Illinois School of Professional Psychology at Argosy University
EdD Counseling Concentration, Chicago Campus
C 7458 BLA Diagnosis and Treatment Planning
Summer, 2008 June, 26th, 2008 – August 16, 2008
Three Semester Credits
Seven online modules and Two In-Residence Meetings
Faculty Information
Faculty Name: Daniela E. Schreier, Psy. D., LCPC, Licensed Clinical Psychologist
Campus: Chicago Loop Campus
Contact Information: phone 312-804-0810 (between 9:30 AM and 5 PM; Monday through Friday only)
email:
website: www.drschreier.com
www.thecolorsoftherainbow.com
Student web: http://www.thecolorsoftherainbow.com/studentresources.htm
Office Hours: by appointment only
Short Faculty Bio:
Dr. Schreier obtained her Psy. D. in Clinical Psychology with Minors in Diversity and Forensics at ISPP Chicago. Her professional interests are in the areas of diagnostics, diversity, correctional & forensic psychology with special interest in custody evaluations. She is n assistant professor and lead psychologist of S.M.A.R.T. Living, LLC.
Nota Bene (N. B.): The instructor’s website is an important resource for students’ additional weekly required readings. Articles, handouts, and links will be posted.
All readings are due before the actual class. This includes week 1 readings.
It is your responsibility to check to instructor’s website for article, handout, and link
postings: www.thecolorsoftherainbow.com
PROGRAM MISSION STATEMENT:
The Doctor of Education (Ed.D.) in Counseling Psychology Program with a concentration in Counselor Education and Supervision is dedicated to preparing students to work as counselor educators, supervisors and advanced practitioners in academic and clinical settings. The program is designed to prepare students to generate new knowledge for the counseling profession through research that results in dissertations that are appropriate to the field of counselor education and supervision. The program is designed to provide working professionals with the opportunity to pursue their personal an professional goals through the completion of a graduate program.
PROGRAM OUTCOMES
1. Demonstrate a conceptual understanding of the development of counselors, knowledge
of theories and practices of counselor supervision, and skills in the application of these
areas to counselor supervision.
2. Demonstrate the design and implementation of quantitative and qualitative research
methods, the understanding and utilization of research findings in the counseling
profession and an awareness of the importance of research and scholarly
contributions to the field of counseling.
3. Apply theory beyond the entry-level of practice pertaining to the principles and
practice of counseling, career development, and group work, systems, assessment and
consultation.
4. Demonstrate competency in the application and evaluation of teaching and
instructional methodologies in counselor education.
5. Understand and demonstrate a commitment to ethical practice in counseling, counselor
education, and counselor supervision, grounded in the ethical standards of the
American Counseling Association (ACA), the Association for Counselor Education
and Supervision (ACES), and other related professional organizations.
6. Demonstrate multicultural awareness, knowledge, and skills in the areas of cultural
self-awareness, understanding of the client’s world view, and culturally appropriate
intervention strategies.
7. Demonstrate a commitment to personal development, including ongoing self
reflection, growth in interpersonal skills, and openness to feedback.
8. Using appropriate media and technology, present counseling information orally and in
writing that is concise, organized, well supported, professional, and appropriate to the
audience.
CATALOGUE COURSE DESCRIPTION
This course provides an overview on the assessment, etiology, description, and treatment planning of adult and child psychopathologies (DSM-IV Axis I and Axis II).Included will be a critical examination of DSM-IV as a diagnostic taxonomy designed to standardize the classification of mental disorders. A biopsychosocial approach considering the interplay of genetic, developmental, genetic, and cultural elements will be considered in the context of diagnostic and therapeutic relevance.
This course provides an overview of different theoretical approaches regarding the nature and definition of health and dysfunction. The role of contextual factors, including history, culture, gender, race, ethnicity, disability, and sexual orientation will be addressed.
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.
LEARNING 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 of the biopsychosocial model and of the relationship between mental disorders and their etiology, including the role of biological, gender, family, and cultural influences.
3. To review and analyze fundamental aspects of clinically proven interventions for the most common disorders.
4. To review the DSM system of differential diagnosis, and develop a critical understanding of this system’s clinical value and limitations.Assessed through class discussion, written case formulations, and written personal statement.
5.To conceptualize cases by applying and integrating theoretical concepts with specific clinical material.
6. To provide case and culture sensitive treatment planning.
6. 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.
Learning objectives are assessed through class and group participation, online postings, written assignments, and quizzes.
COURSE TEXTS
Required:
N.B.: You do not have to buy all of this books – most of them are available in the library as I use them for my diagnostic classes. However you do it, I expect you to complete your readings on time. Books with * are in the library:
*American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental
Disorders, Fourth Edition Text Revision (DSM-IV-TR). Washington, DC:
American Psychiatric Association Press.
