Indiana University-Purdue University
School of Education
EDUC G563 Foundations of Mental Health Counseling
Summer I 2010
Instructor: Dr. Utesch
Office #:Neff 240C
Phone: 260/481-6003
E-mail:Utesch@ipfw.edu
Fax:(260)481-5408
Office Hours: Call to schedule appointments.
Class Schedule: Monday and Wednesday 4:30-7:50 DN 185
Course Description: Foundations and contextual dimensions of mental health counseling.
The integration of DSM-IV TR diagnostic criteria, psychotropic medication, and treatment
planning will be applied to specific case examples. Students will understand program
development, administration/finance, evaluation, and management of mental health
counseling services. They will review the principles, practice, and applications of
community MHC needs assessment.
Overview: This course will provide an orientation to mental health counseling program
development, implementation, and evaluation within the context of a variety of integrated
professional issues that will facilitate readiness for future internship placement. The
integrations of diagnosis, treatment planning, psychopharmacology, and referral
collaboration will be included within the context of mental health programming. The class
will consist of large group lecture, presentations, exams, small group work, integration
papers and summary papers, and community interview assignments.
Required Texts:
Preston, J.D., J.H. O’Neal, M.C. Talaga. (2009). Handbook of Clinical Psychopharmacology
for Therapists,6th Ed.. Oakland, CA:New Harbinger Publications Inc.ISBN:
9781572246980
A.P.A. (1994). Desk Reference to the Diagnostic Criteria from DSM-IV TR. Washington,
DC: A.P.A.
Zimmerman, M. (1994). Interview Guide for Evaluating DSM-IV Psychiatric Disorders
and te Mental Status Examination. East jGrenwich, RI: Psych Products Press.
ISBN: 0963382136
Additional Readings:
Handouts will be made available during the semester.
Course Objectives:
1.1.3 Conceptual: Understand the behavioral health care delivery system, its impact on the
services provided, and the barriers and disparities in the system.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems
involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation,
assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the
epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid
disorders (e.g., substance abuse and mental health; heart disease and depression).
3.1.3 Conceptual: Understand the effects that psychotropic and other medications have on
clients and the treatment process.
3.1.4 Conceptual: Understand recovery-oriented behavioral health services (e.g., self-help
groups, 12-step programs, peer-to-peer services, supported employment).
Course Requirements:
1.Creation of a vignette representing a five Axis diagnosis (one page, dbl spc).
Axis………………………....................................................................................200pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems
involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation,
assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the
epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid
disorders (e.g., substance abuse and mental health; heart disease and depression).
2. Creation of one Treatment Plan based upon the vignette created in requirement #1
Include Psychopharmacological intervention recommendation(s), a Mental Status
Assessment, and a Psychosocial. Follow the formats provided in the packet for the
Treatment Plan, Mental Status, and
Psychosocial………………………………………………………..…200pts each/600pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems
involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation,
assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the
epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid
disorders (e.g., substance abuse and mental health; heart disease and depression).
3. Student group review and Power Point presentation of assigned DSM-IV TR readings.
Presentations will be prepared by the group for presentation as a group. Presentations will
last no more than twenty minutes....…................................................................100pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems
involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation,
assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the
epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid
disorders (e.g., substance abuse and mental health; heart disease and depression).
4. Agency Report This report will require an onsite interview with a therapist and
administrator/supervisor employed in a community mental health agency. The student cannot
use their current place of employment (without approval of the instructor). The student
should try to select a site that they would like to pursue for their future internship placement.
The report should consist of but not be limited to the following:
a. The function and purpose of the agency.
b. The organizational structure of the agency including the administrative
development, implementation, evaluation and management of programs. (Include
how programs are developed and supported financially.)
c. The type of clients served by the agency.
d. Services provided to clients and how the community’s need for providing
service to diverse populations is assessed.
e. The responsibilities of the persons interviewed.
f. The typical day of a therapist and administrator/supervisor at the agency.
g. The strengths and weaknesses of the agency from the agency personnel
perspective.
h. The student interviewer's impressions and opinions of the agency.
i. A comparison of the discrepancy between the student interviewer's expectation
and realization of community mental health as a result of their interview.
