SW 607 – PSYCHOPATHOLOGY

 

1. CATALOG COURSE DESCRIPTION

 

This concentration course expands the students’ understanding of mental health and psychopathology from a social work perspective. Drawing on a functional approach to assessment, students examine the history of the definitions of mental illness and mental health; common disorders encountered in practice; the impact on the individual, family members, and the social environment; factors that promote mental health; and conducting assessments from a social work ethics-based perspective. Emphasis is given to recognizing indicators of mental disorders, the context in which they occur, and identifying and understanding the classifications described in the latest edition of the Diagnostic and Statistical Manual. Emphasis is also given to what is considered best practices in mental health assessment for children, adolescents, and adults.

 

This course provides the opportunity for students to explore their own values, ideas, and experiences related to mental health and develop sensitivity to socio-cultural and political issues in defining mental health problems. Attention is focused on the role of the social worker in mental health practice. (3 credits)

 

Prerequisites: completion of Foundation level courses.

 

II.    ORGANIZING PRINCIPLES AND COURSE SYNOPSIS

 

This course focuses on the knowledge and skills necessary to recognize and classify mental disorders most frequently encountered by social workers in clinical practice. The course is anchored in an eco-systems approach to functional assessment supported by systems theory, the person-in-environment perspective, and a trauma informed resiliency framework. Biological, cultural, and psychosocial aspects of emotional disorders and mental illness are explored within the context of the larger environmental factors such as race, ethnicity, gender, sexual orientation, poverty, oppression and trauma. This orientation to assessment highlights a wide range of diagnostic considerations aimed at better understanding the interaction of risk and protective factors in the client’s life. In this way, the assessment looks not only at pathology but also, how a person copes with and rebounds from the challenges of living with a mental health diagnosis.

Students are expected to learn the standard classification system found in the Diagnostic and Statistical Manual of Mental Disorders (or DSM), and be able to perform a mental status examination. Students need to be aware of their own experiences with and perceptions of mental illness as they affect the assessment process. By combining the functional assessment with the DSM, the social worker formulates a more accurate diagnostic assessment by incorporating a strengths-based resiliency lens to the diagnosis of specific disorders.

An important aspect of this course for social work students is to be knowledgeable about contextual aspects of emotional disorders and mental illness. These factors affect the diagnosis and treatment of clients, as well as the services ultimately available to them and their families. Special attention is given to the impact of culture, race, gender, and sexual identity/orientation upon human behavior and emotions. Critical appraisal of the DSM classification system reveals issues of oppression and social justice. Current gaps in mental health services are also examined. Students will also be able to distinguish behaviors that stem from the experience of trauma and those that may be attributed to a mental health issue.

 

III.      ALIGNMENT TO BARRY UNIVERSITY MISSION

 

This course is directly linked to the Core Commitment of Knowledge and Truth as it expands students’ knowledge of mental health and mental illness, including knowledge of bio-psycho- social-spiritual theories and a functional approach to diagnostic classification systems in formulation of comprehensive assessments in social work and mental health practice. Inclusive Community is addressed through content that helps students to understand the role of diversity, oppression and Social Justice in the context of mental illness and resilience. The need to consult with other professionals, as needed, to confirm a diagnosis serves to address the concept of Collaborative Service.

Specific course content related to the mission is found throughout the syllabus. Mission concepts are tied to the Student Learning Outcomes for this course. The relevant Student Learning Outcomes are stated for each unit of course content and are evaluated by the indicated Assignments.

 

IV.     ALIGNMENT TO THE SCHOOL OF SOCIAL WORK MISSION

 

This course furthers the mission of the School of Social by educating social workers for clinical practice at the MSW level to meet the expanding needs of diverse and global communities. Course content is informed by the context of South Florida thereby enhancing the capacity of students to practice with a beginning level of cultural competence. As well, the course’s emphasis on using critical thinking and assessment skills to inform advanced clinical social work practice underscores the School’s mission of producing competent clinical social work practitioners.

 

V.     RELATIONSHIP TO THE EDUCATIONAL PROGRAM AND FOUNDATION COMPETENCIES

 

This is a concentration year course. It builds on knowledge of the person, acquired from Human Development (SW 539); knowledge of the environment acquired from Social Work in the Social Service Environment (SW 533); skills of critical appraisal of evidence from Ways of Knowing for Social Work Practice (SW 519); and knowledge of the impact of trauma, attachment, risk and resilience from Introduction to Trauma and Resilience (SW 569). It informs the concentration courses in Advanced Clinical Social Work Practice with Individuals (SW 611), Families (SW 619) and Groups (SW 677) as well as the course on Leadership, Advocacy and Policy Practice (SW 687).   This course is required for social work licensure in the State of Florida.

 

This course addresses the following educational policies, competencies and Advanced Clinical Social Work Practice Behaviors: 

Educational Policy 2.1.1 Identify as a professional social worker and conduct oneself accordingly

2. Demonstrate professional use of self with client(s)
3. Understand and identify professional strengths, limitations and challenges
4. Develop, manage and maintain therapeutic relationships with clients within the person- in-environment and strengths perspectives

Educational Policy 2.1.2 Apply social work ethical principles to guide professional practice

8. Recognize and manage personal biases as they affect the therapeutic relationship in the service of clients’ well-being
9. Demonstrate professional practice reflecting the profession's core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity and competence.

