Pp7320 Health & Human Dysfunction I

PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

PP7320 – HEALTH & HUMAN DYSFUNCTION I DR. GOGGIN’S SECTION, WED 12:30

IMPORTANT INFORMATION REGARDING SYLLABUS

I regret that this syllabus was not previously available to you; it had been submitted in June. Please do your best to procure the materials as soon as possible.

The texts you should be sure to buy for the beginning of the term are Brenner and the DSMIV-TR (see syllabus, page 11); all others will not be needed in the first weeks of class, so you might wish to wait to purchase them in case there are deletions. Consult the Bibliography at the end of the syllabus for full citations. The reference White & Gilliland is required (see week 3); these book chapters are available in the ISPP library, on reserve. Since this book is out of print, you MAY make copies of the chapter photocopies in the library. Alternatively, sometimes this book can be found, used, from online sources for relatively little cost. YOU WILL NEED THE PACKET STARTING WEEK 1.

PLEASE NOTE: there is a REQUIRED packet of readings (i.e., a collection of book chapters and journal articles) for this course which you may purchase (see syllabus page 10 for additional information on purchase.) ANY READINGS LISTED ON THIS ONLINE SYLLABUS WHICH ARE HIGHLIGHTED IN YELLOW ARE NOT INCLUDED IN THE PACKET BECAUSE THEIR COPYRIGHT COST IS PROHIBITIVE. These readings can be found in reserve books that are available in the ISPP library on campus, and you may make copies from the original sources if you wish. Please consult the syllabus (most of it on page 11) itself for further information.

PLEASE COME TO CLASS WEEK 1 HAVING READ THE ASSIGNED MATERIALS FOR WEEK 1. If you have any difficulty procuring materials, you should contact me at the private voicemail number shown at the top of the syllabus. You may also attempt to contact the teaching assistant, Nic McCarley, at 773-203- 9989; though I cannot guarantee his availability before the term starts, it is quite possible he will be able to assist you.

I look forward to working with each of you, and welcome to the Illinois School of Professional Psychology at Argosy University/Chicago! Dr. Kathy Goggin PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

COURSE SYLLABUS

Course Description:

The aim of this course is to understand the nature and the definitions of health and dysfunction, as a foundation for the study of disturbed states and disturbed psychological functioning. This course provides an overview of significant issues regarding the nature and definition of health and illness or dysfunction. The perspective of the course is holistic; it uses a biopsychosocial model and will also integrate spiritual and ecological facets of human experience and functioning into that model. The role of contextual factors, including history, culture, gender, race, ethnicity, disability and sexual orientation will be addressed. Rarely considered contexts of science itself and human consciousness will also be discussed. The benefits and limitations of DSM-IV TR as a diagnostic system will be discussed. A major aspect of the course will be to present an overview of the milder forms of human dysfunction and personality disorders, and to introduce students to case conceptualization. Different theoretical approaches to understanding health and dysfunction shall be introduced. Throughout the course, the emphasis is placed on the multicausal nature of human functioning.

Course Objectives:

1. To provide students with a comprehensive perspective of the role of professional psychology in addressing the range of human functioning from optimal to dysfunctional.

2. To describe the various issues, assumptions and values that influence how health and dysfunction are researched, understood, classified and conceptualized.

3. To provide a holistic perspective within which to understand and describe human behavior that integrates biological, psychological, social , spiritual and ecological dimensions; and to illustrate how such an holistic perspective can inform psychological assessment and intervention.

4. To emphasize the critical role which multiple contexts play in understanding and describing human behavior; these include history, culture, gender, race, ethnicity, sexual orientation, disability and the rarely considered science and human consciousness itself. The integral role of context in psychological functioning, assessment and intervention will be illustrated.

5. To demonstrate the multicausal nature of human behavior, and to show how these various factors often interact in a complex and unique fashion.

6. To provide a phenomenological framework for understanding human behavior that emphasizes the importance of understanding a person’s experience from within the framework of his or her world view. This includes especially awareness of the influence of the psychologist’s own world view on professional practice.

7. To examine the relationship between wellness and dysfunction and to consider various perspectives on how to understand the continuum of human functioning.

8. To provide students with theoretical concepts and a methodology for organizing clinical material that will facilitate the identification, understanding and treatment of disturbed states and disturbed functioning.

9. To sensitize students to the necessity for careful and thoughtful review of clinical material in order to appreciate the complexity of psychological processes and psychopathology.

