Abnormal Psychology- WIN 2014 1
COURSE SYLLABUS
DIVISION:
Theoretical and Behavioral Foundations
PROGRAM AREA:
Rehabilitation Counseling
COURSE NUMBER:
RCI 7515
CALL NUMBER:
29148
COURSE TITLE:
Rehabilitation Treatment Planning and Intervention for
People with Psychiatric Disabilities
CREDIT:
2 credit hours
TERM/YEAR:
Winter 2014
DAY:
February 22nd; March 1st & 22nd; 5th, 2014
TIME:
9:00 AM - 4:00 PM
COURSE LOCATION:
622 Oakland Center
INSTRUCTOR:
George P. Parris, Ph.D.
License Professional Counselor (LPC)
Certified Rehabilitation Counselor (CCRC)
Nationally Certified Psychologist (NCP)
Senior Diplomate and Disability Analyst
311 College of Education
(313) 577-1619
E-mail: gparris@wayne.edu
GUEST LECTURERS:
Sonja Grbevski, Ph.D., LPC
Adjunct Faculty & Rehabilitation Counselor Advisor
Patricia Pich, Ph.D., LPC
Office Hours: Tuesday
Wednesday
PROGRAM SECRETARY:
CATALOG DESCRIPTION:
2:00 - 4:30
3:00 - 4:30
Lei Juan Stuart-Walker (313) 577-1613
Abnormal Psychology- WIN 2014 2
Knowledge and skills in treatment planning of individuals with psychiatric disabilities. Emphasis will be
placed on rehabilitation assessment, rehabilitation plan development, employment strategies, and life care
planning.
COURSE OBJECTIVES:
The course is designed to improve and enhance the psychiatric rehabilitation knowledge and skills of
counselors who provide counseling and intervention services to individuals with psychiatric disabilities.
The focus will be on fundamental issues related to the understanding psychiatric disabilities such as
diagnosis of the DSM 5 major disorders, including mood, anxiety, personality, and psychotic disorders.
This course is designed to expand students’ prior learning in diagnosis and psychotherapeutic treatment by
applying it in a comprehensive rehabititation treatment planning context. This includes rehabilitation
assessment, rehabilitation plan development, and life care planning. Treatment planning strategies are
emphasized. In addition, students will learn about psychotropic medications and there effectiveness in the
treatment of psychiatric disabilities, as well as psychotherapeutic techniques used to treat individuals with
psychiatric
disabilities.
Specific Objectives:
Upon completion of this course students will be able to:
1.
Recognize the signs and symptoms of the major mental illness and other forms of psychological
and behavioural dysfunction.
2.
Understand the impact of mental illness on the psychological, social, and environmental
functioning, including educational and vocational abilities and their effect on work.
3.
Understand how societal attitudes towards individuals with psychiatric disabilities may impact
upon personal adjustment and the counseling process.
4.
Understand the core principles and best practices of treatment for individuals with psychiatric
disabilities.
5.
Identify information related to different employment strategies used in facilitating the consumers
with psychiatric disabilities back to work.
6.
Develop a greater understanding of the critical role of varied community support systems in
facilitating the recovery of people with serious and persistent mental illness.
7.
Understanding pharmacology and medications in the treatment of psychiatric disabilities including
barriers to consistent medication management.
8.
Integrate counseling and case management strategies in order to improve community living, such
as employment, social adjustment and general quality of life for individuals with psychiatric
disabilities.
Abnormal Psychology- WIN 2014 3
9.
Understand ethical and legal issues involved in abnormal psychology and the roles and
responsibilities of clinicians in providing competent care to individuals with psychological
disorders.
REQUIRED TEXTS:
Maddux, J., & Winstead, B. (2012). Psychopathology: Foundations for a Contemporary
Understanding (3rd Edition). McGraw Hill: New York, NY
REQUIREMENTS AND EXPECTATIONS:
PARTICIPATION:
This course will involve lecture and discussion and attendance is mandatory. Participation includes
physical attendance (Do you show up?); psychological attendance (Does your mind show up?) Can you
show evidence of thinking during the class? Do you hear and incorporate what others are communicating?
Participation means that you provide others with some way of knowing that you are involved in the course.
Because this is a high-intensity class occurring over four Saturdays, attendance is critical. You are
expected to attend all classes. If you are absent even once, your ability to synthesize the material will be
undermined. Unless special arrangements are made ahead of time with the instructor, your final grade will
be negatively impacted by any absences. You will earn up to 10 points for attending and participating in a
meaningful way during the four class meetings. If you miss more than 6 hours of instruction for any
reason, you will need to withdraw from the class or you will be given a grade of F. Please note that
Incomplete Grades will not be given.
