IndianaUniversity-PurdueUniversity
School of Education
EDUC G563Foundations of Mental Health Counseling
Summer I 2010
Instructor: Dr. Utesch
Office #:Neff 240C
Phone: 260/481-6003
E-mail:
Fax:(260)481-5408
Office Hours: Call to schedule appointments.
Class Schedule: Monday and Wednesday 4:307:50 DN 185
Course Description: Foundations and contextual dimensions of mental health counseling. The integration of DSM-IV TR diagnostic criteria, psychotropic medication, and treatment planning will be applied to specific case examples. Students will understand program development, administration/finance, evaluation, and management of mental health counseling services. They will review the principles, practice, and applications of community MHC needs assessment.
Overview: This course will provide an orientation to mental health counseling program development, implementation, and evaluation within the context of a variety of integrated professional issues that will facilitate readiness for future internship placement. The integrations of diagnosis, treatment planning, psychopharmacology, and referral collaboration will be included within the context of mental health programming. The class will consist of large group lecture, presentations, exams, small group work, integration papers and summary papers, and community interview assignments.
Required Texts:
Preston, J.D., J.H. O’Neal, M.C. Talaga. (2009). Handbook of Clinical Psychopharmacology for Therapists,6th Ed.. Oakland, CA:New Harbinger Publications Inc.ISBN: 9781572246980
A.P.A. (1994). Desk Reference to the Diagnostic Criteria from DSM-IV TR. Washington, DC: A.P.A.
Zimmerman, M. (1994). Interview Guide for Evaluating DSM-IV Psychiatric Disorders and te Mental Status Examination. East jGrenwich, RI: Psych Products Press.
ISBN: 0963382136
Additional Readings:
Handouts will be made available during the semester.
Course Objectives:
1.1.3 Conceptual: Understand the behavioral health care delivery system, its impact on the services provided, and the barriers and disparities in the system.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation, assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).
3.1.3 Conceptual: Understand the effects that psychotropic and other medications have on clients and the treatment process.
3.1.4 Conceptual: Understand recovery-oriented behavioral health services (e.g., self-help groups, 12-step programs, peer-to-peer services, supported employment).
Course Requirements:
1.Creation of a vignette representing a five Axis diagnosis (one page, dbl spc).
Axis………………………...... 200pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation, assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).
2. Creation of one Treatment Plan based upon the vignette created in requirement #1 Include Psychopharmacological intervention recommendation(s), a Mental Status Assessment, and a Psychosocial. Follow the formats provided in the packet for the Treatment Plan, Mental Status, and Psychosocial………………………………………………………..…200pts each/600pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation, assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).
3. Student group review and Power Point presentation of assigned DSM-IV TR readings. Presentations will be prepared by the group for presentation as a group. Presentations will last no more than twenty minutes....…...... 100pts.
1.2.2 Perceptual: Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).
1.2.3 Perceptual: Recognize issues that might suggest referral for specialized evaluation, assessment, or care.
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).
2.1.2 Conceptual: Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Conceptual: Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).
4. Agency Report This report will require an onsite interview with a therapist and administrator/supervisor employed in a community mental health agency. The student cannot use their current place of employment (without approval of the instructor). The student should try to select a site that they would like to pursue for their future internship placement. The report should consist of but not be limited to the following:
a. The function and purpose of the agency. b. The organizational structure of the agency including the administrative development, implementation, evaluation and management of programs. (Include how programs are developed and supported financially.)
c. The type of clients served by the agency.
d. Services provided to clients and how the community’s need for providing service to diverse populations is assessed.
e. The responsibilities of the persons interviewed.
f. The typical day of a therapist and administrator/supervisor at the agency.
g. The strengths and weaknesses of the agency from the agency personnel perspective.
h. The student interviewer's impressions and opinions of the agency.
i. A comparison of the discrepancy between the student interviewer's expectation and realization of community mental health as a result of their interview.
The report will be made available to all class members online.
(Dbl Spc)...... 200pts
1.1.3 Conceptual: Understand the behavioral health care delivery system, its impact on the services provided, and the barriers and disparities in the system.
3.1.4 Conceptual: Understand recovery-oriented behavioral health services (e.g., self-help groups, 12-step programs, peer-to-peer services, supported employment).
5. Final Exam…………………………………………...... 300pts
2.1.1 Conceptual: Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).
3.1.3 Conceptual: Understand the effects that psychotropic and other medications have on clients and the treatment process.
