Martin-Wagar, Caitlin A

English

Martin-Wagar, Catlin A.

University of Montana

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi, 2021-2025 Fall 9-1-2023 PSYX 530.01: Clinical and Diagnostic Interviewing Catlin A. Martin-Wagar University of Montana, Missoula, caitlin.martin-wagar@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi2021-2025 Let us know how access to this document benefits you. Recommended Citation Martin-Wagar, Catlin A., "PSYX 530.01: Clinical and Diagnostic Interviewing" (2023). University of Montana Course Syllabi, 2021-2025. 2885. https://scholarworks.umt.edu/syllabi2021-2025/2885 This Syllabus is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi, 2021-2025 by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. 1  Psychology 530 – Clinical Interviewing Fall 2023 Course Location and Time Skaggs 246 Mondays 12:00pm – 1:50pm Instructor Information Instructor:  Caitlin Martin-Wagar, PhD (she/her) Office:  Skaggs 366 Office Phone:  406-243-4986 Email:  Caitlin.Martin-Wagar@umontana.edu   Office hours: by appointment Teaching Assistant Katelyn Melcher, MA (she/they) Email: Katelyn.Melcher@umontana.edu   The purpose of this document: The syllabus is a working document in which you can find important course information. Values, guidelines, expectations, course materials, assignments, and other key FAQs are included. I recommend checking the syllabus frequently and viewing it as a resource. Happy to answer questions about the course that I have missed in the syllabus!  How can you contact me? Please email me, catch me before or after class, or schedule a meeting. I am happy to hear from you! I will do my best to respond to you as quickly as possible, but please allow up to, but no later than, 48 hours for me to respond (especially on weekends and holidays). Happy to meet in-person or via zoom! For emergencies, we will have a specific plan distributed in class, and you’ll have access to my cell phone and Katelyn’s cell phone. Course Objectives The first objective of this class is to provide you with the opportunity to develop and refine basic clinical interviewing skills. This course will offer you the opportunity to actively learn the foundational skills that are crucial to the clinical interviewing process, and represent the essential building blocks to effective psychotherapy and psychological assessment. Interviewing is a goal-oriented process and therefore you will learn to conduct interviews with various goals in mind. A sampling of integral goal-directed interviews utilized in the helping professions will provide you with the opportunity to further refine and apply your skills, and build your knowledge base. Because psychologists and counselors function in a multicultural world, this course will take an intersectional and multicultural approach to clinical interviewing.  Learning Objectives 1. Students will develop basic skills (e.g., attending, reflecting, influencing) that are critical to the development and maintenance of a productive, professional therapeutic relationship.  2  2. Students will learn how to provide and receive constructive feedback to and from peers and will have the opportunity to incorporate that feedback into their clinical interviews. In the process, they will begin to develop a sense of their own professional identity and approach to psychological assessment and therapy.  Required Texts Clinical Interviewing, Sixth Edition (2017). Sommers-Flanagan, J. & Sommers-Flanagan, R.  John Wiley & Sons: New York. Additional Readings Other optional readings will be made available, and will be posted in Moodle. Course Requirements 1. Attendance: Class attendance, participation, and involvement in exercises are expected. Two excused absences are allotted, without penalty. I recommend making every effort to attend class, unless you are sick or in case of emergency. These skills forge the foundation of your clinical work, and the bulk of this course is applied clinical interviewing (i.e., done in class). If you will be absent, you should e-mail me as soon as you know you will be absent. You should also inform your partner (see below).   2. Interviews: Students will work in pairs to complete 8, 30-minute interviews emphasizing that week’s micro-counseling skill or goal-directed interview. Groups will switch supervisors after the 3rd interview, in order to allow you to experience different supervision styles. All interviews and self-analyses must be sent to your supervisor by 8am Monday morning following the week of the interview. a. Interviews 1-6 are to be videotaped. Videotapes should be emailed (encrypted) to your supervisor (Katelyn or myself). Upon receipt of your videotapes, your supervisor will watch and provide written feedback, via email, on your interview.  Interviews 1-6 are conducted with Psyx 100 students. b. Interviews 7 (suicide assessment) and 8 (diagnostic interview) will be videotaped and emailed (encrypted) to your supervisor. Supervisors will again provide written feedback, via email. Interviews 7 and 8 are acted with your partner.  