KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8810/ Master of Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date August, 2010
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new
course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
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Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____SW 8810______________________
Course Title __Community Mental Health Practice_______________
Class Hours 3 ___Laboratory Hours___0___CreditHours__3____
Prerequisites Admission to the Social Work Program
Description (or Proposed Degree Requirements)
This course is aimed at developing the knowledge and skills necessary for working with
individuals with a diagnosis of serious mental illness using recovery-oriented, evidence-based
practices. It is designed for MSW students and MSW mental health practitioners. Students will
become familiar with evidence-based practices, within a recovery-oriented paradigm, as a
general approach to practice as well as specific evidence-based interventions to use for
individuals with a diagnosis of serious mental illness. It is assumed that students will have a
basic knowledge of serious mental illness as a pre- or co-requisite, however a review will be
provided. Students will learn to examine research literature to determine the various levels of
support for specific interventions and essential principles for translating research into practice.
In addition, they will identify the appropriate treatment outcomes that reflect effective, quality
mental health practice. Each evidence-based practice presented will also be examined for its
utility with diverse groups. Providing assessment and treatment to a diverse group of
individuals with a diagnosis of serious mental illness is the focus of this course and will be
discussed in detail.
III.
Justification
Social Workers who specialize in mental health practice must be familiar with the community
mental health system and various treatment interventions common in this service delivery
system. Moreover, social workers must be familiar with case management practice,
psychopharmacology, and management of individuals with chronic and severe mental illness.
This course will equip mental health social workers to assume entry level professional practice
positions within this system.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Alan Kirk
Text: Sands, RG (2001) Clinical Social Work Practice in Behavioral Mental
Health Boston: Bacon and Allyn.
Prerequisites: Admission to the Social Work Program
Objectives:
At the completion of this course students will be able to:
1. Critically review the research literature to determine the level of evidence that exist for
a practice (including distinguishing between evidence-based practice, best practices,
and areas with emerging research knowledge).
2. Translate research, identified in the literature as demonstrating effective treatment
outcomes, into practice principles for individuals with a diagnosis of serious mental
illness (include the role and measurement of fidelity).
3. Describe strategies to evaluate and monitor client progress over time in treatment
outcomes that are appropriate for specific interventions for individuals with a diagnosis
of serious mental illness.
4. Demonstrate a working knowledge of the recovery paradigm as it relates to working
with individuals with a diagnosis of serious mental illnesses.
5. Demonstrate an understanding of the value and importance of using self-help strategies
with consumers of mental health services.
6. Describe the importance of using evidence-based practices with individuals with a
diagnosis of serious mental illness.
7. Discuss for which type of clients the evidence base on a given practice exists.
8. Discuss principles for adapting interventions for use with diverse groups of clients.
9. Describe unique components of assessment and treatment planning that are relevant
for each evidence-based practice, client trauma history, and coexisting substance abuse
problems for people with serious mental illness.
10. Describe the role of social work values and ethics in evidence-based practice with
individuals with a diagnosis of serious mental illness.
11. Describe principles of technology transfer for organizational change in mental health.
Instructional Method
Lecture, Case Discussion, Student presentations, Demonstration
Method of Evaluation 2 written assignments and attendance.
The following formula will be used to compute the semester grade:
Case Application
Poster Session or Paper
45%
45%
Class Attendance
10%
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
Social Work
SW 8810
Community Mental Health Practice
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
3-0-3
Fall, 2010
Regular
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
KENNESAW STATE UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK AND HUMAN SERVICES
MASTER OF SOCIAL WORK PROGRAM
SW 8810
COMMUNITY MENTAL HEALTH PRACTICE
Instructor:
ALAN B. KIRK, Ph.D., LCSW
Meeting Time:
TBD
Semester Credits:
3 hrs.
