CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Social Work 224: Clinical Social Work Practice in Mental Health – Fall, 2009
SYLLABUS
Janice R. Gagerman, PhD, LCSW, BCD, Professor of Social Work
Office: Mariposa 5035
Phone: 916- 278-7173 (CSUS) or 530- 898-1952 (private practice office)
Office Hours: Thursday 10:30 – 11:45 am; 5:30 – 6:15 pm.
E-mail: gagerman@csus.edu
COURSE DESCRIPTION:
This course is designed to 1) help prepare advanced students for clinical practice and 2) facilitate
the student’s learning / integration of theory and practice in clinical social work in mental health
settings and/or mental health – related settings. The course complements the field practicum.
The course encompasses a biopsychosocial perspective, under the umbrella of the values and
ethics of social work.
The focus is on developing the ability to take concepts from different theories and utilize them in
a treatment plan which fits the assessment of the client; integrating theory, practice and
theoretical approaches. The course builds on the knowledge gained in the professional
foundation courses and advanced practice courses. It is expected that students bring to this class
knowledge of a range of theories of human behavior in the social environment; social policy,
mental health, social research and beginning practice skills.
Current concepts of attachment, trauma, and neurobiology will be introduced, applied, and
emphasized to course material. Medication management and the role medications play in
treatment will be a main component of discussion. The Recovery & Rehabilitation Model of
assessment/ intervention, and treatment will be included. Ethical issues relating to direct practice
and use of self will be explored at an advanced practice level.
The four main treatment modalities include 1) Cognitive – Behavioral Therapy, 2) Dialectic
Behavioral Therapy, 3) Motivational Interviewing, and 4) Interpersonal / Intersubjective Therapy.
It is assumed that your advanced MSW II practice classes, SW204CD, will provide more in-depth
and breadth of material related to this course. Thus, this course will compliment expand on the
knowledge and education being provided in SW 204CD.
Emphasis is placed on multi-dimensional models of emotional challenges, including the criteria
for differential diagnosis, labeling clients, pros and cons of DSM, developmental disabilities, and
current approaches to social work practice. Use of different practice modalities including
individual, couple, family, group, medication, and milieu are considered. Understanding of
cultural and women’s issues, sexism, racism, homophobia, ageism, and social justice issues are a
basic foundation in interventions with oppressed populations.
The key role of the therapeutic relationship and alliance will continue to be the center of focus
with special attention to issues of counter transference, cultural differences, life cycle
development, trauma, class, religion, gender, life-style, values and beliefs, oppression and limited
resources. In addition to the therapeutic role, other social work roles such as case management,
1
advocacy, social brokering, ethical/ legal issues, and inter-disciplinary collaboration will be
discussed as appropriate.
Although the focus will be on direct services to clients, the impact of public policy decisions such
as managed care and diminishing resources on the lives of clients, as well as on the ability to
provide services to them, will be identified. The need for students to constantly evaluate the
quality of services they provide will also be discussed, as well as the need for research to validate
practice.
This course will present an introduction to current advancements in psychodynamic theory,
specifically Self-Psychology, Inter-subjectivity, Affect Attunement, and Interpersonal processes
in treatment. Discussion and application of Self-in-Relation/Mutuality theory will be explored,
discussed, and applied to the therapeutic alliance, along with the construction of meaning for the
professional relationship.
CLASS OBJECTIVES
1. Demonstrate the ability to integrate the knowledge and skills previously mastered that support
differential diagnosis, including a DSM IV-TR diagnosis, assessment, and appropriate
intervention and treatment strategies.
2. Demonstrate the ability to integrate knowledge from different theoretical approaches on behalf
of the needs of a particular client and to be able to move from individual to couples to family to
group as needed.
3. Demonstrate a greater degree of comfort with the range of therapeutic techniques which flow
from the theoretical approaches, especially with the careful, thoughtful use of techniques from
cultural sensitivity.
4. Demonstrate an understanding of the importance of time and timing in setting appropriate
goals, monitoring, and evaluating the interventions.