Educational Policy 2.1.3 Apply critical thinking to inform and communicate professional judgments

13. Identify and articulate clients’ strengths and vulnerabilities
14. Communicate professional judgments in both verbal and written format

Educational Policy 2.1.4 Engage diversity and difference in practice

14. Research and apply knowledge of diverse populations to enhance client-well being

Educational Policy 2.1.7 Apply knowledge of human behavior and the social environment

22. Synthesize and differentially apply theories of HBSE to guide clinical practice
    23. Use bio-psycho-social-spiritual theories and                                   diagnostic classification systems                           in formulation of comprehensive assessments
    24. Consult with medical professionals, as needed, to confirm diagnosis and/or monitor medication in treatment

Educational Policy 2.1.9       Respond to contexts

47. Respond to factors that produce and constrain the strengths and resilience found in transactions among people, their communities, and the larger social environment, based on differential assessment of risks and protective factors

Educational Policy 2.1.10 (b) Assessment

• Use multi-dimensional bio-psychosocial spiritual assessment tools

35. Assess clients’ readiness for change

36.Assess client coping strategies to reinforce and improve adaptation to life situations, circumstances and events

38. Use differential and multiaxial diagnoses
39. Apply advanced clinical knowledge of the effects of trauma in multidimensional assessment, intervention and evaluation.

 

VI.    EXPECTED STUDENT LEARNING OUTCOMES

 

Upon completion of this course, it is expected that students will demonstrate competency at:

1. Demonstrate knowledge of psychopathology. (Addresses EPAS 2.1.7; Mission Concept Knowledge and Truth)
2. Develop, manage, and maintain a constructive therapeutic relationship with clients within the person-in-environment and strengths perspectives that show the social worker’s professional use of self when assessing clients with mental (Addresses EPAS 2.1.1; Mission Concepts Social Justice and Collaborative Service
3. Understand and identify professional strengths, limitations and challenges. (Addresses EPAS 2.1.1; Mission Concept Collaborative Service)
4. From a social work ethics-based perspective, recognize and manage personal biases, values, and attitudes as they shape perceptions and the client’s actual experiences with mental health and mental illnesses. (Addresses EPAS 2.1.2; Mission Concepts Social Justice and Inclusive community)
5. Apply critical thinking to identify and articulate client strengths and vulnerabilities as an integral feature of the assessment (Addresses EPAS 2.1.3 Mission concepts Social Justice and Collaborative Service)
6. Distinguish the best practices commonly used to assess emotional and mental disorder keeping in mind impact of socio-political issues on the assessment process other social and economic justice issues which effect clients (and their families or significant others). (Addresses EPAS 2.1.4, 2.1.9; Mission Concepts Social Justice, Inclusive Community, Collaborative Service)
7. Use a functional assessment grounded in relevant bio-psycho-social-spiritual theories and the DSM diagnostic classification system in order to differentiate among the major psychological disorders, their epidemiology, etiology, and behavioral correlates when assessing for the presence of psychopathology. (Addresses EPAS 2.1.7; Mission Concept Knowledge and Truth)
8. Consult and collaborate with other professionals, as needed, to confirm a diagnosis or monitor medication or coordinate (Addresses EPAS 2.1.7; Mission Concepts Collaborative Service, Inclusive community)
9. Formulate an assessment that incorporates client coping strategies to reinforce and improve adaptation to life situations, circumstances and (Addresses EP 2.1.10 (b); Mission Concepts Social Justice, Collaborative Service)
10. Identify the influence of trauma, attachment, risk, and resilience on mental health and mental illness. (Addresses EPAS 2.1.7, 2.1.10; Mission concept Knowledge and Truth)
11. Differentiate those conditions that may be attributed to traumatic experiences from those attributed to a mental illness. (Addresses EPAS 2.1.10; Mission concepts Knowledge and Truth, Social Justice)
12. Communicate professional judgments in both verbal and written format. (Addresses EPAS 2.1.3; Mission concept Collaborative Service)

 

VII.    COURSE POLICIES

 

Social and Economic Justice: The faculty of the School of Social Work believes we all share a responsibility for championing social and economic justice for all members of society. Guided by the Code of Ethics, social workers should strive to:

• Eliminate personal and institutional discrimination
• Ensure access to needed resources and opportunities for all persons

• Expand options and opportunities for everyone, but especially for persons who are disadvantaged or disenfranchised
  • Respect cultural diversity in society
  • Advocate changes that improve social conditions and promote social justice
  • Encourage participation in the democratic process, and
  • Encourage people to develop their own voice

There will be times during this course when   societal "isms" or prejudicial attitudes and discriminatory practices are examined. Because of our commitment to social and economic justice, we are open to hearing all views and all perspectives will be carefully examined. Students are expected to be respectful of the opinions of others while at the same time striving to attain the ideals of social justice.

Shared Client and Agency Information: Students must, at all times, protect client confidentiality in the classroom, assignments, and the field agency. All information about clients and agencies should be disguised or eliminated, if clients could be identified, and this information is to be held in confidence. You must disguise the identity of clients in written assignments INCLUDING CHANGING THE NAME OF THE CLIENT.

Academic Integrity: Fundamental to academic integrity are the values and ethical conduct standards embraced by the National Association of Social Workers Professional Code of Ethics and the social work profession. Students of the Barry University School of Social Work are expected to adhere to the standards of professional ethics as defined in the NASW Code of Ethics and the School of Social Work Core Performance Standards for Admission, Matriculation, and Graduation. Specifically, students are expected to refrain from all forms of cheating, plagiarism, collusion, and acts of deception.

• Cheating is defined as the attempt, successful or not, to give or obtain aid and /or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents and collusion. Collusion is defined as knowingly and intentionally assists another in performing any acts of
• Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or larger units of discourse from another writer or Plagiarism includes cheating, plagiarism, and collusion represent a violation of the NASW Code of Ethics and the School’s Core Performance Standards. The extent to which these standards are breached due to cheating, plagiarism and or collusion may result in a failing grade for the assignment, a failing grade of the course, and/or termination from the Program by the Dean of the School. Students terminated from the program may appeal said termination to the Provost of the University.

