University of Southern California School of Social Work



University of Southern California School of Social Work

Sowk 605

Human Behavior in Mental health Settings

FALL 2008

Instructor: Bonnie Goldstein, Ph.D.

Telephone: (310) 475-2323

Office hours: TBA

E-mail: bgoldstein613@

Location MRF 303

Time: Tuesday 8:00-10:50am

I. Course Description

This 3-hour course builds on the content from the human behavior courses from the first year including social learning, psychodynamic, trauma, stress and coping, and neurobiology to help explain the mental health functioning of individuals seen in the mental health service system. Theories are expanded and deepened with a particular emphasis on the problems encountered in urban multicultural environments.

II. Course Objectives

Specific course objectives are to enable mental health students to:

1. Identify and apply the major theoretical perspectives that explain the mental health functioning of individuals with an emphasis on those in urban multicultural environments. These theories exist within a biopsychosocial framework that emphasizes the interactive and reciprocal functioning of biology and the environment.

2. Identify the major syndromes most commonly encountered in mental health settings and the theories which help to explain them.

3. In keeping with the social work perspective of person-in-environment, identify the individual, family and environmental components that contribute to the enhancement of positive mental health and those which put people at risk for mental health problems.

4. Understand the influence of demographic factors including age, gender, ethnic/racial heritage, socioeconomic status, sexual orientation, and religious preference on mental health functioning and how they may impact the development of or protect against mental health problems.

5. Understand the interrelationship between oppression, disempowerment, and mental health problems.

6. Understand the way in which explanatory theories of mental health and illness change and are influenced by research findings.

7. Understand the way in which explanatory theories of mental health functioning are influenced by both individual and societal values.

III. Course Format

Format of the class will primarily be didactic and interactive. Students are expected to come to class prepared to discuss the material and are encouraged to share brief, relevant, clinical experiences. Appropriate videos and case vignettes will be used to illustrate class content.

IV. Course Evaluation and Grading

All students are expected to regularly attend class and be on time. A student with more than two unexcused absences during the course of this class may receive a no credit. A student who is tardy three or more times to class may receive a grade of no credit. If a student receives a no credit grade in this seminar, they will be required to repeat this class.

Class grades will be based on the following:

3.85 – 4 A

3.60 – 3.84 A-

3.25 – 3.59 B+

2.90 – 3.24 B

2.60 – 2.87 B-

2.25 – 2.50 C+

1.90 – 2.24 C

Final Grade:

93 – 100 A

90 – 92 A-

87 – 89 B+

83 – 86 B

80 – 82 B-

77 – 79 C+

73 – 76 C

70 – 72 C-

Attendance Policy

Students are expected to attend every class and to remain in class for the duration of the session. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by telephone or email of an anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

VI. Course Expectations and Guidelines

Mid-term exam 40%

Final assignment 50%

Class participation/presentations 10%

(includes attendance and tardiness)

Mid-term exam: This one-hour exam will focus on the first unit of the course. Details tba. This exam relates to course objectives #1, 3, 4, 5, 6, and 7. Objective #2 is addressed to a lesser extent and focused upon primarily in units 2 and 3, after the mid- term.

Final assignment: The final assignment is designed to help students apply the theoretical knowledge learned in this course to real practice situations. The student will be asked to analyze a client’s biopsychosocial situation from various theoretical perspectives, with a short intervention section that follows logically from the theoretical perspectives chosen. A detailed description of the assignment will be handed out in class after the mid-term exam. The final assignment addresses all of the objectives; #2 is now given special emphasis.

Chapter Presentation: Students each select one chapter to overview, from the readings.

Late Assignments: Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected.

Incompletes: A final grade of incomplete can only be given under extreme circumstance (as stated by university policy).

VII. Required Textbooks

Applegate, J. and Shapiro, J. (2005). Neurobiology for Clinical Social Work: theory and practice. New York: W.W. Norton and Co.

Berzoff, J; Flanagan, L.M.; and Hertz, P. (2008). Inside Out and Outside In. 2nd edition.

