Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PS 353-2"
COURSE NAME: "Clinical Psychology"
SEMESTER & YEAR: Fall 2025

SYLLABUS

INSTRUCTOR: Argelinda Baroni
EMAIL: [email protected]
HOURS: TTH 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: PS 101
OFFICE HOURS:

COURSE DESCRIPTION:

This course aims to provide an overview of the area of Clinical Psychology and will cover both a brief history of clinical psychology and current standards and evidence-based practices. Students will learn about the main theoretical approaches and common assessment and treatment methods of clinical psychologists and explore the current issues in this area.

Satisfies "Applied Psychology" core course requirement for Psychological Science majors.

SUMMARY OF COURSE CONTENT:

This course provides a comprehensive introduction to clinical psychology, covering its dual role as a mental health profession and scientific discipline. At the beginning of the semester, we will focus on the definition of clinical psychology, and different roles of clinical psychologists. We will examine the possibilities for psychologists to engage in direct work with patients or clients through psychological assessment, intervention, and prevention, as well as in indirect roles such as training, supervision, consultation, and administration. We will also explore training pathways, career opportunities, and related professions, alongside practical guidance on navigating competitive entry into clinical psychology programs. Ethical challenges and contemporary controversies, such as cultural biases and use of psychologists in torture programs will be discussed.

Students will learn diagnostic criteria (DSM and ICD frameworks), theoretical explanations (psychodynamic, cognitive-behavioral, biological, and systemic models), and treatment methods for several common disorders.

The course will end with a critical survey of the several approaches to individual psychotherapy (psychodynamic, behavioral, and cognitive approaches), group psychotherapy and family therapy.

LEARNING OUTCOMES:

Upon completion of this course, students will be able to:

To learn what distinguishes clinical psychology from other fields
To understand and describe the key concepts, principles, theories, empirical findings and application in clinical psychology using the appropriate terminology
To become aware of the cultural and ethical issues relevant to this discipline
To understand the models of education and training in Clinical Psychology with an emphasis on the options available to students applying for graduate study in Clinical Psychology.
To comprehend the differences among the several approaches to individual psychotherapy, group psychotherapy and family therapy.
To learn the main elements of the clinical interview
To express ideas in writing that reflect basic psychological concepts and principles
To use standard English, and write using APA style

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Clinical psychology: An introduction	Carr, Alan	Routledge, 2012	-

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Midterm Test	The exam will consist of multiple-choice questions and short-answer questions.	25%
Final Test (date TBD)	The exam will consist of multiple-choice questions.	25%
Presentation	Students will be required to present for 10-15 minutes on the App or health practice they engaged with during the semester in the last day of class.	20%
Participation	The success of the class depends heavily on participation in class. Students will be expected to make regular contributions to class discussions and to engage in proposed activities.	10%
Reflection Paper	Students will write a paper in which they will reflect on one of the books proposed, providing additional information. For example, if discussing the book “An Unquiet Mind” students should add background on bipolar disorder and add 3 novel references. Please discuss details in class with Dr.Baroni	20%
Quality of Written Work	Your papers will be graded on both the content of what you say and the way you express yourself. In the field of mental health, communication between practitioners, patients, and families is of the utmost importance, so we are expecting you to strive for clarity in your written work. Incomplete thoughts and frequent syntactical and grammatical errors (e.g., run-on sentences, fragments, reference errors, etc.) interfere with our ability to understand your ideas and analysis (which in practice can have serious consequences for an individual receiving treatment) and will, consequently, result in a lowering of your grade. Please be aware that instructor is familiar with ChatGPT writing style.

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Attendance Requirements: Attendance, although not mandatory, is essential to earn a good grade in this course. Each week will include a variety of readings, lectures, discussions, measures, and activities aimed at exploring the week’s topic. Students will get the most if they come to class prepared and ready to participate and engage with class activities and discussions.

Policy on Late Submissions: Extensions will not exceed three days and will be granted on a case-by-case basis, provided they are requested within 24 hours of the deadline. Late papers and projects will be accepted. However, grades on all late papers and projects will be lowered by 1/3 for each day they are late (e.g., from an A- to a B+ on late day #1, from a B+ to a B on late day #2, etc.). Under no circumstances will any papers or projects be accepted after the last class. Papers and projects received after this date will not be graded and will receive a score of zero. Students requesting an exemption from the late submission policy must present a written note from a school Dean, Academic Advisor, or personal physician (e.g., not the student’s parent or family member) justifying the late submission, which will then be considered by the instructor.

Examination Policy: You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE


Session	Session Focus	Textbook	Articles/Chapters	Activities/Deadline
Week 1	Clinical Psychology: Definition and History	Carr, Ch.1	Shorter, 2003 Birth of Psychiatry Field, 2015
Week 1	Clinical Psychology: Definition and Training	Carr, Ch.1	Impala et al. 2022
Week 2	Ethical Issues in Clinical Psychology	Carr, Ch.1	Balfe, 2016 (Torture); Awad et al., 2024 (Racism)
Week 2	Assessments and Research	Carr, Ch.10	Jablensky, 2016.
Week 3	The DSM-5; IQ Assessments		Paris, 2015 Bertelli et al., 2018	Scales
Week 3	Principles of Clinical Interview		Sommers-Flanagan 2016 Kaplan and Sadock's Ch.7	SCID Practice interview
Week 4	Mood Disorders	Carr, Ch. 6
Week 5	Anxiety Dis. OCD and PTSD	Carr, Ch. 5
Week 6	Schizophrenia	Carr, Ch. 7
OCTOBER 9	Midterm
Week 7	ASD		Lord, et al.2018
Week 7	ADHD/ODD	Carr, Ch. 2
Week 8	Suicide & 13 Reasons Why		Brent, 2019; Bridge 2020
Week 8	Psychotherapy		Mulder et al., 2017 Truijens et al., 2019
Week 9	Psychotherapy Dynamic Therapy		Kaplan and Sadock's Ch.33
Week 10	Dynamic Therapy		Kaplan and Sadock's Ch.33
Week 10	Behavioral Therapy & CBT		Wenzel, 2016
Week 11	CBT/ DBT		MacPherson 2013
Week 11	Group, Couple and Family Therapy		Greenberg 2019 EFT; Rutan 2016 Group Therapy
Week 12	Group, Couple and Family Therapy		Diamond 2016 Fam Therapy	Reflection Paper
Week 12	Health Psychology		Leventhal, 2008
Week 13	Forensic Psychology		Ackerman, 2006
Week 14	Presentations

TEXTBOOKS:

Carr, Alan. Clinical psychology: An introduction. Routledge, 2012.

(Slides from Pomerantz, Andrew M. Clinical psychology: Science, practice, and diversity. 6th ed Sage Publications, 2023)

ADDITIONAL READING (Pick one):

An Unquiet Mind by Kay Redfield Jamison

Night Falls Fast: Understanding Suicide by Kay Redfield Jamison

The Boy Who Was Raised As a Dog: What Traumatized Children Can Teach Us About Loss, Love and Healing by Bruce D. Perry and Maia Szalavitz

The Love Secret: The Revolutionary New Science of Romantic Relationships by Sue Johnson

ACTIVITIES APPS (Pick at least one; other psychological apps/practices are welcomed):

Stoic Journal

CBT-I Coach

UCLA Mindful

Moodstory

Free CBT

Simple CBT

OffScreen

The last Wednesday of the month we will discuss how regular app use is impacting students. Other psychological apps/practices are also welcomed, and acceptable alternatives include gratitude journal, meditation, mindfulness. The last day of class (April 30^th,) students will present on their experience with the practice.