Email Address:
akirk@kennesaw.edu
Phone Number:
770-499-3634
Office:
224 Pilcher Building
Office Hours:
Monday through Thursday 8:00 A.M.-12:00 AM
By Appointment Monday-Friday (Recommended)
Course Description
This course is aimed at developing the knowledge and skills necessary for working with
individuals with a diagnosis of serious mental illness using recovery-oriented, evidence-based
practices. It is designed for MSW students and MSW mental health practitioners. Students will
become familiar with evidence-based practices, within a recovery-oriented paradigm, as a
general approach to practice as well as specific evidence-based interventions to use for
individuals with a diagnosis of serious mental illness. It is assumed that students will have a
basic knowledge of serious mental illness as a pre- or co-requisite, however a review will be
provided. Students will learn to examine research literature to determine the various levels of
support for specific interventions and essential principles for translating research into practice.
In addition, they will identify the appropriate treatment outcomes that reflect effective, quality
mental health practice. Each evidence-based practice presented will also be examined for its
utility with diverse groups. Providing assessment and treatment to a diverse group of individuals
with a diagnosis of serious mental illness is the focus of this course and will be discussed in
detail.
Course Objectives
At the completion of this course students will be able to:
12. Critically review the research literature to determine the level of evidence that exist for a
practice (including distinguishing between evidence-based practice, best practices, and
areas with emerging research knowledge).
13. Translate research, identified in the literature as demonstrating effective treatment
outcomes, into practice principles for individuals with a diagnosis of serious mental
illness (include the role and measurement of fidelity).
14. Describe strategies to evaluate and monitor client progress over time in treatment
outcomes that are appropriate for specific interventions for individuals with a diagnosis
of serious mental illness.
15. Demonstrate a working knowledge of the recovery paradigm as it relates to working with
individuals with a diagnosis of serious mental illnesses.
16. Demonstrate an understanding of the value and importance of using self-help strategies
with consumers of mental health services.
17. Describe the importance of using evidence-based practices with individuals with a
diagnosis of serious mental illness.
18. Discuss for which type of clients the evidence base on a given practice exists.
19. Discuss principles for adapting interventions for use with diverse groups of clients.
20. Describe unique components of assessment and treatment planning that are relevant for
each evidence-based practice, client trauma history, and coexisting substance abuse
problems for people with serious mental illness.
21. Describe the role of social work values and ethics in evidence-based practice with
individuals with a diagnosis of serious mental illness.
22. Describe principles of technology transfer for organizational change in mental health.
Text
1.
Sands, R.G. (2001). Clinical social work practice in behavioral mental health. Boston:
Allyn & Bacon.
2.
Johnson, J., & Preston, J.D. (2003). Clinical psychopharmacology made ridiculously
simple. Miami, Florida: MedMaster, Inc.
Assignments
1. Case Application: Class sessions 3-13 cover specific mental health interventions. Using
the case the instructor provides, write three brief papers (3-5 pages) on three of these
interventions (one paper on each intervention) and how they might be applied to the case
example. Included in the paper should be: your assessment of how well the intervention
meets the client's needs, anticipated barriers to implementing the intervention and how
they might be addressed, and the degree to which the interventions are compatible with
social work values. [Note to instructor: this assignment could be completed through class
presentations & role plays instead of through a paper; see case in curriculum guide]
2. Evaluating the Evidence for an Intervention
Poster Session: choose a specific intervention related to individuals with a diagnosis of
serious mental illness and create a poster session that summarizes the intervention
(including key components for fidelity); its goals, targets & desired outcomes; the nature
of the evidence supporting the intervention; and what future research needs to focus on to
enhance its level of empirical support, or to demonstrate it's effectiveness with key
populations. Posters will be presented at the class poster session, and you will need to
provide poster reprints so your classmates can each have a copy. The instructor will
distribute a more detailed description of this assignment. [
Research Evaluation Paper: Choose a specific research article that evaluates an
intervention related to individuals with a diagnosis of serious mental illness. For example,
you might decide to focus on cognitive therapy with individuals with a diagnosis of
schizophrenia. Your intervention can be covered in the course, but you must pull in
literature beyond the course syllabus. Write a paper that addresses the following
questions/points: description of the intervention (including key components for fidelity),
goals/targets/desired outcomes of this intervention, nature of all the evidence supporting
the intervention, categorize the intervention according to one of the Level of Evidence
classification models given to you by the instructor, discuss what additional research is
needed on this intervention to enhance its level of empirical support, or to demonstrate
it's effectiveness with key populations .