Northvale, N.J: Jason Aronson.

Cozolino, L. (2002). The Neuroscience of Psychotherapy. New York: W.W. Norton

St. Clair, M. (2004). Object Relations and Self Psychology: An Introduction. 4th edition. Ontario, Canada: Thomson: Brooks/Cole Publishing Co.

Optional Textbooks

Goldstein, E. (2001). Object Relations Theory and Self Psychology in Social Work Practice. New Jersey: Free Press.

Solomon, M. and Siegel, D. (eds.) (2003). Healing Trauma: attachment, mind, body, and brain. New York: W.W. Norton and Co.

Books have been placed on reserve in Leavey Library. All required articles can be accessed thru ARES.

ACADEMIC ACCOMMODATIONS

A student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

IX. EMERGENCY RESPONSE INFORMATION

To receive information, call main number (213)740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-9233

Or visit university website;

If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation.

University Park Campus City Center

MRF – Lot B Front of the building (12th & Olive)

SWC – Lot B Orange County Campus

WPH – McCarthy Quad Faculty Parking Lot

VKC – McCarthy Quad Skirball Campus

Front of building

Do not re-enter the building until given the “all clear” by emergency personnel.

Course OUtline

PART 1

EXPLANATORY THEORIES OF EMOTIONAL DISORDERS

Person-in-environment perspective informs various theoretical perspectives.

August 26th: Review of theories from first year as they apply to this course

CLASSICAL FREUD, EGO PSYCHOLOGY, SOCIAL LEARNING, and

COGNITIVE BEHAVIORAL THEORIES

Required Reading

Berzoff, et. al: Chapters 1-5: Freud and Erikson (review as needed)

St. Clair: Chapter 2: The Freudian starting point (review as needed)

or Goldstein

Course objectives: This session relates to course objectives 1, 4, 5, 6, 7

September 2nd:

STRESS AND COPING THEORY

POSTTRAUMATIC GROWTH THEORY

• Short and Long-term consequences of stress on health and social functioning

• Cognitive and emotional resiliency factors in children, adolescents and adults

Required Reading

Harvard Mental Health Letter. (2002). The mind and the immune system Part 1. 18. 10. 1-3.

Reynolds, L; O’Koon, J; Papademetriou, E; Szczgiel, S; and Grant, K.

(2001). Stress and somatic complaints in low-income urban adolescents.

Journal of Youth and Adolescence. 30. 4. 499-512.

Tedeschi, R; Park, C; and Calhoun, L. (1998). Posttraumatic growth: conceptual issues. In Posttraumatic Growth: Positive Changes in the Aftermath of Crises. (eds.) Tedeschi, R; Park, C; and Calhoun, L .New Jersey: Lawrence Erlbaum Associates. Chapter 1; 11-22.

Suggested Reading

Bremner, J.D. (2002). Does Stress Damage the Brain? New York: W.W. Norton.

Carver, C. (1998). Resilience and thriving: issues, models, and linkages.

Journal of Social Issues. 54(2). 245-266.

Turk, D. (1996). Cognitive factors in chronic pain and disability. in Dobson, K. and Craig, K. (eds.) Advances in Cognitive-Behavioral Therapy. Thousand Oaks, CA: Sage Publications. 83-115.

Course objectives: This session relates to course objectives #1, 3, 4, 5, and 7.

September 9th

BIOLOGICAL, PSYCHOSOCIAL, and FEMINIST THEORIES

Video: Secrets of the Mind: Nova

• How the brain works and impacts behavior

• Understanding the impact of diversity on mental health and illness:

A further look at culture, ethnicity, class, and sexual orientation

Required Reading

Applegate and Shapiro: chapters 1-2 (The Brain)

Berzoff, et. al: chapters 10, 11: Gender, race, and culture

Cozolino, L. Multiple memory systems in psychotherapy. The Neuroscience of Psychotherapy. New York: WW. Norton Chapter 5.

Lee, R. and Balick, M. (2003). Stealing the soul, soumwahu en naniak, and susto: understanding culturally-specific illnesses, their origins and treatment. Alternative Therapies in Health and Medicine. 9(1). 106-111.

