CED 766 Psychopathology & Wellness Models in Counseling. Counselor Education Program University of Nevada, Las Vegas FALL 2014

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1 CED 766 Psychopathology & Wellness Models in Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014 Instructor Dr. Randy Astramovich, Ph.D., NCC, NCSC Associate Professor National Certified Counselor National Certified School Counselor Office: CEB Phone: Office Hours During Fall 2014 my office hours are by appointment on Tuesdays and Wednesdays. Please be sure to me in advance to arrange a specific appointment time. Course Meetings & Times This course will combine both traditional classroom meetings and distance-based learning in order to accommodate the busy schedules of 21 st century graduate students. Please be sure to refer to the Course Calendar for the schedule of in-class and distance education course meetings. 1. COURSE DESCRIPTION Course provides an overview of psychopathology as classified in the DSM-5, with an emphasis on diagnosis, supportive psychopharmacology, and counseling interventions. Also overviews wellness models in counseling and highlights ways counselors can promote optimal development and wellbeing with diverse client populations. 2. COURSE OBJECTIVES & CACREP STANDARDS ADDRESSED Objectives for this course were developed to meet the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) core standards for clinical mental health counseling programs. Page 1 of 12

2 A. Knowledge Upon completion of this course, counselors-in-training will understand: 1. The diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (CACREP CMHC K.1). 2. The established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care (CACREP CMHC K.2). 3. The relevance and potential biases of commonly used diagnostic tools with multicultural populations (CACREP CMHC K.4). 4. Appropriate use of diagnosis during a crisis, disaster, or other trauma-causing event (CACREP CMHC K.5). 5. The etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders, including the use of supportive psychopharmacological interventions and commonly prescribed psychotropic drugs (CACREP CMHC C.2). B. Skills Upon completion of this course, counselors-in-training will be able to: 1. Demonstrate appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments (CACREP CMHC L.1). 2. Conceptualize an accurate diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals (CACREP CMHC L.2). 3. Identify basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified (CACREP CMHC G.3). 4. Promote optimal human development, wellness, and mental health through prevention, education, and advocacy activities (CACREP CMHC D.3). 3. TEXTS, READINGS, & WEB-BASED COURSE CONTENT Textbooks American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5 th ed.). Washington, DC: Author. Sinacola, R. S., & Peters-Strickland, T. S. (2011). Basic psychopharmacology for counselors and psychotherapists (2 nd ed.). Boston: Pearson. Page 2 of 12

3 Readings Additional course readings will be made available on WebCampus. WebCampus Students are responsible for activating and accessing WebCampus for this course. Please be sure to access/login to WebCampus regularly I will send announcements to the class via WebCampus. For technical difficulties or troubleshooting in the use of WebCampus please contact the UNLV IT Help Desk at or online at: https://oit.unlv.edu/help/it-help-desk 4. COURSE ASSIGNMENTS, OUTCOMES & GRADES Students will demonstrate attainment of course objectives through the following assignments: 1. Individual Case Study Analysis (100 points each (modules 1-4) = 400 points) Each module will present a case study for analysis and formulation of a tentative DSM-5 diagnosis as well as identification of appropriate supportive psychopharmacological interventions. In addition, counseling and wellness interventions for the client will be suggested based on findings from the literature about the particular diagnosis. Please refer to the Individual Case Study Analysis Expectations & Rubric at the end of the course syllabus. 2. Group DSM-5 Projects (50 points each (modules 1-4) = 200 points) For each module, students in small groups will develop a detailed case study for presentation and analysis during in class meetings. Presentations will include a live role play demonstration and offer peers the opportunity to make a provisional diagnosis. Please refer to the Group Case Study Presentation Expectations & Rubric at the end of the syllabus. Page 3 of 12

4 Final course grades will be assigned based on the following point distribution: A B C F ADDITIONAL UNIVERSITY POLICIES Academic Misconduct Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLV s function as an educational institution. An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of another, from the Internet or any source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at: Copyright The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. Additional information can be found at: Disability Resource Center (DRC) The UNLV Disability Resource Center (SSC-A 143, ) provides resources for students with disabilities. If you feel that you have a disability, please make an appointment with a Disabilities Specialist at the DRC to discuss what options may be available to you. If you are registered with the UNLV Disability Resource Center, bring your Academic Accommodation Plan from the DRC to me during office hours so that we may work together to develop strategies for implementing the accommodations to meet both your needs and the requirements of the course. Any information you provide is private and will be treated as such. To maintain the confidentiality of your request, please do not approach me before or after class to discuss your accommodation needs. Religious Holidays Policy Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the end of the first two weeks of classes, September 6, of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university that could not reasonably been avoided. For additional information, please visit: Incomplete Grades - The grade of I Incomplete can be granted when a student has satisfactorily completed all course work up to the withdrawal date of that semester/session but for reason(s) beyond Page 4 of 12

