THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 800 (Monday, 9:00 a.m. to 11:50 a.m., TTK, Room 300)
COURSE TITLE: ADULT HEALTH AND MENTAL HEALTH DISORDERS
SEMESTER AND YEAR: FALL 2008
INSTRUCTOR:
Matthew O. Howard, Ph.D.
Frank A. Daniels, Jr. Distinguished Professor
School of Social Work
325 Pittsboro Street, CB 3550
Chapel Hill, NC 27599-3550
Phone: (314) 330-3479 (cell); 919-932-8732 (other)
Email: mohoward@email.unc.edu
OFFICE HOURS: Monday, 12:00 p.m. to 2:00 p.m. and by appointment. My office is on the 5th
floor (Room 563A).
COURSE DESCRIPTION: This course examines adult health and mental health conditions and
focuses on the impact these have on individual and family development and functioning.
COURSE OBJECTIVES: At the conclusion of this course, students:
1. Should be able to define the concepts of health and mental health, illness, disease,
disability and disorder.
2. Should be able to use standard diagnostic tools, such as the Diagnostic and Statistical
Manual of Mental Disorders-IV-TR and International Classification of Diseases-10th
Edition (ICD-10 Classification of Mental and Behavioral Disorders: Clinical
Descriptions and Diagnostic Guidelines), and the ICIDH-2 (International Classification
of Functioning and Disability) to identify major medical and mental conditions.
3. Will understand the impact of race, ethnicity, gender, age, sexual orientation, and
socioeconomic status on health and mental health of adults, particularly on symptom
presentation, diagnosis, and access to care.
4. Students will be able to articulate the physical and psychological manifestations and
course of a range of conditions that can affect adult functioning and development.
5. Will demonstrate an understanding of current theories of etiology, including risk and
resiliency theory, related to these conditions.
6. Will be sensitive to the potential use of personal data in health and mental health
assessments for persons who may be in vulnerable and oppressed situations.
7. Will recognize the impact of medical and mental health conditions on individual, family,
and community functioning and development.
8. Will demonstrate an understanding of the ethical issues in assessment and diagnosis of
health and mental health conditions.
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SKILLS:
ALTHOUGH THIS IS NOT A METHODS CLASS, STUDENTS MAY ANTICIPATE OBTAINING SKILLS TO:
1.
2.
3.
4.
5.
6.
THINK CRITICALLY ABOUT A CLIENT’S CONDITION TO DETERMINE IF THE CLIENT HAS ANY
TYPE OF HEALTH AND/OR MENTAL DISORDER;
WRITE A DSM-IV DIAGNOSTIC AXIAL STATEMENT FOR A CLIENT AND BE FAMILIAR WITH AT
LEAST ONE OTHER METHOD OF ASSESSMENT;
FRAME QUESTIONS TO DETERMINE THE PRESENCE OF “RED FLAGS” OF MAJOR
DISORDERS/HEALTH ISSUES;
DESCRIBE MAJOR MENTAL DISORDERS, OR GROUPS OF DISORDERS, IN TERMS THAT ARE
CLEAR AND APPROPRIATE FOR CLIENTS AND THEIR FAMILY MEMBERS;
BE ABLE TO ARTICULATE THE ETHICAL ISSUES INVOLVED WITH MAKING A HEALTH OR
MENTAL HEALTH DIAGNOSIS;
FRAME QUESTIONS FOR DIAGNOSTIC TEAM MEETINGS TO DETERMINE THE IMPACT OF
CULTURE OR DIFFERENCE ON ASSESSMENT.
EXPANDED DESCRIPTION:
This is an Advanced Curriculum human behavior course that builds on the normal human
development course, SOWO 500. Therefore, it is assumed that the student will be able to
contrast normal developmental behaviors with behaviors found in particular health problems and
mental health disorders and to distinguish problems of living within normal development with
the difficulties persons experience in particular health and mental health disorders. Although
health problems and mental disorders are individually assessed, it is the perspective of this class
that the impact of a mental or physical disorder is also experienced within the family and
community.
