THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
INSTRUCTOR:
OFFICE HOURS:
CLASS HOURS:
SOWO 769.01
Differential Diagnosis and Case Formulation in Mental Health
Treatment
FALL, 2013
Matthew O. Howard, Ph.D.
Office 563A, Tate-Turner-Kuralt Building
919-932-8732 or 314-330-3479 (cell)
mohoward@email.unc.edu
Monday, 12:00-2:00 p.m. or by arrangement
Tuesday, 2:00-4:50 p.m., Room 300
COURSE DESCRIPTION: This course will prepare students to take psychiatric histories, conduct
mental status examinations, engage in differential diagnosis decision-making using the
Diagnostic and Statistical Manual of Mental Disorders-5, write mental health evaluations, and
begin case formulation for the purpose of treatment planning.
COURSE OBJECTIVES:
At the conclusion of this course:
1. Students will be able to use the Diagnostic and Statistical Manual of Mental Disorders-5
to diagnose major mental health conditions.
2. Students will be able to distinguish between different disorders to complete a differential
diagnosis, including issues of comorbidity, and write a diagnostic statement for a client.
3. Students will understand the potential effects of race, ethnicity, gender, age, culture,
sexual orientation, and socioeconomic status on mental health diagnosis, particularly on
symptom presentation, assessment, and access to care.
4. Students will be able to articulate the psychological and behavioral indicators and course
of a range of mental health conditions that can affect functioning and development.
5. Students will be sensitive to the potential use of personal data in mental health
assessments for persons who may be in vulnerable and oppressed situations.
6. Students will demonstrate an understanding of ethical issues in assessment and diagnosis
of mental health conditions.
7. Students will be prepared to take a detailed and comprehensive psychiatric history.
8. Students will understand the components of a mental status examination including minimental state examination.
9. Students will be able to convey their assessments in the form of a mental health
evaluation report.
EXPANDED DESCRIPTION:
This course is designed for students who are interested in mental health assessment and
diagnosis. It builds on the foundation HBSE course and the advanced practice/HBSE course by
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furthering students’ knowledge of mental disorders and how to complete a differential diagnosis
using the DSM-5. Students will read, view video vignettes, and discuss in small groups more
than 120 cases throughout the semester and gain confidence in using the DSM-5 to complete a
formal mental health diagnostic evaluation. In addition, students will learn how to take a
psychiatric history, conduct a mental status examination, prepare a psychiatric evaluation report,
and begin the process of case formulation for the purposes of clinical intervention.
REQUIRED TEXTS/READINGS:
1. Schwartzberg, S.S. (2000). Casebook of psychological disorders: The human face of
emotional distress. Allyn & Bacon, Needham Heights, MA
This is the best book of mental health case studies I have read. The author is a Clinical Professor
of Psychology in the Department of Psychiatry at Harvard Medical School. The case studies
included in this book are interesting, informative, and easy to digest. I will distribute case
studies from this book over the course of the semester, so there is no need to purchase it.
However, if you would like to own a copy, feel free to purchase it.
2. Binder of collected case studies (to be distributed by Professor). I will provide each student
with a binder of collected case studies. Whereas the Schwartzberg book provides introductorylevel case formulations, the binder of case studies includes recent professional-level case
discussions selected from the very best professional journals.
3. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders-5. Washington, D.C.: American Psychiatric Publishing, Washington, D.C.
DSM-5 was published this summer and remains overwhelmingly the most influential psychiatric
diagnostic system in the United States. DSM-5 is also closely related to the International
Classification of Diseases-9-Clinical Modification and International Classification of Diseases10-Clinical Modification (to go into effect October 1, 2014) diagnostic systems. The
International Classification of Diseases diagnostic system was developed by the World Health
Organization and is used globally to assess mental health disorders.
OPTIONAL TEXTS/READINGS:
1. Sadock, B.J., & Sadock, V.A. (2008). Kaplan and Sadock’s concise textbook of clinical
psychiatry. Lippincott Williams & Wilkins, Philadelphia, PA.
This text is derived from the classic textbook: Synopsis of Psychiatry, 10th edition and focuses on
mental health disorders of adults. Given that we will already be reading many case studies and
DSM-5, only the very most ambitious students should purchase this book.
