Scope and Sequence
Cluster:
Human Services
Course Name:
§130.246 Counseling and Mental Health (One to Two Credits)
Course Description:
Students model the knowledge and skills necessary to pursue a counseling and mental health career through
simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations,
and the implications of their actions. Professional integrity in counseling and mental health care is dependent on
acceptance of ethical and legal responsibilities.
Course Requirements:
This course is recommended for students in Grades 10-12. Prerequisite: Principles of Human Services. Students
must have access to computers and the Internet.
Units of Study
Knowledge and Skills
Student Expectations
Resources
I. Perspectives of Mental Health: Past and Present
A. Historical treatments for the
mentally ill
B. Theoretical perspectives on
mental illness in the twentieth
century
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(C) identify societal perspectives related • MHC/UNT – Unit I: Part I
to mental health
• etext.lib.virginia.edu/salem/witchcraft
• www.nationalgeographic.com/salem
(C) identify societal perspectives related • HPPP – Chapter 1
to mental health
• MHC/UNT – Unit I: Part II
• UP – Chapter 1
• www.mentalwellness.com/mentalwelln
ess/history.html
(3) The student researches career (C) justify the consequences of
• www.explorehealthcareers.org/en/Fiel
options and the preparation
decisions
d.17.aspx
necessary for employment in
• www.psychologyinfo.com/students/car
mental health.
eers.html
(4) The student models the ethical (A) display ethical practices and the
• www.apa.org/ethics/code2002.html
behavior standards and legal
principles of confidentiality
•
www.psychology.org/links/Resources/
responsibilities related to mental
Ethical_Issues
health.
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
1
(4) The student models the ethical
behavior standards and legal
responsibilities
related
Units of Study
Knowledge and
Skillsto mental Student Expectations
health.
(C) examine designated scope of
I. Perspectives of Mental Health: Past and Present
practice of professionals
d.17.aspx
• www.psychologyinfo.com/students/car
eers.html
• www.apa.org/ethics/code2002.html
• www.psychology.org/links/Resources/
Resources
Ethical_Issues
II. Developmental Stages
A. Human development – from
infancy to geriatrics
B. Geriatrics
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(C) identify societal perspectives related • CL – Chapters 19, 23
to mental health
• DHO – Units 7, 9
(D) explain the physiological effects of • FT – Chapters 15, 17, 21
• HCST:CF – Chapter 7
stress and aging
• HCT – Chapter 7
(E) distinguish the psychological
• HPPP – Chapters 10, 11, 12, 14
aspects of health and wellness across • MHC/UNT – Unit II
the life span
• SFS – Chapters 2, 12, 13, 19
(F) identify socioeconomic factors that • SOARB – Chapters 1, 8, 9, 10, 11, 12,
29
influence mental health and care
• UP – Chapters 3, 4, 5, 14
• www.socialpsychology.org/develop.ht
m
• www.washingtonpost.com/wpdyn/articles/A20394-2004Nov29.html
• www.wellsphere.com/wellpage/physic
al-effects-of-stress
• siteresources.worldbank.org/HEALTH
NUTRITIONANDPOPULATION/Resour
ces/2816271095698140167/BurundiMentalHealth.p
df
• www.bio-medicine.org/medicinenews/Low-Socioeconomic-Status-MayLead-To-Mental-Illness-3402-1
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(A) evaluate the use of verbal and
nonverbal language in a variety of
mental health situations
(D) explain the physiological effects of
stress and aging
C. Life stages
D. Individual differences
III. Stress and Coping
A. Emotions
• CL – Chapter 7
• DSM-IV
B. Perceptions of control
allpsych.com/disorders/dsm.html
• FT – Chapter 12
C. Stress and coping
• HCT – Chapter 7
1. Defense mechanisms
• HPPP – Chapters 14, 17
2. Effective coping
• IFLTIG – TEKS 10
mechanisms
• MHC/UNT – Unit III
3. Ineffective coping
• SFS – Chapter 3
• UP – Chapter 15
material
is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved
Charter Schools and Texas
D.This
Types
of behavior
• cmhc.utexas.edu/stressrecess/why.ht
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
ml
• www.helpguide.org/mental/eq6_nonve
2
rbal_communication.htm
A. Emotions
B. Perceptions of control
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
Knowledge and Skills
• CL – Chapter 7
• DSM-IV
allpsych.com/disorders/dsm.html
• FT – Chapter 12