The report will be made available to all class members online.
(Dbl Spc)............................................................................................................................200pts
1.1.3 Conceptual: Understand the behavioral health care delivery system, its impact on the
services provided, and the barriers and disparities in the system.
3.1.4 Conceptual: Understand recovery-oriented behavioral health services (e.g., self-help
groups, 12-step programs, peer-to-peer services, supported employment).
5. Final Exam…………………………………………......................................................300pts
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
3.1.3 Conceptual: Understand the effects that psychotropic and other medications have on
clients and the treatment process.
Course Requirements:
Assignment
1. Vignette
2. Treatment Plan
3. Power Point
4. Agency Report
5. Final
Points
200
600
100
200
300
All final course grades in the Counselor Education Program are assigned as delineated in the
chart below.
Percentage
Equivalent
94+
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
< 60
Letter
Grade
A+, A
AB+
B
BC+
C
CD+
D
DF
Grade
Points
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0
STUDENTS ARE REMINDED TO RETAIN NOTES, EXAMS AND PAPERS IF THIS
COURSE IS PART OF THE COMPREHENSIVE EXAM REQUIRED FOR
GRADUATION. SEE THE “GRADUATE STUDENT ORIENTATION HANDBOOK”
FOR FURTHER DETAILS.
* The IPFW Student Handbook and the “GRADUATE STUDENT ORIENTATION
HANDBOOK” describe policies regarding to matters of attendance, plagiarism and grade
appeal. Please familiarize yourself with these policies.
* Weather Cancellations- 481-5770 or 481-6050
*If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities in Wu
118 & 218, voice/tty.
* As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of
their writing in all assignments does not meet the standard expected of a graduate student.
Students may sign up for an appointment or walk-in for help (priority is given to those with
appointments). The Writing Center staff will not revise, edit, or proofread your papers for
you, but will help you learn how to better to do this on your own. You can get free help
brainstorming, developing, and organizing ideas, and learning how to revise and edit final
drafts by visiting the writing center, Kettler g35, open daily except Saturday.
If you are going to miss a class or be late, you must contact the professor. You are
responsible to make-up any exams or lectures missed. More than two absences will result
in a reduction of one letter grade for the course.
All papers & materials submitted will be retained by the professor unless otherwise noted.
Should you desire copies of submitted material, please make duplicates prior to
submission.
* Issues related to student diversity will be addressed in each of the courses in the
Counselor Education Program. This means that differences in individuals and groups will
be discussed. It is our understanding that different contexts result in different world views.
Counselors must always be sensitive to the possible differences in perception and belief
that exist outside of their own.
Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during
the course. In case of the cancellation of a class session, the professor will modify the course
syllabus to cover relevant topics. Cancelled classes will not be made up.
“P” = Item is located in the packet of handouts
“V” = VIDEO
“*” = Student group DSM presentation
All readings are from Preston, et. al. unless otherwise noted.
