Counseling Individuals with Behavioral and Emotional Disorders



COU 5243: Counseling Individuals with Behavioral and Emotional Disorders

Fall 2008

Thelma Duffey, PhD

Professor of Counseling

Office: (210) 458-2647

E-mail: tduffey@satx.

Private Practice: 4901 Broadway, Ste. 100 (78209)

Office Hours: Available by appointment.

Teaching Assistant: Cathy Somody.

Introduction: This course addresses counseling interventions related to common client issues, such as behavioral and emotional disorders; symptomatology for psychoses; and maladaptive behavior patterns. The course is an entry level, graduate course that provides counselors and other human service workers with an overview of the DSM IV TR. The course will identify issues related to misdiagnosing and oversimplifying client issues, particularly in light of gender, culture, and traumatic or chronic loss experiences and life stressors. An introduction to Counseling Wellness Models and Relational-Cultural Theory will be provided.

Upon completion of this course students will gain a basic understanding of:

1. How to distinguish between diagnoses and difficult reactions or responses to life issues and grief and loss events. Students will learn to consider the context of client issues when conceptualizing client cases.

2. Various major and common diagnoses including but not limited to common symptomatology, differential diagnosis, dual diagnosis, and multiple diagnoses. (CACREP II.K.2b.d.,5b.,7a.,b.,f., g., i.)

3. How to effectively utilize the DSM Multiaxial System within a multicultural, counseling context. (CACREP II.K.2b.d.,5b.7a.,b.,f., g., i.)

4. Relevant counseling interventions for work with people with common adjustment issues, such as divorce, grief and loss, adoption, substance abuse, eating disorders, substance abuse and dependence, or relationship loss.(CACREP II.K.2a.,b., c., d., f., 5a. b., c., d., 6a.,7f.g.h.)

Required Texts:

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Press.

Optional Supplemental Texts:

Spitzer, R. L., Gibbon, M., Skodol, A. E., Williams, J. B., & First, M. B. (2002). DSM-IV-TR casebook: A learning companion for the DSM; Fourth Edition. Washington, DC: American Psychiatric Press.

Zimmerman, M. (1994). Interview guide for evaluating DSM-IV psychiatric disorders and the mental status examination. East Greenwich, RI: Psych Products Press.

Erickson, K., & Kress, V. E. (2004). Beyond the DSM story: Ethical quandaries, challenges, and best practices. Thousand Oaks, CA: Sage Publications, Inc.

Course Format: As a co-facilitator in this learning process, you are expected to contribute to discussions and actively share ideas. Be prepared to voluntarily and actively discuss assigned readings–especially as they relate to your professional interests and experiences.

Communication with the University Professor/Supervisor: The most efficient manner to contact me is through email. This system may be used regularly to disseminate information and even stimulate discussion. Please make sure I have an up-to-date email address on file.

Office Hours: I will be available by appointment. You may feel free to drop by my office at any time; however, do not expect to be seen immediately unless you have a scheduled appointment. The most efficient manner to schedule an appointment is through email. (Email: tduffey@satx.)

Weather: In cases when weather is inclement, please call (210) 458-SNOW for information regarding University closures.

Cell Phones and Eating: PLEASE TURN OFF CELL PHONES and BEEPERS during class. Beverages are acceptable in class; however, please clean up when leaving.

Inclusive Learning: I wish to fully include persons with disabilities in this course. Please let me know, by the end of the third class, if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to fully participate. If for some reason you are having difficulty achieving the requirements of this course due to any disability addressed by the Americans with Disabilities Act, these needs can be addressed. In order for me to be able to make reasonable accommodations, you must contact the Learning Disability Service at (210) 458-2945 (Downtown Campus; BV 1.302) or (210) 458-4157 (1604 Campus; MS 2.03.18) to verify and request accommodations. This process usually takes some time, so please do not wait until the end of the semester to take action. Inform me as soon as possible regarding these issues.

Attendance Policy: Thank you for allowing me the privilege of working with you. Given the amount and frequency of in-class learning and the experiential in-class components, your attendance is critically important. Therefore, your regular attendance and active class participation are basic course requirements. They are critical to your successful completion of this course. Although it is possible to have two excused absences and possibly receive a grade of “A”; three or more absences will at the instructor’s discretion result in a grade at or below “B”. Being ten or more minutes late is considered tardy. Leaving early is also considered a “tardy”. Two tardies will be considered an absence. Students who are absent on exam days will not be allowed to take the exam at a later date unless they can document a medical or legal emergency, or a death of an immediate family member (i.e., spouse/partner, child, parent, sibling).

Student Code of Conduct: The University can best function and accomplish its objectives in an atmosphere of high ethical standards. All students are expected and encouraged to contribute to such an atmosphere in every way possible, especially by observing all accepted principles of academic honesty. It is recognized, however, that a large university will include a few students who do not understand, appreciate or practice these principles. Consequently, alleged cases of academic dishonesty involving UTSA students will inevitably occur.

Academic or scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Academic dishonesty is a violation of the Student Code of Conduct and is addressed below.

Scholastic Dishonesty: The integrity of a university degree depends on the integrity of the work done for that degree by each student. The University expects a student to maintain a high standard of individual honor in all scholastic work (see Rules and Regulations of the Board of Regents, Chapter VI, 3.(17)).

If a student is accused of academic dishonesty, the faculty member may initiate disciplinary proceedings through the Department Chair, the Dean of the college, and the Student Judicial Affairs Coordinator. As well this type of behavior will likely initiate a Fitness to Practice Evaluation Meeting with a committee of program professors.