c. A 1-page written self-analysis of your interview experience should accompany each interview and be emailed to your supervisor along with the recorded interview. In the self-analysis, highlight what you think worked best as well as spots where you had some difficulty or you feel things could have gone better. At the top of your self-analysis, please list at least three specific times (e.g., “4:22”) during the interview that you reference in your self-analysis. Recordings and self-analyses should be emailed to your supervisor within 24 hours of completion of the interview.   d. Your interviews will be conducted in the presence of a class partner. You will work in pairs for live observation of and feedback to each other (on zoom). This means that you will be spending one hour total per week on interviews (your own 30-minute interview and your partner’s 30-minute interview). YOU MUST HAVE AN OBSERVER- 3  there are no exceptions to this. If your partner is unable to attend an interview, the interview needs to be rescheduled.  i. In the Clinical Psychology Center (1444 Mansfield Ave), clinical rooms will be available for observation and interviewing. You will need to reserve the room on Titanium (instructions will be distributed). Please do not arrive early or linger after your slot given the busyness of the clinic. Someone might be in the room right before or after you.  ii. Psychology 100 students will be available to you for practicing your interviews (interviews 1-6). This is a multi-step process:  a) You and your partner decide on a weekly interview time, b) ensure that the room is available that time each week for interviews, c) put the specific times requesting Psyx 100 students on the SONA system, and d) after a student has completed an interview with you, grant credit to students by clicking credit granted in the SONA system. You will need to conduct 6 interviews with Psyx 100 students throughout the semester. Please give reminder emails/text the day before to increase your attendance rate.   NOTE:  You cannot interview anyone you know, even remotely. Doing so would affect your interview and be observable in the tapes, and potentially raise ethical issues.   e. Final Interview (Interview 8-Diagnostic Interview): Clinical interviewing has developed into a science. Current practice requires that you know more specifically the recommendations for interviewing with specific populations or diagnostic groups. For example, depression, substance abuse, psychopathology, post-traumatic stress, eating disorders, etc., are acceptable topics. However, I realize that some of you are expressly not conducting diagnostic interviews, so a developmental interview with a “parent”/and or “teacher will do. All areas expect specific information to be gathered in order to assess the presence of a condition or respond to the needs of a client. You will not conduct an interview with a known structured interview instrument (SCID, etc.). You will be expected to conduct an interview that integrates class material (lecture, text, etc.), and your own research into a diagnostic area or function of the interview of your choice. This may be guided by structured interviews but not merely be following a structured interview. You will need to conduct a role play interview on videotape and turn this in as your final project.  Your project will be graded for micro-counseling skill use, appropriate inquiry into background relevant to your diagnostic area, and the queries and management of responses that are essential to the diagnostic area. I will give you an outline to use to evaluate yourself and your partner, but you must do the additional research and include references with your final video on the literature regarding interviewing in the area you choose to role play. For example, if you choose to interview for Schizophrenia, PTSD or Depression, you should investigate what the structured interviews recommend as relevant diagnostic questions, differential diagnoses and likely co-morbidities that you will need to consider in conducting the interviews.   4  Assessment of Learning (Grading) Grades are based on 1) the quality of interviews, 2) prompt submission of paper work, 3) preparation for and engagement in supervision, 4) openness and willingness to incorporate feedback, and 5) professionalism and contributions in the class. If you excel in each of these areas you will receive an A. If you complete all of these with demonstrated effort and no serious limitations or concerns, you will receive a B. A “C” will be assigned if you are seriously struggling with the basic skills of interviewing, or have problems with attendance or completion of the interviews and supervision.  