Sample Syllabus - Loyola University Chicago

LOYOLA UNIVERSITY CHICAGO

School of Social Work

SOWK 501

Human Behavior and the Social Environment-II

Prerequisites: SOWK 500

Course Description:

This course, along with SOWK 500 and 502 (Ethnicity, Race, and Culture) constitutes the required first year Human Behavior in the Social Environment (HBSE) curriculum. While SOWK 500 concentrates upon modal functioning and development across the life cycle, SOWK 501 focuses upon major difficulties that clinical social workers encounter in their practice. In contrast to the other two required courses in the

HBSE Sequence, SOWK 501 presents material that is fundamental for clinical practice, and is considered to be part of the foundation/advanced curriculum of the MSW program.

Course content primarily centers upon major forms of psychopathology. However, this material is taught from a biopsychosocial perspective in order that students can contextualize the information. Although students concentrate upon problematic patterns of functioning, the course is presented in a manner that encourages them to view the strengths of clients along with their difficulties. Students learn to use the DSM

IV classification system, but they are taught to view it as a social construction, which reveals as much about the society and its views of human behavior as it does about the clients clinical social workers encounter. In this way, students are expected to utilize course content in ways that exemplify clinical social work practice

(i.e., solid knowledge of psychopathology which is applied in a manner sensitive to culture, race, and ethnicity as well as with consideration of sexual orientation, gender, physical challenges, and developmental factors).

This course supports courses offered in the Methods Sequence by providing cognate knowledge concerning atypical patterns of behavior and biopsychosocial factors thought to engender and mitigate their manifestation. It supports courses in the Research Sequence by encouraging students to examine critically the DSM IV classification system and the categories of psychopathology covered in light of recent research studies. By contextualizing this material, this course also supports content offered in the Social Welfare

Policy and Services Sequence as issues related to service delivery, distribution of resources, marginalization of vulnerable populations and social justice are raised. SOWK 501 presents material that undergirds courses offered in the Families and Children as well as Health and Mental Health clusters. Knowledge of atypical patterns of functioning and related factors is considered to be essential to all clinical social work practice.

Learning Objectives:

Achievement of course objectives is assessed through a variety of means, and is left to the discretion of the faculty teaching the course. Assignments and expectations are designed to reflect mastery and integration of the course material commensurate with first year graduate studies, appreciation of and incorporation of diversity in learning, and critical thinking. Upon successful completion of this course, students shall have achieved:

Knowledge:

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Values:

1. Respect for the integrity of individuals while recognizing and applying course material.

2. Appreciation for human diversity and the pluralistic nature of society.

3. The importance of social justice and the obligation of society to assist vulnerable populations, groups, and individuals.

Skills:

1. Beginning understanding of the DSM IV classification system and the social factors that underpin its construction.

2. Basic knowledge of the major forms of psychopathology as well as factors that are thought to engender and mitigate their manifestations.

3. Awareness of biopsychosocial influences on the expression of psychopathology.

1. Basic application of the DSM IV, with due regard for biopsychosocial factors which influence human behavior.

2. Recognition and integration of strengths as well as difficulties in functioning when applying course content.

3. Ability to critically analyze information related to course material and to utilize this analysis in understanding client functioning.

4. Sensitivity to variations in functioning, especially related to race, ethnicity, culture, gender, sexual orientations, and physical challenges.

Academic Integrity:

Academic integrity is essential to a student’s professional development, their ability to serve others, and to the University’s mission. Therefore, all students are expected to comport themselves within the relevant ethical guidelines of the social work profession and the University.

Resources for Writing:

The Writing Center, Loyola University Chicago, is available to help writers develop and clarify ideas and work on specific issues such as punctuation, grammar, documentation, and sentence structure.

Appointments are recommended and can be made by calling either the Lake Shore Center at 773-508-8470 or the Water Tower Campus at 312-915-6089.

Students with Special Needs:

Students who have any form of special needs should notify the instructor immediately so that appropriate resources and accommodations can be provided. For students who need help with study strategies, time management, test preparation, note-taking, etc., please contact the Learning Assistance

Center at the Water Tower Campus by telephoning 312-915-6140 for an appointment.

Course Assignments:

There will be a series of in-class clinical vignettes throughout the semester, for which you’ll complete multi-axial diagnoses; a take-home mid-term exam; and a final paper. The instructor will provide additional, specific information regarding the final paper. Class participation will help make the difference between two grades.

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Evaluation of Student Performance:

1. Grades will be earned according to the following criteria:

(a) An "A" is awarded to students who exhibit consistently high performance in meeting course expectations. Students are eligible for an "A" if their work reflects "high performance" as defined by the School of Social Work. "High Performance" means going beyond "B-level" requirements in two ways:

(1) critical analysis, synthesis, and evaluation of theories and practice principles in health care

(2) extensive use of scholarly literature

Satisfying "A"-level" options of (1) or (2) will enable students to be eligible for consideration of an

"A;” fulfillment of requirements for both (1) and (2) will virtually guarantee an “A.”

