school


I biked around the University of Oregon campus yesterday for the first time in months, getting some stuff done in preparation for my upcoming move to Joshua Tree. I was thinking about how familiar the ride was, how many hundreds of times I had done it in the last several years. I know each building, each stop sign, each crack in the pavement on my commute.

Suddenly it hit me: I am not biking to class! All the signs pointed to school. The leaves are turning, the college kids are out in force, there is no parking within a half mile of campus, but I am done with all that.

I loved school. I loved the two years finishing my Bachelor’s degree in psychology, I loved my couples and family therapy Master’s program, I loved my classes and most of my professors, I loved the community of learners, I loved all the reading and writing, I loved the density and the pace of the learning. There is just no chance that I would have learned all that I did in the last four years without all the school, deadlines, tests, and papers.

My academically-minded friends all say that I have to do a Ph.D, that I should do a Ph.D, that I would love to do a Ph.D. And maybe they are right–I probably would love to do a Ph.D. But right now, I am glad to be done. I am excited about having a more relaxed lifestyle, moving to my small town, spending time with my family, starting my own family, starting my own practice, writing some books, writing some music. That sounds great.

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It has been four years of sitting in hundreds of hours of lectures, reading thousands of pages of theory and research, writing hundreds of pages, and seeing clients for hundreds of hours. It has been long weeks, late nights, steep learning curves, and lots and lots of thinking. It is amazing how much learning you can do in four years of 60-80 hour weeks!  In 2009 I finished a Bachelor of Science degree in psychology, with a research assistant position in Sara Hodges’ social cognition lab, a practicum position at a residential treatment facility for teenage sex offenders, an honors thesis entitled “Differentiating the Effects of Social and Personal Power,” and a GPA of 4.23. Yesterday I graduated with a Master of Education degree, Couples and Family Therapy specialization, 455 client-contact hours at the Center for Family Therapy and Looking Glass Counseling Services, one term as a counselor for the University of Oregon Crisis Line, four terms volunteering for the UO Men’s Center, a GPA of 4.19, and a “Pass With Distinction” on my final Formal Client Presentation. It has been a wonderful, exhilarating, exhausting four years.

It has also taken a bit of a toll on my health, but the major loss was in community. If you do not live in Eugene and we have not made a point of a regular visit, I probably have not spoken or even written to you much, if anything, since 2007. For that I sincerely apologize. It is not how I prefer to live but I could not seem to do this any other way. Know that I miss you. Let’s reconnect. Call me up, write, send me your unfinished song, your idea for a book, something to read and talk about. Let’s go for a walk, go swimming, have lunch, see a show. I am looking forward to it.

Couples & Family Therapy 2011 Cohort

Me & My Dad, June 14, 2011

April 9, 2010

Dear Nathen,

We are very pleased to inform you that you passed the comprehensive exam. Our standard in grading this exam is high; your work was of a very high quality. Congratulations!

You have worked very hard and you have demonstrated excellent understanding of core course material. We look forward to working with you as you move into your clinical work. In the Beginning Practicum course Dr. Tiffany Brown will continue to inform you about the Advanced Practicum course, about internship options throughout the community, and about orientation dates and plans for beginning at the Center for Family Therapy.

The vast majority of your cohort received a passing score this year. This is a statement of both your individual abilities and the support you give each other.

Again, congratulations.

Deanna Linville, Ph.D., LMFT

CFT Program & Clinical Director

Assistant Professor

Couples and Family Therapy Program

University of Oregon

OK, I’m done with my comps exam. It went well, I think. I’ll find out in a couple weeks. I’m already a week into my new term and am starting my reading. Here’s my reading list for the next 9 weeks. Each one of these is a chapter or an article for either Child & Family Assessment, Group Therapy, Wellness & Spirituality Throughout the Life Cycle, or Beginning Practicum.

