UNIVERSITY OF TENNESSEE—COLLEGE OF SOCIAL WORK
NASHVILLE CAMPUS
SW 537 Introduction of Psychopathology and Social Work Practice
Section 4 (3 credit hours)
Summer 2013
Instructor: April Mallory, LCSW
Office Hours: T/R 11:30-12:30 or by appointment
Prerequisite(s): 510, 512, 513, 517, 519, 522, 538
Contact:
615-482-8668
please use cell phone between 9am-7pm
Email: amallor3@utk.edu
Code of Conduct
It is the student's responsibility to have read the College of Social Work Ethical Academic & Professional
Conduct Code that is in the College of Social Work MSSW Handbook (www.csw.utk.edu)
Honor Statement
An essential feature of The University of Tennessee is a commitment to maintaining an atmosphere of
intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither
knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own
personal commitment to honor and integrity. (Hilltopics).
Disability
If you need course adaptations or accommodations because of a documented disability or if you have
emergency information to share, please contact The University of Tennessee Office of Disability Services
at 2227 Dunford Hall (865-974-6087). This will ensure that you are properly registered for services.
Course Description
This is a required concentration course. The course examines psychopathology and mental disorders from
an ecological perspective. Emphasis is placed on understanding biopsychosocial influences on the
incidence, course and treatment of the most commonly presented mental disorders and the differential
effect of these factors on diverse populations. The course emphasizes the acquisition of diagnostic skills as
they relate to comprehensive social work assessment and the development of social work interventions.
Ethical issues, collaboration with families, knowledge of psychopharmacology and the varied roles social
workers play in mental health settings will be stressed.
The Diagnostic Statistical Manual (DSM 5) is used as an organizing framework for reviewing major
mental disorders. Discussion of the strengths and weaknesses of this system, the role of social workers in
psychiatric diagnosis, the relationship of diagnosis to social work assessment and practice, and issues of
ethical practice, and an emphasis on diagnosis, assessment, ethical issues in practice with
diverse/multicultural clients/client systems are a critical part of the course. The course emphasizes the
acquisition of diagnostic skills as they relate to comprehensive social work assessment of adults,
adolescents, and children. Knowledge of psychopharmacology and the roles social workers play regarding
medication with clients as part of an interdisciplinary treatment team will be covered.
Course Rationale
The course examines psychopathology and mental disorders from a systems and ecological perspective.
Emphasis is placed on understanding biopsychosocial and cultural influences on the incidence, course
and treatment of the most commonly presented mental disorders and the differential effect of these factors
on diverse populations at risk. Current research from biological psychiatry and sociological work regarding
the impact of poverty, race, class, social causation and labeling theories and the stress, coping, social
support model are highlighted. Special attention is also placed on understanding the human experience
of mental illness through the study of subjective experience of clients and the experience of burden on families.
Course Competencies
By the completion of this course, the students are expected to be able to demonstrate:
1. Describe different theoretical approaches for the study of psychopathology.
4.3, 4.5
2. Identify the components of comprehensive assessment with individual clients including differential
diagnosis and psychosocial evaluation. 3.5
3. Identify, describe, and distinguish the major types of psychopathology including symptom logy,
etiology, and coping mechanisms. 4.3
4. Identify and critically analyze theories of human growth and development that contribute to
understanding psychopathology. 2.1
5. Describe the interaction of biological, sociological, psychological, risk and resiliency factors in the
development of psychopathology. 2.1, 2.4
6. Identify the effects of ethnicity, race, culture, economic status, sexual orientation, age, gender,
physical and mental ability, and vulnerability on maladaptive behavior. 3.3, 3.1, 4.1
7. Apply knowledge of psychopathology to formulate differential diagnosis and identify the
implication of diagnosis for evidence-based social work interventions. 4.3, 2.1
8. Explicate an understanding of the ethical issues encountered in assessment and intervention with
clients with psychopathology and demonstrate the ability to analyze ethical dilemmas. 1.3, 3.5
Required Texts
Dziegielewski, Sophia F. (2010). DSM-IV-TR In Action (2nd Ed.). Hoboken, New Jersey: John Wiley
and Sons.
Supplemental Text—NOTE: This text will be referenced in quizzes and the exam. While weekly readings are not assigned
you are expected to use this text as a reference both during the class and in your practice.
APA (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatric
Association: Washington DC.
APA (2013). Desk Reference to the Diagnostic Criteria from the DSM-5. American Psychiatric
Association: Washington DC.
Additional readings available on BlackBoard
COURSE REQUIREMENTS/GRADING
The course grade will be based on 6 online quizzes, a group
presentation on a selected mental disorder and participation. Students
are expected to read the assigned articles/chapters thoughtfully and to
come to class prepared to ask questions, make comments and add to the
overall discussion. The course grade will be computed as follows:
Six Quizzes
Diagnostic Presentation
Participation
120 points
60 points
20 points
Late assignments/quizzes will not be accepted.
A = 190+ points
B+ = 180-190 points
B = 170-179 points
C+ = 160-169 points
C = 140-159 points
F = <140 points
QUIZZES (60%)
Quiz 1 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of the
disorders presented by student groups and the differential effect of these factors on diverse populations.
Quiz 2 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of
childhood disorders and the differential effect of these factors on diverse populations.
Quiz 3 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of mood &
anxiety disorders and the differential effect of these factors on diverse populations.
Quiz 4 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of
substance use disorders and the differential effect of these factors on diverse populations.
