KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8705/Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
XX Course Title Change
Course Number Change
Course Credit Change
XX Course Prerequisite Change
XX 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
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
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 SW 8705
___
Course Title Advanced Clinical Practice II: Assessment, Diagnosis, and Service
Planning
___
Class Hours 3 ____Laboratory Hours___0____Credit Hours__3______
Prerequisites Admission to the MSW Program
___
Description (or Current Degree Requirements)
This advanced social work practice course focuses on assessment and planning. Building
upon the content of HBSE and direct practice foundation courses, this course will begin
with a review of the DSM-IV and then explores advanced content related to clinical
assessment of individuals and families. Using this advanced knowledge, the course will
focus upon the process of treatment planning.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____SW 8705_______________________________
Course Title _Clinical Assessment, Diagnosis, and Service Planning________________
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites All MSW Foundation Level Courses
Description (or Proposed Degree Requirements)
This advanced social work practice course focuses on assessment and treatment planning.
It builds upon the content of HBSE and Direct Practice foundation courses. This course will
begin with a review of the DSM-IV-TR. It presents advanced clinical content related to the
assessment of individuals and families. Using this advanced knowledge, the course will
focus on the process of treatment planning via the linkage of individual assessment data
with unique client strengths and culturally specific concerns and issues
III.
Justification
MSW Curriculum was reorganized to drop this course as one of 3 required courses in an
advanced practice sequence. Hence, the title is changed to remove the course from the
required advanced practice sequence. A modified course tile is proposed while the course
content is retained as an elective course
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
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
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)
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
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Current Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8705: Advanced Clinical Practice II: Assessment, Diagnosis, and Service
Instructor:
Steve King PhD, L.C.S.W.
Meeting Time:
TBA
Semester Credits:
3 hrs.
Email Address:
sking82@kennesaw.edu
Phone Number:
770-423-2451
Office:
3315 Prillaman Hall
Office Hours:
Mon. 2-3:30pm, Tues. 2-3:30pm, Thurs. 4-5:30pm
COURSE DESCRIPTION
This advanced social work practice course focuses on assessment and planning. Building
upon the content of HBSE and direct practice foundation courses, this course will begin
with a review of the DSM-IV and then explores advanced content related to clinical
assessment of individuals and families. Using this advanced knowledge, the course will
focus upon the process of treatment planning.
COURSE OVERVIEW
This course provides a framework for the process of advanced assessment and diagnosis
using the DSM IV-TR Manual, understanding of developmental and cognitive behavioral
theories, and systematic qualitative and empirical assessment methods. Supplementary
readings, handouts, and case presentations provide students with an opportunity to apply
the course content to the advanced diagnostic process. Moreover, the course provides
students with an opportunity to apply the ecological perspective to the clinical assessment
process. Finally, students will have advanced understanding of how to connect
interventions to assessment by designing strategic treatment planning for children, adults,
and families. Emphasis will be placed on client involvement in the assessment and planning
process.
REQUIRED TEXT:
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental
Disorders, 4th edition, (DSM IV-TR). Washington, DC: American Psychiatric
Association
Recommended Texts:
Fischer, J., & Corcoran, K. (Eds). (2007). Measures for clinical practice: A sourcebook, vol.1,
couples, families, and children. Oxford: Oxford University Press.
