COUN 711: TREATMENT OF PSYCHOPATHOLOGY Cincinnati Christian University Department of Behavioral Sciences Fall Credit Hours Updated 7.27.

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1 COUN 711 (Edwards), p. 1 COUN 711: TREATMENT OF PSYCHOPATHOLOGY Cincinnati Christian University Department of Behavioral Sciences Fall Credit Hours Updated Instructor: Jodie Edwards, PhD, LPCC jodie.edwards@ccuniversity.edu Cell Phone: Office: Counseling Center COURSE DESCRIPTION An advanced study of the etiology and treatment of mental disorders. Focus on using biopsychosocial framework, developmental models, and counseling theory to conceptualize client presentation and select appropriate counseling interventions. Course includes a review of empirically supported treatments and discussion about etiology and treatment from a Christian perspective. Required prerequisites: COUN 510 Basic Counseling Theories and Methods and COUN 690 Diagnosis of Mental and Emotional Disorders. COURSE OBJECTIVES 1. Students will understand factors that influence normal and abnormal behavior, including spirituality, developmental crises, disability, addictions, and psychopathology. [CACREP II.G.3.f, g; MAC 2.i] 2. Students will understand diagnoses, etiology, treatment, and prevention of mental and emotional disorders. [CMHC C.2, 4; G.1; K.2; MAC 2.i] 3. Students will understand how to use current counseling theories to conceptualize client issues and create treatment plans with appropriate interventions and modalities. [CACREP II.G.5.d; MAC 2.i] 4. Students will understand how current research and literature can inform evidence-based practice. [CACREP II.G.8.e; CMHC I.3; MAC 2.i] METHOD OF INSTRUCTION In general, the class will follow a seminar format. A seminar format involves advanced students working together, discussing assignments, and exchanging information. Active participation is required to help develop a richer understanding of the etiology and treatment of mental disorders. Learning will be facilitated via discussion of readings, application to cases, presentations, and quizzes. It is essential that students prepare for class by reading assigned material prior to class. REQUIRED MATERIALS Canvas and All students enrolled in this course are required to check Canvas and their weekly for the duration of the course. Course announcements, changes to the syllabus, and memos from the instructor will be distributed via Canvas and/or . Students are responsible for all information distributed in this manner. Required Texts: American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

2 COUN 711 (Edwards), p. 2 Barlow, D. H. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual (5th ed.) New York: Guilford Publications. Simpson, A., & Shelley, M. (2013). Troubled minds: Mental illness and the church s mission. Downers Grove, IL: InterVarsity Press. Selected Articles & Chapters: Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2010). Trauma-focused cognitive-behavioral therapy for traumatized children. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp ). New York: Guilford. De Villers, L., & Turgeon, H. (2005). The uses and benefits of sensate focus exercises. Contemporary Sexuality, 39, i-vi. Goldberg, P. H., Martin, P., Biernacki, C., & Rynn, M. (2015). Treatments for pediatric bipolar disorder. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Goodman, R. F. et al. (2004). Child traumatic grief education materials. National Child Traumatic Stress Network ( Grant, J. E., Odlaug, B. L., & Potenza, M. N. (2015). Treatments for gambling disorder and impulse control disorders. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Johnson, S., & Zuccarini, D. (2009). Integrating sex and attachment in emotionally focused couple therapy. Journal of Marital and Family Therapy. Joiner, T. E. Jr. (2009). The interpersonal theory of suicide: Guidance for working with suicidal clients (Introduction). Washington, DC: American Psychological Association. Kazdin, A. E. (2015). Psychosocial treatment for conduct disorder in children and adolescents. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Kendall, P. C., Furr, J. M., & Podell, J. L. (2010). Child-focused treatment of anxiety. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp ). New York: Guilford. Magnavita, J. J., Powers, A. D., Barber, J. P., & Oltmanns, T. F. (2013). Personality disorders. In L. G. Castonguay & T. F. Oltmanns (Eds.), Psychopathology: From science to practice (pp ). New York: Guilford. Miller, W. R. (1995). Motivational enhancement therapy with drug abusers. National Institute on Drug Abuse treatment manual. Pfiffner, L. J. & Gorman, J. M. (2015). Nonpharmacological treatments for childhood attention deficit/hyperactivity disorder and their combination with medication. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Pike, K. M., Gianni, L. M., Loeb, K. L., le Grange, D. (2015). Treatments for eating disorders. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Robin, A. L., & le Grange, D. (2010). Family therapy for adolescents with anorexia nervosa. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp ). New York: Guilford. Seagraves, R. T. (2015). Pharmcotherapy and psychotherapy for sexual dysfunctions. In P. E. Nathan & J. Gorman (Eds.), A guide to treatments that work (4 th ed., pp ). Oxford: Oxford University Press. Simpson, A., & Shelley, M. (2013). Troubled minds: Mental illness and the church s mission. Downers Grove, IL: InterVarsity Press.

