Course Syllabus

Description of the Course

This practicum focuses on fundamental clinical psychological skill building and offers a unique opportunity for students in the European Clinical Psychology course to explore how theories and methods of clinical psychology can be applied in a Danish context.

Students are placed in various relevant contexts within Copenhagen, including support services which target core groups of isolated people – people whose mental health problems, regardless of whether they are temporary or permanent, create difficulties for their functioning in society.

The sites span across different forms of social programs where organization use various forms of interventions to provide support services to people with socio-cognitive or mental health problems.

The practicum requires students to participate in the daily routines of the organizations, i.e., engaging in experiential learning activities, which builds, broadens and deepens intercultural skills, knowledge of Danish culture and aids in the reflection and integration of clinical psychology. At the sites, the students will interact with both users and staff through activities and verbal exchanges; learning how different interventions support the individual recovery or development of the program participants.

In class the instructor will facilitate student reflections on how theory and practicum experiences relate to a clinical psychological skill building perspectives, addressing both psychological and social issues.

Students will make observations and conduct interviews at the practicum site pertaining to the structure and content of activities, in addition to addressing various behaviors.

The course concludes with the students presenting their site and the findings from their participatory observations and semi-structured interviews with users and staff members, bridging personal experiences and development, theory and praxis with a poster presentation at the end of semester DIS showcase.

Learning Objectives

- Interact with users and staff at the practicum site.

- Partake in and reflect on fundamental clinical psychological skill building.

- Observe and reflect on core concepts within clinical psychology and activity theory at the practicum site.

- Observe, describe and analyze how clinical psychology and its application (or lack thereof) is apparent in or initiated at the practicum site by the students themselves, staff and service users.

- Synthesize theoretical perspectives and practical approaches in order to cultivate new understanding of clinical psychology and service users in social psychiatry.

- Use theory and research to support perspectives discussed in the assignments.

- Throughout the semester, learn how to condense and present complex and complicated praxis research and then reflect on, frame and communicate their experiences at the end of semester DIS showcase.

Faculty

Christina Mavroudi
M.Sc. in Psychoanalysis (University Paul-Valéry Montpellier III, France, 2014). M.Sc. in Clinical psychology/psychopathology (University Bordeaux Segalen 2, France, 2013). B.Sc. in Psychology (Panteion University, Athens, Greece, 2012). Worked as clinical psychologist in various mental health institutions and psychiatric hospitals in Greece and France. Faculty member with the Department of Psychology at DIS since 2017.

Readings

Bateson, G. (1972) Steps to an Ecology of Mind, pp 159-176

Booth, R (2000) Loneliness as a Component of Psychiatric Disorders. Medscape General Medicine 2(2)

Engeström, Yrjö (1987) Learning By Expanding – An activity-Theoretical Approach to developmental Research. Orienta-Konsultit Oy, Helsinki, pp 37-92

Foot, K (2014). Cultural-Historical Activity Theory: Exploring a Theory to Inform Practice and Research. University of Washington. faculty.washington.edu/kfoot/Publications/Foot-CHAT-explored-dist-tf.pdf

Foucault, M. (1997) The Abnormals. In: Ethics – Subjectivity and Truth. Essential Works of Foucault Vol. I

Hutchins, E (2005) Material Anchors for Conceptual Blends In: Journal of Pragmatics 37, pp 1555–1577

Koszalka, T. A & Wu, C. P (2004) A cultural historical activity theory [CHAT] analysis of technology integration: Case study of two teachers http://files.eric.ed.gov/fulltext/ED485000.pdf

Lave, J. & Wenger, E. (2003) Situated Learning – Legitimate Peripheral Participation, pp 27-54

Nordentoft, M., et. Al: Copenhagen Community Psychiatric Project (CCPP): characteristics and treatment of homeless patients in the psychiatric services after introduction of community mental health centres. In: Soc Psychiatry Psychiatr Epidemiol (1997) 32:369-378

