Doctoral Program in Clinical Psychology The Graduate Center of the City University of New York

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1 Doctoral Program in Clinical Psychology The Graduate Center of the City University of New York Professor: Paul L. Wachtel, Ph.D. Day & Time: TBD Office Hours: By appointment via Theory VI: Basic Science and Clinical Practice Course # Spring, 2012 Course Description This course is designed to serve as a bridge between the general psychology portion of the curriculum and the clinical practice portion. In the new curriculum, in accordance with APA guidelines, the basic science courses (biological bases of behavior, social psychology, cognitive and affective psychology, etc) are separate from the clinical courses and do not have a clinical focus. I was concerned that such a curricular structure could leave students not really seeing the relevance of those courses to their clinical training. Therefore, this course has been designed to explore how the kinds of research findings discussed in these courses can inform your clinical work and how the experience doing clinical work can more deeply illuminate the meaning and implications of the research studies you will read in those courses. I believe there are very exciting possibilities deriving from clinicians attention to research that is not originally clinical in its intent but that has important potential implications for what we do as clinicians. The research that is relevant for the psychotherapist goes well beyond psychotherapy outcome research (and even psychotherapy process research). It includes as well a wide range of studies that are not focused on psychotherapy at all but that help us better understand the factors that influence behavior and experience and are relevant to change in both realms However, although the primary focus of the course will be on research that was not conducted with a specifically clinical intent, we will begin with a direct examination of the scientific foundations of clinical practice and the nature of the evidence for what we do. We will thus begin with an examination of two chapters from the book Evidence-based practices in mental health: Debate and dialogue on the fundamental questions, edited by Norcross, Beutler, and Levant. The book features debates among prominent researchers with quite divergent views regarding the evidence base for the practice of psychotherapy. We will then, in the following week, read a set of journal articles that further elaborate and examine these issues. Most of the readings for the course, however, will derive not from direct concern about clinical practice but from basic research in areas such as social psychology, social cognition,

2 cognition and affect, and cognitive and social neuroscience. The reading will be a bit heavier the first two weeks, because the material is more familiar to clinical students and more directly and obviously bears on issues of clinical practice. In the following weeks, we will mostly read just a few papers a week, both so that we can consider in detail the conceptual and methodological issues that are relevant to understanding and evaluating them and in order to examine closely their potential implications for clinical practice. We will also look at how observations from the practice setting suggest modifications in the conclusions drawn in the research laboratory. I anticipate a very lively exchange and a genuine sense of exploring cutting edge ideas in both directions. Overall Course Objectives: The aim is to facilitate you in becoming a true scholar-practitioner and thus both to advance your skills as a clinician and to enable you to feel more confident and prepared to be a contributor to the literature. Assignments and Grades: Students will alternate in presenting each week s readings, summarizing the key points, offering critiques or highlighting potential implications as they see them, and raising questions for the class to discuss. Each student will present at least twice. It is expected that every student in the class will participate actively in the discussion, whether presenting that week or not. My aim is for each class session to consist of stimulating, challenging, and probing examination of a key body of research and its implications for your clinical practice. (I will, of course, share responsibility for the conduct of the class with the student presenting and I will especially attempt to contextualize the discussion by relating the topic under discussion to a broader set of findings and theoretical perspectives). Presentations will account for 75% of the grade Class participation will account for 25% of the grade Weekly Reading Assignments and Class Topics: (All readings will be distributed to the class via ) Week 1: Differing conceptions of evidence-based practice Stiles, R. B.; Hurst, R. M.; Nelson-Gray, R. Hill, C. E.; Greenberg, L. S., Watson, J. C., Borkovec, T. D., Castonguay, L. G., & Hollon, S. D. (2006). What qualifies as research on which to judge effective practice? In J. C. Norcross, L. E., Beutler, & R. F. Levant (Eds.) Evidencebased practices in mental health: Debate and dialogue on the fundamental questions, (pp ). Washington, DC, US: American Psychological Association

3 Chambless, D. L., Crits-Christoph, P., Wampold, B. E., Norcross, J. C., Lambert, M. J., Bohart, A. C., Beutler, L. E., & Johannsen, B. E. (2006). What should Be validated. In J. C. Norcross, L. E., Beutler, & R. F. Levant). (Eds.) Evidence-based practices in mental health: Debate and dialogue on the fundamental questions, (pp ). Washington, DC, US: American Psychological Association Week 2: Further conceptualizations and controversies regarding the appropriate evidence base for clinical practice Castonguay, L. G., & Beutler, L. E. (2006). Principles of therapeutic change: A task force on participants, relationships, and techniques factors. Journal of Clinical Psychology, 62 (6), Kazdin, A. E. (2006). Arbitrary metrics: Implications for identifying evidence-based treatments. American Psychologist, 61, Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research. Annual Review of Clinical Psychology, 3, Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist,63, Shedler, J. (2010). The efficacy of psychodynamic therapy. American Psychologist, 65, Wachtel, P. L. (2010). Beyond ESTs : Problematic assumptions in the pursuit of evidencebased practice. Psychoanalytic Psychology, Week 3: Self-knowledge Brown, J. D. & Dutton, K. A. (1995). Truth and consequences: The costs and benefits of accurate self-knowledge. Personality and Social Psychology Bulletin, 21(12), Vazire, S. & Carlson, E. (2010). Self-knowledge of personality: Do people know themselves? Social and Personality Psychology Compass, 4(8), Week 4: Self-deception Mele, A. R. Self-deception and emotion (2000). Consciousness & Emotion, 1(1),