This course examines only those health problems and mental disorders that typically have an
onset in years 18 and above. However, where there is evidence of a particular disorder having
roots in the experience of earlier years, that tie will be explored. A companion course, SOWO
234/570—Child and Adolescent Mental Disorders, examines disorders with a typical onset
before the age of 18 years. There are ties between the two courses, but there is not significant
overlap.
Assessing mental and physical disorders puts clinicians in a powerful position with clients,
fraught with ethical and other potential dilemmas. Therefore, specific ethical content in this
course will focus on topics related to: (a) determining whether a client has a health or mental
disorder or just a problem with living, (b) being certain that if the client is different from the
majority population and/or the social worker that such difference has been understood rather
than diagnosed, and (c) being certain that cultural context is considered in the assessment
process. There is considerable effort throughout this course to examine how a particular
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diagnosis or label might be misunderstood and misapplied to vulnerable populations and how
to avoid this practice.
REQUIRED TEXTS/READINGS:
Sadock, B.J., & Sadock, V.A. (2007). Kaplan and Sadock’s synopsis of psychiatry: Behavioral
sciences/clinical psychiatry, tenth edition. Baltimore, MD: Williams & Wilkins.
This text is a classic in the field and will remain a valuable resource on your professional
bookshelf for some time to come. The first edition is now 36 years old, but each subsequent
edition has been substantially updated; the tenth edition reflects current thought in mental health
across a wide range of issues. The authors of this text note its specific utility for students who
wish to make a career in psychiatric social work and mental health practice more generally.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental
disorders, fourth edition-text revision. Washington, D.C.: American Psychiatric Association
Press.
Although other systems for the classification of mental disorders exist, DSM-IV-TR is unique in
terms of its social, political, clinical, and scientific influence. We will read the entire text with
the exception of the chapter devoted to disorders usually first diagnosed in childhood or
adolescence. We will develop expertise in the application of its multi-axial diagnostic approach.
The Sadock and Sadock text and DSM-IV manual are available for purchase in the student
bookstore. Other required readings are listed by class session and will be handed out in class,
available by checkout on the 5th floor of the building outside my office (563A), and available
very soon on the blackboard site for this course. These readings will be drawn from the
following sources:
First, M.B., Frances, A., & Pincus, H.A. (2002). DSM-IV-TR handbook of differential diagnosis.
Washington, D.C.: American Psychiatric Press.
This book is a useful aid to advanced diagnostic decision-making in cases that are particularly
problematic.
Frances, A., & Ross, M.A. (2001). DSM-IV-TR case studies: A clinical guide to differential
diagnosis. Washington, D.C.: American Psychiatric Publishing, Inc.
This book contains numerous case studies and is organized such that it parallels the DSM-IV
manual, highlighting material covered in DSM-IV on a chapter-by-chapter basis.
Gehlert, S. & Browne, T.A. (2006). (Eds.), Handbook of health social work. Hoboken, NJ: John
Wiley & Sons.
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This is the most current and complete health social work handbook currently available in social
work and has good chapters on oncology social work, nephrology social work, end-of-life care,
pain management and palliative care, and social work with persons suffering from other chronic
diseases such as HIV/AIDS, diabetes, and vascular disease (e.g., stroke and heart disease).
Schwartzberg, S.S. (2000). Casebook of psychological disorders: The human face of emotional
distress. Needham Heights, MA: Allyn & Bacon.
This is an excellent collection of case studies, very thoughtfully selected and well presented.
Schwartzberg is a practicing clinical psychologist affiliated with Harvard University.
Spitzer, R.L., Gibbon, M., Skodol, A.E., Williams, J.B.W., & First, M.B. (2002). DSM-IV-TR
casebook: A learning companion to the diagnostic and statistical manual of mental disorders,
fourth edition, text revision. Washington, D.C.: American Psychiatric Publishing, Inc.
This is a collection of cases that are both interesting to read and helpful in developing greater
facility in differential diagnosis. Robert Spitzer led the early development of DSM and is a
leader in this area. His wife, Janet Williams, is a social work faculty member at Columbia
University and a co-author of this work.
In addition to selections from the abovementioned texts, I will also distribute professional-level
case studies from various medical, psychiatric, social work, and psychology journals and
assorted other readings from professional journals. Your responsibility is to purchase other
otherwise obtain the Sadock and Sadock text and the DSM-IV-TR manual.