624 Yalom 1 3/31/2010
623 Strauss, Hungry for Connection BB
4/5/2010
623 Stith et al., the voices of children BB
4/5/2010
623 Gil 2000, Engaging families in therapeutic play BB
4/5/2010
609 Brock ch 1 4/5/2010
609 Brock ch 2 4/5/2010
609 BB ch1 in Essential skills in family therapy 4/5/2010
624 Yalom 2 4/7/2010
624 Yalom 3 4/7/2010
624 Yalom 4 4/7/2010
630 Walsh 1 4/9/2010
630 Walsh 2 4/9/2010
630 Walsh 3 4/9/2010
630 Odell BB 4/9/2010
630 Prest & Keller 4/9/2010
623 Moon 1998 Family therapy w intellectually gifted BB
4/12/2010
623 Prober 2004 understanding the rainforest mind BB
4/12/2010
623 Mahoney, Exceptional children BB
4/12/2010
623 Gil 2005 From senstivity to competence BB
4/12/2010
623 Meth 2000 Involving fathers BB
4/12/2010
623 Canino 2000 Diagnostic categories BB
4/12/2010
609 Brock ch 3 4/12/2010
609 Prochaska 1999 How do people change BB 4/12/2010
609 essential skills ch 4 BB 4/12/2010
609 Experiential Text–1/6 of it 4/12/2010
Photo & bio stuff for camp as in email from maya of 3/29 4/14/2010
624 yalom 5 4/14/2010
624 Yalom 6 4/14/2010
624 Jacobs 6 4/14/2010
624 Jacobs 7 4/14/2010
630 Walsh 11 4/16/2010
630 Walsh 12 4/16/2010
630 Walsh 13 4/16/2010
630 Walsh 14 4/16/2010
630 Walsh 15 4/16/2010
630 Walsh 16 4/16/2010
630 Hodge BB 4/16/2010
623 http://www.circleofsecurity.org/docs/COS%20Teminology.pdf (terminology?) 4/19/2010
623 Booth 2005 Children’s attachment BB
4/19/2010
623 Rober 1998 Reflections on ways to create safe BB
4/19/2010
623 Watchel 2001 The language of becoming BB
4/19/2010
623 small group role play #1 4/19/2010
APPLY TO INTERNSHIPS 4/19/2010
609 Brock ch 4 4/19/2010
609 Snyder 1999 Hope as a psychotherapeutic BB 4/19/2010
609 BB essential skills ch 6 4/19/2010
609 Ward 2009 moving up the continuum BB 4/19/2010
609 Experiential Text–2/6 done 4/19/2010
624 Yalom 7 4/21/2010
624 Yalom 8 4/21/2010
624 Jacobs 8 4/21/2010
624 Jacobs 9 4/21/2010
630 Walsh 5 4/23/2010
630 Walsh 6 4/23/2010
630 Walsh 7 4/23/2010
630 Walsh 8 4/23/2010
630 Walsh 9 4/23/2010
623 small group role play #2 4/26/2010
623 assessment paper #1 due 4/26/2010
623 Nida 2000 Children’s social emotional development BB
4/26/2010
623 Canino 2000 influence of culture and multiple social BB
4/26/2010
609 Brock ch 5 4/26/2010
609 Gehart 2003 Theory based treatment planning ch1 BB 4/26/2010
609 Experiential Text–3/6 done 4/26/2010
624 Yalom 9 4/28/2010
624 Yalom 10 4/28/2010
624 Jacobs 2 4/28/2010
624 Jacobs 3 4/28/2010
624 Jacobs 4 4/28/2010
630 response paper #1 due 4/30/2010
630 Walsh 4 4/30/2010
630 SArmiento & Cardamil BB 4/30/2010
630 Walsh BB in Family Resiliency 4/30/2010
623 small group role play #3 5/3/2010
623 assessment paper #2 due 5/3/2010
