THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
SOWO 705
Mental Health Recovery and Psychiatric Rehabilitation
Spring Semester, 2011
Mondays 2:00 – 4:50, January 14 – March 4
Laurie Selz Campbell, MSW, CPRP
919-843-6394
lauriesc@unc.edu
Tuesdays 12 - 2 and by appointment, TTK # 354
COURSE DESCRIPTION: The concept of mental health recovery is introduced, exploring
theoretical foundations and lived experiences of consumers. Psychiatric rehabilitation is
discussed as a framework and set of interventions supporting recovery.
COURSE OBJECTIVES: By the end of this course, students will be able to:
1.
Describe the evolution of mental health recovery and psychiatric rehabilitation,
identifying cultural forces and scientific advances that have shaped this evolution.
2. Contrast recovery-oriented and pathology/symptom-oriented approaches to care;
articulate a practice philosophy that integrates recovery principles.
3. Identify barriers to and facilitators of recovery; analyze therapeutic interactions and
settings in terms of the manner in which they foster or impede recovery.
4. Describe the psychiatric rehabilitation approach, including core values, principles,
components, and processes. Identify ways in which the approach is congruent with social
work values, ethics, and social justice foundations.
5. Conduct rehabilitation readiness assessments and develop plans that incorporate personal
strengths, personal responsibility for wellness, mutual support, and skill development in
the natural environment.
6. Implement rehabilitation strategies addressing crucial developmental milestones, and
summarize the current state of research evidence supporting the strategies.
7. Describe rehabilitation approaches with persons who have been underserved or
inadequately served by the mental health system, including gay and lesbian consumers,
and culturally and ethnically diverse consumers.
8. Describe advances in psychiatric rehabilitation in response to contemporary social and
systems issues, including veterans, dually-diagnosed persons, and incarcerated persons
with mental illness.
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EXPANDED DESCRIPTION:
Advances in the understanding and treatment of severe and persistent mental illness
encourage us to challenge long-held assumptions about the chronicity of the illness and the
potential of mental health consumers to live fulfilled, contributing lives. The concept of
mental health recovery and the principles of psychiatric rehabilitation are presented so that
students can begin to consider how they might foster the recovery process by supporting
consumers to achieve critical life milestones that were interrupted by the onset of mental
illness.
REQUIRED TEXTS:
Corrigan, P., Mueser, K., Bond, G., Drake, R., & Solomon, P. (2008). Principles and practice of
psychiatric rehabilitation: An empirical approach. New York, NY: Guilford Press.
Corr, C., Dunne, M. Miller, P., Moon, C., & Kapil, M. (2008). Our voices: First-person
accounts of schizophrenia. iUniverse Publications.
Davidson, L., Rowe, M., Tondora, J., O’Connell, M., & Lawless, M. (2008). A practical guide to
recovery-oriented practice: Tools for transforming mental health care. New York, NY:
Oxford University Press.
Additional readings will be posted on the Sakai website for the course.
TEACHING METHODS:
I hope that we can all take part in creating a classroom culture characterized by curiosity,
exploration, and openness to a variety of perspectives. I expect that we will function as
colleagues with much to learn and much to teach.
An integral part of the course will be the inclusion of mental health consumers as co-teachers
and participants. In addition to the specific knowledge and skills described above, therefore, I
hope that you will begin to experience working with mental health consumers as “partners”
rather than “patients.” Throughout the course, you will be asked to reflect on the degree to
which your practice embodies recovery and rehabilitation principles.
ASSIGNMENTS:
There will be 2 assignments for the course, described here:
Assignment 1:
Reflections on Participatory Dialogue: After taking part in the dialogue, please reflect on
the following in a paper (about 5 pages):
1.
One of the purposes of the dialogue was to invite you to question your assumptions
and beliefs (explicit or not) about mental illness and the people who live with it. With
this in mind, please reflect on your experience during the dialogue, addressing any of
the following as relevant:
•
What were your feelings in anticipation of the dialogue? What were you
looking forward to? Did you feel any reluctance? How was the actual
experience similar to/different from what you anticipated?
