Diagnosis and Treatment Planning in Counseling
COUN 622 – Diagnosis and Treatment Planning in Counseling
Department of Leadership and Counseling
Eastern Michigan University
Winter 2008
Instructor: Suzanne M. Dugger, Ed.D.
Office: John W. Porter Building, Suite 304
Phone: (734)-487-7120, ext. 2688
E-Mail: emudugger@
Meeting Time January 7 – April 28, 2008
and Location: Mondays 4:40 – 7:20 p.m.
214 Porter – EMU Main Campus
Office Hours: Mondays 10:00 a.m. – 4:00 p.m. (by appointment only)
Thursdays Noon – 4:00 p.m. (by appointment only)
Catalog Description: 3 semester hours
An opportunity for advanced students to make an intensive study/analysis of selected counseling cases to enhance assessment competencies in case description, problem appraisal, assessment, diagnostic classification, intervention strategies as well as case consultation and presentation skills.
Required Prerequisites: COUN 510
Statement of Purpose:
Regardless of the setting in which they work, counselors must have a working knowledge of diagnostic classification. Additionally, they need competencies in assessment/appraisal, in selecting effective treatment strategies, and in case presentation. These competencies not only enable students to work more effectively with clients, but also to work cooperatively with other mental health professionals. This course will introduce students to these issues.
Course Goals and Objectives:
The goals and objectives of this course are to:
1. Familiarize students with the rationale for using diagnosis and treatment planning in counseling and to provide an opportunity to explore professional controversies related to this;
2. Acquaint students with the relevant behaviors, symptoms, and etiologies of the major clinical syndromes and personality disorders;
3. Familiarize students with the use of the DSM-IV in guiding the formation of clinical hypotheses and the diagnosis of personality, developmental, and mental disorders;
4. Train students to research and select appropriate treatment strategies for use with clients diagnosed with mental disorders; and
5. Familiarize students with case presentation skills.
Required Textbooks:
1) American Psychiatric Association. (2000). Desk reference to the diagnostic criteria from DSM-IV-TR (1st ed.). Washington, DC: American Psychiatric Publishing.
OR
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). [Text Revision]. Washington, DC: Author.
2) Barlow, D.H. (2008). Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed.). New York: The Guilford Press. ISBN-10 # 1593855729
Evaluation Criteria:
Course Assignments:*
1. Attendance 10 points
Your attendance and participation in this course are essential to your ability to learn diagnosis and treatment planning. As such, absences will be penalized by 2 points per class session missed. An absence is defined as missing more than 30 minutes of any given class session. These points will be lost if you are more than 30 minutes tardy, leave more than 30 minutes early, or miss the entire class session. Missing more than 10 points for attendance will result in failure in this class.
2. Reading Assignment 10 points
For this assignment, you will be asked to carefully read Chapter 5 in the Barlow text and to bring notes, a vocabulary list, and specific questions to class on January 14.
DUE 1/14/08
3. Quizzes : 40 points
To demonstrate your understanding of course concepts and assigned readings, you will take 4 quizzes. These quizzes will be time-limited and administered via the eCompanion system.
DUE: 2/11/2008, 3/3/2008, 3/24/2008 and 4/7/2008
4. Treatment Plans: 50 points
To exhibit the ability to formulate evidence based treatment plans, you will be asked to develop two treatment plans.
DUE: 2/18/2008, 3/17/2008 and 4/14/2008
5. Case Studies 30 points
For this assignment, you will be assigned to a team. Your team will receive a case study and will be responsible for preparing a written case study in which you will make a multiaxial diagnosis for the client, writing a rationale for each diagnosis, and writing a treatment plan for the client.
UE: 3/10/2008 and 3/31/2008
6. Final Examination 40 points
A cumulative final examination will be administered. It will cover all readings and lecture notes previously assigned.
DUE 4/28/2008
Other Requirements:
1. Academic Honesty
All students are expected to demonstrate academic honesty. According to the Conduct Code and Judicial Structure for Students and Student Organizations,
Students are not to engage in any form of academic dishonesty including, but not limited to, plagiarism, alteration of records, substitution of another’s work representing it as the student’s own, and knowingly assisting another student in engaging in such activity. For purposes of this section, plagiarism is defined as the knowing use, without appropriate approval, of published materials, expressions, or works of another with intent to represent the material(s) as one’s own (Graduate Catalog, p. 281).
All students at the graduate level are expected to fully understand how to avoid plagiarism. Any student who plagiarizes, intentionally or unintentionally, or who engages in other forms of academic dishonesty will fail this course and may also be dismissed (expelled) from the Counseling Program and the University.
