Page 1 of 17. Course Dates, Time, and Location

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1 Page 1 of 17 Angelo State University Department of Psychology, Sociology, and Social Work SWK 6336: Direct Practice in Mental Health (Part of the Collaborative MSW with UTA) Course Dates, Time, and Location Fall Semester, 2015: August 27, 2015 December 18, 2015 Thursday: 6:00 pm 8:50 pm Academic Building, Room 219 Instructor Contact Information Kevin Wade, M.S.W., LCSW, ACSW Clinical Instructor of Social Work Academic Building, office 104c Office Phone: kevin.wade@angelo.edu Skype: kevin.wade.104c Office Hours: T W Th 10:00 am noon 10:00 am noon 1:00 pm 4:00 pm 10:00 am noon 5:00 pm 6:00 pm Course Description Other office & Skype hours by appointment Focuses on assessment and intervention with those evidencing acute and chronic mental health problems and disabilities. The course addresses the delivery of services to various populations (children, adolescents, and adults), service delivery systems (community mental health, managed behavioral health care), and a wide range of problems. Topics include well-being, ethics, case management, treatment planning, managed care, DSM, PIE, and substance abuse. Required of all DP students specializing in Mental Health. Prerequisite: Admission to Collaborative UTA MSW program.

2 Page 2 of 17 Measurable Student Learning Outcomes - CORE/Advanced Practice Behaviors: EPAS core competencies and related advanced practice behaviors addressed in this course: Educational Policy Identify as a professional social worker and conduct oneself accordingly. 1. Advanced social workers in mental health/substance abuse practice active self-reflection and continue to address personal bias and stereotypes to build knowledge and dispel myths regarding mental health/substance abuse and mental illness. 2. Advanced social workers in mental health/substance abuse develop an action plan for continued growth including use of continuing education, supervision, and consultation. Educational Policy Apply social work ethical principles to guide professional practice. 1. Advanced social workers in mental health/substance abuse implement an effective decisionmaking strategy for deciphering ethical dilemmas in mental health/substance abuse treatment. Educational Policy Apply critical thinking to inform and communicate professional judgments. 1. Advanced social workers in mental health/substance abuse evaluate, select and implement appropriate assessment and treatment approaches to the unique characteristics and needs of diverse clients. Educational Policy Engage diversity and difference in practice. 1. Advanced social workers in mental health/substance abuse understand and can apply the relevant cultural, class, gender, race, age, disability, and other diversity issues that influence the prognosis and treatment of persons with severe and persistent mental illness and substance use disorders, persons with other mental health/substance abuse issues, and persons with psychiatric disabilities, and their families and communities. Educational Policy Advance human rights and social and economic justice. 1. Advanced social workers in mental health/substance abuse understand the range of physical and mental health/substance abuse disease course and recovery issues associated with social stigma and marginalization of persons with mental health/substance abuse diagnoses and psychiatric disabilities, and incorporate them in their assessment and intervention. 2. Advanced social workers in mental health/substance abuse describe the distribution and determinants of mental health/substance abuse and illness and identify health disparities.

3 Page 3 of 17 Educational Policy Engage in research-informed practice and practice-informed research. 1. Advanced social workers in mental health/substance abuse use advanced strategies to search, appraise, and select for application the most up to date evidence and evolving practice guidelines in the assessment and intervention with influence persons with severe and persistent mental illness and substance use disorders, persons with other mental health/substance abuse issues, and persons with psychiatric disabilities, and their families and communities. 2. Advanced social workers in mental health/substance abuse have the ability to critically assess and participate in research design and methodology related to practice with mental health/substance abuse service users. Educational Policy Apply knowledge of human behavior and the social environment. 1. Advanced social workers in mental health/substance abuse distinguish mental health/substance abuse, mental illness, and mental well-being across the life span. 2. Advanced social workers in mental health/substance abuse compare the various etiology and treatments for substance abuse and addiction. Educational Policy Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. 1. Advanced social workers in mental health/substance abuse communicate to stakeholders the implication of policies and policy change in the lives of those with mental health/substance abuse concerns and mental illness. 2. Advanced social workers in mental health/substance abuse advocate for policies that advance the social and economic well-being of those with mental health/substance abuse concerns and mental illness. Educational Policy Respond to contexts that shape practice. 1. Advanced social workers in mental health/substance abuse assess the quality of client s interactions within their social contexts. 2. Advanced social workers in mental health/substance abuse develop intervention plans to accomplish systemic change that is sustainable. Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Educational Policy (a) Engagement

