2013-2014 Walden University Student Handbook (December 2013) 
    
    May 08, 2021  
2013-2014 Walden University Student Handbook (December 2013) [ARCHIVED CATALOG]

Residency Session Abstracts—AYR, School of Psychology Academic Year in Residence


Return to: Residency Requirements 

AYR Residency Session Abstracts


Achievement Test Practice Session
This session is designed to be a hands-on practice with various achievement testing instruments. Students will have the opportunity to ask clarifying questions and to focus on specific aspects of the achievement assessment tools.

Advanced Assessment
During this large group lecture, faculty members from the Clinical, Counseling, and School Psychology disciplines will discuss how assessment impacts initial case conceptualization, using case examples relevant for clinical practice. Integrating assessment data into diagnosis and treatment planning is emphasized using an evidence-based practice model.

Advanced Assessment–Application
In small groups guided by faculty members, you and other students will receive an additional case study and work to integrate assessment data into the conceptualization, diagnosis, and treatment planning for the case based on an evidence-based practice model and will utilize empirically supported interventions and practices as the foundation for the exercise.

Advanced Assessment–Model
In a large group, you, your fellow students, and faculty members will review and evaluate the influence of assessment processes and data on conceptualization, diagnosis, and treatment planning from an evidence-based practice perspective using a specific case.

Assessment Classroom Orientation
The goal of this session is to discuss specific questions you may have about the AYR learning experience. Faculty members will review techniques to maximize classroom learning and behavioral expectations, and will highlight educational goals for cognitive and personality tracks. In addition, a broad overview of the daily schedule will be discussed, and you will learn more about faculty members’ teaching pedagogy and teaching styles.

Assessment Research Seminar
Faculty members will facilitate an empirically based discussion on a topic relevant to professional psychology.

Case Conceptualization
In this interactive workshop, you, your fellow students, and faculty members will conceptualize a single case from each of the three perspectives covered in the lecture. You will learn firsthand how the different perspectives view client issues and how to integrate those views into a plan for treating a particular client.

Case Conceptualization–Application
In this follow-up workshop, you and your fellow students will divide into cohort groups of three. Each group will be randomly assigned one of the three case conceptualization perspectives and will be asked to develop a conceptualization of a new case from the assigned perspective. Faculty members will support each group, offering guidance and consultation as the case is developed. Each group will present a final report and participate in closing discussion.

Case Conceptualization–Model
In this interactive workshop, you, your fellow students, and faculty members will conceptualize a single case from each of the three perspectives covered in the lecture. You will learn firsthand how the different perspectives view client issues and how to integrate those views into a plan for treating a particular client.

Children and Adolescents
Through large group lecture, you will learn to identify the most important issues to consider when working as a clinician with children and adolescents. This lecture will combine developmental theory and perspectives, research related to work with children and adolescents, diagnostic issues/considerations, and empirically based approaches to employ with this population.

Children and Adolescents–Application
In small groups, you will work with other students and faculty members to identify specific issues relevant for working with children or adolescents using additional assigned case studies. Faculty members will help guide and direct your efforts.

Children and Adolescents–Model
In a large group, you, your fellow students, and faculty members will review and evaluate a specific case study of either a child or adolescent. A model of case conceptualization will be presented and you will contribute to the diagnostic and treatment plan development with the case, guided by professional development faculty.

Clinical Training: Observation and Discussion
You will observe clinical training and participate in a faculty-led discussion.

Clinical Workshops


Integrating Psychodynamic and Cognitive Behavior Therapies: A Model for Effective Practice
The basic theories of psychodynamic and cognitive behavior therapies will be discussed, including similarities and differences. The interventions of these models will be explored and case examples will be given to show how the theories can lend themselves to integrated practice. Case examples will relate to a broad range of diagnostic categories and problems in living.
 

The Integration of Theoretical Perspectives in the Treatment of Eating Disorders: A Multidisciplinary Approach
Eating disorders are likely to conjure up images of individuals performing rituals around food and obsessing about what and how much to eat; as well as concerns of individuals being very preoccupied with their body image. This workshop will address the challenges in working with this population including identifying co-morbidity and family issues. Effective evidence-based therapeutic approaches including Motivational Interviewing, DBT, CBT, Interpersonal Therapy, Family Therapy, ACT, Nutrition Therapy, and medical monitoring will be explored.