Attendance: Prompt and regular attendance to all scheduled class sessions is required of all students. In addition, late arrival, early departure or being absent from class exceeding 30 minutes or more will be counted as an absence. More than two (2) absences in the 12-week semester will result in an automatic assignment of a grade of “F” for the course. It is the responsibility of the student to initiate the withdrawal during the designated withdrawal period. Otherwise, an F will be issued at the end of the term.

Disability Statement: Barry University adheres to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations to afford equal educational opportunities for qualified individuals. If an accommodation is needed for the School of Social Work, it is the student’s responsibility to contact the Office of Disabilities Services (305-899-3488), located in Landon Hall, room 102.

Hurricane or Other Natural Disasters: In the event of a hurricane or other natural disaster the School of Social Work will adhere to the opening and closing schedule determined by the University. If such an event occurs, students are asked to refer to local radio and television community safety alerts and instructions as their primary source of information. If communication systems remain operable, School schedule instructions will be recorded for students on the voicemail of the School of Social Work main number 305-899-3900. When unanticipated events occur and the University is officially closed, opportunities for students to fulfill all outstanding course requirements will be provided.

 

VIII.    TEACHING METHODOLOGIES

 

A variety of instructional approaches may be utilized and dictated by the context of each course and each course session. When relevant, guest speakers may be invited into the learning environment by the professor or the learning environment may move beyond the University grounds.

APA Style Writing Requirements: The School of Social work uses the American Psychological Association (APA) Citation Style Publication Manual as the standard for formatting all academic citations and reference materials. Students are required to utilize the APA format for all written materials and assignments. APA formatting is not strictly followed in this syllabus in order to save paper. Thus, you should not use this syllabus as a substitute for the official APA manual. The latest edition of the Publication Manual of the American Psychological Association is a required text for all courses.

Assignments: Each student is expected to complete all course readings and assignments as assigned by their instructor. Assignments must be supported by scholarly references from professional literature sources and reflect students’ knowledge of the subject matter and application of critical thinking skills. Assignments may include but are not limited to: examinations, student forums and debates, and community projects. The exact structure, combination, and number of course assignments requirements will be determined by the instructor.

Grading: The criteria for determination of grade assignment for any course are the sole responsibility of the assigned teaching instructor. A grade of incomplete, in any course, may be granted by a course instructor only when a student is unable to complete course requirement in the time allotted due to circumstances beyond their control, and when 75% of the course work has already been completed. It is the student’s responsibility to arrange with the instructor to initiate a “Memo of Incomplete” in accordance with the School’s policy. It is also the responsibility of the student to arrange for satisfactory completion of course requirements within the specified time frames in accord with the “Memo of Incomplete.” Failure to complete the agreed assignments within the required time frames will earn an “F” for the course.

Participation in Assessments and Evaluations: The School views student feedback on the educational integrity of the curriculum as a vital component of its process of continuous renewal. To that end, students will be asked to complete a variety of evaluations (e.g. courses and special events) and assessments (e.g. field internship experience, faculty mentoring) throughout their tenure in the School.

 

IX.            
REQUIRED TEXTS

 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th 

     ed.).  Arlington, VA.: Author. 

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th   ed.).

     Belmont, CA: Brooks/Cole Cengage. 

X.              COURSE CONTENT OUTLINE

 

Study “tips”: Most educators recommend that students spend a minimum of 2 hours outside of class studying and completing for every hour spent in class. For a typical 3 credit hour class, this translates into a total of 6 hours every week per week per course. You should expect to spend a total of 6 hours (or more) each week studying and competing assignments for each course you take.

 

Remember this is only a guideline. Some classes will require more time and effort than this guideline suggests and some will require less; the time any individual student will need to spend will vary. Experience has shown that students who are successful in this class generally have study time totals on the higher side of the scale.

 

UNIT 1:  Contemporary Perspectives of Mental Illness and Mental Health

This unit begins with how perceptions of mental illness have changed over the years and how certain myths and persistent beliefs contribute to social stigmatization and disenfranchisement. It provides a historical overview of the development of the current U.S. system of mental health and the development of the DSM classification system. The salient pros and cons of using the DSM, especially as it relates to mental illness as a disease and deficit, are reviewed. The role of the social work profession in mental health practice is chronicled with particular emphasis placed on recognizing the political, economic, cultural, and social justice components of mental illness and the delivery of mental health services. This unit also addresses alternative classification perspectives and the salient faults inherent in the DSM.

This unit fosters students’ critical thinking regarding how mental health policy decisions are made. Students apply ethical practice principles (for example, privacy, and confidentiality) while learning to conduct meaningful, diagnostic interviews. Additionally, it is important for students to recognize that social workers operate according to an ethic of not treating people as labels but as humans with unique difficulties in response to their social environments. Factors as neurobiology, the impact of traumatic experiences, the role of early attachments, and the importance of social/environmental contexts that inform contemporary understanding of mental disorders is reviewed.

The role of the social worker in mental health practice is delineated with particular emphasis placed on how the political, economic, cultural, and social justice components of mental illness might inform mental health assessments. Consulting with other professionals, as needed, to confirm a diagnosis or monitor medication is addressed. Self-awareness of personal experiences and/or perceptions of mental illness is highlighted.

(Addresses SLOs 4, 5)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Arlington, VA.: Author.

DSM-5 Classification (pp. xxiii-xl) Introduction (pp. 5-17)

Use of the Manual (pp. 19-24)

Other Conditions That May Be a Focus of Clinical Attention (pp. 715-727)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 1: An introduction to the Competency-Based Assessment Model Introduction

The DSM-5

The Competency-Based Assessment Model The Biopsychosocial Framework

The Ecological Perspective

The Strengths Perspective Systems Theory Understanding the Client

Abramson, J., & Mizrahi T. (1996).When social workers and physicians collaborate: Positive and negative interdisciplinary experiences. Social Work, 41, 270–281.