RELATED READINGS:
Corcoran, J., & Walsh, J. (2006). Clinical assessment and diagnosis in social work practice.
Oxford: Oxford University Press.
Karls, J.M., & Wandrei, K.E. (1994). Person-in-environment system: The PIE classification
system for social functioning problems. Washington, D.C.: NASW Press.
Roth, A., & Fonagy, P. (2004). What works for whom? A critical review of psychotherapy
research (2nd ed.). New York: Guilford Press.
Thyer, B., & Wodarski, J.S. (2007). Social work in mental health: An evidence-based approach.
Hoboken, N.J.; John Wiley & Sons.
Please see the appended bibliography for readings related to health and mental health
assessment, access to care, and race, gender, sexual orientation, SES, and culture.
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TEACHING METHODS
This class will utilize lecture-discussion methods, videos, skills practice and numerous case
studies and other examples. Students are expected to have completed required readings before
class and to participate in class by introducing relevant examples and/or questions. If a client
example is used, ALL identifying information MUST be disguised. Case examples will be
used so that students are able to observe the signs and symptoms of diagnosable disorders. In
order to ensure a supportive atmosphere for maximal professional growth as a professional social
worker, it is expected that all discussions will be both respectful and confidential.
CLASS ASSIGNMENTS
Course requirements consist of: 1) an objective midterm exam (20 points), 2) an objective final
exam (20 points), 3) one book report (10 points), 4) 14 one-page case study reviews (from
Schwartzberg, 14 points), 5) 16 additional annotated case study/supplementary readings, 16
points), 6) a completed DSM-IV Study Guide (10 points), and 7) class participation (10 points).
Two, 1-point optional bonus point exercises will also be available to students.
The midterm exam is October 27th and will cover the first eight weeks of lecture and reading
material.
The final examination is December 8th and is not comprehensive. Rather, material covered in
weeks 9-14 will be the focus of evaluation.
Midterm and final exams will be comprised of 20 multiple-choice, short answer, and true/false
questions. Also, students will be asked to watch videotaped interactions with clients and to
assign appropriate mental health problem diagnoses. Please bring your DSM-IV manual to the
midterm and final exams.
The book report is due December 1st 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 1st (see below).
One or more case study reviews from Schwartzberg will be due many weeks (see below for
specific weekly requirements). Please briefly summarize the case, providing relevant
biographical, and socioenvironmental information, discuss the relevant signs and symptoms of
mental health disorder that are evident in the case, and present the multiaxial DSM-IV diagnoses
to the best of your ability. Do not exceed 1 page (single or double-spaced, citations do not
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have to be included) on this assignment and structure your review as you think best.
Often students present a narrative rendering of the case details approximately one-half page in
length and then add the material found on the Multiaxial Report Form on page 36 of the DSMIV-TR relevant to diagnosis. The 14 case studies will be drawn from the Schwartzberg book and
are worth 1 point each. Note: students are often concerned about simply emulating the multiaxial diagnosis that Schwartzberg provides for these 14 case studies. It is absolutely fine to do
this, as I find that it benefits students to model the diagnostic reasoning of an experienced
clinician. However, you may not always entire agree with Schwartzberg and I encourage you to
add, subtract, or modify the diagnoses assigned by Schwartzberg if you think it makes sense to
do so.
Many weeks an additional annotated case study or related reading will be assigned for students’
review. Please carefully read these assignments, making notes in the margin of the reading that
reflect questions or issues that arise during the reading of the material. Each week you will turn
in these readings with your name or PID at the top and I will review and return them. You will
receive 1 point for reading and annotating each of these articles as long it is clear to me that you
have thoughtfully read and considered the reading. There are a total of 16 annotated case
study/supplementary reading assignments this semester. Thus, many weeks of the class you will
prepare one or more 1-page Schwartzberg case reviews and/or read, annotate, and turn in another
case review/related assignment with your handwritten notes on it. You earn an average of 2
points per week in this fashion. I will tell you specifically, each class, what assignments are due
the following week so that you are always clear about what is required.