Fischer, J., & Corcoran, K. (Eds). (2007). Measures for clinical practice: A sourcebook, vol. 2,
adults. Oxford: Oxford University Press.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University has three specialization
areas: Children and Family Services, Mental Health Services with a Substance Abuse
subspecialty. The Master of Social Work Program is committed to making a positive
difference in the community through the training of advanced clinical social work
professionals within in these three areas. This course is related to and consistent with the
mission of the Master of Social Work Program as it prepares students to engage in the
process of assessment, communication with other professionals, structuring clinical
interventions, and assessment of progress. (AS: M2.0 EP 5)
COURSE OBJECTIVES
Knowledge objectives: Students completing this course will:
1. have advanced understanding of the, evaluation, and integration of different and
evolving theoretical perspectives as well as empirically based knowledge regarding
psychosocial dysfunction. (1.1; 1.8; 1.10; 2.1; 2.4; 3.1; 3.2; 4.4)
2. have advanced understanding of the interrelationships among the biological,
psychological, developmental, environmental determinants that contribute to
psychosocial dysfunction. (1.1; 1.8; 2.1; 2.4; 3.2)
3. have advanced understanding and appreciation of individual client differences
including: gender, ethnic, racial, sexual orientation, cultural issues in the expression
and amelioration of psychosocial dysfunctions. (1.2; 1.4; 1.7; 3.2; 4.2; 4.5)
Values Objectives: Students completing this course will have an appreciation for the
importance of:
1. The values and ethics that guide professional practice; 4.0
2. self-awareness and the importance of assessing one’s own values relative to
individuals and families; 4.0
3. the range of client diversity and how such diversity impacts assessment; 4.1
Skills Objectives: Students completing this course will be able to:
1. Differentiate between functional and dysfunctional adaptive patterns and coping
strategies. (1.4; 1.8; 2.1; 2.4; 2.6; 3.2)
2. Demonstrate advanced knowledge of the Statistical Manual of Mental Disorders IVTR and recognize its limitations. (1.1; 1.8; 2.4; 2.6; 3.2)
3. Demonstrate advanced understanding and awareness of a variety of intervention
strategies appropriate to various psychosocial dysfunctions. (1.10; 1.9; 2.5; 2.6; 3.6)
4. Identify areas appropriate for collaboration and consultation with members of other
disciplines. (4.5;5.1; 5.4;5.6)
COURSE METHODS
This advanced assessment course will be conducted in a manner that includes various
student learning styles including cognitive, affective and experiential modes of learning.
The cognitive dimension will be delivered via lectures, class discussions, assigned readings,
exams and papers. Affective and experiential dimensions will be delivered via in-class
exercises, student-to-student interactions, small group interactions, instructor-to-student
interactions.
COURSE EXPECTATIONS
1. Students are expected to purchase the course text and complete assigned readings
in preparation for class.
2. Attendance is essential in this class and students are expected to attend all classes.
An unexcused absence will result in a 3 point deduction from the students final
grade in the class. It is the student’s responsibility to sign in for every class. Failure
to do so will result in the loss of attendance for that day. No exceptions will be made
in this policy except for documented emergencies. If a student provides written
documentation in the form of a medical excuse etc, he/she will not be penalized for
that day. Active participation by all class members in experiential class assignments
(role plays, etc.) and is an essential component of class attendance.
3. Students are expected to complete all assignments as scheduled. Any exceptions
must be approved by the instructor before the assignment is due. An assignment is
considered late if not turned in at the beginning of class on the day due. Electronic
submissions will not be accepted.
4. Students are expected to strictly adhere to the guidelines put forth in the Honor
Code and Statement of Diversity and Non-Discrimination below.
HONOR CODE
All students registered for all courses in the Master of Social Work Program are expected to
adhere to the rights, responsibilities, and behavior as articulated by the NASW Code of
Ethics. An essential feature of these codes is a commitment to maintaining intellectual
integrity and academic honesty. This commitment insures that a student in Social Work
will neither knowingly give nor receive any inappropriate assistance in academic work,
thereby affirming personal honor and integrity. Be certain to use appropriate
documentation for all assignments. Plagiarism may result in failure of the assignment,
failure of the course, and/or dismissal from the program.
STATEMENT OF DIVERSITY AND NONDISCRIMINATION
Discriminatory and harassing behaviors will not be tolerated in Kennesaw State University
Master of Social Work Program. Such behaviors subvert the mission of the University and
the MSW program, violate the social work code of ethics, and threaten the careers,
educational experiences and well-being of students, faculty and staff. The University and
the MSW program will not tolerate such behaviors between or among members of the
University community, as they create an unacceptable and hostile working and learning
environment. Discriminatory, derogatory or harassing behaviors between or among
students enrolled in the course will not be tolerated. The Master of Social Work Program
promotes a non-judgmental atmosphere of inclusion and tolerance of diversity.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR COURSE EVALUATION
1. Midterm Examination
30 points
2. Case Assessment and Treatment Plan
40 points
3. Final Examination
30 points
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points. Points will be interpreted as follows:
90-100 = A
80-89 = B
70-79 = C
65-69 = D
Below 65 = F
A minimum grade of “B” is required to pass this class.