623 Diller 2005 Bitter pill: Ritalin BB
5/3/2010
623 Josephson, Family therapy in an age of bio psych BB
5/3/2010
609 Brock ch 10 5/3/2010
609 Brock ch 11 5/3/2010
609 Brock ch 12 5/3/2010
609 Experiential Text–4/6 done 5/3/2010
609 http://www.dhs.state.or.us/abuse/ 5/3/2010
624 jacobs 5 5/5/2010
624 jacobs 12 5/5/2010
624 Yalom 11 5/5/2010
624 Yalom 12 5/5/2010
624 Wichman 2005 BB 5/5/2010
624 Midterm reflection paper–see syllabus 5/5/2010
630 McGoldrick Family Life Cycle BB ch 1 5/7/2010
630 McGoldrick Family Life Cycle BB ch 2 5/7/2010
630 McGoldrick Family Life Cycle BB ch 4 5/7/2010
630 Erickson BB 5/7/2010
630 Sheridan, Peterson, Rosen BB 5/7/2010
630 Pardeck & Pardeck BB** 5/7/2010
623 small group role play #4 5/10/2010
623 assessment paper #3 due 5/10/2010
623 Ketering 2007 child physical abuse and neglect BB
5/10/2010
623 Benoit 1999 Parental abuse and foster homes BB
5/10/2010
623 Caffaro 2008 sibling violence BB
5/10/2010
623 Sholevar, The family and the legal system BB
5/10/2010
623 Tonning 1999 Persistent & chronic neglect BB
5/10/2010
623 http://www.cdc.gov/nccdphp/ACE/ familiarize w purpose and outcomes 5/10/2010
609 Treatment Planning due 5/10/2010
609 Brock ch 7 5/10/2010
609 Brock ch 8 5/10/2010
609 Experiential Text–5/7 done 5/10/2010
624 Yalom 13 5/12/2010
624 Jacobs 10 5/12/2010
624 Jacobs 11 5/12/2010
624 Jacobs 16 5/12/2010
630 Neda article BB 5/14/2010
630 Danielsdotir, Burgar, Oliver-Pyatt BB 5/14/2010
623 assessment paper #4 due 5/17/2010
623 Wind 1999 Developmental identity crisis in nontrad BB
5/17/2010
623 Volkow 2004 the adolescent brain BB
5/17/2010
623 Cohen 2005 psychotherapy w same-sex attracted youth BB
5/17/2010
609 Brock ch 9 5/17/2010
609 Brock ch 10 5/17/2010
609 Bischoff 2002 The pathway toward clinical self-confidence BB 5/17/2010
609 Avis 2005 Narratives from the field BB 5/17/2010
609 Experiential Text–6/7 done 5/17/2010
624 Jacobs 13 5/19/2010
624 Jacobs 17 5/19/2010
624 Anderson 2009 BB 5/19/2010
630 Response paper #2 due 5/21/2010
630 DAvis, WArd, Storm BB 5/21/2010
623 Imberti 2008 the immigrants odyssey BB
5/24/2010
623 Fon 1999 Multiple traumas BB
5/24/2010
623 Dolbin-MacNab 2008 Grandparent raising grandchildren BB
5/24/2010
609 virtual dialogs due 5/24/2010
609 observation due 5/24/2010
609 Brock ch 6 5/24/2010
609 Experiential Text–done 5/24/2010
630 Papernow BB 5/28/2010
630 King & Wynne BB 5/28/2010
630 Clunis & Green BB** 5/28/2010
630 Corbet-Owen & KrugerBB** 5/28/2010
630 Interventions paper DUE 5/28/2010
630 Interventions handout DUE 5/28/2010
624 Final group reflection–overall–see syllabus 6/2/2010
630 Intervention presentations 6/4/2010
609 final exam 6/7/2010
624 Proposal for group term paper–8-10 pp ########