Quiz 5 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of
psychotic disorders and the differential effect of these factors on diverse populations.
Quiz 6 (20 pts): This quiz will cover the symptoms, psychopharmacology, course and treatment of
personality and cognitive disorders and the differential effect of these factors on diverse populations.
DIAGNOSTIC PRESENTATION (30%)
The goal of this assignment is to creatively explore a disorder or category of disorders in-depth and to
demonstrate your understanding of psychopathology. The presentation will include text and audio to be
posted online to be viewed by the entire class. It is the group’s responsibility to cover the topic in enough
detail that the class participants are able to answer questions on the quizzes and gain a working
knowledge of the disorder category.
The entire presentation should be between 10-15 minutes. The group should be prepared to answer
questions from the class during the discussion.
The text/slide show portion of the presentation must include the five elements listed below:
1) Define the disorder or disorders within the class (2.5 pts): Note all the pertinent symptoms, risk factors, and
how said symptoms may present clinically.
2) Etiology/Neurobiology (5 pts): Critically assess any theories as to the cause of the disorder. This can include
social, genetic, or psychological explanations. Be sure to discuss any neurobiological explanations of the
disorder.
3) Prevalence (5 pts): Use research statistics to describe the general prevalence of the disorder as well as the
prevalence among pertinent subgroups as defined by age, sex, race, ethnicity, sexual orientation etc.
4) Evidence base for practice (5 pts): Review the research literature to determine the most empirically
supported assessment measures and interventions (including psychopharmacological interventions if there
are any). Be sure to cite the studies supporting your assertion and defend why you have chosen these studies
as the most rigorous.
5) Diversity (2.5 pts): Critically analyze any issues that you have discovered in the literature to guide clinicians
on appropriate diagnosis and treatment of this disorder in pertinent subgroups. These subgroups can be
defined by race, ethnicity, sex, sexual orientation, age or any other pertinent grouping.
In addition to the descriptive overview of the diagnosis, the group will develop and present an interview of
a client with the disorder. This interview will be presented in class and should be between 8-10 minutes,
no longer. This interview should depict the client’s presenting signs, symptoms and a history consistent
with the diagnostic criteria (10 points). The interviewer should demonstrate professional interviewing
skills and techniques to elicit a history adequate for preliminary diagnosis (10 points). A brief case
summary document will be prepared as a companion to the interview (10 points). Additional information
about the format will be provided in class and on Blackboard.
The group members will receive a joint grade for the presentation (50 points=20 for interview, 10 for case
summary and 20 for text and description in slideshow).
Individuals will be graded for completing anonymous surveys of each presentation (10 points total).
Additional instructions will be posted on Blackboard.
PARTICIPATION (10%)
Participation will count as 10% of the final grade. This includes attendance, active engagement in
discussions and a weekly journal. The journal will be provided in the first class session. Two points will
be subtracted for each absence after the first. Excuses are not necessary.
EVALUATION PROCEDURES AND GRADES
A (190-200) Outstanding/Superior: Exceptional performance. Consistently exceeds expectations.
B+ (180-189) Very Good: Student consistently meets, and occasionally exceeds, normal expectations for
the course.
B (170-179) Good: Student consistently meets normal expectations for the course.
C+ (160-169) Average: There is unevenness in grasping course content. Student is inconsistent in meeting
normal expectations for the course.
C (140-159) Poor: There is lack of understanding of content. Student does not meet expectations.
F (139-Below) Very Poor: There is a lack of attendance or incomplete assignments. Course expectations
are not met.
ANTICIPATED COURSE OUTLINE—Additional readings will be included in session folders on
Blackboard
SESSION #1
Introduction to the Course, Review syllabus, Discuss the course objectives
Tuesday 7/9
Form groups for Diagnostic Presentations
Critically thinking about mental health diagnosis
Brief overview/review of neurobiology and pharmacokinetics
Readings:
DSM-IV-TR In Action
Chapter 1-4
SESSION #2
Thursday 7/11
No class meeting. View 6 presentations online.
Posted in Blackboard under Session #2 folder.
Be prepared for discussion on 7/16
Quiz #1—over 6 presentations.
SESSION #3
Childhood Disorders
Tuesday 7/16
Readings:
DSM-IV-TR in Action
Chapter 5
Quiz #2—Childhood disorders
SESSION #4
Mood Disorders
Thursday 7/18
Readings:
DSM-IV-TR in Action
SESSION #5
Anxiety Disorders
Tuesday 7/23
Readings:
DSM-IV-TR in Action
Quiz #3: Mood and Anxiety Disorders
Chapter 9
Chapter 10
SESSION #6
Substance Use Disorders
Thursday 7/25
Readings:
DSM-IV-TR in Action
QUIZ #4: Substance Use Disorders
SESSION #7
Psychotic Disorders
Tuesday 7/30
Readings:
DSM-IV-TR in Action
QUIZ #5: Psychotic Disorders
Chapter 7
Chapter 8
SESSION #8
Presentation Interviews and discussion
Thursday 8/1
Group Presentations due at midnight on Blackboard on
Individual surveys due at midnight on Blackboard on
SESSION #9
Personality Disorders
Tuesday 8/6
Readings:
DSM-IV-TR in Action
Chapter 13
SESSION #10
Cognitive Disorders
Thursday 8/8
Readings:
DSM-IV-TR in Action
QUIZ #6: Personality and Cognitive Disorders
Extra Credit Assignments Due by 8/9 at midnight
Chapter 11