5. Demonstrate that there has been an internalization of the social work role, its ethics,
responsibilities, and privileges.
6. Demonstrate an understanding of the contributions of culture, class, religion, age, gender,
ethnicity, and sexual orientation to both client and practitioner.
7. Demonstrate an understanding of the role of public social policy in framing the way we
practice.
8. Demonstrate an understanding of the role of evaluation in improving our individual practice,
and on research in improving the body of practice knowledge.
9. Demonstrate an understanding of one’s professional self, what theoretical approaches fit the
best, and to be clear on how to manage counter-transference and/or the "therapeutic impasse."
10. Demonstrate an ability to work with different treatment modalities.
2
11. Demonstrate increased understanding of and sophistication about the use and abuse of
medication in the treatment process and in particular, the collaborative model with both
individuals and their families, in medication management.
12. Demonstrate a capacity to develop, in collaboration with the client, and when appropriate
with the client’s family, a realistic treatment plan, utilizing the strengths’ perspective.
13. Demonstrate an increased understanding of the role of biology/ neurobiology, attachment,
and trauma in the etiology of mental illness, as well as an understanding of the role of
environmental, historical, and family factors in the functioning of clients.
14. Demonstrate an appreciation of the struggles of families and clients who have been
diagnosed with a developmental disability and/or mental disorder, and an ability to provide
services and support which include utilizing community resources and appropriate referrals to
those resources.
15. Demonstrate an understanding of the Recovery and Rehabilitation Model of Treatment with
those clients whose challenges require mutually-negotiated long-term management.
16. Prerequisites if MSWI: SW 204A, SW 295A, and SW 235A
Prerequisites if MSW II: SW 204AB, SW 295AB and SW 235AB
17. If MSW I, must be enrolled concurrently in SW 295B, SW 204B, & SW 235B
If MSW II, must be enrolled concurrently in SW 295C/D and SW 204C/D
Required Texts for Social Work 224:
1. Austrian, Sonia (2005) Mental Disorders, Medication, and Clinical Social Work. (3rd Ed.)
New York: Columbia University Press.
2. Bentley, K. and Walsh, J. (2006) The Social Worker and Psychotropic Medication: Toward
Effective Collaboration with Mental Health Clients, Families, and Providers. (3rd Ed.) Belmont:
Thomson Brooks/Cole
3. Johnson, Sharon L. (2004) Therapist’s Guide to Clinical Intervention: The 1-2-3’s of
Treatment Planning. (2nd Ed.) San Diego: Academic Press
4. American Psychiatric Association. (2000) Quick Reference to the Diagnostic Criteria from
DSM-IV-TR. Washington, DC.: American Psychiatric Association
OR: DSM-IV-TR
5. Preston, John and Johnson, James. (2009) Clinical Psychopharmacology Made Ridiculously
Simple. 6th Edition.
Recommended Texts for Social Work 224:
1. Banks, Amy. (2001) Post-Traumatic Stress Disorder: Relationships and Brain Chemistry.
Wellesley: Stone Center.
2. Bernard, Janine and Goodyear, Rodney. (1998) Fundamentals of Clinical Supervision (2nd
Ed.) Needham Heights: Allyn and Bacon
3
3. Brody, Ralph. (2005) Effectively Managing Human Service Organizations. 3nd ed.
Thousand Oaks: Sage Publications
4. Butler, Robert; Lewis, Myrna; and Sunderland, Trey. (1998) Aging and Mental Health:
Positive Psychosocial and Biomedical Approaches. 5th ed. Boston: Allyn and Bacon
5. Danielli, Yael. (1998) International Handbook of Multigenerational Legacies of Trauma.
New York: Plenum Press
6. Cole, Carol. (1998) Practical Guide to DSM-IV Diagnosis and Treatment, 2nd Ed. 20042
Beach Blvd. #130 Huntington Beach, CA. 92648 (714) 536-03057: Carol Cole Publications.