COURSE ASSIGNMENTS
Mid-term Examination 30 Points
This examination will consist of both short answer and objective questions covering the
DSM-IV content of the course from its beginning to the week before the test. Test items will
be taken directly from course lectures and discussion and assigned readings. Students will
demonstrate both retention and understanding of course material.
Diagnostic Evaluation and Treatment Plan 40 Points
Each student will develop a case summary drawn from their internship practice
experience. The following outline will be used.
 Identifying Data
 Presenting problem
 History of the Current Problem
 Family and Developmental History
 Previous Interventions
 Mental Status Examination
 Diagnosis
 Treatment Plan
Each student will present their case summary to the class. During this process the
instructor will lead a guided discussion allowing the class to explore the clinical findings,
critique the presenter’s assessment or treatment plan and make suggestions for further
exploration or changes in the treatment plan. Following this discussion, the instructor will
present a critical analysis of the findings and make suggestions for further study or action.
This assignment will provide students with “hands-on’ experience in sharing clinical
information in a multi-disciplinary setting as is common is most treatment agencies.
Final Examination 30 Points
The final examination will consist of both short answer and objective questions covering
the content of the course from the mid-term examination. Test items will be taken directly
from course lectures and discussion and assigned readings. Students will demonstrate both
retention and understanding of course material.
COURSE OUTLINE AND READINGS
WEEK
Topic
Reading &
Assignment
EP
Program
Objective(s)
Week
Introduction and
Orientation to DSM-IV-TR
Handouts
AS:
1.1
M 2.0
1.8
Multiaxial Classification
DSM IV,
Introduction.
Prevalence, Course, &
pp1-37
One
Differential Diagnosis (PCD)
Global Assessment of
Functioning
Specific Culture, Age and
Gender
1.10
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
(CAG)
Week
Two
Diagnostic Evaluation and
Treatment Planning
Preparation.
4.4
Handouts
AS:
1.1
M 2.0
1.8
1.10
Summary Presentation
Children and Youth
Evaluation
PCD
EP:
2.1
DSM-IV
4.3,
2.4
pp39-133
4.4,
3.1
4.6,
3.2
5.0
3.4
CAG
4.4
Week
Three
Children and Youth (cont)
Handouts
AS:
1.1
DSM-IV
M 2.0
1.8
pp 191-222
1.10
2.1
EP
Program
Objective(s)
Adult Evaluation
EP:
2.4
Substance Abuse
4.3,
3.1
Dependence/Abuse
4.4,
3.2
PCD
4.6,
3.4
CAG
5.0
4.4
Adults
AS:
1.1
Substance Abuse (cont)
M 2.0
1.8
DSM-IV
EP:
1.10
pp223-253
4.3,
2.1
4.4,
2.4
4.6,
3.1
5.0
3.2
WEEK
Topic
Week
Four
Week
Five
Diagnostic Evaluation and
Treatment Planning
Preparation
Reading &
Assignment
3.4
4.4
Week
Adult Evaluation
Six
Mental Health
Handouts
AS:
1.1
M 2.0
1.8
Psychotic Disorders
1.10
Mood Disorders
DSM IV
EP:
2.1
PCD
pp297-397
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
CAG
4.4
WEEK
Topic
Reading &
Assignment
Week
Adults
Handouts
Seven
Mental Health (cont)
DSM-IV
Personality Disorders
(cont) +
pp685-729
EP
Program
Objective(s)
Week
Eight
Mid-Term Exam
Week
Nine
Social History
AS:
1.1
Treatment Planning
M 2.0
1.8
1.10
Diagnostic Evaluation and
Treatment Planning
Presentations
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
EP
Program
Objective(s)
Social History
AS:
1.1
Treatment Planning
M 2.0
1.8
WEEK
Topic
Week
Ten
Reading &
Assignment
1.10
Diagnostic Evaluation and
Treatment Planning
Presentations
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
Week
Eleven
Diagnostic Evaluation and
Treatment Plan
Presentations
Handouts
AS:
1.1
M 2.0
1.8
1.10
Week
Diagnostic Evaluation and
Twelve Treatment Plan
Presentations
Week
Thirte
en
Diagnostic Evaluation and
Treatment Plan
Presentations
Handouts
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
AS:
1.1
M 2.0
1.8
1.10
EP:
2.1
4.3,
2.4
WEEK
Topic
Week
Fourte
en
Diagnostic Evaluation and
Treatment Plan
Presentations
Reading &
Assignment
EP
Program
Objective(s)
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
Week
Fifteen
Final Exam 12/1/10
*The course outline and schedule may be subject to adjustment or change depending on the
learning needs of the class.