Contribution to Grade: 10%
PSYCHOPATHOLOGY RESEARCH / TOPIC PAPER:
You will choose one psychological disorder and write a research paper approximately 7 to 10 pages
excluding title page, abstract and reference pages. Your paper must address the following areas: (1) What
is the etiology of the disorder? In other words, what genetic, biological, psychological or social factors
cause or contribute to the development of the disorder in an individual? (2) What are the difficulties for
individuals living and adjusting to this disorder, such as independent living and employment? And (3)
based on research, what treatment options or interventions are considered best for treating people with this
disorder? Your paper must include at least 10 references from journals or books. You may include
additional references such as websites; however, only two web base references will be accepted. Your
paper must confirm to the American psychological Association (APA) 6th edition. Papers will be graded on
the following: organization, clarity, grammar, coherence, level of applied thoughtfulness and APA format.
Contribution to Grade: 40%
Due Date: April 5, 2014
FINAL EXAM:
ON LINE EXAM
Abnormal Psychology- WIN 2014 4
You will be provided with the exam on line.
Contribution to Grade: 50%
Due Date: April 19, 2014
EVALUATION & GRADING:
Final grade will be derived from a composite of the major requirements above. The plus/minus letter grade
system is used in the CED program:
Letter Grade
Points
A
94 - 100
A90 - 93
B+
87 - 89
B
84 - 86
B80 - 83
C+
77 - 79
C
72 - 76
Below 72 is a failing grade
CLASS SCHEDULE:
FEBRUARY 22, 2014
Abnormal Psychology- WIN 2014 5
09:00 – 09:30 AM
Course Introduction and Overview
Class Outline
09:30 – 10:30 AM
Conceptions of Mental Illness
Understanding Abnormality
Theoretical Perspectives
Overview of DSM-5
10:30 – 10:45 AM
BREAK
10:45 - 12:00 PM
Depressive and Bipolar Disorders
Chapter 9
Intervention and Treatment of Mood Disorders
Understanding and Treatment of Mood Disorders (Rehabilitation
Perspectives)
Dr. Patricia Pich
12:00 – 01:00 PM
LUNCH BREAK
1:00 – 04:00 PM
Anxiety Disorders
Obsessive-Compulsive and Related Disorders
Intervention and Treatment of Anxiety Disorders,
Dr. Patricia Pich
Chapter 1, 2, 3, 4
Handouts
Chapter 8
Handouts
MARCH 1, 2014
09:00 – 10:30 AM
Obsessive-Compulsive and Related Disorders
Handouts
Schizophrenia Spectrum and
Chapter 10
Other Psychotic Disorders
Understanding and Diagnosing Psychotic Disorders
Intervention and Treatment of Psychotic Disorders (Rehabilitation
Perspectives)
10:30 – 10:45 AM
BREAK
10:45 – 12:00 AM
Schizophrenia Spectrum and
Chapter 10
Other Psychotic Disorders Continued
Personality Disorders
Chapter 11
Understanding and Diagnosing Personality Disorders
Intervention and Treatment of Personality Disorders (Rehabilitation
Perspectives)
12:00 – 01:00 PM
LUNCH BREAK
01:00 – 02:30 PM
Personality Disorders Continued
02:30 – 02:45 PM
BREAK
02:45 – 4:00 PM
Group Session with Dr. Sonja Grbevski
Abnormal Psychology- WIN 2014 6
MARCH 22, 2014
09:00 – 10:30 AM
Feeding and Eating Disorders
Sleep-Wake Disorders
Disruptive, Impulse Control and Conduct Disorders
Understanding, Diagnosing and Treatment Planning
Dr. Sonja Grbevski
10:30-- 10:45 PM
BREAK
10:45– 12:00 PM
Substance-Related and Addictive Disorders
Understanding and Diagnosing Substance
Related Disorders and Treatment Planning
12:00 – 01:00 PM
LUNCH BREAK
01:00 – 02:30 PM
Paraphilic Disorders,
Sexual Dysfunctions and Gender Dysphoria
Understanding, Diagnosing and Treatment Planning
Dr. Sonja Grbevski
02:30 – 02:45 PM
BREAK
02:45 – 04:00 PM
Case Studies
Dr. Sonja Grbevski
Chapter 12
Handouts
Chapter 16
Chapters 15
Handouts
Chapter 13
Handouts
APRIL 5, 2014
09:00 – 10:30 AM
Somatoform and Dissociative Disorders
Understanding, Diagnosing and Treatment Planning
10:30 – 10:45 AM
BREAK
10:45 – 12:00 PM
Neurodevelopmental Disorders
Understanding, Diagnosing and Treatment Planning
Dr. Sonja Grbevski
12:00 – 01:00 PM
LUNCH BREAK
01:00 – 02:30 PM
Neurocognitive Disorders
Understanding, Diagnosing and Treatment Planning
02:30 – 02:45 PM
BREAK
02:45 – 04:00 PM
Psychotherapeutic Interventions
Chapter 14
Chapter 18
Chapter 18
Handouts
Abnormal Psychology- WIN 2014 7
Psychopharmacology Interventions
Ethics and Legal Aspects in Providing Services
to Individuals with Psychiatric Disabilities
References
Anxiety Disorders: Panic Disorder, Specific Phobias
Bouton, M. E., Mineka, S., & Barlow, D. H. (2001). A modern learning theory perspective on the
etiology of panic disorder. Psychological Review, 108, 4-32.