5 the student s control, and acceptable to the instructor, cannot complete the last part of the course, and the instructor believes that the student can finish the course without repeating it. A student who receives an I is responsible for making up whatever work was lacking at the end of the semester. If course requirements are not completed within the time indicated, a grade of F will be recorded and the GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the course but make individual arrangements with the instructor who assigned the I grade. Tutoring The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex (SSC). Students may learn more about tutoring services by calling (702) or visiting the tutoring web site at: UNLV Writing Center One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling The student s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: Rebelmail By policy, faculty and staff should students Rebelmail accounts only. Rebelmail is UNLV s official system for students. It is one of the primary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLV students receive a Rebelmail account after they have been admitted to the university. Students e- mail prefixes are listed on class rosters. The suffix is Page 5 of 12

6 CED 766 Psychopathology & Wellness Models in Counseling Dr. Randy Astramovich University of Nevada, Las Vegas Tentative Course Calendar Date Topic(s) Readings & Assignments Course Overview Tuesday 8/26/14 1-3:45 pm [In Class Meeting] Weeks of 9/1/14 9/8/14 9/15/14 [Distance Education] Tuesday 9/23/14 1-3:45 pm [In Class Meeting] Weeks of 9/29/14 10/6/14 [Distance Education] Tuesday 10/14/14 1-3:45 pm [In Class Meeting] Psychopathology & Wellness Models Models and Theories of Psychopathology DSM-5 Overview: -Making diagnoses using the DSM-5 -V codes and psychosocial considerations Models and Theories of Wellness CACREP CMHC C.2,D.3, K.4 [Module 1] Schizophrenia Spectrum & Other Psychotic Disorders Etiology and diagnosis with the DSM-5 Appropriate psychopharmacological interventions Counseling interventions & wellness considerations CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 [Module 1] Schizophrenia Spectrum & Other Psychotic Disorders (cont d) Use of V Codes in the DSM-5 Analysis and application of case studies in schizophrenia and other psychotic disorders CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 [Module 2] Depressive & Bipolar Disorders Etiology and diagnosis with the DSM-5 Appropriate psychopharmacological interventions Counseling interventions & wellness considerations CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 [Module 2] Depressive & Bipolar Disorders (cont d) Analysis and application of case studies in depressive and bipolar disorders Readings: DSM-5 (p. 5-24) Sinacola & Strickland Readings: DSM-5 (p ) Sinacola & Strickland Application: Module 1 Individual Case Study Analysis Collaboration: Group Case Study Presentation Due: Module 1 DSM-5 Group Case Studies for Class Analysis Readings: DSM-5 (p ) Sinacola & Strickland Application: Module 2 Individual Case Study Analysis Collaboration: Group Case Study Presentation Due: Module 2 DSM-5 Group Case Studies for Class Analysis Page 6 of 12

7 CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 Weeks of 10/20/14 10/27/14 [Distance Education] Tuesday 11/4/14 1-3:45 pm [In Class Meeting] [Module 3] Anxiety, Obsessive Compulsive, and Trauma Disorders Other Disorders: - Dissociative disorders - Somatic symptom & related disorders Etiology and diagnosis with the DSM-5 Appropriate psychopharmacological interventions Counseling interventions & wellness considerations CACREP CMHC K.1, K.2, K.5, L.1, L.1, G.3, C.2 [Module 3] Anxiety, Obsessive Compulsive and Trauma Disorders (cont d) Analysis and application of case studies in anxiety, obsessive compulsive and trauma disorders Readings: DSM-5 (p ) Sinacola & Strickland Application: Module 3 Individual Case Study Analysis Collaboration: Group Case Study Presentation Due: Module 3 DSM-5 Group Case Studies for Class Analysis Weeks of 11/10/14 11/17/14 11/24/14 [Distance Education] CACREP CMHC K.1, K.2, K.5, L.1, L.1, G.3, C.2 [Module 4] Personality Disorders Etiology and diagnosis with the DSM-5 Appropriate psychopharmacological interventions Counseling interventions & wellness considerations CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 Readings: DSM-5 (p ; ) Sinacola & Strickland Application: Module 4 Individual Case Study Analysis Collaboration: Group Case Study Presentation Page 7 of 12

8 Tuesday 12/2/14 1-3:45 pm [In Class Meeting] [Module 4] Personality Disorders (cont d) Analysis and application of case studies in personality disorders CACREP CMHC K.1, K.2, L.1, L.1, G.3, C.2 Due: Module 4 DSM-5 Group Case Studies for Class Analysis Page 8 of 12