A DSM-IV Study Guide will also be distributed. Students should turn in pages 1-13 of the Study
Guide on the day of the midterm (October 27th) and pages 14-25 on December 1st. Five points
will be awarded for each half of the completed study guide. Note that you do not have to
complete the section on childhood disorders for this course (i.e., relevant sections of pp. 3-5).
This assignment will be graded pass or fail and all students completing 75% or more of the study
guide questions will receive full points for their work. If students are not successful in
completing at least 70% of study guide items at the time they first submit the study guide, I will
return the guide to them and they can continue to work on it until such time as they do achieve a
minimum of 75% of the responses correct.
Class participation will be a function of class attendance and the intellectual contribution the
student makes to the class. All persons who miss 0 or 1 classes will receive 5 points for
attendance, students who miss 2 or 3 classes will receive 3 points for attendance, and those who
miss more than 3 classes will receive 0 points for attendance. Students who participate regularly
and who make a good contribution to class will receive 5 points for their contribution to class,
those who contribute occasionally will receive 3 or 4 points for their intellectual contribution
depending on the quality of their contribution, and students who contribute rarely, are
disengaged from class, or who make comments that indicate they have not completed the
relevant assignments, will receive either 0, 1, or 2 points depending on the regularity and
pertinence of their contributions.
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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 the first day of class, and 2) the presentation of a
brief news article or report relevant to mental health or health at the beginning of one of our 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 1st, at the time
oral book reviews are presented.
Grading System
Required Assignments
Midterm
Final
Book Report
14 Schwartzberg case study reviews @ 1 point each
16 Additional case reviews/related readings@ 1 point each
DSM-IV Study Guide
Class Participation
20 pts
20 pts
10 pts
14 points
16 points
10 points
10 points
100 pts
Optional Assignments
Mental Health Film Viewing and Review
Health/Mental Health News Report Presentation
1 bonus point
1 bonus point
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
Exceptional work
Entirely Satisfactory Work
Not Entirely Satisfactory Work
Unsatisfactory Work
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
A grade of Incomplete is given on rare occasions solely at the discretion of the instructor when
there is sufficient reason to warrant it. It is the student’s responsibility to initiate a timely
conversation with the instructor to request an incomplete or an extension of an assignment due
date if such allowance is needed due to emergency or unforeseen circumstances.
POLICY ON ACADEMIC DISHONESTY
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Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you 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 that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services and provide
documentation of their disability. Disabilities Services will notify the instructor that the student
has a documented disability and may require accommodations. Students should discuss the
specific accommodations they require (e.g. changes in instructional format, examination format)
directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Use of electronic devices such as laptop computers in class for non-class related activities (e.g.
checking email, playing games) is inappropriate and will not be tolerated. Please do feel free to
bring your laptop to class if you want to use it for taking notes.
OTHER POLICIES/GENERAL INFORMATION
If it is essential to do so, students may submit completed assignments by email
(mohoward@email.unc.edu), but I would generally prefer to receive a hard copy in class.
CLASS SCHEDULE
Week 1 (8/25)
Introductions, Review of the Syllabus, Overview of Assessment in SW
Week 2 (9/8)
Delirium, Dementia, and Amnestic Disorders/Substance Use Disorders
Week 3 (9/15)
Schizophrenia and Other Psychotic Disorders
Week 4 (9/22)
Mood Disorders
Week 5 (9/29)
Anxiety Disorders
Week 6 (10/6)
Somatoform Disorders
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Week 7 (10/13)
Factitious and Dissociative Disorders
Week 8 (10/20)
Sexual and Gender Identity Disorders
Week 9 (10/27)
Eating and Sleep Disorders; Midterm Exam; 1st half of Study Guide
Due
Week 10 (11/3)
Impulse Control Disorders and Adjustment Disorders
Week 11 (11/10)
Personality Disorders and Legal Issues
Week 12 (11/17)
HIV/AIDS, Nephrology Social Work, and Oncology Social Work
Week 13 (11/24)
Liver Disorders, Organ Transplantation, Cardiovascular Disease, PAD,
and Stroke, Pain Management, Palliative Care, and Disability
Week 14 (12/1)
Future of Social Work Practice in the Health and Mental Health Areas: A
Global Perspective—Student Book and Movie Review Presentations,
Written Book Reviews Due, and 2nd Half of DSM-IV Study Guide
Due.