National Association of Social Work. (1999). Code of Ethics. Washington, DC: NASW Press.

 

UNIT 2: Trauma, Attachment, Risk, and Resiliency

This unit uses bio-psychosocial, strengths-based, and spiritual frameworks to examine the effects of trauma, attachment, risk, and resiliency in working with clients diagnosed with mental disorders. Included in this discussion is the importance of biogenetic, psychological, and social environmental factors in understanding the onset and the trajectory of brain disorders and psychological functioning. The factors that create emotional distress and the various ways individuals express emotional distress will be emphasized.

(Addresses SLOs 8, 9, 10)

 

REQUIRED READINGS - TEXT AND ARTICLES

Applegate, J. S., & Shapiro, J. R. (2005). Neurobiology for clinical social work: Theory  and practice. New York: W.W. Norton & Company.

Chapter 1: The Brain: An Introductory Tutorial

Chapter 4: Early Affect Regulation Prelude to Attachment

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 1: An introduction to the Competency-Based Assessment Model

 

UNIT 3: The Diagnostic Interview

This unit addresses   the   basic   knowledge,   vocabulary,   and   understanding   necessary   for conducting a comprehensive diagnostic interview which will lead to the completion of a mental status assessment. The bio-psychosocial diagnostic interview is conceived of as being broader than a typical mental status exam as it also includes the various contexts within which a client’s clinical symptoms might occur. Areas addressed include recognizing and responding to culture bound syndromes, the socio-political arena, the distinct perspectives of the various professions involved in mental health practice, the perspectives of the individual and his or   her family, and the influence of individual and group diversity. The diagnostic interview is a dynamic, evolving picture of how the particular disorder is manifesting itself for a particular client and how it impacts that particular client’s interactions with his or her social environment.

(Addresses SLOs 1, 2, 3, 4, 5, 6, 8, 12)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Section III: Emerging Measures and Models: Cultural Formulation (pp. 749-755)

Appendix: Glossary of Cultural Concepts of Distress (pp. 833-837) 

Trzepaz, P.T. & Baker, R.W. (1993). The psychiatric mental status examination. New York: Oxford University Press.

Chapter 1: What Is a Mental Status Examination?

OPTIONAL READINGS – TEXT AND ARTICLES

Bronstein, L. R. (2003). A model for interdisciplinary collaboration. Social Work, 48 (3), 297–306

 

UNIT 4: Specific Disorders According to the DSM-5 Diagnostic Classification System

This unit presents the disorders featured in the diagnostic classification system found in the DSM-5. All disorders (including those where the social worker does not play a central role in the assessment process) are reviewed to ensure a full understanding of the assessment process and avoid coming to premature or inaccurate conclusions about clients.

 

Neurodevelopmental Disorders and Disruptive, Impulse-Control, and Conduct Disorders

This   unit   discusses   conditions   with   early childhood   onset   and   those   characterized   by neurodevelopmental deficits that produce impairments in personal, social, academic, or occupational functioning. Highlighted are concerns relevant to bio-psycho-social, cultural, and legal issues affecting the assessment process (e.g., special risk factors such as poverty, placement in foster care, or the quality of the child’s attachments). Additionally, criteria for the Disruptive, Impulse-Control, and Conduct Disorders are reviewed.

(Addresses SLOs 6, 7, 8) 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Neurodevelopmental Disorders (pp. 31-86)

Disruptive, Impulse-Control, and Conduct Disorders (pp. 461-480)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 2: Neurodevelopmental Disorders

Chapter 13: Disruptive, Impulse-Control, and Conduct Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Carter, A. S., Briggs-Gowan, M. J., & Davis, N. O. (January, 2004). Assessment of young children's social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry, 45 (1),109–34.

Simons, L. G., Simons, R. L., Conger, R. D. & Brody, G. H. (2004). Collective socialization and child conduct problems: A multilevel analysis with an African American sample. Youth and Society, 35 (3), 267-292.

VanBergeijk, E. O. & Shtayermman, O. (2005). Asperger's syndrome: An enigma for social work. Journal of Human Behavior in the Social Environment, 12 (1), 23-37.

Anxiety   Disorders,   Trauma-and   Stressor-Related   Disorders,   Obsessive-Compulsive   and Related Disorders, and Dissociative Disorders

Anxiety disorders, trauma-and stressor-related disorders, obsessive-compulsive and related disorders, and dissociative disorder are most commonly experienced in the general population and this unit reviews the criteria for these disorders (e.g., Adjustment Disorder, Panic Disorder, Separation Anxiety Disorder, Generalized Anxiety Disorder, Post-Traumatic Stress Disorder, Obsessive-Compulsive Disorder, Body Dysmorphic Disorder, and Hoarding Disorder). The person’s quality of life living with these disorders and the role of stress and trauma is highlighted.

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Anxiety Disorders (pp. 189-234)

Obsessive-Compulsive and Related Disorders (pp. 235-264) Trauma-and Stressor-Related Disorders (pp. 265-290) Dissociative Disorders (pp. 291-307)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 6: Anxiety Disorders

Chapter 7: Obsessive-Compulsive and Related Disorders Chapter 8: Trauma-and Stressor- Related Disorders Chapter 9: Dissociative Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Bernstein, D.P., Stein, J.A., Newcomb, M.D., Walker, E., Pogge, D., Ahluvalia, T., Stokes, J., Handelsman, L., Medrano, M., Desmond, D. & Zule, W. (2003).

Development and validation of a brief screening version of the Childhood Trauma Questionnaire. Child Abuse and Neglect, 27 (2), 169-190.

Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers.

Social Work, 52 (1), 63-70.

Briere, J. (2006). Dissociative symptoms and trauma exposure: specificity, affect dysregulation, and posttraumatic stress. Journal of Nervous and Mental Disease, 194 (2), 78-82.