4 Page 4 of Advanced social workers in mental health/substance abuse use strategies to establish a sense of safety for a collaborative therapeutic relationship. Educational Policy (b) Assessment 1. Advanced social workers in mental health/substance abuse will be able to describe the structure of the DSM-V and conduct an assessment using the DSM-V criteria and structure. Educational Policy (c) Intervention 1. Advanced social workers in mental health/substance abuse describe empirically validated and theoretical causes, advanced assessment methods, and the most effective treatments for a variety of disorders: mood, anxiety, cognitive, substance abuse, sexual, eating, psychotic disorders for adolescents, adults, and older adults. Educational Policy (d) Evaluation 1. Advanced social workers in mental health/substance abuse contribute to the theoretical knowledge base in the area of mental health/substance abuse and mental illness through practice-based research, and use evaluation of the process and/or outcomes to develop best practices. Competency-Based Performance Outcome Objectives for Advanced Skills and Practice Behaviors: Students will demonstrate through discussion in class, application of skills in practical exercises, exams, written exercises, and training video: 1. The participants will describe an effective decision-making strategy for deciphering ethical dilemmas in mental health treatment. EPAS 2.1.1, 2.1.2, 2.1.3, Students will be able to define mental health, mental illness, and mental well-being. EPAS 2.1.2, 2.1.4, 2.1.5, Students will be able to describe the structure of the DSM IV and conduct an assessment using the DSM criteria and structure. EPAS 2.1.8, a-b 4. Students will be able to describe causes (empirically validated and theoretical), advanced assessment methods, and the most effective treatments for a variety of disorders: Mood, anxiety, cognitive, substance abuse, sexual, eating, trauma, and so forth for adolescents, adults, and older adults. EPAS EPAS 2.1.2, 2.1.5, 2.1.6, 2.1.7, 2.1.9, Students will use critical thinking to adapt established assessment and treatment approaches to the unique characteristics and needs of diverse clients. EPAS 2.1.3, 2.1.7, Students will be able to compare the various etiology and treatment options for substance abuse and addiction. EPAS 2.1.2, 2.1.5, 2.1.6, 2.1.9,

5 Page 5 of 17 Course Materials Required Texts: Sands, R. G., & Gellis, Z. D. (2012). Clinical Social Work Practice in Behavioral Mental Health: Toward Evidence-Based Practice (3 rd ed.). Boston, MA: Pearson. ISBN: Corcoran, J., & Walsh, J. (2010). Clinical assessment and diagnosis in social work practice (2 nd ed.). New York, NY: Oxford University Press. ISBN: Mechanic, D. (2014). Mental health and social policy: Beyond managed care (6 th ed.). Boston, MA: Allyn & Bacon ISBN: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5 th ed). Washington, DC: Author. ISBN: Frances, Allen. (2013). Saving Normal: An Insider's Revolt Against Out-of-Control Psychiatric Diagnosis, DSM-5, Big Pharma, and the Medicalization of Ordinary Life. New York: Harper Collins. ISBN: Barker, R. L. (2013). The social work dictionary (6th ed.). Washington, DC: NASW Press. ISBN: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. ISBN: Recommended Texts: Bentley, K. J., & Walsh, J. (2006). The social worker and psychotropic medication: Toward effective collaboration with mental health clients, families, and providers (3 rd ed.). Belmont, CA: Brooks/Cole. Fischer, J., & Corcoran, K. (2013). Measures for clinical practice (5th ed.), Vol. 2. New York: Oxford University Press. ISBN-13: Newhill, C. E. (2015). Interventions for Serious Mental Disorders: Working with Individuals and Their Families (Advancing Core Competencies). New York: Pearson. Zide, M. R., & Gray, S. W. (2012). Psychopathology: A competency-based assessment model for social workers (3 rd Ed.). Belmont, CA: Brooks/Cole. NOTE: All assignments submitted in this course are to be written in strict accordance with the Publication Manual of the American Psychological Association (6 th ed.).

