Southern Utah University

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Southern Utah University
Southern Utah University
Summer Semester 2026

Foundations of Psychotherapy III (Face-to-Face)

PSY 6320-01

Course: PSY 6320-01
Credits: 3
Term: Summer Semester 2026
Department: PSY
CRN: 20618

Course Description

This course will focus on specific theoretical and clinical orientations for understanding psychopathology and how those frameworks translate to psychotherapeutic approaches. This course will also include a strong emphasis on empirically-based treatment approaches, and the use of certain manualized treatments with certain populations (e.g., children, adolescents, etc.). For example, specific treatment approaches will include Trauma-Focused Approaches (e.g., EMDR, Exposure, TF-CBT), Interpersonal Approaches (e.g., IPT), Family Systems (PCIT), Behavior Therapy (e.g., Habit Reversal Training, etc.), and other Cognitive Approaches (e.g., Exposure and Response Prevention, Systematic Desensitization, etc.). Examples of manualized treatments will also be introduced as part of this course (e.g., The Coping Cat). (Summer - 1st Session) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only

Required Texts

Required Texts: https://opentext.wsu.edu/principles-of-learning-and-behavior/ and other assigned articles as provided in the course calendar. 



Learning Outcomes

Essential Learning Outcomes (ELOs): 
1) ELO 2.4, 2.5 Communication: Students will engage in discussion related to readings and course content, complete written assignments, and lead discussions/presentations as part of the course requirements. 
2) ELO 4.1, 4.2, 4.3, 4.4, & 4.5. Critical Thinking: Students will apply their growing knowledge of theoretical orientations and specific treatment approaches, and will become savvy at gathering evidence for them within the empirical literature. Students will implement critical thinking skills as they engage in various exercises in the class that are designed to enhance their skills in this area. Students will also be required to demonstrate critical thinking skills as they complete formal case conceptualization assignments. 
3) ELO 8.2, 8.5 Inquiry and Analysis: Students will complete assigned readings before each class period, and will be prepared for a robust discussion of the content of those reading in class. They will also be prepared to discuss the application of empirical approaches to verify the efficacy and effectiveness of specific psychotherapeutic approaches. 
4) ELO 10.2, 10.5 Integrative Learning: The essence of the course will be captured in a synthesis of accumulated knowledge related to theoretical/clinical orientations and specific empirically-based treatment approaches from said orientations. Students will be required to provide evidence of their evolving abilities to integrate the aforementioned knowledge into a justifiable framework for understanding and treating specific presenting issues. 
5) ELO 11.5 Knowledge of Human Cultures & the Physical & Natural World: Students will be required to meet certain expectations related to the importance of understanding how culture, and physical processes are relevant to various presenting issues and where culture and biology intersect within certain treatment approaches and theoretical paradigms. Essential Learning Outcomes (ELOs cont.): 
6) ELO 15.1, 15.2 Teamwork: Because class discussion will be the primary mechanism for learning in this course, students will be expected to engage in group-based efforts to expand and solidify their knowledge of relevant concepts. Each individual’s contribution to the greater “team” will be vital to the learning process. 

Profession Wide Competencies (PWCs):
While establishing a foundation knowledge of  specific theoretical and clinical orientations underlies many of the Profession Wide Competencies (PWCs) in Health Services Psychology as outlined by the American Psychological Association, this course is designed to introduce and target the following more specifically: 

PWC 1:  Research

  • Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications).
  • Disseminate research or other scholarly activities (e.g., case conference, presentation, publications at the local (including the host institution), regional, or national level.


PWC 3: Individual & Cultural Diversity

  • An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  • The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles.
  • The ability to apply a framework for working effectively with areas of individual and cultural diversity.


PWC: 7 Intervention 

  • Establish and maintain effective relationships with the recipients of psychological services.
  • Develop evidence-based intervention plans specific to the service delivery goals.
  • Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrate the ability to apply the relevant research literature to clinical decision making.
  • Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

Course Requirements

Weekly Readings: Every Monday we will review a series of readings. Dr. Butler will give 4-5 readings. Students will then be assigned to one of the readings to present. They will be responsible for finding an additional article that relates the construct or one of the constructs of the original reading to therapy. They will also create google slides that outline the original reading and incorporate the article they selected. They will then lead the group conversation in Monday's class. The article and slides need to be made available in the syllabus. Students will be assigned to lead a discussion three different times during the semester. Students will be graded on providing the article by Thursday before class (5 points), creating google slides (5 points), and leading the discussion (5 points). These discussions will occur on Mondays during class. We will meet 6 times on a Monday. Since you will lead three discussions, this is worth 45 points. 

Every Monday you are expected to participate in the class conversation. You will grade yourself on a scale from 1-10. A score of one means you were physically present, but did not read before class and did not participate. A score of 10 means you read before class and were engaged. We will meet on 6 mondays. Therefore, this is worth 60 points.  

Weekly Demonstrations and Role Plays: Each Wednesday of the class we will engage in roleplays. The class will be divided into three groups. Each group will be assigned an empirically supported treatment (DBT, ACT, or CBT). They will be required to teach a skill from their assigned treatment. They will then discuss how the articles or principles from the previous class inform that skill. They will then provide a scenario for the class to role play that skill. The class will be divided into three groups of three. Two people will role play the skill. The third will observe and take notes of what went well and what can be improved. They will then give the pair feedback on their role play. They will then rotate and each person will have an opportunity to observe, be in the role of the therapist, and be in the role of the client. We will do these role plays 6 times during the course. Each Wednesday you will rate yourself on engaging with your group to prepare (a score from 1-10) we will do these role plays on 6 thursday, therefore, this is worth 60 points. You will also rate yourself on participating in role plays in class (another 60 points). 

My Emerging Theoretical Orientation Paper: You will write a 14-18 page paper in which you will articulate your theoretical orientation. The paper will follow you will identify and defend your emerging theoretical orientation. In addition, you will evaluate the historical development of the theory and critically examine how diversity, culture, and your own background shape your theoretical orientation. (80 points)


Course Outline

Week 1: Foundational theories
Week 2: Operant
Week 3 Classical
Week 4: Specific applications
Week 5: Observational and Cognitive Theories
Week 6: Paper
Week 7: Third wave Theories
Week 8: Final Paper submitted. 

Instructor's policies on late assignments and/or makeup work

Late work will not be accepted. 

Attendance Policy

It is expected that you will attend the course unless an emergency circumstance, illness, or university-approved absence occurs. Please contact your instructor if an unanticipated event occurs and you are unable to attend class. Students are expected to arrive on-time and prepared to discuss the assigned readings. If you miss more than two classes, you cannot pass this course due to APAs policy for 80% attendance. 

Course Fees

There is a $12 course fee associated with this class. 

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.