At 8 o’clock tomorrow morning, I am taking my first round of comprehensive exams for my couples and family therapy program. The purpose is to make sure we understand all of the theory we’ve been learning before we start seeing clients. If I don’t pass, I will be given another chance at it in the summer–I won’t be able to see clients this summer, but I could start in the fall.  I feel good about it. I am ready.

We will be graded Pass, Fail, or Pass With Distinction. I expect to get a Pass. I know the material quite well, but we’re supposed to write 3-4 single spaced pages on each of three questions, all in five hours. With citations. That’s a lot of typing. I’ve done three dry runs through the test, and the most I’ve been able to type, even with my outlines in front of me, is 7 1/2 pages, total. I’m not a fast typist, and I still have to think some about what I’m going to write. I’m fine with a “Pass.” Part of my learning curve is learning how to stop at “good enough.”

We’re allowed to bring food, drinks, ipods, and our reference lists with the references in any order. (I’ll paste in my list below). I’m also bringing my own keyboard (Microsoft Natural Keyboard Elite) and mouse (Logitech TrackMan Wheel). Five hours of fast typing–I need to be comfortable! I’d like to bring my chair, too (Herman Miller Aeron), but it’s difficult to bike with.

Tonight I’m treating myself to some food someone else made and getting into bed early.

Here are the questions. I’ve had them since December. Below them is my reference list. Wish me luck!

Question 1

Describe in detail systems theory, contrasting it with modernism (aka positivism). Be sure to include central concepts of both epistemologies and explain them fully. Also detail the main concepts of communication theory, and the connections between communication theory and system theory. Describe a family problem in detail using a specific model of family therapy (Structural, Strategic, Solution Focused, Experiential, EFT, Bowen) to describe the relevant associated concepts to understand the situation. What are the model specific concepts you will use to understand the family? How will it direct your treatment? What interventions might you utilize to help this family? Why are these interventions systemic? How will you evaluate outcomes based on this model of therapy? How will the common factors research influence your view of intervention with this family?

Question 2

Research ethics includes principles of social justice and dictates competence at each of the following levels: a) conducting research, b) consuming research, and c) utilizing the research literature.

Describe the key social justice considerations when conducting research, when evaluating the merits of a research study, and when utilizing research data as a clinician. In your response include notions of consent, validity, and the characteristics of a well-constructed qualitative and quantitative research designs. Finally, specifically describe how you will incorporate your knowledge of research and its relationship to social justice while a clinician at the CFT.

Question 3

Please describe a process for how you will develop a systemic diagnosis and treatment plan for the client system depicted in the vignette below. Carefully describe how your diagnostic impression and treatment plan are informed by your knowledge of (1) diversity, (2) empirically validated treatments, (3) relational ethics, (4) the diagnostic and statistical manual and (5) CFT theoretical frameworks (systems and communications theories). Finally, based on the vignette below, talk about your treatment approach and how it is informed by the five areas mentioned above. Clearly articulate your systemic diagnosis and treatment plan for this client system.

Kelly (39) and Kris (26) presented for couples therapy. The couple reports they have been together for about two years and are very serious about their future together. Kris reports they have “problems understanding each other. We just can’t communicate.” Kelly agrees and reports it’s been that way for several months. Every time they try to talk with each other about their problems they don’t get along and often engage in escalating verbal arguments. The arguments often lead to Kelly leaving the house very upset and not coming home until the next day. Each partner is hoping for it to get better and want to engage in ongoing couples therapy. Kris reports feeling down and “out of sorts” most of the time and has had difficulty in getting out of bed and making it to work on time the past few months; however, is able to have some good days feeling happy and energetic. After the third session, Kelly discloses to you over the phone that he is thinking of engaging in a sexual relationship with another partner but doesn’t want to bring it up in therapy yet, and doesn’t want you to, either. He states that he feels having another partner will help the relationship because he will “be able to get my needs met.” He further reports to you that they both occasionally seek out partners outside the relationship and feel an open relationship works for them, though made the decision years ago to just not talk about it when it is happening.

Comps References

Becvar, D. S. & Becvar, R. J. (2006). Family therapy: Systemic integration. Boston, MA: Pearson.

Burbatti, G. L. & Formenti, L. (1988). The Milan approach to family therapy. Northvale, NJ: Jason Aronson.

Fisch, R., Weakland, J. H., & Segal, L. (1982). The tactics of change: Doing therapy briefly. San Francisco, CA: Jossey-Bass.

Gehart, D. (2010). Mastering competencies in family therapy: A practical approach to theories and clinical case documentation. Belmont, CA: Brooks/Cole.

Haley, J. (1993). Jay Haley on Milton H. Erickson. New York, NY: Brunner Mazel.

Madanes, C. (1991). Strategic family therapy. In A. S. Gurman & D. P. Kniskern (Eds.) Handbook of family therapy (pp. 396-416). Madison, WI: Routledge.