7. Fletcher, Joyce. (1999) Disappearing Acts: Gender, Power, and Relational Practice at Work.
Cambridge: MIT Press
8. Gagerman, Janice (1997). Integrating dream analysis with intersubjectivity in group
psychotherapy. Clinical Social Work Journal. 25 (2) pp. 163-178.
9. Gagerman, Janice (2004). The search for fuller mutuality and self experiences in a women’s
psychotherapy group. Clinical Social Work Journal, 32 (3) pp. 285-306
10. Goldstein, Eda and Noonan, Maryellen. Short-Term Treatment and Social Work
Practice(1999) New York: The Free Press
11. Grief, G., and Ephross, P.; Eds. (2005) Group Work with Populations at Risk. (2nd Ed.) New
York: Oxford University Press
12. Greenspan, S. and Thorndike Greenspan, N. (1985) First Feelings: Milestones in the
Emotional Development of your Baby and Child. New York: Penguin Books
13. Herman., Judith. Trauma and Recovery. (1997) New York: Basic Books
14. Corey, G.; Corey, M.; Callanan, P. (2007) Issues and Ethics in the Helping Professions. (7th
Ed.) Belmont: Thomson Higher Education.
15. Johnson, Harriette. (1999) Psyche, Synapse, and Substance: The Role of Neurobiology in
Emotions, Behavior, Thinking, and Addiction for Non-Scientists. Greenfield, MA. 01302-4000:
Deerfield Valley Publishing
16. Jongsma, Arthur and Peterson, Mark (2005) The Complete Adult Psychotherapy Treatment
Planner. New York: John Wiley and Sons
17. Jongsma, A; Peterson, L; and McInnis, W. (2005) The Child Psychotherapy Treatment
Planner.
New York: John Wiley and Sons
18. Jordan, Catheleen and Franklin, Cnythia. (2003) Clinical assessment for social workers:
Quantiative and qualitative methods. Chicago: Lyceum Books, Inc.
4
19. Jordan, Judith (1997) Women’s Growth in Diversity: More Writings from the Stone Center.
New York: Guilford Press
20. Jordan, J.; Kaplan, A; Miller, J.B.; Stiver, I.; Surrey, J. (1991) Women’s Growth and
Connection: Writings from the Stone Center. New York: Guilford Press.
21. Levy, Terry; Ed. (2000) Handbook of Attachment Interventions. San Diego: Academic Press.
22. Levy, Terry and Orlans, Michael. ) Attachment, Trauma, and Healing: Understanding and
Treating Attachment Disorder in Children and Families. (1998)Washington, DC: CSLA Press
23. Linehan, Marsha. (1993). Skills Training Manual for Treating Borderline Personality
Disorder. New York: Guilford Press.
24. Luepker, Ellen. (2003) Record Keeping in Psychotherapy and Counseling: Protecting
Confidentiality and the Professional Relationship. New York: Brunner-Routledge
25. McKay, Matthew and Paleg, Kim. (1992) Focal Group Psychotherapy. Oakland: New
Harbinger Publications
26. McManus R, and Jennings, G; Eds.(1996) Structured Exercises for Promoting Family and
Group Strengths: A Handbook for Group Leaders, Trainers, Educators, Counselors, and
Therapists. New York: Haworth Press
27. Meichenbaum, Donald (1994) A Clinical Handbook/ Practical Therapist Manual for
Assessing and Treating Adults with PTSD. Ontario, Canada: Institute Press
28. Miller, Jean Baker and Stiver, Irene. (1997) The Healing Connection: How Women Form
Relationships in Therapy and in Life. Boston: Beacon Press
29. Morganett, R.S. (1994) Skills for Living: Group Counseling Activities for Elementary
Students.
Champaign: Research Press
30.______________(1994) Skills for Living: Group Counseling Activities for Young
Adolescents.
31. Roberts A.R. and Greene, G.J., eds. (2002) Social Worker’s Desk Reference. New York:
Oxford University Press
32. Schore, Allan. (1994) Affect Regulation and the Origin of the Self: The Neurobiology of
Emotional Development. Hillsdale, New Jersey: Lawrence Erlbaum Associates
33.____________ (2003) Affect Dysregulation and Disorders of the Self.