Student Expectations
Resources
• HCT – Chapter 7
(H) differentiate maladaptive conditions • HPPP – Chapters 14, 17
• IFLTIG – TEKS 10
such as paranoia, schizophrenia, and
• MHC/UNT – Unit III
aggression
• SFS – Chapter 3
• UP – Chapter 15
• cmhc.utexas.edu/stressrecess/why.ht
ml
• www.helpguide.org/mental/eq6_nonve
rbal_communication.htm
• www.scribd.com/doc/7783119/NonVerbal-Communication
• www.wellsphere.com/wellpage/physiol
ogical-effects-of-stress
• www.helpguide.org/mental/stress_sign
s.htm
• www.myseniorhealthcare.com/EffectsOf-Aging-On-Your-Body.html
• psychology.suite101.com/article.cfm/p
sychological_disorders
• www.fidnet.com/~weid/disorders.htm
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(A) evaluate the use of verbal and
nonverbal language in a variety of
mental health situations
Units
of Study
C. Stress
and coping
1. Defense of
mechanisms
I. Perspectives
Mental Health: Past and Present
2. Effective coping
mechanisms
3. Ineffective coping
D. Types of behavior
IV. Communication
A. Impersonal communication
• CL – Chapter 10
• DHO – Unit 7:4
B. Interpersonal communication
• FT – Chapters 6, 7, 9
• HCT – Chapter 2
C. Communication filters
• IFLTIG – TEKS 12
(2) The student demonstrates
(A) interpret verbal and nonverbal
•
verbal and nonverbal
messages and adapt communication to MHC/UNT – Unit IV
D. Nonverbal Communication
• SFS – Chapters 5, 6, 7
communication skills.
the needs of the individual
• www.scribd.com/doc/16649984/Comm
(B) demonstrate listening skills and
E. Effective Communication
unication
techniques to minimize communication • www.scribd.com/doc/16503813/kinesic
1. Who is responsible
barriers
2. Improving personal
s-body-language
communication
•
(C) implement communication skills that careerplanning.about.com/cs/miscskill
3. Active listening
s/a/listening_skill.htm
are responsive rather than reactive
4. Empathic listening
• managementhelp.org/commskls/listen/
gd_vs_pr.htm
F. Peer mediation, problem
• www.pbs.org/inthemix/educators/lesso
solving, and negotiation
ns/schoolviol1/index.html
• www.studygs.net/conflres.htm
• www.findcounseling.com/glossary
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved
Charter Schools and Texas
• mentalhealth.samhsa.gov/resources/di
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
ctionary.aspx
3
E. Effective Communication
1. Who is responsible
2. Improving personal
communication
Units3.ofActive
Study
Knowledge and Skills
listening
4. Empathic listening
(3) The
I. Perspectives of Mental Health: Past
and student
Presentresearches career
options and the preparation
F. Peer mediation, problem
necessary for employment in
solving, and negotiation
mental health.
• www.scribd.com/doc/16649984/Comm
unication
• www.scribd.com/doc/16503813/kinesic
s-body-language
• careerplanning.about.com/cs/miscskill
Student Expectations
Resources
s/a/listening_skill.htm
• managementhelp.org/commskls/listen/
(D) demonstrate techniques of peer
gd_vs_pr.htm
mediation, problem solving, and
• www.pbs.org/inthemix/educators/lesso
negotiation
ns/schoolviol1/index.html
(E) interpret, transcribe, and
• www.studygs.net/conflres.htm
communicate mental health vocabulary • www.findcounseling.com/glossary
• mentalhealth.samhsa.gov/resources/di
ctionary.aspx
V. The Brain: Biological Basis of Behavior
A. Central nervous system
1. Parts and functions
2. Neurophysiology: chemical
events at the synapse
3. Imaging of the brain
B. Equipment and technology
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(B) explain the nervous system of the
human body
(6) The student analyzes the
technology related to information
services.
(A) review the processes for collection
and dissemination of health care data
(B) classify equipment used in the
delivery of mental health services
(C) employ technology consistent with
the student's level of training
• DHO – Units 6.6, 11
• HCT – Chapter 18
• HPPP – Chapter 3
• MHC/UNT – Unit V
• UP – Chapter 6
• www.dana.org/brain.aspx
• faculty.washington.edu/chudler/introb.
html
• www.nlm.nih.gov/research/visible/getti
ng_data.html
• www.uihealthcare.com/vh
• www.brainsource.com/neuropsy.htm
• www.brainexplorer.org/neurological_co
ntrol/Neurological_Neurotransmitters.sh
tml
VI. Maladaptive Conditions and Disorders
A. Personality disorders
(1) The student applies
mathematics, science, English
language arts, and social studies
in health science.