2. Professional and Ethical Behavior
Students are expected to behave in accordance with the Code of Ethics of the American Counseling Association. The penalty for unethical or unprofessional behavior will include failure in this course and may also include dismissal from the Counseling Program and the University.
Additional University Expectations and Regulations:
1. Classroom Conduct
Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the Office of Student Judicial Services (SJS) for discipline. Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular telephone, or talking while others are speaking. You may access the Code online at emich.edu/sjs.
2. Academic Integrity
Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you’re doing would be considered academic dishonesty, consult with the instructor.
3. Students with Disabilities
If you wish to be accommodated for your disability EMU Board of Regents policy #8.3 requires that you first register with the Access Services Office (ASO) in room 203 King Hall. You may contact ASO by telephone at (734) 487-2470. Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible.
Additional University Expectations and Regulations (continued):
4. F and J International Students
The Student Exchange Visitor Information System (SEVIS) requires F and J students to report the following to the Office of International Students, 229 King Hall within ten (10) days of the event:
• Changes in your name, local address, major field of study, or source of funding.
• Changes in your degree-completion date
• Changes in your degree-level (ex. Bachelors to Masters)
• Intent to transfer to another school
Prior permission from OIS is needed for the following:
• Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours
• Employment on or off-campus
• Registering for more than one ONLINE course per term (F-visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at 487-3116, not your instructor.
Grade Calculation:*
Assignment Point Value Due Date
1. Attendance 10 points Weekly
2. Reading Assignment 10 points 1/14/2008
3. Quiz 1 10 points 2/11/2008
4. Quiz 2 10 points 3/3/2008
5. Quiz 3 10 points 3/24/2008
6. Quiz 4 10 points 4/7/2008
7. Treatment Plan 1 10 points 2/18/2008
8. Treatment Plan 2 15 points 3/17/2008
9. Treatment Plan 3 25 points 4/14/2008
10. Case Study # 1 10 points 3/10/2008
11. Case Study # 2 20 points 3/31/2008
12. Final Examination 40 points 4/28/2008
Total 180 points
93% A
90% A-
87% B+
83% B
80% B-
77% C+
*Assumes no loss of points for academic dishonesty, attendance, participation, or professional and ethical behavior.
Tentative Course Outline:
|Week |Date |Topics |Readings* |Assignments |
|1 |1/7 |Orientation and Overview | | |
| | |The Changing Role of the Counselor | | |
| | |Rationale and History of Diagnosis | | |
|2 |1/14 |The Role of Diagnosis in Counseling |DSM-DR ix-50 |Reading Assignment |
| | |Introduction to the DSM-IV |DSM xxiii-xxxv | |
| | | |DSM 1-37 | |
| | | |Barlow – Chapter 5 | |
| |1/21 |No class – Martin Luther King, Jr. Day | | |
|3 |1/28 |Diagnosis of Mood Disorders – Part 1 |DSM-DR 167-208 | |
| | | |DSM 345-428 | |
|4 |2/4 |Diagnosis of Mood Disorders – Part 2 |DSM 752-753 | |
|5 |2/11 |Treatment of Mood Disorders |Barlow – Chapters 6-8 |Quiz 1 |
| | | |Barlow – Chapter 10 | |
|6 |2/18 |Diagnosis of Anxiety Disorders |DSM-DR 209-228 | |
| | | |DSM 429-484 | |
| |2/25 |No class – EMU Winter Recess |Barlow – Chapters 1-4 | |
|7 |3/3 |Treatment of Anxiety Disorders |Barlow – Chapters 1-4 |Quiz 2 |
|8 |3/10 |Diagnosis and Treatment of Schizophrenia and other |DSM-DR 153-166 |Case Study 1 |
| | |Psychotic Disorders |DSM 297-344 | |
| | | |Barlow – Chapter 11 | |
|9 |3/17 |Diagnosis and Treatment of Eating Disorders |DSM-DR 263-266 |Treatment Plan 1 |
| | | |DSM 583-596 | |
| | | |Barlow – Chapter 14 | |
|10 |3/24 |Diagnosis of Adjustment Disorders |DSM-DR 285-286 |Quiz 3 |
| | | |DSM 679-684 | |
|11 |3/31 |Diagnosis and Treatment of Substance Related Disorders |DSM-DR 105-152 |Case Study 2 |
| | | |DSM 191-223 | |
| | | |DSM 223-296 (skim) | |
| | | |Barlow – Chapters 12-13 | |
|12 |4/7 |Diagnosis of Childhood/Adolescent Disorders |DSM-DR 51-82 |Quiz 4 |
| | | |DSM 39-134 | |
|13 |4/14 |Diagnosis of Personality Disorders |DSM-DR 287-298 |Treatment Plan 2 |
| | | |DSM 685-730 | |
|14 |4/21 |Treatment of Borderline Personality Disorder |Barlow – Chapter 9 | |
|15 |4/28 |Final Examination | |Final Exam |
* All readings listed below should be completed by the date for which they are assigned. Additional required readings will be posted to the course website on a weekly basis.
