Lane Fischer, Ph.D., email@example.com ,422-8293
The objective of this course is to provide a foundation for subsequent courses in CPSE. Readings and activities will support CPSE 646 and 702. This course will focus on a) the history of Counseling Psychology, b) the psychometric foundations and requirements of measurement used in decision making, c) the need to be sensitive to the dignity of all clients especially in assessment. (We will illustrate the issue with one of history’s worst-case examples of science used as a weapon against human beings.), and d) the fundamental counseling skills required to be sensitive and accountable.
I also recommend, but will not require, that you participate in the Writing Center’s Speed Reading Course. I took a similar course in 1983 and it has helped me immensely over the years. I highly recommend it. You can reasonably double your reading rate and significantly improve your comprehension. If you are interested, I will take you to the Writing Center and introduce you to the staff and facility.
Required Texts: American Educational Research Association, American Psychological Association, National Council on Measurement in Education (2004). Standards for educational and psychological testing.
American Psychological Association (2009). Publication manual of the American Psychological Association, Sixth Edition
Barrett, P. (2000). The new psychometrics: A choice between enhanced test technology (doing psychometrics) vs the greater understanding of what is being hypothesized as being measured (doing science).
Barrett, P. (2002). Beyond Psychometrics: Measurement, non-quantitative structure, and applied numerics. (Also appeared in the Journal of Managerial Psychology, Dec 2002.) http://www.liv.ac.uk/~pbarrett/paulhome.htm
Barrett, P. (2002). Measurement can not occur in a theoretical vacuum. http://www.liv.ac.uk/~pbarrett/paulhome.htm
Fischer, L., The nature of law: Universal but not uniform. In, A. Jackson, & L. Fischer, (Eds.), Turning Freud Upside Down: Gospel Perspectives on Psychology’s Fundamental Problems, BYU Press, (2005). (This text is also required for CPSE 702.)
Fischer, L. & Smith, G.S., (1999). Statistical adequacy of the Abel Assessment for Interest in Paraphilias, Sexual Abuse: A Journal of Research and Treatment, Vol. 11, No. 3, 195-206.
Gelso, C.J. & Fretz, B.R. (1992). Counseling Psychology: A growing profession, in Counseling Psychology, Fort Worth, TX, Harcourt Brace.
Gelso, C.J. & Fretz, B.R. (1992). Development of the profession, in Counseling Psychology, Fort Worth, TX, Harcourt Brace.
Howard, G.S. (1992). Behold our Creation!: What Counseling Psychology has become and might yet become, Journal of Counseling Psychology, Vol 39, No.4, 419-442.
Jackson, A.P. & Fischer, L. Confronting the interface between the gospel and psychology. In, A. Jackson, & L. Fischer, (Eds.), Turning Freud Upside Down: Gospel Perspectives on Psychology’s Fundamental Problems, BYU Press, (2005)
Smith, G.S. & Fischer, L. (1999). Assessment of Juvenile Sexual Offenders: Reliability and Validity of the Abel Assessment for Interest in Paraphilias, Sexual Abuse, A Journal of Research and Treatment, Vol. 11, No. 3, 207-216.
Recommended Readings/Listenings/Viewings: Bauman, Z., (1989) Modernity and the Holocaust BBC Video (2005) Auschwitz Bodanis, D. (2000) E=mc2: A Biography of the World’s Most Famous Equation Bronowski, J., (1974 ) The Ascent of Man.
I recommend that you view or read all 13 essays in the library, but we will only cover essay #11 in class.
Camera Planet Films, HBO. (2002). Facing Arthur Carmack, J. (1993). Tolerance: Principles, Practices, Obstacles, Limits Carnes, J., (1995) Us and Them: A History of Intolerance in America Doerry, M., (2004) My Wounded Heart : The Life of Lilli Jahn (The Story of a Jewish Mother and Her Children in Hitler’s Germany) Endo, S., (1994) Deep River Fink, I., ( 1983) A Scrap of Time Fink, I., (1997), Traces First Run Features (2004). Hiding and Seeking Frontline/PBS (2005) Memory of the Camps Gorecki, H.K. (1992) Symphony No. 3., “Symphony of Sorrowful Songs” Elektra Nonesuch
Halberstam, Y. & Leventhal, J. (2008) Small Miracles of the Holocaust.
Kaplan, E. (2006) Chances Are: Adventures In Probability Kesey, K., (1962) One Flew Over the Cuckoo’s Nest Koch Lorber Films (2004), Genocide Kuhn, T.S., (1962) The Structure of Scientific Revolutions Levi, P., (1958) Survival in Auschwitz Maguire, G., (1995) Wicked: The Life and Times of the Wicked Witch of the West Moss, R., (1996) An Introduction to Whitehead’s Process Psychology: A Positive Postmodern View.