December 8th
Final Exam
READINGS AND COURSE OUTLINE
Note: All assigned reading should be completed prior to the next class.
Session One
August, 25th
COURSE INTRODUCTION
SYLLABUS REVIEW, ASSESSMENT/DIAGNOSIS IN SOCIAL
WORK
Topics: Overview
1.
2.
3.
4.
5.
6.
Readings:
Current Events
Syllabus Review
Video and Case History Tests of Current Knowledge
Introductions
Mental Health: Definitions and Perspectives
Introduction to Psychiatric Diagnosis and DSM-IV: History,
Current Uses, and Structure
Pages xix-xxxvii and 1-37 in DSM-IV-TR: "Acknowledgements for
DSM-IV," "Acknowledgements for DSM-IV Text Revision,"
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"Introduction," "Cautionary Statement," "Use of the Manual," "DSMIV-TR Classification," "Multiaxial Assessment."
MENTAL HEALTH ASSESSMENT AND EVALUATION
Topics: This session component will issues pertaining to mental health
assessment, including the signs and symptoms of mental illness, various
paper and pencil measures of mental health functioning and a recent
practice guidelines for mental health assessment.
1. Interviewing and Clinical Examination of the Mental Health Client
2. Signs and Symptoms of Mental Illness
3. Use of Mental Health Rating Scales and Structured Psychiatric
Interviews
4. Appropriate Role of Laboratory Tests and Physical Examination
Readings:
Chapters 7-9, in Sadock & Sadock: "Clinical Examination of the
Psychiatric Patient," "Signs and Symptoms in Psychiatry," and
"Classification in Psychiatry and Psychiatric Rating Scales."
Assignments: Read and annotate Swango and Salvi Case Studies from The
New Yorker (instructor will distribute). Read these case studies, take
notes on them, and hand them in the following week with your name or
PID on them.
Session Two
DELIRIUM, DEMENTIA, AND AMNESTIC
DISORDERS/SUBSTANCE USE DISORDERS
September 8th
Topics: Characteristics and differential diagnosis of cognitive disorders
including delirium, dementia, and amnestic disorders will be examined.
This session will also examine the full gamut of substance use disorders
and their social and medical consequences, personal and social costs, and
signs, symptoms, prevailing treatment approaches.
Readings:
Pages 135-180 in DSM-IV-TR: “Delirium, Dementia, and Amnestic and
Other Cognitive Disorders” and pages 181-190 in DSM-IV-TR, “Mental
Disorders Due to a General Medical Condition.”
Pages 191-295 in DSM-IV-TR: "Substance-Related Disorders."
Chapter 10 in Sadock & Sadock: “Delirium, Dementia, and Amnestic and
Other Cognitive Disorders and Mental Disorders Due to a General
Medical Condition”
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Chapter 12 in Sadock & Sadock: "Substance-Related Disorders."
Assignments: Case reviews for Case 14, Schwartzberg, “Dementia of the
Alzheimer’s Type” and Case 10, Schwartzberg: Opioid Dependence Case
Study. Note that you have these two case study assignments due next
week.
Guest Lecturer: Lisa Hamill, President, NAMI of Orange County
Session Three
September 15th
SCHIZOPHRENIA AND OTHER PSYCHOTIC DISORDERS
Topics: Schizophrenia in its various manifestations and subtypes will be
addressed along with other disorders involving hallucinations, delusions,
and other characteristic features of thought disorders.
Readings:
Pages 297-343 in DSM-IV-TR: "Schizophrenia and Other Psychotic
Disorders."
Chapters 13 & 14 in Sadock & Sadock: "Schizophrenia," and "Other
Psychotic Disorders."
Assignments: Case Review for Case 13, Schwartzberg: Schizophrenia
Case Study; annotated notes on “A 23-year-old Man with Schizophrenia,”
JAMA, (2002), 287, 3249-3256.
Session Four
September 22nd
MOOD DISORDERS
Topics: The full spectrum of depressive and manic-depressive illnesses
will be characterized in terms of their etiology, presenting symptoms, and
diagnostic criteria.