3. Class Participation: Class sessions will involve a variety of class activities, including
discussion and role plays that are essential to learning the course content.
COMPUTATION OF GRADE
Final class grade will be determined on the basis of the student’s performance on three
deliverables. Class attendance will count for a portion of the semester grade. In
accordance with the University’s grading system, letter grades will be assigned with the
following scale:
A
B
C
D
F
90-100
80-89
70-79
60-69
Below 60
The following formula will be used to compute the semester grade:
Case Application
Poster Session or Paper
45%
45%
Class Attendanc e
10%
SPECIAL REQUIREMENTS FOR PERSONS WITH DISABILITIES
If you are a qualified student with a disability seeking accommodation under the Americans With
Disabilities Act, you are required to self-identify with the Office of Student Life. I will make
every effort to accommodate your special learning requirements in order to make this course a
successful experience for you. If you are a person with minor disabilities that can be
accommodated easily, please see me. These may include such accommodation as tape recording
classes, having exams prepared in large print, sitting close to the front of class, etc.
ADDITIONAL INFORMATION
1. All assignments must be typed and stapled in the left-hand corner. Do not use folders for
assignments. There will be a 5-point penalty for not following these directions.
2. Make-up tests may be requested only in cases of documented serious emergencies. NO
EXCEPTIONS
3. There will be a ten percent (10%) grade penalty for a late assignment. An assignment is
considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented
serious emergencies. NO EXCEPTIONS
4. An INCOMPLETE grade in a course is given only in cases of extreme emergencies and
at the discretion of the professor. A request for an INCOMPLETE must be written and
include the reason for the request as well as a timetable for completion of all assignments.
All work must be submitted by the end of the next semester (or within 1 year if not
enrolled) or the grade of “I” will be changed to an “F”.
5. Every KSU student is responsible for upholding the provisions of the STUDENT CODE
OF CONDUCT, as published in the Undergraduate Catalog. Section II of the Student
Code of Conduct addresses the University’s policy on academic honesty, including
provisions regarding: a) plagiarism and cheating; b) unauthorized access to University
materials; c) misrepresentation/falsification of University records or academic work; d)
malicious removal, retention, or destruction of library materials; e) malicious/intentional
misuse of computer facilities and/or services; and f) misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the code of Conduct’s minimum one-semester
suspension requirement.
6. All cell phones and pagers are to be muted or turned off.
Class Sessions
Week 1: Introduction to Course & Recovery, Stigma & Mental Illness
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Review of course, syllabus & assignments
Review of biopsychosocial model
Recovery framework
Stigma
Culture & Mental Illness
Required Readings:
Sands, R.G. (2001). Getting oriented: themes and contexts, chapter 1. Clinical social work
practice in behavioral mental health. Boston: Allyn & Bacon, pp. 1-23.
Surgeon General (1999). Overview of recovery [in Chp. 2, The fundamentals of mental health
and illness]. In Mental health: A report of the Surgeon General. [Electronic version]. Rockville,
MD: Office of the Surgeon General, US Public Health Service. Retrieved May 10, 2003 from:
http://www.surgeongeneral.gov/library/mentalhealth/chapter2/sec10.html
Surgeon General (1999). The roots of stigma [in Chp. 1, Introduction and themes]. In Mental
health: A report of the Surgeon General. [Electronic version]. Rockville, MD: Office of the
Surgeon General, US Public Health Service. Retrieved May 10, 2003 from:
www.surgeongeneral.gov/library/mentalhealth/chapter1/sec1.html#roots_stigma
Onken, S.J., Dumont, J.M, Ridgway, R., Dornan, D.H., & Ralph, R.O. (2002). Mental health
recovery: What helps and what hinders? Alexandria, VA: National technical Assistance Center
for State Health Planning. Retrieved July 15, 2003 from:
http://www.nasmhpd.org/ntac/reports/MHSIPReport.pdf
Surgeon General. (2001). Culture counts: The influence of culture and society on mental health.