Social Change/Justice and Advocacy

This seminar will focus on the ethical obligations of psychologists in relation to social change and social justice. We will discuss the leading figures in the field of psychology who are proponents of social change. Research involving the influences that psychologists have on a global level will be a major focus. Additionally, the issue of group injustice will be discussed. Lastly, Goodman’s Training Model for psychology students and the connection to advocacy will conclude the presentation.
 

Trauma Focused: Cognitive Behavior Therapy
This seminar will address a primer on Trauma Focused: Cognitive Behavior Therapy. This procedure is the only empirically based intervention used with children and adolescents who have experienced trauma or a traumatic event. The presentation will also include background on the incidence of traumatic events in childhood, a summary of symptomatology, and best practice in working with families and other professionals.
 

Video Self-Modeling With Children With Autism
Vidoe self-modeling is an empirically valid technique that has been used successfully with a wide variety of populations and behaviors. Research in the use of this technique with children with autism has been particularly promising. Dr. Steven Little will discuss applications of this technique including development of videos and implementation of the technique. He will also present his own research including the research of a Walden graduate who completed her doctoral dissertation in this area.
 

Cognitive Assessment: Classroom Lecture
This clinic, led by key faculty members and graduate students, involves further skills development and is designed to be a hands-on practice with various testing instruments. You will also have an opportunity to ask clarifying questions, review the previous day’s skills, and focus on specific aspects of the cognitive assessment tools.
 

Cognitive Assessment: Classroom Lecture
Foundations of Cognitive Assessment/Introduction to Wechsler Scales
This clinic to further develop skills is led by key faculty members and graduate students and is designed to be a hands-on practice with various testing instruments. You will also have an opportunity to ask questions, review skills, and focus on specific aspects of the cognitive assessment tools.


Cognitive Assessment: Classroom Lecture
Report Writing Part 1 and Report Writing Part 2

An assessment is not complete until the final psychological report is written. This is perhaps the most visible and time-consuming task that the psychologist performs and can significantly impact the well-being of clients and the psychologist’s professional reputation, and represents acquired knowledge and skill sets. Good report writing involves repeated practice and skill and the ability to interpret the test scores into language that is understandable by a variety of audiences. This lecture introduces the basics of cognitive report writing.
 

Cognitive Assessment Master Lecture
History and Foundation of Cognitive Assessment

This session focuses on the historical basis and development of cognitive assessment. We will examine the construction and development of most commonly used assessment instruments. One key concept that will be learned in this session is that cognitive assessment often serves as the foundation of a psychologist’s diagnostic toolbox.
 

Cognitive Assessment Seminars
Cognitive stream students will break into a home classroom for smaller group work with an individual instructor. This will include discussion of the practice of cognitive assessment and practice with the cognitive assessment tools.

Colloquium: Student Case Presentations
You will present complex case studies including case conceptualization, diagnosis, treatment planning, and cultural and ethical implications using all information from the various educational activities provided throughout the week. A team of faculty members will observe and provide feedback.
 

Cultural Competency in Professional Practice
This session focuses on the diverse aspects of culture that professional psychologists encounter in practice. Following a faculty member’s presentation highlighting the important issues related to multicultural competence, you and other students will discuss specific situations you may encounter as practicing psychologists, including the incorporation of self-reflection about culture and knowledge acquisition about specific cultural/societal groups from an evidence-based practice perspective.
 

Discussion With Students About Current and Future Careers
You and your fellow students will be invited to share your current careers in the mental health field and/or your career aspirations related to becoming a psychologist. You will have the opportunity to hear how faculty members have developed their career goals and interests.
 

Dissertation Preparation
Faculty members will address several topics related to the dissertation process including choosing a topic, developing a doctoral-level research question, strategies in selecting and procuring a committee, and how to make progress on the dissertation while on practicum and internship or as a working professional and student.

Early Career Day: Roundtable Discussions
You and other students will meet with faculty members to discuss advanced issues arising from the topics presented related to early career psychologists.

EPPP/Applying for State Licensure
Faculty members will explain and provide examples of effective strategies for preparing to take the national licensure exam and will discuss factors to consider when preparing to apply for state licensure.


