The University of Texas-Pan American
College of Education
Department of Educational Psychology
Course:
Time:
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EPSY 6395.01R Advanced Studies in Mental Disorders
Monday 7:10
For our on-campus classes, we will be meeting in EDCC 1.532
G. Scott Sparrow, Ed.D., L.P.C. (Texas), L.M.F.T. (Virginia)
Wednesday 5-7, Thursday 2:15-4:15. Also, I am online and available most
of the time.
367-2337 cell
Use email as much as possible.
gssparrow@utpa.edu
http://www.spiritualmentoring.com
Our handouts, powerpoints and audio presentations will be posted on this
website, so bookmark it.
REQUIRED TEXT: Dziegielewski, S. F., (2010). DSM-IV-TR in Action (2nd Ed.), Hoboken,
New Jersey: John Wiley & Sons, Inc.
Laing, R.D. The Politics of Experience. Order from Amazon at:
http://www.amazon.com/gp/product/039471475X/ref=pd_lpo_k2_dp_sr_2?pf_rd_p=486539851
&pf_rd_s=lpo-top-stripe1&pf_rd_t=201&pf_rd_i=0394718097&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=0ERXYWP7S3
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Recommended Texts: American Psychiatric Association (2000). Diagnostic and Statistical
Manual of Mental Disorders – Fourth Edition, Text Revision (DSM-IV-TR), Washington, DC:
Author.
Course Description: This course is an introduction to the DSM-IV-TR including basic
diagnostic concepts and issues as well as definitions and general information of the mental
disorders and conditions listed in the manual. Students will be provided with an overview of the
organization of the manual as well as information concerning diagnostic criteria and related
research findings. The purpose of utilizing the DSM-IV to enhance clinical practice as well as
the importance of cultural, ethical, and legal considerations in diagnosing effectively will be
covered and discussed. The course will also briefly cover aspects of clinical assessment and
treatment planning as they relate to the diagnosis of mental disorders and conditions.
Rationale
The role of this class is to provide a graduate survey of research and theories applied to
personality and personality across the lifespan. The course is therefore designed to fulfill LPC
licensure requirements that graduate counseling students be exposed to typical and atypical
developmental issues that impact personality adjustment and general psychosocial functioning.
Counselor Proficiencies
A. School Counselor (State Adopted Proficiencies)
1. Learner Centered Knowledge
2. Equity in excellence for all learners
B. Professional Counselor (Academic Competencies required by Texas State Board of
Professional Counselors)
1. Normal human growth & development
2. Abnormal human behavior
3. Counseling theories
4. Social, cultural, and family issues
C. Marriage and Family Therapist (academic course areas required by the Texas State
Board of Examiners of Marriage and Family Therapists)
1. human development
2. social/cultural/family studies
3. sexuality
ExCET Competencies
A. Competency 001 Human Development
B. Competency 001 Environmental Influences
C. Competency 003 Diversity
Course Objectives: It is assumed that by adequately studying the assigned materials and by
actively participating in class sessions, students will have achieved the following:
 Appreciate the purpose of the DSM-IV-TR
 Understand how to effectively diagnose when considering cultural and ethical aspects of
assessment and treatment
 Be able to articulate how assessment, diagnosis, and treatment planning connect
 Be able to describe the structure and rationale of the DSM-IV multiaxial system
 Be able to list the general categories of mental disorders and conditions
 Know how to apply DSM-IV criteria in formulating a diagnosis
 Be familiar with current research in regards to etiology and treatment for some of the
main mental disorder categories
 Be able to come up with appropriate diagnoses using the DSM-IV-TR for given case
vignettes
Course Rules -- Read Carefully!
1)
Classes will start at the scheduled time, and all students are expected to arrive on time.
Late arriving students may enter the class, but there will be no effort to fill them in. A sign-in
sheet will be circulated at 10 minutes past the scheduled class time.
2)
Class attendance is governed by the Handbook of Operating Procedures. For a more
detailed description of UTPA policies on absences related to UTPA-related activities, or related
to religious holidays, please refer to the HOP under Student and Student Life Policies, Section
5.2.4. For other absences, the following policy is observed in this class in accordance with the
HOP:
"The student is expected to attend all classes and laboratory sessions. It is the responsibility of
the student to inform each instructor of absences. When, however, in the judgment of the
instructor, a student has been absent to such a degree as to impair his or her status relative to
credit for the course, the instructor may drop the student from the class with a grade of 'DP' or
'DF.'"