Bibliography for Further Reading
Barlow, D. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic.
(2nd Ed.). NY: Guilford Publications, Inc.
Briere, J. (2004). Psychological assessment of adult posttraumatic states: Phenomenology,
diagnosis and measurement. (2nd. Ed.). Washington, DC: APA.
Cantwell, D. P., & Baker, L. (1987). Developmental speech and language disorders. NY:
Guilford Press.
Carroll, B. J., & Barrett, J. E. (1991). Psychopathology and modern life. NY: Scott Foreman.
Helzer, J.E., & Hudziak, J.J. (Eds.). (2002). Defining psychopathology in the 21st century: DSV
V and beyond. Washington DC: American Psychiatric Association.
Hersen, M., & Last, C. G. (Eds.). (1990). Handbook of child and adult psychopathology: A
longitudinal perspective. NY:
Hersen, M., & Turner, S. (2003). Diagnostic interviewing. (3rd Ed.). NY: Kluwer
Academic/Plenum Publishers
Hersen, M., & Turner, S.M. (Eds.). (2003). Adult psychopathology and diagnosis. (4th Ed.).
NY : John Wiley & Sons, Inc.
Hersen, M., & Van Hasselt, V.B. (2001). Advanced abnormal psychology (2nd ed.).
Dordrecht, Netherlands: Kluwer Academic Publishers.
Horowitz, L.M. (2004). Interpersonal foundations of psychopathology. Washington, DC :
American Psychological Association.
Jacob, T., & Tennenbaum, D. L. (1988). Family assessment: Rationale, methods, and future
directions. NY: Plenum Press.
Jang, K.L. (2005). The behavioral genetics of psychopathology. Mahwah, N.J.: Lawrence
Erlbaum Assoc.
Kamphaus, R., & Frick, P. (1996). Clinical assessment of child and adolescent personality and
behavior. Needham Heights, MA: Allyn & Bacon.
Kellerman, H., & Burry, A. (1989). Psychopathology and deferential diagnosis: A primer. Vol.
1: History of psychopathology. NY: Columbia University Press.
Kocsis, J., & Klein, D. (Eds.). (1995). Diagnosis and treatment of chronic depression. NY:
Guilford Publications, Inc.
Maddux, J.E., & Winstead, B. A. (Eds.). (2005). Psychopathology: Foundations for a
contemporary understanding. Mahwah, N.J.: Lawrence Erlbaum Assoc.
Maris, R., Canetto, S., & McIntosh, J.L. (Eds.). (2000). Review of suicidology. NY, US: Guilford
Press.
Morris, T.L., & March, J.S. (Eds.). (2004). Anxiety disorders in children and adolescents. NY:
Guilford Press.
Morrison, J. (1995). The first interview: Revised for DSM-IV. NY: Guilford Press.
Oldham, J. M. (Ed.). (1991). Personality disorders: New perspectives on diagnostic validity.
Washington, D C: American Psychiatric Press.
Palmer, J.A., & Palmer, L.K. (2002). Evolutionary psychology: The ultimate origins of human
behavior. Needham Heights, MA: Allyn & Bacon.
Rapee, R. (1996). Current controversies in the anxiety disorders. NY: Guilford Press.
Rolf, J.E., Masten, A.S., & Cicchetti, D. (Esd.). (1990). Risk and protective factors in the
development of psychopathology. NY: Cambridge University Press.
Schmidt, N.B., Kotov, R., & Joiner, T.E. (2004). Taxonomics: Toward a new diagnostic scheme
for psychopathology. Washington, DC: American Psychological Association.
Seligman, L. (2nd Ed.). (1996). Diagnosis and treatment planning in counseling. NY: Plenum
Publishing.
Silverman, W., & Kurtines, W. (1996). Anxiety and phobic disorders: A pragmatic approach.