2
•
What, if any, moments were uncomfortable for you? Briefly describe, and
consider what the roots of your discomfort might be. How did you respond?
Looking back, is there anything you might you do or say differently?
•
What, if any, moments were surprising to you? Briefly describe, and reflect on
the belief or assumption that was challenged.
•
How would you compare this dialogue to your typical conversations with
clients/patients/consumers? You can reflect on content (what we talked
about) as well as process (power, self disclosure, others as relevant).
•
Finally, what do you think worked well in the dialogue? What, if anything,
would you change?
b. Think about a specific consumer/client with whom you are working (or have worked).
Identify an insight shared during the dialogue that encouraged you to think about
your work with this individual in a different or new way. What was the insight? What
thoughts did it prompt in you? What is at least one action that you might take in your
work with your client as a result?
c. Finally, think about the context (setting, agency) in which you are working (or have
worked). Considering the insights shared during the dialogue about supporting and
hindering factors, identify elements within your setting that you believe effectively
support the recovery process, and conversely, those elements that may hinder it. You
can consider anything that seems relevant, including structure (e.g. caseload,
administrative requirements, funding streams), and/or process (e.g. explicit or implicit
beliefs about treatment and recovery, nature and quality of supervision, organizational
culture). What would be one small change that your agency might make to enhance
its focus on recovery?
Assignment 2:
Psychiatric Rehabilitation Interventions with Select Populations: From the six
populations listed in the Course Outline, choose one that is of interest and relevance to you in
your practice. You will work in teams and will develop (1) a PowerPoint presentation and (2) a
1-page synopsis to be shared with classmates. You should address the following questions:
1.
What are some key demographic characteristics of the group you have chosen?
Consider gender, age, socioeconomic status, ethnicity, shared experiences, and other
characteristics of relevance.
2. Even though each life journey is unique and individual, can you suggest what might
be some key milestones that have been missed or interrupted for your group? What
might “recovery” look like for them? Here you can/should incorporate first-person
accounts from either your own practice or from online sources.
3. Briefly review the evidence regarding psychiatric rehabilitation interventions with
this group. Are there any that might be considered efficacious or promising? What
questions and challenges remain?
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4. If you were to be charged with designing a program for your group, what would be
the primary outcomes you would address? What services or program elements
might you include? What specific rehabilitation strategies might you implement?
More detailed guidelines will be provided for this assignment.
GRADING SYSTEM:
Scores will be assigned as follows:
Reflection Paper
35 points
Presentation
45 points
Participation
20 points
Total
100 points
Grades will be assigned as follows:
94 - 100
H
80 - 93
P
70 - 79
L
<70
F
Note: In considering “participation,” remember that that this class asks you to (a) summarize
and reflect on readings and topics during class discussion, and (b) engage actively and
personally in questioning and reframing your assumptions and your practice.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are due at the beginning of class on the day noted. You must notify me at least 3
days before a due date if you would like to be granted an extension. Otherwise, I will need to
deduct 10% of the assignment’s points per day (including weekends, and including the date on
which the assignment was due, if you submit it after the beginning of class).
Incompletes may be granted if (a) there are extreme and unforeseeable circumstances that
affect your ability to complete the semester’s work, and (b) we discuss in advance a plan and
timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY:
Academic dishonesty (including plagiarism, misrepresenting data, giving or receiving
unauthorized assistance, and aiding another student in academic dishonesty) is contrary to
the ethics of our profession, unfair to others, and will not be tolerated. All assignments must
include the following signed pledge: “I have neither given nor received unauthorized aid in
preparing this written work.” You should refer to the APA Style Guide, the SSW Manual, and
the SSW Writing Guide for information about properly citing others’ work.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to receive
accommodations, you should contact the University’s Disabilities Services. They will then
notify me of the documented disability, and we can meet to design the appropriate
accommodations to support your learning.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we will all be invested in creating a learning environment of respect and
engagement. During class, cell phones should be turned off or transferred to voice mail. In
addition, while I welcome the use of laptops in class for taking notes or completing small
group tasks, I ask that you use them only for relevant activities – not for checking email or
surfing the Web. Your attention is an important sign of respect to your colleagues, and an
important part of your learning.