Course Guidelines and Policies Announcements Students are responsible for staying up-to-date on all announcements made about class. These may include changes in policy, due dates, or assignments requirements. Announcements will be made in class, posted in the announcements section of the Moodle, or are directly emailed to students. Academic Conduct: I know everyone is trying their best and wants to do well. Academic dishonesty is antithetical to the mission of the University of Montana and to your learning; all students must practice academic honesty. Misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. Academic misconduct-including plagiarism and cheating-will result in a failing grade for the course and might result in dismissal from the university. Please let me know if you have any questions about what constitutes plagiarism. Please be familiar with the Student Conduct Code. The Student Conduct Code discusses plagiarism. However, it is a serious offense worth re-mentioning. Plagiarism is when you take another person’s words and present them as your own without assigning proper credit. If you are taking someone else’s words verbatim (word-for-word) than you must cite them and include the words in quotations. If you are using some of the ideas from their work, but not the exact wording, cite them. This course requires students to adhere to APA format when citing, paraphrasing, or referencing sources. If you have plagiarized, either intentionally or accidentally, you will receive a zero on the entire assignment. If you plagiarize a second time, you will fail the course. Please keep in touch and let me know what you need to ensure academic honesty.  Dropping/Adding/Changing grade option Please refer to the Registrar’s Office webpage for information and policies. Mandatory Employee Reporting of Sex-based Discrimination, Sexual Harassment, and Sexual Misconduct Involving Students In order to enable the University to respond effectively and to stop instances of sex-based discrimination, sexual harassment and sexual misconduct involving students at the University proactively, all University employees must, within 24 hours of receiving the information, report information they have about reported sex-based discrimination, sexual harassment, and sexual misconduct involving students to the EO. The information given to the EO must include all relevant details needed to determine what occurred and to resolve the situation. This includes the names of the respondent (if known), the complainant, other students involved in the incident, as well as relevant facts, including the date, time, and location. The Student Advocacy Resource Center (SARC) is NOT subject to mandatory reporting: SARC.    5  Inclusive Learning & Wellness Your learning and success in the class are important to me. We all learn differently and bring different strengths and needs to the class. If there are aspects of the course that prevent you from learning or make you feel excluded, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. I am pleased to make accommodations for any student who has a disability. If you have a disability that necessitates accommodation, please let me know right away so we can make a plan together. Also, the university permits that I make accommodations only when your disability is documented by the Office for Disability Equity (ODE: 406-243-2243).  We also have a Writing and Public Speaking Center (Center Webpage) and a Global Engagement Office (GEO Webpage).  Social support and community are also key predictors of student success. I encourage folks to get involved with student clubs. Here are some Branch Center and DEI clubs, such as the Black Student Union and Lambda: Branch Center.  UM has a food pantry for students to address food insecurity: https://www.umt.edu/asum/agencies/food-pantry/ Bear Necessities: https://www.umt.edu/asum/agencies/bear-necessities/default.php Childcare: https://www.umt.edu/asum/agencies/child-care/default.php Looking to prevent stress from building up this semester? Try the Curry Health Wellness Center, which allows walk-ins and one-time appointments: https://www.umt.edu/curry-health-center/wellness/             6  Course Schedule  Date Topic Assignment  Week 1:  Aug. 28 Introduction to Clinical Interviewing & Overview; Cultural Humility; Logistics Chapters 1 & 2, Sommers-Flanagan    Week 2: No class (Labor Day)   Week 3:  Sept. 11 Interview Process; Relationship Skills (attending, nondirective listening) Chapter 3 & 4, S-Flanagan Week 4:  Sept. 18 Suicide Risk Assessment CPC, discuss interviews  Chapter 10, S-Flanagan   Week 5:  Sept. 25 Encouragers, Paraphrases and Summaries Chapter 4,S-Flanagan; Conduct 1st Interview, send recording Week 6:  Oct. 2 Relationship Skills (directive listening) Chapter 5, S-Flanagan; Conduct 2nd Interview; send recording Week 7:  Oct. 9 Questioning:  Open and Closed   Chapter 5, S-Flanagan; Conduct 3rd Interview; send recording Week 8:  Oct. 16 Action & Influencing Skills Chapter 5, S-Flanagan; Conduct 