In Mental health, culture, race and ethnicity: A supplement to mental health: A report of the
Surgeon General. [Electronic version]. Rockville, MD: Office of the Surgeon General, US Public
Health Service. Retrieved May 10, 2003 from: www.mentalhealth.org/cre/toc.asp
Week 2: Introduction to Evidence-Based Practice & Review of Serious Mental Illnesses
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Define evidence-based practice vs. best practice
Importance of using evidence- based practice
Policy/system context for evidence-based practice
Ethical issues involved in evidence-based practice
Responsible use of evidence-based practice
Social work
Utilization of fidelity and outcome measurements
Required Readings:
Institute of Medicine (2001). Executive summary. Crossing the quality chasm: A new health
system for the 21st century. Washington, DC: National Academy Press. Online:
http://books.nap.edu/books/0309072808/html/1.html#pagetop
NASW Code of Ethics. Can be obtained from NASW. Also available online at the NASW
website: www.socialworkers.org/pubs/code/code.asp
Gibbs, L., & Gambrill, E. (2002). Evidence-based practice: Counterarguments to objections.
Research on Social Work Practice, 12¸452-477.
Sands, R.G. (2001). Historical context. A biopsychosocial conceptual framework. Legal and
ethical issues, chapters 2, 3 & 7. Clinical social work practice in behavioral mental health.
Boston: Allyn & Bacon, pps. 27-44, 47-73 & 138-164.
Thyer, B.A. (2002). Evidence-based practice and social work. Evidence-Based Mental Health, 5,
6-7.
Week 3: PACT-Program for Assertive Community Treatment
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Differentiating ACT from case-management
Tracking expected outcomes for ACT interventions
PACT program fidelity components
Critical perspective of service delivery
Comprehensive biopsychosocial assessment
Treatment planning
Effective teamwork skills
Client-centered problem solving therapy
Required Readings:
Bond, G. (2001). Assertive Community Treatment: Best practice. Presented at New York State
Office of Mental Health Best Practices Conference, June 11, 2001, Workshop 11: Theory and
Practice: Assertive Community Treatment. Retrieved March 23, 2003, from
http://www.omh.state.ny.us/omhweb/aboutomh/transcripts/bond.htm.
McGrew, J.H., Wilson, R., and Bond, G. (1996). Client perspectives on helpful ingredients of
assertive community treatment. Psychiatric Rehabilitation Journal, 19, 13-21.
Lehman, A. F., Dixon, L. B., Kernan, E. DeForge, B. R., & Postrado, L. T. (1997). A
randomized trial of assertive community treatment for homeless persons with severe mental
illness. Archives of General Psychiatry, 54, 1038-1043.
Sands, R.G. (2001). The biopsychosocial assessment. Community care of persons with severe
mental illness: case management and community resources, chapters 4 & 11. Clinical social
work practice in behavioral mental health. Boston: Allyn & Bacon, pp 78-98 & 255-340.
Test, M. A., Knoedler, W. H., Allness, D. J., Burke, S. S., Brown, R. L., & Wallisch, L. S.
(1991). Long-term community care through an assertive continuous treatment team. In C. A.
Tamminga & S. C. Schulz (Eds.), Advances in neuropsychiatry and psychopharmacology,
volume 1: schizophrenia research (239-246).
Week 4: Motivating for Change and Motivational Interviewing
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Empowerment focus—importance of client choice
Using motivational enhancement techniques with people who have serious mental illness.