3 COUN 711 (Edwards), p. 3 Strobel, L. (2000). The case for faith: A journalist investigates the toughest objections to Christianity (Chapter 2). Grand Rapids, MI: Zondervan. Webster-Stratton, C. (2005). The incredible years: A trouble-shooting guide for parents of children aged 2-8 years. Seattle, WA: The Incredible Years. Wolfelt, A. D. (2003). Understanding your grief: Ten essential touchstones for finding hope and healing your heart. Fort Collins, CO: Companion Press. GRADING/EVALUATION* Assignment Points Points Percentage Discussion leader and handout (2 x 20) 40 A % Discussion cards/forums (13 x 5 points each) 65 A % Quizzes (11 x 25 points each) 275 B % Treatment presentation and handout 60 B % Case Study assignment** 60 B % Total 500 C % C % C % D % D % D % F 324 < 64.99% *MAC students: In accordance with rule , J-1, from the Ohio Counselor, Social Worker, & Marriage and Family Therapist Board, you must receive a B- or higher in this course for it to count toward licensure. **Indicator Assignment to assess course objectives, MAC standards, CACREP standards, and CMHC standards. Discussion Leader and Handout: Twice during the semester, you will lead or co-lead the class discussion. While all class members are expected to actively participate in generating discussion, discussion leaders will make a special effort to synthesize the readings and assist class members in integrating and applying the material. Leaders should create a handout that outlines (a) etiology, (b) empirically supported treatments, and (c) relevant Christian perspectives. Discussion leaders are strongly encouraged to consult additional sources (e.g., Yarhouse et al. (2005) to derive discussion points for Christian perspective) to share extra information with the class. Handouts should not exceed 3 pages (outline format, single-spaced). Please see Canvas for Discussion Leader Grading Form. Leading the discussion and creating a handout is worth 20 points (40 points total; 8% of final grade). [Objectives 1-5] Discussion Questions: To help ensure that you read and are prepared for discussions, you will turn in a discussion question for each assigned reading at the beginning of every class starting the second week. Please have your discussion questions prepared prior to the start of class. Type or neatly write your discussion questions on a single sheet of paper as formatted below. You will receive up to 5 points for your discussion questions, depending on quality. You will receive a maximum total of 65 points for discussion questions over the course of the semester (13% of final grade). You cannot turn in discussion questions if absent from class. Please format as indicated below. [Objectives 1-5]

