Psychology 7/60192

Integration Practicum

Summer III 2009 Tues. & Weds. 9:00-11:45

145 Kent Hall


David M. Fresco, Ph.D.


226 Kent Hall Annex

Office Hours:

TBA; By appointment

Email/Telephone: / (330) 672-4049

Course Web Page:

Assigned Texts:

Eells, T. D. (Ed.) (2006). Handbook of psychotherapy case formulation (2nd Ed). New York: Guilford. ISBN 978-1-59385-351-8 (Required. Available at the bookstore.)
Kuyken, W., Padesky, C.A., & and Dudley, R. (2008). Collaborative Case Conceptualization Working Effectively with Clients in Cognitive-Behavioral Therapy. New York: Guilford. ISBN 978-1-60623-072-5 (Optional. Available at the bookstore.)


  1. "Putting it all together," that is, taking the skills and knowledge acquired in other clinical courses and applying it in a clinical context
  2. Introduction to- and practice in developing case conceptualizations and formulations
  3. Formal training and practice in administering and interpreting information the Structured Clinical Interview for DSM-IV-TR (SCID)
  4. Introduction to- and practice in oral presentation and written reports on clinical case material (e.g., diagnostic summaries, case formulations, etc.), including the intake report format used in our clinic


The teaching format will begin at the outset with lecture and discussion. We will also watch videotapes together followed by discussion. Finally there will be student-delivered presentations followed by discussion. Class participation is expected. Participation can come in the form of questions, comments, or class discussion appropriate for a classroom setting.


Some of the materials that I will provide for you will be text or audio/video files that require you to install free software on your computer. 

  1. Many of the readings I assign outside of our text as well as copies of lecture notes are saved as Adobe Acrobat *.pdf files.  The Adobe Acrobat reader is a free program that is pre-installed on most computers, but can be downloaded at the Adobe webpage.
  2. One title you may need is QuickTime from Apple Computer.  Please visit the QuickTime website and install this software for Macintosh or Windows.
  3. You may also need the RealOne Player, which is also available for Macintosh or Windows.

Lecture Notes & Readings:

I do provide handouts for my lectures in hopes that you will not simply spend your time writing what you see on the screen or the board. Also, there may be some supplemental readings.  You can download them below.

Graded Assignments:

  1. First and foremost, I am interested in having ample class discussion. Half of your grade will be based on your participation.
  2. In addition to general participation, you will be required to make two presentations in class (one with a partner and one on your own). These presentations are described below.
  3. You will administer a general intake interview and SCID on a confederate.
  4. Write a psychological clinic style report on the case you interview and SCID.
  5. Write a 1-2 page “wiki” style summary of an evidence-based treatment to share with your classmates.

Note: For written assignments that you hand in, I like to receive papers in electronic form via email. Please use MS Word (*.doc) or Rich Text Format (*.rtf) instead of Word Perfect (*.wpd).

Final Grade:

This course is graded Pass/Fail.  Your grade for the course will be determined as follows:

Class participation and formal presentations50%
Written Assignments 50%




Week 1

Introductions, Nuts & Bolts, Case Formulation

In-Class Activities:

Lecture on Case Formulation followed by discussion

Introduction to case presentations and the person-centered report followed by discussion

Testing data for Sarah

Person centered report of Sarah (will be posted later)


Eells Chapter 1.

Bieling, P. J. & Kuyken, W. (2003). Is Cognitive Case Formulation Science or Science Fiction?, Clinical Psychology: Science and Practice, 10, 52-69.

Persons, J. B., Davidson, J., Tompkins, M. A. (2001).  Chapter 2. Individualized case formulation and treatment planning. Essential components of cognitive-behavior therapy for depression. Washington, DC:  American Psychological Association.


Go into the clinic and skim old charts.

For Wednesday, review test data on "Sarah" and be prepared to contribute to a class discussion.

Week 2


Generating a Case Conceptualization

In-Class Activities:

Class this week is Tuesday & Thursday!