Ethics in Professional Practice

This session will address ethical issues for professional psychologists. Following a brief presentation highlighting professional ethical standards of the American Psychological Association (APA), you will discuss specific situations you may encounter as a practicing psychologist and how to incorporate the APA ethical standards and standards unique to your state’s licensing laws and regulations into clinical practice.

Families
Using large group lecture, faculty members will discuss the evolution of family, or systems, therapy. From the early use of rituals in treating individuals and families, with the influence of psychoanalysis, learning and behavior theories, and in consideration of the Darwinian perspective, modern family systems therapy emerged. The major early theorists, including Jay Haley, Nathan Ackerman, Murray Bowen, Carl Whitaker, Virginia Satir, and Salvador Minuchin, will be examined, their theories defined, and modern-day approaches to systems work reviewed.

Families–Application
In small groups, you and other students will work with faculty members to identify and demonstrate an intervention from one of the family systems case studies previously modeled. Based on a newly assigned case, you will discuss how the introduction of a family systems approach influences the case conceptualization, selected treatment strategies, and diagnostic considerations.

Families–Model
You will work with faculty members to review and conceptualize a family/systems case. You will participate in demonstrations of key intervention strategies, discuss the theoretical and empirical foundations and purpose of these interventions, and through the use of a specific case guided by faculty members will develop and evaluate a case conceptualization through the “lens” of a family systems perspective.

Field Placement Applications
The Field Education Coordinator will review the practicum and internship application processes including prerequisites, documentation required, and university deadlines, as well as other relevant information needed to prepare for practicum and internship placement.

Field Placement Seminar
Students who sign up in advance will have the opportunity to ask specific questions about field placement opportunities in their areas of interest.

Field Placement Session
You will meet with field placement faculty members to learn, review, and discuss the requirements and procedures for successful completion of practicum and internship.

Group Advising
You, your fellow students, and faculty members will discuss remaining issues and questions related to the topic presented the day before. This is an opportunity for interactive discussion and questions/answers about the particular topic under review.

Groups
Using large group lecture, faculty members will review the unique factors important in working with groups in therapy. This presentation will include interactive components allowing you to ask questions and demonstrate skills, will provide an empirical foundation for evidence-based practice in group therapy, and will review the ethical and legal considerations of work as a group therapist. Major group theorists including Yalom and Corey will be presented.

Groups–Application
In small groups guided by faculty members, you and other students will process issues related to practicing group therapy including appropriate self-disclosure, different types of groups, and ethical/legal considerations of group work.

Groups–Model
You, your fellow students, and faculty members will review and evaluate a specific group therapy session demonstration and case example using an evidence-based practice strategy and in line with major theorists and leaders in the field of group practice.

Individual Advising
You will meet with faculty members for individual advising about your research and career interests.

Intensive Skills Development Seminar 1
Report Writing
This seminar will cover the fundamentals of report writing and provide time for you to apply the skills you have been learning through group work on a case study.

Intensive Skills Development Seminar 1
WAIS Scoring

This seminar is designed as a refresher for personality students who likely are nearing practicum and have not practiced cognitive assessment skills for some time. It will cover rules and scoring for the WAIS-IV.

Intensive Skills Development Seminar 2 (Cognitive)
WAIS Rules and WISC Subtests

The WAIS-IV and WISC-IV are the most widely used cognitive assessments in the field today. It is critical that you understand the rules associated with each subtest. This session will review and highlight the WAIS and WISC rules.

Intensive Skills Development Seminar 2 Master Lecture (Personality)
Integrated Report Writing

Report writing is a critical skill for assessment in practicum, internship, and practice. This session will review the concepts for building a fair and informative report that integrates background information and assessment results from both cognitive and personality tests.

Intensive Skills Development Seminar 3 (Cognitive)
Cultural Complexities

This seminar will focus upon heightening your awareness and will explore the necessity of addressing cultural complexity when assessing clients. The session will provide you with the opportunity for discussion about how clients’ cultural backgrounds impact their presentation and responses during assessment, as well as strategies for assessing clients with various cultural backgrounds.