Course Requirements:
Assignment Points
1. Vignette200
2. Treatment Plan600
3. Power Point100
4. Agency Report200
5. Final300
All final course grades in the Counselor Education Program are assigned as delineated in the chart below.
Percentage Equivalent / Letter Grade / Grade Points94+ / A+, A / 4.0
90-93 / A- / 3.7
87-89 / B+ / 3.3
83-86 / B / 3.0
80-82 / B- / 2.7
77-79 / C+ / 2.3
73-76 / C / 2.0
70-72 / C- / 1.7
67-69 / D+ / 1.3
63-66 / D / 1.0
60-62 / D- / 0.7
< 60 / F / 0.0
STUDENTS ARE REMINDED TO RETAIN NOTES, EXAMS AND PAPERS IF THIS COURSE IS PART OF THE COMPREHENSIVE EXAM REQUIRED FOR GRADUATION. SEE THE “GRADUATE STUDENT ORIENTATION HANDBOOK” FOR FURTHER DETAILS.
* The IPFW Student Handbook and the “GRADUATE STUDENT ORIENTATION HANDBOOK” describe policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize yourself with these policies.
* Weather Cancellations 4815770 or 4816050
*If you have or acquire a disability and would like to find out what special services and accommodations may be available to you, contact services for students with disabilities in Wu 118 & 218, voice/tty.
* As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the WritingCenter at Kettle G35 if the quality of their writing in all assignments does not meet the standard expected of a graduate student. Students may sign up for an appointment or walk-in for help (priority is given to those with appointments). The WritingCenter staff will not revise, edit, or proofread your papers for you, but will help you learn how to better to do this on your own. You can get free help brainstorming, developing, and organizing ideas, and learning how to revise and edit final drafts by visiting the writing center, Kettler g35, open daily except Saturday.
If you are going to miss a class or be late, you must contact the professor. You are responsible to makeup any exams or lectures missed. More than two absences will result in a reduction of one letter grade for the course.
All papers & materials submitted will be retained by the professor unless otherwise noted. Should you desire copies of submitted material, please make duplicates prior to submission.
* Issues related to student diversity will be addressed in each of the courses in the Counselor Education Program. This means that differences in individuals and groups will be discussed. It is our understanding that different contexts result in different world views. Counselors must always be sensitive to the possible differences in perception and belief that exist outside of their own.
Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the course. In case of the cancellation of a class session, the professor will modify the course syllabus to cover relevant topics. Cancelled classes will not be made up.
“P” = Item is located in the packet of handouts
“V” = VIDEO“*” = Student group DSM presentation
All readings are from Preston, et. al. unless otherwise noted.
Date Class Session Topic & Readings
5/171Syllabus Review
WebCT
DSM Group Assignments List
Agency Report online
P= 1 Treatment Planning Guide
P= 4 Decision Trees for Differential Diagnosis
P= 5 Mental Status
P= 11Treatment Plan
P= 12Psychosocial
Zimmerman
Sample Vignette
Web:AAMFT/Articles,Research, Resources/ Welcome to Indiana Licensing
V= DSM organic mental disorders/
Educational
5/192Ch.1- Introduction
Ch.2- Integrated Models
Ch.3- Neurobiology
P= 2 The Politics of Identity
P=3 Managing the Community
P= 6Diagnosis and the DSM
Counseling Program
Web:All Neurobiology,Neuroscience, & Neurotransmitter sites,Psyweb
5/243Ch.4- Pharmacology
Ch.5- Preliminary Diagnostic Considerations
DSM- pgs. ix-48
App. A, C & E
Web: Mental Health Ref. Desk, IMH 2003
5/264*DSM 167-178Ch.6- Depressive Disorders
Kylie/TessCh.15- Antidepressant Medications
V= Dysthymic Disorders/DSM-H
Web:Psychopharmacology Tips, emedicine
6/25*DSM 179-208Ch.7- Bipolar Disorders
Dr. UteschCh.16- Bipolar Medications
V= Mood Disorders/Educational
V= Bipolar Disorders/DSM-
Vignette Due
Web: Mental Health Resources, Library of National Medical Society
K/W/B: Part 2
6/76*DSM 209-227Ch.8- Anxiety Disorders
Baldemar/AnastasiaCh.9- Obsessive-Compulsive Disorders
Ch.17- Antianxiety Medications
V= Anxiety Disorders/Educational
Web:Behave Net
V=DSM-G
6/9 7*DSM 153-165Ch.10- Psychotic Disorders
Mary/JennyCh.18 Antipsychotic Medications
V= Schizophrenia/ Educational
Vignette Returned
Web: Drug Information by RX List,Fenichel, Mental Health Matters
V=DSM-A & F
6/148*DSM 287-297Ch.12- Borderline Personality
Millie/BevV= Personality Disorders/Educational
Web: Merck Manual
V=DSM-B
6/169*DSM 105-151Ch. 13- Substance-Related Disorders
Steph/LidjaV= Substance Abuse Disorders
Treatment Plan Due
Web: Both Timmons and Hamilton
V= DSM-D & E
6/2110*DSM 51-81Ch.11- PTSD
Rebecca/AdriannaCh.14- Other Misc. Disorders
Ch.19- Over-the-Counter Products
Ch.20- Red Flags: When to Reevaluate
P=7 NAMI facts Suicide
P=8 How can I know if someone is suicidal?