Abnormal Psychology- WIN 2014 8
Casey, L. M., Oei, T. P. S., & Newcombe, P. A. (2004). An integrated cognitive model of panic
disorder. Clinical Psychology Review, 24, 529-555.
Craske, M. G., & Waters, A. M. (2005). Panic disorder, phobias, and generalized anxiety disorder.
Annual Review of Clinical Psychology, 1, 97-225.
Merckelbach, H., de Jong, P. J., Muris, P., & van den Hout, M. A. (1996). The etiology of specific
phobias: A review. Clinical Psychology Review, 16, 337-361.
Post-Traumatic Stress Disorder and Obsessive-Compulsive Disorder
Brewin, C. R., & Holmes, E. A. (2003). Psychological theories of posttraumatic stress disorder.
Clinical Psychology Review, 23, 339-376.
Doron, G. & Kyrios, M. (2005). Obsessive-compulsive disorder: A review of possible specific internal
representations within a broader cognitive theory. Clinical Psychology Review, 25, 415-432.
McKay, D., Abramowitz, J. S., Calamari, J. E., Kyrios, M, Radomsky, A. Sookman, D., Taylor, S., &
Sabine, W. (2004). A critical evaluation of obsessive-compulsive disorder subtypes: Symptoms
versus mechanisms. Clinical Psychology Review, 24, 283-313.
McNally, R. J. (2003). Progress and controversy in the study of posttraumatic stress disorder. Annual
Review of Psychology, 54, 229-252.
Salkovskis, P. M., Thorpe, S. J., Wahl, K., Wroe, A. L., & Forrester, E. (2003). Neutralizing increases
discomfort associated with obsessional thoughts: An experimental study with obsessional
patients. Journal of Abnormal Psychology, 112, 709-715.
Shalev, A. Y., & Freedman, S. (2005). PTSD following terrorist attacks: A prospective evaluation.
American Journal of Psychiatry 162, 1188-1191.
Generalized Anxiety Disorder and Social Anxiety Disorder
Borkovec, T. D., Alcaine, O. M., & Behar, E. (2004). Avoidance theory of worry and generalized
anxiety disorder. (pp. 77-108). In R. G. Heimberg, C. L. Turk, & D. S. Mennin (Eds.),
Generalized anxiety disorder: Advances in research and practice. New York: Guilford.
Hofmann, S. G, Heinrichs, N., & Moscovitch, D. A. (2004). The nature and expression of social
phobia: Towards a new classification. Clinical Psychology Review, 24, 769-797.
Turk, C. L., Heimberg, R. G., & Luterek, J. A. (2005). Emotional dysregulation in generalized anxiety
disorder: A comparison with social anxiety disorder. Cognitive Therapy and Research, 29, 89106.
Abnormal Psychology- WIN 2014 9
Turk, C. L., Lerner, J., Heimberg, R. G., & Rapee, R. M. (2001). An integrated cognitive-behavioral
model of social anxiety. (pp. 281-303). In S. G. Hofman & P. M. Bibartolo (Eds.), From social
anxiety to social phobia: Multiple perspectives. Needham Heights, MA: Allyn & Bacon.
Wells, A., & Carter, K. (2001). Further tests of a cognitive model of generalized anxiety disorder:
Metacognitions and worry in GAD, panic disorder, social phobia, depression, and nonpatients.
Behavior Therapy, 32, 85-102.
Mood Disorders: Phenomenology, Subtypes, Course, Epidemiology, Suicide
Bouland, R. J. & Keller, M. B. (2002). Course and outcome of depression. (pp. 43-60). In I. H. Gotlib
& C. L. Hammen (Eds.), Handbook of depression. New York: Guilford Press.
McCullough, J. P., Klein, D. N., Borian, F. E., Howland, R. H., Riso, L. P., Keller, M. B., & Banks, P.
