University of North Texas
College of Education
Department of Counseling and Higher Education
Counseling Program
COUN 5480 Biopsychosocial Assessment And Wellness in Counseling
I.
Catalog description: Principles and models of biopsychosocial assessment, case
conceptualization, and concepts of normalcy leading to an appropriate framework for
counseling treatment plans or referral within a managed care framework. DSM-IV
diagnosis, disorder prevention, and promotion of optimal mental health are studied. 3
hours.
II.
Goal of the course: Students will develop knowledge and skills necessary to perform
systematic and culturally-sensitive biopsychosocial assessment, diagnosis, and evidencebased treatment planning in counseling.
III.
Knowledge and skills outcomes: The student
FOUNDATIONS
1. Discuss historical trends and philosophies related to
diagnosis and treatment of mental disorders.
2. Identify ethical and legal issues related to diagnosis and
treatment planning.
3. Identify how issues of culture are related to disorder
presentation, diagnoses, access to treatment, counselor
assessment, and counselor evaluation.
4. Discuss the range of mental health service delivery and
the counseling services network.
ASSESSMENT
5. Explain ways in which developmental crises, disability,
psychopathology, and situational and environmental
factors affect both normal and abnormal behavior.
6. Use principles and models of assessment, case
conceptualization, and concepts of normalcy and
psychopathology to develop appropriate diagnoses and
counseling treatment plans.
7. Conduct an intake interview, a mental status evaluation, a
biopsychosocial history, a diagnostic interview, and a
mental health history.
CACREP
IIG1a;
CMHC A1
IIG1j;
CMHC A2,
B1; SC A2,
B1, SACC
A2, B1
IIG2a;
CMHC E1,
H1; SC E4;
SACC E1
ASSESSMENT
CMHC C5
Discussion
CACREP
ASSESSMENT
Homework,
Tx teams,
Case study
IIG3f
IIG5d;
CMHC G1;
SC G1;
SACC D5,
G1
IIG5c;
CMHC G2,
H2; SC H1;
SACC H1
Discussion
Discussion
Case Study
Homework,
Tx teams,
Case study
BPS
History,
Case Study
8. Discuss relevance and potential biases of commonly used
diagnostic tools with multicultural populations.
DIAGNOSIS
9. Utilize knowledge regarding differential diagnosis and
nuances of established criteria for mental and emotional
disorders to construct accurate DSM-IV-TR diagnoses.
10. Discuss symptoms and clinical presentation of clients with
mental and emotional impairments using DSM-IV-TR
language.
11. Recognize the potential for substance use disorders to
mimic, co-occur with, and impact a variety of medical and
psychological disorders.
12. Distinguish between normal and abnormal (diagnosable)
reactions during crises, disasters, and other traumacausing events.
TREATMENT PLANNING
CMHC K4
Discussion
CACREP
ASSESSMENT
Homework,
Tx teams,
Case study
CMHC K1,
K2
CMHC L1,
L2
Homework,
Tx Teams
CMHC A6,
K3
Homework,
Tx Teams
CMHC K5,
L3
Homework,
Tx Teams
CACREP
CMHC J2;
SC J2;
SACC J2
ASSESSMENT
Homework,
Tx teams,
Case study
14. Cite current literature regarding theories, approaches,
strategies, and techniques shown to be effective when
working with specific populations of clients with mental
and emotional disorders.
CMHC E3
Case study
15. Use placement criteria within the continuum of care to
determine appropriate treatment modalities.
CMHC K2
13. Develop measurable outcomes for counseling programs,
interventions, and treatments.
16. Recognize the importance of family, social networks, and
community systems for optimizing functioning and
treating mental and emotional disorders.
CULMINATING OBJECTIVES
17. Utilize knowledge regarding the etiology, diagnostic
process and nomenclature, treatment, referral, and
prevention of mental and emotional disorders to construct
diagnoses and treatment plans.
18. Demonstrate appropriate use of principles, models, and
documentation formats of biopsychosocial case
conceptualization and treatment planning.
19. Apply multicultural competencies to case
conceptualization, diagnosis, treatment, referral, and
prevention of mental and emotional disorders.
20. Integrate knowledge of evidence-based treatments and
strategies for evaluating counseling outcomes into the
treatment planning process.
