PP 7320

Health and Human Dysfunction

Fall 2009

Page 12

INSTRUCTOR:

Page 12

Christopher Rector, Ph.D.

PHONE:

312-777-7725

EMAIL:


FAX:

ALT PHONE:

REQUIRED TEXTS:

Title / Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV-TR).
Author(s) / American Psychiatric Association (2000).
Copyright
Publisher / Washington, DC: American Psychiatric Association Press
ISBN / (ISBN: 0890420254).
Edition / Fourth Edition Text Revision
Title / Culture and mental illness: A client-centered approach
Author(s) / Castillo R. J.
Copyright
Publisher / Brooks/Cole
ISBN / (ISBN: 0534345581)
Edition / 1997
Title / DSM IV Case Studies. A Clinical Guide to
Differential Diagnosis.
Author(s) / Frances, A. & Ross, R. (2000).
Copyright
Publisher / American Psychiatric Association
ISBN / 1585620599
Edition / 2005. 2nd Edition
Title / Outliers
Author(s) / Gladwell, M.
Copyright
Publisher / Little, Brown and Company
ISBN / 978-0-316-01792-3
Edition / 2008
Title / The Selling of DSM. The Rhetoric of Science
in Psychiatry.
Author(s) / Kirk, S.A. & Kutchins, H.
Copyright
Publisher / Aldine de Gruyter
ISBN / 0-202304329
Edition / 1992
Title
Author(s)
Copyright
Publisher
ISBN
Edition

Any other special testing materials, etc? YES NO

If so, please provide complete information in regards to this instrument.

Name/Edition of Instrument: ______

Publisher/Other Info: ______

______

This Course Requires the Purchase of a Course Packet: YES NO

Page 12

Argosy University

COURSE SYLLABUS

PP7320

Health and Human Dysfunction

Faculty Information

Faculty Name: Christopher Rector, Ph.D.

Campus: Chicago

Contact Information:

Office Hours: Room 1379; Mondays 5:00 pm – 6:00 pm, and by appointment

Short Faculty Bio: Dr. Rector received his doctorate in Counseling Psychology from Loyola University Chicago. Dr. Rector also earned an M.A. in Counseling Psychology from Northwestern University, Evanston, Illinois, and he has extensive experience working in community mental health and hospital settings in a variety of capacities. Dr. Rector’s clinical areas of interest include trauma, crisis, domestic violence, bereavement/loss, and training/supervision.

Course description:

The aim of this course is to understand approaches to health and dysfunction, as a foundation for the study of disturbed states and disturbed psychological functioning. This course provides an overview of significant issues regarding the nature and definition of health and illness or dysfunction. The perspective of the course is holistic; it uses a biopsychosocial model and will also integrate spiritual and ecological facets of human experience and functioning into that model. The role of contextual factors, including history, culture, gender, race, ethnicity, disability and sexual orientation will be addressed. Additional contextual factors will also be discussed. The benefits and limitations of DSM-IV TR as a diagnostic system will be discussed. A major aspect of the course will be to present an overview of the milder forms of human dysfunction and personality disorders, and to introduce students to case conceptualization. Throughout the course, the emphasis is placed on the multicausal nature of human functioning.

The course is designed to familiarize the student with case conceptualization, the continuum of psychological processes and with differential diagnosis of the various clinical syndromes. The format of the course is didactic as well as experiential.

Course Pre-requisites: None

Required Textbooks:

Castillo, R.J. (1997). Culture and Mental Illness: A client-centered approach.

Pacific Grove, CA: Brooks/Cole. ISBN 0534345581.

Diagnostic and Statistical Manual of Mental Disorders IV-TR, American Psychiatric Association, Washington, DC. ISBN 0-89042-025-4.


Frances, A. & Ross, R. (2000). DSM IV Case Studies. A Clinical Guide to

Differential Diagnosis. Wash, DC, American Psychiatric Assoc. ISBN 1585620599.

Gladwell, M. (2008). Outliers. NY: Little, Brown and Company. ISBN 978-0-316-01792-3.


Kirk, S.A. & Kutchins, H. (1992). The Selling of DSM. The Rhetoric of Science

in Psychiatry. Hawthorne, NY: Aldine de Gruyter. ISBN 0-202304329.


Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 14 Weeks

Contact Hours: 42 Hours

Credit Value: 3.0

Program Outcomes:

The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

·  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.

o  Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.

o  Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.

o  Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.

·  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.

o  Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.

o  Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.

o  Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

·  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.

·  Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.

·  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Course Objectives:

1. To identify essential clinical features in order to classify mental disorders in adults and children using DSM-IV TR taxonomy.

2. To demonstrate comprehension if the biopsychosocial model and of the relationship between mental disorders and their etiology, including the role of biological, gender, family, contexts, and cultural influences.

3. To learn and professionally express fundamental aspects of clinical case conceptualization by applying and integrating concepts with specific clinical material.

4. To learn how to use the DSM system of differential diagnosis, and will develop a critical understanding of this system’s clinical value and limitations.

