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.