Argosy University
COURSE SYLLABUS
Introduction to Antepartum and Postpartum Mood Disorders
PP 8950 C10
Illinois School of Professional Psychology/Chicago Campus
Summer II, 2008
Fridays 9:30am-5:00pm
Susan Benjamin Feingold, Psy.D.
Office: 847-831-7731
Fax: 847-831-0017
Email: Susanbf@sbcglobal.net
Office hours: Available to students by appointment as well as before and after class
Course Dates: Summer Semester, Fridays
Session I
Session II
Session III
July 11, 9:30-5
July 18, 9:30-5
July 25, 9:30-5
***Please retain a copy of the syllabus for the future in the event that documentation of coursework
is needed for licensure.
Susan Benjamin Feingold, PsyD, is a licensed clinical psychologist and adjunct
instructor at ISPP, Chicago Campus of Argosy University. In her clinical practice, she
specializes in women's mental health issues related to reproductive function, including
prenatal and postpartum mood and anxiety disorders, adjustment disorders, PMDD,
fertility issues, pregnancy loss, menopausal problems, PTSD, sexual issues and couple
relationship problems. Dr. Feingold has served as president of the Board of Trustees of
the non-profit organization, Depression After Delivery, Inc., as well as serving on the
executive board for many years. She has been involved in facilitating support groups for
antepartum and postpartum women over the past fourteen years, has provided continuing
education to nurses, physicans, medical students, midwives, social workers and lay
audiences in the area of perinatal mental health, and has been involved in supporting
legislative efforts for women with postpartum depression on a state and national level.
Her earlier clinical work includes several years working in a VA Medical Center and for
a Naval Hospital and work as a school psychologist providing assessments and
psychotherapy to children and adolescents in various school settings.
Page 1
Course Description:
PP 8950 An Introduction to Antepartum and Postpartum Mood Disorders is an overview
of perinatal mood disorders with the purpose of introducing students to the identification,
assessment and treatment of women with antepartum and/or postpartum mood disorders.
This course is meant to be an introductory course, to inform and prepare students to begin
to evaluate and address the needs of women struggling with these reproductive-related
mood disorders. Students are not expected to have expertise in addressing these issues
upon completion of this course. However, this course would be a good starting point in
providing an overview of a specialized practice in the treatment of women's reproductiverelated mood disorders.
Students will learn to identify these emotional disorders and to distinguish among the
different types of mood and anxiety disorders surrounding childbirth, including
postpartum blues, pregnancy and postpartum adjustment disorders, pregnancy and
postpartum anxiety disorder, panic disorder, obsessive-compulsive disorder and
depression, as well as postpartum psychosis.
Students will learn to set up a short-term treatment plan and to identify 3 or more
interventions for a course of brief psychotherapy with pregnant and postpartum women.
Class size is limited in order to facilitate active participation and discussion of cases.
There will be opportunities to work in small groups and to practice therapist-client
interactions in role-playing.
Students are expected to read the required textbooks, as well as to be familiar with other
resources available in this specialized area of study. The instructor will provide students
with a bibliography of current literature in the field for further study. Students are
expected to bring in relevant case examples of clients for role-plays or they may use
actual cases provided by the instructor.
Course Pre-requisites: None
Required Textbooks:
Dunnewold, A. (1997). Evaluation and Treatment of Postpartum Emotional Disorders.
Sarasota, Florida: Professional Research Press. ISBN: 1-56887-024-8
Kleiman, K. & Raskin, V. (1994). This Isn't What I Expected: Overcoming Postpartum
Depression. New York: Bantam Books. ISBN 0-553-37075-8
Gilman, C.P. (1996). The Yellow Wall-Paper. New York: The Feminist Press.
ISBN: 1-55861-158-4
Poulin, S. (2006). The Mother-to-Mother Postpartum Depression Support Book
New York: Berkley Books. ISBN: 0-425-20808-7
Page 2
Recommended books:
Beck, C. (1999). Postpartum Depression: Case Studies, Research, and Nursing Care.
Association of Women's Health, Obstetric and Neonatal Nurses.