4 COUN 711 (Edwards), p. 4 Your Name Date Author (Date) Question Author (Date) Question Quizzes: To ensure mastery and comprehension of material, each week there will be a quiz at the beginning of class. At least 11 quizzes will be given (worth 25 points each); if more than 11 quizzes are given, you can drop your lowest quiz score(s) and keep the highest 11 scores. Quizzes will be focused on treatment planning for case scenarios and explaining etiology and treatments to hypothetical clients. For example, students may be asked to list an empirically supported treatment for Borderline Personality Disorder, including three treatment goals, along with at least three specific interventions to accomplish each goal. In addition, some quiz items may be multiple choice, true/false, fill-in-the-blank, short answer, and essay. There will be a 15-minute time limit for taking the quiz. You cannot make up these in-class quizzes if absent or late. Quizzes are worth a total of 275 points (55% of final grade). [Objectives 1-5] Treatment Presentation and Handout: You will do a 30-minute presentation about a specific treatment. A list of suggested presentation topics will be provided. For example, you may present about how acceptance and commitment therapy is done with clients who have panic disorder. You should provide all class members with a 1-2 page handout that summarizes the treatment and lists a minimum of 3 scholarly resources you consulted about the treatment. You may consult websites and list them as resources, but they will not count toward your 3 scholarly references. If you use PowerPoint, a printout of your slides may serve as your handout as long as they contain adequate information about the treatment. The presentation and handout are worth a total of 60 points (12% of your grade). Please see Canvas for a Presentation Grading Form and more information. [Objectives 2-4] Case Study Assignment**: Consulting with a small group, you will conduct an analysis of a case study. Your written work will include (a) diagnosis of the case, (b) a theoretical case conceptualization that discusses etiology, (c) selection of an evidence-based treatment, and (d) treatment plan. More details about the assignment will be given in class. You will present your completed case study to the entire class. This assignment is an Indicator Assignment, which means it will be uploaded to Taskstream for evaluation. The case study is worth 60 points (12% of your grade). IMPORTANT NOTES Attendance and Participation: Because active discussion and experiential exercises are integral parts of the learning experiences in this course, class attendance is expected and participation in class activities and assignments is critical to your success in the course. If, for any reason, you are unable to attend class, you are still held responsible for all in-class material and any announcements made during class. Per the university s policy (see the CCU student handbook), you have two days that are excused without penalty. If you miss three days, an additional assignment will be added. If you miss more than three classes, you will be dropped from the class and will be required to reapply for readmission to the class. A decision about your return to the class will be decided by the counseling academic committee. Because class time should be a priority, absences

5 COUN 711 (Edwards), p. 5 for lateness will be assigned as follows: 15 minutes late = ¼ day absence, 30 minutes late = ½ day absence, and over 45 minutes = 1 day absence. Late Assignments: Out of respect for the hard work that everyone puts into the course, late assignments will NOT be accepted unless there is a serious personal medical or family emergency (e.g., hospitalization, death in the family) that can be substantiated with documentation. In the rare event that a late assignment is accepted, there will be a deduction of 10% of the points each day it is late. I understand that unexpected life events occur, but I hold this policy to encourage the development of positive professional behavior. Therefore, please do not wait until the last minute to do your assignments because regular life stressors will not be accepted as reasons to turn work in late. I invite you to talk with me about any challenges you face in completing your assignments. **Indicator Assignment: One (or more) assignment(s) in this course are identified as Indicator Assignments, which are used to assess student knowledge and application of course materials. Each Indicator Assignment will be assessed according to CACREP, Clinical Mental Health Counseling (CMHC), and MAC Program standards. Students should upload each Indicator Assignment on Taskstream (LAT: for evaluation. All Indicator Assignments are denoted in the course syllabus. Christian Component: As we strive to provide a biblically-based approach to counseling, we expect you to evaluate all readings and discussions from a Christian perspective and work to integrate biblical truth into your life, thought, and work. Student Conduct: Except under unusual circumstances, you should not arrive late or leave early. Cell phones should be turned off. You should not IM, text-message, or surf the web during class. During discussions, everyone is expected to be respectful of themselves and others. Keep in mind that it may not be appropriate to disclose your own psychological struggles to the class. If you become distressed about any material/discussions, please talk with me and/or make an appointment to see a counselor. Accommodations: Students who require academic accommodations due to a documented physical, psychological or learning disability must request assistance from Ray Horton via the Student Services Center. Students are encouraged to complete this request within the first two weeks of each semester. The Student Services Center is located in Presidents Hall level 2 across from the elevator. Contact: ray.horton@ccuniversity.edu or at Academic Dishonesty: Cheating, plagiarism, and all other forms of academic dishonesty will NOT be tolerated. All incidents of academic dishonesty will be dealt with in accordance to university regulations (see CCU student handbook), which will include failure of class and additional action by the academic committee. Flexibility Clause: This syllabus is NOT a binding contract. The dates of lectures, exams, projects, etc. may be revised as the term progresses. All modifications to the syllabus will be announced in class and/or via Canvas.

