Counseling and Educational Psychology
COU 855: Diagnosis and Treatment In Counseling
A. COUNSELING AND EDUCATIONAL PSYCHOLOGY
COU 855: Diagnosis and Treatment in Counseling
3 Credit Hours
B. COURSE DESCRIPTION:
Prerequisites: COU 813, 840, 846. This course addresses diagnoses and treatment
planning in counseling as well as prevention of mental and emotional disorders and
dysfunctional behavior. Credit will not be awarded to students who have credit for PSY
841.
The course will focus on the history, use, limitations, benefits, multi-axial assessment,
and major diagnostic categories of the Diagnostic & Statistical Manual of Mental
Disorders (DSM) as well as the psychiatric mental status examination and the role of
psychopharmacology in diagnosis and treatment. This is a mixed-mode course meeting in
class and via Blackboard. Course instruction will include lecture, video and on-line
learning.
C. REQUIRED TEXTS:
Diagnostic and Statistical Manual of Mental Disorders, 4th Ed.Text Revision (DSM-IVTR). 1994. Washington, D.C.: American Psychiatric Association.
Selecting Effective Treatments: A Comprehensive, Systematic Guide to Treating Mental
Disorders. 1998. San Francisco: Jossey Bass.
D. COURSE OBJECTIVES:
1.
Understand the mental health and mental illness continuum with attitudes, beliefs,
understandings and acculturative experiences of diverse groups
2.
Understand the DSM history
3.
Understand the DSM limitations and benefits
4.
Understand and apply the criteria for the major DSM disorders
5.
Understand and apply the multi axial assessment process
6.
Understand the current paradigms in counseling relative to diagnosis and
treatment in counseling
7.
Understand the role of psychopharmacology in treatment planning
8.
Understand the relationship between culture and mental illness along with
multicultural and pluralistic trends, including characteristics and concerns
between and within diverse groups nationally and internationally.
9.
Understand the legal and ethical issues in diagnosis and treatment
10.
Ability to conduct a mental status examination and write a report being able to
vary the report and evaluation with an understanding of age, gender,
sexual orientation, ethnicity, language, disability, culture, spirituality or
other factors related to the assessment and evaluation of individuals, and
11.
12.
specific populations.
Ability to develop treatment plans based on diagnosis (with attention paid diverse
populations and ethnic groups)
Show enough technological competence and computer literacy to use Blackboard
and complete on-line research with regard to best practice issues for various
disorders.
CACREP Standards:
II. 7. H: An understanding of general principles and methods of case conceptualization,
assessment and/or diagnosis of mental and emotional status
Mental Health Counselors:
C. 1. General principles and practices of etiology, diagnosis, treatment, referral an
prevention of mental and emotional disorders and dysfunctional behavior, including
addictive behaviors
2. general principles and practices for the promotion of optimal human development
and mental health
3. specific principles and models of biopsychosocial assessments, case
conceptualization, and theories of human development and concepts of psychopathology
leading to diagnoses and appropriate treatment plans
4. knowledge of the principles of diagnosis and the use of current diagnostic tools,
including the current Diagnostic and Statistical Manual;
5. application of modalities for initiating, maintaining, and terminating counseling and
psychotherapy with mentally and emotionally impaired clients, including the use of crisis
intervention and brief, intermediate, and long-term approaches;
6. basic classifications, indications, and contraindications of commonly prescribed
psychopharmacological medications so that appropriate referrals can be made for
medication evaluations and identifying effects and side effects of such medications;
7. principles and guidelines of conducting an intake interview, a mental status
evaluation, a biopsychosocial history, a mental health history, and a psychological
assessment for treatment planning and caseload management;
8. knowledge and provision of clinical supervision, including counselor development;
9. the application of concepts of mental health education, consultation, collaboration,
outreach and prevention strategies, and community mental health advocacy.
E. COURSE OUTLINE:
Date
May 19,
2008
MEET
May 21,
2008
Topic
Introduction, Course Overview
Assignment
Article: What Psychiatry Can & Cannot Do
Article: What Psychiatry Can &
Cannot Do
Diagnosis and Treatment: The
Counselor’s Guide to the DSM-IV,
History of the DSM, and
Introduction to the DSM-IV
Reading: Seligman, 1-49
MEET
May 26,
2008
May 28,
2008
MEET
Memorial Day Holiday:
NO CLASS
Mood Disorders & Treatment
Planning for Mood Disorders
Article: Clinical & Diagnostic
Interviewing
Video: Living Well with Bipolar
Disorder: A New Look
Reading: Seligman: 150-189
Refer to DSM-IV-TR pp. 345-428
Case Studies: Junior Executive
Radar Messages
Anxiety Disorders & Treatment
Reading: Seligman: pp. 190-237
Refer to DSM-IV-TR pp. 429-484
Case Studies: Edgy Electrician
Lady Macbeth
June 2,
2008
MEET
June 4,
2008
WEB
Disorders Combining Physical &
Psychological Factors
Reading: Seligman, pp. 304-327
Refer to DSM-IV-TR pp. 485-511; 513517; 135-180;
Case Studies: The Radiologist
The Hiker
June 9,
2008
Disorders of Behavior & Impulse
Control
WEB
Situationally-Precipitated Conditions
& Disorders
June 11, Disorders Involving Loss of Contact
2008
with Reality
WEB
June 16, Personality Disorders
2008
MEET
Reading: Seligman, pp. 238-303
Refer to DSM-IV-TR pp. 191-295; 535-677
Case Studies: Thunderbird
Child Psychiatrist
Reading: Seligman, pp. 126-149
Refer to DSM-IV-TR; pp. 679-683
Reading: Seligman, pp. 386-419
Refer to DSM-IV-TR, pp. 297-343; 519-533
Case Studies: Contract on My Life
Under Surveillance
Reading: Seligman, pp. 328-385
Refer to DSM-IV-TR; pp. 685-729
Case Studies: Wash Before Wearing
My Fan Club
Blood is Thicker Than Water
The Workaholic
F. COURSE REQUIREMENTS:
Case Studies: 140 points
You will receive a packet of 14 case studies as well as a case study diagnostic sheet. For each
case study, you will provide a multi-axis diagnosis, differential diagnosis, and suggested
treatment plan (to be discussed in detail in class).