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2. Sadock, B.J., & Sadock, V.A. (2008). Kaplan and Sadock’s concise textbook of child and
adolescent psychiatry. Lippincott Williams & Wilkins, Philadelphia, PA.
This text is derived from the classic textbook: Synopsis of Psychiatry, 10th edition and focuses on
mental health disorders of children and adolescents. Given that we will already be reading many
case studies and DSM-5, only the very most ambitious students should purchase this book.
3. Nussbaum, A.M. (2013). The pocket guide to the DSM-5 diagnostic exam. American
Psychiatric Publishing, Washington, D.C.
This is an excellent little book by an experienced psychiatrist that contains useful chapters
addressing alliance building during the diagnostic interview and use of DSM-5. The text also
provides a guide to conducting a 30-minute diagnostic interview.
4. MacKinnon, R.A., Michels, R., & Buckley, P.J. (2006). The psychiatric interview in clinical
practice, second edition. American Psychiatric Publishing, Inc., Washington, D.C.
This is a classic, but lengthy, treatise addressing how to conduct the psychiatric interview. If you
plan to make mental health practice your career, I highly recommend reading this book.
5. Black, D.W., & Andreasen, N.C. (2011). Introductory textbook of psychiatry, fifth edition.
American Psychiatric Publishing, Inc., Washington, D.C.
This is a widely used mental health textbook. I will draw upon this book and the Kaplan and
Sadock books as well as recent journal articles, for the mini-lectures I present in class.
6. Hurwitz, T., & Lee, W.T. (2013). Casebook of neuropsychiatry. American Psychiatric
Publishing, Inc., Washington, D.C.
This book that contains nearly 40 case studies at the intersection of psychiatry and neurology.
7. Burgess, W. (2011). Mental status examination. CreateSpace Independent Publishing
Platform.
This book provides an excellent introduction to the mental status examination along with 51
challenging cases on which to practice your skills. We will read the first two chapters in this
class (instructor will distribute).
8. Barnhill, J.W. (Ed.) (November 2013). DSM-5 clinical cases. American Psychiatric
Publishing, Inc., Washington, D.C.
All cases are original, cross-referenced with DSM-5, and followed by detailed discussion.
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9. First, M.B. (November 2013). DSM-5 handbook of differential diagnosis. American
Psychiatric Publishing, Inc., Washington, D.C.
Presents decision trees and diagnostic tables and other guides to differential diagnostic decisionmaking.
10. A number of useful textbooks are available in the areas of psychopharmacology and
psychosocial treatments for mental health disorders. My favorite psychopharmacology
textbooks are those by John Preston, Ph.D.
TEACHING METHODS
I use a variety of teaching and learning styles to convey course content including lectures, videos
case studies, and small group diagnostic work. The development of a supportive learning
environment, reflecting the values of the social work profession, is essential for the success of
this class. A supportive learning environment is fostered by listening to the ideas and views of
others, being able to understand and appreciate a point of view that is different from your own,
articulating clearly your point of view, and linking experience to readings and assignments. I will
appreciate your contributions to making this a safe and respectful class for learning and growth.
Although it is a cliché, I strongly believe there are no dumb questions and that if we all work
together and support each other that every student can end this course with dramatically
enhanced professional diagnostic and case formulation skills. I teach this course in a criterionreferenced fashion, which means I am trying to help each of you become professional-level
diagnosticians and am not focused on how you compare to each other in this respect.
CLASS ASSIGNMENTS
Course requirements consist of: 1) an objective midterm exam (25 points), 2) an objective final
exam (25 points), 3) one book report (10 points), 4) 30 annotated case studies from case study
binder or Schwartzberg book or that you personally select, 30 points), and 5) class participation
(10 points). Two, 1-point optional bonus point exercises will also be available to students.
The midterm exam is October 15th and will cover the first eight weeks of lecture and reading
material.
The final examination is December 3rd and is not comprehensive. Rather, material covered in
weeks 9-15 will be the focus of evaluation.
Midterm and final exams will be comprised of multiple-choice, short answer, and true/false
questions. Also, students will be asked to watch videotaped interactions with clients and to
identify signs and symptoms of mental disorder and assign appropriate psychiatric diagnoses.
Please bring your DSM-5 manual to the midterm and final exams.
