terri l. weaver, ph.d. :: exploring the impact of violence on the lives of women and their children

:: Syllabus

Enhanced Clinical Vertical Team (PSY-581, 582, 681, 682)

Fall, 2005

Instructors: Terri Weaver, Ph.D. and Patrice Pye, Ph.D

Enhanced Team Evaluation

Qualitative Evaluation:

Students will keep a private journal in which they will make biweekly entries. They will then write a 2-page reflection paper during the Spring and Summer, 2006 semester to review their experiences (as described in their journals), and reflect on them in light of their personal and professional understandings of IPV, their beliefs, ethics, and clinical work. These papers will then be summarized by Dr. Sharon Homan and shared with fellow students, and project staff.

There will be a pre- and post-clinical vertical team focus groups focused on awareness of IPV issues and awareness and comfort with: 1) Assessment of IPV and relevant sequelae in cases; 2) Risk assessment with IPV-related cases; 3) Safety planning with IPV-related cases.

Quantitative:

Quantitative data will also include the standard clinical vertical team evaluation that is used in assessing all clinical teams within the clinical psychology program. There will be a pre- and post-clinical vertical team assessment focused on awareness of factual information related to intimate partner violence.

Required Texts:

Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: Guilford Press.

Worksheets are available for Xeroxing in the book and I also have additional worksheets. We will be using this text to guide case conceptualization and to guide ongoing interventions.

Jacobson, N., & Gottman, J. (1998). When men batter women. New York: Simon & Schuester.

Additional Assorted Readings will be provided
Guest Speakers may be scheduled

Training and Individual Supervision:

Individual supervision is one of the cornerstones of clinical training. It is designed to be highly interactive and collaborative. The foundation of clinical supervision is the establishment of a professional supervisory relationship characterized by mutual respect, trust, openness, maturity and communication. Individual supervision will be conducted by Drs. Weaver and Pye for clinical work conducted at the Psychological Services Center and Cardinal Glennon Children's Hospital. Students will be assigned to one of these supervisors.

All therapy contacts are to be videotaped. Individual supervision will be conducted using segments of the videotape. Videotaping permits us to provide more detailed supervision of your clinical work. Videotape over each session so that you do not retain a "library" of tapes. Please store the videotapes in a locked secure location within the clinic to ensure the confidentiality of the clinical material. Typically, administration of test materials does not need to be videotaped, though this should be explored on a case by case basis with your supervisor. Videotaping is not optional and is considered to be an integral part of your training experience on this team.

Regular, ongoing evaluation of supervisory methods, techniques and interactions is expected and encouraged; similarly, regular, ongoing evaluation of your skills, competencies and development as a clinical psychologist will also be conducted. Each student will develop a set of individual clinical goals each semester. Progress on these goals will be examined on an ongoing basis.

Clinical Team Attendance and Workload:

Team supervision provides each trainee with the opportunity to participate in and contribute to clinical case management, assessment and treatment conceptualization, diagnostic formulation, intervention strategies, ethical decision-making, treatment planning, clinical problem solving and outcomes evaluation. As such, during team supervision we expect you to function as a team. As a team, each individual will contribute to the discussion. Those providing direct clinical services (i.e., assessments and interventions) will be expected to present cases to your peers and to solicit their input and feedback in the development of assessment and intervention strategies, techniques and plans. As superviors, we will facilitate these discussions but will play less of a direct active role in them. Team is an opportunity to develop a professional form of discourse with your peers. An effective and well-functioning clinical team is characterized by collaboration, collegiality, openness, nondefensiveness, shared responsibility, mutual respect, and shared leadership. We all share responsibility for the team process as each of us are team members and leaders.

All Students are expected to attend and participate in 2 hours of weekly team clinical supervision. Students beyond the first year are expected to schedule, attend and participate in one hour per week of individual supervision. First year students who are conducting direct clinical services (i.e., assessment, therapy) need to schedule and attend one hour per week of individual supervision. Each student beyond their first year is expected to devote 10-12 hours per week to clinical work as part of their Clinical Vertical Team Activities. Such activities include direct clinical services (i.e. assessment and intervention), report writing, paperwork and phone calls related to clinical care, readings, etc. Students in the first year are expected to spend 3-5 hours per week participating in group supervision, conducting intakes, readings, etc.

If you have anticipated absences, please advise Drs. Weaver or Pye at the earliest possible time, preferably at least two weeks in advance of the absence. If you have an unanticipated absence, make every attempt to notify one of us before the clinical team or individual meeting.