(b) A “B+” will be earned for high performance in meeting some, but no all, course requirements as set forth in this syllabus and with none of the deficiencies associated with “D” or "F.

(c) A “B” will be earned for consistently good performance in meeting some, but not all, course requirements as set forth in this syllabus and with none of the deficiencies associated with “D” or

"F.”

(d) A “C+” will be earned for some marginal performance in meeting some, but not all, course requirements as set forth in this syllabus and with none of the deficiencies associated with “D” or

"F.”

(e) A “C” will be earned for consistently marginal performance in meeting some, but not all, course requirements as set forth in this syllabus and with none of the deficiencies associated with “D” or

"F.”

(f) A “D” will be earned for consistently poor performance in meeting some, but not all, course requirements as set forth in this syllabus and with none of the deficiencies associated with “D” or

"F.”

(g) An “F” (depending upon the gravity of deficiency) will be assigned for failing to complete any of the above-mentioned requirements as set forth in the syllabus. Excessive absences or tardiness without justifiable reason, failure to participate in class discussions, and inability to produce papers that meet the criteria set forth in handouts or demonstrate graduate-level inadequacies, e.g., excessive spelling, punctuation, grammatical, and citation errors, will adversely affect your grade.

2. Grades are based upon criterion-referenced grading. The cutoffs for grades are as follows:

97-100 = A 81-84 = B-

93-96 = A- 77-80 = C

3.

89-92 = B+

85-88 = B

70-76 = D

0-69 = F

Weighting of class tests, final paper, and class participation is as follows:

Required Texts:

10% Class participation

40% Take-home mid-term exam

50% Final paper

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American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, fourth edition-text revision. Washington, DC: American Psychiatric Association.

Gabbard, G. O. (2005). Psychodynamic psychiatry in clinical practice: 4th Edition. Washington, D.C.:

American Psychiatric Press.

Zide, M. R. & Gray, S.W. (2001). Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Wadsworth/Thomson Learning.

Recommended Texts:

Berzoff, J., Flanagan, L., & Hertz, P. (1996). Inside out and outside in. Northvale, NJ: Jason Aronson.

Ingram, R. E. & Price, J. M. (eds.). (2001). Vulnerability to psychopathology: Risk across the lifespan.

New York: Guilford.

Kaplan, H. I. & Sadock, B. J. (2003). Kaplan and Sadock’s synopsis of psychiatry (9 th ed.). Philadelphia,

PA: Lippincott, Williams, & Wilkins.

ALL OTHER RECOMMENDED READINGS WILL BE ON RESERVE AT THE LIBRARY.

SCHEDULE AND READINGS

January 23 – Class 1: Introduction and Course Overview/ The Person-in-

Environment Perspective

in Mental Illness

* Clinical diagnosis among diverse populations including culture, race, gender, socioeconomic

* Critique of use of diagnostic frameworks

 The role of vulnerability in understanding psychopathology

Required Readings:

DSM-IV-TR: Appendix C: Glossary of Technical Terms (pp. 819-828)

Appendix I: Outline for Cultural Formulation (pp. 897-903)

Zide, M. R. & Gray, S.W. (2001). Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Wadsworth/Thomson Learning. 19-38.

Recommended Readings:


New York: Guilford. 3-19.

Kleinman, A. (1988). Rethinking Psychiatry. New York: Free Press

Chapter 1: What is a psychiatric diagnosis?

Chapter 2: Do psychiatric disorders differ in different cultures? The methodological questions.

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Chapter 3: Do psychiatric disorders differ in different cultures? The findings.

Chapter 4: Do social relations and cultural meanings contribute to the onset and course of mental illness?

Turner, F. J. (2002). Diagnosis in social work. New York: Haworth. 33-93.

January 30 – Class 2: Perspectives on Mental Illness and Diagnosis

* DSM-IV and the Multiaxial Assessment


DSM-IV-TR: Introduction (pp. xxiii-xxxv) Multiaxial Assessment (pp. 27-37)

Cautionary Statement (p. xxxvii) Appendix A: Decision Trees (pp. 745-757)

Use of the Manual (pp. 1-12) Appendix B: Further Study (pp. 807-818)

Gabbard, G. O. (2005). Psychodynamic Psychiatry in Clinical Practice: 4th Edition. Washington, D.C.:

American Psychiatric Press, 31-68.


Recommended Readings:

"Multi-Axial Assessment." (1994). In Diagnostic and Statistical Manual of Mental Disorders - 4th Edition or

TR. Washington, D.C.: American Psychiatric Association, 25-35.

Kutchins, H. and Kirk, S. A. (1995). Should DSM be the basis for teaching Social Work Practice in mental health? No! Journal of Social Work Education, Spring/Summer, 159-168.

Williams, J. B. W. and Spitzer, R. L. (1995). "Should DSM be the basis for teaching Social Work Practice in mental health? Yes!" Journal of Social Work Education, Spring/Summer, 148-158.

