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MAC Class Notebook
(Table of Contents)
Chpt 1: Introduction to the Class Notebook
Chpt 2: Registration & Pre-registration
Chpt 3: Required 500 Level Courses
- MAC 502 (Group)
- MAC 503 (Indidvidual)
- MAC 512 (Family Systems)
- MAC 514 Syllabus
- MAC 521 (Gender/Ethnicity)
- MAC 522 (Abusive Relationships)
Chpt 4: Required 600 Level Courses
- MAC 601 (Psychopathology)
- MAC 602 (Assess/TX)
- MAC 620 (Ethics)
Chpt 5: Elective 500 & 600 Level Courses
- MAC 651 (Substance Abuse)
- MAC 661 (Marriage/Family)
- MAC 671 (Expressive)
- MAC 691-692 Internship
- MAC 560 (Children)
- MAC 570 (Career)
- MAC 695 (Clinical)
- MAC 695 (Statistics)
Chpt 6: Independent Study Courses
Chpt 7: Transfer Courses
Chpt 8: Internship Classes
(On-line Forms)
Annual Schedule
Request Transfer Credit
|
Master of Arts in
Counseling Psychology ("MAC")
MAC
514:
"Developmental Theory & Psychotherapy"
Sample Syllabus (Subject to
Change)
Faculty Member:
Leticia Nieto, PsyD
Office Information:
The MAC Office is housed in room #327 Old
Main. Office hours: TBA; appointments are strongly encouraged. The MAC
office is open Monday to Thursday 9:00-6:00; The office phone is
438-4560
Course Description:
This course examines the clinical
implications of developmental processes, theories of development, and life
transitions. The goal of the class is to empower students to recognize optimum
and dysfunctional human patterns and address them from a developmental
perspective. Main objectives include:
- To become familiar with some of the
major theorists in developmental psychology.
- To identify and discuss agents of
influence affecting human growth and development.
- To create a model of development
integrating your developmental assumptions.
- To learn diagnostic uses of
developmental theory.
- To enhance self-knowledge and
therapeutic competence through developmental self-exploration.
Required Textbooks:
(Please do not
order your books for the current semester from this list. It may not
be up-to-date.),
Brown & Benchmark
Women’s Ways of Knowing. Mary
Field Belenky et al. Basic Books.
Seasons of a Man’s Life. Daniel
Levinson.
The Heroine’s Journey, Murdock,
Shambhala 1990.
King, Warrior, Magician, Lover,
Moore and Gillette, Harper, 1990
Revisioning Men's Lives: Gender,
Intimacy & Power, Kupers, Guilford, 1993.
Women's Growth in Connection: Writings
from the Stone Center, Jordan, Kaplan, Miller; Guilford, 1993.
In addition, there will be articles on
reserve in the MAC office which will form part of the required readings
as well.
Requirements:
Each requirement is worth one-seventh of
your grade. Please turn in work on time. I will not accept any work after
the last day of class. Please submit two, typed, clear copies of all your
written work. One will be returned to you with comments, the other will
become a part of the course record.
- Complete assigned reading and reading
seminars. Participate in weekly reading discussion seminars of at
least two, and no more than four students. You will need
to schedule this outside of class time. Be prepared to individually
report on your learning. Schedule to meet once a week for one to two
hours.
- Prepare a guided journal entry for each
class session (except the last session) with questions, reactions
and responses to the reading material (except the Human
Development Reader), experiences and class discussions. Please use
this assignment for introspection rather than critique.
- Complete a brief written summary (one
page) of developmental observations of an interview with a
person sixty-five years or more in age using the Belenky model for
women, and the Perry model for men. Notice that you are tracking the
development of voice/cognition. Examine the ways of making meaning,
rather than the external characteristics of your subject’s life
story.
- Complete a two-page autobiographical
sketch paper focusing on one important developmental transition
(bridge). Use the material presented in lectures.
- Choose one of the following:
- Prepare and present a developmental
model a) integrating at least two theories (indicate which
two) and b) clearly defining your assumptions about human
development. Please write a one-page outline (including a and b
above) and bring enough copies for each person in the class.
- Make an experiential/therapeutic
presentation (20 minutes maximum) in class based on an aspect of
the Murdock or Moore and Gillette books. Submit a written summary
of your presentation including copies for your classmates.
- Write a one-page developmental
analysis in reverse chronology of one of the following
autobiographies: Blackberry Winter, Margaret Mead; The
Words, Jean-Paul Sartre; In My Mother’s House, Kim
Chernin’s; A Portrait of the Artist as a Young Man, James
Joyce; An American Childhood, Annie Dillard; Under the
Eye of the Clock, Christopher Nolan; This Boy’s Life,
Tobias Wolff; Dust Tracks on a Road, Zora Neale Huston;
The Autobiography of Malcolm X, Malcolm X; Autobiography,
Ben Franklin.
- Find a poem and a song for each
of the developmental bridges discussed in class. Please submit
typed content and a tape (for songs). Indicate clearly how you see
the poetry or songs illustrating transition to a new way of making
meaning.
- Prepare and present a report of required
readings. You will have three to five
minutes of class time to present a report of readings. The task is to
identify what the author is trying to say. What truth are they
stating? This report is not a summary or a selection of quotes
from the book or article. Your task is not to tell us what the article
was about (everyone in class will have already read it). Instead, in
your own words, synthesize the essence of the readings you are
responsible for by simply stating the central point or points. Please
also submit two copies of an outline of your presentation.
- Complete a one-page final, written
evaluation with a suggested grade and a rationale for it.
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