Mays, V. and Cochran, S. (2001). Mental health correlates of perceived discrimination among lesbian, gay, and bisexual adults in the United States.

American Journal of Public Health. 91(11). 1869.

Suggested Reading:

Barnard, A. (2007). Providing psychiatric mental health Care for Native Americans: lessons learned by a non-Native American PMHNP. Journal of Psychosocial Nursing & Mental Health Services. Thorofare. 45.(5). 30-35.

Greenberg, D. and Brom, D. (2001). Nocturnal hallucinations in ultra-orthodox Jewish Israeli men. Psychiatry. 64. (1). 81-90.

Johnson, H. (2004). Fundamentals of neuroscience. Psyche and Synapse: expanding worlds. Deerfield Valley Publishing Co: MA Part 11.

LeVay, S. (1994). So full of shapes is fancy. The Sexual Brain. Mass: MIT

Press. chapter 12.105-130. (others as interested) (classic)

Phillips, M. (1998). The transformation of China’s mental health services.

The China Journal. 19(39). 1-36.

Siegel, D. (1999). The Developing Mind. New York: Guilford Press.

Whitsett, D. and Whitsett, D. (1996). Anti-Black racism and its consequences: a self psychology/object relations perspective. Journal of Analytic Social Work. 3. 4. 61-81.

Course objectives: This session relates to course objectives #1, 3, 4, 5, 6, and 7.

September 16th

THE DEVELOPMENTAL PERSPECTIVE

• Interface between neuroscience and psychological research

• The Psychobiology of Psychopathology

• Affect Regulation as a unifying principle

• Attachment Theory: links to childhood and adult disorders

Required Reading

Applegate and Shapiro: chapters 3-5 (Affect and Attachment)

Berzoff, et. al: chapter 8: Attachment Theory

Brandell, J. and Rangell, S. (2004). Psychodynamic perspectives on relationship: implications of new findings from human attachment and the neurosciences for social work education. Families in Society. Oct-Dec. 85. (4). 549-556.

Cozolino, L. (2002). The interpersonal sculpting of the social brain. The Neuroscience of Psychotherapy. New York: WW. Norton. ch. 9.

Glaser, D. (2000). Child abuse and neglect and the brain – a review.

Jl. of Child Psychology and Psychiatry. 41. (1). 97-116.

Schore, J. and Schore, A. (2008). Modern attachment theory: the central role of affect regulation in development and treatment. Clinical Social Work Journal. 36(1). 9-20.

Suggested Readings

Amini, F; Lewis, T; Lannon, R; Louie, A; Baumbacher, G; McGuinness,

T; Schiff, E.Z. (1996). Affect, attachment, memory: contributions toward

psychobiologic integration. Psychiatry. 59. 213-239. (excellent)

Badenoch, B. (2008). Chapter 2: Being a brain-wise therapist and Chapter 5: Attaching. In Being a brain-wise therapist. W.W. Norton.

Brisch, K.H. (2002). Treating Attachment Disorders. Section 1 and 11.

Cicchetti, D. and Toth S. (1995). A developmental psychopathology per-

spective on child abuse and neglect. Journal of the American Academy of Child and Adolescent Psychiatry. 34. May 541-565.

Cozolino, L. (2002). Laterality: one brain or two? The Neuroscience of Psychotherapy. New York: WW. Norton. Chapter 6.

Karr-Morse, R. and Wiley, M. (1997). Ghosts from the Nursery: Tracing the Roots of Violence. New York: Atlantic Monthly Press.

Lyons-Ruth, K. and Block, D. (1996). The disturbed caregiving system:

relations among childhood trauma, maternal caregiving, and infant affect

and attachment. Infant Mental Health. 17. 3. 257-275.

Siegel, D. (1999). The Developing Mind. New York: Guilford Press. Chapter 1: Introduction: Mind, brain, and experience.

van der Kolk, B. and Fisler, R. (1994). Childhood abuse and neglect and loss of self-regulation. Bulletin of the Menninger Clinic. 58.