6 COUN 711 (Edwards), p. 6 COURSE SCHEDULE Date Topic * Discussion Leader(s) Presenter 8.24 Introduction to the Course Treatment Planning 8.31 NO CLASS MEETING BREATHE, ORGANIZE, & READ! Labor Day No Class Meeting 9.14 Anxiety Panic: Handbook Ch. 1 Social: Handbook Ch. 3 OCD: Handbook Ch pages Jodie Anxiety Continued & Trauma GAD: Handbook Ch. 5 Children & Anx: Kendall et al. (2010) PTSD: Handbook Ch. 2 TF-CBT: Cohen et al. (2010) 115 page 9.28 Depressive Disorders Cognitive: Handbook Ch. 7 Interpersonal: Handbook Ch. 8 Behavioral Activation: Handbook Ch pages 10.5 Emotional Disorders, Suicide, & Grief Unified Protocol: Handbook Ch. 6 Grief: Wolfelt (2003) Grief & Children: Goodman (2004) Suicide: Joiner et al. (2009) 105 pages ONLINE NO CLASS MEETING Schizophrenia, Gambling, & Impulse Control Schizophrenia: Handbook Ch. 12 Gambling & Impulse: Grant et al. (2015) 55 pages Bipolar Disorders & Sleep Bipolar: Handbook Ch. 11 Children: Goldberg et al. (2015) Sleep: Handbook Ch pages Quiz due on Canvas by Forum Discussion Posts due by Forum Discussion Responses due by 10.16

7 COUN 711 (Edwards), p. 7 Date Topic * Discussion Leader(s) Presenter Personality Disorders PDs: Magnavita et al. (2013) BPD: Handbook Ch. 10 DSM 5, pp pages 11.2 Substance & Addictive Disorders Alcohol: Handbook Ch. 13 Drug Use: Handbook Ch. 14 MI: Miller (1995, pp. 1-30) 115 pages 11.9 Sexual Dysfunctions & Eating Disorders Sexual Dysfx: Seagraves (2015) De Villers & Turgeon (2005) Johnson & Zuccarini (2009) Eating: Pike et al. (2015) Transdx: Handbook Ch. 17 Family Tx: Robin & LeGrange (2010) 125 pages Conduct & ADHD Conduct: Kazdin (2015) ADHD: Pfiffner & Hack (2015) Parenting: Webster-Stratton (2005) 115 pages Thanksgiving Break No Class Meeting The Church & Mental Illness Suffering: Strobel (2000) Church: Simpson (2013) 230 pages 12.7 Case Study Assignment (In Class) Finals Week No Class Meeting (unless need to reschedule a class) *Course objectives 1-4 are covered weekly as they pertain to the topic.

8 COUN 711 (Edwards), p. 8 APPENDIX OBJECTIVES The course objectives are addressed each week through the readings, discussions, quizzes, and presentations: MAC 2.i Demonstrate competency in psychopathology, prevention, and treatment CACREP Sec. II, G, 3 relating to parts F & G of the core component of Human Development, including understanding aspects of developmental crises, disability, addictive behavior, and psychopathology; and understanding situation and environmental factors that affect both normal and abnormal behavior. CACREP Sec. II, G, 5 relating to parts D of the core component of Helping Relationships, including understanding aspects of counseling theories that provide the student with a consistent models to conceptualize client presentation and select appropriate counseling interventions. CACREP Sec. II, G, 8 relating to part E, including using research to inform evidence-based practice. The following CACREP CMHC guidelines are also covered in the course: o C.2, 4 Etiology, diagnosis, treatment, and prevention of mental and emotional disorders, including addictive disorders o G.1 Diagnoses and treatment plans o I.3 Knows evidence-based treatments and basic strategies for evaluation counseling outcomes in clinical mental health counseling o K. 2 Diagnosis and preferred treatment modalities/placement

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