Date
Class Session
Topic & Readings
5/17
1
Syllabus Review
WebCT
DSM Group Assignments List
Agency Report online
P= 1 Treatment Planning Guide
P= 4 Decision Trees for Differential Diagnosis
P= 5 Mental Status
P= 11 Treatment Plan
P= 12 Psychosocial
Zimmerman
Sample Vignette
Web:AAMFT/Articles,Research,
Resources/ Welcome to Indiana Licensing
V= DSM organic mental disorders/
Educational
5/19
2
Ch.1- Introduction
Ch.2- Integrated Models
Ch.3- Neurobiology
P= 2 The Politics of Identity
P=3 Managing the Community
P= 6 Diagnosis and the DSM
Counseling Program
Web:All Neurobiology,Neuroscience, &
Neurotransmitter sites, Psyweb
5/24
3
Ch.4- Pharmacology
Ch.5- Preliminary Diagnostic Considerations
DSM- pgs. ix-48
App. A, C & E
Web: Mental Health Ref. Desk, IMH 2003
5/26
4*DSM 167-178
Kylie/Tess
Ch.6- Depressive Disorders
Ch.15- Antidepressant Medications
V= Dysthymic Disorders/DSM-H
Web:Psychopharmacology Tips,
emedicine
6/2
5*DSM 179-208
Dr. Utesch
Ch.7- Bipolar Disorders
Ch.16- Bipolar Medications
V= Mood Disorders/Educational
V= Bipolar Disorders/DSMVignette Due
Web: Mental Health Resources, Library
of National Medical Society
K/W/B: Part 2
6/7
6*DSM 209-227
Baldemar/Anastasia
Ch.8- Anxiety Disorders
Ch.9- Obsessive-Compulsive Disorders
Ch.17- Antianxiety Medications
V= Anxiety Disorders/Educational
Web: Behave Net
V=DSM-G
6/9
7*DSM 153-165
Mary/Jenny
Ch.10- Psychotic Disorders
Ch.18 Antipsychotic Medications
V= Schizophrenia/ Educational
Vignette Returned
Web: Drug Information by RX
List,Fenichel, Mental Health Matters
V=DSM-A & F
6/14
8*DSM 287-297
Millie/Bev
Ch.12- Borderline Personality
V= Personality Disorders/Educational
Web: Merck Manual
V=DSM-B
6/16
9*DSM 105-151
Steph/Lidja
Ch. 13- Substance-Related Disorders
V= Substance Abuse Disorders
Treatment Plan Due
Web: Both Timmons and Hamilton
V= DSM-D & E
6/21
10*DSM 51-81
Rebecca/Adrianna
Ch.11- PTSD
Ch.14- Other Misc. Disorders
Ch.19- Over-the-Counter Products
Ch.20- Red Flags: When to Reevaluate
P=7 NAMI facts Suicide
P=8 How can I know if someone is
suicidal?
P=9 Assessing a client for risk of suicide
P=10 What families want to know
App. B & D
Burnout and Stress Management
Web:RX List
V= DSM-C
6/23
11
Agency Report Due Online
Treatment Plan Returned
Final exam available online at 4:30 and due
at midnight on Saturday June 26.
PACKET CONTENTS (*= elearning)
1. G524 Treatment Planning Guide
2. The Politics of Identity
3. Managing the Community Counseling Program
4. Decision Trees for Differential Diagnosis
5. Diagnosis and the DSM
6. NAMI facts Suicide
7. How can I know if someone is suicidal?
8. Assessing a client for risk of suicide
9. What families want to know
10. Treatment Plan Template*
11. Psychosocial Instruction*
12. Psychosocial Template*
13. Mental Status
14. Nerve Cell Structure
15. Brain Structure
16. Psychosocial treatments that cause harm
17. Internship Packet
18. Professional Orientation Packet
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective
with their clients by:
·
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic
society;
·
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching, counseling, and
educational leadership by utilizing a variety of methodologies reflecting current related
research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and
effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our
program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this,
these educators need an understanding of the moral, cultural, social, political, and economic
foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive
learning community among its students, faculty, and staff, and with all other stakeholders in
the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in
all endeavors. Within the context of a compassionate, caring community, educators foster habits of
mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing,
questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all
aspects of the teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles
of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate
and are receptive to the diverse perspectives, modes of understanding, and social circumstances that
they and their students bring to the educational setting. Consequently, the SOE needs to prepare
educators to understand and use pedagogy creatively and thereby ensure active learning,
conceptual understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators
need to understand how knowledge is constructed, how the processes of inquiry are applied, how
domains of knowledge are established, how disciplines can be integrated and most effectively
communicated to their students. Educators also need understanding of themselves, of communities
in which they intend to teach and of students. Consequently, the SOE should immerse educators
in nurturing learning communities that deepen knowledge, and encourage on-going
intellectual, emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through onsite campus activities and field-based experiences, students will observe and emulate exemplary
teaching and learning. These educators will practice, collaborate, and interact with practitioners and
their students. Consequently, the SOE must integrate field and/or clinical experiences that
reflect the diversity of educators, students, and schools into all aspects of the curriculum, and
help educators to assess and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and
practice as they optimistically face the educational challenges of the twenty-first century.