5. Students are expected to exemplify professional behaviors in their acquisition of the course content and demonstration of learning. Such behaviors include: the ability to receive and integrate feedback, the ability to maintain appropriate boundaries the ability to modulate affect (appropriate to the activities of the course), openness to different perspectives, and demonstration of collegial and respectful relationships with faculty and peers. When group work is required, students are required to work collaboratively contributing effectively to the group and actively learning from others.

Course Schedule

Class 1: Introduction, review of syllabus. Overview of DSM. Scope and importance of culture and context.

Class 2: Culture and context. Readings due: Castillo (Chapters 1, 2, 4, 15)), Gladwell (full text). Kirk & Kutchins (full text).

Class 3: Childhood disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross).

Class 4: Mood disorders including Adjustment disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapter 12).

Class 5: Mood disorders continued (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (review Chapter 12).

Class 6: Anxiety Disorders including Adjustment disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapter 10).

Class 7: Anxiety disorders continued (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (review Chapter 10).

Class 8: Substance-related disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapters 5, 9).

Midterm exam issued.

Class 9: Psychotic disorders, Cognitive disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapter 14).

Class 10: Personality disorders, personality disorder conceptualizations, and Cluster A disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapters 3,6). Midterm exam due.

Class 11: Personality Disorders, Cluster B disorders, mental retardation (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (review Chapters 3,6).

Class 12: Dissociative, Sexual Identity disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapters 7, 13). Final Exam issued.

Class 13: Somatoform, Factitious, Sleep, Eating and Impulse Control disorders (DSM IV-TR, and relevant chapters and case studies from Frances & Ross). Castillo (Chapter 11).

Class 14: Summary and wrap up. Final Exam due.

Evaluation Criteria

1. Class participation - Full participation by all class members is critical, and even one person's absence (physically or mentally) significantly deprives the class of your presence and input. We are each individually responsible for ensuring the collective environment of the class. You are expected to complete all the assigned activities and readings prior to each class, and be prepared to contribute actively to the discussion and any in-class activities.

Grading Criteria: Consistent and appropriate participation, respect for others as demonstrated by accepting and respectful listening and honoring the right of everyone to be heard, quality of contributions, evidence of ability to incorporate and utilize course content, apparent extent of effort. (20% of final grade)

2. Role plays – You will pair off with one class peer and sign up for two disorder role play modules on different class dates during the semester. In each role play module, you will role-play a therapist and your partner will role play a client with a disorder that is one of the topics of the lecture. Then you will switch roles and role-play a different disorder that is also one of the topics of the lecture. You will do another module again later during the semester, so that you and your partner will conduct four total role plays during the semester. Sign-up for role plays will be during Class 2.

Grading criteria: 1) As the client: demonstrated knowledge and portrayal of symptoms, functioning, and cultural/contextual etiology 2) As the therapist: demonstrated knowledge of reflection and conceptualization back to the client of symptoms, functioning and cultural/contextual etiology (20% of final grade).

Midterm and Final Examinations: A take-home midterm examination, and a take-home examination will be issued (see issue and due dates in the Course Schedule in this syllabus). Students will submit a maximum ten-page, APA-style, clinical case conceptualization paper involving the following:

  1. Etiology and presentation of the disorder.
  2. 5 Axis DSM diagnosis, including rule-outs and rationale.
  3. Contributing and mitigating cultural and contextual factors
  4. Additional literature beyond that assigned readings that supports your diagnostic, cultural and contextual conceptualization of the case.

Grading criteria: appropriateness of diagnosis and conceptualization, breath and depth of covering each aspect of the assignment, appropriate selection and discussion/application of additional literature/research, appropriate in-text citations and references; clarity and organization of writing; evidence of critical thinking (Midterm = 30% of final grade, Final = 30%)

ATTENDANCE & CLASSROOM POLICIES

1. Attendance: Attendance at all classes is required and expected.For those students who receive student loans, attendance at class can also affect your eligibility for loan monies. Students are expected to attend all class meetings and to be on time for class. Attendance is a grading criterion and is considered an important aspect of the learning experience. As part of class participation, consistent lateness and/or absences beyond one can affect the grade earned. In truly extenuating circumstances (illness, death in the family. etc.), the student is requested to inform the instructor at the earliest possible opportunity that s/he will not be present, and the student is expected to take responsibility for remaining current with the class (making arrangements to obtain the class notes from another student, keeping up with the assigned reading and assignments, etc.). Make - up for missed work is not available, except under truly extenuating circumstances as determined by the instructor.

2. Late Assignments: Late assignments will not be accepted unless under extreme emergency and negotiated in advance with the instructor; students will earn a 0 for late work.

3. Incompletes: No incompletes will be given except in truly extenuating circumstances, and if negotiated in advance. Unfinished work at the end of the term is not a sufficient circumstance to request an incomplete. If the instructor agrees to give a grade of incomplete, it is the student's responsibility to insure that the appropriate paperwork is completed and in the instructor's hands no later than the last day of the course. Failure to provide required paperwork to the instructor by this deadline will result in grade based on work turned in to date. NO EXCEPTION