34.____________ (2003) Affect Regulation and the Repair of the Self.
35. Siegel, Daniel (1999) The Developing Mind. New York: Guilford Press
36. Sjostrom, L. and Stein, N. (1996) Bullyproof: A Teacher’s Guide on Teasing and Bulling
for Use with 4th and 5th. Wellesley: Stone Center Publications
5
37. Stein, N. and Sjostrom, L. (1994) Flirting or Hurting: A Teacher’s Guide on Student-toStudent Sexual Harassment in Schools- Grades 6 Through 12. Wellesley: Stone Center
Publications
38. Stern, Daniel (1985) The Interpersonal World of the Infant. New York: Basic Books
39. Sattler, Jerome (1998) Clinical and Forensic Interviewing of Children and Families. San
Diego: Jerome Sattler Publishers, Inc. – focused in CPS or those working with children and
families
40. Teyber, Edward (2000) Interpersonal Process in Psychotherapy: A Relational Approach. 4th
ed. Belmont: Wadsworth/Thomson Learning.
41. Toseland, R. and Rivas, R. (2008) An Introduction to Group Work Practice. Needham
Heights: Allyn and Bacon
42. Webb, Nancy Boyd. Social Work Practice with Children (2003). 2nd Ed. New York: Guilford
Press
43. Yalom, I. (1995) 4th Edition. The Theory and Practice of Group Psychotherapy. New York:
Basic Books
44. Cole, Carol (1998) Practical Guide to DSM IV Diagnosis and Treatment. Carol Cole
Publisher: Huntington Beach. (2nd ed.)
45. American Psychiatric Association (2003) Diagnostic and Statistical Manual of Mental
Disorders IV-TR, 4th Ed. Washington,DC: American Psychiatric Association
46. Pomeroy, E. and Wambach, K. (2003) The Clinical Assessment Workbook: Balancing
Strengths and Differential Diagnosis. Pacific Grove: Thomson Publishing.
47. Farmer, Rosemary L. (2009) Neuroscience and Social Work Practice: the Missing Link.
Sage: Los Angeles
I. Structure, Requirements, and Expectations
This course demands your active participation. In order to enhance feelings of safety and to create a
positive learning environment the following must apply:
 The class will be conducted as a seminar with a combination of lecture, discussion, videos, exercises,
group work with each other, and guest speakers.
 Know and interact with your classmates. They will be your learning partners and your peer support.
This will create a mutual educational experience.
 You will be assigned a small group for in-depth case discussion and presentation
 Be prompt.
 Attend class, the whole class period.
 Read the assigned materials as they correspond with the class schedule.
 Do all your work.
 Raise your concerns and criticism with the instructor.
6



Conduct yourself in a professional, productive, respectful, and non-violent manner.
Classroom dynamics must be safe, appropriate, on the topic, and respectful of diversity of opinion
and experience.
Consistently insensitive or counterproductive classroom dynamics will not be tolerated. NASW Code
of Ethics will be strictly enforced. Ethical violations (e.g., disrespect for colleagues) may result in
failure of this course, particularly if the instructor or the field instructor has previously advised a
student of the violation(s).
II. The analytical case method and differential diagnosis
This approach will be the primary technique used for translating and applying theory into
practice. The detailed case studies, as well as the cases brought in by faculty and students, will
provide a means for students to develop critical thinking and practice skills. The case material
presented in class may be used for class discussions, in class experiential exercises, and for
written and oral assignments. The cases will not only provide a bridge between the classroom and
the student's field experience, but will allow the student to explore a wider variety of client
systems and practice settings than may be encountered through field placements alone.
III. Field Work
Students are required to share the course outline and assignments with their field instructors in order to
provide guidance and integration with the field experience. If you believe your needs are not being met
regarding your field placement, please speak with your practice professor / field liaison.
