CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Social Work 224: Clinical Social Work Practice in Mental Health – Fall, 2010
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; 5:15 – 6:00 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) Casework
Management, 3) Motivational Interviewing, and 4) Rehabilitative/ Recovery Model focus. 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 addressed,
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.
Prerequisites:
If MSWI: SW 204A, SW 295A, and SW 235A
If MSW II: SW 204AB, SW 295AB and SW 235AB
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
Course Format
The class will be conducted as a seminar with a combination of lecture, discussion, videos,
exercises, group work with each other, and the possibility of guest speakers. Student preparation
and participation are integral parts of this learning experience. The analytical case method
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 means
for students to develop critical thinking and practice skills in a classroom setting. 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.
Course Expectations
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, you are required to inform your field liaison.
Attendance: Missing two (2) scheduled class sessions or the equivalent loses a minimum of one (1) letter
grade on the final course grade. Missing (3) three scheduled class sessions or the equivalent will result in
a failure from the course and will require you to make an appointment with me.
3
Tardiness: Being tardy is unacceptable. Please note the following consequences of tardiness:
a. 15 minutes late = ½ absence
b. more than 1 hr. late = 1 absence
Class break: We will take a 10 – 15 minute break around 8:00 p.m. Tardiness after break is not
acceptable for any reason.
Plagiarism: Any form of cheating or plagiarism will result in a failing grade for the course.
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.
Cellular phone or pager: Please turn off your cellular phone or pager during class. If your job/ field
placement /family require you to be on-call during class time, do not take this elective.
Laptop: STUDENTS USING LAPTOPS FOR WEBSURFING OR CHECKING EMAILS DURING
CLASS WILL BE PENALIZED BY GRADE REDUCTION. I reserve the right to examine the screen on
your laptop at any time during class and ask you to close the screen.
Ethical Practice: It is expected that students are knowledgeable of our NASW Code of Ethics. This code
guides your behaviors in class and in field. Ethical violations (e.g., disrespect for colleagues/ clients) may
result in failure of this course or in field, particularly if the professor or field instructor has previously
advised a student of the violation(s).
Students with Special Needs: ADA Provisions
Students who have a learning disability or experience other reasons that might interfere with their
ability to complete the class requirements, need to make an appointment and discuss this with the
instructor. Students with documented learning difficulties can obtain special accommodations for
course materials, testing facilities, and equipment by contacting the Office of Disability Services
in Lassen Hall 10008, (916) 278-6955. The instructor should be advised of these accommodations
so as to better assist the student with his/her learning needs, and requires proper documentation
from the Disability Services Office.
Required Texts for Social Work 224:
1. 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
2. Johnson, Sharon L. (2004) Therapist’s Guide to Clinical Intervention: The 1-2-3’s of
Treatment Planning. (2nd Ed.) San Diego: Academic Press
3. American Psychiatric Association. (2000) Quick Reference to the Diagnostic Criteria from
DSM-IV-TR. Washington, DC.: American Psychiatric Association
OR: DSM-IV-TR
4. Pomeroy, E. and Wambach, K. (2003). The Clinical Assessment Workbook: Balancing
Strengths and Differential Diagonsis. Belmont: Thomson -Brooks/Cole
4
5. Preston, John and Johnson, James. (2009) Clinical Psychopharmacology Made Ridiculously
Simple. 6th Edition.
6. Web Sites for Medications:
1. surveyorhealth.com
2. epocrates.com
3. www.RxFiles.ca
Highly Recommended & integrated in course material:
1. Austrian, Sonia (2005) Mental Disorders, Medication, and Clinical Social Work. (3rd Ed.)
New York: Columbia University Press.
Recommended for your career:
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. 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
5
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, Cathleen and Franklin, Cynthia. (2003) Clinical assessment for social workers:
Quantiative and qualitative methods. Chicago: Lyceum Books, Inc.
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
6
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. (2010) Social Worker’s Desk Reference. (2nd Ed.) 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
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.)
7
45. American Psychiatric Association (2003) Diagnostic and Statistical Manual of Mental
Disorders IV-TR, 4th Ed. Washington,DC: American Psychiatric Association
46. Farmer, Rosemary L. (2009) Neuroscience and Social Work Practice: the Missing Link.
Sage: Los Angeles
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 assignments should be typed, using a 12 point font, have 1 inch margins, outlined, doublespaced, unless otherwise stated.
 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 in class on the date indicated.
 Papers 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. The final BPSA assignment can only be 1 week late.
 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.
1. Choice of 2 Weekly Sets (20% each)
2. Final Paper (BPSA and TX plan)
3. Oral Participation (SIGNFICANT)
Due by 10/14 & 11/11
Due 12/13 @ 1:00 pm
ongoing
40%
50%
10%
1. Two Weekly sets
a. These questions are SPECIFICALLY related to your readings. The questions for each week
are in the syllabus for each set of readings. You have a choice of doing 2 sets. Minimum one set
is due by October 14, 2010. The second set is due by November 11, 2010.
b. Your answer(s) will focus 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, with ½ inch side margins.
c. Length: 4 pages, double- spaced, each.
8
Due Dates & Topics for Weekly Sets:
9/23:
9/30:
10/14:
10/28:
11/4:
11/11:
Attachment Disorders
Collaboration with Clients; Principles of Psychopharmacology
Anxiety Disorders
PTSD/ Trauma
Mood Disorders & Medication Education with Clients
Mood Disorders & Motivational Interviewing
2. Final BPSA and Treatment Plan
A. Using a client from your field placement:
1. Follow the assessment outline in Pomeroy and Wambach, pp. 6 – 8.
2. Provide a 5 axial DSM diagnosis for your client.
3. Write a treatment plan, integrating material from Johnson and a New York Times Science article:
B. New York Times, Tuesday Science Section, dated 8/31/10 – 12/7/10. Integrate the main concepts
from the article to your final paper. I will email you a variety of past articles for examples.