Readings:
Pages 345-428 in DSM-IV: "Mood Disorders."
Chapter 15 in Sadock & Sadock: "Mood Disorders."
Assignments: Case reviews for Cases 3 & 4, Schwartzberg: Dysthymic
Disorder and Bipolar Disorder Case Studies.
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Session Five
September 29th
ANXIETY DISORDERS
Topics: Signs and symptoms of the full-range of anxiety disorders will be
presented including phobias, obsessive-compulsive disorder, and social
anxiety.
Readings:
Pages 429-484 in DSM-IV: "Anxiety Disorders."
Chapter 16 in Sadock & Sadock: "Anxiety Disorders."
Assignments: Case reviews for Cases 1 & 2, Schwartzberg: Posttraumatic
Stress Disorder and Panic Disorder with Agoraphobia.
Session Six
October 6th
SOMATOFORM DISORDERS
Topics: Somatoform disorders will be discussed with special attention to
somatization and hypochondriasis.
Readings:
Pages 485-511 in DSM-IV: "Somatoform Disorders."
Chapter 17 in Sadock & Sadock: "Somatoform Disorders."
Assignments: Case review for Case 5, Schwartzberg: Conversion Disorder
Case Study; and annotated reading of “Body Dysmorphic Disorder in an
Adolescent Girl,” (2002), J. American Academy of Child and Adolescent
Psychiatry, 41, 1503-1509.
Session Seven
October 13thth
FACTITIOUS AND DISSOCIATIVE DISORDERS
Topics: Factitious and dissociative disorders will be presented including
conditions such as Munchasen's Disorder by Proxy. Differentiating
between the various dissociative disorders conditions will be a central
feature of the discussion.
Readings:
Pages 513-517 and 519-533 in DSM-IV-TR: "Factitious Disorders" and
"Dissociative Disorders."
Chapters 19 & 20 in Sadock & Sadock: "Factitious Disorders" and
"Dissociative Disorders."
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Assignment: Care Review of Case 6, Schwartzberg: Dissociative
Identity Disorder Case Study and annotated reading of: “A 60-year-old
Woman who has Felt Sad for Much of Her Life,” (2006), JAMA, 295,
318-323.
Session Eight
October 20th
SEXUAL AND GENDER IDENTITY DISORDERS
Topics: Characteristics of sexual and gender identity disorders will be the
focus of the lecture, including impotence, anorgasmia, premature
ejaculation, paraphilias, and controversial issues surrounding the diagnosis
of gender identity disorder.
Readings:
Pages 535-582 in DSM-IV-TR: "Sexual and Gender Identity Disorders."
Chapters 21 & 22 in Sadock & Sadock: "Human Sexuality" and "Gender
Identity Disorders."
Assignments: Case reviews for Cases 11 & 12, Schwartzberg: Transvestic
Fetishism and Male Erectile Disorder Case Studies.
Session Nine
October 27th
EATING AND SLEEP DISORDERS
Topics: Diagnostic features of anorexia nervosa, binge eating, bulimia
nervosa, and issues related to the etiology, diagnosis, and treatment of
eating disorders will be examined. Normal and abnormal sleep processes
will be described including primary and secondary insomnia and sleep
disruptions secondary to psychiatric and medical disorders.
Readings:
Pages 583-595 in DSM-IV: "Eating Disorders."
Chapter 23 in Sadock & Sadock: "Eating Disorders."
Pages 597-661 in DSM-IV-TR: "Sleep Disorders."
Chapter 24 in Sadock & Sadock: "Normal Sleep and Sleep Disorders."
Assignment: Case reviews of Case 7, Schwartzberg: Bulimia Nervosa
Case Study and annotated reading of: “Anorexia Nervosa,” (2005), NEJM,
353: 1481-1488.
Midterm Exam
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Session Ten
DISORDERS
November 3rd
IMPULSE CONTROL DISORDERS/ADJUSTMENT
Topics: Impulse control disorders including pathological gambling,
kleptomania, and pyromania will be discussed, as will adjustment
disorders and suicide. Special attention will be paid to diagnostic issues.