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The book report is due December 3rd and should be approximately 3-5 pages in length. The
review should summarize the contents of a popular or professional book addressing one of the
mental health problems we discuss in this course. The book might be a personal account of
coping with the problem or a professional text relevant to the diagnosis or treatment of the
disorder. Talk with the instructor if you need help in choosing a book. Students often spend 1 or
2 pages describing the aims, intended audience, and potential utility of the book for clients,
family members, or practitioners. They then devote 1 or 2 pages to a stylistic and substantive
critique of the book. Students will be asked to present a 5-minute (low stress!) talk about their
book in class on December 3rd.
Class participation will be a function of class attendance and the contribution the student makes
to the class. I expect students to attend class regularly and to let me know beforehand if they
need to miss class for some reason. I do not want to pressure students to speak, because I know
some people are shy, but I do hope you will contribute to class discussions at least occasionally.
Optional bonus point exercises include 1) the viewing of one film from the hundreds listed on
the Movies & Mental Illness film list I hand out in class, and 2) the presentation of a brief news
article or report relevant to mental health at the beginning of one of our 16 class sessions. With
regard to bonus point option 1, the movie must be one you have never seen before and you
should write a brief one paragraph review of the movie. The one paragraph review should
provide an assessment as to the potential of the movie for informing or misinforming the general
viewing public about the mental health disorder or issue in question. I will also ask you to
provide a one-to-two minute review of the film on December 3rd, at the time oral book reviews
are presented.
Grading System
Required Assignments
Midterm Exam
Final Exam
Book Report
30 Annotated Case Reviews
Class Participation
25 pts
25 pts
10 pts
30 pts
10 points
100 pts
Optional Assignments
Mental Health Film Viewing and Review
Mental Health News Report Class Presentation
Any annotated case studies beyond 30 count as 1 pt each
1 bonus point
1 bonus point
Based on number completed
In accordance with the Graduate School, letter grades are assigned to the following
numeric ranges:
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110+ points =
94-100 points =
80-93 points =
70-79 =
69 and below
H+
H
P
L
F
An H+ grade will also earn you a personalized letter attesting to your outstanding performance in
this class.
CLASS PARTICIPATION
I conduct this class like a graduate clinical seminar. Each week I open the class by discussing
current events in mental health and often distribute additional readings/case studies to students at
that time. Students who want to present one current event relevant to mental health can earn one
point at that time. I then devote approximately 30 minutes to a mini-lecture. The class then
reviews select video cases of actual patients evidencing a range of conditions relevant to the
topic of discussion for that class session. We then break into small groups to apply what we
have learned to diagnostic exercises. My goal is to present at least 120 cases over the 16 weeks
of the course in a range of formats including published case studies, video vignettes of real cases,
and diagnostic exercises designed to hone the skills of student practitioners. It is critically
important that students keep up with their reading and are present in class. Please attend all 16
classes and try to interact to some degree.
NUMBER OF ANNOTATED CASE STUDIES COMPLETED
Students should try to read and take notes on 2-3 case studies per week. To complete an
annotated case study, select a case study from your binder or a Schwartzberg chapter I distribute
or a case study you have personally selected (and that I have approved) and make brief notes or
record questions on the case study itself as well as underline or highlight as you read. It is
important that you indicate to me, through these notes and/or questions, that you have carefully
read the case in question. That said, it is not critical that the notes be voluminous. If you are
uncertain as to whether you are annotating enough, please show me one or more of your case
annotations and I will give you feedback. You will turn in your annotated case studies to me at
the end of the class so that I can review them.
You are free to read and annotate any case study (i.e., chapter) from the Schwartzberg book (of
which there are 15) and any case study in the binder of case studies I distribute and count them
as one case study each. You may also select any other case study you identify to annotate and
count that toward your total of 30 case studies, but I must approve any case study you select
before you annotate it. I allow students considerable freedom in selecting case studies so that
students with different clinical interests (e.g., mental health disorders in the elderly, anxiety
disorders, eating disorders, etc.) can explore those interests in additional depth. However, I do
list suggested readings for each class session below. Typically, you will want to read the
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assigned Schwartzberg chapter and one or more case studies from the binder each week. This
will help you develop diagnostic expertise across the full range of mental health disorders.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
If students encounter unavoidable obstacles to meeting class assignments, the student should
discuss the circumstances with the instructor to determine if an initial grade of incomplete (INC)
would be appropriate. I prefer not to give an incomplete grade and will give incompletes only in
compliance with University policy. At the end of the course, when you are turning in your
annotated case studies, please include a signed pledge stating that, "I have not given or received
unauthorized aid in preparing this written work." In keeping with the UNC Honor Code, if
reason exists to believe that academic dishonesty has occurred, a referral will be made to the
Office of the Student Attorney General for investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities which affect their participation in the course may notify the instructor
if they wish to have special accommodations in instructional format, etc. Please contact the
University’s Disability office to request the paperwork necessary for approved accommodations.
USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES
Please turn off all cell phones or other devices that would disrupt the learning environment of the
classroom.
Course Calendar
Class 1: August 20th: Syllabus Review, Introductions, Mental Health Terminology Quiz, Video
Diagnostic Quiz, Written Case Study Quiz, Small Group Diagnostic Exercises
Class 2: August 27th: Introduction to DSM-5, Use of the Manual, Conducting the Mental Status
Examination, Administering the Mini-Mental State Exam, Small Group Diagnostic
Exercises, Process of Differential Diagnosis
Class 3: September 3rd: Neurodevelopmental Disorders
Class 4: September 10th: Schizophrenia Spectrum and other Psychotic Disorders
Class 5: September 17th: Bipolar and Depressive Disorders
Class 6: September 24th: Anxiety/Obsessive-Compulsive Disorders
Class 7: October 1st: Trauma and Stressor-Related Disorders/Dissociative Disorders
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Class 8: October 8th: Somatic Symptom Disorder/Feeding and Eating Disorders
Class 9: October 15th: Elimination/Sleep and Wake Disorders
Class 10: October 22nd: Sexual Dysfunctions/Gender Dysphoria/Paraphilic Disorders
Class 11: October 29th: Substance Use Disorders
Class 12: November 5th: Neurocognitive Disorders
Class 13: November 12th: Personality Disorders
Class 14: November 19th: Disruptive, Impulse Control, and Conduct Disorders
Class 15: November 26th: Medication-Induced Movement Disorders and Other Adverse Effects
of Medication/Other Conditions that May be a Focus of Clinical Attention
Class 16: December 3rd: Section III of DSM-5 and Appendices
READINGS AND COURSE OUTLINE
Class 1: August 20th –Syllabus Review, Introductions, Mental Health Terminology Quiz,
Video Diagnostic Quiz, Written Case Study Quiz, Small Group Diagnostic Exercises
Required Readings for Next Week:
1.
DSM-5 Classification, Preface, Introduction, Use of the Manual, and Cautionary
Statement for Forensic Use of DSM-5 from the DSM-5 Manual (p. xiii-p. 30).
2. Nussbaum, A.M. (2013). Chapters 1, 2, 3, 4, 7 and 8 from The Pocket Guide to the
DSM-5 Diagnostic Exam, American Psychiatric Publishing, Inc.: Washington, D.C.
These chapters are entitled “Introduction to the Diagnostic Interview,” “Alliance
Building During a Diagnostic Interview,” “ The 30-minute Diagnostic Interview,”
“Adventures in Dimensions,” “A Brief Version of DSM-5,” and “A Stepwise
Approach to Differential Diagnosis.” (Instructor will distribute)
3. Burgess, W. (2011). Chapter 1 “The Diagnostic Interview,” and Chapter 2 “The
Cognitive Examination” and related appendices from Mental Status Examination.
(Instructor will distribute).
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Class 2: August 27th – Introduction to DSM-5, Introduction to the Mental Status
Examination and Psychiatric Interviewing, Introduction to the Mini-Mental State
Examination, Introduction to Differential Diagnosis, History of Psychiatric Treatment
(Prefrontal Lobotomy DVD).
Required Readings for Next Week:
1. “Neurodevelopmental Disorders” chapter in DSM-5, pp. 31-86.
2. Select 2-3 case studies and read and annotate them. Good choices would be:
Kurlan, R. (2010). Tourette’s syndrome. The New England Journal of Medicine,
363, 2332-2337.
Early, M.C., et al. (2012). Case report: 16-year-old male with autistic disorder
with preoccupation with female feet. Journal of Autism and Developmental
Disorder, 42, 133-1137.
Rapin, I. (2001). An 8-year-old boy with autism. Journal of the American
Medical Association, 285, 1749-1757.
