, chapters 1-5, p. 1-139. Reading: MA: Addison- Wesley. Class 10

The Americanization of Psychotherapy Readings: 1) Philip Cushman (1995), Constructing the Self, Constructing America: A Cultural History of Psychotherapy, chapters 6-8, p. 140-278. Reading: MA: Addison-Wesley.

Class 11

The Behaviorist paradigm Readings: 1) John B. Watson (1930), “Introduction,” & “What Is Behaviorism.” In Behaviorism, ix-20. New York: W.W. Norton. 2) B.F. Skinner (1987), “Whatever happened to psychology as the science of behavior?” American Psychologist, Vol. 42, 780-786. 3) Noam Chomsky (1959) “A review of B.F. Skinner’s Verbal Behavior.” In J. Fodor & J. Katz (Eds.), The Structure of Language, 547-578. Englewood Cliffs, NJ: Prentice-Hall, 1964. 4) Isaac Prilleltensky (1994), “Behaviorism.” In The Morals and Politics of Psychology, 70-79. Albany, NY: State University Press of New York Press.

Class 12

The Cognitive-behaviorist paradigm Readings: 1) K. Dobson & D. Dozois (2001), “Historical and philosophical bases of the cognitive-behavioral therapies.” In K. Dobson (Ed.) Handbook of Cognitive-Behavioral Therapies, Second Edition, 3-39. New York: The Guilford Press. 2) Richard N. Williams (1987), “Can cognitive psychology offer a meaningful account of meaningful human action?” The Journal of Mind and Behavior, Vol. 8, 209-222. 3) Isaac Prilleltensky, (1994), “Cognitivism.” In The Morals and Politics of Psychology, 88-97. Albany, NY: State University Press of New York Press Class 13

Paradigms of Systems and Family Therapy Readings:

1) Froma Walsh & Carmen Crosser (2000) “Advances in Family Therapy: Theory and practice.” In Allen-Meares, P. & Garvin, C. (Eds), The Handbook of Social Work Direct Practice, Thousand Oaks, CA: Sage Publications. p. 301-22. 2) Deborah Luepnitz (1992) The Family Interpreted: Psychoanalysis, Feminism, and Family Therapy (Revised Edition). New York: Basic Books. Part II: p. 27-105.

Optional reading: 3) Mark Poster (1986), “Models of family structure.” In Critical Theory of the Family, 166-205. New York: The Seabury Press.

Class 14

Humanistic-Existential paradigms Readings:

1) Carl Rogers (1961) “This is me” in On Becoming a Person. Boston: Houghton Mifflin. 2) Rollo May (1958), “The origins and significance of the Existential movement in psychology.” In R. May, E. Angel, and H. Ellenberger (Eds.), Existence: A New Dimension in Psychiatry and Psychology, 3-36. New York: Basic Books. 3) Frank Richardson et al (1999), “Existential psychotherapy: A reassessment.” In Re-Envisioning Psychology: Moral Dimensions of Theory and Practice, 114-137. San Francisco: Jossey-Bass. 4) Isaac Prilleltensky (1994) “Humanism.” In The Morals and Politics of Psychology, 80-87. Albany, NY: State University Press of New York Press.