Tracking consumer motivational outcomes with assessment tools and choosing treatment
modalities based on outcomes
Transtheoretical model and stages of change
Motivational interviewing
Use of the transtheoretical model and motivational interviewing to address mental health
problems (see Smyth, 1996)
Required Readings:
Burke, B., Arkowitz, & Dunn, C. (2002). The efficacy of motivational interviewing and its
adaptations: What we know so far. In W. Miller & S. Rollnick (Eds.), Motivational interviewing:
Preparing people for change (2nd ed.) (pp. 217-250). New York: The Guilford Press.
Rollnick, S. & Miller, W. R. (1995). What is motivational interviewing?. Behavioral and
Cognitive Psychotherapy, 23, 325-334.
Smyth, N.J. (1996). Motivating clients with dual disorders: A stage approach. Families in
Society, 77(10), 605-614.
Week 5: Wellness Self-Management & Recovery
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Motivating clients to engage in self-management
Recovery treatment planning, and monitoring and evaluating progress toward treatment
goals
The symptoms of psychosis, depression, and mania are reviewed
The culture of recovery
The management of symptoms
Mutual Aid and its healing components
Interventions and outcomes for the strength-based perspective
Trusting relationships and outcome measures
Required Readings:
Mellman, T.A., Miller, A.L., Weissman, E. M., Crisman, M.L., Essock, S.M. & Marder, S.R.
(2001). Evidence-based pharmacologic treatment for people with severe mental illness: A focus
on guidelines and algorithms, Psychiatric Services, 52(5), 619-625.
Miller, R., & Mason, S.E. (2002). Diagnosis schizophrenia, pp. 95-103, Coping with Positive
and Negative Symptoms, (chapter 10), pp. 104-113, Coping with Other Symptoms and Side
Effects, (chapter 11).
Sands, R.G. (2001). Community care of persons with severe mental illness, case management
and community resources, chapter 11. Clinical social work practice in behavioral mental health.
Boston: Allyn & Bacon. pp. 255-290.
Week 6: Medication Management
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Methods of working with clients to follow medication regimes (social skills training,
motivational enhancement, and behavioral tailoring)
Informed consent to medications and the right to decline medication
Monitoring medication side effects and benefits, utilizing current dosage and duration
recommendations to achieve benefit
The social work role in medication management
Psychotropic medications, their use and their limitations
Techniques that help clients adhere to medication regimens
Required Readings:
Johnson & Preston book (see books listed in beginning of syllabus)
Miller, R., & Mason, S.E. Diagnosis schizophrenia. (2002). New York: Columbia University
Press, pp. 68-81, Medication, (chapter 8).
Sands, R.G. (2001). Intervention with persons with severe mental illness, theories, concepts and
philosophies, chapter, 10, pp, 291-327. Intervening with individuals affected by severe mental
illness, medication, social skills training and family education, chapter 12, pp 291-327. Clinical
social work practice in behavioral mental health. Boston: Allyn & Bacon.
Week 7: Treatment for Concomitant Mental Health and Substance Abuse Problems
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Integrated treatment approaches
Biopsychosocial model
Controversies in dual diagnosis treatment
Drugs of abuse
Assessment
Treatment planning
Expected course of treatment with individuals with dual disorders and tracking progress

Relapse prevention using social skills training
Required Readings:
Sands, R.G. (2001). Clinical practice with clients who abuse substances, chapter 13, A
biopsychosocial conceptual framework, review of chapter 3. Clinical social work practice in
behavioral mental health. Boston: Allyn & Bacon, pp. 328-368 and 47-77.
Watkins, Lewellen and Barrett book (see books listed in beginning of syllabus)
Annis, H.M. & Davis, C. S. (1991). Relapse prevention. Alcohol Health & Research World, 15
(3), 204-212.
Drake, R.E., Essock, S.M. Shaner, A., Carey, K.B., Minkoff, K., Kola, L. et al. (2001).
Implementing dual diagnosis services for clients with severe mental illness. Psychiatric Services,
52, 469-476.
Miller, R., & Mason, S.E. (2002). Diagnosis schizophrenia, pp. 114-128, Alcohol, Drugs and
Safer Sex, (Chapter 12).