Readings:
Pages 663-677 and 679-683 in DSM-IV-TR: "Impulse Control Disorders
Not Elsewhere Specified" and "Adjustment Disorders."
Chapters 25 and 26 in Sadock & Sadock: "Impulse Control Disorders Not
Elsewhere Classified" and "Adjustment Disorders."
Assignment: Case Review of Case 9, Schwartzberg: Borderline
Personality Disorder Case Study. Annotated readings of: “Sexual Desire
and Arousal Disorders in Women,” (2006), NEJM, 354, 1497-1506, “A
25-Year-Old Woman with Bipolar Disorder, (2001), JAMA, 24/31, 454462), and “A 66-Year-Old Man with Sexual Dysfunction,” (2004), JAMA,
291, 2994-3003.
Session Eleven
November 10th
PERSONALITY DISORDERS/OTHER ISSUES/LEGAL ISSUES
Topics: Cluster A, B, and C personality disorders will be examined with
regard to their diagnostic features and will other conditions, which may be
the focus of clinical attention such as criminal behavior and legal issues.
Readings:
Pages 685-729 and 731-742 in DSM-IV-TR: "Personality Disorders" and
"Other Conditions That May be a Focus of Clinical Attention."
Chapters 27, 31, 32, 33, and 34 in Kaplan & Sadock: "Personality
Disorders," "Relational Problems," “Problems Related to Abuse or
Neglect,” "Additional Conditions that May be a Focus of Clinical
Attention," and "Emergency Psychiatric Medicine."
Assignments: Case Review of Case 8, Schwartzberg: Narcissistic
Personality Disorder and annotated reading of “A 44-Year-Old Woman
with Borderline Personality Disorder,” (2007), JAMA, 287, 1029-1037.
Session Twelve
November 17th
HIV/AIDS, NEPHROLOGY SOCIAL WORK, AND ONCOLOGY
SOCIAL WORK
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Topics: Global and national impact of HIV/AIDs, routes of
transmission, prevention and treatment efficacy and compliance
issues, prevalence, correlates and role of social work in working
with kidney disease and cancer patients.
Readings:
Chapters 16, 17, and 18 in Gehlert & Brown (2006), Handbook of health
social work: Nephrology Social Work, Oncology Social Work, Social
Work and Chronic Disease: Diabetes, Heart Disease, and HIV/AIDS.
Assignments: Annotated readings of: “Generalized Anxiety Disorders,”
(2004), NEJM, 351, 675-682 and “Social Anxiety Disorder,” (2006),
NEJM, 355, 1029-1036.
Session Thirteen
LIVER DISORDERS, HEART DISEASE, STROKE, PAD, PAIN
MANAGEMENT, PALLIATIVE CARE, AND DISABILITY
November 24th
Topics: Social work issues and care for persons with liver,
cardiovascular, cerebrovascular, peripheral vascular, chronic pain, and
end-of-life issues.
Readings:
Chapters 15, 20, and 21 in Gehlert & Brown (2006), Handbook of health
social work: Social Work Practice and Disability Issues, Pain
Management and Palliative Care, and End of Life Care.
Assignments: Annotated readings of: “Panic Disorder,” (2006), 354, 23602367 and “Obsessive-Compulsive Disorder,” (2004), NEJM, 259-265.
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Session Fourteen
FUTURE OF SOCIAL WORK PRACTICE IN HEALTH AND
MENTAL AREA AREAS: A GLOBAL PERSPECTIVE
December 1st
Topics: Students’ Book Review and Movie Review Presentations, STDs
other than HIVAIDS, Polydrug use disorders and health and mental health
comorbities, global perspectives
Assignments: Annotated readings of “Bulimia Nervosa,” (2003), NEJM,
349, 875-881, and “A Woman with Postpartum Confusion, Agitation, and
Delusions,” (2008), NEJM, 359, 509-515.
December 8th
Final Exam
17
BIBLIOGRAPHY OF READINGS RELATED TO COURSE CONTENT
Hartung, C.M., & Widiger, T.A. (1998). Gender differences in the diagnosis of mental
disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123, 260-278.
Roman et al. (2008). How patients view primary care: Differences by minority status after
psychiatric emergency. Journal of Cultural Diversity, 15, 56-60.
