PSY 2606 Case Conceptualization

This course addresses the processes of conceptualizing case material from diverse theoretical models and translating these conceptualizations into effective treatment strategies. Video- and/or audio-taped clinical interviews, and written and/or orally presented case histories are used in class to demonstrate and provide practice in case conceptualization skills.

This library guide provides access to resources that support the learning objectives of PSY 2606.

"This course addresses the processes of conceptualizing case material from diverse theoretical models and translating these conceptualizations into effective treatment strategies. Video-and/or audiotaped clinical interviews, and written and/or orally presented case histories are used in class to demonstrate and provide practice in case conceptualization skills." NSU College of Psychology Graduate Student Catalog, 2020-2021.

Below you will find links to most of the readings for this course. 

Readings:

Week 1

Required readings:

• Prochaska et. al. textbook- Chapter 1
• Dimaggio, G., & Lysaker, P.H. (2014). Supporters of a single orientation may do less for science and the health of patients than integrationists: A reply to Govrin. Journal of Psychotherapy Integration, 24(2), 91-94.
• Govrin, A. (2014). The vices and virtues of monolithic thought in the evolution of psychotherapy. Journal of Psychotherapy Integration, 24(2), 79-90.

Supplemental readings:

• Hancock, G. R., Stapleton, L. M., & Mueller, R. O. (2019). The reviewer’s guide to quantitative methods in the social sciences (2^nd Edition). New York: Taylor & Francis Group. [Chapter 18; pp. 248-259]

Week 2

Required readings:

• Prochaska et. al. textbook- Chapter 2 & 3
• Kazdin A. E. (2006). Arbitrary metrics: Implications for identifying evidence-based treatments. American Psychologist, 61, 42–71.
• Primer to Problem-Based Learning (PBL)

Supplemental readings:

• Ella Case Study (Core Curriculum on Childhood Trauma Case Study)

Week 3

Required readings:

• Prochaska et. al. textbook- Chapter 4
• Tingey, R., Lambert, M., Burlingame, G., & Hansen, N. (1996). Assessing Clinical Significance: Proposed Extensions to Method. Psychotherapy Research, 6(2), 109–123.  

Supplemental readings:

• Jacobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59(1), 12–19
• (Located on https://www.nctsn.org/) Amaya-Jackson, L., Absher, L.E., Gerrity, E.T., Layne, C.M., Halladay Goldman, J. (2021). Beyond the ACE Score: Perspectives from the NCTSN on Child Trauma and Adversity Screening and Impact. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress. 

Week 4

Required readings:

• Prochaska et. al. textbook- Chapter 5
• Spring B. (2007). Evidence-based practice in clinical psychology: what it is, why it matters; what you need to know. Journal of Clinical Psychology, 63, 611–631.   

 Supplemental readings:

• Layne, C. M., & Hobfoll, S. (2020). Understanding post-traumatic adjustment trajectories in school-age youth: Supporting stress resistance, resilient recovery, and growth. In E. Rossen (Ed.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 75–97). Oxford University Press. 

Week 5

Required readings:

• Prochaska et. al. textbook- Chapter 6
• Becker, K. D., Chorpita, B. F., & Daleiden, E. L. (2011). Improvement in symptoms versus functioning: How do our best treatments measure up? Administration and Policy in Mental Health and Mental Health Services Research, 38. 440-458.

Supplemental readings:

• Sechrest, L., Stickle, T. R., & Stewert, M. (1998). The role of assessment in clinical psychology. Comprehensive Clinical Psychology, 4. 1-32.
• Bailey, T. D. & Brown, L. (2020). Complex Trauma: Missed and Misdiagnosis in Forensic Evaluations. Academic Journal. Psychological Injury and Law, 13(2). 109-123. 

Week 6

Required readings:

• Prochaska et. al. textbook- Chapter 7

Supplemental readings:

• Alcántara, C., Casement, M. D., & Lewis-Fernández, R. (2013). Conditional risk for PTSD  among Latinos: A systematic review of racial/ethnic differences and sociocultural explanations. Clinical Psychology Review, 33(1), 107–119. 
• Hobfoll, S. (2014). Resource caravans and resource caravan passageways: A new paradigm for trauma responding. Intervention: Journal of Mental Health and Psychosocial Support in Conflict Affected Areas, 12(4), 21–32.  

Week 7

Required readings:

• Prochaska et. al. textbook- Chapter 8 & 9

Week 8- Group Presentations

No readings

Week 9 – Spring Break

No class

Week 10

Required readings:

• Prochaska et. al. textbook- Chapter 10
• James Case Study (Core Curriculum on Childhood Trauma)

Supplemental readings:

• Brown, A., Laitner, C, & Saxe, G. (2017). Part IV: Improving Trauma Systems Therapy. Trauma Systems Therapy for children and adolescents, 363-384. New York : The Guilford Press.

Week 11

Required readings:

• Prochaska et. al. textbook- Chapter 11
• James Case Study (Core Curriculum on Childhood Trauma) 

Week 12

Required readings:

• Prochaska et. al. textbook- Chapter 12

Week 13

Required readings:

• Prochaska et. al. textbook- Chapter 13

Supplemental readings:

• Hays, P. [KA1] (2016). Addressing cultural complexities in practice:  Assessment, diagnosis, and therapy (3rd edition). Washington D.C:  American Psychological Association. Available in print at the library. 

Week 14

Required readings:

• Prochaska et. al. textbook- Chapter 14

Supplemental readings:

• Smart, R. (2010). Counseling a Biracial female college student with an Eating Disorder: A case study applying an integrative biopsychosocialcultural perspective. Journal of College Counseling, 13(2), 182-192. 

Week 15

Required readings:

• Prochaska et. al. textbook- Chapter 15

Week 16 – Group Presentations

Required readings:

• Prochaska et. al. textbook- Chapter 16 & 17