Foote, B., Smolin, Y., Kaplan, M., Legatt, M.E., & Lipschitz, D. (2006). Prevalence of dissociative disorders in psychiatric outpatients. American Journal of Psychiatry, 163 (4), 623-629.

Harmon, H., Langley, A., Ginsburg, G.S. (2006). The role of gender and culture in treating youth with anxiety disorders. Journal of Cognitive Psychotherapy, 20 (3), 301- 310.

Jones, L., Hughes, M., & Unterstaller, U. (2001). Post-traumatic stress   disorder (PTSD) in victims of domestic violence: A review of the research. Trauma, Violence & Abuse,   2 (2), 99-110.

Maaranen, P., Tanskanen, A., Hintikka, J., Honkalampi, K., Haatainen, K., Koivumaa- Honkanen, H., & Viinamäki, H. (2008). The course of dissociation in the general population: a 3-year follow-up study. Comprehensive Psychiatry, 49 (3), 269-274.

Olatunji, B. O., Cisler, J. M. & Tolin, D. F. (2007). Quality of life in the anxiety disorders: A meta-analytic review. Clinical Psychology Review, 27 (5), 572-581.

Phillips, D. A., Wilhelm, S., Koran, L.,   Didie, E., Fallon, B., Feusner, J., & Stein, (2010). Body dysmorphic disorder: Some key issues for DSM-V. Depression and Anxiety, 27 (6), 573-591.

Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Lowe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD. Archives of Internal Medicine, 166 (1), 1092-1097.

Teicher, M.H., Samson, J.A., Polcari, A., & McGreenery, C.E. (2006). Sticks, stones, and hurtful words: Relative effects of various forms of childhood maltreatment. American Journal of Psychiatry, 163 (6), 993-1000.

Veale, D. (2000). Outcome of cosmetic surgery and “DIY” surgery in patients with body dysmorphic disorder. Psychiatric Bulletin, 24 (6), 218-221.

Zulueta, F. (2008). Treating post-traumatic stress disorder in the ‘real world’: Evaluation of a specialist trauma service and adaptations to standard treatment approaches. The Psychiatrist, 32, 8-12.

Mood Disorders

This unit reviews the definitions of mood and affect, and the criteria for diagnosing Major Depression, Bipolar Disorder, Dysthymia, and Cyclothymia. Such causal factors of genetics, biology, stress, human development, social, gender, cultural, and family issues will be discussed. Questions regarding ethics, privacy, and confidentiality; especially as they relate to health insurance, labeling, etc., are introduced and explored.

(Addresses SLOs 6, 7, 8)

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Bipolar and Related Disorders (pp. 123-154) Depressive Disorders (pp. 155-188)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 4: Bipolar and Related Disorders Chapter 5: Depressive Disorders

OPTIONAL READINGS – TEXT AND ARTICLES

Baker, F. M. (2001). Diagnosing depression in African Americans. Community Mental Health Journal, 37 (1), 31-38.

Corrigan, P. (2004). How stigma interferes with mental health care. American Psychologist, 59 (7), 614-625.

Campbell, P. (2006). Beating the Blues: New approaches to overcoming dysthymia and chronic mild depression. Mental Health Practice, 10 (3), 25-26.

Kessler, R. C., Merikangas, K. R., & Wang, P. S. (2006). Prevalence, comorbidity, and service utilization for mood disorders in the United States at the beginning of the twenty-first century. Annual Review of Psychology, 3, 137-158.

Lin, K. M. (2001). Biological differences in depression and anxiety across races and ethnic groups. Journal of Clinical Psychiatry, 62 (Suppl 13), 13-19.

Simon, G. E. (2003). Social and economic burden of mood disorders. Biological Psychiatry, 54 (3), 208-215.

Schizophrenia Spectrum and Other Psychotic Disorders

This unit reviews the diagnostic criteria for schizophrenia spectrum and other psychotic disorders (e.g., Schizophreniform, Brief Psychotic Disorder, and Schizoaffective Disorder). Content regarding the interaction of bio-genetic factors and socio-environmental factors are explored as they are related to issues of service delivery and social justice for individuals and families living with this class of disorders.

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Schizophrenia Spectrum and Other Psychotic Disorders (pp.87-122)

Gray, S. W.    (2016). Psychopathology: A competency-based assessment model for social workers (4thed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 3: Schizophrenia Spectrum and Other Psychotic Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Beecher, B., (2009). The medical model, mental health practitioners, and individuals with schizophrenia and their families. Journal of Social Work Practice, 23 (1), 9–20.

Bradshaw, W., Armour, M. P., & Roseborough, D. (2007). Finding a place in the world: The experience of recovery from severe mental illness. Qualitative Social Work, 6, (1), 27- 47.

Cummings, S. M., & McClure Cassie, K. (2008). Perceptions of biopsychosocial services needs among older adults with severe mental illness: Met and unmet needs. Health and Social Work, 33 (2), 133–143.

Marley, J. A., & Buila, S. (2001). Crimes against people with mental illness: Types, perpetrators, and influencing factors. Social Work, 46 (2), 115-124.

Somers, V. (2007). Schizophrenia: the impact of parental illness on children. British Journal of Social Work. 37 (8), 1319-1334.

Walsh, J. (2011). Countertransference with clients who have schizophrenia: A social work perspective. Families in Society, 9 (4), 377-382.

Neurocognitive Disorders

This unit reviews the major neurocognitive disorders with emphasis on definitions, diagnostic criteria and differential diagnosis among delirium, dementia, and other neurocognitive disorders. Content on best practices when working with individuals and families living with the various disorders in this classification are presented. The differing roles of the social worker, (e.g., working with the elderly and their families, in-patient hospitalization, caretaker burden, elder   abuse,   economic   responsibility,   health   and   medical   care)   are highlighted.