- 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 13 @ 1pm in my office.
3. Oral Participation
This is a very active course and participation is an ongoing requirement. Students should
contribute in each class. Some ways include: asking questions; bringing in relevant newspaper
articles to increase class awareness; leading a discussion in your small group; volunteering to be
in a role-play; answering questions that students or instructor asks; knowing readings well enough
to be able to talk about them, etc. A student’s grade will/ can be decreased if, over the course of
the semester, the student is not participating and/or responding to classroom discussion.
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.
9
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
6. Course reader/ material/ websites will be emailed - noted with an asterisk ***** below.
SESSION 1:
September 2
TOPICS:
Course Overview and Introduction; Assignments and Expectations, Attachment
Disorders
Overhead:
Kenneth Miller (2001) Reactive Attachment Disorder *******emailed
Handouts:
All text outlines and other relevant material will be emailed
SESSION 2: September 9
Movie: “Sophie’s Choice” (clips) In Recognition of the Jewish Holiday of Rosh Hashanah
TOPICS:
Attachment Disorders in Children; Violence and Antisocial Patterns in Children;
Treating ADHD / Hyperactivity as Attachment Deficits; Parenting Children with
Attachment Disorders; Macro Trauma; Child Abuse and Neglect; Domestic
Violence; Child Custody Evaluations
Readings:
1.
2.
3.
4.
Levy: Chapters 1 – 2 *****
Johnson: pp. 177-178; 195-212
B&W: pp. 146-148 171-175
Miller: Attachment Disorders *****
SESSION 3: September 16
TOPICS:
Biopsychosocial Assessment/ Diagnosis in Clinical Social Work; Use and Abuse
of DSM terminology; PIE; Case Monitoring
1. P & W: Case 2.6 Michael Barron: Axis I 312.82 CD / 314.01ADHD, Comb.
Case 2.2 Bobby Jones: Axis I 313.81 ODD
2. P&W: Chapter 1
3. Austrian: Chapter 1
4. Medication website - review:
- surveyorhealth.com
- epocrates.com
- www.RxFiles.ca
10
Weekly Set: Due: 9/23
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 Bobby Jones OR Michael Barron ?
SESSION 4:
September 23
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; Medication websites
Basic Principles of Psychopharmacology and CNS Neurotransmitters;
Readings:
1. B& W, Chapters 1, 2, & 5, pp. 159 – 171; 176-186
2. Preston, Chapter 1
3. Medication website:
- surveyorhealth.com
- epocrates.com
- www.RxFiles.ca
Weekly Set: Due 9/30
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 5:
September 30
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 6: October 7
TOPICS:
Anxiety Conditions/ Diagnoses/ Disorders/ Medications; CBT;
DSM-IV-TR
Multi-axial Assessment and Diagnosis/ Pros and Cons/ Ethical considerations.
11
Readings:
1.
2.
3.
4.
5.
Austrian: Chapter 2
B&W: Chapter 4: pp. 133-146 (cases of Lynne, Don, and Vanessa)
Johnson: 65-71; 109-111; 124- 139-140; 167-173; 238-246.
CBT – power point to be emailed *******
P&W: Chapter 7
Weekly Set: Due: 10/14
1. P&W Case 7.4 of Celia Fernandez
2. Answer the questions for this case, along with integrations of relevant material
from Johnson, p. 135
SESSION 7: October 14
TOPICS:
PTSD/ Trauma & Dissociation; Medication for Anxiety Disorders
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: 10/28
1. Which interventions would you use for Angela***********?
(one page for this)
2. How are PTSD and insecure/ disordered attachment related?
3. How does a violent environment impact the brain?
MOVIE: PBS – The Secret Life of the Brain: The Adult Brain: To Think by Feeling
SESSION 8:
October 21
Work on Cases in Class with your groups from P&W: Chapter 7
Assessment, Diagnosis, Treatment, Interventions:
1. 7.1 Gloria Kuhlenschmidt
2. 7.2 Maya Pena
3. 7.3 Caroline Collins
4. 7.5 Mark Abbott
5. 7.6 Nicole Gibson
SESSION 9: October 28
TOPICS:
Mood Disorders/ Bipolar Conditions; Depression/ Dysthymia; Suicide/ Acute
Conditions; Medication for Depression, Medication Education for Clients and Families
Readings:
1. Austrian: Chapter 3
2. B & W: Chapter 4: pp. 100-113; pp. 116-132
3. Johnson: pp. 51-64; 109-132; 141-163; 301-329; 375-376
12
4. Preston, Chapter 2
5. B&W – Chapter 6
Weekly Set: Due: 11/4
1. How would you differentiate a client with depression from a client with a
bipolar condition?
2. B&W, Chapter 6: Under what circumstances would you not support a client’s
“right” to self-determination when refusing to take his/her medications?
3. B&W, Chapter 6: Which 6 common topics would you choose for your
agency’s medication education program?
SESSION 10: November 4
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 11/11 – email this assignment
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 11: November 18
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: Chapter 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.
13
SESSION 12: December 2
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
SESSION 13: December 9
Topics: Personality Disorders; A New Diagnosis re: PTSD; Intervention Concerns
of Medication: Racial & Ethnic Differences; Dialectic Behavioral Therapy; Future
Directions in Psychopharmacology; Vitamin, Herbal, Homeopathic Sensory
Treatments; 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/
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.
PUTTING IT ALL TOGETHER
CLOSURE WITH CLASS
HAVE A GOOD HOLIDAY SEASON
FINAL PAPER DUE: MONDAY, December 13 @ 1:00 P.M. in my office
14