Intensive Skills Development Seminar 3 (Personality)
Integrated Report Writing and Case Studies

You will work in groups to develop an integrated report. The session will provide time for discussion of the various sections of the report as created by each group. This session will help you to improve your report writing skills.

Intensive Skills Development Seminar 4 Master Lecture
Rorschach

This session will cover administration and scoring of the Rorschach. It has been designed as a master lecture for all personality students, allowing discussion, sharing of ideas, and approaches with your peers and faculty members.

Intensive Skills Development Seminar 4
Master Lecture (Cognitive)
Achievement Tests

This session will provide in-depth information about the WIAT-III and how the WIAT-III may be used to identify learning disorders. An understanding of the WIAT-III will build upon your knowledge of the WAIS-IV and WISC-IV gained during the first week of assessment courses.

Intensive Skills Development Seminar 5
(Cognitive)
Achievement Tests and Case Studies

You will work in groups to evaluate three case studies. The case studies will provide you with an opportunity to apply the concepts covered during the achievement tests lecture and help you to better understand how the WIAT-III may be used in practice.

Intensive Skills Development Seminars
Kickoff
Intensive Skills Development Seminars provide you with intermediate to advanced knowledge about various assessment topics from different faculty members’ perspectives. These seminars occur across 3 and a half days: Wednesday, Thursday, Friday, and Saturday. There are two tracks for ISDS seminars: cognitive and personality.

Intensive Skills Development Seminars: Student Self-Evaluation, Review of Skills Learning, and Skills Action Plan Development
Following the week-long intensive learning process, you will have the opportunity to reflect and integrate your knowledge of assessments. These self-evaluation sessions are designed to be critical components of the student learning portfolio. Through reflective exercises and preparing written learning and action plans, you will develop a plan of how you will continue to strengthen AYR learning. Student-written documents can serve several key functions: focusing on the development of individual syllabuses for addressing weak areas, sharing written plans with academic advisors and faculty mentors, and used as guides for selecting suitable practicum and internship sites.

Jobs in Academia/Steps for Publishing
Faculty members will highlight strategies for launching careers in academia and will discuss the steps to publishing research as part of an integrated research program.

Mental Status Exam (MSE) and Its Role in Psychological Assessment
Conducting a thorough, engaging, and informative mental status exam (MSE) with new and existing clients provides an initial starting point toward completing a well-developed psychological treatment plan. The educational challenge is learning how to conduct a good MSE when its elements are closely related to art and science. In this session, you will have face-to-face instruction on how to ask interview questions that enable clinicians to complete the basic domains of the MSE.

Morning Session: Case Conceptualization
You, your fellow students, and faculty members will discuss remaining issues and questions related to the topic presented the day before. This is an opportunity for interactive discussion and questions/answers about the particular topic under review.

Morning Session: Families
You, your fellow students, and faculty members will discuss remaining issues and questions related to the topic presented the day before. This is an opportunity for interactive discussion and questions/answers about the particular topic under review.

Morning Session: Substance Abuse for the General Practitioner
You, your fellow students, and faculty members will discuss remaining issues and questions related to the topic presented the day before. This is an opportunity for interactive discussion and questions/answers about the particular topic under review.

Opening Faculty/Student Regional Socialization
Faculty members and students will meet in groups to discuss the mental health challenges particular to their state/ region.

Personality Assessment: Classroom Lecture
Foundations of Personality Assessment

This is an opportunity to summarize and consolidate work from the previous days’ lectures and seminars.

Personality Assessment: Classroom Lecture
Integrated Report Writing

Report writing is a critical skill for assessment in practicum, internship, and practice. This session will review the concepts for building a fair and informative report that integrates background information and assessment results from both cognitive and personality tests.

Personality Assessment: Classroom Lecture
Introduction to the MMPI

The MMPI is perhaps the best known of the self-report personality assessment tools. This lecture is an overview introduction to the key components of the MMPI, its scoring, and its interpretation.

Personality Assessment Seminars
Personality students will get a closer view of the key tools with the opportunity of working with the Rorschach and MMPI. In addition, the practice of personality assessment will be discussed in a smaller group environment with an individual instructor.