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author. Neurocognitive Disorders (pp. 591-643) 

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 15: The Neurocognitive Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Belle, S. H., Burgio, L., Burns, R., Coons, D., Czaja, S. J., Gallagher-Thompson, D., et al. (2006). Enhancing the quality of life of dementia caregivers from different ethnic or racial groups: A randomized controlled trial. Annals of Internal Medicine, 145, 727-738.

Connell, C. M., Boise, L., Stuckey, J. C., Holmes, S. B., & Hudson, M. L. (2004). Attitudes toward the diagnosis and disclosure of dementia among family caregivers and primary care physicians. The Gerontologist. 44 (4), 500-507.

Emilsson, U. M. (2005). Recognizing but not acknowledging: On using research information in social work with elderly people suffering from dementia. The British Journal of Social Work, 35 (8), 1393-1409.

Mahoney, D. F., Cloutterbuck, J., Neary, S., & Zhan, L . (2005). African American, Chinese, and Latino family caregivers' impressions of the onset and diagnosis of dementia: Cross- cultural similarities and differences. The Gerontologist. 45 (6), 783-792.

Takahashi, M., Tanaka, K., & Miyaoka, H. (2005). Depression and associated factors of informal caregivers versus professional caregivers of demented patients. Psychiatry and Clinical Neurosciences, 59, 473-480.

Personality Disorders

This unit reviews the 10 specific personality disorders including diagnostic criteria,   social, occupational, and personal contexts. Also discussed is the influence of biological, genetic, developmental, socio-cultural and environmental factors, including enduring and inflexible patterns of behavior, legal issues, to list a few. The role of the social worker in assessment and treatment is addressed.

(Addresses SLOs 6, 7, 8)

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (DSM-5) (5th ed.). Arlington, VA.: Author.

Personality Disorders (pp. 645- 684)

Alternative DSM-5 Model for Personality Disorders (pp. 761-781)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 16: The Personality Disorders

OPTIONAL READINGS – TEXT AND ARTICLES

Buteau, E., Dawkins, K., & Hoffman, P. (2008). In their own words.   Social Work   in Mental Health, 6 (1), 203-214. 

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta- analytic review from an evolutionary perspective. The Journal of Social Psychology, 150 (2), 160-180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6 (1), 512.

Ogrodniczuk, J.S., Piper, W.E., & Joyce, A.S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69 (3), 249-261.

Yen, S., Shea, T., Battle, C. L., Johnson, D. M., Zlotnick, C., Dolan-Sewell, R., ...McGlashan,T.H. (2002). Traumatic exposure and post-traumatic stress disorder in borderline, schizotypal, avoidant, and obsessive-compulsive personality disorders: Findings from the Collaborative Longitudinal Personality Disorders study. The Journal of Nervous and Mental Disease, 190 (8), 510-518.

Somatic Symptom and Related Disorders and the Sleep-Wake Disorders

This unit reviews the essential features for the somatic symptom and related disorders (e.g., Somatic Symptom Disorder, Conversion Disorder (Functional Neurological Symptom Disorder), Illness Anxiety Disorder (Hypochondriasis), Malingering Disorder, Factitious Disorder, Factitious Disorder Imposed on Another). The somatic symptom and related disorders have earned the reputation of being difficult to assess and the importance of ethical practice is highlighted. Complications associated with these disorders are explored, for example suicide risks and the “cost” of chronic pain. The unit also provides an overview of the major categories of the sleep-wake disorders. The neurobiological connection between anxiety, depression, and sleep is reviewed.

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Arlington, VA.: Author.

Somatic Symptom and Related Disorders (pp. 309-328) Malingering (pp.726-727)

Sleep-Wake Disorders (pp. 361-422)

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 10: Somatic Symptom and Related Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Somatic Symptom and Related Disorders:

Asmundson, G. J., & Carelton, R. N. (2009). Fear of pain. In M. M. Antony & M. Stein, (eds.), Oxford handbook of anxiety and related disorders, (pp. 551-561). Oxford, UK: Oxford University

Burgoyne, D. S. (2007). Prevalence and economic implications of chronic pain. Managed Care Magazine, 16 (2 Suppl 3), 2-4.

Chioqueta, A., & Stiles, T. (2004). Suicide risk in patients with somatization disorder.

Crisis: The Journal of Crisis Intervention and Suicide Prevention, 25 (1), 3-7.

Sleep-Wake Disorders:

Barger, L. K., Wright, J, P., & Czeisler, C. A. (2008). Sleep and sleep-promiting medication use in shuttle crewmembers. Aviation, Space, and Environmental Medicine, 79 (3), 266. 

Joska, J. A., & Stein, D. J. (2008). Mood disorders. In R. E. Hales & S. C. Yudofsky &

G.O. Gabbard (Eds.). The American Psychiatric Publishing textbook of psychiatry (5th ed.) (pp. 457-504). Arlington, VA: American Psychiatric Publishing.

Ohayon, M. M., Lemoine, P., Arnaud-Briant, V., & Dreyfus, M. (2002). Prevalence and consequences of sleep disorders in a shift worker population. Journal of Psychosomatic Research, 53 (1), 5778-583.

 

Savard, J., Savard, M. H., & Morin, C. M. (2011). Insomnia. In M. M. Antony & D. H. Barlow (Eds.), Handbook of assessment and treatment planning for psychological disorders, (2nd ed.) (pp. 633-670). New York, NY: Guilford.

 

Schuckitt, M. (2009). Alcohol-use disorders. The Lancet, 373, (9662), 492-501.

 

Steiger, A. (2008). Hormones and sleep. In S. R. Pandi-Perumal & J Verster (Eds.), Sleep disorders: Diagnosis and therapeutics (pp. 457-466). Boca Raton, FL: Taylor and Francis.