Olesen, F. & Markussen, R. (2006) Working with Material Things: From Essentialism to Material-Semiotic Analysis of Sociotechincal Practice. In: Dreier, O. & Costall, A. Doing Things with Things pp. 168-191

Pădurariu, M., Et. Al: Self-stigma in Psychiatry: Ethical and Bio-Psycho-Social Perspectives. Romanian Journal of Bioethics, 9 (1) 2011

Priebe, S., Burn, T & Craig, T. K. J The future of academic psychiatry may be social In: The British Journal of Psychiatry May 2013, 202 (5) 319-320

Segal, B. (1965) Psychiatrist and Sociologist: Social System, Subculture, and Division of Labor. In: Journal of Health and Human Behavior, 6, 4 pp. 207-217

Slade, M. et al. (2011) Uses and abuses of recovery: implementing recovery-oriented practices in mental health systems. World Psychiatry 2014;13:12–20)

Walker, M.T. (2006). The Social Construction of Mental Illness and its Implications for the Recovery Model.

International Journal of Psychosocial Rehabilitation. 10 (1), 71-87

Spradley, J. P. (1979 ) The Ethnographic Interview pp 78-106

Ventriglio, A. & Bhugra, D.: Age of entitlement and the young:Implications for social psychiatry in: International Journal of Social Psychiatry 2016, Vol. 62(2) 107–119

Vygotsky, L. S. (1928) Internalization of Higher Cognitive Functions In: Mind in Society – The Development of Higher Cognitive Processes, pp 52-57

Field Studies 

Wednesday, October 2nd 14.00-16.00

Workshop in Arts and Mental Health

Guest Lecturers

Olga Runciman 

Olga Runciman is the first and only psychologist in private practice in Denmark to specialize in extreme states (psychosis). She is an international trainer and speaker, writer, campaigner, and artist. She is a co-founder of the Danish Hearing Voices network and the new International Institute for Psychiatric Drug Withdrawal. She is a board member for a variety of organizations including Intervoice, Mad in America, The Danish Psychosocial Rehabilitation organization and others. She has recently finished her three-year open dialog education as a family therapist.

Olga views mental distress from a Postpsychiatric viewpoint and does not believe there is a correct way to frame madness. She believes in opening up spaces where other perspectives can assume a valid role and does not seek to find solutions within psychiatry. Instead, she advocates we should be moving beyond psychiatry, encouraging an acceptance that not all human problems can be grasped in a modernist technological manner.

Approach to Teaching

This course is taught by using a combination of short lectures, exercises, and discussions. The instructor is responsible for encouraging connections between theory and practice, and highlighting the important concepts of clinical psychology and mental health.

During in-class supervision the students will have a chance to reflect on their experiences and link them to theory. Students must write down reflections and observations from the practicum site on Canvas, as it is important to build a bridge between the theories learned in the core course and the interactions at the practicum site.

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Expectations of the Students

As a student, you are expected to participate actively in class and field studies. Apart from asking questions, participating in discussions and offering critical reflections on the topics, students are expected to consider how their contributions affect the overall work climate in class

Be punctual for class and field studies.

Show respect for and attempt to understand other people’s viewpoints and experiences, whether this be other students or guest lecturers and people encountered on field studies

Attendance: mandatory, except for serious illness or participation in religious holidays. 

Evaluation

Evaluation will be based on active participation in the class and be showing personal investment in activities as well as during presentations. Critical academic reflection is highly valued both in class, where there will be a number of open questions, group work assignments, and short presentations, as well as in your written work.

In order to be allegeable for grades above a B+, you are expected to exceed what is required, ie. analyzing cases from multiple angles, critically utilizing and discussing research, pointing out problems and contradictions in theory and practice at a high academic level, that goes beyond mere reproduction and reiteration. Thus creativity and independent thinking in combination as fundamental academic expertise are rewarded.

I expect, when required by the written assignment, that all statements and claims are supported by academic references.

Grading

Participation and Attendance (20%)

You must attend every class. Excused absence includes serious illness and participation in religious holidays. All other absences are unexcused. If you must miss a class, please contact me as soon as possible. After 2 unexplained absences, the DIS Teaching and Learning office will be notified.