Burak, C. & Remington, M. (1994). The Cradle Will Fall. New York: Donald I. Fine,
Inc. ISBN 1-55611-408-7
Dunnewold, A. & Sanford, D. (1994). Postpartum Survival Guide. Oakland, California:
New Harbinger Publications.
ISBN 1-879237-80-6
Hamilton, J. & Harberger, P. (1992). Postpartum Psychiatric Illness, A Picture Puzzle.
Philadelphia, Pennsylvania: University of Pennsylvania Press. ISBN 0-8122-1385-8
Kendall-Tackett K. & Kantor, G. (1993). Postpartum Depression, A Comprehensive
Approach for Nurses. Newbury Park, California: Sage Publications.
ISBN 0-8039-5035-7
Misri, S. (1995). Shouldn't I Be Happy? Emotional Problems of Pregnant and
Postpartum Women. New York: The Free Press. ISBN 0-02-921405-X
Shields, B. (2005). Down Came the Rain: My Journey Through Postpartum Depression.
New York: Hyperion. ISBN 1-55861-158-4
Sichel, D. & Driscoll, J.W. (1999). Women's Moods: What Every Woman Must Know
About Hormones, The Brain, and Emotional Health. Morrow Books.
ISBN 0-688-14898-0
Technology:
Argosy University encourages the use of technology throughout the curriculum. This
course uses the following: overheads, possibly videotapes.
Course length: 4 Weeks
Contact Hours: 21 Hours
Credit Value: 1.5
Page 3
Program Outcomes:
Master’s Program in Clinical Psychology, Mission Statement:
The Master’s Program in Clinical Psychology has been designed to educate and train
students to enter a professional career as MA level practitioners. ISPP/AU-Chicago
provides for its master’s students an educational program with all the necessary
theoretical
and clinical elements that will allow them to be effective members of a mental health
team. The program introduces students to
basic clinical skills that integrate individual and group theoretical foundations of applied
psychology into appropriate client interaction
and intervention skills. In addition, the Program offers excellent preparation for those
considering application to the Doctoral Program in Clinical Psychology.
Doctoral Program in Clinical Psychology, Mission Statement:
The Doctoral program in Clinical Psychology at Argosy University/Illinois School of
Professional Psychology-Chicago Campus is an APA accredited program (APA, 750
First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to
educate and train students so that they may eventually be able to function effectively as
clinical psychologists. To ensure that students are prepared adequately, the curriculum
provides for the meaningful integration of theory, training and practice. The Clinical
Psychology program at Argosy University/ Illinois School of Professional PsychologyChicago Campus emphasizes the development of attitudes, knowledge and skills essential
in the formation of professional psychologists who are committed to the ethical provision
of quality services. Specific objectives of the program include the following:
The training of practitioners capable of delivering diagnostic and therapeutic services
effectively to diverse populations of clients in need of such treatment.
The development of mental health practitioners who understand the biological,
psychological, and sociological bases of human functioning.
The training of practitioners who are capable of exercising leadership both in the health
care delivery system and in the training of mental health professionals.
The preparation of mental health practitioners capable of expanding the role of
psychologists within society.
The education of psychologists capable of working with other disciplines as part of a
professional team.
Page 4
Course Objectives:
Students will learn the incidence of the various types of reproductive-related mood and
anxiety disorders which occur during the antepartum and postpartum periods. Objective
assessed through class discussion.
Students will learn to identify and differentiate between the different types of mood and
anxiety disorders, including postpartum blues, pregnancy and postpartum adjustment
disorders, pregnancy and postpartum anxiety disorder, panic disorder, obsessivecompulsive disorder and depression, as well as postpartum psychosis. Objective assessed
through class case analysis and discussion, and final paper.
Students will become familiar with various assessment instruments for screening and
identifying pregnancy and postpartum mood disorders. Objective assessed through class
discussion.
Students will learn to identify the risk factors for postpartum mood disorders. Objective
assessed by class discussion.
Students will be able to apply brief therapy principles to cases in their clinical settings.
Objective assessed through class discussion, case analysis and role plays.