NY: Plenum Publishing.
Silverman, M., & Maris, R. (Eds.). (1995). Suicide prevention: Toward the year 2000. NY:
Guilford Press.
Spitzer, M., & Maher, B. A. (Eds). (1990). Philosophy and psychopathology. NY: SpringerVerlag.
Sutker, P., & Adams, H. (2001). Comprehensive handbook of psychopathology. (3rd Ed.). NY:
Kluwer Academic/Plenum Publishers,
Thomas, J.C., & Hersen, M. (Eds.). (2004). Psychopathology in the workplace: Recognition
and adaptation. NY: Brunner-Routledge.
Revised Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8705: Clinical Assessment, Diagnosis, and Service Planning
Instructor:
Steve King PhD, L.C.S.W.
Meeting Time:
TBA
Semester Credits:
3 hrs.
Email Address:
sking82@kennesaw.edu
Phone Number:
770-423-2451
Office:
3315 Prillaman Hall
Office Hours:
Mon. 2-3:30pm, Tues. 2-3:30pm, Thurs. 4-5:30pm
COURSE DESCRIPTION
This advanced social work practice course focuses on assessment and treatment planning.
It builds upon the content of HBSE and Direct Practice foundation courses. This course will
begin with a review of the DSM-IV-TR. It presents advanced clinical content related to the
assessment of individuals and families. Using this advanced knowledge, the course will
focus on the process of treatment planning via the linkage of individual assessment data
with unique client strengths and culturally specific concerns and issues.
COURSE OVERVIEW
This course provides a framework for the process of advanced assessment and diagnosis
using the DSM IV-TR Manual, understanding of developmental and cognitive behavioral
theories, and systematic qualitative and empirical assessment methods. Supplementary
readings, handouts, and case presentations provide students with an opportunity to apply
the course content to the advanced diagnostic process. Moreover, the course provides
students with an opportunity to apply the ecological perspective to the clinical assessment
process. Finally, students will have advanced understanding of how to connect
interventions to assessment by designing strategic treatment planning for children, adults,
and families. Emphasis will be placed on client involvement in the assessment and planning
process.
REQUIRED TEXT:
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental
Disorders, 4th edition, (DSM IV-TR). Washington, DC: American Psychiatric
Association
Recommended Texts:
Fischer, J., & Corcoran, K. (Eds). (2007). Measures for clinical practice: A sourcebook, vol.1,
couples, families, and children. Oxford: Oxford University Press.
Fischer, J., & Corcoran, K. (Eds). (2007). Measures for clinical practice: A sourcebook, vol. 2,
adults. Oxford: Oxford University Press.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University has three specialization
areas: Children and Family Services, Mental Health Services with a Substance Abuse
subspecialty. The Master of Social Work Program is committed to making a positive
difference in the community through the training of advanced clinical social work
professionals within in these three areas. This course is related to and consistent with the
mission of the Master of Social Work Program as it prepares students to engage in the
process of assessment, communication with other professionals, structuring clinical
interventions, and assessment of progress. (AS: M2.0 EP 5)
COURSE OBJECTIVES
Knowledge objectives: Students completing this course will:
4. have advanced understanding of the, evaluation, and integration of different and
evolving theoretical perspectives as well as empirically based knowledge regarding
psychosocial dysfunction. (1.1; 1.8; 1.10; 2.1; 2.4; 3.1; 3.2; 4.4)
5. have advanced understanding of the interrelationships among the biological,
psychological, developmental, environmental determinants that contribute to
psychosocial dysfunction. (1.1; 1.8; 2.1; 2.4; 3.2)
6. have advanced understanding and appreciation of individual client differences
including: gender, ethnic, racial, sexual orientation, cultural issues in the expression
and amelioration of psychosocial dysfunctions. (1.2; 1.4; 1.7; 3.2; 4.2; 4.5)
Values Objectives: Students completing this course will have an appreciation for the
importance of:
1. The values and ethics that guide professional practice; 4.0
4. self-awareness and the importance of assessing one’s own values relative to
individuals and families; 4.0
5. the range of client diversity and how such diversity impacts assessment; 4.1
Skills Objectives: Students completing this course will be able to:
1. Differentiate between functional and dysfunctional adaptive patterns and coping
strategies. (1.4; 1.8; 2.1; 2.4; 2.6; 3.2)
2. Demonstrate advanced knowledge of the Statistical Manual of Mental Disorders IVTR and recognize its limitations. (1.1; 1.8; 2.4; 2.6; 3.2)
3. Demonstrate advanced understanding and awareness of a variety of intervention
strategies appropriate to various psychosocial dysfunctions. (1.10; 1.9; 2.5; 2.6; 3.6)
4. Identify areas appropriate for collaboration and consultation with members of other
disciplines. (4.5;5.1; 5.4;5.6)
COURSE METHODS
This advanced assessment course will be conducted in a manner that includes various
student learning styles including cognitive, affective and experiential modes of learning.
