1
East Carolina University- Department of Rehabilitation Studies
I.
REHAB 6000- Medical and Psychosocial Aspects of Disability {Spring 2011}
Instructor:
II.
Mark A. Stebnicki, Ph.D., CRC, LPC, CCM,
Professor, Director, Graduate Program in Rehab Counseling
Office: 4425H Allied Health Science Building
Phone: 744-6295
Email: stebnickim@ecu.edu
Office Hours: As Posted and by Appointment
REQUIRED READINGS:
Falvo, D. R. (2009). Medical and psychosocial aspects of chronic illness and disability
(4th ed.). Boston: Jones & Bartlett Publishers. {e-book available at:
http://www.coursesmart.com/medical-and-psychosocial-aspects-of-chronic/donna-falvouniversity-of-north-carolina/dp/9781449604950}
The Merck manual of medical information: Home edition (1997- or later
editions).{hardback or paperback}
Weil, A. (1995). Spontaneous healing. New York: Ballantine Publishing Group.
III.
PURPOSE OF COURSE:
Traditional Western models of health and healing are being challenged today by
complementary and alternative health and healing models. This is partly because of the diverse
ethnic and racial groups that comprise today’s U.S. population but also as Dr. Andrew Weil
points out in Spontaneous Healing the medical model is limited in many areas and provides the
illusion that physicians’ and medical technology can alter life and death. Today, the terms
“complementary and alternative” have been replaced with “integral” or “mind-body”. This type
of medicine recognizes that patients/consumers use both the medical model and complementary
or integrative models of healing. Mind-body medicine is a growing specialty area where
advances in the fields of bio-medical engineering and technology, rehabilitation-psychology,
neuropsychology, immunology, as well as many other specialty areas, have created many
opportunities and new pathways to patient healing and wellness.
Medical aspects of chronic illness and disability, as well as several other foundation
courses are what differentiate rehabilitation counseling from other general counselor training
programs. Thus, it is essential for rehabilitation counselors have an understanding of the person’s
psychosocial response to chronic illness and disability from a holistic perspective. This includes,
but is not limited to the: medical, physical, psychological, spiritual, emotional, social, familial,
environmental, and vocational aspects, as well as the complex interaction between the person
and their environment.
IV.
MAJOR GOALS AND LEARNING OBJECTIVES:
The major goal of this course is to acquire knowledge of the person’s residual functional
capacities as it relates to adaptation/adjustment or response to a chronic illness and disability.
The special emphasis in this course is on holistic models of treatment. Rather than viewing the
2
person’s chronic illness or disability from purely a physiological, medical or disease model
students will be challenged to fully recognize the individual’s resiliency and coping attributes
integral to their health and healing. Additionally, students will explore concepts of consumer
empowerment, socio-cultural models of healthcare, personal lifestyle factors that both help and
hinder the individual’s ability to heal.
The goals of this course will further be achieved through didactic-lecture presentations,
individual and group exercises, case studies, use of medical resources, as well as other activities.
The primary learning objectives of this course include, but are not limited to the following:
A.
To examine societal attitudes towards people with chronic illness and disabilities and
how attitudinal, cultural, and environmental barriers may restrict consumer-empowered
choice as it relates to the individual’s health and wellness.
B.
To examine psychosocial models of adjustment/adaptation and response to congenital
and acquired chronic illness and disability and by acquiring information on various
human body systems, as well as the person's physiological, psychological, emotional,
vocational, attitudinal, and social response towards their specific disability.
C.
To understand the role and responsibilities of the rehabilitation counselor in examining
and interpreting specific psychosocial and medical information and how specific body
systems and physiological conditions interact with the person’s disability on a daily basis.
D.
To achieve a basic understanding of medical terminology, specific medical tests,
assessments, medical procedures, and assistive technology that are utilized by the various
medical specialties and other allied health professionals.
E.
To become familiar with the person’s residual functional capacity and how this impacts
their ability to maintain a balance of work, interpersonal, psychosocial, medical-physical,
and social, emotional, and environmental adjustment to chronic illness and disability.
F.
To understand and discuss how alternative prevention and intervention strategies in 21st
century healthcare can enhance the body’s natural ability to heal from traumatic injuries,
chronic life-threatening illness, and persistent pain conditions.
V.
Course Outline
Week
Week 1-6
Lecture Content ,Topics, and Readings
* Course overview; Psychosocial Adjustment, Chronic Illness (Falvo- Chps 1-2);
* The Healing System (Weil- Intro & Chps 1-4); Basic Medical Terminology;
* Stress, Trauma, Chronic Illness, and Immune Functioning;
* Nervous System Disorders (Falvo- Chps 3-4);
* The Healing System- Part I continued (Weil- Chps 5-7);
* Exam One - {February 15th};
3
Week 7-11
* Visual Impairments & Blindness (Falvo-5); Hearing Loss & Deafness (Falvo- Ch 6);
* Blood & Immune System Disorders (Falvo- Ch 10); Endocrine Disorders (Falvo- 11);
* Optimizing the Healing System- Part II (Weil- Chps 8-14)
* Cardiovascular Disorders (Falvo- Ch 13);
* {Spring Break March 7th - 11th}; Exam Two - {March 29nd};
Week 12-16
* The Respiratory System (Falvo- Ch 14);
* Musculoskeletal & Connective Tissue Disorders (Falvo- Ch 16); Chronic Pain;
* If Y’All Get Sick- Part III (Weil- Chps 15-19)
* Cancers (Falvo- Ch 18)
* Health Care in the U.S. (Falvo- Ch 20); Private Rehabilitation Practice
* Exam Three - {Final Exam Day}
VI.
