HPC 6280 Assessment and Diagnosis in Marriage and Family Therapy
Spring 2011
2-4:50pm Mondays
E. Duncan 313
Instructor Karen L. Caldwell, Ph.D.
Office Phone 262-6045
Office hours: By appointment
120C Duncan Hall
e-mail: caldwllkl@appstate.edu
Course Description
A seminar designed to provide a background in diagnosis and assessment including skills necessary to
conduct a relational assessment interview, as well as the development of assessment skills through the use of
family sculpture, family genogram, role play, and exercises.
Course Goals & Objectives
1. Students will be introduced to the basics of assessment and diagnosis from a systemic/relational
framework.
2. Students will understand the theoretical concepts related to individual and systemic assessment and
diagnostic instruments that pertain to mental health and relational functioning
3. Students will understand, from a relational/systemic perspective, traditional psychodiagnostic
categories and procedures, and the assessment and treatment of major mental health issues including
the treatment options through psychopharmacology. Issues related to work with developmentally
disabled individuals will be addressed in the service-learning component of the course.
4. Students will be introduced to the use of a variety of assessment methods and instruments and become
familiar with issues relating to the use of standardized assessment instruments.
5. Students will understand the limitations of the extant models of assessment and diagnosis, especially
as they relate to different cultural and ethnic groups.
Competencies in Assessment and Diagnosis: The following core competencies in Assessment and
Diagnosis in MFT have been identified by the Commission on the Accreditation for Marriage and Family
Therapy. This course is designed to begin developing competencies in the following areas:
Understand principles of human development; human sexuality; gender development; psychopathology;
psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system
dynamics).
Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective
treatments, course, and prognosis.
Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental
health; heart disease and depression).
Comprehend individual, marital, couple and family assessment instruments appropriate to presenting problem, practice
setting, and cultural context.
Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and
relational functioning.
Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to different
cultural, economic, and ethnic groups.
Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they influence
therapeutic decision making.
Assess each clients’ engagement in the change process.
Systematically integrate client reports, observations of client behaviors, client relationship patterns, reports from other
professionals, results from testing procedures, and interactions with client to guide the assessment process.
Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of
extra-therapeutic factors on client systems.
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Consider the influence of treatment on extra-therapeutic relationships.
Consider physical/organic problems that can cause or exacerbate emotional/interpersonal symptoms.
Diagnose and assess client behavioral and relational health problems systemically and contextually.
Provide assessments and deliver developmentally appropriate services to clients, such as children, adolescents, elders,
and persons with special needs.
Apply effective and systemic interviewing techniques and strategies.
Administer and interpret results of assessment instruments.
Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, physical
violence, suicide potential, and dangerousness to self and others.
Assess family history and dynamics using a genogram or other assessment instruments.
Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems.
Identify clients’ strengths, resilience, and resources.
Elucidate presenting problem from the perspective of each member of the therapeutic system.
Evaluate assessment methods for relevance to clients’ needs.
Assess ability to view issues and therapeutic processes systemically.
Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses.
Assess the therapist-client agreement of therapeutic goals and diagnosis.
Utilize consultation and supervision effectively.
Course Requirements
1. Attendance and Participation (20% of final grade)
Students are expected to be prepared for classes by being up-to-date with assigned readings. Students
will take turns being the ”Reporter”. The Reporter prepares a 2-3 page, typewritten summary of the
article/chapter which will serve as an informal document designed to facilitate the group’s discussion of the
reading. The question the Reporter is responding to is, “What did the author say?” Ninety percent of the
response should be devoted to the author’s main points (either summarize or “lift” the author’s sentences or
paragraphs), and 10 percent is devoted to “My reactions.” Here the Reporter provides his or her editorial
opinions, reactions, etc. The Reporter brings copies of his/her written summary to class for everyone in the
class. The reporter then starts the discussion of the reading with his/her summary and others respond to the
question, “What reactions or comments do you wish to make concerning this article?”
Class attendance and meaningful participation in the class are essential. It is often impossible to "redo"
missed class time because of the interactional nature of the class. There is a 1-absence maximum, including
excused absences. Your grade will be reduced for absences beyond the maximum. Chronic lateness is rude and
evidence of lack of readiness for professional practice. Please be on time.
2. Psychosocial history/substance abuse assessment (20% of final grade) Due date: 2-14
Students will make a 15-minute video of an intake interview conducting a substance abuse
assessment/psychosocial history interview role-play. The student will present the video to their peers for
feedback and the written report to the instructor.