DSM-DR = Desk reference to the diagnostic criteria from DSM-IV-TR
DSM = Diagnostic and statistical manual of mental disorders
Barlow = Clinical handbook of psychological disorders: A step-by-step treatment manual
Selected References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests. Journal of Counseling and Development, 70, 610-616.
Ancis, J.R., (2008). The complete women's psychotherapy treatment planner. New York: Wiley & Sons Publisher.
Antony, M.M., & Barlow, D.H. (Eds.). (2004). Handbook of assessment and treatment planning for psychological disorders. New York: The Guilford Press.
Asbahr, F. R., Castillo, A. R., Ito, L. M., Latorre, M. D. R. D., Moreira, M. N., Lotufo-Neto, F. (2005). Group cognitive-behavioral therapy versus sertraline for the treatment of children and adolescents with obsessive-compulsive disorder. Journal of American Child Adolescent Psychiatry, 44, 1128-1136.
Bardick, A. D. & Bernes, K. B. (2005). A closer examination of bipolar disorder in school-age children. Professional School Counseling, 9, 72-77.
Bardick, A. D., Bernes, K. B., McCulloch, A. R. M., Witko, K. D., Spriddle, J. W., & Roest, A. R. (2004). Eating disorder intervention, prevention, and treatment: Recommendations for school counselors. Professional School Counseling, 8, 168-175.
Barkley, R.A. (1998). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford Press.
Barth, R. P., Crea, T. M., John, K., Thoburn, J., & Quinton, D. (2005). Beyond attachment theory and therapy: Towards sensitive and evidence-based interventions with foster and adoptive families in distress. Child and Family Social Work, 10, 257-268.
Beamish, P. M. (2001). The use of DSM-IV in family counseling: Ethical considerations.
Beamish, P. M., Granello, D. H., & Belcastro, A. L. (2002). Treatment for panic disorder: practical guidelines. Journal of Mental Health Counseling, 24, 224-246.
Berghuis, D.J., & Jongsma, Jr., A.E. (2000). The severe and persistent mental illness treatment planner. New York: Wiley & Sons Publisher.
Bezchlibnyk-Butler, K.Z., & Jeffries, J.J. (Eds.). (2003). Clinical handbook of psychotropic drugs (13th ed.). Seattle, WA: Hogrefe & Huber.
Black, T. G. (2004). Psychotherapy and outcome research in PTSD: Understanding the challenges and complexities in the literature. Canadian Journal of Counseling, 38, 277-288.
Bockian, N.R., & Jongsma, Jr., A.E. (2001). The personality disorders treatment planner. New York: Wiley & Sons Publisher.
Bourne, E.J. (2000). The anxiety and phobia workbook (3rd ed.). Oakland, CA: New Harbinger Publications.
Boris, N. W., Zeanah, C. H., Bernet, W., Bukstein, O. G., Arnold, V., Beitchman, J. et al. (2005). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder of infancy and early childhood. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 1206-1219.
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Dallam, S. J. (2001). Crisis or creation? A systematic examination of "false memory syndrome." Journal of Child Sexual Abuse, 9, 9-36.
Dattilio, F.M., & Jongsma, Jr., A.E. (2000). The family therapy treatment planner. New York: Wiley & Sons Publisher.
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Drummond, E. (2000). The complete guide to psychiatric drugs: Straight talk for best results. New York: John Wiley & Sons.
Drummond, R.J. (2003). Appraisal procedures for counselors and helping professionals (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Empfield, M., & Bakalar, N. (2001). Understanding teenage depression: A guide to diagnosis, treatment, and management. New York: Henry Holt and Co., LLC.
Erickson, M.T. (1998). Behavior disorders of children and adolescents: Assessment,
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Evosevich, J.M., & Avriette, M. (1999). The gay and lesbian psychotherapy treatment planner. New York: Wiley & Sons Publisher.
Farley, S.E., Adams J. S., Lutton, M.E. & Scoville, C. (2005). What are effective
treatments for oppositional and defiant behaviors in preadolescents? Journal of Family Practice, 54, 162-3.
Fisak, B. J., Oliveros, A., & Ehrenreich, J.T. (2006). Assessment and behavioral treatment of selective mutism. Clinical Case Studies, 5, 382-402.
Fischer, J., & Corcoran, K. (2000). Measures for clinical practice: A source book. Volume 1: Couples, families and children (3rd ed.). New York: The Free Press.