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COURSE SCHEDULE
Date
Jan 14
Topics
Introduction
 Evolution of recovery
concept
 Prep for dialogue
Jan 21
Jan 28
Readings
None
No class – Martin Luther King Day
Facilitated Dialogue on
Recovery with Mental
Health Consumer Guests
Readings:
Corrigan et. al
Ch. 2: Stigma & Mental Illness (read for broad themes only)
Davidson et. al
Ch. 1: The Recovery Movement & Its Implications for Transforming
Clinical & Rehabilitative Practice
Ch. 2: A Model of Being in Recovery as a Foundation for RecoveryOriented Practice
Corr et. al
Introduction: How We Wrote the Book
Ch. 1: Illness & Recovery
Ch. 11: Stigma
Onken, S., Craig, C., Ridgway, P., Ralph, R., & Cook, J. (2007). An analysis
of the definitions & elements of recovery: A review of the literature.
Psychiatric Rehabilitation Journal, 31(1), 9-22.
Ralph & Corrigan (posted on Sakai)
Ch. 7: Qualitative Studies of Recovery: What Can We Learn From the
Person?
Feb 4
Recovery-Focused
Practice & Systems
 Transforming practice
toward a recovery
orientation
 Recovery & EBP
 Recovery &
professional
boundaries
Readings:
Davidson et al.
Ch. 3: The Top 10 Concerns about Recovery Encountered in System
Transformation
Ch. 4: Practice Standards for Recovery Oriented Care
Ch. 5: The Role of the Recovery Guide: A Recovery-Oriented
Alternative to Clinical Case Management
O'Leary, P., Tsui, M., & Ruch, G. (2013). The boundaries of the social
work relationship revisited: Towards a connected, inclusive and
dynamic conceptualization. British Journal of Social Work, 43, 135153.
Salyers, M., & Tsemberis, S. (2007). ACT & recovery: Integrating
evidence-based practice & recovery orientation on assertive
community treatment teams. Community Mental Health Journal,
43(6), 619-641.
Continued on next page
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Date
Topics
Readings
We will split up responsibility for the following:
Corr et al.
Ch. 3: Hospitals, Therapies, & Clubhouses
Ch. 4: Mental Health Professionals
Ch. 10: The System & Financial Concerns
Braslow, J. T. (2013). The manufacture of recovery. Annual Review of
Clinical Psychology, Reviews in Advance. Retrieved from
http://www.annualreviews.org.libproxy.lib.unc.edu/doi/pdf/10.1146
/annurev-clinpsy-050212-185642
McCranie, A. (2011). Recovery in mental illness: The roots, meanings, and
implementations of a “new” services movement. In D. Pilgrim, A.
Rogers, & B. Pescosolido (Eds.), The SAGE handbook of mental
health and illness. (pp. 471-490). London: SAGE Publications Ltd.
Feb 11
Reflection
on
Recovery
Dialogue
Due
1. Interventions
Promoting Recovery
2. Psychiatric Rehab
Overview
 Emergence &
definitions
 Principles:
milestones,
wellness, self-help,
supports, skills
 Rehabilitation
assessment & plans
 Basics of skill
training
Readings:
Corrigan et. al
Ch. 3: Definition of Psychiatric Rehabilitation
Ch. 4: Rehabilitation Assessment
Optional Readings:
Nemec, P. B., McNamara, S., Walsh, D. (1992). Direct skills teaching.
Psychosocial Rehabilitation Journal, 16(1), 13-25.
Smith, T. E., Rio, J., Hull, J. W., Hedayat-Harris, A., Goodman, M., &
Anthony, D. T. (1998). The rehabilitation readiness determination
profile: A needs assessment for adults with severe mental illness.
Psychiatric Rehabilitation Journal, 21(4), 380-388.