4th Interview; send recording  Week 9:  Oct. 23 Evidence-based Relationships Chapter 6, S-Flanagan; Conduct 5th Interview; send recording  Week 10:  Oct. 30  Goal-Directed Interviewing Mental Status Exam Chapter 7, S-Flanagan; Conduct 6th Interview; send recording Week 11:  Nov. 6  Interviewing Youth Chapter 9, S-Flanagan Week 12: Nov. 13  Goal-Directed Interviewing Intake Interview Chapter 13, S-Flanagan  Conduct 7th Interview (suicide assessment), send recording Week 13: Nov. 20  Goal-Directed Interviewing  Chapter 8, S-Flanagan Week 14: Nov. 27 Diagnosis and Treatment Planning Chapter 11, S-Flanagan Week 15: Dec. 4 Last Class – Wrap up; Challenging situations  Chapter 12, S-Flanagan; Conduct 8th Interview (diagnostic interview) for Final Project  Week 16 (Finals week): Dec. 11-15 NO CLASS: Finals Week  FINAL VIDEO DUE: send to supervisor no later than 5:00 p.m. on Dec. 11  

PSYX 530.01: Clinical and Diagnostic Interviewing

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi, 2021-2025 Fall 9-1-2022 PSYX 530.01: Clinical and Diagnostic Interviewing Caitlin A. Martin-Wagar University of Montana, Missoula, caitlin.martin-wagar@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi2021-2025 Let us know how access to this document benefits you. Recommended Citation Martin-Wagar, Caitlin A., "PSYX 530.01: Clinical and Diagnostic Interviewing" (2022). University of Montana Course Syllabi, 2021-2025. 300. https://scholarworks.umt.edu/syllabi2021-2025/300 This Syllabus is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi, 2021-2025 by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.                                                                                                                                                                     Psychology 530 – Clinical InterviewingFall 2022Course Location and TimeSkaggs 246Mondays 12:00pm – 1:50pmInstructor InformationInstructor:  Caitlin Martin-Wagar, Ph.D.Office: Skaggs 366Phone: 406-243-4986Email: Caitlin.Martin-Wagar@umontana.eduOffice hours: by appointmentTeaching AssistantJenny Rotzal, M.A., M.S.Ed.Phone: (215)-353-8164Email: jenny.rotzal@umontana.eduCourse ObjectivesThe first objective of this class is to provide you with the opportunity to develop and refine basic clinicalinterviewing skills. This course will offer you the opportunity to actively learn the foundational skills that are crucial to the clinical interviewing process, and represent the essential building blocks to effective psychotherapy and psychological assessment. Interviewing is a goal-oriented process and therefore you will learn to conduct interviews with various goals in mind. A sampling of integral goal-directed interviews utilized in the helping professions will provide you with the opportunity to further refine andapply your skills, and build your knowledge base. Because psychologists and counselors function in amulticultural world, this course will take an intersectional and multicultural approach to clinicalinterviewing. Learning Objectives1. Students will develop basic skills (e.g., attending, reflecting, influencing) that are critical to thedevelopment and maintenance of a productive, professional therapeutic relationship.2. Students will learn how to provide and receive constructive feedback to and from peers and willhave the opportunity to incorporate that feedback into their clinical interviews. In the process, they will begin to develop a sense of their own professional identity and approach topsychological assessment and therapy. Required TextsClinical Interviewing, Sixth Edition (2017). Sommers-Flanagan, J. & Sommers-Flanagan, R. John Wiley &Sons: New York.Additional ReadingsOther optional readings will be made available, and will be posted in Moodle.1                                              		                                                                                                                                                                                          Course Requirements1. Attendance: Class attendance, participation, and involvement in exercises are expected. Two excused absences are allotted, without penalty. I recommend making every effort to attendclass, unless you are sick or in case of emergency. These skills forge the foundation of your clinical work, and the bulk of this course is applied clinical interviewing (i.e., done in class). If youwill be absent, you should e-mail me as soon as you know you will be absent. You should alsoinform your partner (see below). 