IV. Attendance. There is no substitute or make-up for attendance and participation. As a matter of fairness
and equity, missing three (3) scheduled class sessions or the equivalent loses a minimum of one (1) letter
grade on the final course grade. Missing (4) four scheduled class sessions or the equivalent will result in
a failure from the course and will require the student to make arrangements to meet with the Directors of
the Graduate Program Director and the Division of Social Work if s/he is to continue in the MSW
program.
V. Tardiness: Being tardy is unacceptable. Class begins at 6:30 pm. If you are unable to meet these
expectations, regardless of the cause, please transfer to another elective course which accommodates your
schedule. Please note the following consequences of tardiness:
a. 15 minutes late = ¼ absence
b. 15 - 60 minutes late = 1/2 absence
c. 60 – 90 minutes late = 3/4 absence
d. 90 minutes or more late = 1 whole absence
VI. Class break: We will take a 10 – 15 minute break around 8 p.m. Tardiness after break will be
penalized as a ¼ absence.
VII. Plagiarism. Any form of cheating or plagiarism will result in a failing grade for the course.
VIII. E-mail: You are required to check your e-mail every week by the Tuesday before class.
I may adjust reading/ written assignments and/or make announcements.
IX. Cellular phone or pager. Please turn off your cellular phone or pager during class. If your job or field
placement requires you to be on-call during class time, do not take this elective.
7
X. Laptop. You may take notes via your laptop. I reserve the right to examine the screen on your laptop
at any time during class and ask you to close the screen, if necessary.
XI. Students with Special Needs
Students with disabilities which may require special accommodations are to contact the Services to
Students with Disabilities Office. (Lassen Hall 1008, phone: 278-6955).
XII. Course Assignments and Grading
In addition to the assignment’s specific instructions, the following criteria are applied:
 Effective use of knowledge: the integration of concepts, theories, and information from readings,
lectures, class discussions, as well as personal points of view that are presented in professional,
rational, and logical manners.
 Organization: An introduction, smooth relationship between ideas and between paragraphs, overall
structure, and integrative conclusion.
 APA format required.
 Clarity: understandability, good style and form. Syntax, grammar and spelling required. Serious
deficiencies will result in a lower grade.
 The final assignment should be typed, using a 12 point font, have ½ inch margins, outlined, doublespaced, unless otherwise stated. The two weekly sets will be single-spaced in bulleted fashion.
 Please retain a duplicate copy of all your written assignments prior to submitting them for grading in
the event of accidental loss or destruction.
 Assignments will be due on the date indicated on the syllabus, unless a decision is explicitly made
and announced in class to change the due date or due to very special and unexpected circumstances.
 Late assignments will only be accepted with prior permission from the professor.
 The assignment will be reduced two full letter grades for each week the paper is late. More than 2
weeks late constitutes a failure for the assignment.
 Papers are to be handed in to the professor in class. If late, they are to be placed under her office door
with prior permission only.
 A grade of "Incomplete" is not given automatically. The grade may be assigned only in cases of
illness, accident, or other occurrences clearly beyond the student's control. It is the student's
responsibility to fulfill the University's and/or Division's policies and procedures for obtaining an
Incomplete for a course grade. Students who fail this policy will automatically be assigned a grade of
FAIL for the course.
 If at any time you do not provide an indication that you are not doing the readings or working
collaboratively with your colleagues, I reserve the right to add an additional exam, assignment or
paper.
 Each student's final grade will result from combining the grades obtained from all the assignments:
1. Choice of 2 Weekly Sets (25% each)
2. Final Paper (BPSA and TX plan)
Due by 10/15 & 11/19
Due 12/14 @ Noon
50%
50%
1. Two Weekly sets
a. These weekly set questions are SPECIFICALLY related to your readings. The questions for
each week are in the syllabus. Minimum one set due before October 15, 2009. Second set due by
November 19, 2009.