Grading Criteria
Grades will be determined by student's ability to identify and differentiate postpartum
emotional disorders in small group and classroom exercises. apply short- term therapy
goals and tasks in analyzing cases, participate in role-plays and classroom discussion and
turn in a five to eight page paper on some issue specific to treatment of women with
pregnancy or postpartum mood disorders. In addition, students are expected to actively
participate and attend all classes.
The distribution of grades will be allocated as follows:
Class Participation:
(provide a log of 5 or more instances as defined in #2 below)
Case analysis in classroom exercises and application of short-term goals
and tasks:
Participation in small group exercises and role plays
Five to eight page paper following APA format with a minimum of 3
references on an area related to prevention or treatment of postpartum
depression (i.e. breastfeeding problems, couple relationship issues,
marital therapy, sexual issues, support groups, etc.)
10%
25%
25%
40%
100%
Page 5
Expectations:
1) We are covering a great deal of material in one semester and therefore attendance at all
classes is expected. Any student who misses a class will not receive a passing grade for
the course or will be given permission to withdraw from the course.
2) Students are expected to participate actively and consistently in classroom discussions through
thoughtful questions and commentary. Classroom participation is worth a total of 10% of your
grade. Class Participation is defined as any or the following behaviors:



Providing answers to questions that are posed by the instructor in class
Asking relevant, thoughtful questions during class
Being active in class discussions
Please note that all of these behaviors are objective and can be quantified. For this particular
assignment, you are to make note of your class participation throughout the semester, and you
are to hand in your documentation of your class participation at beginning of the last class.
Your documentation is what will comprise your class participation score. For each example of
participation, you must list the date and a very brief description of the behavior.
3) All assignments must be submitted to the instructor by the beginning of class time on
the date the projects are due, unless previously arranged due to special circumstances.
4) All assignments are to be done independently and without consultation with other class
members. If you have questions about an assignment, contact the instructor.
5) Confidentiality of all case material is expected.
Page 6
COURSE OUTLINE
Dates
Topics and Assignments
July 11
I. Introduction and review of class requirements
Student Ice-breaker/Review of Syllabus
II. An Overview of Pregnancy and the Postpartum Period
a. Normal Pregnancy or Problematic
1. 40 weeks divided into trimesters
2. Morning sickness vs. hyperemesis
3. Normal excitement and hormonal mood changes
vs. excessive mood changes with anxiety, fears and/or depression
4. Miscarriages, stillbirths and other traumatic losses
b. Normal Postpartum Emotional Changes
1. The birth of a new baby is an adjustment
2. Major Life Changes: expected but stressful
 Stress and lack of coping strategies
 Resilience with changes and transitions
3. Factors affecting postpartum adjustment
 Societal Myths, "supermom" and good enough mothering
 4 factors: hormonal/biological, psychosocial, relationship
& identity
4. Postpartum Blues: Normal Emotional Changes vs. Postpartum
Emotional Disorders
 The Blues: Onset, symptoms and Incidence
 Should it be considered "normal" or a mild postpartum emotional
disorder?
c. Postpartum Emotional Disorders: Identification & Differentiation
1. Postpartum Adjustment Disorder
2. Postpartum PTSD
 Traumatic birth experiences
 Traumatic losses--miscarriages & stillbirths
3. Postpartum Mood and Anxiety Disorders
 Identification of Postpartum Emotional Disorders
Onset, Symptoms & Incidence
 Differentiating the Postpartum Emotional Disorders
PPD subtypes: Postpartum Anxiety, Postpartum Panic Disorder,
Postpartum Obsessive-compulsive Disorder & Postpartum Depression
4. Postpartum Psychosis
 Differentiating postpartum OCD and PPP
Page 7
Day II
July 18
III.
Presentation of Case Example and Identification of
Postpartum Emotional Disorder
IV.
Work in small groups on case examples and practice role-plays
ASSIGNMENT: Read:
"The Yellow Wall-Paper"
"The Mother to Mother PPD Support Book" pages 1-52
I.