Week 8
Free week – move to where appropriate, may be used to visit an EBP site, guest speaker,
additional time for specified area not covered, or for more depth in a particular topic
Week 9: Family Intervention
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Using psychoeducation to enhance family members’ ability to support the client’s
recovery
Parenting issues for parents with a diagnosis of serious mental illness
Overview and definition of psychoeducation in the context of evidence-based practice
Literature-based examples and applications of psychoeducation as evidence-based
practice
Theoretical and historical overview of psychoeducation
History of psychoeducation in relationship to the family and consumer advocacy
movements
Structure, content, format, timing, flexibility
Implications for practice & policy
Required Readings:
Sands, R.G. (2001). Intervening with individuals affected by severe mental illness: medication,
social skills training, & family education, chapter 12. Clinical social work practice in behavioral
mental health. Boston: Allyn & Bacon, pp 320-323.
Falloon, I. R., Held, T., Roncone, R., Coverdale, J. H., & Laidlaw, T. M. (1998). Optimal
treatment strategies to enhance recovery from schizophrenia. Australia New Zealand Journal of
Psychiatry, 32(1), 43-49.
Lukens, E. & Thorning, H. Psychoeducation and severe mental illness (1998). In Williams, J. &
Ell, K. (eds.) Breakthroughs in mental health research: Implications for social work practice, pp.
343-365. NASW Press: Washington DC.
McFarlane, W., Dunne, E., Lukens, E., Newmark, M., McLaughlin-Toran, J., Deakins, S. et al.
(1993). From Research to clinical practice: Dissemination of New York State's family
psychoeducation project. Hospital & Community Psychiatry 44, 265-270.
McFarlane, W., Lukens, E., Link, B., Dushay, R., Deakins, S., Dunne, E., et al (1995). Multiple
Family Groups and Psychoeducation in the Treatment of Schizophrenia. Archives of General
Psychiatry, 52, 679-687.
Week 10: Supported Employment
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The role of the social worker in providing vocational support to clients in competitive
employment
Gain an understanding of the steps to attain vocational goals
Setting the stage: Why are we talking about work for individuals with a diagnosis of
serious mental illness? What is work?
Supported employment as an approach to promote integrated, competitive employment
Key Supported Employment components
Evidence for key components
Implications for social work practice
Required Readings:
Akabas, S. H. & Gates, L. B. (in preparation). Work Opportunities for Rewarding Careers: An
approach to guide practice with mental health consumers
Bond, G. R. (1998). Principles of the individual placement and support model: Empirical
support. Psychiatric Rehabilitation Journal, 22 (1), 11 –23.
Bond, G. R., Becker, D. R., Drake, R. E., Rapp, C. A. Meisler, N., Lehman, A. F. et al. (2001).
Implementing supported employment as an evidence-based practice. Psychiatric Services, 53 (3)
313- 322.
Gates, L. B., Weidberg, S., Akabas, S. H., Myers, R., Schwager, M. & Kailin-Kee, J. (in review).
Performance Based Contracting: Turning vocational policy into jobs. Administration and Policy
in Mental Health.
Marrone, J., Hoff, D. & Gold, M. (1999). Organizational change for community employment.
Journal of Rehabilitation, 65 (2), 10 – 19.
Week 11: Social Skills Training
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Application of social learning theory
Using social skills training with people who have serious mental illness.
Adapting social skills training for use with individuals with a diagnosis of specific
disorders (schizophrenia, bipolar disorder, and depression).
Tracking social skill development outcomes and using them to inform future practice
Social skills training models.
Outcome data for social skills training.
Required Readings:
Sands, R.G. (2001). Community care of persons with severe mental illness, case management
and community resources, chapter 11. Clinical social work practice in behavioral mental health.
Boston: Allyn & Bacon, pp. 255-290.