(H) differentiate maladaptive conditions • CL – Chapter 8
such as paranoia, schizophrenia, and
• DSM-IV
B. Anxiety disorders
aggression
• FT – Chapter 14
• HCST:CF – Chapter 6.3
C. Somatoform disorders
•
HPPP – Chapter 18
(3) The student researches career (F) investigate treatment options
•
MHC/UNT – Units VI, VII, VIII, IX, X
options and the preparation
D. Dissociative disorders
•
SFS – Chapters 17, 28
necessary for employment in
•
UP
– Chapter 16
mental health.
E. Mood disorders
• personalitydisorders.mentalhelp.net
• www.surgeongeneral.gov/library/ment
F. Psychotic disorders
alhealth/chapter4/sec2.html
• www.surgeongeneral.gov/library/ment
G. Substance-related disorders
alhealth/chapter4/sec3.html
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved
Charter Schools and Texas
• www.pbs.org/wnet/closetohome/scienc
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
H. Eating disorders
e/index.html
4
• www.nimh.nih.gov/health/index.shtml
I. Other addictive disorders (i.e.,
• www.nlm.nih.gov/medlineplus/persona
C. Somatoform disorders
D. Dissociative disorders
Units
of Study
E. Mood
disorders
Knowledge and Skills
(2) The
I. Perspectives of Mental Health: Past
and student
Presentdemonstrates
F. Psychotic disorders
verbal and nonverbal
communication skills.
G. Substance-related disorders
(1) The student applies
mathematics, science, English
H. Eating disorders
language arts, and social studies
I. Other addictive disorders (i.e., in health science.
gambling)
• HCST:CF – Chapter 6.3
• HPPP – Chapter 18
• MHC/UNT – Units VI, VII, VIII, IX, X
• SFS – Chapters 17, 28
• UP – Chapter 16
Student Expectations
•Resources
personalitydisorders.mentalhelp.net
•
(C) implement communication skills that www.surgeongeneral.gov/library/ment
alhealth/chapter4/sec2.html
are responsive rather than reactive
• www.surgeongeneral.gov/library/ment
alhealth/chapter4/sec3.html
(F) identify socioeconomic factors that • www.pbs.org/wnet/closetohome/scienc
influence mental health and care
e/index.html
(G) compare social services such as
• www.nimh.nih.gov/health/index.shtml
drug dependency rehabilitation centers • www.nlm.nih.gov/medlineplus/persona
litydisorders.html
• familydoctor.org/online/famdocen/hom
e/common/pain/disorders/162.printervie
w.html
• www.nami.org/Content/ContentGroups
/Helpline1/Dissociative_Disorders.htm
• www.apa.org/science/nonacad_career
s.html
• www.healthinsite.gov.au/topics/Treatin
g_Mental_Illness
• www.drug-rehabs.com/treatmentmethods.htm
VII. Treatment Modalities
A. Diagnosis
(3) The student researches career
options and the preparation
necessary for employment in
mental health.
(B) research the role of the
multidisciplinary team
• CL – Chapter 21
• DSM-IV
B. Modes of treatment
• FT – Chapter 14
(C) justify the consequences of
• HPPP – Chapter 19
decisions
• MHC/UNT – Unit XI
(F) investigate treatment options
• SFS – Chapter 16
C. Dealing with problem
(5) The student maintains a safe (A) recognize abusive situations
• SOARB – Chapter 23
situations and behaviors
environment to prevent hazardous (B) anticipate and adapt to changing
• UP – Chapter 17
situations.
situations
• www.cte.unt.edu/health/curriculum/Tre
(C) demonstrate appropriate actions in atment_Modalities.ppt
emergency situations
• DHO – Unit 4
•
HCST:CF – Chapter 11
(D) practice personal and client safety
• HCT – Chapter 4
• HPPP – Chapter 2
• www.apa.org/ethics
• www.nbcc.org/ethics/Default.aspx
• www.psychology.org/links/Resources/
Legal_Issues
• psychology.wikia.com/wiki/Client_right
s
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved
Charter Schools and Texas
• www.cdc.gov/mentalhealth/state_orgs.
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
htm
5
• www.dshs.state.tx.us
• www.dads.state.tx.us
• SOARB – Chapter 23
• UP – Chapter 17
• www.cte.unt.edu/health/curriculum/Tre
atment_Modalities.ppt
• DHO – Unit 4
Units of Study
Knowledge and Skills
Student Expectations
Resources
• HCST:CF – Chapter 11
• HCT – Chapter 4
D. Ethical andof
legal
(4) The
I. Perspectives
Mental Health: Past
and student
Presentmodels the ethical (A) display ethical practices and the
•
HPPP – Chapter 2
responsibilities
behavior standards and legal
principles of confidentiality
•
www.apa.org/ethics
responsibilities related to mental
•
www.nbcc.org/ethics/Default.aspx
health.