10. To learn case conceptualization skills, including the ability to integrate/apply various theoretical perspectives to clinical material. PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

11. To provide students with opportunities to observe, reflect upon and understand their own internal experiences in order to build an empathic understanding of the internal states of others which will promote effective and ethical diagnostic and therapeutic work.

Learning objectives:

1. Students will develop an appreciation of the biopsychosocial matrix of factors involved in the development of health and dysfunction. Assessed through class discussion, personal statement, and written exams. 2. Students will master specific theoretical concepts and formulations in order to gain an understanding of known syndromes of dysfunction. Assessed through objective exams and written work. 3. Students will learn how to use the DSM system of differential diagnosis, and will develop a critical understanding of this system’s clinical value and limitations. Assessed through class discussion, written case formulations, and written personal statement. 4. Students will learn to conceptualize cases by applying and integrating theoretical concepts with specific clinical material. Assessed through class participation, written assignments and written exams. 5. Students will learn to appreciate contextual variables (diversity factors) in the process of clinical case conceptualization. This includes the impact of the students’ own diversity factors. Assessed through class discussion, written assignments and exams.

Course evaluation:

Evaluation of students’ attainment of course objectives will be accomplished through written assignments, exams (both in-class and take home) and contributions to class discussion. Evaluation of professor and teaching assistant will be made at midterm and finals by submission of course evaluation forms which will be anonymously completed by students. Student comments, questions and constructive criticisms are encouraged and welcome at any time. I encourage all members of the class to contribute their feedback in order to promote the most effective learning environment.

Course requirements:

ATTENDANCE AT ALL CLASSES IS EXPECTED AND REQUIRED. For those students who receive student loans, attendance at class can also affect your eligibility for loan monies. Missing a class is not acceptable except in the most extraordinary circumstances, and you are expected to inform the professor in advance of class if such a concern arises. Promptness to class is also expected; the classroom is a professional arena, and professional behavior is expected. Class participation is 5% of your grade. Meaningful participation in class is encouraged and expected. Students are invited and encouraged to raise questions, to express their thoughts and opinions, and to challenge themselves, each other and the professor in respectful ways. Since attendance is required, merely being present does not earn a student the full 5% credit for participation.

Students are required to complete and reflect upon all reading assignments prior to class in order to promote meaningful discussion and to allow for questions and clarifications. The required readings are the foundation for your learning, and have been selected in order to prepare you to function as a professional. Hence, none of the readings is optional. Please be aware that these readings will rarely be directly lectured upon; it is assumed that you will read the materials and then come prepared to class to integrate these materials at a deeper level. You will also see recommended readings that are suggested to further assist you and to allow for a richer learning experience if you desire it. These sources will also be available on reserve in the library.

Assignments, papers and exams are due at the start of class, 12:30 PM. NO LATE PAPERS OR EXAMS WILL BE ACCEPTED SO PLAN YOUR TIME ACCORDINGLY (i.e., printers may not print when you want them to.) Schedule of papers, exams and assignments follows. PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

SCHEDULE OF COURSE ASSIGNMENTS, PAPERS, EXAMS WEEK DUE

Personal statement on health and illness (5 pages) 2

Ungraded assignments:

#1 Miss E, symptom circle part 1- written 3

#2 Miss E, symptom circle part 2 - written 4

#3 Personal vicious circle – written 11

NOTE: OTHER UNGRADED, IN-CLASS ASSIGNMENTS MAY BE ADDED

Objective, in-class exam 6

Take home midterm exam 8

Take home final exam 14

Course grading:

Class participation 5 points Objective exam 10 points Personal statement 10 points Midterm take home exam 30 points Final take home exam 45 points TOTAL possible points 100 points

93 to 100 points A 90 to 92 A- 87 to 89 B+ 83 to 86 B 80 to 82 B- 79 and below C or less (academic probation results) PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

Grading criteria:

The following criteria will be used to assess student performance:

1. An accurate and clear understanding of the theoretical and empirical material presented in the course. 2. An ability to apply theoretical and empirical material in a thoughtful and insightful manner to an understanding of the nature of health and dysfunction. 3. An ability to apply theoretical and empirical material in a thoughtful an d insightful manner to an understanding of one’s own personal experiences, assumptions and biases regarding the nature of health and dysfunction. 4. An ability to demonstrate an holistic and phenomenological perspective to the understanding of health and various forms of dysfunction, with an appreciation for the multiple factors involved in the development and course of a particular disorder. 5. An ability to apply various theoretical perspectives to clinical material in order to generate thorough and meaningful case conceptualization, and to apply a biopsychosocial model of conceptualization. 6. An ability to express ideas in a clear, articulate and thoughtful manner both in writing and in verbal contributions to class discussions. Quantity of classroom comments is not as important as the quality of contributions. These should reflect thoughtful consideration of reading materials and one’s own experience. Respect for differing points of view is expected. 7. Writing will demonstrate correct grammar, careful editing and use of APA style criteria on exams.

