Portfolio Development - Argosy - Argosy University

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					                             Argosy University, Chicago
                               COURSE SYLLABUS
                               Portfolio Development
                                   Summer I 2011
Faculty Information:
       Faculty Name: Susan S. Zoline, Ph.D.
       Campus: Chicago
       Contact Information:
              Office Location: 1368
              Office phone number: (312) 777-7704
       Office Hours: Monday: 1:00-2:00; Tuesday 9:00-10:00; Thursday 9:00-11:00; and by

Short Faculty Bio:
Susan Zoline, Ph.D. is an Associate Professor of Psychology and core faculty member in the
Clinical Psychology Department at Argosy University, Chicago where she has been teaching
since 1988. She currently teaches courses in the areas of Professional Issues and Clinical
Supervision, as well as Pro Groups, an MA Practicum Seminar, and PsyD Advanced Practicum
Seminars. Dr. Zoline also chairs and serves on CRP committees, serves as a new faculty mentor,
chairs the Clinical Psychology Admissions Committee, and serves on the Clinical Psychology
Student Professional Development Committee. She has worked clinically in a broad variety of
settings and is active professionally as well.

Course Catalogue Description:
The portfolio development course is intended to help students synthesize their performance and
experiences within the master’s program. The portfolio will include both scholarly and personal
reflection components that illustrate personal and professional growth and development within
the program. The portfolio evaluates the student’s competency levels as they related to personal
development, theoretical knowledge, clinical conceptualization ability, and scientific
understanding as it relates to clinical work.

Course Pre-requisite: Thirty completed credit hours in the Clinical Masters Program including
Professional Issues (PP 7100). Additionally, students must be concurrently enrolled in a masters
therapy practicum experience or have successfully completed a previous masters therapy
practicum in the Argosy University, Chicago Clinical Masters program.

Required Text:
There is no textbook assigned for the course. Journal articles will be assigned which may be
found in the Argosy University Library or downloaded online.

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.

Course length: 15 Weeks

Contact hours: 15 hours

Credit value: 1.0

Course Objectives:
Course Objective                                      Method of Assessment
Students will demonstrate familiarity with the        Participation in classroom discussion and
integration of science/scholarship and clinical       exercises, performance on the
practice (including Evidence- Based Practice in       Scientific/Scholarship, Theoretical/Clinical
Psychology) as a model for life-long                  and Personal/Professional components of the
professional learning and development                 Portfolio
Students will demonstrate proficiency in the          Participation in classroom discussion and
understanding and application of a theoretical        exercises, performance on the
model to case conceptualization at a level            Theoretical/Clinical component of the
consistent with an advanced Clinical Masters          Portfolio
 Students will demonstrate awareness and              Participation in classroom discussion and
attention to personal and professional growth         exercises, performance on the CV/
and development at a level consistent with an         Personal/Professional Autobiography
advanced Clinical Masters student                     components of the Portfolio
Students will demonstrate the ability to function     Participation in classroom discussion and
sensitively and ethically with diverse                exercises, professional comportment
populations                                           associated with the course, performance on all
                                                      components of the Portfolio

Instructional Contact Hours/Credit

Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, group-
work, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for instructional

At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.

Program Outcomes: The Master’s program in Clinical Psychology at Argosy University
Chicago Campus is designed to educate and prepare students to transition into the Clinical
Psychology Doctoral program, so that they may eventually be able to function effectively as
clinical psychologists. The Master’s program is a fully embedded program within the Clinical
Psychology Doctoral program, and as such there is significant overlap between the two curricula.
To ensure that students are prepared adequately, the curriculum provides for the meaningful
integration of theory, training and practice. The first year of the Master’s program provides
students with foundational coursework, and this is followed by a full-year practicum experience
and additional coursework. The Clinical Psychology program emphasizes the development of
attitudes, knowledge, and skills essential in the formation of Master’s level professionals who are
committed to the ethical provision of quality services.