Sands, R.G. (2001). Intervening with individuals affected by severe mental illness: medication,
social skills training, & family education, chapter 12. Clinical social work practice in behavioral
mental health. Boston: Allyn & Bacon, pp. 302-312.
Week 12: Trauma and Serious Mental Illness
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Role of trauma and serious mental illness as an area of emerging research.
Epidemiology of trauma and severe mental illness.
Etiology of trauma, post-traumatic stress disorder, and related illnesses in individuals
with a diagnosis of serious mental illness.
Implications for service delivery: assessing trauma in individuals with a diagnosis of
serious mental illness.
Required Readings:
Sands, R.G. (2001). Postmodern feminist theory and practice, chapter 6. Clinical social work
practice in behavioral mental health. Boston: Allyn & Bacon, pp. 116-133.
Breslau, N. (2002). Epidemiologic studies of trauma, post-traumatic stress disorder, and other
psychiatric disorders. Canadian Journal of Psychiatry, 41(10), 923-929.
Ell, K.C. and Asenberg, E. (1998). Stress-related disorders, Chapter 8. In Willams and Ell
(Eds.). Advances in mental health research, pp. 217-259.
Koenen, K.C., Goodwin, R., Struening, E., Hellman, F. and Guardino, M. (2003). Post-traumatic
stress disorder and treatment seeking in a national screening sample. Journal of Traumatic
Stress, 16(1), 5-16.
Rosenberg, S., Mueser, K., Jankowski, M.K., and Hamblen, J. (Summer 2002). Trauma exposure
in people with severe mental illness. PTSD Research Quarterly, 13(3), 1-7.
Tucker, W. M. (2002). How to include the trauma history in the diagnosis and treatment of
psychiatric inpatients. Psychiatric Quarterly, 73(2), 135-144.
Week: 13 Peer Support & Self-help Module
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Overview and definition of peer support in the context of evidence-based practice
Mechanisms for consumer-provided services and self-help programs
Consumer-provided services (defined as services in which consumers or family are paid
as providers to deliver mental health services)
Self-help groups (examples)
On-line and/or telephone support groups
Peer support/self-help principles
Benefits/outcomes for consumer providers of service
Benefits/outcomes for family providers of service
Review of key outcome studies for consumer recipients of service
Benefits for mental health provider system
Implications for practice and policy
External peer support programs
Required Readings:
Dixon, L., Stewart, T, Burland, J., Delahanty, J. Lucksted, A. & Hoffman, M (2001). Pilot study
of the effectiveness of the family-to-family education program. Psychiatric Services, 52, 965967.
Mowbray, C.T., Moxley, D.P., & Collins, M.E. (1998). Consumers as mental health providers:
First-persons accounts of benefits and limitations. The Journal of Behavioral Health Services &
Research, 25(4), 397-411.
Mowbray, C.T., Robinson, E.A., & Holter, M.C. (2002). Consumer drop-in centers: Operations,
services, and consumer involvement. Health and Social Work, 27, 248-261.
Solomon, P. & Draine, J. (2001). The state of knowledge of the effectiveness of consumer
provided services. Psychiatric Rehabilitation, 25, 20-27.
Week 14: Acting as an Agent for Change for “Technology Transfer”
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Principles for “technology transfer”
Steps involved in implementing organizational change
Stages of change applied to organizations & systems
Addressing resistance in organizations
Planning for the future—staying on top of a changing knowledge base
Required Readings:
Addiction Technology Transfer Centers (2000). The change book: A blueprint for technology
transfer. Rockville, MD: Center for Substance Abuse Treatment. [Electronic Version] Accessed
on May 10, 2003 at: http://www.nattc.org/resPubs/cbResources.html#cb (in Adobe pdf format,
or you can order print copies for minimal cost).
Packard, T. (1995). TQM and organizational change and development. In B. Gummer & P.
McCallion (Eds.), Total Quality Management in the social services: Theory and practice.
Albany, NY: Rockefeller College Press. [Electronic Version]. Accessed on May 10, 2003 at:
http://www.improve.org/tqm.html