Class 3: September 3rd – Neurodevelopmental Disorders (e.g., ADHD, Autism,
Intellectual, Learning, Motor, and Communication Disorders), Tourette’s
Disorder VHS
Required Readings for Next Week:
1. “Schizophrenia Spectrum and Other Psychotic Disorders” chapter from DSM-5, pp.
87-122.
2. Select 2-3 case studies and read and annotate them. Good choices would be:
Schwartzberg, S.S. Chapter 13, Schizophrenia, Paranoid Type (Instructor will
distribute)
Goff, D.C. (2002). A 23-year-old man with schizophrenia. Journal of the
American Medical Association, 287, 3249-3257.
Schwartz, M. (1997). Family secret. The New Yorker, 90-107.
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Phillips, K.A., & Menard, D.O. (2011). Olfactory reference syndrome:
Demographic and clinical features of imagined body odor. General Hospital
Psychiatry, 33, 398-406.
Onishi, H., et al. (2003). Brief psychotic disorder associated with bereavement in
a patient with terminal-stage uterine cervical cancer: A case report and review of
the literature. Support Care Cancer, 11, 491-493.
Dewan, P., et al. (2011). Delusional infestation with unusual pathogens: A report
of three cases. Clinical and Experimental Dermatology, 36, 745-748.
Akahane, T., et al. (2009). Extremely grotesque somatic delusions in a patient of
delusional disorder and its response to risperidone treatment. General Hospital
Psychiatry, 31, 185-186.
Kovacs, A., et al. (2005). Suicide attempt and melancholic depression in a male
with erotomania: Case report. Archives of Suicide Research, 9, 369-372.
Class 4: September 10th- Schizophrenia Spectrum and Other Psychotic Disorders (e.g.,
Delusional Disorder, Brief Psychotic Disorder, Schizophreniform,
Schizoaffective, and Substance/Medication/Medical Disorder-Induced Psychotic
Disorder)
Required Readings for Next Week:
1. Read “Bipolar and Related Disorders” and “Depressive Disorders” Chapters from
DSM-5, pps. 123-154 and 155-188.
2. Select 2-3 case studies and read and annotate them. Good choices would be:
Schwartzberg, S.S. Chapter 3, Dysthymic Disorder (instructor will distribute)
Schwartzberg, S.S. Chapter 4, Bipolar Disorder (instructor will distribute)
Sachs, G.S. (2001). A 25-year-old woman with bipolar disorder. Journal of the
American Medical Association, 285, 454-462.
Schroeder, S.A. (2009). A 51-year-old woman with bipolar disorder who wants
to quit smoking. Journal of the American Medical Association, 301, 522-531.
Frye, M.A. (2011). Bipolar disorder—A focus on depression. New England
Journal of Medicine, 364, 51-59.
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Kroenke, K. (2002). A 75-year-old man with depression. Journal of the
American Medical Association, 287, 1568-1576.
Viguera, A.C., et al. (2008). Case 24-2008: A 35-year-old woman with
postpartum confusion, agitation, and delusions. New England Journal of
Medicine, 359, 509-515.
Salzman, C. (2006). A 60-year-old woman who has felt sad for much of her life.
Journal of the American Medical Association, 295, 318-323.
Whooley, M.A. (2012). Diagnosis and treatment of depression in adults with
comorbid medical conditions. Journal of the American Medical Association, 307,
1848-1857.
Class 5: September 17th –Bipolar (BPI, BPII, Cyclothymia,
Substance/Medication/Medical Disorder-Induced) and Depressive (Major,
Persistent, and PMDD) Disorders
Required Readings for Next Week:
1. Read “Anxiety Disorders” and “Obsessive-Compulsive and Related Disorders”
chapters in DSM-5, pp. 189-233 and pp. 235-264.
2. Select 2-3 case studies and read and annotate them. Good choices would be:
Schwartzberg, S.S. Chapter 2, Panic Disorder with Agoraphobia (instructor will
distribute)
Katon, W.J. (2006). Panic disorder. New England Journal of Medicine, 354,
2360-2367.
Jenike, M.A. (2004). Obsessive-compulsive disorder. New England Journal of
Medicine, 350, 259-265.
Schneier, F.R. (2006). Social anxiety disorder. New England Journal of
Medicine, 355, 1029-1036.
Fricchione, G. (351). Generalized anxiety disorder. New England Journal of
Medicine, 351, 675-682.