Specific objectives of the program include the following:

   Goal 1: Prepare Master’s level professionals 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 1a: Synthesize the foundations of clinical psychology, including
           psychopathology, human development, diagnosis, diversity, ethics, and various
           therapeutic models in clinical applications.
        o Objective 1b: Select, plan, and implement ethical and evidence-based interventions
           with sensitivity to the diverse characteristics and needs of clients.
           o Objective 1c: Demonstrate knowledge, skills, and attitudes to effectively
                implement and participate in psychological consultation and supervision
           o Objective 1d: Demonstrate personal development and self-reflective capacity,
                including growth of interpersonal skills, and therapeutic relationships.

   Goal 2: Prepare Master’s level professionals 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 psychological services.

   Goal 3: Prepare Master’s level professionals to critically evaluate the current and evolving body
    of scholarly literature in psychology to inform professional practice.

Course Requirements and Guidelines

1. Classes will meet on Wednesdays from 1:30 PM to 3:30 PM for seven weeks.

2. Students are expected to attend all scheduled classes. Please contact the instructor prior to the
start of class if you are unable to attend. Absence from more than one class session may result in
a failing grade (F) for the course. Tardiness of more than 30 minutes may be counted as a missed
3. Students are expected to read all course readings by the assigned dates and to be prepared to
discuss readings in class.

3. Over the course of the semester, students will be required to submit four assignments which
together will comprise their Clinical Masters Portfolio. A detailed explanation of the
requirements for the various components of the Portfolio is provided below.

4. All assignments must be typed, double-spaced, with 12 point Times New Roman font and in
accordance with the stated page limits for that assignment. Additionally, all papers (including
citations and reference lists) must be written in accordance with the APA Publication Manual (6th
Edition). Plagiarism of ideas or content from other sources is not acceptable. All assignments
must be submitted by the start of class on the assigned date. Late assignments will receive a
diminished grade (reduction of one-half grade).

5. Portfolio assignments are considered to be individual exercises in which the student draws
upon their unique experiences in the Clinical Masters program and their own insights to compose
their portfolio. Students are expected to work independently on all portfolio assignments.

6. Class time will be devoted to lecture, discussion of topical issues and assigned readings,
clarification of portfolio requirements, and/or classroom exercises.

7. Students are respectfully requested to turn their cell phones and all other electronic devices
off during class so as not to interfere with the learning environment. If a special circumstance
exists in which the student needs to have their cell phone on during class, a request should be
made to the instructor prior to the start of class.

Due Dates for Portfolio Components

1. Curriculum Vitae and Biography Statement (Component One): Class Two (5/18/11)

2. Scientific/Scholarship Portfolio Component (Component Two): Class Three (5/25/11)

3. Theoretical/Clinical Portfolio Component (Component Three): Class Five (6/08/11)

4. Personal/Professional Portfolio Component (Component Four): Class Seven (6/22/11)

Grading Criteria:
The student’s grade in this course will be primarily determined by their performance on the
various components of the portfolio which they submit. Grading will be based upon the
student’s ability to cogently and thoughtfully answer each question, drawing upon the academic
literature, the student’s training and experiences in the masters program, self-reflection, solid
writing skills and use of assigned resources. Feedback will be provided on each submitted
component of the portfolio. Assignments may not be resubmitted after a grade is assigned.

The instructor reserves the right to drop the student’s final grade for documented behaviors
which are deemed by the instructor to represent unprofessional, unethical, or highly disruptive
behavior. This might include three or more instances of unexcused lateness (15 minutes or
more), resulting in a final grade deduction of one half- grade, or other behaviors or interactions
with the instructor or other students or regarding one’s written work which are deemed to be
unprofessional, unethical or highly disruptive in nature (deduction of a full final grade). Referral
to the student’s advisor and/or the Argosy University SCC or SPDC may also result from such
occurrences as well at the instructor’s discretion. The student will be notified of the instructor’s
concern in such instances.

Assignment Table:
 Week Topics                    Readings                                           Assignments
   1    Introduction and
May 11 Overview
   2    Professional            Epstein, R.M. (1990). Mindful practice.         CV and Biography
May 18 Identity                 Journal of the American Medical                  Statement Due
        Development             Association, 282 (9), 833-839.