6 Page 6 of 17 Grading Information Grading Scale: = A = B = C = D 59 or Below = F Content Mastery The mastery threshold for this course is set at 80%. Any assignment not receiving a score of 80% or better will indicate a need for further engagement with the material. Students will be allowed to provide additional evidence of mastery of the material. The final examination, class exercises, group exercises, professional performance, and any assignment due after week 14 are ineligible for this requirement. Opportunities to provide additional evidence of mastery will vary by assignment. Rationale: Students in are expected to demonstrate mastery of the concepts, skills, ethics, values, and knowledge required of a bachelor level social worker in a practice setting. If a student has not done so, moving on to new material will likely be unhelpful. This provides that each student is given the appropriate opportunity to demonstrate an understanding of the material by engaging in self-directed activities. This also attempts to resemble the types of feedback and correction process experienced in a multitude of social work settings for new social workers or social workers orienting to a new practice setting. Point Values, Description of Assignments and Examinations, and Associated Practice Behaviors: Professional Performance 10% DSM-V Introductory Summary 5% Reading Quizzes 5% Case Vignette Reviews 20% Examinations 40% Training Video 20% Total 100% Professional Performance 10% This is relevant to attendance; preparation for class; interactions with others in the class; proactive/independent learning; engaging in class activities, including frequency and quality; reading assigned readings; professional presentation; adherence to NASW Code of Ethics, TBSWE Scope of Practice, TBSWE Code of Conduct, and any factors that would normally be evaluated in a professional social work setting. PB1 Advocate for client access to the services of social work.

7 Page 7 of 17 PB2 PB3 PB4 PB7 Practice personal reflection and self-correction to assure continual professional development. Attend to professional roles and boundaries. Demonstrate professional demeanor in behavior, appearance, and communication. Recognize and manage personal values in a way that allows professional values to guide practice. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. DSM-5 Introductory Summary 5% Students will read and then summarize the information in the introductory portion of DSM-5 (pgs xli-25). This assignment is meant to assess the student s understanding of the material. It is a summary only. The assignment is not to be longer than 5 pages. In order to accurately and sufficiently summarize the material in that length, the student will have to have a working knowledge of the material. The pages will likely have to be read numerous times and include significant struggle. A successful understanding of this portion of DSM-5 will make it relatively easy for the student to understand diagnostic procedures, assessment, criteria, etc., later in the course. PB5 Engage in career-long learning. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB25 Analyze, formulate, and advocate for policies that advance social well-being. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. Reading Quizzes 5% Students will be given a short quiz for each section of the reading. The purpose of these quizzes is to ensure that students are keeping current with the reading and that they are sufficiently engaging with the material to have comprehension of the main points. These quizzes will be due prior to the Tuesday class (noon) of the week in which the readings are assigned (see schedule). Quizzes may vary in length and will be time limited. Students will be informed of the number of questions and time allowed prior to

8 Page 8 of 17 beginning the quizzes. Quizzes cannot be completed late without penalty, but can be completed early, as soon as they are available on blackboard. PB1 PB7 Advocate for client access to the services of social work. Recognize and manage personal values in a way that allows professional values to guide practice. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB18 Understand the forms and mechanisms of oppression and discrimination. PB21 Use practice experience to inform scientific inquiry. PB24 Critique and apply knowledge to understand person and environment. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Case Vignette Reviews 20% Each student will write two diagnostic case reviews based on case studies provided to student by instructor; an outline of the content of these reviews will be provided in class. The papers should conform to the standards of the Publication Manual of the American Psychological Association, 6 th Edition (2010). The length of the papers may vary, but should be no less than 5 pages, including the cover sheet and reference pages. Students are expected to engage in substantial independent research over the issues addressed in the case. Case reviews will be thorough, realistic, based on sufficient and current evidence, and demonstrate considerable critical thinking. Plagiarism is the presentation of someone else's information as though it were your own. If you use the words or ideas of another person; or if you use material from any source-- whether a book, journal, magazine, newspaper, business publication, broadcast, speech, electronic media, or any other source--you must acknowledge that source. Plagiarism on the term paper will result in the student not receiving credit for her/his term paper. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB18 Understand the forms and mechanisms of oppression and discrimination. PB20 Engage in practices that advance social and economic justice. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.