Fischer, J., & Corcoran, K. (2000). Measures for clinical practice: A source book. Volume 2: Adults (3rd ed.). New York: The Free Press.
Flick, G.L. (1998). ADD/ADHD behavior-change resource kit. West Nyack, NY: Center
for Applied Research in Education.
Fong, M. L., & Silien, K. A. (1999). Assessment and diagnosis of "DSM-IV" anxiety disorders. Journal of Counseling & Development, 77, 209-217.
Frazer, D.W., & Jongsma, Jr., A.E. (1999). The older adult psychotherapy treatment planner. New York: Wiley & Sons Publisher.
Fraser, S. (Ed.). (1995). The bell curve wars: Race, intelligence, and the future of America. New York, NY: Basic Books.
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Geroski, A. M., Rodgers, K. A., Breen, & D. T. (1997). Using the DSM-IV to enhance collaboration among school counselors, clinical counselors, and primary care physicians. Journal of Counseling & Development, 75, 231-239.
Gould, S.J. (1996). The mismeasure of man (Revised ed.). New York: W.W. Norton.
Graham, J.R. (1999). MMPI-2: Assessing personality and psychopathology (3rd ed.). New York: Oxford University Press.
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Hall, A. S., & Gushee, A. G. (2000). Diagnosis and treatment with attention deficit hyperactive youth: Mental health consultation with school counselors. Journal of Mental Health Counseling, 22, 295-305.
Helkowski, C., Stout, C.E., & Jongsma, Jr., A.E. (2004). The college student counseling treatment planner. New York: Wiley & Sons Publisher.
Hill, C. L., & Ridley, C. R. (2001). Diagnostic decision making: Do counselors delay final judgments? Journal of Counseling & Development, 79, 98-104.
Hodges, S. (2003). Borderline personality disorder and posttraumatic stress disorder: Time for integration? Journal of Counseling & Development, 81, 409-417.
Hofman, S.G. (2004). Cognitive mediation of treatment change in social phobia. Journal of Consulting and Clinical Psychology, 72, 392-399.
Holmes, G. E., & Stalling, J. E. (2001). Alternatives to the DSM-IV-TR for multicultural counseling: some preliminary concerns.
Hood, A.B., & Johnson, R.W. (2002). Assessment in counseling: A guide to the use of psychological assessment procedures (3rd ed.). Alexandria, VA: American Counseling Association.
House, A.E. (2002). DSM-IV diagnosis in the schools (Revised Ed.). New York: Guilford Press.
Ivey, A.E., & Ivey, M.B. (1998). Reframing DSM-IV: Positive strategies from developmental counseling and therapy. Journal of Counseling and Development, 76, 334-350.
Ivey, A., & Ivey, M. B. (1999). Toward a developmental diagnostic and statistical manual: The vitality of a contextual framework. Journal of Counseling & Development, 77, 484-490.
Jellinek, Michael S. ; McDermott, John F. (2004). Formulation: Putting the diagnosis into a therapeutic context and treatment plan. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 913-916
Johnson, S.L. (1997). Therapist’s guide to clinical intervention: The 1-2-3’s of treatment planning. San Diego, CA: Academic Press.
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Jongsma, Jr., A.E., Peterson, L.M., McInnis, W.P., Bruce, T.J. (2006). The adolescent psychotherapy treatment planner (4th ed). New York: Wiley & Sons Publisher.
Jongsma, Jr., A.E., Peterson, L.M., McInnis, W.P., Bruce, T.J. (2006). The child psychotherapy treatment planner (4th ed.). New York: Wiley & Sons Publisher.
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Klott, J. (2006). The co-occurring disorders treatment planner. New York: Wiley & Sons Publisher.
Klott, J., & Jongsma, Jr., A.E. (2004). The suicide and homicide risk assessment & prevention treatment planner. New York: Wiley & Sons Publisher.
Kok, J.R., & Jongsma, Jr., A.E. (1998). The pastoral counseling treatment planner. New York: Wiley & Sons Publisher.
Kolski, T.D., Avriette, M., & Jongsma, Jr., A.E., (2001). The crisis counseling and traumatic events treatment planner. New York: Wiley & Sons Publisher.
Kress, V. E. W. (2003). Self-Injurious behaviors: Assessment and diagnosis. Journal of Counseling & Development, 81, 490-496.
Kress, V. E. W., Eriksen, K. P., Rayle, A. D., & Ford, S. J. W. (2005). The DSM-IV-TR and culture: Considerations for counselors. Journal of Counseling and Development, 83, 97-104.
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Paleg, K., & Jongsma, Jr., A.E. (2005). The group therapy treatment planner (2nd ed.). New York: Wiley & Sons Publisher.
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