L. C. (2003). Group comparisons of DSM-IV subtypes of chronic depression: Validity of the
distinctions, part 2. Journal of Abnormal Psychology, 112, 614-622.
Shankman, S. A., & Klein, D. N. (2003). The relation between depression and anxiety: An evaluation
of the tripartite, approach-withdrawal, and valence-arousal models. Clinical Psychology Review,
23, 605-637.
Sprock, J., & Yoder, C.Y. (1997). Women and depression: An update on the report of the APA task
force. Sex Roles, 36, 269-303.
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Koretz, D., Merikangas, K. R., Rush, A. J., Walters,
E. E., Wang, P. S. (2003). The epidemiology of Major Depressive Disorder: Results from the
National Comorbidity Survey Replication (NCS-R). JAMA, 289, 3095-3105.
Mood Disorders: Unipolar Depression
Hammen, C. (2005). Stress and depression. Annual Review of Clinical Psychology, 1, 293-319.
Joiner, T. E. Jr. (2002). Depression in its interpersonal context. (pp. 295-313). In I. H. Gotlib & C. L.
Hammen (Eds.), Handbook of depression. New York: Guilford Press.
Scher, C. D., Ingram, R. E., & Segal, Z. V. (2005). Cognitive reactivity and vulnerability: Empirical
evaluation of construct activation and cognitive diathesis in unipolar depression. Clinical
Psychology Review, 25, 487-510.
Thase, M. E. (2002). Biological aspects of depression. (pp. 192-218). In I. H. Gotlib & C. L. Hammen
(Eds.), Handbook of depression. New York: Guilford Press.
Mood Disorders: Bipolar Disorder and Seasonal Affective Disorder
Alloy, L. B., Abramson, L. Y., Urosevic, S., Walshaw, P. D., Nusslock, R., & Neeren, A. M. (2005).
The psychosocial context of bipolar disorder: Environmental, cognitive, and developmental risk
factors. Clinical Psychology Review, 25, 1043-1075.
Abnormal Psychology- WIN 2014 10
Cueller, A. K., Johnson, S. L., & Winters, R. (2005). Distinctions between unipolar and bipolar
depression. Clinical Psychology Review, 25, 307-339.
Newman, C. F., Leahy, R. L., Beck, A. T., Reilly-Harrington, N. A., & Gyulai, L. (2002). Chapter 1:
Bipolar disorder: Diagnostic, epidemiologic, etiologic, and prognostic issues (pp. 3-23).
Bipolar disorder. Washington, DC: American Psychological Association.
Rohan, K. J., Sigmon, S. T., & Dorhofer, D. M. (2003). Cognitive-behavioral factors in seasonal
affective disorder. Journal of Consulting and Clinical Psychology, 71, 22-30.
Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder
Fairburn, C. G., Cooper, Z., & Shafran, R. (2003). Cognitive behavior therapy for eating disorders: A
“trans diagnostic” theory and treatment. Behaviour Research and Therapy, 41, 509-528.
Keel, P. K., & Klump, K. L. (2003). Are eating disorders culture-bound syndromes?: Implications for
conceptualizing their etiology. Psychological Bulletin, 129, 747-769.
Polivy, J., & Herman, C. P. (2002). Causes of eating disorders. Annual Review of Psychology, 53, 187213.
Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review.
Psychological Bulletin, 128, 825-848.
Personality Disorders
Cale, E. M., & Lilienfield, S. O. (2002). Sex differences in psychopathy and antisocial personality
disorder: A review and integration. Clinical Psychology Review, 22, 1179-1207.
Haslam, N. (2003). The dimensional view of personality disorders: A review of the taxometric
evidence. Clinical Psychology Review, 23, 75-93.
Lieb, K., Zanarini, M. C., Schmahl, C., Linehan, M. M., & Bohus, M. (2004). Borderline personality
disorder. The Lancet, 364, 453-461.
Skodol, A. E. et al. (2005). Dimensional representations of DSM-IV personality disorders: Relationships
to functional impairment. American Journal of Psychiatry, 162, 1919-1925.
ATTENTION STUDENTS WITH DISABILITIES:
If you have a documented disability that requires accommodations, you will need to register with
Student Disability Services (SDS) for coordination of your academic accommodations. The Student
Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the
Abnormal Psychology- WIN 2014 11
Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-5773365 (TDD only). Once you have your accommodations in place, I will be glad to meet with you
privately during my office hours to discuss your special needs. Student Disability Services’ mission is
to assist the university in creating an accessible community where students with disabilities have an
equal opportunity to fully participate in their educational experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder
the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best
interest to get your accommodation letters as early in the semester as possible.