Consequently, the SOE must provide opportunities for educators to develop as leaders in their
procession and in their communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.
Student Name: _____________________________ Course: __________
Instructor: _________
Counselor Education Presentation Rubric
Subject
Knowledge
0
3
6
Student has very
limited grasp of
information; cannot
answer questions
about subject.
Student has
superficial
understanding and is
able to answer only
rudimentary
questions, may fail
to elaborate.
Student understands
most information
and answers most
questions with
explanations and
some elaboration.
Student demonstrates
full knowledge (more
than required) and
answers class
questions with
explanations and
elaboration.
Student provides
limited analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides
some analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides a
professional and
complex analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student only repeats
source material, no
analysis, synthesis,
Critical Analysis/
evaluation, or
Application
application of the
material through
his/her perspective
0
1
9
2
3
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation due to
limited sequencing.
Visual Aids
Student uses
superfluous visual
aids or no visual
aids.
Student occasionally Student's visual aids Student's visual aids
uses visual aids that relate to the
explain and reinforce
offer limited support. presentation.
the presentation.
Mechanics
Student's
presentation has
Presentation has two
three or more
misspellings and/or
spelling and/or
grammatical errors.
grammatical errors.
Eye Contact
Student maintains
Student occasionally
Student makes no
eye contact most of
uses eye contact, but
eye contact and only
the time but
still reads mostly
reads from notes.
frequently returns to
from notes.
notes.
Student maintains eye
contact with audience,
with limited
dependence on notes.
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
or speaks too quietly
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
Student's voice is
low. Student
incorrectly
pronounces terms.
Presentation has no
Presentation has no
more than one
misspellings or
misspelling and/or
grammatical errors.
grammatical errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Total
for audience in the
back of class to
hear.
Audience members
have difficulty
hearing
presentation.
Most audience
members can hear
presentation.
audience members can
hear presentation.
TOTAL POINTS
Scoring: A= 30-33 B= 26-29 C= 23-26 D=20-22
Adopted: 4/08
SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM
WRITTEN ASSIGNMENTS
Description
The project meets all the major and minor project requirements.
The project contains no more than one or two grammatical or
spelling errors. The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of scholarly research. The project topic
is highly relevant and material to the learning needs of counselors
and therapists.
Percentage of Points
100%
90%
The project meets all the major project requirements, but may not
89%
meet one minor requirement. The project contains very few grammatical
and/or spelling errors. The project design and organization is clear, coherent,
and easy to follow. Critical thought and analysis is evident. Some evidence
is present of scholarly research. The project topic is relevant and material to
the learning needs of counselors and therapists.
80%
The project substantially meets all of the major project requirements but
may not meet minor requirements. The project may contain some grammatical
and/or spelling errors. The project is designed well and organized well. Some
minimal critical thought and analysis is evident. Some, but not significant,
evidence is present of scholarly research. The project topic is somewhat
relevant and material to the learning needs of counselors and therapists.
79%
The project meets most, but not all, of the major project requirements. Only
minimal evidence of scholarly research is present. The project may contain
several grammatical and/or spelling errors. The project is not well designed
and organized. Minimal critical thought and analysis is evident. Little evidence
of scholarly research is present. The project topic is not in a significantly and
meaningful way relevant and material to the learning needs of counselors and
therapists.