P=9 Assessing a client for risk of suicide
P=10 What families want to know
App. B & D
Burnout and Stress Management
Web:RX List
V= DSM-C
6/2311Agency Report Due Online
Treatment Plan Returned
Final exam available online at 4:30 and due at midnight on Saturday June 26.
PACKET CONTENTS (*= elearning)
1. G524 Treatment Planning Guide
2. The Politics of Identity
3. Managing the Community Counseling Program
4. Decision Trees for Differential Diagnosis
5. Diagnosis and the DSM
6. NAMI facts Suicide
7. How can I know if someone is suicidal?
8. Assessing a client for risk of suicide
9. What families want to know
10. Treatment Plan Template*
11. Psychosocial Instruction*
12. Psychosocial Template*
13. Mental Status
14. Nerve Cell Structure
15. Brain Structure
16. Psychosocial treatments that cause harm
17. Internship Packet
18. Professional Orientation Packet
IPFWSCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
·Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
·Improving the human condition by creating positive learning environments;
·Becoming change agents by demonstrating reflective professional practice;
·Solving client problems through clear, creative analyses;
·Assessing client performance and creating and executing effective teaching, counseling, and educational leadership by utilizing a variety of methodologies reflecting current related research;
·Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and effectively communicating with all stakeholders.
IPFWSCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
- Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
- Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
- Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
- Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach and of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.
- Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site campus activities and field-based experiences, students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
- Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for educators to develop as leaders in their procession and in their communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.
Student Name: ______Course: ______Instructor: ______
Counselor Education Presentation Rubric0 / 3 / 6 / 9 / Total
Subject Knowledge / Student has very limited grasp of information; cannot answer questions about subject. / Student has superficial understanding and is able to answer only rudimentary questions, may fail to elaborate. / Student understands most information and answers most questions with explanations and some elaboration. / Student demonstrates full knowledge (more than required) and answers class questions with explanations and elaboration.
Critical Analysis/
Application / Student only repeats source material, no analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides limited analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides some analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides a professional and complex analysis, synthesis, evaluation, or application of the material through his/her perspective
0 / 1 / 2 / 3
Organization / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation due to limited sequencing. / Student presents information in logical sequence which audience can follow. / Student presents information in logical, interesting sequence which audience can follow.
Visual Aids / Student uses superfluous visual aids or no visual aids. / Student occasionally uses visual aids that offer limited support. / Student's visual aids relate to the presentation. / Student's visual aids explain and reinforce the presentation.
Mechanics / Student's presentation has three or more spelling and/or grammatical errors. / Presentation has two misspellings and/or grammatical errors. / Presentation has no more than one misspelling and/or grammatical errors. / Presentation has no misspellings or grammatical errors.
Eye Contact / Student makes no eye contact and only reads from notes. / Student occasionally uses eye contact, but still reads mostly from notes. / Student maintains eye contact most of the time but frequently returns to notes. / Student maintains eye contact with audience, with limited dependence on notes.
Verbal Techniques / Student mumbles, incorrectly pronounces terms, or speaks too quietly for audience in the back of class to hear. / Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. / Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. / Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
TOTAL POINTS
Scoring: A= 30-33 B= 26-29 C= 23-26 D=20-22Adopted: 4/08