• www.psychology.org/links/Resources/
Legal_Issues
• psychology.wikia.com/wiki/Client_right
(B) research and describe legal aspects
s
and issues of malpractice, negligence,
• www.cdc.gov/mentalhealth/state_orgs.
and liability
htm
(D) recognize client rights and choices • www.dshs.state.tx.us
and circumstances that alter client rights • www.dads.state.tx.us
(E) dramatize case studies related to
client rights and choices
(F) review legislation that affects
standards of client care
(G) describe regulatory agencies such
as the Department of Mental Health and
Mental Retardation
VIII. Counseling and Mental Health Careers
A. Career opportunities
1. Psychiatrists
2. Psychologists
3. Related fields
(3) The student researches career (A) identify career opportunities related
options and the preparation
to mental health
necessary for employment in
mental health.
• DHO – Units 2.8, 3
• HCST:CF – Chapter 16
• HCT – Chapter 29
• HPPP – Chapter 1
• MHC/UNT – Unit XII
B. Desirable personal traits
• UP – Chapter 21
• stats.bls.gov:80/oco/ocos056.htm
• www.bls.gov/oco/ocos060.htm
• www.bls.gov/oco/ocos067.htm
• psyccareers.apa.org
• www.aamft.org/faqs/index_nm.asp
• education-portal.com/psychiatrist.html
• careerplanning.about.com/od/occupati
ons/p/psychologist.htm
• www.nursesource.org/psychiatric.html
• www.explorehealthcareers.org/en/Car
eer.122.aspx
• www.musictherapy.org/career_ind.html
• www.uni.edu/walsh/linda1.html
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved
Charter Schools and Texas
• www.counseling.org/CareerCenter
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
6
A. Career opportunities
1. Psychiatrists
2. Psychologists
Units3.ofRelated
Study fields
Knowledge and Skills
Student Expectations
(4) The
I. Perspectives
of Mental
Health: Past
and student
Presentmodels the ethical (C) examine designated scope of
B. Desirable personal
traits
behavior standards and legal
practice of professionals
responsibilities related to mental
health.
• DHO – Units 2.8, 3
• HCST:CF – Chapter 16
• HCT – Chapter 29
Resources
• HPPP – Chapter 1
• MHC/UNT – Unit XII
• UP – Chapter 21
• stats.bls.gov:80/oco/ocos056.htm
• www.bls.gov/oco/ocos060.htm
• www.bls.gov/oco/ocos067.htm
• psyccareers.apa.org
• www.aamft.org/faqs/index_nm.asp
• education-portal.com/psychiatrist.html
• careerplanning.about.com/od/occupati
ons/p/psychologist.htm
• www.nursesource.org/psychiatric.html
• www.explorehealthcareers.org/en/Car
eer.122.aspx
• www.musictherapy.org/career_ind.html
• www.uni.edu/walsh/linda1.html
• www.counseling.org/CareerCenter
Resources: Books
CL
DSM-IV
FT
DHO
Contemporary Living, Goodheart-Willcox, 2004
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition
Families Today, Glencoe/McGraw-Hill Division, 2004
Diversified Health Occupations, Sixth Edition, Cengage Learning
Inc/Delmar Learning (formerly Thomson Learning/DelmarLearning), 2004
1566379512
0-89042-062-9
0078298407
1401814565
HCT
Health Careers Today (text with online access), Elsevier Science (Mosby &
W.B.Saunders Publishing), 2003
0323030300
HCST:CF
Health Care Science Technology: Career Foundations, Glencoe/McGrawHill Division, 2004
0078294126
HPPP
Holt Psychology: Principles in Practice, Holt McDougal (Holt) a division of
Houghton Mifflin Harcourt Publishing Company, 2003
0030646383
IFLCC
Individual and Family Life Curriculum Caddy, CEV Multimedia, Ltd., 2004
1569186693
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
7
Units of Study
Knowledge and Skills
Student Expectations
Resources
IFLTIG
Individual
and Family Life Teacher’s Instructional Guide, Curriculum Center for FCS, 1999
I. Perspectives of Mental Health: Past
and Present
Mental Health Curriculum, Health Science Technology Education, University of North Texas, 2006.