Disability statement:

It is the policy of the Illinois School of Professional Psychology at Argosy University/Chicago 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 to complete the instructor’s course requirements, the student must notify the Director of Students Services. Procedures for documenting student disability and the development of reasonable accommodation will be provided to students upon request.

Students will be notified by the Director of Students Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

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 sources 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.

From Dr. Goggin: All students are expected to conduct themselves in keeping with standards of human respect and dignity, as well as the Ethical Standards of Psychologists as published by the American Psychological Association. Dishonesty, deceit or disrespect in any fashion is not in keeping with human dignity, personal integrity or professional ethical standards.

CLASS SCHEDULE AND ASSIGNMENTS

Week 1 Introduction - Discussion of the basic perspective and principles that form the foundation for the course, including the importance of an holistic perspective, the phenomenological orientation, the interrelationship between health and dysfunction, and the role of multiple contexts in understanding human behavior. Introduction to DSM.

Engel, GL (1977). The need for a new medical model: A challenge for biomedicine. Science, 196, 129-136.

Cowen, EL (1991). In pursuit of wellness. American Psychologist, 46 (4), 404-408.

Brenner Chapters 2 & 3

DSM pp. xxiii-xxvv and 27-37

Week 2 The importance of context in understanding human functioning: science and human consciousness as context. Introduction to psychodynamics – psychic apparatus and functions.

PERSONAL STATEMENT ON DEFINITIONS OF HEALTH AND ILLNESS DUE

Rothblum, Solomon & Albee (1986). A sociopolitical perspective of DSMIII. In Millon, T., & Klerman, G. (Eds.) Contemporary directions in psychopathology (pp.167- 187). NY: Guilford Press.

Prilletensky, I. (1989). Psychology and the status quo. American Psychologist, 44 (5), 795-802.

Barney, K. (1994). Limitations of the critique of the medical model. The Journal of Mind and Behavior, 15 (1/2), 19-34.

Brenner Chapters 4 & 5

Recommend: Wallace, Chapters 1, 2 & 3 Kaplan, Sadock & Greb

Week 3 The importance of context in understanding human functioning: culture and diversity. Psychodynamics – conflict and defenses.

ASSIGNMENT #1 DUE

Week 3 continued on next page PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

Betz, N.E., & Fitzgerald, L.F. (1993). Individuality and diversity: Theory and research in counseling psychology. Annual Review of Psychology, 44, 343-381.

Clark, Anderson, Clark & Williams (1999) Racism as a stressor for African-Americans. American Psychologist, 54, (10) 805-816.

Garnets, Hancock, Cochran, Goodchilds & Peplau (1991), “Issues in Psychotherapy with Lesbians and Gay Men,” American Psychologist, v. 46, no. 9 pp. 964-972.

White & Gilliland Chapters 2 & 3

DSM Appendix I, pp. 897-903

Week 4 Conclusion of conflict and defenses. Other psychoanalytic perspectives –object Relations and self psychology.

ASSIGNMENT #2 DUE

Pine (1990) Multiple perspectives and singular persons, and The four psychologies of psychoanalysis. In Drive, ego, object and self: a synthesis for clinical work, pp. 3-41.

Perry, Cooper, Michels (1987) “The Psychodynamic formulation: its purpose, structure and clinical application,” American Journal of Psychiatry, 144, 5, 543-550, 8 pp.

Cushman (1990) Why the Self is Empty: Toward a historically situated psychology. American Psychologist, 45, 5, 599-611, 13 pp. , ISSN-0003-066X

White & Gilliland Chapters 4, 5

Recommend: St. Clair, Object Relations and Self Psychology

Week 5 Biological, environmental and evolutionary aspects of the biopsychosocial model. Behavioral concepts of dysfunction

Harrop, C.E., Trower, P., & Mitchell, I.J. (1996). Does the biology go around the symptoms? A Copernical shift in schizophrenia paradigms. Clinical Psychology Review, 16 (7), 641-656.