4 Green, J. D., Sedikides, C., & Gregg, A. (2008). Forgotten but not gone: The recall and recognition of self-threatening memories. Journal of Experimental Social Psychology. 44(3), Week 5: Self-concept and self-awareness Phillips, A. G. & Silvia, P. J. (2005). Self-awareness and the emotional consequences of selfdiscrepancies. Personality and Social Psychology Bulletin, 31(5), Swann, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007) Do people's self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), Kwang, N. & Swann, W. B. (2010). Do people embrace praise even when they feel unworthy? A review of critical tests of self-enhancement versus self-verification. Personality and Social Psychology Review, 14(3), Week 6: Embodied cognition Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), Forgas, J. P. (2002). Feeling and doing: Affective influences on interpersonal behavior. Psychological Inquiry. 13(1), Forgas, J. P. (1998). On being happy and mistaken: Mood effects on the fundamental attribution error. Journal of Personality and Social Psychology, 75(2), Week 7: Automaticity and its implications Bargh, J. A. & Ferguson, M. J. (2000). Beyond behaviorism: on the automaticity of higher mental processes. Psychological Bulletin. Special Issue: Psychology in the 21st Century, 126(6), Chartrand, T. L. & Bargh, J. A. (2002). Nonconscious motivations: Their activation, operation, and consequences. In A. Tesser, D. A. Stapel, A. Diederik & J. V. Wood (Eds); Self and motivation: Emerging psychological perspectives, (pp ). Washington, DC, US: American Psychological Association.

5 Fazio, R. H. (2001). On the automatic activation of associated evaluations: An overview. Cognition and Emotion, 15(2), Week 8: Socially situated cognition Smith, E. R. & Semin, G. R. (2004). Socially situated cognition: Cognition in its social context. In M. P. Zanna (2004) (Ed.). Advances in experimental social psychology, Vol. 36. (pp ). San Diego, CA, US: Elsevier Academic Press. Banaji, M. R., Lemm, K. M., & Carpenter, S. J. (2001). The social unconscious. In A. Tesser & N. Schwartz (Eds.), Blackwell handbook of social psychology: Intraindividual processes (pp ). Oxford, UK: Blackwell Publisher. Nosek, B. A., Greenwald, A. G., & Banaji, M. R. (2007). The implicit association test at age 7: A methodological and conceptual review. In J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity of higher mental processes. (pp ). New York, NY, US: Psychology Press. Week 9: Mood contagion and the chameleon effect Neumann, R. & Strack, F. (2000). "Mood contagion": The automatic transfer of mood between persons. Journal of Personality and Social Psychology, 79(2), Chartrand, T. L. & Bargh, J. A. (1999). The chameleon effect: The perception behavior link and social interaction. Journal of Personality and Social Psychology, 76(6), Lakin, J. L., Jefferis, V. E., Cheng, C. M., Chartrand, T. L (2003). The chameleon effect as social glue: Evidence for the evolutionary significance of nonconscious mimicry. Journal of Nonverbal Behavior, 27(3), Week 10: Social neuroscience Cacioppo, J. T., Berntson, G. G., Sheridan, J. F., & McClintock, M. K (2000). Multilevel integrative analyses of human behavior: Social neuroscience and the complementing nature of social and biological approaches. Psychological Bulletin. Special Issue: Psychology in the 21st Century, 126(6), Cacioppo, J. T. (2002). Social neuroscience: Understanding the pieces fosters understanding the

6 whole and vice versa. American Psychologist, 57(11), Week 11: Reflectivity, impulsivity, and affect regulation Strack, F. & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, Williams, L. E., Bargh, J. A. Nocera, C. C. & Gray, J. R. (2009). The unconscious regulation of emotion: Nonconscious reappraisal goals modulate emotional reactivity. Emotion, 9(6), Week 12: Relationship and context Reis, H. T., Collins, W. A. & Berscheid, E. (2000). The relationship context of human behavior and development. Psychological Bulletin. Special Issue: Psychology in the 21st Century, 126(6), Week 13: Nonverbal affective cues Sternglanz, R. W. & DePaulo, B. M. (2004). Reading nonverbal cues to emotions: The advantages and liabilities of relationship closeness. Journal of Nonverbal Behavior, 28(4), Special issue: Interpersonal Sensitivity, Part II. pp Week 14: Self-in-relationship: Interactionism Kenrick, D. T., Maner, J. K., Butner, J., Li, N. P., Becker, D. V. (2002). Dynamical evolutionary psychology: Mapping the domains of the new interactionist paradigm.; Personality and Social Psychology Review, 6(4), Leary, M. R. (2002). When selves collide: The nature of the self and the dynamics of interpersonal relationships. In A. Tesser, D. A. Stapel, A. Diederik & J. V. Wood (Eds); Self and motivation: Emerging psychological perspectives, (pp ). Washington, DC, US: American Psychological Association, Week 15: Transference and the relational self

7 Andersen. S. M. & Chen, S. (2002). The relational self: An interpersonal social-cognitive theory. Psychological Review, 109(4),