9 Page 9 of 17 PB30 Use empathy and other interpersonal skills. PB31 Develop a mutually agreed-on focus of work and desired outcomes. PB32 Collect, organize, and interpret client data. PB33 Assess client strengths and limitations. PB34 Develop mutually agreed-on intervention goals and objectives. PB35 Select appropriate intervention strategies. PB36 Initiate actions to achieve organizational goals. PB37 Implement prevention interventions that enhance client capacities. PB38 Help clients resolve problems. PB39 Negotiate, mediate, and advocate for clients. PB40 Facilitate transitions and endings. PB41 Critically analyze, monitor, and evaluate interventions. Examinations 40% There will be two examinations in this course. Each of these examinations is worth 10% of your total course grade. Each examination will cover a portion of assigned readings, classroom lectures, the NASW Code of Ethics, the Texas Board of Social Work Examiners (TBSWE) Code of Conduct, the TBSWE Scope of Practice, the NASW Standards for Clinical Social Work Practice, and the NASW Standards for Social Work Practice with Clients with Substance Abuse Disorders. Each exam is comprehensive. The exams address Student Learning Outcomes 1-4, and 6. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB18 Understand the forms and mechanisms of oppression and discrimination. PB20 Engage in practices that advance social and economic justice. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. PB30 Use empathy and other interpersonal skills. PB31 Develop a mutually agreed-on focus of work and desired outcomes. PB32 Collect, organize, and interpret client data. PB33 Assess client strengths and limitations. PB34 Develop mutually agreed-on intervention goals and objectives. PB35 Select appropriate intervention strategies. PB36 Initiate actions to achieve organizational goals. PB37 Implement prevention interventions that enhance client capacities. PB38 Help clients resolve problems. PB39 Negotiate, mediate, and advocate for clients. PB40 Facilitate transitions and endings. PB41 Critically analyze, monitor, and evaluate interventions.

10 Page 10 of 17 Training Video. (Objectives 2, 4, and 5). 20% Students will assume the role of trainers for a local community mental health agency. The videotape will train the clinical staff to work with a particular type of client and treatment. You must select and present the essential and advanced skills necessary for the clinicians and last approximately 30 minutes. The material must (1) touch on the assessment strategies and ethical issues, (2) issues related to safety, informed consent, funding, legal status, (3) emphasize the treatment methods for the disorder(s), and (4) any other elements that are essential for working with the particular type of mental health client such as client s age, gender, ethnicity, philosophical or theological perspectives, and personal orientations. The video should be a demonstration and a teaching tool. It should contain the most relevant materials to justify your selection of assessment tools, intervention methods, possible medications, ethical issues, and maintenance strategies. A reference list of sources should be included with your video (using APA format). You may work in pairs for this project; however, each student will be responsible for his or her own video and materials (You may not submit one video for two people.). The following is a possible outline for the presentation: Part 1: Information about typical clients with a particular mental health concern at your hypothetical agency Description of the mental health concern, diagnostic criteria, assessment tools, validity and reliability of viable treatment options. (5-10 minutes) Part 2: Scenes showing the various elements or stages of the treatment approach. (15 to 20 minutes total) The focus of this project is on the content and accuracy of material. The grade is dependent on the content and the demonstration of your skills. Course Policies Please do ask questions that are relevant to the course and feel free to utilize my office hours. I am here to help you and I want you to succeed. Attendance Policy: An expectation of a professional social worker is that they are present in their practice setting. The expectation for students in a social work program is that they are motivated to learn and have evidenced dedication to their studies. Thus, my expectation of you is that you will be fully present in class- physically and mentally. Class begins and ends at the scheduled time. I ask that you be present for the duration of class. I expect that all other demands of your time- work, family, appointments, other courses, etc. will be negotiated with this in mind. There is no grade penalty for the first 2 absences (this is not an invite to miss class). any additional absence will result in a loss of 10 points off of your total grade. Please refer to ASU policy regarding class attendance. being more than 5 minutes late for class will count as an absence.