Pledger, C (2003) Discourse on disability and rehabilitation issues. (4), 279-284. 6 pp. ISSN-0003-066X

Pert, C., Dreher, H., & Ruff, R. (1998) The psychosomatic network: foundations of mind-body medicine. Alternative Therapies in Health and Medicine, 4, (4), 30- 41. ON LIBRARY RESERVE

Recommend: Kaplan, Sadock and Greb – Chapters on behaviorism and somatoform disorders Gurman and Messer – Chapter on behaviorism Corey – Chapter on behaviorism PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

Week 6 Anxiety disorders. Dissociative disorders. Somatoform disorders Review of dynamic and behavioral perspectives.

IN-CLASS EXAM

Person & Davidson (2001) Cognitive-behavioral case formulation, in Dobson, K (ed), Handbook of Cognitive-Behavioral Therapies, 2 nd ed.,, New York, Guilford Press

Shear, Cooper et al (1993) A psychodynamic model of panic disorder. American Journal of Psychiatry, 150, (6), 263-270, 8 pp.

DSM Somatoform disorders, pp. 485-511

Anxiety disorders, pp. 429-484

Dissociative disorders, pp. 519-533

Week 7 Depressive disorders. Cognitive-behavioral perspective.

Arieti & Bemporad (1978) “Psychodynamics of Mild Depression,” in Severe and Mild Depression, Basic Books, New York, pp. 156-184, 29 pp., ISBN 71816530

Beck (1979) “An Overview,” in Cognitive Therapy of Depression, Guilford Press, NewYork, pp. 1-33, 33pp. ISBN 0-89862-000-7

Cochran & Rabinowitz (2003) Gender-sensitive recommendations for assessment and treatment of depression in men. Prof Psychology: Research and Practice, 34, (2), 132-140, 9 pp. ISSN 0735-7028

Hamilton and Jensvold (1992). “Personality, psychopathology and depressions in women,” in Brown and Ballou (eds.), Personality and Psychopathology: Feminist Reappraisals, Guilford Press, New York, 116-143, 28 pp., ISBN: 0-89862-774-5

Herring & Kaslow (2002) Depression and attachment in families: a child-focused perspective. Family Proces, 41, 494-518, 25 pp.

DSM pp. 345-346; 349-356; 376-382; 398-400; 401-410

Recommend: Jack, DC Silencing the Self - on library reserve Gurman and Messer – chapter on cognitive-behavioral

Week 8 Introduction to Personality Disorders. The vicious circle. Socio-cultural and diversity factors of the biopsychosocial model.

MID-TERM EXAM DUE AT 12:30PM. NO EXCEPTIONS.

Kitzinger, C. (1995) Social constructionism: Implications for lesbian and gay psychology. In A.R.D’Augelli & C. Patterson (Eds.), Lesbian, Gay and Bisexual Identities over the Lifespan (pp. 136-161). Oxford: Oxford University Press.

Rothbaum, Weisz, Pott, Miyake, & Morelli (2000) Attachment and culture. American PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

Psychologist, 55, (10), 1093-1104.

Root, M (1992). “Reconstructing the impact of trauma on personality,” in Brown and Ballou (eds.), Personality and Psychopathology: Feminist Reappraisals, Guilford Press, New York, pp. 229-263, 33 pp., ISBN: 0-89862-774-5.4

van der Kolk, B. (1987). The psychological consequences of overwhelming life experiences. In Psychological trauma, (pp. 1-30). Washington, DC: American Psychiatric Association, 31 pp., ISBN 0-88048-233-8

DSM pp. 685-690

Millon pp. 39-58

Week 9 Dependent and avoidant personality disorders.

Millon Chap. 9, Dependent Personality Chap. 7, Avoidant Personality

McWilliams Chap. 11, pp. 227-247 Chap. 12, pp. 257-277

DSM pp. 718-721; pp. 721-725

Recommend: Jacobs – Chapter 10

Week 10 Histrionic personality disorder. Family systems perspective.

Millon Chap. 10, Histrionic

McWilliams Chap. 14, pp. 301-322

Shapiro Chap. 4

DSM pp. 711-714

Minuchin Chap. 3, pp. 46-66

Recommend: Jacobs – chapter 9

Week 11 Narcissistic personality disorder. Person centered perspective.