Clearly, this policy leaves a lot up the professor in deciding what constitutes a level of
absenteeism that is significant enough to impair your status relative to credit for this course.
When it comes to this class, in particular, your attendance is crucial in order maintain the
continuity of experience. If you do not think that you can attend all of the class sessions, please
discuss it with me so we can determine if your intended absences will "impair" your status in this
class. In any case, if you miss more than two classes, your participation with be impaired.
3)
All assignments need to be typed.
4)
Assignments that are turned in late will be penalized by a letter grade.
5)
Without exception, cell phones must be turned off for the duration of the class unless you
must monitor a crisis situation. No text messaging during class! Short breaks will allow you to
touch base with home and work, as needed.
Accommodations
If you have a documented disability that will make it difficult for you to carry out the
work that I have outlined, and/or you need special assistance or accommodations due to your
disability, please contact the Office of Services for Persons with Disabilities. Appropriate help
will be arranged.
Meeting Structure
Half of the course will consist of classroom meetings, and half will consist of online
activities. The first two classes will be on campus, and then we will meet every other week,
while we will be doing online work in between in-class meetings.
Classroom meetings. The sole purpose of the classroom meetings will be to provide a
seminar setting for the discussion of essential case scenarios and interventional strategies. During
this time,
1)
We will discuss the material that you have read and been tested on the previous
week, and review other materials relevant to our study.
2)
You will need to bring one question to each of our classes, based on the text
reading. We will address your questions, and brainstorm diagnostic and
treatment scenarios that arise in the course of our discussions.
We will review your online assignments.
3)
Online work. Each week of online work will consist of
1)
2)
3)
Complete online discussion board assignments related to diagnosing narrative
descriptions of clients in distress. You will do these assignments in small groups
of 3 students each.
Providing peer review of the assignments. The members of each group will be
individually responsible for providing peer review for one of the other groups.
Taking a quiz over chapters and class work. You will be able to take each quiz
twice, and the highest score will be recorded in your grade book.
Grade Breakdown
2)
Seven quizzes over the Text chapters –– 100 apiece or 700 points total –– Each online
quiz will involve 15-20 multiple choice or short answer questions over text, discussions, and
handouts.
3)
20 Discussion Board Diagnostic assignments –– You will post as a groupn, and receive
the same grade individually, worth 20 pts. apiece, for a total of 400 point
4)
Research Paper with Round Robin presentation (15 minutes) – 200 points
Each student will prepare a brief research paper focusing on a topic in the area of mental health
diagnostics. No two students will be able to write on the same topic. The topic must be approved
by the professor. Each student will present a brief summary of his or her paper during the last
two class meetings
Papers must be written using APA style (5th or 6th edition), and must include a minimum of 5
sources. One can be the DSM text book. The other sources must be original, research articles, or
books. The paper is to be a minimum of 5 pages and maximum of 10 pages of text (not including
title page or references).
Your grade will be determined by the total points that you earn. The points required for
grades are as follows:
Total Points -- 1500
A – 1350-1500 B—1200-1299 C –1050-1199
______________________________________________
Schedule of Meetings and Assignments
1/19/11 Orientation
Read 1-2
1/24/11 In-class discussion of Chapters 1-2
Take Online quiz over 1-2
Read Chapters 3-4
1/31/11 In-class discussion of Chapters 3-4
Take Chapter 3-4 quiz online
Read Chapters 5-6
2/7/11 In-class discussion of Chapter 5-6
Video
2/14/11 Online work
Take Chapter 5-6 quiz online
Do online assignments.
Read Chapters 7-8
2/21/11 In-class discussion of Chapter 7-8
Video
2/28/11 Online work
Take Chapter 7-8 quiz online
Do online assignments.
Read Chapters 9-10
3/7/11 In-class discussion of Chapter 9-10
3/14/11 Spring Break
3/28/11 Online work
Read Chapters 11-12
Take Chapter 11-12 quiz online
Do online assignments.
4/4/11 In-class discussion of Chapters 11-12
Taped interview of “Brigette”—Diagnostic exercise
4/11/11 Online work
Read Chapters 13
Take Chapter 13 quiz online
Do online assignments.
4/18/11 Seminar discussion of Chapter 13
Taped interview of “David” ”—Diagnostic exercise
4/25/11 Round Robin paper presentations
5/2/11 Papers Due
Round Robin paper presentations continued
Meal together