Course objectives: This session addresses course objectives #1, 2, 3, 4, and 6.

September 23rd and 30th (Alternate Format Class Sept. 30th, Rosh Hashanna)

CURRENT PSYCHOANALYTIC THEORY

Object Relations, Self Psychology, and the Relational School

• Optimal development arises within an empathic, attuned, parent-child

dyadic system.

• Results of misattunement seen in learning difficulties, anxious and

depressed children, adolescents, and adults

• The intergenerational transmission of attachment problems

Required Reading

Applegate and Shapiro: chapter 6 (Vulnerable dyads)

Berzoff, et. al: Chapters 6, 7, 9

Object Relations, Self Psychology, Relational theory

St. Clair: Chapter 3: Melanie Klein; Chapter 6: Margaret Mahler;

Chapter 10: Integrated Relational Model (these chapters overlap with Berzoff so read at your discretion)

Banai, E; Shaver, P; and Mikulincer, M. (2005). “Selfobject” needs in Kohut’s

Self Psychology. Psychoanalytic Psychology. 22. (2). 224-259.

Kohut, H. and Wolf, E. (1978). Disorders of the self and their treatment: an outline. International Journal of Psychoanalysis. 59. 413-425 (classic)

Course objectives: This session relates to course objectives #1, 3, 5, and 7.

PART 2

SYMPTOMATOLOGY

October 7th: mid-term first hour of class

The mid-term exam will cover the theories in Part 1 of the course.

It will therefore address course objectives #1, 3-7.

DISORDERS OF CHILDHOOD

The Autistic Spectrum, Learning Disabilities, and Externalizing Disorders

Required Reading

Applegate and Shapiro: chapter 7: Infant Mental Health

Berzoff, et. al: chapter 12: From theory to practice

Burt, A; Krueger, R; McGue, M; and Iacono, W. (2003). Parent-child conflict and the comorbidity among childhood externalizing disorders. Archives of General Psychiatry. 60. (5). 505-513.

Schore, A. (2003). Early relational trauma, disorganized attachment, and the

development of a predisposition to violence. in Solomon, M. and Siegel, D.

Healing Trauma. New York: WWW. Norton. Chapter 3, page 107

Nash, M. (2002). The Secrets of Autism. Time. May issue. 48-56.

Suggested Reading

Baron-Cohen, S; Tager-Flusberg, H; and Cohen, Donald. (2000). Understanding Other Minds. New York: Oxford University Press.

Brisch, K.H. (2002). Attachment disorders in school-age children: school phobias, underachievement, aggressiveness. Treating Attachment Disorders: From Theory to Therapy. New York: Guilford Press. 163-176.

Gorman, C. (2003) The new science of dyslexia. Time. July 28th. 52-59.

Johnson, H. (2004). Child and adult development. Psyche and Synapse: expanding worlds. Deerfield Valley Publishing Co: MA Part 111.

Pennington, B. (2002). Disorders of action regulation. In The Development

of Psychopathology: Nature and Nurture. Chapter 4. 162-194. (ADHD and

Conduct Disorder).

Course objectives: This session address course objectives 2, 3, and 6.

October 14th

MOOD DISORDERS and RELATED CLINICAL PHENOMENA

Unipolar and Bipolar Disorders, Suicidality, Bereavement

Required Reading

Berzoff, et. al: Chapter 15: Depression

St. Clair: Chapter 5: D.W. Winnicott

Harvard Mental Health Letter. (2002). Depression in children – part 1. 18(8). 1-3

Suggested Reading

Brisch, K.H. (2002). Attachment disorders in adults: Depressive Symptoms and Depression in Old Age. Treating Attachment Disorders. 208-213, 231.

Deitz, J. (1991). The psychodynamics and psychotherapy of depression:

contrasting the self psychological and the classical psychoanalytic perspectives. American Jl. of Psychoanalysis. 51. 1. 61-70.

Duke, P; and Hochman, G. (1992). A Brilliant Madness. New York:

Bantam Books.