11 Page 11 of 17 Make-up examinations will be considered on a case by case basis and will only be allowed for university approved absences. Late assignments are not accepted for any reason unless the reason is approved by the course instructor. A deduction of 10% per day will be applied to any late assignment the instructor chooses to accept. All students are expected to follow the National Association of Social Workers Code of Ethics. Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is available on the web at: Electronic Device Expectations: I recognize that you have other responsibilities & priorities. I do not have a problem with your electronic devices remaining powered on in class, given the following conditions: 1. the sound is turned off 2. it is not a distraction to me or another student 3. you take responsibility for your own distraction and the consequence on your professional performance grade 4. your use of your device is limited to absolutely necessary communication- no more than 3 texts throughout the duration of a class 5. under no circumstances will you access social networking sites or sites not relevant to the content of the course 6. if the use of electronic devices becomes a distraction, a problem, a nuisance, or in any way detracts from the educational environment, this policy will be modified and devices may be prohibited It is your responsibility to check your ASU and Blackboard at least once daily. Assignments, clarifications, announcements, and quizzes will be communicated through and blackboard. Persons with Disabilities Persons with disabilities which may warrant academic accommodations must contact the Student Life Office, Room 112 University Center, in order to request such accommodations prior to their being implemented. You are encouraged to make this request early in the semester so that appropriate arrangements can be made. Additional information can be found at:

12 Page 12 of 17 Course Schedule Week/Dates Lecture/Discussion topic Reading Week 1 Course orientation: syllabus, assignments, introduction DSM: Classification (xiii-xi & Preface xli-xliv) 8/27 Definitions: Mental Health, Mental Illness, Mental Well- Being; Mental Health Themes and Concepts; Social Deviance, Societal Reactions, Labeling, and, Community Norms; Historical and Professional Perspectives on Mental Health; Research Based Practice. Week 2 Introduction to social work and mental health care Sands: Preface & ch1-4 9/3 Definitions, Themes, Concepts, Research, Social Context, and Assessment of Mental Disorders. DSM: Introduction (4-17) & Use of the Manual (19-24) Development of Mental Health Problems: Heredity, biology, genetics; Psychosocial development and social learning; Social stress, systems/ecological perspectives; Ethical Dilemmas in the Delivery of Mental Health Service; Categorizing Mental Illnesses DSM V; Racial, Ethnic, and Cultural Issues. Brown, H. (2013). Mental therapists slow to adopt proven techniques. NY: New York Times. Frances: Preface Introduction to DSM-V Corcoran & Walsh ch 1 & 2 Mechanic ch 1 Jordan, C., & Franklin, C. (1995). Chapters 1 & 3. Zide, M. R., & Gray, S. W. (2012). Chapter 1. Week 3 Culture and mental illness Sands: ch5-7 9/10 DSM: Disruptive, Impulse-control, & conduct disorders Frances: ch1 DSM Introductory Summary due Mechanic ch 2-4

13 Page 13 of 17 Week 4 Anxiety, Trauma- and Stressor-Related disorders Sands: ch9 9/17 Explanatory Theories: The learning and maintenance of fears; Assessment and interventions; Effective Treatments. DSM: Trauma & Stressor, and Dissociative Frances: ch2 Averill, P. M., & Beck, J. G. (2000). Posttraumatic stress disorder in older adults: A conceptual review. Journal of Anxiety Disorders, 14, Gray, M. J., & Acierno, R. (2002). Symptom presentation of older adult crime victims: Description of a clinical sample. Anxiety Disorders, 16, Marrick, R. P., & Petters, L. (1988). Treatment of severe social phobia: Effects of guided exposure with and without cognitive restructuring. Journal of Consulting and Clinical Psychology, 56, Ozar, E. M., & Bandura, A. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. Journal of Personality and Social Psychology, 58, Zide, M. R., & Gray, S. W. (2012). Chapter 7. Frances: ch2 Week 5 Anxiety, Trauma- and Stressor-Related disorders cont Corcoran & Walsh ch 7 9/24 DSM: Anxiety Frances: ch3 Mechanic ch 5