Media Case Study/Treatment : 100 points
For this assignment, you will briefly present a case study to the class, using a character from a
television show, book or movie. Pick a character who appears to meet the criteria for a
psychiatric diagnosis, and explain to the class which diagnosis you believe they fit and why. Feel
free to bring a short video example that shows this character’s typical personality, behavior or
mood. You will also explain to the class how you might go about working with this individual—
e.g., a treatment plan including 3-5 goals for the person as well as a medication suggestion (if
applicable).
Diagnosis Treatment Plan: 100 points
For this assignment, you will pick one disorder and discuss it thoroughly in a 8-10 page, APAstyle research paper. Your paper must include the following: Diagnostic criteria, differential
diagnosis, demographic issues, medication issues, best-practices in treatment. This will be
discussed thoroughly in class.
G. Additional Requirements: None.
H. EVALUATION METHODS:
240 points possible: Case Studies (140 points), Intervention/Treatment Plan (100 points).
A: 240-211 points
B: 210-179 points
C: 180-151 points
D: 150-121 points
E: 120 points & below
I. STUDENT PROGRESS: The student will receive notice of any academic problems at
midterm.
J. ATTENDANCE POLICY: Students are expected to attend all class sessions and participate
in class discussions and activities. Please notify the instructor if you will be unable to attend
class.
K. LAST DAY TO DROP: See course schedule book for this information.
L. DISABILITY STATEMENT: If you are registered with the Office of Services for
Individuals with Disabilities, please make an appointment with the course instructor to discuss
any accommodations you need. If you need academic accommodations and are not registered
with the Office of Services for Individuals with Disabilities, please contact the Office directly
either in person on the third floor of the Student Services Building, by e-mail disserv@eku.edu
or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made
available in alternative forms.
M. ACADEMIC INTEGRITY:
Students are advised that EKU’s Academic Integrity policy will strictly be enforced in
this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu.
Questions regarding the policy may be directed to the Office of Academic Integrity.
Course P/N
COU 855
Course Title
Diagnosis and Treatment in Counseling
RELATIONSHIP TO:
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and
richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
CF1
CF2
CF3
CF4
CF5
K, A, KA-2A
K
K
KENTUCKY STANDARDS FOR GUIDANCE COUNSELING PROGRAMS
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
KNOWLEDGE AND SKILL
CONTEXTUAL
FOUNDATIONS
REQUIREMENTS FOR SCHOOL
DIMENSIONS
CLINICAL
OF SCHOOL
COUNSELORS
OF SCHOOL
INSTRUCTION
COUNSELING
COUNSELING Program Counseling Consultation
K
K
K
K
EKU Goals
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by
attracting, developing and educating a diverse student, faculty, and staff population.
EKU-G2. To continuously assess and improve the services and infrastructure of the University
to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural
opportunities and problem-solving abilities for members of the University community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
EKU-G1
X
EKU–G2
EKU-G3
EKU-G4
EKU-G5
KERA Initiatives
Identify the initiative number(s) for each category K-Knowledge, AApplication, E-Evaluation
Learner
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Core Content
Expectations
Understandings
Concepts
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Code of
Leadership
COURSES
Diversity
Technology
Literacy
Ethics
COU 855
K,A
SPA
CACREP
HELPING RELATIONSHIPS - studies that provide an understanding of
counseling and consultation processes, including all of the following:
a. counselor and consultant characteristics and behaviors that influence
helping processes including age, gender, and ethnic differences,
verbal and nonverbal behaviors and personal characteristics,
orientations, and skills;
b. an understanding of essential interviewing and counseling skills so
that the student is able to develop a therapeutic relationship,
establish appropriate counseling goals, design intervention
strategies, evaluate client outcome, and successfully terminate the
counselor-client relationship. Studies will also facilitate student selfawareness so that the counselor-client relationship is therapeutic
and the counselor maintains appropriate professional boundaries;
c. counseling theories that provide the student with a consistent
model(s) to conceptualize client presentation and select appropriate
counseling interventions. Student experiences should include an
examination of the historical development of counseling theories, an
exploration of affective, behavioral, and cognitive theories, and an
opportunity to apply the theoretical material to case studies.
Students will also be exposed to models of counseling that are
consistent with current professional research and practice in the field
so that they can begin to develop a personal model of counseling;
d. a systems perspective that provides an understanding of family and
other systems theories and major models of family and related
interventions. Students will be exposed to a rationale for selecting
family and other systems theories as appropriate modalities for
family assessment and counseling;
e. a general framework for understanding and practicing consultation.
Student experiences should include an examination of the historical
development of consultation, an exploration of the stages of
consultation and the major models of consultation, and an
opportunity to apply the theoretical material to case presentations.
Students will begin to develop a personal model of consultation;
f. integration of technological strategies and applications within
counseling and consultation processes; and
g. ethical and legal considerations.