Expected caseloads for students are as follows: First year students are expected to do 1 yearly assessment and to have 0 therapy sessions. Second year students are expected to do 6 yearly assessments and 30 therapy sessions. Third year students are expected to do 6 yearly assessments and 50 therapy sessions. Fourth year students are expected to do 4 yearly assessments and 40 therapy sessions.

Assessments include any combinations of focused/integrated assessment and comprehensive assessments as defined by the APPIC form for internship application. Students should review their caseloads regularly with their CVT supervisor to ensure that expected caseloads are met. These are the minimum expectations.

Cardinal Glennon Practicum:

Beginning in the Spring, 2006 semester, students will begin their practicum placement at University Pediatrics, Cardinal Glennon Children's Hospital. We will begin within the Tuesday afternoon clinic, 12:50 pm - 5:00 pm. Participation is a mandatory part of this clinical vertical team. Clinical trainees will participate via resident and medical student training, participation within the continuity clinic, and interviews with patients during standard clinic visits.

Paperwork:

  • All clinical contacts need to have documentation. All cases seen, even if only seen for an initial consultation should have a written report on file. Psychological assessments of any type need to have a formal interpretation that is part of the case file.
  • Progress notes need to be completed within 24 hours of seeing a client. Please bring your case notes to each individual supervision session and I will countersign notes in the last five minutes of our meeting.
  • First drafts of treatment/discharge summaries and assessment reports need to be completed within 7 working days following the last therapy session (treatment summary) or the final assessment session (assessment). For assessment cases, do not meet with the client for the feedback session until you have a draft of the assessment report that has been reviewed by me and preferably discussed on team.
  • All Therapy cases terminated within a semester and assessment cases completed within a semester must have final reports by the semester's end. Reports must be submitted for revision using the timeline described above.

Failure to close cases and complete paperwork will result in a grade of Incomplete for CVT and the student may not register for further coursework (including CVT, thesis or dissertation hours or internship) until all written work is completed. Students are not eligible to graduate until all written clinical work is complete and approved by the clinical supervisor and the PSC director.

Enhanced Team Case Presentation:

Following the initiation of the Cardinal Glennon Practicum, students identify a case, clinical experience, or interdisciplinary interaction that embodies the following: A Paradigm Shift: Integrating Psychological Services within Primary Care. An outline for the presentation will be provided.

Grades:

You should register for zero credit hours of clinical practicum for the Fall and Spring semester. You should register for three credit hours for the summer semester. Grades are assigned on an A, B, C, D and F basis each semester regardless of the number of credit hours.

Emergencies:

In the event of any clinical emergencies, please feel free to contact your team supervisor immediately. Drs. Weaver and Pye have listed their telephone numbers on the first page of this syllabus. For Dr. Weaver, you may interrupt me in my office for an emergency, even if the Do Not Disturb sign is up. If I am on campus but not in my office, please check with Laurie Wiedner in the PSC to see if I can be located. If you are unable to reach your assigned supervisor, please contact the other CVT supervisor or the clinical faculty member on call.


Course Readings

September 1, 2005

  • Introduction to Team: Overview of Syllabus and Course Expectations

September 8, 2005

  • Judith Beck: Chapters 1 and 2

September 15, 2005 J

  • Judith Beck: Chapters 4, 5, and 6

September 22, 2005

  • Judith Beck: Chapters 7, 8, and 10

September 29, 2005

  • Dr. Sharon Homan: Pre- Focus Groups (tentative)

October 6, 2005

  • Chapters 1, 2. and 3: When Men Batter Women
    Discussion will focus on ways in which myths about IPV affect those providing interventions to battered women and their children. Dynamics of battering and ways in which these dynamics may manifest with the therapist will be discussed.

October 13, 2005

  • Chapters 4 and 5: When Men Batter Women
    Discussion will focus on characteristic types of male batterers and implications these may have for their female partners, safety planning, and risk assessment.

October 20, 2005

  • PBL case #1, Day 1


October 27, 2005

  • PBL case #1, Day 2

November 3, 2005

  • PBL case #1, Day 3

November 10, 2005

  • PBL case #1
    Day 4 Conclusion

November 17, 2005

  • Team may be cancelled pending supervisor availability for AABT.

November 24, 2005
No Team Thanksgiving Holiday

December 1, 2005

  • The Impact of IPV on Children. Developmental Issues.

December 8, 2005

  • Reading on integration within Primary care
    Discussion/Summary of Semester Teachings


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