COURSE REQUIREMENTS AND EVALUATION:
Exams (50 pts each = 150 pts)
Three exams worth 50 points each will be given on the material covered in the course
texts, lectures, and videotapes. Exams are non-comprehensive and include 50 multiple-choice
and case-study questions. Make exams will not be given other than in cases of documented
illness or critical life-events.
Rehabilitation Treatment Team (RTT) Case Study (100 pts total)
Students will work together in rehabilitation treatment teams (no more than 5 students per
team) to develop a response to a case study involving a hypothetical individual that has specific
medical and psychosocial issues. The RTTs will need to address the following areas: (a) brief
introduction and description of the chronic illness or disability (CID), (b) prevalence and
incidence of the particular CID, (c) etiology of the CID, (d) associated risk factors, (e)
conventional/allopathic assessments and treatments to determine, diagnose, and treat the
particular CID, (f) alternative, complimentary, or integrative medical treatments to treat the CID,
and (g) vocational or occupational implications of the CID.
Additional details are provided under the Assignment section of Bb.
Interactive Physiology CD-ROM Reviews (6 Reviews @ 5 pts each- 30 pts total)
Students will review six (6) InterActive Physiology CD-ROMs from the BenjaminCummings-Adam series, on the human body systems that include the: (a) Nervous System-Part I;
(b) Nervous System-Part II; (c) Muscular System; (d) Cardiovascular System; (e) Respiratory
System; and (f) Urinary System. All CD-ROMs present some of the more difficult concepts of
physiology into full-color animations. The Virtual Professor will assist you in mastering
concepts through interactive games and quizzes. Students can work at their own pace
(individually) outside of class by reviewing the concepts presented in the Adam series CDROMs. All CD-ROMs are available and must be used in the Career Assessment and Vocational
Evaluation Lab (CAVE; Rm 4345). There are also copies available in the Laupus Library.
Students must complete a one-page Summary Review Form (also available in the Lab) after
4
reviewing each CD-ROM. All Summary Review Forms should be turned-in after the completion
of all six reviews. The six reviews must be completed and turned-in on or before March 8th. No
exam items will cover material from the CD-ROMs.
VII.
Class Attendance and Participation
Attendance to each class is essential because of the complex and technical nature of this course.
Participation is strongly encouraged and will be summatively evaluated at the end of the semester and
will benefit students who may be close (within 2 points) of a grade category.
VIII. PROCEDURES TO ACCOMMODATE STUDENTS WITH DISABILITIES:
Students requiring any assistance or accommodation in the course due to specific individual
needs are expected to explain those needs to the instructor immediately after the first class meeting.
They should also communicate their needs to Disability Support Services (328-6799). Students
developing specific needs during the semester should discuss those with the instructor at the earliest
possible time. Every effort will be made to accommodate specific (qualified) individual needs which
are expressed in a timely manner allowing for adequate accommodation.
Summary of Course Requirements and Grading Scale
* 3 Exams @ 50 pts each =
150 points
* RTT Case Study @ =
100 points
* 6 Body Systems Summary
Reviews @ 5 pts each =
30 points
______________
Total Possible Points =
280
A = 252-280 (approx. 90-100% of total possible points)
B = 224-251 (approx. 80-89% of total possible points)
C = 196-223 (approx. 70-79% of total possible points)
5
References and Resources
Brodwin, M.G., Tellez, F., & Brodwin, S.K. (1992). Medical, psychosocial, and vocational
aspects of disability. Athens, GA: Elliott and Fitzpatrick, Inc.
Del Orto, A.E., & Power (2007), The psychological and social impact of disability (5th ed).
New York: Springer Publishing Company.
Eisenberg, M.G., Glueckauf, R.L., & Zaretsky, H.H. (1999). Medical aspects of disability (2nd
ed.). New York: Springer Publishing Company.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face
stress, pain, and illness. New York: Dell Publishing..
Livneh, H., & Antonak, R.F. (1997) Psychosocial adaptation to chronic illness and disability.
Gaithersburg, MD: Apsen Publishers, Inc.
McKay, M., Davis, M., & Fanning, P. (1997). Thoughts & feelings: Taking control of your
moods and your life: A workbook of cognitive behavioral techniques. Oakland, CA: New
Harbinger Publications.
Mehl-Madrona, L. (1997). Coyote medicine: Lessons from Native American healing. New
York: Fireside/Simon & Schuster.
Marini, I., & Stebnicki, M.A. (2009). The professional counselor’s desk reference
Sapolsky, R.M. (1998). Why zebras don’t get ulcers: An updated guide to stress, stress-related
diseases, and coping. New York: W.H. Freeman and Company.
Seaward, B.L. (2006). Essentials of managing stress. Sudbury, MA: Jones and Bartlett
Publishers.
Stebnicki, M.A. (2008). Empathy fatigue: Healing the mind, body, and spirit of professional
counselors. New York: Springer Publishing Company.
Swerdlow, J.L. (2000). Nature’s medicine: Plants that heal. Washington, D.C.: National
Geographic Society.
Taylor, S., & Epstein, R. (1999). Living well with a hidden disability: Transcending doubt and
shame and reclaiming your life. Oakland, CA: New Harbinger Publications, Inc.
Vash, C.L. (1994). Personality and adversity: Psychospiritual aspects of rehabilitation. New
York: Springer Publishing Company.
Weil, A. (2009). Why our health matters: A vision of medicine that can transform our future.
New York: Hudson Street Press.
Note: Consult Appendix V of the Merck Manual for a comprehensive list of medical web sites.