The cognitive dimension will be delivered via lectures, class discussions, assigned readings,
exams and papers. Affective and experiential dimensions will be delivered via in-class
exercises, student-to-student interactions, small group interactions, instructor-to-student
interactions.
COURSE EXPECTATIONS
5. Students are expected to purchase the course text and complete assigned readings
in preparation for class.
6. Attendance is essential in this class and students are expected to attend all classes.
An unexcused absence will result in a 3 point deduction from the students final
grade in the class. It is the student’s responsibility to sign in for every class. Failure
to do so will result in the loss of attendance for that day. No exceptions will be made
in this policy except for documented emergencies. If a student provides written
documentation in the form of a medical excuse etc, he/she will not be penalized for
that day. Active participation by all class members in experiential class assignments
(role plays, etc.) and is an essential component of class attendance.
7. Students are expected to complete all assignments as scheduled. Any exceptions
must be approved by the instructor before the assignment is due. An assignment is
considered late if not turned in at the beginning of class on the day due. Electronic
submissions will not be accepted.
8. Students are expected to strictly adhere to the guidelines put forth in the Honor
Code and Statement of Diversity and Non-Discrimination below.
HONOR CODE
All students registered for all courses in the Master of Social Work Program are expected to
adhere to the rights, responsibilities, and behavior as articulated by the NASW Code of
Ethics. An essential feature of these codes is a commitment to maintaining intellectual
integrity and academic honesty. This commitment insures that a student in Social Work
will neither knowingly give nor receive any inappropriate assistance in academic work,
thereby affirming personal honor and integrity. Be certain to use appropriate
documentation for all assignments. Plagiarism may result in failure of the assignment,
failure of the course, and/or dismissal from the program.
STATEMENT OF DIVERSITY AND NONDISCRIMINATION
Discriminatory and harassing behaviors will not be tolerated in Kennesaw State University
Master of Social Work Program. Such behaviors subvert the mission of the University and
the MSW program, violate the social work code of ethics, and threaten the careers,
educational experiences and well-being of students, faculty and staff. The University and
the MSW program will not tolerate such behaviors between or among members of the
University community, as they create an unacceptable and hostile working and learning
environment. Discriminatory, derogatory or harassing behaviors between or among
students enrolled in the course will not be tolerated. The Master of Social Work Program
promotes a non-judgmental atmosphere of inclusion and tolerance of diversity.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
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CRITERIA FOR COURSE EVALUATION
1. Midterm Examination
30 points
2. Case Assessment and Treatment Plan
40 points
3. Final Examination
30 points
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points. Points will be interpreted as follows:
90-100 = A
80-89 = B
70-79 = C
65-69 = D
Below 65 = F
A minimum grade of “B” is required to pass this class.
COURSE ASSIGNMENTS
Mid-term Examination 30 Points
This examination will consist of both short answer and objective questions covering the
DSM-IV content of the course from its beginning to the week before the test. Test items will
be taken directly from course lectures and discussion and assigned readings. Students will
demonstrate both retention and understanding of course material.
Diagnostic Evaluation and Treatment Plan 40 Points
Each student will develop a case summary drawn from their internship practice
experience. The following outline will be used.
 Identifying Data
 Presenting problem
 History of the Current Problem
 Family and Developmental History
 Previous Interventions
 Mental Status Examination
 Diagnosis
 Treatment Plan
Each student will present their case summary to the class. During this process the
instructor will lead a guided discussion allowing the class to explore the clinical findings,
critique the presenter’s assessment or treatment plan and make suggestions for further
exploration or changes in the treatment plan. Following this discussion, the instructor will
present a critical analysis of the findings and make suggestions for further study or action.