 

Terman, M., & Terman, J. S. (2006). Controled trial of naturalistic dawn simulation and negative air ionization for seasonal affective disorder. American Journal of Psychiatry,163 (12), 2126-2133.

 

 

 

Sexual Dysfunctions, Gender Dysphoria, Paraphilic Disorders

This unit reviews the definitions of Sexual Dysfunctions, Gender Dysphoria, and Paraphilic Disorders. Also explored are the socio-political-legal and cultural contexts for how people go about defining and responding to acceptable and non-acceptable sexual practices. The differential assessment using established criteria which addresses persistence, severity, and interference or harm to others is considered.

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Arlington, VA.: Author.

Sexual Dysfunctions (pp. 423-450) Gender Dysphoria (pp. 451-460) Paraphilic Disorders (pp. 685-706)

 

OPTIONAL READINGS – TEXT AND ARTICLES

Cohen, L. J., & Galynker, I. I. (2002). Clinical features of pedophilia and implications for treatment. Journal of Psychiatric Practice, 8, 276-289.

 

Gannon, T. A., & Polaschek, D. L. L. (2006). Cognitive distortions in child molesters: A re- examination of key theories and research. Child Psychology Review, 26, 1000-1019.

 

Kamphuis, J. H., De Ruiter, C., Janssen, B., & Spiering, M. (2005). Preliminary evidence for an automatic link between sex and power among men who molest children. Journal of Interpersonal Violence, 20, 1351-1365.

 

Lally, M.C.; Freeman, S.A. (2005). Perspectives: The struggle to maintain neutrality in the treatment of a patient with pedophilia, Ethics & Behavior, 15(2), 181-190.

 

Marshall, W. L., & Marshall, K, E. (2000). Child sexual molestation. In V. B. Van Hasselt &

1. Hersen (Eds.), Aggression and violence: An introductory text (pp. 67-91). Needham Heights, MA: Allyn and Bacon.

 

McAnulty, R., Dillon, J. & Adams, H. E. (2001). Sexual deviation: Paraphilias. In P. B. Sutker & H. E. Adams (Eds.), Comprehensive handbook of psychopathology (3rd ed.), (pp. 749- 773). New York: Kluwer Academic/Plenum.

 

Pratt, H. D., Greydanus, D. E., & Patel, D. R. (2007). The adolescent sexual offender. Primary Care, 34, 305-316.

 

 

Substance–Related and Addictive Disorders

The unit reviews the key definitions and criteria found in the DSM (e.g., intoxication, withdrawal, substance/medication-induced disorders and unspecified substance- induced disorders). Complications associated with substance-related and addictive disorders including medical complications, in- and out-patient hospitalization, legal difficulties, domestic violence, suicide, to list a few, are discussed. The role of the social worker in the assessment process is highlighted. (Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Arlington, VA.: Author.

Substance-Related and Addictive Disorders (pp. 481-589)

 

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 14: Substance-Related and Addictive Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Matto-H-C (2004). Applying an ecological framework to understanding drug addiction and recovery. Journal of Social Work Practice in the Addictions. 4 (3), 5-22.

 

Padgett, D. K., Gulcur, L., & Tsemberis, S. (2006). Housing first services for people who are homeless with co-occurring serious mental illness and substance abuse. Research on Social Work Practice, 16 (1), 74-83.

 

Peleg-Oren, N., & Teichman, M. (2006). Young children of parents with substance use disorders (SUD): A review of the literature and implications for social work practice. Journal of Social Work Practice in the Addictions, 6 (1-2), 49-61.

 

Straussner, S. L. A. (2001). The role of social workers in the treatment of addictions: A brief history. Journal of Social Work Practice in the Addictions, 1 (1), 3-9.

 

Sun, A. (2012). Helping homeless individuals with co-occurring disorders: The four components. Social Work, 57 (1), 23-37.

 

Feeding and Eating Disorders and Elimination Disorders

This unit reviews criteria for the feeding and eating disorders (e.g., Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder, and Pica). Issues related to gender differences, self-esteem, body image, attitudinal variables, societal/peer pressure, medical complications, biological and cultural factors as they relate to these disorders are addressed.

 

 

(Addresses SLOs 6, 7, 8)

 

REQUIRED READINGS - TEXT AND ARTICLES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Arlington, VA.: Author.

Feeding and Eating Disorders (pp. 329-354) Elimination Disorders (pp. 355-360)

 

Gray, S. W. (2016). Psychopathology: A competency-based assessment model for social workers (4th ed.). Belmont, CA: Brooks/Cole Cengage.

Chapter 11: Feeding and Eating Disorders Chapter 12:   Elimination Disorders

 

OPTIONAL READINGS – TEXT AND ARTICLES

Andrist, L. C. (2003). Media images, body dissatisfaction, and disordered eating in adolescent women. American Journal of Maternal Child Nursing, 28, 119-123.

 

Glazer, J. L. (2008). Eating disorders among male athletes. Current Sports medicine Reports, 7, 332-337.

 

Keel, P. K., Dorer, D. J., Eddy, K. T., Franko, D., Charatan, D. L., & Herzog, D. B. (2003). Predictors of mortality in eating disorders. Archives of General Psychiatry, 60, 179–183.

 

McGee, B. J., Hewitt, P. L., Sherry, S. B., Parkin, M., & Flett, G. L. (2005). Perfectionistic self- presentation, body image, and eating disorder symptoms. Body Image, 2, 29-40.

 

Utter, J., Neumark-Stainzer, D., Wall, M., & Story, M. (2003). Reading magazine articles about dieting and associated weight control behaviors among adolescents. Journal of Adolescent Health, 32, 78-82.