CMHC C8;
SC M1
CACREP
Homework,
Tx teams,
Case study
Homework,
Tx teams,
Case study
ASSESSMENT
CMHC C2;
SC C3
Homework,
Tx teams,
Case study
CMHC C7,
D7
Homework,
Tx teams,
Case study
CMHC D2
Case study
IIG8e;
CMHC I3,
J1; SC I3, I5,
J1; SACC I3,
J1
Case study
IV.
V.
Methods of instruction: This lecture-based course is designed to be interactive, and
students will be invited to participate in numerous ways. Didactic lectures will be
supplemented with video clips demonstrating various mental disorders, discussion
prompts, in-class practice activities, and homework exercises designed to facilitate
development of assessment, diagnosis, and treatment planning skills.
Required text(s) and/or reading(s):
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(4th ed., text rev.). Washington, DC: Author.
Seligman, L., & Reichenberg, L. W. (2007). Selecting effective treatments: A comprehensive,
systematic guide to treating mental disorders. San Francisco, CA: Jossey-Bass.
Zimmerman, M. (1994). Interview guide for evaluating DSM-IV psychiatric disorders and the
mental status exam. East Greenwich, RI: Psych Products Press.
Bernes, K. B., & Bardick, A. D. (2007). Conducting adolescent violence risk assessments: A
framework for school counselors. Professional School Counseling, 10, 419-427.
Braun, S. A., & Cox, J. A. (2005). Managed mental health care: Intentional misdiagnosis of
mental disorders. Journal of Counseling & Development, 83, 425-433.
Daniels, J. A. (2001). Managed care, ethics, and counseling. Journal of Counseling &
Development, 79, 119-122.
Eriksen, K., & Kress, V. E. (2006). The DSM and the professional counseling identity: Bridging
the gap. Journal of Mental Health Counseling, 28, 202-217.
Haggard-Grann, U. (2007). Assessing violence risk: A review and clinical recommendations.
Journal of Counseling & Development, 85, 294-301.
Ginter, G. G. (2008). Treatment planning guidelines for children and adolescents. In R. R. Erk
(Ed.), Counseling and treatment for children and adolescents with DSM-IV-TR disorders
(2nd ed.) (pp. 372-408). Upper Saddle River, NJ: Merrill/Prentice-Hall.
Jobes, D. A., Moore, M. M., & O’Connor, S. S. (2007). Working with suicidal clients using the
Collaborative Assessment and Management of Suicidality (CAMS). Journal of Mental
Health Counseling, 29, 283-300.
Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional
counselors. Journal of Counseling & Development, 78, 357-364.
Seligman, L. (2004). Intake interviews and their role in diagnosis and treatment planning. In
Diagnosis and treatment planning in counseling (3rd ed.) (pp. 138-159). New York:
Klewer.
White Kress, V. E. (2003). Self-injurious behaviors: Assessment and diagnosis. Journal of
Counseling & Development, 81, 490-496.
White Kress, V. E., Eriksen, K. P., Dixon Rayle, A., Ford, S. J. W. (2005). The DSM-IV-TR and
culture: Considerations for counselors. Journal of Counseling & Development, 83, 97104.
VI.Student performance evaluation criteria and procedures:
Attendance, participation, & professionalism
Biopsychosocial history & treatment plan
In-class assignments & homework
10
10
20
Midterm treatment team
Final treatment team
Case study
A = 165 – 180
VII.
B = 144 – 164.9
40
50
50
C = 126 – 143.9
F < 126
Sample class schedule:
Week 1: Course orientation
Introduction to DSM; Role, risks, and benefits of diagnosis in counseling
Week 2: Multiaxial assessment, biopsychosocial history, mental status assessment
Week 3: Evidence-based treatments, Treatment plans, ethical considerations
Week 4: Differential diagnosis
Cognitive disorders, medical conditions, somatoform/factitious disorders
Week 5: Adjustment disorders, V-Codes
Cultural considerations
Week 6: Substance-related disorders
Week 7: Disorders usually first diagnosed in infancy, childhood, or adolescence
Week 8: Treatment Team Midterm
Week 9: Midterm review
Screening for SI/SIB/HI Risk
Week 10: Personality disorders, dissociative disorders
Week 11: Mood disorders
Week 12: Anxiety disorders
Week 13: Schizophrenia and other psychotic disorders
Week 14: Eating, sexual, sleep, and impulse disorders
Week 15: Final treatment teams
Week 16: Final review; Course evaluations