Nichols, M. P. & Schwartz, R. C. (2008). Family therapy: Concepts and methods. Boston, MA: Pearson.

Sandberg, J. G., Johnson, L. N., Dermer, S. B., Gfeller-Strouts, L. L., Seibold, J. M., Stringer-Seibold, T. A., Hutchings, Andrews, J. B., & Miller, R. B (1997). Demonstrated efficacy of models of marriage and family therapy: An update of Gurman, Kniskern, and Pinsof’s chart. The American Journal of Family Therapy, 25(2). 121-137.

Sprenkle, D. H. & Blow, A. J. (2004). Common factors and our sacred models. Journal of Marital and Family Therapy, 30(2), 113-126.

Watzlavick, P., Bavelas, J. B., & Jackson, D. D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. New York, NY: Norton.

Sells, S. P., Smith, T. E., & Newfield, S. N. (1996). A clinical science for the humanities: Ethnographies in family therapy. In S. Moon & D. Sprenkle (Eds.), Research Methods in Family Therapy (pp. 25-63). New York: Guilford.

National Institutes of Health (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research. URL http://ohsr.od.nih.gov/guidelines/belmont.html

National Institutes of Health (2010). The Nuremberg code: Directives for human experimentation. URL http://ohsr.od.nih.gov/guidelines/nuremberg.html

Sue, S. (1999). Science, ethnicity and bias: Where have we gone wrong? American Psychologist 54(12), 1070-1077.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Aronson, E., Ellsworth, P. C., Carlsmith, J. M., & Gonzales, M. H. (1989). Methods of Research in Social Psychology. Columbus, OH: McGraw-Hill.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.

Corey, G., Corey, M.S., & Callanan, P. (2011). Issues and ethics in the helping professions (8th Ed.) Belmont, CA: Brooks/Cole Cengage Learning.

Fisch, R., Weakland, H., & Segal, L. (1982). The tactics of change. San Fransisco: Jossey-Bass.

American Psychological Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.-TR). Washington, DC: American Psychchological Association.

Bettinger, M. (2006). Polyamory and gay men: A family systems approach. In J. J. Bigner (Ed) An introduction to GLBT family studies (pp. 161-181). New York, NY: Haworth.

LaSala, M. C. (2001). Monogamous or not: Understanding and counseling gay male couples.

Families in Society, 82(6), 605-611.

Going though my undergraduate degree in psychology, I was often surprised about information that was well known by the field that should have hit the headlines but never made a dent. In the end it was one of my reasons for going into therapy instead of experimental psychology. At one point I asked my social psychology teacher for an example of basic social psych research that had had a real impact on mainstream society. He could not give me one. I know that basic research is done to find stuff out, not to directly help people, and I support that. I also know that psychology is a baby science, and tackling a very complex set of phenomena, and doing a pretty good job. Still, I was disappointed. It is too bad, because a lot of useful and sometimes very important stuff has been discovered by experimental psychologists, and it is mostly just ignored.

Here are a few things I came across in my classes and reading that I thought should have been mainstream headlines. If you are interested in references, leave a comment and I will get them to you.

It Is Important to Talk to Your Baby, Even in the Womb: Your baby can hear and recognize your voice in your womb, is already learning your language, and wants to hear your voice.

It Is Important to Sleep With Your Baby: Babies are not born fully self-regulating. One way this shows up is that babies do not breath out enough carbon dioxide–sleeping with parents provides them with a pool of carbon dioxide that keeps the baby breathing deeply enough. Another benefit is that their 90 minute hunger cycle (waking and nursing each 90 minutes) helps establish their 90 minute REM sleep cycle, which they are not born with, and also keeps them from getting into deep, delta wave sleep, which is dangerous for babies because they can stop breathing.

Don’t Worry Too Much About Your Decisions: Your brain has mechanisms to ensure that you will think you made the right decision, regardless of what you decide. This can be undermined, however, by thinking of reasons for your decision before you make it. In many cases, your coming-up-with-reasons ability can get in the way of your decision-making ability. As long as you get all the relevant information, you may have a better chance making a good decision without deliberation.