Basic Review
a. review of basic concepts from class and textbooks
b. student experience of PPD between class I and II
c. discussion of "The Yellow Wall-Paper"
II. Assessment Instruments for Screening and Identification of
Postpartum Mood Disorders
a. Diagnostic Interviewing for Identification
b. Screening Instruments & Tools
 Edinburgh Scale (Cox, Holden & Sagovsky, 1987)
 Beck Postpartum Depression Screening Scale (Beck, 1997)
 PPD Screening Checklist (O'Hara & Engeldinger, 1989)
III. Risk Factors for Postpartum Mood Disorders
Risk Assessment During Pregnancy or Prenatal Period
(Petrick, 1984)
IV. Identifying Treatment Options for Pre and Postpartum Mood Disorders
a. Making an accurate (DSM-IV) diagnosis
onset, intensity and duration of symptoms
b. Discussion of Treatment Options
V. Practice small group role-plays with making a diagnosis of the specific subtype
of postpartum mood disorder
VI. Video /Review and Discussion: Encourage practice between sessions
VII. Discussion of paper and Midterm Course Evaluation
ASSIGNMENT: Read
"Evaluation and Treatment of Postpartum Emotional Disorders"
"This Isn't What I Expected: Overcoming Postpartum Depression"
Write paper and finish log of participation
Day III
July 25
I.
Turn in paper and log of participation
II.
Discussion of brief psychotherapy concepts of goals, tasks and bond.
Page 8
III. Setting up a short-term treatment plan for a course in brief
psychotherapy with pre and postpartum women.
a. Identifying treatment goals and three or more interventions
b. Presentation of Case Example and setting up a treatment plan
with goals and interventions
IV.
Practice role-plays in small groups
V. Discussion of other related issues in this specialized area of treatment
 issues for breastfeeding moms
risk vs benefit analysis (medication or not?)
 societal pressures and myths
o "supermom" and perfectionism
o breastfeeding pressures
o issues such as; 24 hr stay in hospital, homebirths, older
moms and new technology with more tests like amnio,
CVS, etc.
 bonding and attachment issues
 traumatic birth experiences and PTSD
 effects of fertility treatment
 couple relationship issues (including lesbian couples, fertility
issues, the significant other in treatment)
 sexual intimacy issues
 effects of maternal depression on children
 issues of infanticide and mothers in prison
 support groups of pre and postpartum women (including
significant others)
 the role of education and early identification/prevention
 facilitating communication with others, including other
 health care providers and working in a multidisciplinary
team approach
 contact with the media
VI.
Discussion of Termination
a. Review of treatment and discussion of therapeutic relationship
b. Prevention, maintaining good mental health and subsequent
pregnancies
c. Issues of loss stirred up with termination
d. Wrap up, discussing issues of returning to tx, and
saying goodbyes
VII. Final Course Evaluation
Page 9
Library
All resources in Argosy University’s online collection are available through the Internet.
The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000
full-text journals and 23,000 electronic books and other content covering all academic
subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and
Social & Behavior Sciences. Many titles are directly accessible through the Online
Public Access Catalog at http://library.argosyu.edu. Detailed descriptions of online
resources are located at http://library.argosyu.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Online Public Access Catalog.
Catalog searching is easily limited to individual campus collections. Alternatively,
students can search combined collections of all Argosy University Libraries. Students
are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed
to teach students fundamental and transferable research skills. The tutorial consists of
five modules where students learn to select sources appropriate for academic-level
research, search periodical indexes and search engines, and evaluate and cite information.
In the tutorial, students study concepts and practice them through interactions. At the
conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial
at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be
submitted using the Publication Manual of the American Psychological Association, 5th
Edition (2001). Washington DC: American Psychological Association (APA) format.
Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to
purchase this manual (required in some courses) and become familiar with its content as
well as consult the Argosy University catalog for further information regarding academic
dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty
and plagiarism. This includes the proper and appropriate referencing of all sources. You
may be asked to submit your course assignments through “Turnitin,”
(www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin
Page 10
compares submitted papers to billions of pages of content and provides a comparison
report to your instructor. This comparison detects papers that share common information
and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development
of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both the academic and training curricula are
designed to provide an environment in which students can develop the skills and attitudes
essential to working with people from a wide range of backgrounds.
Page 11
Student Agreement Form:
I ____________________________ have received a copy of the syllabus for
__________________. I have read the syllabus and understand the course requirements.
Signature: _______________________
Date: __________________________
Page 12