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Class 6: September 24th – Anxiety Disorders (Separation Anxiety, Selective Mutism, Specific
Phobia, Social Anxiety Disorder, Panic Disorder, Agorophobia, Generalized Anxiety
Disorder) and Obsessive-Compulsive and Related Disorders (Body Dysmophic Disorder,
Hoarding, Skin Picking, Trichotillomania, and Obssessive-Compulsive Disorder)
Required Readings for Next Week:
1. Read “Trauma and Stressor-Related Disorders” and “Dissociative Disorders” chapters
in DSM-5, pp. 265-290 and 291-307.
2. Select 2-3 case studies and read and annotate them. Good choices would be
(instuctor will distribute):
Schwartzberg, S.S. Chapter 1, Posttraumatic Stress Disorder
Schwartzberg, S.S.: Chapter 5, Conversion Disorder
Schwartzberg, S.S.: Chapter 6, Dissociative Identity Disorder
Class 7: October 1st- Trauma and Stressor-Related Disorders (Reactive Attachment Disorder,
Disinhibited Social Engagement Disorder, PTSD, Acute Stress Reaction, Adjustment
Disorder) and Dissociative Disorders (Dissociative Identity Disorder, Dissociative
Amnesia, Depersonalization/Derealization Disorder).
Required Readings for Next Week:
1. Read “Somatic Symptom and Related Disorders” and “Feeding and Eating Disorders”
chapters in DSM-5, pp. 309-327 and pp. 329-354.
2. Select 2-3 case studies and read and annotate them. Good choices would be:
Mehler, P.S. (2003). Bulimia nervosa. New England Journal of Medicine, 349, 875881.
Yager, J., & Anderson, A.E. (2005). Anorexia nervosa. New England Journal of
Medicine, 353, 1481-1488.
Schwartzberg, S.S.: Chapter 7, Bulimia Nervosa (instructor will distribute)
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Class 8: October 8th--Somatic Symptom and Related Disorders and Feeding and Eating
Disorders
Required Readings for Next Week:
1.
Read “Elimination Disorders” and “Sleep-Wake Disorders” chapters of DSM-5, pp.
355-360 and 361-422.
2. Select 2-3 case studies and read and annotate them.
Class 9: October 15th—Elimination Disorders (Enuresis, Encopresis, etc. and Sleep-Wake
Disorders (Insomnia, Hypersomnolence Disorder, Narcolepsy, Obstructive Sleep Apnea
Hypopnea, Central Sleep Apnea, Sleep-Related Hypoventilation, Parasomnias, etc.)
Midterm Exam
Required Readings for Next Week:
1. Read “Sexual Dysfunctions,” “Gender Dysphoria,” and “Paraphilic Disorders”
chapters in DSM-5, pps. 423-450, 451-454, and 685-705, respectively.
2. Select 2-3 case studies and read and annotate them. Consider Chapter 12 in
Schwartzberg, Male Erectile Disorder, pp. 166-180. (instructor will distribute)
Class 10: October 22nd—Sexual Dysfunctions, Gender Dysphoria and Paraphilic Disorders
Required Readings for Next Week:
1. Read “Substance-Related and Addictive Disorders” chapter in DSM-5, pp. 481-589.
2. Select 2-3 case studies and read and annotate them. Consider the following cases:
Schwartzberg, S.S. Case 10: Heroin (Opioid) Dependence (instructor will distribute)
Davis, C., & Carter, J.C. (2009). Compulsive overeating as an addiction disorder: A
review of theory and evidence. Appetite, 53, 1-8.
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O’Brien, C.P. (2008). A 50-year-old woman addiction to heroin: A review of the
treatment of heroin addiction. Journal of the American Medical Association,
300, 314-321.
Knight, J.R. (2004). A 35-year-old physician with opioid dependence. Journal of the
American Medical Association, 292, 1351-1357.
Friedmann, P.D. (2013). Alcohol use in adults. The New England Journal of
Medicine, 368, 365-373.
Karim, R., & Chaudhri, P. (2012). Behavioral addictions: An overview. Journal of
Psychoactive Drugs, 44, 5-17.
Lejoyeux, M., & Weinstein, A. (2010). Compulsive buying. The American Journal
of Drug and Alcohol Abuse, 36, 248-253.
Nejad, S.H., et al. (2012). Case 39-2012: A 55-year-old man with alcoholism,
recurrent seizures, and agitation. The New England Journal of Medicine, 367,
2428-34.