Harvard Mental Health Letter. (2007). Bipolar disorder in children. 23(11). 1-3.

Kiefer, L. (1990). Learned helplessness: a factor in women's depression.

Affilia. 5. 1. 21-31.

Land, H. and Hudson, S. (2004). Stress, coping, and depressive symptomatology

in Latina and Anglo AIDS caregivers. Psychology and Health. 19. (5). 643-666.

Mui, A. (1996). Depression among elderly Chinese immigrants: an exploratory study. Social Work. 41. 6. 633-644.

Siever, L. (1997). The New View of Self. chapters 1,2,4. (Depression, Suicide)

Whybrow, P. (1997). The legacy of the lizard. The anatomy of the emotional brain. A Mood Apart. New York: Harper Perennial. other chapters also recommended.

Zayas, L; Caplan. C; Turner, S; Romano, K; and Gonzales-Ramos, G.

(2000). Understanding suicide attempts by adolescent Hispanic females.

Social Work. 45. 53-63.

Course objectives: This session relates to course objectives #2, 3, 4, 5, 6, and 7.

October 21st and 28th

TRAUMA, PTSD, and DISSOCIATIVE DISORDERS

Neurobiological and biopsychological paradigms

Video: The Psychological Residuals of Slavery (Depicts the long-range effects of slavery on mood and functioning)

Required Reading

Berzoff, et. al: chapter 17: Trauma theory

Cozolino, L. (2002). Multiple memory systems in psychotherapy. The Neuroscience of Psychotherapy. New York: WW. Norton. ch. 5. 84-104.

Cozolino, L. (2002). The impact of trauma on the brain. Ch. 12.

St. Clair: Chapter 4: W.R.D. Fairbairn

Degruy Leary, J. (2005). Post Traumatic Slave Syndrome. Uptone Press. Portland, OR. Chapter 4: Post Traumatic Slave Syndrome. P. 114.

Perry, B. and Szalavitz, M. (2007). The Boy Who Was Raised as a Dog.

New York: Basic Books. (any chapter you like).

Siegel, D. (2003). An interpersonal neurobiology of psychotherapy: the developing mind and the resolution of trauma. In Healing Trauma. (eds.) Solomon, M. and Siegel, D. New York: W.W. Norton. chapter 1.

van der Kolk, B. (2003). Postraumatic stress disorder and the nature of trauma. in Healing Trauma. Chapter 4, page 168.

Suggested Reading

Bremner, J.D. and Marmar, C. (eds.) Trauma, Memory, and Dissociation.

(1998). Washington, D.C: American Pscyhiatric Press.

Herman, J.L. (1992). Trauma and Recovery. New York: Basic Books.

Kisiel, C. and Lyons, J. (2001). Dissociation as a mediator of psychopathology among sexually abused children and adolescents. American Journal of Psychiatry. 158. 1034-1039.

Liotti, G. (1992). Disorganized/disoriented attachment in the etiology of

the dissociative disorders. Dissociation. 4. 196-204. (classic)

Rothschild, B. (2000). The Body Remembers: The Psychophysiology of

Trauma and Trauma Treatment. New York: W.W. Norton & Co.

Ryan, R. (1994). Posttraumatic stress disorder in persons with developmental disabilities. Community Mental Health Jl. 30. 1. 45-54.

Siegel, D. (1996). Cognition, memory, and dissociation. Child and Adolescent Psychiatric Clinics of North America. 5. (2). 509-535.

Silove, D. (1998). Is posttraumatic stress disorder an overlearned survival

response? An evolutionary-learning hypothesis. Psychiatry. 61. 2.

181-190.

Solomon, M. and Siegel, D. (eds.) Healing Trauma. New York: Norton

Terr, L. (1991). Childhood traumas: an outline and overview. American

Jl. of Psychiatry. 148. 1. 10-20. (classic)

van der Kolk, B. (1996). The black hole of trauma. in van der Kolk, B; McFarlane, A; and Weisaeth, L. (eds.) Traumatic Stress. New York: Guilford Press. chapter 1: 3-23.

van der Kolk, B. (1996). The body keeps the score. in Traumatic Stress.

chapter 10: 214-242.

van der Kolk, B; Pelcovitz, D; Roth, S; Mandel, F; McFarlane, A; Herman, J. (1996). Dissociation, somatization, and affect dysregulation: the complexity of adaptation to trauma. American Jl. of Psychiatry. 153. 7. 83-93.