69%
70%
60%
The project does not in a substantial way meet most of the major project
requirements. The project may contain numerous grammatical and/or spelling
errors. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of scholarly research is present.
The project topic is not relevant and material to the learning needs of counselors
and therapists.
59%
0%
Group Presentation Assessment Rubric Members___________________________________
______________________________________________________________________________
Dimension
No points
1 point
2 points
3points
4 points
Total
Points
Group time
Members of All
Most
Almost all
Group
management group
members of members of members of managed
wasted
the group
the group
the group
time well,
time, did
did not use used time
used time
completed
not finish
the time
wisely and
wisely and
all tasks,
the tasks on wisely, but
at least 2/3 all tasks
and took
time and
at least 1/3 of the tasks were
time to
required
of the tasks were
completed
review the
frequent
were
completed
on time
finished
intervention completed
on time
with
tasks
by the
on time
with only
intervention without
instructor
after some
infrequent
by the
intervention
intervention intervention instructor
by the
by the
by the
made only
instructor.
instructor.
instructor
upon
request
Dimension
No points
1 point
2 points
3points
4 points
Group Duty
Sharing
Tasks were
not assigned
and/or no
one took
responsibility
for
Only one
person
seemed to
do most of
the work
while
At least half
of the group
activity
shared the
tasks and
followed the
All of the
group
actively
worked on
taksks, but
division of
All
members of
the group
worked on
the
assignments
Total
Points
developing
or following
a duty plan
others were
inconsistent
in following
the duty
plan.
duty plan
but the
others were
inconsistent.
work load
was not
equitable
as defined
on the
duty plan.
according
to the duty
plan and
they did an
equitable
amount of
work.
Dimension
No points
1 point
2 points
3points
4 points
Group
Discussions
No group
discussion
or
decisionmaking
occurred.
Only a few
members
made
decisions
without
listening to
others’
ideas.
Group
discussed
ideas, but
one or more
dictated
actions
and/or not
everyone
was given
equal
consideration
in making
final
decisions
Everyone in
the group
discussed
ideas and
took part in
decision
making
opportunities
in a
democratic
manner by
voting.
Group
made an
extra effort
to involve
all
members
in decision
making,
incorporate
divergent
ideas and
logically
determine
the best
course of
action.
Total
Points
Dr. Utesch received his M.Ed. in Counseling from Eastern Illinois University in 1984, and a Ph.D. in
Marriage and Family Therapy from Purdue University in 1989. Dr. Utesch was a community
mental health administrator for nine years and has worked for twenty-four years in mental health
clinical supervision, and direct clinical service in Illinois, California, and Indiana. He developed and
supervised child residential, adolescent crisis, child physical abuse prevention, family reunification,
and sexual abuse treatment programs. He has co-developed an AAMFT accredited M.S. in
Marriage, Family, and Child Counselor (MFCC) degree program at the University of San Diego. He
Chaired the Professional Studies Department at Indiana-Purdue University Fort Wayne for five
years, and was Director of the Counselor Education program and Clinical Director for eleven
years. The counselor education program offers two Masters degree options; School Counseling &
Agency/Marriage and Family Therapy. Dr. Utesch is a Past President of the Indiana Association
for Marriage Family Therapy (IAMFT), and offers one of four AAMFT approved supervisor
courses available in Indiana. He is an Indiana Licensed Mental Health Counselor, Licensed
Marriage and Family Therapist and is currently an Associate Professor in the counseling program
at IPFW where he is the coordinator of the MFT program and Clinical Director of the Counselor
Education Community Counseling Clinic. His professional interests are family systems assessment/
treatment and therapist training/supervision. Dr. Utesch maintained a small private practice for
marriage, family, and child therapy at the Family Care Center in Fort Wayne for eleven years and
appeared frequently on WBCL radio’s morning call-in program targeted at relational
understanding. His consultations and workshops for understanding and managing self &
relationships in a variety of personal and professional contexts have been given to numerous school,
church, mental health, medical, and business settings.