It Works to Ask People to Watch Your Stuff: People who you do not specifically ask to watch your stuff will do nothing while your stuff is stolen. People who you do ask, will go to great lengths to keep your stuff from being stolen.

The Normal Are Not Detectably Sane: The methods of this study were not well laid out, so I do not know how strong this evidence is, but it was quite clever. Normal people got admitted into mental hospitals by saying they had heard a voice say the words “empty,” “hollow,” and “thud.” Other than that they behaved as usual. None were discovered to be sane by the staff, no matter how long they stayed hospitalized.

I’m back from a wonderful vacation with Reanna and my family in Joshua Tree and hunkering down for my winter term. I’ve heard that my last term had the most intense workload of the program, but now that I’ve compiled the list of reading and assignments, I wonder if that’s true, especially considering that we have our comp exams the first week of spring term, which includes writing four 6-8 page papers from memory. I’m thinking of ways to take it easier on myself this term because I lost some of my near-focus vision during fall term and I’m not cool with that. (Yes, I was taking breaks, looking up frequently etc. Reading 30 hours a week is reading 30 hours a week.) Anyway, here’s my reading and writing list for the next 10 weeks. The number codes are for the classes: 610 is my second Family Models class, 620 is my Psychopathology (read DSM and deconstruction of such) class, 621 is Professional and Ethical Issues in Family Therapy, and 632 is Medical Family Therapy. I’m excited about all of them.

620 “Remembering Masturbatory Insanity” (URL) 1/6/2010

620 “Mental Disorders are Not Diseases” (URL) 1/6/2010

620 “The Myth of the Reliability of DSM” (URL) 1/6/2010

620 “On Being Sane in Insane Places” (Blackboard) 1/6/2010

620 “Patient Autobiographies” (Blackboard) 1/6/2010

621 Corey ch 1 1/11/2010

621 Corey ch 2 1/11/2010

621 Woody ch 1 1/11/2010

621 reflection paper 1 1/11/2010

610 Nichols ch 6 1/13/2010

610 Nichols ch 9 1/13/2010

610 BB Bobrow & Ray 1/13/2010

620 Munson: Look at Visuals section. 1/13/2010

620 Munson: Read: Introduction, 1/13/2010

620 Munson: Ch. 3 (for overview), 1/13/2010

620 Munson: Ch. 4 (focus on structure of multiaxial system). 1/13/2010

620 Munson: Skim Ch. 21 1/13/2010

620 Munson: Skim Ch. 23 1/13/2010

620 DSM: Introduction, Use of the Manual, Multiaxial Assessment (through p. 37) 1/13/2010

620 Skim “APA Guidelines for Providers…” 1/13/2010

620 D’Avanzo & Geissler: Read Foreword 1/13/2010

620 D’Avanzo & Geissler: Preface 1/13/2010

620 D’Avanzo & Geissler: Appendix 1/13/2010

620 D’Avanzo & Geissler: look at index. 1/13/2010

620 D’Avanzo & Geissler: Look up people of your ethnic heritage, country(s) of origin, or with whose culture you are familiar in order to evaluate strengths and limitations of this resource 1/13/2010