8
b. Your answer(s) will be typed, single-spaced in bulleted fashion, focusing on the essential “critical
points” for each question. If you do not have your response set, you will get a zero. No late sets will be
accepted. These sets are being graded on the depth and breadth of your thoughts/ clinical considerations,
and integration of concepts. The entire page needs to be covered with your responses. I will email you an
example.
c. Length: 2 pages, single spaced, bulleted fashion
a)
b)
b)
c)
d)
e)
Absent
No effort/ quality
Minimal effort/ quality
Average effort/ quality
Excellent effort/quality
Superior effort/ quality
= 0 points
= 5 points
= 10 points
= 15 points
= 20 points
= 25 points
2. Final BPSA and Treatment Plan
a. You will follow the outline in Pomeroy and Wambach, pp. 6 – 8. You will then provide a 5 axial DSM
diagnosis. Your treatment plan will conclude the paper, integrating a New York Times article related to
clinical social work.
b. New York Times, Tuesday Science Section, dated 9/1/09 – 12/1/09. Integrate the main concepts from
the article to your final paper. I will email you a variety of past articles. Go to: www. NYT.com on any
Tuesday and click the link to the SCIENCE section on the left hand side of the home page. Print out and
staple the article to your final paper.
c. If you are a student in my 204C class, you cannot use the same client for this paper as you do
for your final paper in 204C.
GRADING CRITERIA
1. Clarity and conciseness, double- spaced
2. Integration of course texts, NYT Science article, reading material and /or theory with your
client in field.
3. Spelling, grammar, sentence structure – you will lose one full grade with errors in this area
4. Length: 10 - 12 pages
5. Assessment following Pomeroy and Wambach material pp. 6-8, 4 – 8 pages in length
6. Treatment Plan following any chosen material in Johnson text, 3 – 7 pages in length
7. Due Date: December 14, 2009 by Noon. In my office.
CSUS FURLOUGHS: GIVEN THE UNCERTAINTY AS TO THE ASSIGNED DATES
OF STATE FURLOUGHS, DECISIONS REGARDING TWO (2) FURLOUGH DATES
WILL BE MADE BY THE END OF SEPTEMBER. THEREFORE, A MODIFICATION
IN ASSIGNED READINGS WILL OCCUR. HOWEVER, WRITTEN ASSIGNMENT
DATES WILL REMAIN AS STATED.
9
COURSE OUTLINE
You are expected to bring the assigned reading materials to the class session for which they are
noted. Handouts will be provided and emailed throughout the course of the semester as needed.
The text material below will be referred to as follows:
1. Bentley and Walsh = B & W
2. Austrian = Austrian
3. Johnson = Johnson
4. Preston = Preston
5. Pomeroy and Wambach = P&W (cases will be referred to for class discussion) Borrow case
material from another classmate if you do not have the book
6. Course reader will be emailed - noted with an asterisk ***** below.
SESSION 1:
September 3
TOPICS:
Course Overview and Introduction; Assignments and Expectations
Evolution of Psychodynamic Theory and Concepts; Integrated Short- Term
Treatment; Mental Status Exams, Biopsychosocial Assessments;
Readings:
Austrian, Chapter 1 – Introduction to Clinical Social Work
We will review this in class
Handout:
All text outlines and other relevant material will be emailed
SESSION 2:
September 10
TOPICS: Social Work Roles in Medication Management; Defining Effective Collaboration in
Medication Management with Clients; Medication Differences with Genders, Elderly, Ethnicity;
Sexual Side Effects; Biology v. Psychology
Basic Principles of Psychopharmacology and CNS Neurotransmitters;
Readings:
1. B& W, Chapters 1, 2, & 5, pp. 159 – 171; 176-186
2. Preston, Chapter 1
Weekly Set: Due TODAY
1. B&W p. 3 # 2
2. B&W p. 27 # 1
3. B&W p. 27 # 3
4. B&W p. 159 #2 (except children and adolescents)
SESSION 3: September 17
TOPICS:
Attachment Disorders in Children; Violence and Antisocial Patterns in Children;
Treating ADHD / Hyperactivity as Attachment Deficits; Parenting Children with
Attachment Disorders; Child Abuse and Neglect; Domestic Violence; Child
Custody Evaluations
10
Readings:
1.
2.