Opdike, I.G., (2001) In My Hands: Memoirs of a Holocaust Rescuer. Physicians for Human Rights (2010). Experiments in Torture: Evidence of Human subject Research and Experimentation in the “Enhanced” Interrogation Program Pirsig, R., (1974) Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values Rees, L. (2005) Auschwitz: A New History Rigg, B.M., (2004) Rescued From The Reich: How One of Hitler’s Soldiers Saved the Lubavitcher Rebbe. Reich, H. (2006). The First and Final Nightmare of Sonia Reich: A Son’s Memoir Spiegelman, A., (1986) Maus I: My Father Bleeds History.
Spiegelman, A., (1991) Maus II: And Now My Troubles Began Spitz, V. (2005) Doctors from Hell: The Horrific Account of Nazi Experiments on Humans Taleb, N. N. (2007) The Black Swan: The Impact of the Highly Improbable Warner Brothers (2001) Into the Arms of Strangers Wiesel, E., (1960) Night.
Wiesel, E., (2002) After the Darkness.
Widstoe, J., (1908) Joseph Smith as Scientist Zusak, M. (2005) The Book Thief
Your grade will be based on your performance on the midterm examination, introspection paper, final paper, and class presentation.
The midterm examination will require you to demonstrate your competence with the concepts of psychometric technical adequacy.
The introspection paper will require you to apply one (1, not more than 1!) theory that you will learn in 646, or the shame matrix that you will learn in this course, to your own behavior. You are to articulate the model, identify your own behavior, and apply the model to explain your behavior. In order to protect your confidentiality, this paper will be read by a counselor that is not part of the CPSE faculty and who will never have any evaluative function over you. Your names will be hidden from the counselor. I will not know the content of your introspection paper. The counselor will only report to me whether you have completed the assignment adequately.
The final paper will require you to use one or more of the recommended readings and any other relevant readings that discuss diversity, tolerance, and the human condition. You should explore some issue related to the concept of diversity and tolerance. Please discuss your topic with me as you develop it. I will point you toward readings and experiences that will help you. The recommended readings are a beginning point for your exploration. You will be required to produce both a paper and a brief class presentation on your exploration of tolerance. The paper should be an academic study of the question that you have chosen written in APA style. Your class presentation can be in any other format that best expresses what you have learned (e.g., poster, interpretive dance, personal essay, power-point, live demonstration, videotaped interviews, critique of the literature, sculpture, painting, poetry, lyrics and music of your own composition, analysis of another’s lyrics, collage of music and the spoken word, collage of photos, excerpts from videos, dramatic reading…)
Depending on the weather, schedule, and funding, we will take a full-day field trip to the Clear Creek Ropes Course near Scofield, UT. This trip usually follows the lecture on fundamental counseling skills and involves some degree of introspection and disclosure. It has been shown to be very useful in the development of cohorts and counselors. There will be informed consent and you will have the option to not attend but to fulfill the objectives in alternative ways. Dr. Steven Smith will probably attend this excursion with us. Dr. Kathy Bitner may co-lead this excursion. Other department faculty may attend this excursion as well.
8/31 Introductions: How do people remember you?
The Paper Chase: The difference between undergraduate and graduate education.
(What a recent student labeled, “Introduction to True Cohort-Learning”.)
The Tree of Wisdom Field Trip.
The Shadow of Hate.
9/7 Knowledge or Certainty: Science as a Weapon.
Some Major Assumptions of Modern Science: Empiricism, Determinism, Testability, Parsimony
Hierarchy of Explanatory Power: Name, Describe, Predict, Control
9/14 Psychometric Technical Adequacy:
Begin drafting your final paper.
9/21 Psychometric Technical Adequacy:
9/28 Psychometric Technical Adequacy:
Including: Data, Reliability, Validity, Norms, Correlation as the average cross product of Z-Scores of 2 distributions from 1 sample, (How easy is that???), coefficient alpha, Post Hoc Ergo Propter Hoc Error, (Beware the Jabberwock, my son”) Linear Transformations and Standard Scores, Standard Error of Measure and Confidence Intervals. (And now Bronowski is relevant. What is psychometric tolerance? What is human tolerance? And what do we really know?)
10/5 Midterm Examination on Psychometric Technical Adequacy
10/12 Counseling Psychology: Roots and Branches
To be read to class on 10/19: 1-2 pages only: “Why I Want To Be A Counseling Psychologist”.
10/19 Johari Windows / Matrix of Fundamental Counseling Skills
10/26 Clear Creek Excursion: Date To Be Determined.
11/2 Process Clear Creek
11/9 Shame Matrix
11/16 Shame Matrix
11/23 Friday Instruction / No Class Today
11/30 Final Papers/ Presentations
12/8 Dr. Fischer Presenting at PRIM&R. Class TBD
Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor. Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).
Students with Disabilities
If you have a disability that may affect your performance in this course, you should get in touch with the University Accessibility Center (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.