Integrative Assessment

PP7373 Integrative Assessment FALL 2007

INSTRUCTOR:

Kathleen O’Brien Ph.D.

PHONE:

312-777 7691—on campus 708-507-4216—leave a message and I will return your call.

EMAIL: [email protected] [email protected]

REQUIRED TEXTS:

Title Integrative Assessment of Adult Personality Author(s) Beutler, L. & Groth-Marnat, G. Copyright (2003) Publisher New York: Guilford Press. ISBN 1593852428 Edition (2nd ed.). RECOMMENED TEXTS:

Title Culturally diverse children and adolescents: Assessment, diagnosis, and treatment Author(s) Canino, I. A. & Spurlock, J. Copyright (2000) Publisher New York: Guilford Press. ISBN 9780898624090 Edition (2nd. Ed.).

Title Diagnostic and statistical manual of mental disorders Author(s) Copyright (1994) Publisher Washington, D. C.: American Psychiatric Association. ISBN 089042408X Edition Fourth edition

Title Assessment of children. Author(s) Sattler, J. M. Copyright (2003). Publisher San Diego: Sattler. ISBN 9780961820923 Edition (4th ed).

This Course Requires the Purchase of a Course Packet: YES NO

2 Illinois School of Professional Psychology

PP7373 Integrative Assessment Fall 2007

Kathleen M. O’Brien, Ph.D. 312-777-7691(campus) 708-507-4216(private practice)

T.A- Leah Samler (contact info. available @ class 1)

Required Texts

Beutler, L. & Groth-Marnat, G. (2003) Integrative Assessment of Adult Personality. (2nd ed.). New York: Guilford Press.

Recommended Text

Canino, I. A. & Spurlock, J. (2000). Culturally diverse children and adolescents: Assessment, diagnosis, and treatment. (2nd. Ed.). New York: Guilford Press.

Diagnostic and statistical manual of mental disorders, Fourth edition (1994). Washington, D. C.: American Psychiatric Association.

Sattler, J. M. (2003). Assessment of children. (4th ed). San Diego: Sattler.

Purpose/Overview of Course

The purpose of this course is two-fold: first, to teach students how to integrate assessment data across different evaluative modalities (eg. interview, behavioral observation, objective and projective techniques, DSM IV criteria, etc.) and second, to teach students to communicate, in a written format, the results of assessment to referral agents and consumers of assessment information (psychologists, psychiatrists, physicians, social workers, nurses, educators, courts, patients). The course is designed to prepare students for diagnostic practica. It is assumed that students have mastered the fundamental concepts of formal diagnosis using DSM-IV. More advanced differential diagnostic considerations will be covered in the course. All students should have mastered test construction, evaluation of psychometric sturdiness, test administration, scoring, and interpretation of major instruments (MMPI-2, WAIS-III, and Rorschach).

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

3 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 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.  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

4 practice.

Course Objectives

1. Process Objectives  To expose students to different conceptual dimensions of data integration (eg. dynamic, behavioral, developmental, neuropsychological) across assessment modalities.

 To expose students to the integration of data into a diagnostic profile across personality dimensions (eg. consideration of psychopathology in relation to character strengths and weaknesses, coping styles, interpersonal attachment, environmental, societal, and family influences, genetic and biochemical factors).

 To expose students to different styles of report writing.

2. Outcome Objectives

 Students will learn integrative conceptualization and apply it to clinical data.

 Students will learn to present their findings, interpretations, impressions, conclusions, and recommendations in clear, concise, written form.

These objectives will be measured through submission of diagnostic assessments prepared by students having been given the appropriate data for integration and through the CEC.

Schedule

Week One: introduction to course, review of student readiness and areas of concern, purposes of assessment

Readings: Beutler, Ch. 1, 2,4

Week Two: overview of modalities of assessment, the cultural context, distribution of first data set, structure of report, issues of intellectual testing

Readings: Beutler, Ch. 3 & 5

Week Three: first mini battery due, distribution of second data set, issues of objective testing

Readings: Beutler, Ch. 6, 7, 8

5 Week Four: review of first mini battery, second mini battery due, distribution of third data set, issues of projective testing

Readings: Beutler, Ch. 9

Week Five: review of second mini battery, third mini battery due, issues of assessment with children

Readings: Sattler is recommended reference, no required readings

Week Six: distribution of first full data set, differential diagnosis and advanced psychopathology

Readings: DSM IV, Introduction and Cautionary Statement, Ch.1, Beutler, Ch. 10

Week Seven: coping assessment, environmental influences, formulating character strengths and weaknesses, interpersonal connection and attachment first full data set due

Week Eight: distribution of CEC, neuropsychological assessment

Week Nine: treatment planning based on assessment

Course Requirements:

Attendance at all classes is mandatory and two points will be deducted from your final grade with your first absence unless excused by highly unusual circumstances. Two absences will result in a full letter grade deduction. More than two absences will result in automatic failure of the course.

You will be responsible for three mini batteries and two full batteries. On the second, third, and fourth weeks of class, you will be given data from intellectual, objective personality, and projective testing protocols respectively. You are required to interpret these data and write up for the following week’s class. We will review your reports and discuss them in class.

You will also be required to complete two full batteries. Revisions may be required on each. A second battery, the CEC Diagnostic Interpretation, will be distributed in class during Week Eight. It will be a take home assignment and you will have two weeks to complete and submit it.

6 The three mini batteries and the two full batteries must be typed, double spaced and no more than eight pages in length. Supporting data for conclusive statements are to be included in parentheses. This will be explained in class.

Assignments must be submitted on time for full credit or be lowered by one half grade. Late assignments are accepted only due to highly extraordinary circumstances and with previous permission.

Grading:

The objectives for this course will be measured by the written, submitted mini batteries, the full battery, and the CEC.

Mini Battery #1: 10% Mini Battery #2: 10% Mini Battery #3: 10% Full Battery #1: 35% CEC Interpretation: 35%

Students must receive a B- or better on the CEC to pass the course, regardless of other grades received.

Evaluation criteria for the CEC will be distributed.

Class format:

Each week, some time will be spent on a lecture concerning an assessment-related topic. These can be changed according to the needs of students and student performances. For example, we can spend more time on report writing if most students demonstrate additional need for it. The remainder of each class will be both experiential and participative. We will integrate data in small groups and discuss it in the larger group. You will be given feedback on all of your work and overall issues will be discussed in class.

Disability Statement

It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disability, 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 Student Services. Procedure 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 Student Services when each request for accommodation is approved or denied in writing via 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 accommodation in class. In

7 an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with the 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 source used by the 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 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.

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/

It is recommended that you retain a copy of this syllabus for licensing purposes