Personality Master Assessment Lecture
Rorschach

The Rorschach is designed to be a projective rather than a traditional self-report test, and requires critical-thinking skills and clinical experience to use it successfully. This lecture is designed to be the student’s introduction to the Rorschach and the method of administering the test and of interpreting the responses.

Practice Clinic and Videotaping
The morning sessions provide an opportunity for you to practice administration or scoring of the WAIS, WISC, or WIAT. You will have the opportunity to be videotaped and receive feedback from faculty members and peers.

Practice Opportunities

Intakes
You will work with faculty members to discuss the intake process for individual, group, and family therapy and will have the opportunity to practice an intake interview using provided case examples.

Test Kits
You will have the opportunity to practice administering the Wechsler tests (WAIS 4/WISC 4/WIAT 3) with the supervision of a faculty member.

Therapy
You will review individual therapy sessions from two different theoretical orientations and will have the opportunity to practice the techniques observed using provided case examples under the supervision of faculty members.


Professional Development Research Seminar
Faculty members will facilitate an empirically based discussion on a topic relevant to professional psychology.

Rorschach Practice Clinic
This session provides an opportunity for you to practice administration and scoring of the Rorschach.

Scenario Role Playing
You will work in groups to address various scenarios that could occur in practice. Groups will discuss practice implications in each scenario and various strategies for handling each situation in an ethical and competent manner.

Specialization Meetings

Clinical: Treatment of Severe Psychiatric Disorders and Counseling: Positive Psychology
You, your fellow students, and faculty members will discuss remaining issues and questions related to the topic presented the day before. This is an opportunity for interactive discussion and questions/answers about the particular topic under review. You may attend one of the two sessions.

Current Trends in the Discipline
Clinical and Counseling Psychology students will meet within their specialization groups to discuss current trends unique to each specialization.


Starting a Private Practice
Faculty members will lecture about the most important factors involved in developing a private practice. Topics covered include but are not limited to ethical practice, legal consultation/risk management, appropriate business practices, integration of empirically supported theories and therapies into treatment strategies, appropriate advertising, utilization of state licensing laws and regulations as a foundation for practice policies and standards, record keeping, appropriate supervision, and scope of practice/competence issues.

Student Case Presentations Preparation
Current Trends in the Discipline

You will meet within cohort groups guided by faculty members to receive a case study and prepare for the final presentation of the case at the end of the residency experience.

Substance Abuse–Application
In this small group workshop, you and other students will break into dyads and role-play an interaction about substance use issues between a therapist and a client who has not yet sought treatment for his/her substance use/abuse issues. You will be coached by faculty members who will observe and provide feedback to participants on their implementation of skills modeled in the prior sessions.

Substance Abuse for the General Practitioner
Epidemiological research suggests that, depending on the practice setting, clinicians will likely encounter substance-related issues or disorders in a significant percentage of their clients. Substance use disorders are a highly prevalent group of disorders in the general population, thought to closely follow such common disorders as anxiety and depression. For this reason, it is critical that all clinicians have an understanding of how to identify and diagnose, respond to and refer, or treat clients with substance use issues. Recent empirically supported models have been developed to guide clinicians in addressing substance-related issues in general practice settings and will be addressed in this session.

Substance Abuse–Model
In this workshop, faculty members will present current models of substance abuse assessment and intervention using professionally produced video examples and via interactive discussion. A case study will be presented by a faculty member and will be discussed in large group format. Then, in small groups guided by faculty members, you and other students will review and evaluate another case study with substance abuse components and will include discussion of diagnosis, intervention, and treatment management/ancillary treatment referrals for these disorders in an ethical and evidence-based practice model.

Welcome and Overview Assessment–AYR 1 and AYR 2
The assessment sequences of the Academic Year In Residence provide opportunities to acquire and practice critical assessment skills required for professional psychologists. The goal of these seminars is to provide you with face-to-face opportunities to further strengthen
assessment competencies (e.g., gain confidence in your ability to administer, score, interpret, and write integrated
psychological reports).

Welcome and Colloquium Professional Development–AYR 3 Competencies
The professional development sequences of the Academic Year in Residence provide additional opportunities to acquire and practice skills essential for professional psychologists. Professional psychologists are expected to demonstrate competence in many areas of practice. During this colloquium, faculty members will identify the expected competencies for graduate students beginning their field experience work.