Watch the film voted on by the class (TUE)
As a group, develop a case conceptualization of relevant character(s) (THURS)

Readings (Graze):

Eells chapters 2-15.

Teybor, E. (2000). Interpersonal process in psychotherapy (4th Ed.). Stamford, CT:  Brooks/Cole Publishing.

Strosahl, K. D., Hayes, S. C., & Wilson, K. G. (2005). Chapter 2. An ACT Primer: Core Therapy Processes, Intervention Strategies, and Therapist Competencies and Chapter 3. Hayes, S. C., Strosahl, K. D., Luoma, J., Varra, A. A., & Wilson, K. G. (2005), ACT Case Formulation. In S. C. Hayes & K. D. Strosahl (Eds.). A Practical Guide to Acceptance and Commitment Therapy. New York: Springer.

Wilson, K. G. & Luciano, C. (2002). Chapter 4. Setting the Context for Therapy. Terapia de Aception y Compromiso: Un Tratamiento Conductual Centrado en los Valores. (Acceptance and Commitment Therapy: A Values-Centered Behavioral Treatment.) Madrid: Editorial Piramide.


For Thursday:  Come to class ready to discuss and contribute to a group development of a case conceptualization.

Arrange to interview and SCID your confederate "patient."

Week 3


Diagnostic Assessment and Formulations

In-Class Activities:

Review administration of the SCID-IV
Introduction to Psychological Clinic Report
Role-play sections of the SCID (in the clinic)


Conduct your interviews and SCIDs and begin writing clinic report.
Week 4

Theoretical Case Formulations

In-Class Activities:

Individual theoretical case formulations presented by students (appx. 45m of presentation and discussion)


Clinic Reports on confederate "patient" due on Friday by 5p.

Week 5

Theoretical Case Formulations (cont’d); Topical Student Presentations

In-Class Activities:

Individual theoretical case formulations presented by students (appx. 45m of presentation and discussion) (TUES)
Informal student led presentations based on evidence based practice wikis. (WEDS)


Wiki style paper due Wednesday.

More about the Assignments

Theoretical Case Formulation Presentation

For this presentation, students will make a presentation from one of the theoretical perspectives found in the Eells text, or Teybor, Wilson and Luciano, or another orientation that you must clear with me first.  I would like the first part of the presentation (10-15 minutes) to be a general overview of that approach; the second part (10-15 minutes) to apply directly to the case, the third part to be discussion about the presentation.  This presentation is based upon the patient whose report and test data I provided to you.

Clinic Report Paper

This report is based on the confederate "patient" with whom you conducted a general interview and SCID. You will write a report in the style of our Psychological Clinic based on interview and SCID data obtained. (3-4 pages).

Topical Evidence-based practice “Wiki”

For this assignment, students will visit the APA Division 12 website or pick some other disorder or discrete problem that has been studied in the context of nomothetic, RCT studies. Then students will sign up for a topic for which they will prepare a 1-2 single-spaced page, “wiki” style article that they will distribute to the class and we will discuss the topic informally on the last day of class. One way to organize the wiki is in terms of five paragraphs: Paragraph 1 summarizes the clinical disorder or problem you have chosen; Paragraph 2 summarizes the kinds of approaches used for that condition; Paragraph 3 summarizes the results of the RCTs; and Paragraph 4 makes nomothetic recommendations. Paragraph 5 will provide a semi-detailed description of the recommended treatment(s). Students will also include a listing of the RCT citations and abstracts, meta-analyses, etc. they reviewed. The student will put asterisks next to good RCTs. Students will also provide citations, websites, etc. to help someone find training materials for the good treatments. Providing any pdf versions of RCTs or training materials is also appreciated. Note: The new Division 12 site is quite comprehensive and much of your work is actually done for you. The way I want you to add value is to provide a description of the nomothetic treatments. The website does not go into that much detail. I will say more in class. For a disorder such as major depressive disorder, where there are several discrete evidence-based treatments, students can sign up for the same disorder albeit separate treatments.