February 6 – Class 3: Delirium, Dementia, and Other Cognitive Disorders

* Differential diagnosis of cognitive disorders (epidemiology, etiology, clinical course, interventions

* Impact on family systems


DSM-IV-TR: Delirium, dementia, and Amnestic and Other Cognitive Disorders

Gabbard, G. O. (2005). Psychodynamic Psychiatry in Clinical Practice: 4th edition Washington, D.C.:



February 13 – Class 4: Schizophrenia and other Psychotic Disorders

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* Biopsychosocial perspective on schizophrenia

* Impact on families

 Models of intervention: psychopharmacology, rehabilitation, psychoeducation, and community-based strategies.


DSM-IV-TR: Schizophrenia and Other Psychotic Disorders.






February 20 – Class 5: Affective or Mood Disorders: Psychological and

Environmental Factors

* Effects of class, culture, and gender on the manifestation of depression

* Relationship between mood disorders and suicidality; risk factors (i.e., adolescents, elderly)

* Empirical studies related to effective intervention (cognitive, behavioral, family systems, and psychopharmacology)

* Differentiating bereavement from dysfunctional mourning: managing losses (i.e., death, divorce, stage of life, physical abilities, trauma).


DSM-IV-TR: Mood Disorders






February 27 – Class 6: Anxiety Disorders (Panic Disorder, Phobias, and Obsessive-

Compulsive Disorder)

* Biological predispositions to development of anxiety disorders

* Symptomatology of panic disorder, phobias, and obsessive-compulsive disorders.

* Feminist perspectives on etiology of anxiety disorders

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* Empirical studies related to effective intervention (cognitive, behavioral, family systems, psychopharmacology)

* Manifestations and distributions of anxiety disorders in diverse populations


DSM-IV-TR: Anxiety Disorders.

Gabbard, G. O. (2005). Anxiety disorders. Psychodynamic Psychiatry in Clinical Practice: 4th Edition.

Washington, D.C.: American Psychiatric Press, 249-282.



New York: Guilford. 322-328. [should be 304-321. SHR: 2.24.06]

March 6 – No class: Spring Break

March 13 – Class 7: Dissociative Disorders and Somatoform Disorders

 Controversy related to dissociative disorders: development and treatment

 Complexities of somatoform disorders and cultural issues


DSM-IV-TR: Dissociative Disorders and Somatoform Disorders

Gabbard, G. O. (2005). Dissociative disorders. Psychodynamic Psychiatry in Clinical Practice: 4th Edition.



March 20 – Class 8: Issues of Sexuality and Gender Identity

* Sexual dysfunctions and related treatments

* Atypical sexual behaviors (paraphilias)

* Perpetrators of sexual abuse

* Gender Identity Disorders and clinical course


DSM-IV-TR: Sexual and Gender Identity Disorders



March 27 & April 3 – Classes 9 & 10: Personality Disorders: Controversies on Etiology and

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Treatment

* Contextual factors influencing the diagnosis of clients, (i.e., socio-economic status of clients, race).

* Gender distribution of diagnostic categories

* Differing perspectives on development of borderline/narcissistic disorders

* Family structure and processes related to the development and sustainment of personality disorders.


DSM-IV-TR: Personality Disorders






April 10 – Class 11: Substance Abuse

* Differential diagnosis of addictions (alcohol, chemical substances, and dual diagnosis)

* Gender and age distribution related to abuse of substances

* Contextual factors related to use and abuse

* Assessment of addictions


DSM-IV-TR: Substance-Related Disorders





New York: Guilford, 165-174.

April 17 – No class.

April 24 – Class 12: Eating Disorders and Social Class, Gender and Environmental

Considerations

* Feminist perspectives on eating disorders

* Theories of etiology and treatment

* Cultural factors influencing the development of eating disorders

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DSM-IV-TR: Eating Disorders

Gabbard, G. O. (2005). Eating disorders. Psychodynamic Psychiatry in Clinical Practice: 4th Edition.






Rothblum, E. D. (1994). “I’ll die for the revolution but don’t ask me not to diet”: Feminism and the continuing stigmatization of obesity. In P. Fallon, M. A. Katzman, S. C. Wooley (Eds.) Feminist

Perspectives on Eating Disorders. New York: Guilford, 53-76.

Wooley, O. W. (1994). “....And man created woman”: Representations of women’s bodies in western culture. In P. Fallon, M. A. Katzman, S. C. Wooley (Eds.) Feminist Perspectives on Eating

Disorders. New York: Guilford, 17-52.

May 1 – Class 13: Childhood and Developmental Disorders and Their Impact on Child,

Family and Social Systems

* Differential diagnosis of developmental and childhood and adolescent disorders

* Biopsychosocial perspective on etiology and interventions

* Controversies related to the development of childhood and adolescent disorders: empirical support


DSM-IV-TR: Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence



New York: Guilford, 20-38.

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