Active participation in class will include writing academic and personal reflections on Canvas, reading ahead of each class, contributing to class discussions, and signing up for supervision.

Active participation at your practicum site is also reflected in this portion of the grade. Students are expected to engage in the daily activities at the site, as well as consult directly with staff regarding any assistance they can provide.

Attendance is mandatory. If you miss a practicum visit, you are yourself responsible for re-scheduling (see below).

• Time Sheets and Attendance: It is your own responsibility to contact the Program Coordinator or your faculty if you are experiencing difficulties meeting the required hours. At the end of the semester, you must submit a completed ‘timesheet’ with the signature of the supervising pedagogue to confirm that you have completed the required hours for this course (30 hours). If the hours are not met, this could result in failing the course. Timesheets must be handed in Natalie's pigeonhole in the PSY office.

Field Notes and Personal Reflections (10%)

Students are required to write field notes after EVERY visit to their practicum site and bring this in hard copy to class the following week. The field note template and writing instructions can be found here. The content and subjects of reflections is graded as part of the course, and is furthermore expected to be used as a foundation for class discussion and written assignments. Students must use field notes and personal reflections in class to give examples of their participatory experiences.

Appropriate length of weekly reflection is 200-250 words.

Please prepare a short presentation of your last site visits (appropriate length 2-4 minutes) for supervision – what where the challenges, highlights, WFM’s (what a WFM is will be discussed in class) or things that made you stop and wonder and appreciate life in all its richness and complexity?

Your journal must be handed in at the end of the semester as a part of the participation grade.

Observations Reflection Papers (10 % & 10 % = 20 %)

The reflective paper sums up your Canvas notes and reflections from the previous weeks, and gives you a chance to look at your own learning and experiences from a critical point of view.

In reflection papers I and II you will be asking yourself what was your experience of being a reflecting professional at the practicum site? What are the challenges? How is the potential conflict between observing an environment, and being part of it balanced? What is your personal and professional progress? Working together with readings, logbook notes, and class lectures/discussions in supervision, students will evaluate their practicum experience as seen from their own role, through personal interactions, observations and reflections about the workplace in general.

Length of paper I + II is 550-750 words.

Interview and Analysis Paper (25%; 7 pages)

At the practicum site, students will do an interview with at least one of the service users and one staff member. Use the observations from the logbook as inspiration to decide what topics to examine through the interview.

Elements must include:

• Goal of interviewing: Why have this topic been chosen for the interview and what was hoped to be accomplish by it.
• Rationale: What was the consideration concerning constructing the interview – preparation of questions, time, and location ex.
• Analysis: link to theory or research with a minimum of five academic references
• Results and Conclusion: What new knowledge or new questions have the interview and analysis brought forth

Site and research poster and presentation (15 %)

Together with your site, partner you will make a poster presentation, visualizing relevant theoretical frameworks and models (eg. For example Engeströms model activity system-model), as well as highlight from your visit and interview paper. The aim of the presentation is to communicate both your personal experience and understanding of the site and its general purpose as well as using theory to critically analyze the site as a community of learners were both site the users and you as students can be understood as undergoing a process of change and development.

At the concluding DIS showcase you and your site partner will represent the site and elaborate on your experiences and findings.

The DIS poster template must be used.

General formatting guidelines 

All written assignments must apply these formats: 

- double-spaced 

- Times New Roman 

- 12-point font 

- 1-inch margins. 

- Front-page/headline and reference list does not count towards the sum 

Papers not adhering to these guidelines will be deducted points. 

Disability and Resource Statement  

Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

Policy on late papers: Late essays will be accepted for up to 3 days after the deadline, but the grade for the paper will be reduced by half a grade for each day that it is late.

Policy for students who arrive late to class: Students who are repeatedly late for class will receive a lower participation grade.

Use of laptops or phones in class: Students, are not permitted to use any laptops in class. The space mirrors that of a clinical supervision space and students are expected to engage with each other and develop links between clinical practice and theory.