Fitness to Practice: Most students understand that professors have a duty to the profession to gatekeep. In an oversimplified nutshell definition, gatekeeping means identifying problematic individuals that could potentially harm clients (Lumadue & Duffey, 1999). Academic counseling programs can provide many opportunities of personal growth through introspection and experiential courses. This class is experiential in nature and it will require you to be introspective. It is important for you to be very self-reflective regarding where you are emotionally at this time in your life as well as examine your motivation to pursue a degree in counseling. Ask yourself, “Would a class or a program like this be beneficial for me at this time?” If this is not the case, please speak to me about your concerns so we can determine the next most appropriate step.

You are expected to take the time to review the Department’s policy regarding fitness to practice. This policy, along with other useful information is located in your student handbook .

Course Requirements:

TENTATIVE Methods of Evaluation/Grading Formula:

1. Three examinations: (15 points each, total 45 points)

2. Class Presentation Projects (30 points) - Groups comprised of three to five persons will create and present a portfolio of specific diagnoses, or “cheat sheet” to share with class mates. Students will list diagnostic criteria and present ways that people could mis-diagnose clients or overlook developmental or adjustment issues. Keep issues of gender, culture, trauma and context in mind. Students may also select a movie or television character that depicts behaviors or relational patterns that illustrate these issues. Students may also use song lyrics or other creative interventions to illustrate their point.

3. Groups will also include 10 multiple choice questions to be contributed to a class designed Question and Answer test bank. Come up with ten multiple choice questions: fair, clear and succinct. We will review the questions in class to help you prepare for Quizzes.

Final course grades will be determined as follows:

Assignments Weighting

Quiz One 15 points

Quiz Two 15 points

Quiz Three 15 points

Group Project 30 points

Class Participation 15 points

Group Test Bank Questions 10 points

Total Possible Points 100 points

TENTATIVE GRADING SCALE

A = 90 to 100

B = 80 to 89

C = 70 to 79

D = 60 to 69

F = 60 or below

_____________________________________________________________________________

Tentative Class Schedule: This is a tentative class schedule. It will be modified as deemed appropriate by the instructor.

9/8/08 Introduction

Reading Assignment to be completed before next class:

DSM Use of the Manual (pp. 1-32);

Article: Reframing the DSM.

(CACREP II.K.2b.d.,5b.,7a.,b.,f., g., i.)

___________________________________________________________________________

9/15/08 Power Point Introduction to DSM

Guest Speaker

Reading Assignment to be completed before next class:

1. The DSM-IV-TR and Culture: Considerations for Counselors, by Kress, Eriksen, Rayle, & Ford.

2. The DSM and the Professional Counseling Identity: Bridging the Gap, by Eriksen & Kress.

3. Developing Counseling Objectives and Empowering Clients: A Strength-Based Intervention, by White.

(CACREP III.K.2b.d.,5b.,7a.,b.,f., g., i.)

_____________________________________________________________________________

9/29/08 Discussion of articles.

Reading Assignment to be completed before next class: DSM, pp. 39-134

(CACREP III.K.2b.d.,5b.,7a.,b.,f., g., i.)

_____________________________________________________________________________

10/6/08 Childhood Disorders 1

Reading Assignment to be completed before next class: DSM, pp. 297-344

(CACREP III.K.2b.d.,5b.,7a.,b.,f., g., i.)

_____________________________________________________________________________

10/13/08 Psychosis

Reading Assignment to be completed before next class: DSM, pp. 429-484

(CACREP III.K.2b.d.,5b.7a.,b.,f., g., i.)

_____________________________________________________________________________

10/20/08 PTSD/Anxiety/Phobias/Panic Attack

Reading Assignment to be completed before next class: DSM, pp. 345-428, 679-684

(CACREP III.K.2b.d.,5b.7a.,b.,f., g., i. and CACREP III.K.2a.,b., c., d., f., 5a. b., c., d., 6a.,7f.g.h.)

_____________________________________________________________________________

10/27/08 QUIZ 1, on Childhood Disorders, Psychosis, and PTSD/Anxiety/Phobias/Panic Attack.

Severe Mood Disorders/Adjustment Disorder (Contrast with aging, relationship issues, loss, etc.)

Reading Assignment to be completed before next class: DSM, pp. 685-730

__________________________________________________________________________

11/3/08 Personality Disorders

Reading Assignment to be completed before next class: DSM, pp. 191-271,

(CACREP II.K.2a.,b., c., d., f., 5a. b., c., d., 6a.,7f.g.h.)

_____________________________________________________________________________

11/10/08 QUIZ 2- Severe Mood Disorders, Adjustment Disorders, Personality Disorders

Substance Abuse/Addiction

Reading Assignment to be completed before next class: DSM, pp. 583-596, and posted articles.

(CACREP II.K.2b.d.,5b.7a.,b.,f., g., i.)

_____________________________________________________________________________

11/17/08 Eating Disorder/Love Addiction

Reading Assignment to be completed before next class: DSM, pp. 485-582

(CACREP II.K.2b.d.,5b.,7a.,b.,f., g., i.)

_____________________________________________________________________________

11/24/08 Somatic/Factitious/Sex & Gender/Dissociative/Other

(CACREP II.K.2b.d.,5b.,7a.,b.,f., g., i.)

_____________________________________________________________________________

12/1/08 QUIZ 3 on Substance Abuse/Addiction, Eating Disorder, Love Addiction, Somatic/Factitious/Sex & Gender/Dissociative.

(CACREP II.K.2b.d.,5b.,7a.,b.,f., g., i.)

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