Review of recovery interventions (choose one):
Illness Self-Management/Wellness Recovery Action Planning
Corrigan et al., Ch. 5: Illness Self-Management (includes some info on
WRAP, but can find more at http://www.mentalhealthrecovery.com/)
Self Help/Peer Run Services
Ralph & Corrigan Ch. 8: Mutual-Help Groups & Recovery: The
Influence of Settings on Participants' Experience of Recovery (on Sakai)
AND/OR
Corrigan et al., Ch. 17: Peer Services & Supports
Shared Decision Making (SDM)
Substance Abuse & Mental Health Services Administration (2011) Shared
decision making in mental health care: Practice, research, & future
directions. Retrieved from
http://store.samhsa.gov/shin/content//SMA09-4371/SMA094371.pdf
ALSO
https://www.patdeegan.com/commonground
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Date
Feb 18
Topics
Rehabilitation
Interventions Addressing
Specific Life Milestones
 Education
 Employment
 Living independently
 Parenting
Readings
Readings (to be distributed among students):
Corrigan et. al
Ch. 8: Housing
Ch. 9: Employment & Education
Corr et al.
Ch. 6: Community Living
Ch. 7: Education & Employment
David, D. H., Styron, T., & Davidson, L. (2011). Supported parenting to
meet the needs and concerns of mothers with severe mental
illness. American Journal of Psychiatric Rehabilitation, 14(2), 137153.
Lucksted, A., Drapalski, A., Calmes, C., Forbes, C., DeForge, B., & Boyd,
J. (2011). Ending self-stigma: Pilot evaluation of a new intervention
to reduce internalized stigma among people with mental illnesses.
Psychiatric Rehabilitation Journal, 35(1), 51-54 (included to foster
thinking about the influence of internalized stigma on the
rehabilitation process).
In addition, we will select areas of interest for students to find 1
additional article to summarize & share
Feb 25
Rehabilitation
Interventions Addressing
Social Functioning,
Cognition, Health,
Symptom Management,
& Family Support
Readings (to be distributed among students):
Corrigan et. al
Ch. 7: Medications & Psychiatric Rehabilitation
Ch. 10: Social Functioning
Ch. 11: Family Interventions
Ch. 12: Psychosis & Cognitive Impairment
Ch. 16: Physical Health & Medical Care
Corr et al.
Ch. 2: Medication
Ch. 5: Support Systems: Relationships & Spirituality
Ch. 8: Health & Substance Use & Abuse
Brown, L. F., Davis, L. W., LaRocco, V. A., & Strasburger, A. (2010).
Participant perspectives on mindfulness meditation training for
anxiety in schizophrenia. American Journal Of Psychiatric
Rehabilitation, 13(3), 224-242
Hutchinson, D. S. (2011). The Recovery Education Center: An Integrated
Health Promotion and Wellness Program. Psychiatric
Rehabilitation Journal, 34(4), 321-323.
Jewell, T. C., Downing, D., & McFarlane, W. R. (2009). Partnering with
families: multiple family group psychoeducation for schizophrenia.
Journal Of Clinical Psychology, 65(8), 868-878
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Date
Topics
Readings
Roberts, D. L., & Penn, D. L. (2009). Social cognition and interaction
training (SCIT) for outpatients with schizophrenia: A preliminary
study. Psychiatry Research, 166(2-3), 141-147. (fascinating,
evidence-based, local intervention that shows how social skills
are broken into component parts & taught in a group setting)
Mar 4
Student Presentations on
Interventions for
Consumers with
Complex Needs:
 Co-occurring
disorders
 Trauma histories
 Criminal justice
involvement
 Veterans
 Immigrants
 LGBT consumers
Resources to be accessed as needed:
Corrigan et. al
Ch. 13: Managing Criminal Justice Involvement
Ch. 14: Trauma & Post-Traumatic Stress Disorder
Ch. 15: Dual Diagnosis
Ch. 20: Cultural Competence in Psychiatric Rehabilitation
Ralph & Corrigan
Ch. 9: Daring to Pick Up Pieces in the Puzzle: A Consumer–Survivor
Model of Healing From Childhood Sexual Abuse
Material on veterans & LGBT consumers to be added
Or others of your
choosing!
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