Molock, S.D., et al. (2008). Developing suicide prevention programs for African American
youth in African American churches. Suicide and Life Threatening Behaviors, 38, 323-333.
Barnes, A. (2008). Race and hospital diagnoses of schizophrenia and mood disorders. Social
Work, 53, 77-83.
Stockdale, S.E., et al. (2008). Racial and ethnic disparities in detection and treatment of
depression and anxiety among psychiatric and primary health care visits, 1995-2005. Medical
Care, 46, 668-677.
Cooper, L.A., et al. (2003). The acceptability of treatment for depression among AfricanAmerican, Hispanic, and white primary care patients. Medical Care, 4, 479-489.
Smith, S.M., et al. (2008). Race/ethnic differences in the prevalence and co-occurrence of
substance use disorders and independent mood and anxiety disorders: Results from the National
Epidemiologic Survey on Alcohol and Related Conditions. Psychological Medicine, 36, 987998.
Nnadi, C.U., et al. (2002). Contribution of substance abuse and HIV infection to psychiatric
distress in an inner-city African American population. Journal of the National Medical
Association, 94, 336-343.
Clarke, P.J. (2008). Validation of two postpartum depression screening scales with a sample of
First Nations and Métis women. Canadian Journal of Nursing Research, 40, 113-125.
Jones, B.J., et al. (2008). Social class, family history and type of schizophrenia. Psychiatry
Research, 159, 127-132.
DeCoux, H.M., et al. (2007). The role of treatment setting and high acuity in the overdiagnosis
of schizophrenia in African Americans. Archives of Psychiatry Nursing, 21, 327-335.
Chentsova-Dutton, Y.E., et al. (2008). Depression and emotional reactivity: Variation among
Asian Americans of East Asian descent and European Americans. Journal of Abnormal
Psychology, 116, 776-785.
Chan, S.K., et al. (2008). Subsyndromal depression in old age: Clinical significant and impact in
a multi-ethnic sample of elderly Singaporeans. International Psychogeriatrics, 20, 188-200.
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Ng, T.P., et al. (2008). Mental disorders and asthma in the elderly. Int J Geriatr Psychiary, 22,
668-674.
Ng, T.P., et al. (2008). Psychiatric morbidity and acute hospitalization in elderly people. Int
Psychogeriatics, 18, 701-711.
Franko, D.L. (2008). Race, ethnicity, and eating disorders: Considerations for DSM-V.
International Journal of Eating Disorders, 40, S31-34.
Taylor, J.Y., et al. (2007). Prevalence of eating disorders among Blacks in the National Survey
of American Life. Int J Eat Disord, 40, s10-s14.
Chang, S.M., et al. (2008). Cross-national difference in the prevalence of depression caused by
the diagnostic threshold. J Affect Disor, 106, 159-167.
Xiang, Y.T., et al. (2008). Sociodemographic and clinical correlates of lifetime suicide attempts
and their impact on quality of life in Chinese schizophrenic patients. J Psychiatric Research, 42,
495-502.
Kirkbride, J.B., et al. (2008). Psychoses, ethnicity, and socio-economic status, Br J Psychiatry,
193, 18-24.
Syengo, Mutisya, C.M., et al. (2008). Psychiatric morbidity among sexually abused children and
adolescents. East Afr Med J., 85, 85-91.
Koran, L.M., et al. (2008). The prevalence of body dysmorphic disorder in the United States
adult population. CNS Spectr., 13, 316-322.
Koran, L.M., et al. (2008). Estimated prevalence of compulsive buying behavior in the United
States. Am J Psychiatry, 163, 1806-1812.
Grant, J.E., & Potenza, M.N. (2008). Gender-related differences in individuals seeking
treatment for kleptomania. CNS Spectr., 13, 235-245.
Croudace, T.E., et al. (2000). Non-linear relationship between an index of social deprivation,
psychiatric admission prevalence and the incidence of psychosis. Psychol Med., 30, 177-185.
Vasey, P.L., & Barlett, N.H. (2007). What can the Samoan “Fa’afafine” teach us about the
Western concept of gender identity disorder in childhood? Perspectives on Biology and
Medicine, 50, 481-490.