Brown, T. A., & Barlow, D. H. (2001). Casebook in abnormal Psychology, Revised 2nd
Edition. New York, NY: Brooks/Cole.
*Castillo, R. J. (1997). Culture and mental illness: A client-centered approach. Pacific
Grove, CA: Brooks/Cole
*Hays, P. (2001). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association.
Maruish, M. E. (2002). Essentials of treatment planning. New York (NY): Wiley & Sons,
Inc.
*Millon, T., Millon, C. M., Meagher S., Grossman S., Rowena R. (2000). Personality
disorders in modern life 2nd edition. Hoboken, NJ: Wiley & Sons.
*Morrison, J. (1995). DSM-IV Made Easy: The clinician’s guide to diagnosis. New
York, NY: Guilford Press.
Reader: Articles, links, handouts for this class will be posted on the ISPP course website and some on the instructor’s website at www.thecolorsoftehrainbow.com.
At times, certain articles will be provided during class. Readings will be geared towards
therapy & practice and diagnoses from different theoretical orientations.
Recommended:
Brown, L. S. (1994). Subversive dialogues: Theory in feminist therapy. New York, NY:
Basic Books.
Cohen-Posey, K. (2000). Brief therapy client handouts. New York, NY: Wiley & Sons,
Inc.
Jongsma, Jr. E. (2001). The adult psychotherapy progress note planner. New York:, NY:
Wiley & Sons, Inc.
Morgan, R. K. (1999). Case studies in child and adolescent psychopathology. New York,
NY: Prentice Hall.
Wiger, D. E. (1999). The clinical documentation sourcebook: A comprehensive
collection of mental health practice forms, handouts, and records. New York,
NY: Wiley & Sons.
ATTENDANCE & CLASSROOM POLICIES
1. Attendance: Attendance at all classes (online and in-residence) 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 online and in-residence class meetings and to be on time for class. Although attendance is not a grading criterion, it is considered an important aspect of the learning experience. As part of class participation, consistent lateness and/or absences beyond one will 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
Disability statement:
It is the policy of the Illinois School of Professional Psychology at Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Students Services.Procedures for documenting student disability and the development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Students Services when each request for accommodation is approved or denied in writing via a designated form.It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
Academic dishonesty/plagiarism statement:
The University seeks to foster a spirit of honesty and integrity.Any work submitted by a student must represent original work produced by that student.Any sources used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader.The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
5. Grading: Grades will be computed based upon a possible total of 1000 points, according to the following scale:
940-1000=A 900-930 = A- 870-890 = B+ 830-860 = B
800-830 = B-; 750-790 = C 740 and below = F
Point distribution
Class participation/ 500
Weekly Discussion Questions
Countertransference Journal 200
Quizzes (2) 300(150 each)
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 online discussion and any in-class activities.
Grading Criteria: Consistent and appropriate participation and online postings, 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. (500 points maximum)
2. Countertransference Journal- Students will keep an ongoing, weekly, informal journal of their thoughts, feelings, and reactions to the different clinical presentations covered throughout the term. Students are to address their thoughts/reactions about what it must be like to be a client) who has the particular disorder, and what it might be like to be a clinician using theory-based interventions to help. Pay attention to:
- What it is about certain clinical presentations that "triggers" you -reminds you of significant people in your life, brings up string and/or unexpected reactions.
- Feelings about the prospect of treating individuals with different diagnoses.
Students turn in their journals to the instructor during Week 6 Friday night latest 10 pm.. A final journal entry is required before turning in to the instructor, in which you address what you've learned about yourself, your countertransference reactions, and what you plan to do to learn more.
Grading criteria: Identification of thoughts and feelings pertaining to the disorder and
the role of the clinician; ability to understand countertransference component of these reactions, apparent extent of effort (200 pts. maximum)
Quizzes: There will be 2 in-class, closed-book quizzes, designed to test your knowledge of DSM-IV personality disorder diagnostic and clinical disorder criteria in general and according to specific diagnoses. Grading criteria. Accurate mastery (i.e. memorization) of DSM-IV TR diagnostic criteria and their application. If you expect to be absent on a day of a quiz given, you need to take it 1 week earlier (300 pts; 150 pts/each quiz)
CLASS SCHEDULE AND ASSIGNMENTS
All online module assignments are due by no later Friday10 pm Central Daylight Time (CDT) each week starting with online module week 1 due 06/13/2006 at 10:00 pm.
All readings are due before the actual online/ in-residency class.
It is your responsibility to check to instructor’s website for article, handout, and link
postings: www.thecolorsoftherainbow.com
Online Module 1June 26th –July 4th
Course Overview:
Introduction to DSM IV-TR
Introduction to Axis II personality disorders and the concept of disorder and dysfunction versus distress / Syllabus
Millon, Chp 1: Personality Disorders: Current Concepts and Classical