3. Sculpture or Assessment Instrument Interpretation videotape (20% of final grade) Due date 4-4
Students will videotape themselves leading a volunteer family or group in a series of sculpture exercises. The
students will then present the video to their peers and turn in to the instructor a written treatment plan that
outlines your focus in the session and anticipates on-going work with the family.
OR
Students will find a standardized assessment instrument and complete an assessment of volunteer clients.
Students will videotape interpreting the results of the assessment to their clients. Turn in to the instructor a
written treatment plan that outlines your focus in the session and anticipates on-going work with the client.
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4. Final exam (40% of final grade) Due 5-2
Practice quizzes are available on AsuLearn for each Content area. These quizzes are on the basic ideas in the
reading assignments for a class, and are intended to help you learn the material. You may take a quiz as many
times as you wish, but the quizzes will NOT be available after the LAST day of class.
Tentative Course Schedule (AsuLearn Content Module Titles in Italics)
Date
Class 1
1-10
1-17
No Class
Class 2
1-24
Topics
Intro to course, issues in systemic/relational assessment
Benson, Long, & Sporakowski, M. J. (1992)
Bartlett (2002)
Denton (2002)
Intro to taking a Psychosocial history
State Holiday
Interviewing and observational skills in a family interview
Using DSMIV in a Systemic/Relational Framework
DSM-IV-TR, pp. xxiii-37.
Reader: ____________________________
Wynne, Watson, & Shields (2002)
Reader: ____________________________
Alarcon (1995)
Reader: ____________________________
Class 3
1-31
DSM in Systems Framework- Quiz 1
Mental Status Examinations and
Assessing for Substance Abuse
Polanski & Hinkle (2000)
Reader: ____________________________
DSM-IV-TR, pp. 191-295
Coombs, Chapter 20 “Alcohol and other drug dependencies”
Class 4
2-7
Reader: ____________________________
See assessment instruments on AsuLearn specific to screening for alcohol/substance
abuse problems.
Mental Status Exams – Quiz 2
Introduction to Psychopharmacology
Collaboration with Prescribing Professionals
Ingersoll & Rak, pp. 16-51
Reader (ch.3 pp. 38-51):________________________
Intro to Psychopharmacology – Quiz 3
4
Class 5
2-14
Class 6
2-21
Intake video presentations
Class 7
2-28
Assessing for mood disorders in family members
The role of MFT in assessing the appropriateness of hospitalization
Sommers-Flanagan & Sommers-Flanagan (1995)
Assessment Instrument Review, Reliability, Validity,
The example of PREPARE/ENRICH
Moodle reading titled: Assessment Instrument Review
Reader: ____________________________
Ingersoll & Rak, pp. 79-105, 164-192
Reader (ch. 5): _______________________
Reader (ch. 8): _______________________
DSM-IV-TR, pp. 345-428
Mood Disorders – Quiz 4
3-7
NO CLASS – UNIVERSITY HOLIDAY
Class 8
3-14
Marriage and family therapy treatment plans
Clinical Reasoning
Jongsma & Peterson (2006).
Patterson et al. (1998)
Reader: ___________________________
Coombs, Chapter 8 “Assessment, diagnoses, and treatment planning”
Reader: ____________________________
Class 9
3-21
Developmentally appropriate assessments for children and adolescents
DSM-IV-TR, pp. 39-134
Coombs, Chapter 16 “Behavioral and relationship problems”
Reader: ____________________________
Ingersoll & Rak, pp. 193-222
Reader: _____________________________
AsuLearn reading summaries from Garbarino – “What children can tell us”
Assessing Children – Quiz 5
5
Class 10
3-28
Assessing for eating disorders in family members
DSM-IV-TR, pp. 583-595.
Reader: ____________________________
Assessing for personality disorders in family members
DSM-IV-TR, pp. 685-730
Reader: ____________________________
Eating Disorders – Quiz 6
Class 11
4-4
Class 12
4-11
Family sculpting or assessment interpretation video presentations
Duhl, Kantor, & Duhl (1973)
Assessing for anxiety disorders in family members
DSM-IV-TR, pp. 429-484
Reader: ____________________________
Ingersoll & Rak, pp. 106-133
Reader: ____________________________
Wehrenberg on anxiety-management techniques
Anxiety Disorders – Quiz 7
Class 13
4-18
Schizophrenia and psychosis
DSM-IV-TR, pp. 297-344
Reader: ____________________________
Ingersoll & Rak, pp. 134-163
Reader: ____________________________
Review and closing activities
Weather Policy
Classes may be postponed in cases of severe weather. A telephone tree will be used to notify class members if this
becomes necessary. Use reasonable judgment and do not put yourself at unnecessary risk. The university’s policy on
cancelling or delaying the start of classes is available on the university’s web site at
http://www.policy.appstate.edu/weatherpolicy.html.