2. Interviews: Students will work in pairs to complete 8, 30-minute interviews emphasizing thatweek’s micro-counseling skill or goal-directed interview. Groups will switch supervisors after the 4th interview, in order to allow you to experience different supervision styles.a. Interviews 1-6 are to be videotaped. Videotapes should be emailed (encrypted) to your supervisor (Jenny or myself). Upon receipt of your videotapes, your supervisor willwatch and provide written feedback, via email, on your interview. Interviews 1-6 are conducted with Psyx 100 students.b. Interviews 7 (suicide assessment) and 8 (diagnostic interview) will be videotaped and emailed (encrypted) to your supervisor. Supervisors will again provide written feedback, via email. Interviews 7 and 8 are acted with your partner.c. A 1-page written self-analysis of your interview experience should accompany each interview and be emailed to your supervisor along with the recorded interview. In theself-analysis, highlight what you think worked best as well as spots where you had somedifficulty or you feel things could have gone better. At the top of your self-analysis, please list at least three specific times (e.g., “4:22”) during the interview that you reference in your self-analysis. Recordings and self-analyses should be emailed to your supervisor within 24 hours of completion of the interview.d. Your interviews will be conducted in the presence of a class partner. You will work inpairs for live observation of and feedback to each other (behind a one-way mirror). This means that you will be spending one hour total per week on interviews (your own 30-minute interview and your partner’s 30-minute interview). YOU MUST HAVE ANOBSERVER- there are no exceptions to this. If your partner is unable to attend aninterview, the interview needs to be rescheduled.i. In Room 246, two designated side rooms will be available for observation andinterviewing.  You will need to reserve the room on the schedule posted on thedoor outside. In order to avoid chaos, we will expect that you and your partner will keep the same interview time for your first five interviews as posted on theroom door. If you happen to have a no-show, you will need to check the doorand the room reservation book for room 246 which is kept in Skaggs 143 with front desk staff, Adelle, for room availability to re-schedule. Skaggs 143 is open 8-12 and 1-5.ii. Psychology 100 students will be available to you for practicing your interviews(interviews 1-6). This is a multi-step process: a) You and your partner decide on 2                                                                                                                                                                                                                                 a weekly interview time, b) ensure that the room is available that time each week for interviews, c) put the specific times requesting Psyx 100 students onthe SONA system, and d) after a student has completed an interview with you, grant credit to students by clicking credit granted in the SONA system. You will need to conduct 6 interviews with Psyx 100 students throughout the semester.Please give reminder emails/text the day before to increase your attendance rate.NOTE: You cannot interview anyone you know, even remotely. Doing so wouldaffect your interview and be observable in the tapes, and potentially raise ethicalissues. e. Final Interview (Interview 8-Diagnostic Interview): Clinical interviewing has developed into a science. Current practice requires that you know more specifically therecommendations for interviewing with specific populations or diagnostic groups. For example, depression, substance abuse, psychopathology, post-traumatic stress, eatingdisorders, etc., are acceptable topics. However, I realize that some of you are expresslynot conducting diagnostic interviews, so a developmental interview with a “parent”/and or “teacher will do. All areas expect specific information to be gathered in order toassess the presence of a condition or respond to the needs of a client. You will not conduct an interview with a known structured interview instrument (SCID, etc.). You willbe expected to conduct an interview that integrates class material (lecture, text, and Interviewing Guide), and your own research into a diagnostic area or function of theinterview of your choice. This may be guided by structured interviews but not merely be following a structured interview. You will need to conduct a role play interview onvideotape and turn this in as your final project as reserved in the final two weeks of the semester December 13-17.Your project will be graded for micro-counseling skill use, appropriate inquiry into background relevant to your diagnostic area, and the queries and management ofresponses that are essential to the diagnostic area. I will give you an outline to use to evaluate yourself and your partner, but you must do the additional research and includereferences with your final video on the literature regarding interviewing in the area you choose to role play. For example, if you choose to interview for Schizophrenia, PTSD or Depression, you should investigate what the structured interviews recommend as relevant diagnostic questions, differential diagnoses and likely co-morbidities that youwill need to consider