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 10 – February 28
Laurie Selz Campbell, MS
919-843-6394
lauriesc@unc.edu
Mondays 12-1 and by appointment, TTK # 355
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.
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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.
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. W., Mueser, K. T., Bond, G. R., Drake, R. E., & Solomon, P. (2008). Principles and
practice of psychiatric rehabilitation: An empirical approach. New York, N.Y.: The
Guilford Press.
Davidson, L., Rowe, M., Tondora, J., O’Connell, M. J., & Lawless, M. S. (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 Blackboard website for the course.
RECOMMENDED/OPTIONAL TEXTS:
Dunn, M., Corr, C., Miller, P., Moon, C., & Kapil, M. (2008). Our voices: First-person accounts
of schizophrenia. iUniverse Publications.
Ralph, R. O. & Corrigan, P. W. (Eds.) (2006). Recovery in mental illness: Broadening our
understanding of wellness. Washington, DC: American Psychological Association.
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.
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CLASS ASSIGNMENTS:
Assignment 1:
Reflections on Participatory Dialogue: After taking part in the dialogue, please reflect on
the following in a 5-6 page paper:
1.
One of the purposes of the dialogue was to invite you to question assumptions and
beliefs (whether explicit or not) about mental illness and the experiences of people
living with the illness. With this in mind, please respond to the following:
• What was the least comfortable moment for you in the dialogue? Briefly
describe the moment, and consider what the roots of your discomfort might be.
How did you respond in the moment? Looking back, is there anything you
might you do or say differently?
• What was the most surprising moment for you in the dialogue? Briefly describe
the moment, and reflect on the belief or assumption that was challenged.
2. Briefly describe a specific consumer/client with whom you are working (or have
worked). Think of at least one 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 that was shared? What thoughts did the insight prompt in you?
What is at least one specific action that you might take in your work with your client
as a result?
3. Finally, think about the context (setting, agency) in which you are working (or have
worked). Considering the insights provided during the dialogue about what supports
and what hinders recovery, identify those elements of the context that you believe
effectively support the recovery process, and conversely, those elements that may
hinder it. You can consider any dimensions that seem relevant, including structure
(e.g. caseload, administrative requirements, funding streams), and/or process (e.g.
explicit or implicit beliefs about the treatment and recovery process, nature and
quality of supervision, organizational culture).
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?
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3. Briefly review the state of the evidence regarding psychiatric rehabilitation
interventions with this group. Are there any interventions that might be considered
efficacious or promising? What questions remain unanswered?
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:
Grades will be assigned as follows:
Reflection Paper
Presentation
Participation
Total
94 - 100
80 - 93
70 - 79
<70
35 points
45 points
20 points
100 points
H
P
L
F
Note: We will discuss in greater detail what “participation” constitutes; but in general,
consider that this class asks you to (a) summarize and reflect on readings 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. If this does not happen,
you will lose 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.
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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 10
Topics
Introduction
 Beginning to
reflect on recovery
 Preparation for
dialogue
Jan 17
Jan 24
Readings
Due
None
No class – Martin Luther King Day
Recovery-Focused
Practice & Systems
 Recovery &
evidence-based
practice
 Transforming
practice toward a
recovery
orientation
Readings for everyone:
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
Recovery-Oriented Practice
Ch. 3: The Top 10 Concerns about Recovery Encountered in
System Transformation
Ralph & Corrigan (posted on Blackboard)
Ch. 1: Recovery as Consumer Vision & Research Paradigm
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.
Davidson, L., Tondora, J., O'Connell, M. J., Kirk Jr., T., Rockholz,
P., & Evans, A. C. (2007). Creating a recovery-oriented system
of behavioral health care: Moving from concept to reality.
Psychiatric Rehabilitation Journal, 31(1), 23-31.
Optional/Supplemental Readings:
Corrigan et. al:
Ch. 1: Who Are People With Psychiatric Disabilities? (skim if
needed)
Davidson et. al:
Appendix (contains some interesting material on measuring
recovery)
Ralph & Corrigan (posted on Blackboard)
Ch. 5: Recovery from Schizophrenia: A Criterion-Based
Definition
Jan 31
Facilitated Dialogue
on Recovery with
Mental Health
Consumers
Readings for everyone:
Corrigan et. al
Ch. 2: Stigma & Mental Illness
Ralph & Corrigan (posted on Blackboard)
Ch. 7: Qualitative Studies of Recovery: What Can We Learn
From the Person?
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Date
Feb 7
Topics
 Interventions
Promoting Recovery
 Psychiatric
Rehabilitation
Overview
 Rehabilitation
Readiness & Plans
Readings
Readings for Everyone:
Corrigan et. al
Ch. 3: Definition of Psychiatric Rehabilitation
Ch. 4: Rehabilitation Assessment
Ch. 5: Illness Self Management
Due
Reflection
paper
Davidson et. al
Ch. 5: The Role of the Recovery Guide: A Recovery-Oriented
Alternative to Clinical Case Management
Ralph & Corrigan (on Blackboard)
Ch. 8: Mutual-Help Groups & Recovery: The Influence of
Settings on Participants' Experience of Recovery
Supplemental Readings:
Bledsoe, S., Lukens, E., Onken, S., Bellamy, J., & Cardillo-Geller, L.
(2008). Mental illness, evidence-based practice, & recovery: Is
there compatibility between service-user-identified recoveryfacilitating & -hindering factors & empirically supported
interventions? Best Practice in Mental Health: An
International Journal, 4(2), 34-58.
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.
Tanenbaum, S. J. (2008). Perspectives on evidence-based practice
from consumers in the US public mental health system.
Journal of Evaluation in Clinical Practice, 14(5), 699-706.
Feb 14
Interventions
Addressing Specific
Milestones
 Education
 Employment
 Housing
 Family
relationships
 Friendships
 Parenting
 Self advocacy
Readings:
Corrigan et. al
Ch. 8: Housing
Ch. 9: Employment & Education
Ch. 10: Social Functioning
Ch. 11: Family Interventions
Nicholson, J., Albert, K., Gershenson, B., Williams, V., & Biebel, K.
(2009). Family options for parents with mental illnesses: A
developmental, mixed methods pilot study. Psychiatric
Rehabilitation Journal, 33(2), 106-114.
Self advocacy readings to be added
Feb 21
Interventions for
Consumers with
Complex Needs:
1. Co-occurring
MH/SA disorders
Readings:
Corrigan et. al
Ch. 13: Managing Criminal Justice Involvement
Ch. 14: Trauma & Post-Traumatic Stress Disorder
Ch. 15: Dual Diagnosis
Presentations
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Date
Topics
2. Trauma histories
3. Criminal justice
involvement
Readings
Due
Ralph & Corrigan
Ch. 9: Daring to Pick Up Pieces in the Puzzle: A Consumer–
Survivor Model of Healing From Childhood Sexual
Abuse
Ida, D. J. (2007). Cultural competency & recovery within diverse
populations. Psychiatric Rehabilitation Journal, 31(1), 49-53
Feb 28
Interventions for
Consumers with
Complex Needs:
1. Veterans
2. Immigrants
3. LGBT
Readings:
Corrigan et. al
Ch. 20: Cultural Competence in Psychiatric Rehabilitation
Presentations
Material on veterans & LGBT consumers to be added
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