PERSONAL VICIOUS CIRCLE ASSIGNMENT DUE

Miller, Alice Prisoners of Childhood: Drama of the Gifted Child

Millon Chap. 11, Narcissistic Personality PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

McWilliams Chap. 8, pp. 168-188

DSM pp. 714-717

Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology. American Psychologist,45 (5), 599-611, 13 pp., ISSN-0003-066X

Sroufe, L.A. (1997). Psychopathology as an outcome of development. Development and psychopathology, 9, 251-268, 18 pp., ISSN 0954-5794

Recommend: Jacobs – Chapter 11

Week 12 Obsessive-Compulsive personality disorder.

Millon Chap. 14, Compulsive Personality

McWilliams Chap. 13, pp. 279-300

Shapiro Chap. 2

Recommend Jacobs – Chapter 8

Week 13 Antisocial personality disorder. Spiritual and transpersonal aspects of the biopsychosocial model.

Millon Chap. 12, Antisocial Personality

McWilliams Chap. 7, pp. 151-167

Shapiro Chap. 5

DSM pp. 701-706

Fahlberg, LL, Wolfer, J, and Fahlberg, LA (1992) Personal crisis: growth or pathology? American Journal of Health Promotion, 7, 45-52, 8 pp., ISSN 0890-1171

Week 14 FINAL EXAM DUE 12:30PM. NO EXCEPTIONS.

Week 15 RESERVED FOR POSSIBLE RESCHEDULING IN CASE OF CANCELLATION. PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

REQUIRED TEXTS

Name of Textbook: An Elementary Textbook of Psychoanalysis Publisher: Anchor Books/Doubleday Author: Brenner, Chas. ISBN: 0-385-04722-3 Edition: current Required or Recommended: REQUIRED Name of Textbook: Diagnostic and Statistical Manual of Mental Disorders IV-TR Publisher: American Psychiatric Association Author: ISBN: 0-89042-025-4 Edition: IV-TR Required or Recommended: REQUIRED Name of Textbook: Psychoanalytic Diagnosis Publisher: Guilford Press Author: McWilliams, Nancy ISBN: 0-89862-199-2 Edition: current Required or Recommended: REQUIRED Name of Textbook: Personality Disorders in Modern Life Publisher: Wiley & Sons Author: Millon, T & Davis, R with Millon, Escover & Meagher ISBN: 047 132 3551 Edition: current Required or Recommended: REQUIRED Name of Textbook: Neurotic Styles Publisher: Basic Books Author: Shapiro, David ISBN: 0465 09502X Edition: current Required or Recommended: REQUIRED ______Miller, Alice (1981) Prisoners of childhood: the drama of the gifted child, 1 st edition, Basic Books, ISBN 0465 063 470 REQUIRED – MUST BE 1ST EDITION ______

Packet of journal articles – available through Copyworks. Go to www.auconnection.net/chicago. Click on “library” for information on ordering packets. Packet bibliography follows below. All of the readings listed in the bibliography are required readings. However, items that are HIGHLIGHTED ARE NOT INCLUDED IN THE PACKET! These articles were very expensive, so I deleted them from the packet. YOU may copy these required readings from the original sources that are available on reserve in the ISPP library under my name. Any questions, please contact me.

HIGHLIGHTED items are NOT included in the packet that you purchase. They are very expensive copyrights; these articles are book chapters, and the books are on reserve under my name in the ISPP library so that you may copy them more inexpensively. PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

COURSE PACKET BIBLIOGRAPHY

Arieti & Bemporad (1978) “Psychodynamics of Mild Depression,” in Severe and Mild Depression, Basic Books, New York, pp. 156-184, 29 pp., ISBN 71816530

Basic Behavior Science Task Force (1996). Basic behavioral science research for mental health. American Psychologist. (51), 722-31, 7 pp., ISSN 0003-066X

Barney, K. (1994). Limitations of the critique of the medical model. The Journal of Mind and Behavior, 15 (1/2), 19-34, 16 pp., ISSN 0271-0137

Beck (1979) “An Overview,” in Cognitive Therapy of Depression, Guilford Press, NewYork, pp. 1-33, 33pp. ISBN 0-89862-000-7