 

Wade, T. D., Bulik, C. M., Prescott, C. A., & Kendler, K. S, (2004). Sex influences on shared risk factors for bulimia nervosa and other psychiatric disorders. Archives of General Psychiatry, 61, 251-256.

 

 

PERFORMANCE MEASURES OF STUDENT LEARNING OUTCOMES

 

ASSIGNMENT: Weekly case study analysis and presentation

(Addresses SLOs 1, 5, 6, 7, 8, 9, 10, 11, & 12)

 

Students are asked to conduct a mental status examination of an assigned client and use the information from the mental status exam to determine a DSM-based diagnosis. Students must provide, and discuss in class, their rationale for the assigned diagnosis and identify any relevant issues related to the impact of systemic issues on the trajectory of the mental illness and services.

 

 

 

The above assignment is used as a measure of student competency, using the following assignment rubrics:

 

EPAS	Practice Behavior	Advanced Competence (4)	Competence (3)	Developing Competence (2)	No Competence (1)
2.3: Apply critical thinking to inform and communicate professional judgments	Identify and articulate clients’ strengths and vulnerabilities	Student comprehensively applies critical thinking to identify and articulate clients strengths and vulnerabilities as an integral feature of the assessment process	Student applies critical thinking to identify and articulate clients strengths and vulnerabilities as an integral feature of the assessment process	Student minimally applies critical thinking to identify and articulate clients strengths and vulnerabilities as an integral feature of the assessment process	Student fails to apply critical thinking to identify and articulate clients strengths and vulnerabilities as an integral feature of the assessment process
	Communicate professional judgments in both verbal and written format	Student readily and significantly communicates professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats	Student communicates professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats	Student minimally communicates professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats	Student fails to communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats
2.1.4: Engage diversity and difference in practice	Research and apply knowledge of diverse populations	Student comprehensively distinguishes the best practices commonly used to assess emotional and mental disorders keeping in mind the impact of socio-political issues on the assessment process and other social and economic issues which affect clients	Student distinguishes the best practices commonly used to assess emotional and mental disorders keeping in mind the impact of socio- political issues on the assessment process and other social and economic issues which affect clients	Student minimally distinguishes the best practices commonly used to assess emotional and mental disorders keeping in mind the impact of socio-political issues on the assessment process and other social and economic issues which affect clients	Student fails to distinguish the best practices commonly used to assess emotional and mental disorders keeping in mind the impact of socio- political issues on the assessment process and other social and economic issues which affect clients

 

 

2.1.7: Apply knowledge of human behavior and the social environment	Synthesize and differentially apply theories of HBSE to guide clinical practice	Student comprehensively identifies the influence of trauma, attachment, risk and resilience on mental health and mental illness	Student identifies the influence of trauma, attachment, risk and resilience on mental health and mental illness	Student minimally identifies the influence of trauma, attachment, risk and resilience on mental health and mental illness	Student fails to identify the influence of trauma, attachment, risk and resilience on mental health and mental illness
2.1.7: Apply knowledge of human behavior and the social environment	Use bio- psychosocial- spiritual theories multiaxial diagnostic classification systems in formulation of comprehensive assessments	Student comprehensively uses a functional assessment grounded in relevant bio-psychosocial- spiritual theories and the DSM diagnostic classification system in order to differentiate among the major psychological disorders, their epidemiology, etiology and behavioral correlates when assessing for the presence of psychopathology	Student uses a functional assessment grounded in relevant bio-psychosocial- spiritual theories and the DSM diagnostic classification system in order to differentiate among the major psychological disorders, their epidemiology, etiology and behavioral correlates when assessing for the presence of psychopathology	Student minimally uses a functional assessment grounded in relevant bio- psychosocial-spiritual theories and the DSM diagnostic classification system in order to differentiate among the major psychological disorders, their epidemiology, etiology and behavioral correlates when assessing for the presence of psychopathology	Student fails to use a functional assessment grounded in relevant bio- psychosocial-spiritual theories and the DSM diagnostic classification system in order to differentiate among the major psychological disorders, their epidemiology, etiology and behavioral correlates when assessing for the presence of psychopathology
	Consult with medical professionals to confirm assessments and/or monitor medications	Student significantly consulted with other professionals, as needed, to confirm a diagnosis or monitor medication	Student consulted with other professionals, as needed, to confirm a diagnosis or monitor medication	Student minimally consulted with other professionals, as needed, to confirm a diagnosis or monitor medication	Student failed to consult with other professionals, as needed, to confirm a diagnosis or monitor medication
2.1.10 (b): Assessment	Use multidimensional bio-psychosocial- spiritual assessment tools	Student comprehensively uses multidimensional bio- psychosocial-spiritual assessment tools	Student uses multidimensional bio- psychosocial-spiritual assessment tools	Student minimally uses multidimensional bio- psychosocial-spiritual assessment tools	Student fails to use multidimensional bio- psychosocial-spiritual assessment tools
	Use differential and multiaxial diagnoses	Student comprehensively formulates an assessment that incorporates client coping strategies to reinforce and improve adaptation to life situations, circumstances and events	Student formulates an assessment that incorporates client coping strategies to reinforce and improve adaptation to life situations, circumstances and events	Student minimally formulates an assessment that incorporates client coping strategies to reinforce and improve adaptation to life situations, circumstances and events	Student fails to formulate an assessment that incorporates client coping strategies to reinforce and improve adaptation to life situations, circumstances and events

 

ASSIGNMENT: Mid-term examination

(Addresses SLOs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, & 11)

 

This assignment tests the students’ acquisition of course content and the capacity for applying it to case studies that are part of a multiple-choice and short answer essay examination format.

 

 

ASSIGNMENT: Final examination

(Addresses SLOs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, & 11)

 

This assignment tests the students’ acquisition of course content and the capacity for applying it to case studies that are part of a multiple-choice and short answer essay examination format.