MHC/UNT
www.texashste.com/classroom_resources/course_guide_mental_health.htm
SFS
Strengthening Family and Self, Goodheart-Willcox, 2004
1590701224
Services for Older Adults Reference Book, Student Activity Book, & Curriculum Guide; Curriculum Center for FCS,
SOARB
2004
Understanding Psychology, Glencoe/McGraw-Hill Division, 2003
UP
0078285712
Resources: Web Site
http://careerplanning.about.com/cs/miscskills/a/listening_skill.htm
http://careerplanning.about.com/od/occupations/p/psychologist.htm
http://cmhc.utexas.edu/stressrecess/why.html
DSM-IV
http://allpsych.com/disorders/dsm.html
http://education-portal.com/psychiatrist.html
http://etext.lib.virginia.edu/salem/witchcraft
http://faculty.washington.edu/chudler/introb.html
http://familydoctor.org/online/famdocen/home/common/pain/disorders/162.printerview.html
http://managementhelp.org/commskls/listen/gd_vs_pr.htm
http://mentalhealth.samhsa.gov/resources/dictionary.aspx
http://personalitydisorders.mentalhelp.net
http://psyccareers.apa.org
http://psychology.suite101.com/article.cfm/psychological_disorders
http://psychology.wikia.com/wiki/Client_rights
http://siteresources.worldbank.org/HEALTHNUTRITIONANDPOPULATION/Resources/281627-1095698140167/BurundiMentalHealth.pdf
http://stats.bls.gov:80/oco/ocos056.htm
http://www.aamft.org/faqs/index_nm.asp
http://www.apa.org/ethics
http://www.apa.org/ethics/code2002.html
http://www.apa.org/science/nonacad_careers.html
http://www.bio-medicine.org/medicine-news/Low-Socioeconomic-Status-May-Lead-To-Mental-Illness-3402-1
http://www.bls.gov/oco/ocos060.htm
http://www.bls.gov/oco/ocos067.htm
http://www.brainexplorer.org/neurological_control/Neurological_Neurotransmitters.shtml
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
8
Units of Study
Knowledge and Skills
Student Expectations
Resources
http://www.brainsource.com/neuropsy.htm
I. Perspectives of Mental Health: Past and Present
http://www.cdc.gov/mentalhealth/state_orgs.htm
http://www.counseling.org/CareerCenter
http://www.cte.unt.edu/health/curriculum/Treatment_Modalities.ppt
http://www.dads.state.tx.us
http://www.dana.org/brain.aspx
http://www.drug-rehabs.com/treatment-methods.htm
http://www.dshs.state.tx.us
http://www.explorehealthcareers.org/en/Career.122.aspx
http://www.explorehealthcareers.org/en/Field.17.aspx
http://www.fidnet.com/~weid/disorders.htm
http://www.findcounseling.com/glossary
http://www.healthinsite.gov.au/topics/Treating_Mental_Illness
http://www.helpguide.org/mental/eq6_nonverbal_communication.htm
www.helpguide.org/mental/stress_signs.htm
www.mentalwellness.com/mentalwellness/history.html
www.musictherapy.org/career_ind.html
www.myseniorhealthcare.com/Effects-Of-Aging-On-Your-Body.html
www.nami.org/Content/ContentGroups/Helpline1/Dissociative_Disorders.htm
www.nationalgeographic.com/salem
www.nbcc.org/ethics/Default.aspx
www.nimh.nih.gov/health/index.shtml
www.nlm.nih.gov/medlineplus/personalitydisorders.html
www.nlm.nih.gov/research/visible/getting_data.html
www.nursesource.org/psychiatric.html
www.pbs.org/inthemix/educators/lessons/schoolviol1/index.html
www.pbs.org/wnet/closetohome/science/index.html
www.psychology.org/links/Resources/Ethical_Issues
www.psychology.org/links/Resources/Legal_Issues
www.psychologyinfo.com/students/careers.html
www.scribd.com/doc/16503813/kinesics-body-language
www.scribd.com/doc/16649984/Communication
www.scribd.com/doc/7783119/Non-Verbal-Communication
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
9
Units of Study
Knowledge and Skills
Student Expectations
Resources
www.socialpsychology.org/develop.htm
I. Perspectives of Mental Health: Past and Present
www.studygs.net/conflres.htm
www.surgeongeneral.gov/library/mentalhealth/chapter4/sec2.html
www.surgeongeneral.gov/library/mentalhealth/chapter4/sec3.html
www.uihealthcare.com/vh
www.uni.edu/walsh/linda1.html
www.washingtonpost.com/wp-dyn/articles/A20394-2004Nov29.html
www.wellsphere.com/wellpage/physical-effects-of-stress
www.wellsphere.com/wellpage/physiological-effects-of-stress
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas
Regional ESCs. Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
10