                                Zeddies, T. (1999). Becoming a
                                psychotherapist: The personal nature of
                                clinical work, emotional availability and
                                personal allegiances. Psychotherapy, 36
                                (3), 229-235.
  3       Evidence Based        Hunsberger, P. H. (2007). Reestablishing       Scientific/Scholarsh
May 25    Practices             clinical psychology’s subjective core.             ip Portfolio
                                American Psychologist, 62, 614-615.             Component Due

                                Stuart, R. B., & Lilienfeld, S. O. (2007).
                                The evidence missing from evidence-based
                                practice. American Psychologist, 62, 615-

                                Wampold, B. E., Goodheart, C. D., &
                                Levant, R. F. (2007). Clarification and
                                elaboration on evidence-based practice.
                                American Psychologist, 62, 616-618.

                            Wendt, D. C., & Slife, B. D. (2007).
                            Is evidence based practice diverse
                            enough? American Psychologist, 62,
  4       Diagnostic        First, M.B. (2010). Clinical Utility in the
June 1    Assessment and    Revision of the Diagnostic and Statistical
          Case              Manual of Mental Disorders (DSM).
          Conceptualization Professional Psychology: Research and
                            Practice, 41 (6), 465-473.
                               Flanagan, E.H., & Blashfield, R.K (2010).
                               Increasing clinical utility by aligning the
                               DSM and ICD with clinicians’
                               conceptualizations. Professional
                               Psychology: Research and Practice, 41
                               (6), 474-481.
  5       Counter-             Mc Williams, N. (2005). Preserving our        Theoretical/Clinical
June 8    Transference,        humanity as therapists. Psychotherapy:             Portfolio
          Self-Reflection      Theory, Research, Practice, Training. 42       Component Due
          and Critical         (2), 139-151.
    6     Multiculturalism     Gallardo, M.E., Johnson, J., Parham, T.A.,
  June    and Ethics           & Carter, J.A. (2009). Ethics and
   15                          multiculturalism: Advancing cultural and
                               clinical responsiveness. Professional
                               Psychology: Research and Practice, 40
                               (5), 425-435.
          Self- Care and                                                        Personal/
          Professional                                                         Professional
   7      Development          Rupert, P.A., Stevanovic, P., & Hunley,        Autobiography
June 22                        H.A. (2009). Work-family conflict and            Portfolio
                               burnout among professional psychologists.      Component Due
                               Professional Psychology: Research and
                               Practice, 40 (1), 54-61.

Grading Criteria:

Grading Requirements                                Grading Scale
CV/Bio                            10%                     A         100 – 93
Scientific/Scholarly Essay        20 %                    A-        92 – 90
Clinical/Therapy Application      30%                     B+        89 – 88
Essay                                                     B         87 – 83
Personal/Professional             40%
                                                          B-        82 – 80
                                                          C+        79 – 78
Total                             100%
                                                          C         77 – 73
                                                          C-        72 – 70
                                                          F         69 and below
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 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

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

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (, an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
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.

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.


                  CV/BIOGRAPHICAL STATEMENT (Component One)
                            Due May 18th (Week Two)

Students should submit a polished and up to date copy of their CV suitable for professional job
hunting, application to a doctoral program, or for other professional purposes.
Additionally, students should submit a brief (two to three paragraphs) biographical statement
summarizing professional qualifications, relevant experiences, interests and goals.

                 SCIENTIFIC/SCHOLARSHIP ESSAY (Component Two)
                             Due May 25 (Week Three)

In five to six pages please address the following questions. Please reference a minimum of four
scholarly sources in your essay:
 Define and discuss similarities and differences between Empirically Supported Treatments
    (ESTs), Evidence-Based Practice (EBP), and Best-Practices. Also, discuss how you do/will
    integrate these approaches into your clinical work.
 Discuss how science/scholarship interfaces with clinical practice. Please address at least two
    of the following areas:
        a. Assessment
        b. Intervention
        c. Lifespan Development
        d. Diversity
    Comment on how the APA Code of Ethics guides your clinical practice. Additionally,
     identify at least 2-3 ethical considerations that impact the integration of science/scholarship
     with clinical practice.
    Briefly discuss a research question you would like to explore in the future, during doctoral
     studies or in a future clinical role. How would you hope to apply the findings from your
     research to your work as a clinician?