This assignment will provide students with “hands-on’ experience in sharing clinical
information in a multi-disciplinary setting as is common is most treatment agencies.
Final Examination 30 Points
The final examination will consist of both short answer and objective questions covering
the content of the course from the mid-term examination. Test items will be taken directly
from course lectures and discussion and assigned readings. Students will demonstrate both
retention and understanding of course material.
COURSE OUTLINE AND READINGS
WEEK
Topic
Reading &
Assignment
EP
Program
Objective(s)
Week
Introduction and
Orientation to DSM-IV-TR
Handouts
AS:
1.1
M 2.0
1.8
Multiaxial Classification
DSM IV,
Introduction.
Prevalence, Course, &
pp1-37
One
Differential Diagnosis (PCD)
Global Assessment of
Functioning
Specific Culture, Age and
Gender
1.10
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
(CAG)
Week
Two
Diagnostic Evaluation and
Treatment Planning
Preparation.
4.4
Handouts
AS:
1.1
M 2.0
1.8
1.10
Summary Presentation
Children and Youth
Evaluation
PCD
EP:
2.1
DSM-IV
4.3,
2.4
pp39-133
4.4,
3.1
4.6,
3.2
5.0
3.4
CAG
4.4
Week
Three
Children and Youth (cont)
Handouts
AS:
1.1
DSM-IV
M 2.0
1.8
pp 191-222
1.10
2.1
EP
Program
Objective(s)
Adult Evaluation
EP:
2.4
Substance Abuse
4.3,
3.1
Dependence/Abuse
4.4,
3.2
PCD
4.6,
3.4
CAG
5.0
4.4
Adults
AS:
1.1
Substance Abuse (cont)
M 2.0
1.8
DSM-IV
EP:
1.10
pp223-253
4.3,
2.1
4.4,
2.4
4.6,
3.1
5.0
3.2
WEEK
Topic
Week
Four
Week
Five
Diagnostic Evaluation and
Treatment Planning
Preparation
Reading &
Assignment
3.4
4.4
Week
Adult Evaluation
Six
Mental Health
Handouts
AS:
1.1
M 2.0
1.8
Psychotic Disorders
1.10
Mood Disorders
DSM IV
EP:
2.1
PCD
pp297-397
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
CAG
4.4
WEEK
Topic
Reading &
Assignment
Week
Adults
Handouts
Seven
Mental Health (cont)
DSM-IV
Personality Disorders
(cont) +
pp685-729
EP
Program
Objective(s)
Week
Eight
Mid-Term Exam
Week
Nine
Social History
AS:
1.1
Treatment Planning
M 2.0
1.8
1.10
Diagnostic Evaluation and
Treatment Planning
Presentations
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
EP
Program
Objective(s)
Social History
AS:
1.1
Treatment Planning
M 2.0
1.8
WEEK
Topic
Week
Ten
Reading &
Assignment
1.10
Diagnostic Evaluation and
Treatment Planning
Presentations
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
Week
Eleven
Diagnostic Evaluation and
Treatment Plan
Presentations
Handouts
AS:
1.1
M 2.0
1.8
1.10
Week
Diagnostic Evaluation and
Twelve Treatment Plan
Presentations
Week
Thirte
en
Diagnostic Evaluation and
Treatment Plan
Presentations
Handouts
Handouts
EP:
2.1
4.3,
2.4
4.4,
3.1
4.6,
3.2
5.0
3.4
AS:
1.1
M 2.0
1.8
1.10
EP:
2.1
4.3,
2.4
WEEK
Topic
Week
Fourte
en
Diagnostic Evaluation and
Treatment Plan
Presentations
Reading &
Assignment
EP
Program
Objective(s)
4.4,
3.1
4.6,
3.2
5.0
3.4
4.4
Week
Fifteen
Final Exam 12/1/10
*The course outline and schedule may be subject to adjustment or change depending on the
learning needs of the class.
Bibliography for Further Reading
Barlow, D. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic.
(2nd Ed.). NY: Guilford Publications, Inc.