Betz, N.E., & Fitzgerald, L.F. (1993). Individuality and diversity: Theory and research in counseling psychology. Annual Review of Psychology, 44, 343-381, 39 pp., ISSN 0066-4308

Clark, Anderson, Clark & Williams (1999) Racism as a stressor for African- Americans. American Psychologist, 54, (10) 8-5-816, 12 pp., ISSN 0003-066X

Cowen, EL (1991). In pursuit of wellness. American Psychologist, 46 (4), 404-408, 5 pp., ISSN 0003-066X

Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology. American Psychologist,45 (5), 599-611, 13 pp., ISSN-0003-066X

Engel, GL (1977). The need for a new medical model: A challenge for biomedicine. Science, 196, 129-136, 8 pp., ISSN 0036-8075

Fahlberg, LL, Wolfer, J, & Fahlberg, LA (1992). Personal crisis: Growth or pathology? American Journal of Health Promotion, 7, 45-52, 8 pp., ISSN 0890-1171

Garnets, Hancock, Cochran, Goodchilds & Peplau (1991), “Issues in Psychotherapy with Lesbians and Gay Men,” American Psychologist, v. 46, no. 9 pp. 964-972.

Hamilton and Jensvold (1992). “Personality, psychopathology and depressions in women,”in Brown and Ballou (eds.), Personality and Psychopathology: Feminist PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

Reappraisals, Guilford Press, New York, 116-143, 28 pp., ISBN: 0-89862-774-5

Harrop, C.E., Trower, P., & Mitchell, I.J. (1996). Does the biology go around the symptoms? A Copernical shift in schizophrenia paradigms. Clinical Psychology Review, 16 (7), 641-656, 16 pp., ISSN 0272-7358

Kitzinger, C. (1995). Social constructionism: Implications for lesbian and gay psychology. In A.R.D’Augelli & C. Patterson (Eds.), Lesbian, Gay and Bisexual Identities over the Lifespan (pp. 136-161). Oxford: Oxford University Press. 26pp., ISBN 0195082311

Minuchin, S (1974) “A Family Model,” in Families and Family Therapy, Harvard University Press, Boston, MA, pp. 46-66. ISBN 0-674-29236-7

Perry, S., Cooper, AM, & Michels, R (1987). “The psychodynamic formulation: its purpose, structure, and clinical application”American Journal of Psychiatry, 144, 5, 543- 550, 8 pp.

Pine, F. (1990). Multiple perspectives and singular persons, and, The four psychologies of psychoanlaysis. In Drive, ego, object and self: A synthesis for clinical work (pp. 3-41). NY: Basic Books, 39 pp., ISBN 0465017223

Prilletensky, I. (1989). Psychology and the status quo. American Psychologist, 44 (5), 795-802, 8 pp., ISSN 0003-066X

Rothbaum, Weisz, Pott, Miyake & Morelli (2000) Attachment and culture. American Psychologist, 55 (10), 1093-1104, 11 pp., ISSN 0003-066X

Rothblum, Solomon & Albee (1986). A sociopolitical perspective of DSMIII. In Millon, T., & Klerman, G. (Eds.) Contemporary directions in psychopathology (pp.167-187). NY: Guilford Press, 21 pp., ISBN 0-89862-659-5

Sroufe, L.A. (1997). Psychopathology as an outcome of development. Development and psychopathology, 9, 251-268, 18 pp., ISSN 0954-5794 van der Kolk, B. (1987). The psychological consequences of overwhelming life experiences. In Psychological trauma, (pp. 1-30). Washington, DC: American Psychiatric Association, 31 pp., ISBN 0-88048-233-8

Walsh, R.N., & Vaughn, F.E., (1991). Comparative models: Of the person and psychotherapy. In S. Boorstein (Ed.), Transpersonal psychotherapy (pp.12-27). Stanford, CA: JTP Books. 16pp., ISBN 09629190-0-4 PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

White, R. & Gilliland, R. (1975) Chapters 2-5 in Elements of Psychopathology: The mechanisms of defense. (pps. 35-151). Grune & Stratton, NY, NY. 116 pps. ISBN 0-8089-0913-4

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

capacity, including growth of interpersonal skills, and therapeutic relationships.  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. PP7320 Health & Human Dysfunction I Fall, 2007 Illinois School of Professional Psychology at Argosy University, Chicago Office Hrs: W 9:30-11:30 & by appt., Room 1315 Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 [email protected] private voice mail 312.899-8188

 Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.