Class 11: October 29th—Substance Use Disorders
Required Readings for Next Week:
1.
Read “Neurocognitive Disorders” chapter in DSM-5, pp. 591-643.
2. Select 2-3 case studies and read and annotate them. Consider the following
cases:
Schwartzberg, SS. Chapter 14: Dementia of the Alzheimer’s Type (instructor
will distribute)
Breitbart, W., & Alici, Y. (2008). Agitation and delirium at the end of life:
“We couldn’t manage him.” Journal of the American Medical
Association, 300, 2898-2911.
Widera, E., et al. (2011). Finances in the older patient with cognitive
impairment: “He didn’t want me to take over.” Journal of the
American Medical Association, 305, 698-706.
Mitchell, S.L. (2007). A 93-year-old man with advanced dementia and eating
problems. Journal of the American Medical Association, 298, 25272536.
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Ellison, J.M. (2008). A 60-year-old woman with mild memory impairment:
Review of mild cognitive impairment. Journal of the American
Medical Association, 300, 1566-1574.
Ritchie, C.S., Roth, D.L., & Allman, R.M. (2011). Living with an aging
parent: “It was a beautiful invitation.” Journal of the American
Medical Association, 306, 746-753.
Mosqueda, L., & Dong, X. (2011). Elder abuse and self-neglect: “I don’t care
anything about going to the doctor, to be honest….”
Marcantonio, E.R. (2012). Postoperative delirium: A 76-year-old woman
with delirium following surgery. Journal of the American Medical
Association, 308, 73-81.
Gauthier, S., et al. (2006). Mild cognitive impairment. The Lancet, 367,
1262-1270.
Class 12: November 5th—Neurocognitive Disorders (Delirium, Major and Mild
Neurocognitive Disorder due to Alzheimer’s Disease, Frontotemporal Dementia,
Dementia with Lewy Bodies, Vascular Dementia, Dementia due to HIV, TBI,
Parkinson’s, Huntington’s and other Diseases).
Required Readings for Next Week:
1.
Read “Personality Disorders” chapter in DSM-5, pp. 645-684.
2. Select 2-3 case studies and read and annotate them. Consider the following cases:
Schwartzberg, S.S.: Chapter 8, Narcissistic Personality Disorder (instructor will
distribute)
Schwartzberg, S.S.: Chapter 9, Borderline Personality Disorder (instructor will
distribute)
Oldham, J.M. (2002). A 44-year-old woman with borderline personality disorder.
Journal of the American Medical Association, 287, 1029-1037.
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Class 13: November 12th—Personality Disorders (Paranoid, Schizoid, Schizotypal, ASPD,
Borderline, Histrionic, Narcissistic, Avoidant, Dependent, Obsessive-Compulsive
Personality)
Required Readings for Next Week:
1.
Read “Disruptive, Impulse-Control, and Conduct Disorders” and “Other Mental
Disorders” chapters in DSM-5, pp. 461-480 and pp. 707-708.
2. Read 2-3 case studies and annotate them. Consider the following case:
Jacobs, D.G. (2000). A 52-year-old suicidal man. Journal of the American Medical
Association, 283, 2693-2699.
Class 14: November 19th—Disruptive, Impulse Control, and Conduct Disorders (ODD, CD,
ASPD, Pyromania, Intermittent Explosive Disorder, etc.)
Required Readings for Next Week:
1. “Read Medication-Induced Movement Disorders and Other Adverse Effects of
Medication” and “Other Conditions that May be a Focus of Clinical Attention”
chapters in DSM-5, pps. 709-714 and pp. 715-727.
2. Read 2-3 case studies and annotate them
Class 15: November 26th—Medication-Induced Disorders and Other Adverse Effects of
Medications and Psychosocial and Developmental Conditions that May Affect Treatment
Required Readings for Next Week:
1. Read all of Section III in DSM-5 including the chapters on Assessment Measures,
Cultural Formulation, Alternative DSM-5 Model for Personality Disorders,
Conditions for Further Study, and read through the list of Appendices that follows,
pp. 733-806.
2. Read 2-3 case studies and annotate them
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Class 16: December 3rd—Section III and Appendices, Students’ Book Review Presentations,
Final Exam, Turn in Annotated Case Studies, Turn in Book Review