                THEORETICAL/CLINICAL PRACTICE (Component Three)
                                  8-10 Pages
                             Due June 8 (Week Five)

In this part of the portfolio, you are being asked to view a video of an actual therapy session.
Students should choose one of four DVD’s, corresponding to a theoretical orientation which
matches their own identification and/or training. All of the videos will be on reserve in the
school library throughout the semester. Students will be allowed to check out the videos on a
short-term basis so that multiple students may share use of the videos. The videos are as follows:

1. Short-Term Dynamic Therapy with Donald Freedheim, APA Psychotherapy Videotape
   Series, 1994, Library Catalogue # 396 (Psychodynamic).
2. Cognitive-Behavioral therapy for clients with multiple problems. Gail Iwamasa, Ph.D. APA
   Specific Treatments for Specific Populations Video Series, Library Catalogue # (Cognitive
3. Three Approaches to Psychotherapy II/Part I: Carl Rogers with Kathy, Library Catalogue #
   355 (Person-Centered)
4. Solution-Oriented Therapy with Bill O’Hanlon, Family Therapy with the Experts series,
   1998, Library Catalogue # 559 (Family Systems)

Having watched the video, students should answer the following questions, integrating material
from the video with readings from your chosen theoretical orientation and your own
thoughts/reactions. Please include three to four references in your paper.

1.    Identify your own theoretical orientation and from your approach, evaluate the session in
     terms of the therapist’s attitudes, intentions, statements and actions in the interview. It is
     suggested that you use about 3 or 4 examples from the interview, which address the
          Give concrete examples of how the therapist appeared to use specific theoretical
             constructs or techniques from your chosen orientation to promote change. Describe
             the theoretical constructs/techniques in detail and comment on their use in the
          How would you characterize the client’s struggles from your chosen orientation?
          Describe a moment or exchange in which therapeutic movement or resistance
             occurred. Critique this moment in terms of the therapist’s chosen words or actions.
             How might you have handled this moment similarly or differently?
2. Comment on the therapeutic relationship between therapist and client(s). What do you
   imagine a relationship with this client(s) would be like for you? What unique issues might
   arise for you in working with this client(s) Please elaborate.
3. What challenges or countertransference issues might arise for you in working with this
   client? How might you address these issues constructively?
4. What diversity issues were salient in the session? What diversity issues might be salient if
   you were the therapist working with this client?
5. What did you learn from watching this session in terms of your own developing skills as a

                 PROFESSIONAL AUTOBIOGRAPHY (Component Four)
                            Due June 22 (Week Seven)

Your personal/professional autobiography is intended to express your reflections on your
learning and experiences as a Clinical Masters student. This is a highly individualized task.
Therefore, there is not a standard template for this essay. It is anticipated that each student’s
essay will be unique and will capture your formative experiences and path through graduate

Essays should be approximately 8-10 pages in length and written in accordance with APA style.
You may answer each question separately or combine answers to each question into one essay.
You are required to cite and meaningfully discuss four to six references in your essay. A
reference list should be provided at the end of your autobiography.


1. How do you view the balance of art and science in psychology/psychotherapy? Relate your
   comments to your own personal and professional development in the program.
2. What course or experience has been most influential in shaping your personal/professional
   development in the program? Why? Likewise, what reading has most impacted you?
3. Many students enter graduate school stating that they chose Psychology as a career because
   they wanted to “help people.” How has your graduate training impacted your views on
   helping others?
4. What does it mean to be ethical? Describe an ethical dilemma you have faced in your
   clinical training, how you chose to resolve it, and how it impacted the course of therapy.
5. How has your understanding of diversity evolved over the course of your training? What
   have you learned about yourself and your world view in this area? What aspects of diversity
   remain most challenging or unexplored for you?
6. What personal and professional strengths will you bring to your work as a masters level
   clinician? What personal/professional issues have been most challenging for you in your
   training? In what ways do you most wish to continue to grow?

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