NOTE: The National Rehabilitation Association provides guidelines to use when writing or speaking
about persons with disabilities. Please try to incorporate these suggestions into your written and spoken
communication.
1)
Avoid using adjectives as nouns, such as in: "the disabled", "the deaf", "the blind", the
"handicapped", etc. It is more acceptable to say, "People who are deaf", or "persons with
disabilities".
2)
Where possible emphasize the importance of the individual rather than the disability by saying
"person" or "individual" before describing the disability. For example, say, "Persons with
disabilities" or "people with learning disabilities", rather than "learning disabled people".
3)
Avoid using descriptors such as "unfortunate", "pitiful", "poor", and other such value laden words.
When possible, use descriptors, which emphasize person ability, such as: "uses a wheelchair or
braces" rather than "confined to a wheelchair", since wheelchair enables mobility; without it, the
person is confined to bed.
4)
Do not sensationalize the onset or effects of a disability with phrases such as: "afflicted with" or
"suffering from".
had_____________",
It is more acceptable, and accurate to say, "the person has or
"the
person
has
experienced______________",
or
a
person
with___________".
5)
Avoid implying sickness when discussing disabling conditions. To the general public, "disease"
has connotations of being unsightly and contagious. A disability itself is not a disease, nor is the
Abnormal Psychology- WIN 2014 12
person with the disability necessarily chronically ill.
ATTENDANCE POLICY
All students are expected to attend class, be punctual, and remain in class until the day’s work is
completed. It is also expected as a part of attendance that students will appear attentive to the instructor
and respectful of other students, and will not talk, read material other than the textbook, or engage in other
activities that interfere with the course while the class is meeting.
If the instructor begins to note problems with attendance or behaviour that interferes with the teaching
process, this will be noted and the student will be made aware of the problem. At that point the instructor
will begin to document the student’s attendance and disruptive behaviour and if further problems are noted
the student’s grade will be lowered by one letter.
STATEMENT OF PROFESSIONALISM
“The College of Education requires students to be effective counselors, to behave in an ethical manner at
all times (see the statement on Ethical Dimensions of Counseling in the Rehabilitation Counseling
Handbook as well as the Practicum and Internship Handbook). Your behavior must be appropriate at all
times.
Active participation in all class activities and discussion is expected. Come to class with ideas,
agreements or disagreements on the reading assignments. We expect you to question our ideas and
those of your peers.
Professional dress, behavior, and language are required at all times.
Please put all electronic devices on vibrate or turn off during class and when in your assigned school.
The Student Code of Conduct can be viewed at:
http://www.doso.wayne.edu/codeofconduct.pdf
ACADEMIC MISCONDUCT/ETHICAL VIOLATIONS
All acts of dishonesty (plagiarism, copying, etc.) in any work for any course will constitute academic
misconduct. In this regard, the Academic Regulations Policy noted in the College of Education Graduate
Programs and University Graduate programs Catalogue will be followed in the event of any acts of
academic misconduct. In addition, students need to be aware that the professor has at his or her discretion
the aright to reduce a students’ grade for that class, assign a failing grade, or report the student to the Dean
of the College of Education, which could result in removal from the program.
Plagiarism
Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information.
Abnormal Psychology- WIN 2014 13
Whenever you incorporate other people ideas or writings into your own writing, it is extremely important
to give credit to those individuals by referencing their names.
How can students avoid plagiarism?
To avoid plagiarism, you must give credit whenever you use
•
•
•
•
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings—any pieces of information—that are not common
knowledge;
quotation of another person’s actual spoken or written words;
or paraphrase of another person’s spoken or written words.
Strategies for Avoiding Plagiarism
1.
Put in quotations everything that comes directly from the text especially when taking notes.
2.
Paraphrase, but be sure you are not just rearranging or replacing a few words.
3.
Check your paraphrase against the original text to be sure you have not accidentally used
the same phrases or words, and that the information is accurate.
(The section on plagiarism is produced by the Writing Tutorial Services, Indiana
University, Bloomington, IN)
The College of Education’s grade appeal policy is available at:
http://coe.wayne.edu/current/grade-appeal.php
RELIGIOUS OBSERVANCES POLICY
Because of the extraordinary variety of religious affiliations represented in the University student body and
staff, the Wayne State University calendar makes no provision for religious holidays. It is University
policy, however, to respect the faith and religious obligations of the individual. Students who find that
their classes or examinations involve conflicts with their religious observances are expected to notify their
instructors well in advance so that alternative arrangements as suitable as possible may be worked out.
Abnormal Psychology- WIN 2014 14