9 Individual Case Study Analysis Expectations & Rubric For each course module you will complete an analysis of a provided case study. Each case study is designed to help you synthesize and apply the concepts you are learning. After reading the case study for the module, provide the following: 1. Full DSM-5 diagnosis, including the appropriate ICD-9/10 codes and any V(Z) codes. Provide the full name of the diagnosis (not just ICD-9/10 number), including specifiers as appropriate. 2. A one paragraph rationale for the diagnosis. 3. Potential psychopharmacological interventions including the brand name and generic name of the medication(s), specific dosages, and dosing schedule. 4. A one paragraph identification of appropriate counseling interventions, strategies or techniques for use with clients dealing with the particular mental health issue. 5. A one paragraph identification of appropriate wellness activities and interventions that may help the client coping with the particular mental health issue. 6. List any references being sure to follow APA 6 th edition style. Please note you must include the citation of one journal article from an American Counseling Association (ACA) academic journal. Some of the ACA journals you may reference include: Journal of Counseling & Development, Journal of Mental Health Counseling, Professional School Counseling, Measurement & Evaluation in Counseling, and Counselor Education & Supervision. It is your responsibility to verify that the journal article comes from an actual ACA division journal. (Note that Counseling Today is not an ACA peer-reviewed journal.) You may also cite other peer reviewed articles in addition to the one required ACA journal. Use the following 6 headers to organize your written analysis document: 1. DSM-5 Diagnosis 2. Diagnosis Rationale 3. Psychopharmacological Interventions 4. Counseling Interventions 5. Wellness Activities 6. References Page 9 of 12

10 The Individual Case Study Analysis will be evaluated with the following rubric: Unsatisfactory (0-74 points) Individual Case Study Analysis Performance Indicators Satisfactory/Good (75-89 points) Excellent ( points) Analysis indicates an inappropriate diagnosis or an inappropriate psychopharmacological intervention. Analysis fails to identify appropriate counseling interventions or wellness interventions. Fails to cite at least one ACA journal article, citing within the text of the analysis and listed in the reference list at the end of the analysis. Or analysis is not at least 500 words. Analysis indicates a fairly accurate diagnosis and generally identifies appropriate psychopharmacological interventions. Provides a rationale for diagnosis and medications suggested. Analysis provides at least one counseling intervention that would be generally appropriate for the client s concerns. Provides at least one example of wellness interventions that would generally be appropriate for the client. Cites at least one ACA journal article, citing it within the text of the analysis and listed in the reference list at the end of the analysis. Analysis is at least 500 words. Analysis indicates an accurate diagnosis and identifies appropriate psychopharmacological interventions. Provides a strong rationale for diagnosis and medications suggested. Analysis provides excellent examples of counseling interventions appropriate for the client s concerns. Provides excellent examples of wellness interventions appropriate for the client. Cites at least one ACA journal article, citing it within the text of the analysis and listed in the reference list at the end of the analysis. Analysis is at least 500 words. Page 10 of 12

11 Group Case Study Presentation Expectations & Rubric Objectives: 1. Increase your breadth of knowledge about specific DSM-5 mental health diagnoses. 2. Critically review scholarly research on counseling interventions for people with mental health problems. 3. Apply knowledge about DSM-5 diagnoses to develop a set of recommendations for counselors working with clients coping with various mental health problems. Procedure: With your assigned group you are to develop a case study of a client coping with a disorder from the specific module. The case study should specifically cover the following: 1. Client Description and History 2. DSM-5 Diagnosis 3. Psychopharmacological Considerations 4. Recommended Counseling Interventions 5. Wellness Considerations & Recommendations 6. References/Suggested Readings During our in-class meetings, each group will provide a live demonstration of their case with group members assuming roles of client and counselor. Groups will have approximately minutes for their live demonstration and review of the case. The case study presentation must be accompanied by a one to two page document that summarizes the six criteria above. The document will be uploaded to WebCampus for distribution to peers (no need to provide hard copy handouts). Each group member must participate in the development and presentation of the case study. Group members who do not appropriately participate (as determined by peer feedback and/or the professor s observations) will earn an unsatisfactory grade. Page 11 of 12

12 The following evaluation rubric will be used to assess your Group Case Study Presentations: Unsatisfactory (0-34 points) Individual: Student does not participate appropriately in the group development of the case outside of class and/or does not participate during inclass presentation. Group: In class presentation fails to meet criteria for satisfactory performance and/or the group is unable to work collaboratively to develop the case presentation. Satisfactory/Good (35-44 points) Case study role-play generally helps foster student skills in diagnosis and counseling interventions. Case study generally helps foster student skills in promoting wellness for clients with the particular disorder. Case study document summary appropriately addresses the six criteria. Excellent (45-50 points) Case study role-play is very well portrayed and helps foster student skills in diagnosis and counseling interventions. Case study does an excellent job of fostering student skills in promoting wellness for clients with the particular disorder. Case study document summary provides an in-depth review of the six criteria. Page 12 of 12

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