in conducting the interviews.GradingGrades are based on 1) the quality of interviews, 2) prompt submission of paper work, 3) preparation for and engagement in supervision, 4) openness and willingness to incorporate feedback, and 5)professionalism. If you excel in each of these areas you will receive an A (✓+). If you complete all ofthese with demonstrated effort and no serious limitations or concerns, you will receive a B (✓). A “C”will be assigned if you are seriously struggling (i.e., more ✓−) with the basic skills of interviewing, or have problems with attendance or completion of the interviews and supervision.3                                                                                                                                                                                                                               12345678910111213141516Course ScheduleDate Topic AssignmentWeek : Aug. 29 Introduction to Clinical Interviewing &Overview; Cultural Humility; LogisticsChapters 1 & 2, Sommers-FlanaganWeek : No class(Labor Day)Week : Sept. 12 Interview Process; Relationship Skills(attending, nondirective listening)Chapter 3 & 4, S-FlanaganWeek : Sept. 19 Encouragers, Paraphrases and Summaries Chapter 4,S-Flanagan; Conduct 1st Interview, send recordingWeek : Sept. 26 Relationship Skills (directive listening) Chapter 5, S-Flanagan; Conduct 2nd Interview; send recordingWeek : Oct. 3 Questioning: Open and Closed Chapter 5, S-Flanagan; Conduct 3rd Interview; send recordingWeek : Oct. 10 Questioning: Open and Closed (continued) Chapter 5, S-Flanagan; Conduct 4th Interview; send recordingWeek : Oct. 17 Interviewing Youth Chapter 13, S-FlanaganWeek : Oct. 24 Action & Influencing Skills Chapter 6, S-Flanagan; Conduct 5th Interview; send recording (switch supervisors)Week : Oct. 31 Evidence-based Relationships Chapter 7, S-Flanagan; Conduct 6th Interview; send recordingWeek : Nov. 7 Goal-Directed InterviewingMental Status ExamChapter 9, S-FlanaganWeek : Nov. 14 Goal-Directed InterviewingSuicide AssessmentChapter 10, S-FlanaganConduct 7th Interview (suicide assessment), sendrecordingWeek : Nov. 21 Goal-Directed InterviewingIntake InterviewChapter 8, S-FlanaganWeek : Nov. 28 Goal-Directed InterviewingDiagnosis and Treatment PlanningChapter 11, S-FlanaganWeek : Dec. 5 Last Class – Wrap up; Challenging situations Chapter 12, S-Flanagan; Conduct 8th Interview(diagnostic interview) for Final ProjectWeek (Finalsweek): Dec. 12-16NO CLASS: Finals Week FINAL VIDEO DUE: send to supervisor no later than 5:00 p.m. on Dec. 124                                                                                                                                                                                                          Course Guidelines and PoliciesAcademic Conduct:Academic dishonesty is antithetical to the mission of the University of Montana; all students mustpractice academic honesty. Misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. Academic misconduct –including plagiarism- will resultin a failing grade for the course and might result in dismissal from the university. Please let me know ifyou have any questions about what constitutes plagiarism. Please see the Student Conduct Code. In thecontext of practicum, misrepresentation of your work or activities with clients would be considered academic misconduct.Accommodations for Students with Disabilities: I am pleased to make accommodations for any student who has a disability. If you have a disability that necessitates accommodation, please let me know right away so we can make a plan together. Also, I can only make accommodations when your disability is documented by the Office for Disability Equity (ODE: 406-243-2243).Classroom and Community Safety: COVID-19 Precautionsa) The University is not currently requiring masking inside. We are still very much in a pandemic. Because we are in the health care and science fields, and we want to look out for those who are at higher risk of serious complications with covid, I invite you to maskas much as possible.b) If you feel sick (at all) and/or are exhibiting COVID-19 symptoms, please do not comeinto the building. You can contact the Curry Health Center at (406) 243-4330.c) If you are required to isolate or quarantine, I will support you to ensure continuedacademic progress.d) UM recommends students get the COVID-19 vaccine and boosters. Please direct yourquestions about vaccines to Curry Health Center.Add/Drop DeadlinePlease take note of important registration dates listed in the Fall academic calendar. October 31st is thelast day to drop classes with an add/drop form. After that date, no petitions to drop the course will besigned and no Incompletes will be given except in documentable emergency situations.5

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PSYX 530.01: Clinical and Diagnostic Interviewing

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