Brigham Young University Counseling Psychology and Special Education

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Brigham Young University

Counseling Psychology and Special Education

CPSE 606, Fall, 2006

Tuesdays 8:00 – 10:50, 341 MCKB

Lane Fischer, Ph.D., ,422-4200
The objective of this course is to provide a foundation for subsequent courses in CPSE. Readings and activities will be coordinated with 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.

Required Texts:
American Educational Research Association, American Psychological Association, National Council on Measurement in Education (2004). Standards for educational and psychological testing.
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.)
Barrett, P. (2002). Measurement can not occur in a theoretical vacuum
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., Modernity and the Holocaust
Bronowski, J., 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 (2002) HBO. Facing Arthur
Carmack, J., Tolerance
Carnes, J., Us and Them: A History of Intolerance in America
Endo, S., Deep River
Fink, I., A Scrap of Time
First Run Features (2004). Hiding and Seeking
Gorecki, H.K. (1992) Symphony No. 3., “Symphony of Sorrowful Songs” Elektra Nonesuch
Kesey, K., One Flew Over the Cuckoo’s Nest
Koch Lorber Films (2004), Genocide
Kuhn, T.S., The Structure of Scientific Revolutions
Levi, P., Survival in Auschwitz
Maguire, G., Wicked: The Life and Times of the Wicked Witch of the West
Moss, R., An Introduction to Whitehead’s Process Psychology: A Positive Postmodern View. (A CPSE dissertation, 1996)
Pirsig, R., Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values
Spiegelman, A., Maus I: My Father Bleeds History.
Spiegelman, A., Maus II: And Now My Troubles Began.
Wiesel, E., Night.
Widstoe, J., Joseph Smith as Scientist

Your grade will be based on your performance on the midterm examination, introspection paper, and final paper.
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 or any other relevant readings that discuss diversity, tolerance, and the human condition. You should explore the concept of diversity and tolerance. 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” and class presentation can be in any 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…)
If available, we will take a full-day field trip to Clear Creek Rope 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. If Clear Creek is not available, we may find an alternative venue for the field trip. Dr. Steven Smith will probably attend this excursion with us. Dr. Kathy Stott will co-lead this excursion. Other department faculty may attend this excursion as well.

9/05 Introductions: How do people remember you?
The Paper Chase: The difference between undergraduate and graduate education.

(What a recent student labeled, “Intro to Cohort Learning”.)

The Tree of Wisdom Field Trip.
The Shadow of Hate.

9/12 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
9/19 Psychometric Technical Adequacy:
9/26 Psychometric Technical Adequacy:
10/3 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?)
10/10 Midterm Examination
10/17 Counseling Psychology: Roots and Branches
10/24 Johari Windows / Matrix of Fundamental Counseling Skills
10/31 Clear Creek Excursion: Date To Be Determined.
11/07 Process Clear Creek
11/14 Shame Matrix
11/21 Friday Instruction
11/28 Shame Matrix
12/05 Final Papers
12/12 Final Papers
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.

 Preventing Sexual Discrimination or Harassment

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. 

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