Briere, J. (2004). Psychological assessment of adult posttraumatic states: Phenomenology,
diagnosis and measurement. (2nd. Ed.). Washington, DC: APA.
Cantwell, D. P., & Baker, L. (1987). Developmental speech and language disorders. NY:
Guilford Press.
Carroll, B. J., & Barrett, J. E. (1991). Psychopathology and modern life. NY: Scott Foreman.
Helzer, J.E., & Hudziak, J.J. (Eds.). (2002). Defining psychopathology in the 21st century: DSV
V and beyond. Washington DC: American Psychiatric Association.
Hersen, M., & Last, C. G. (Eds.). (1990). Handbook of child and adult psychopathology: A
longitudinal perspective. NY:
Hersen, M., & Turner, S. (2003). Diagnostic interviewing. (3rd Ed.). NY: Kluwer
Academic/Plenum Publishers
Hersen, M., & Turner, S.M. (Eds.). (2003). Adult psychopathology and diagnosis. (4th Ed.).
NY : John Wiley & Sons, Inc.
Hersen, M., & Van Hasselt, V.B. (2001). Advanced abnormal psychology (2nd ed.).
Dordrecht, Netherlands: Kluwer Academic Publishers.
Horowitz, L.M. (2004). Interpersonal foundations of psychopathology. Washington, DC :
American Psychological Association.
Jacob, T., & Tennenbaum, D. L. (1988). Family assessment: Rationale, methods, and future
directions. NY: Plenum Press.
Jang, K.L. (2005). The behavioral genetics of psychopathology. Mahwah, N.J.: Lawrence
Erlbaum Assoc.
Kamphaus, R., & Frick, P. (1996). Clinical assessment of child and adolescent personality and
behavior. Needham Heights, MA: Allyn & Bacon.
Kellerman, H., & Burry, A. (1989). Psychopathology and deferential diagnosis: A primer. Vol.
1: History of psychopathology. NY: Columbia University Press.
Kocsis, J., & Klein, D. (Eds.). (1995). Diagnosis and treatment of chronic depression. NY:
Guilford Publications, Inc.
Maddux, J.E., & Winstead, B. A. (Eds.). (2005). Psychopathology: Foundations for a
contemporary understanding. Mahwah, N.J.: Lawrence Erlbaum Assoc.
Maris, R., Canetto, S., & McIntosh, J.L. (Eds.). (2000). Review of suicidology. NY, US: Guilford
Press.
Morris, T.L., & March, J.S. (Eds.). (2004). Anxiety disorders in children and adolescents. NY:
Guilford Press.
Morrison, J. (1995). The first interview: Revised for DSM-IV. NY: Guilford Press.
Oldham, J. M. (Ed.). (1991). Personality disorders: New perspectives on diagnostic validity.
Washington, D C: American Psychiatric Press.
Palmer, J.A., & Palmer, L.K. (2002). Evolutionary psychology: The ultimate origins of human
behavior. Needham Heights, MA: Allyn & Bacon.
Rapee, R. (1996). Current controversies in the anxiety disorders. NY: Guilford Press.
Rolf, J.E., Masten, A.S., & Cicchetti, D. (Esd.). (1990). Risk and protective factors in the
development of psychopathology. NY: Cambridge University Press.
Schmidt, N.B., Kotov, R., & Joiner, T.E. (2004). Taxonomics: Toward a new diagnostic scheme
for psychopathology. Washington, DC: American Psychological Association.
Seligman, L. (2nd Ed.). (1996). Diagnosis and treatment planning in counseling. NY: Plenum
Publishing.
Silverman, W., & Kurtines, W. (1996). Anxiety and phobic disorders: A pragmatic approach.
NY: Plenum Publishing.
Silverman, M., & Maris, R. (Eds.). (1995). Suicide prevention: Toward the year 2000. NY:
Guilford Press.
Spitzer, M., & Maher, B. A. (Eds). (1990). Philosophy and psychopathology. NY: SpringerVerlag.
Sutker, P., & Adams, H. (2001). Comprehensive handbook of psychopathology. (3rd Ed.). NY:
Kluwer Academic/Plenum Publishers,
Thomas, J.C., & Hersen, M. (Eds.). (2004). Psychopathology in the workplace: Recognition
and adaptation. NY: Brunner-Routledge.