3.
4.
5.
Levy: Chapters 1 – 2 *****
Johnson: pp. 177-178; 195-212
B&W: pp. 146-148 171-175
Miller: Attachment Disorders *****
P & W: Case 2.6 Michael Barron: Axis I 312.82/ 314.01
Weekly Set: Due: 9/24
1. Levy: What are the differences between secure attachment and insecure /
disordered attachment?
2. What are the main symptoms of ADHD? How might these be related to
insecure attachment?
3. What are the ethical dilemmas regarding medication with children/ adolescents?
4. Which interventions would you use with one of your clients/ client system ?
SESSION 4:
September 24
TOPICS:
Basic Principles of Psychopharmacology and CNS
Neurobiology of PTSD: Relationship and Brain Chemistry
Readings:
1. B&W: Chapter 3
2. Banks, Amy. *******
3. Preston: pp. 52-53
MOVIE:
Children on MEDS
Neurotransmitters;
SESSION 5: October 1
TOPICS:
Anxiety Conditions/ Diagnoses/ Disorders/ Medications; CBT;
DSM-IV-TR
Multi-axial Assessment and Diagnosis/ Pros and Cons/ Ethical considerations.
Readings:
1.
2.
3.
4.
Austrian: Chapter 2 and Epilogue, pp. 270-272; Chapter 12, pp. 266-268
B&W: Chapter 4: pp. 133-146 (cases of Lynne, Don, and Vanessa)
Johnson: 65-71; 109-111; 124-126; 139-140; 167-173; 238-246.
CBT – power point to be emailed *******
Weekly Set: Due: 10/8
1. Austrian: Why is a certain amount of anxiety normal? When does it become a
condition requiring treatment?
2. Austrian: What are the ethical issues regarding the use of DSM?
3. Why and why not is CBT useful for treatment of anxiety disorders?
4. Which interventions would you use with your client/ client systems?
SESSION 6:
October 8
TOPICS:
PTSD/ Trauma & Dissociation; Medication for Anxiety Disorders
11
Readings:
1. Austrian: Chapters 2 and 5 (trauma/ PTSD material in Chapter 2)
2. Johnson: pp. 78-79; 135-137; 187-195; 269-270
3. Allen, Kate:
“How A Violent Environment Can Cause Permanent
Physiological And Anatomical Changes in the Brain” ********
4. Preston, chapter 4; pp. 55-56
Weekly Set: Due: 10/15
1. Austrian: Which behaviors are seen in dissociative disorders?
2. How are PTSD and insecure/ disordered attachment related?
3. How does a violent environment impact the brain?
4. Which interventions would you use with your client/ client system?
MOVIE: PBS – The Secret Life of the Brain: The Adult Brain: To Think by Feeling
SESSION 7: October 15
TOPICS:
Mood Disorders/ Bipolar Conditions; Depression/ Dysthymia; Suicide/ Acute
Conditions; Motivational Interviewing; Interpersonal Therapy; Medication for Depression.
Readings:
1.
2.
3.
4.
5.
Austrian: Chapter 3
B & W: Chapter 4: pp. 100-113; pp. 116-132
Johnson: pp. 51-64; 109-132; 141-163; 301-329; 375-376
Preston, Chapter 2
P&W Case 7.6 Nicole Gibson 309.81
Weekly Set: Due: 10/22
1. How does Interpersonal Therapy (IPT) differ from Cognitive Behavioral Therapy
(CBT)?
2. How would you differentiate a client with depression from a client with a bipolar
condition?
3. Articulate the major therapeutic effects and negative effects of all classes of antidepressants.
SESSION 8: October 22
TOPICS:
Mood Disorders/ Bipolar Conditions; Depression/ Dysthymia; Suicide/ Acute
Conditions; Motivational Interviewing; Interpersonal Therapy; Medication for Bipolar Disorders
Readings:
1. Motivational Interviewing (M.I.) – 2 below Web Sites
http//:www.tcada.state.tx.us-training-presentation-pptMotivationalInterviewing.ppt.url
http//:ahec.allconet.org-newrihp-powerpoint-module3motivationalinterview.ppt.url
2. Preston, Case B pp. 63-65 and/or Case C pp. 64-65
3. Preston, Chapter 3 and Appendix B
Weekly Set: Due 10/29
12
1.