In the event of inclement weather, class may be held via nonsynchronous Internet conversations using
AsuLearn’s forum function. A telephone tree will attempt to notify students of this change and email
notification will also be sent unless there is an electrical outage. To be considered “present” when the class meets in
on-line session, you must submit a minimum of 2 substantive on-line contributions prior to the next scheduled in-class
meeting time. At least one of these responses must clearly refer to the postings of other class members (this will be
evidence of your having read the postings of your classmates.)
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Academic Integrity
Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect,
fairness, honesty, and responsibility. You can find a complete copy of the university's academic integrity policy
at the Office of Student Conduct web site: http://studentconduct.appstate.edu/.
Americans with Disabilities
Appalachian State University is committed to making reasonable accommodations for individuals with
documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section
504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting
disability must contact and register with The Office of Disability Services (ODS) at
http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS
staff to discuss eligibility and appropriate accommodations.
Reading

Required Texts:
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorder, Fourth edition, Text
Revision. Washington, DC: American Psychiatric Association.
Jongsma, A. E., & Peterson, L. M. (2006). The complete adult psychotherapy treatment planner. 4th ed. Hoboken, NJ:
John Wiley & Sons.
Ingersoll, R. E., & Rak, C. F. (2006). Psychopharmacology for helping professionals: An integral exploration.
Belmont, CA: Thomson Brooks/Cole.
Coombs, R. H. (Ed.) (2005). Family therapy review: Preparing for comprehensive and licensing examinations.
Mahway, NJ: Lawrence Erlbaum Associates.

Material available through library reserves and on AsuLearn content pages.
Alarcon, R. D. (1995). Culture and psychiatric diagnosis: Impact on DSM-IV and ICD-10. Cultural Psychiatry,
18(3), 449-465.
Bartlett, C. V. (2002, May/June). The politics of identity: Thoughts on the future of the medical model and
family therapy. Family Therapy Magazine, 1(3), 10-17.
Benson, M. J., Long, J. K., & Sporakowski, M. J. (1992). Teaching psychopathology and the DSM-III-R from a
family systems therapy perspective. Family Relations, 41, 135-140.
Denton, W. (2002, May/June). Relational diagnosis and the DSM. Family Therapy Magazine, 1(3), 18-19.
Duhl, F. J., Kantor, D., & Duhl, B. S. (1973). Learning, space and action in family therapy: A primer of
sculpture. In Bloch (Ed.). Techniques of family psychotherapy: A primer. Grunne & Stratton.
Garbarino, J. (1989). What children can tell us: Eliciting, interpreting, and evaluating information from children. San
Francisco, CA: Jossey-Bass.
Lopez, S., & Hernandez, P. (1987). When culture is considered in the evaluation and treatment of Hispanic
patients. Psychotherapy, 24(1), 120-126.
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Patterson, J., Williams, L., Grauf-Grounds, C., & Chamow, L. (1998). Developing a treatment focus (pp. 6996). In Essential skills in family therapy. NY: Guilford.
Polanski, P., & Hinkle, J. S. (2000). The mental status examination. It's use by professional counselors. Journal
of Counseling and Development, 78(3), 357-364.
Roth, A., & Fonagy, P. (1996). What works for whom?: A critical review of psychotherapy research. NY: Guilford
Press.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (1995). Intake interviewing with suicidal patients: A
systematic approach. Professional Psychology: Research and Practice, 26(1), 41-47.
Spitzer, R. L., Gibbon, M., Skodol, A. E., Williams, J. B. W., & First, M. B. (2002). DSM-IV-TR casebook: A
learning companion to the diagnostic and statistical manual of mental disorders, fourth edition, text revision.
Washington, DC: American Psychiatric Publishing, Inc.
Wehrenberg, M. (Sept/Oct, 2005). Anxiety-management techniques. Psychotherapy Networker, 47-49, 56-59, 70.
Wynne, L, Watson, B., & Shields, C. (2002, May/June). A conversation with Dr. Lyman Wynne: The role of
diagnosis in family therapy. Family Therapy Magazine, 1(3), 20-25.
Grading Scale
100 to 94 points A
93 to 91
A90 to 88
B+
87 to 85
B
84 to 82
B81 to 79
C+
78 to 75
C
74 to 71
C70 and below
F