14 Page 14 of 17 Week 6 Clients with Mood Disorders; Multiple Dimensions of Assessment; Effective Treatments. Sands: ch8 10/1 Involuntary treatment- ED, OPC, Hospitalization DSM: Bipolar & Depressive Voluntary treatment- inpt, outpt, partial hospitalization Frances: ch4 Beck, A. T. (2008). The evolution of the cognitive model of depression and its neurobiological correlates. American Journal of Psychiatry, 165, Bentley, K. J., & Walsh, J. (2006). Chapter 4-5. Blazer, D. G. (2004). The epidemiology of depressive disorders in late life. In S. P. Roose, & H. A. Sackheim (Eds.), Late life depression (pp. 3-11). New York: Oxford University Press. Dimidjian, S., Hollon, S. D., Dobson, K. S., et al. (2006). Randomized trial of behavioral activation, cognitive therapy, and antidepressant medication in the acute treatment of adults with major depression, Journal of Consulting and Clinical Psychology, 74(4). Lebowitz, B. D., et al. (1997). Diagnosis and treatment of depression in late life. Consensus statement update. Journal of the American Medical Association, 278(14), Ravindran, A. V., & Ravindran, L. N. 2009). Depression and Comorbid Anxiety: An Overview of Pharmacological Options. Psychiatric Times. 26(6). Zide, M. R., & Gray, S. W. (2012). Chapter 6. Week 7 Mood disorders cont Sands ch 10 10/8 Corcoran & Walsh ch 9 & 12 Case Vignette 1 due Frances: ch5

15 Page 15 of 17 Week 8 Self-harm assessment and treatment Sands ch 11 10/15 Frances: ch6 Exam 1 Mechanic ch 6-8 Week 9 Psychotic disorders- Severe Mental Disorders: Theories, Concepts, and Philosophies; Theoretical Issues; Effective Treatment Sands ch DSM: Schizophrenia Spectrum 10/22 Bentley, K. J., & Walsh, J. (2006). Chapter 6-7. Zide, M. R., & Gray, S. W. (2012). Chapter 5. Frances: ch7 Week 10 Psychotic disorders cont Corcoran & Walsh ch 14 10/29 Frances: ch8 Mechanic ch 9 Week 11 Eating disorders DSM: Feeding & eating 11/5 DSM: Elimination Frances: ch9 Corcoran & Walsh ch 8 Fairburn, C. G., Cooper, Z., & Shafran, R. (2002). Cognitive behavior therapy for eating disorders: A transdiagnostic theory and treatment. Behavour Reseach and Therapy, 41, Fairburn, C. G., & Wilson, G. T. (Eds). (1993). Binge eating: Nature, assessment and treatment. New York: Guilford. Perri, M. G., McAllister, D. A., Gange, J. J., Jordan, R. C., McAdoo, W. G., & Nezu, A. M. (1988). Effects of four maintenance programs on the longterm management of obesity. Journal of Consulting and Clinical Psychology, 56, Case Vignette 2 due Zide, M. R., & Gray, S. W. (2012). Chapter 10.

16 Page 16 of 17 Week 12 Personality disorders Corcoran & Walsh ch 13 11/12 Sexual Disorders DSM: Personality, & Sexual dysfunctions, & Gender dysphoria Frances: Epilogue Mechanic ch Week 13 Substance use disorders Sands: ch13 11/19 DSM: Substance related Sands, R. G., & Gellis, Z. D. (2001): Chapter 13. Video due Farkas, K. (2004). Substance abuse problems among older adults. In S. L. Ashenberg-Straussner (Ed.), Clinical work with substance-abusing clients (2nd ed., pp ). New York: Guilford Press. Zarit, S. H., & Zarit, J. M. (2007). Other common mental health problems in later life (pp ). Mental disorders in older adults: Fundamentals of assessment and treatment (2nd ed.). New York: Guilford Press. Week 14 11/26 No class 11-26: No Class Week 15 Neurocognitive disorders Sands: ch12 12/3 Students' choice DSM: Neurocognitive Catch up & review Corcoran & Walsh ch 15 Zide, M. R., & Gray, S. W. (2012). Chapter 3.

17 Page 17 of 17 Week 16 12/10 Finals Week Comprehensive Final Exam Thursday 6pm-8:50pm Instructor can add additional readings with 48 hours notice. Important dates: Sep 7 Nov 2 Nov Dec Dec 18 Dec 12 Jan 19 University Holiday: Labor day Last day to drop a class or withdraw University Holiday: Thanksgiving Final Last day of semester Graduation 1 st day of spring classes