Examine Preston, Case B OR Case C. Which symptoms/ behaviors
exemplified Bipolar Disorder instead of Depression only and Anxiety only?
2. Discuss 5 points of Motivational Interviewing (MI) which are important for
your work with clients.
3. At what stage of MI do you believe a client of yours would likely become
“stuck”? Why?
4. Which interventions would you use with your client/ client system?
SESSION 9: October 29
SESSION 10: November 5
TOPICS:
Schizophrenia/ Neurodevelopmental Conditions/ Continuum of Behaviors;
Medication Education for Clients and Families; Medication Adherence and
Refusal; Medication for Psychotic Disorders;
United States Psychiatric
Rehabilitation Association (USPRA),
– material will be emailed******
Readings:
1.
2.
3.
4.
5.
6.
7.
MOVIE:
B & W: Chapters 6 & 7; Chapter 4: pp. 83-100
Austrian: Chapter 6; Chapter 12 pp. 263-266
Johnson: pp. 45-49; 130-131
Preston, Chapter 5
USPRA material*********
Connie Massie, LCSW, BPSA in Reader*****
Susan and Michael’s story – will be emailed*****
Susan and Michael
Weekly Set: Due 11/12
1. B&W. Under what circumstances would you not support a client’s “right” to
self-determination when refusing to take his/her medications?
2. B&W: Which 6 common topics would you choose for your agency’s
medication education program?
2. Austrian: What type of intervention/ treatment would you support for a client
with schizophrenia?
3. State the information from USPRA which would be helpful for your work with
clients diagnosed with persistent mental illness, or with any other chronic mental
challenge.
SESSION 11: November 12
TOPICS: Substance Abuse; Medication Monitoring and Management
Readings:
1. Austrian: Chapter 7
2. B & W: Chapter 8; Chapter 5 pp. 181-185
3. Johnson, pp. 179-195; 381-393
4. Preston, Appendices A and C
Weekly Set: Due 11/19
13
1. B&W: p. 228, #2. “Name the five areas of competence……….”
2. B&W: p. 253 #5
3. Austrian: Discuss the pros and cons of “motivational interviewing” for
addictive behaviors
4. Which interventions would you use with a client / client system?
SESSION 12 & 13: November 19 & December 3
Topics: Personality Disorders; A New Diagnosis re: PTSD; Intervention Concerns
of Medication: Racial & Ethnic Differences; Dialectic Behavioral Therapy (DBT);
Future Directions in Psychopharmacology; Vitamin, Herbal, Homeopathic
SensoryTreatments; Alternative Movement/ Body Therapies
Readings:
1. Austrian: Chapter 9
2. B & W: Chapter 5, pp. 176-181
3. Allen, Kate “Personality Disorders” and “Borderline Personality Disorder” ******
4. Judith Herman – Chapter 6 “A New Diagnosis” *********
5. Marsha Linehan – Dialectic Behavioral Therapy (DBT) see http below********
6. Johnson: pp. 88-103; 266-269
7. B&W: Chapter 9
8. http://psychcentral.com/lib/2007/an-overview-of-dialectical-behavior-therapy/
MOVIE: Law and Order: Special Victims Unit
- vignette emailed to you*********
Points for Thought and Discussion:
1. Why can people with personality disorders/ character styles be so challenging to
work with?
2. Consider Allen’s and Herman’s material which you find helpful in your
thinking about personality disorders.
SESSION 14: December 10
MEET WITH YOUR GROUP FOR CONSULATION RE: FINAL PAPER
PUTTING IT ALL TOGETHER
CLOSURE WITH CLASS
HAVE A GOOD HOLIDAY SEASON
FINAL PAPER DUE: MONDAY 12/14 @ 12:00 P.M. Noon in my office
14