632 Sapolsky ch 1 1/15/2010

632 Sapolsky ch 12 1/15/2010

632 Sapolsky ch 16 1/15/2010

632 Medical Family Therapy ch 3 1/15/2010

632 Medical Family Therapy ch 6 1/15/2010

610 BB Shields & McDaniel 1/20/2010

610 Tomm part 2 1/20/2010

610 reflection paper 1 1/20/2010

620 Munson: Ch. 19, 11 1/20/2010

620 DSM: Adjustment DOs (p. 679-683), Anxiety DOs (p. 429-484) 1/20/2010

620 Kessler 1/20/2010

620 Barrett 1/20/2010

620 Ung 1/20/2010

620 Burroughs 1/20/2010

620 Munson 14 1/20/2010

620 DSM: Dissociative DOs (p. 519-33), 1/20/2010

620 DSM: Eating DOs (p. 583-595) 1/20/2010

620 Schreiber 1/20/2010

620 Knapp 1/20/2010

632 Rolland part I 1/22/2010

632 Rolland part II 1/22/2010

621 Corey ch 3 1/25/2010

621 Corey ch 4 1/25/2010

621 Woody ch 8 1/25/2010

621 reflection paper 2 1/25/2010

621 reflection paper 3 1/25/2010

610 BB Tomm part 1 1/27/2010

620 Munson: Ch. 10 1/27/2010

620 DSM Bipolar DOs (p. 382-401) 1/27/2010

620 DSM: Mood DOs (p. 345-382 1/27/2010

620 Styron 1/27/2010

620 Jamison 1/27/2010

632 Rolland part III 1/29/2010

621 Corey ch 5 2/1/2010

610 Nichols ch 13 2/3/2010

610 BB carr 1998 2/3/2010

620 reading to be assigned 2/3/2010

620 quiz 2/3/2010

620 summary of small group discussion 2/3/2010

632 Gawande 2/5/2010

632 Patients from different cultures ch 2 2/5/2010

632 Patients from Different cultures ch 4 2/5/2010

621 Corey ch 6 2/8/2010

621 Woody ch 7 2/8/2010

621 reflection paper 4 2/8/2010

621 professional disclosure statement 2/8/2010

610 BB Gergen 1985 2/10/2010

610 quiz 1 2/10/2010

620 Munson 9 2/10/2010

620 Munson 16 2/10/2010

620 DSM: Schizophrenic spectrum DOs (p. 297-338) 2/10/2010

620 Alda mother 2/10/2010

620 Love mother 2/10/2010

620 Steele 2/10/2010

620 Hunt 2/10/2010

620 “lobotomies” coleman 2/10/2010

620 Dully and Fleming 2/10/2010

620 El-Hai 2/10/2010

620 Grand Rounds 2/10/2010

632 Shared experience ch 1 2/12/2010

632 Shared experience ch 14 2/12/2010

632 Shared experience ch 15 2/12/2010

632 Medical family therapy ch 4 2/12/2010

632 Medical family therapy ch 11 2/12/2010

632 Sherret 2/12/2010

632 health genogram due 2/12/2010

621Corey ch 7 2/15/2010

621 Woody ch 3 2/15/2010

621 reflection paper 5 2/15/2010

610 Nichols 12 2/17/2010

610 BB Molnar & DeShazer 1987 2/17/2010

620 Munson 20 2/17/2010

620 Munson 16 2/17/2010

620 DSM: Personality DOs (p. 685-729) 2/17/2010

620 Wurtzel 2/17/2010

620 Levine 2/17/2010

620 Miller 2/17/2010

620 Crimmins 2/17/2010

620 DSM: Alzheimer’s (p. 147-158) 2/17/2010

632 psychotherapist’s guide to psychoparmacology 2/19/2010

621 Corey ch 8 2/22/2010

621 Corey ch 9 2/22/2010

621 Woody ch 4 2/22/2010

621 reflection paper 6 2/22/2010

610 reflection 2 2/24/2010

620 review readings 2/24/2010

620 Exam 2/25/2010

632 LBL chapter 1 2/26/2010

632 LBL chapter 3 2/26/2010

632 LBL chapter 7 2/26/2010

632 Candib 2/26/2010

621 Corey ch 11 3/1/2010

621 Corey ch 12 3/1/2010

621 reflection paper 7 3/1/2010

621 legal statutes and rules summary 3/1/2010

610 Nichols 11 3/3/2010

610 BB Goldner 1992 or so 3/3/2010

610 OSCR reflection 3/3/2010

620 trans readings TBA 3/3/2010

632 LBL chapter 8 3/5/2010

632 LBL chapter 9 3/5/2010

632 Becvar 3/5/2010

621 Corey ch 10 3/8/2010

621 Corey ch 13 3/8/2010

621 reflection paper 8 3/8/2010

621 Take home final due 3/8/2010

610 Nichols 14 3/10/2010

610 quiz 2 3/10/2010

632 interview project due 3/12/2010

610 final paper due 10 am 3/15/2010

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