Course objectives: This session relates to all course objectives #1-6

November 4th

ANXIETY DISORDERS (Anxiety, Phobias, Obsessions/Compulsions, School Phobias and other anxiety disorders in children)

Required Reading

Berzoff, et. al: Chapter 16: Anxiety and its manifestations

Cozolino, L. (2002). The anxious and fearful brain. P. 235-245.

Mahoney, D. (2000). Panic disorder and self states. Clinical Social Work

Journal. 28. 2. 197-212.

Suggested Reading

Brisch, K.H. (2002). Attachment Disorders in Adults: Panic and Agoraphobia. Treating Attachment Disorders. 198-207.

Pennington, B. (2002). Disorders of action regulation. In The Development of Psychopathology: Nature and Nurture. Chapter 4. 194-207: OCD and Tourettes Syndrome.

Waska, R. (2001). Schizoid anxiety: a reappraisal of the manic defense

position. American Jl. of Psychotherapy. 55. 1.

Course objectives: This session relates to course objectives # 1-6

November 11th

PERSONALITY DISORDERS

Required Reading

Berzoff, et. al: Chapters 14: Personality Disorders

Cozolino, L. (2002). The self in exile: narcissism and pathological caretaking.

The Neuroscience of Psychotherapy. Chapter 10.

Goldstein: Chapters 3-5 (if you haven’t read them)

St. Clair: Chapter 8: Kernberg; Chapter 9: Kohut

Millon, T. (2000). Personality Disorders in Modern Life. Hoboken, N.J: John Wiley & Sons. The interpersonal perspective; focus on culture. 38-43; and Sociocultural influences (poverty, etc.) 112-116.

Widiger, T. (2000). Gender bias in the diagnosis of personality disorders. Harvard Mental Health Letter. 16. (10). 5-7.

Suggested Reading

Brisch, K.H. (2002). Attachment disorders in adults; Narcissistic and

Borderline Disorders. Treating Attachment Disorders. 214-225.

Harvard Mental Health Letter. (2004). Narcissism & self-esteem. 20.(8).

Miller, S.G. (1996). Borderline personality disorder in cultural context.

Psychiatry. 59. 2. 193.

Schore, A. (1994). in Affect Regulation and the Origin of the Self.

Hillsdale, N.J: Lawrence Erlbaum Publishing Co.

Chapter 31: Developmental psychopathology of personality disorders

Chapter 33: Psychotherapy of developmental disorders.

Miller, A. (1986). Depression and grandiosity as related forms of nar-

cissistic disturbance. in A. Morrison (ed.) Essential Papers on Narcissism.

New York: New York University Press. 323-347 (classic)

Vaillant, G. (1992). The beginning of wisdom is never calling a patient a

borderline. Jl. of Psychotherapy Practice and Research. 1. 2. 117-134.

Course objectives: This session relates to course objectives # 1-6

November 18th

SCHIZOPHRENIAS, Severely and Persistently Mentally Ill (SPMI), and PARANOID STATES

Required Reading

Berzoff, et. al: Chapter 13: Psychoses

Harvard Mental Health Letter. (1999). Schizophrenia and the brain: Parts 1 & 2. 15. (11, 12) Boston, Mass: Harvard Health Publications.

Suggested Reading

Siever, L. (1997). The New View of Self. chapter 5: Crossing reality at an

angle.

Terkelsen, K. (1987). The meaning of mental illness to the family. In Families of the Mentally Ill: Coping and Adaptation. (eds.) Hatfield, A. and Lefley, H. New York: Guilford Press.

Course objectives: This session relates to course objectives # 1-6

PART 3

SPECIAL TOPICS

Family processes in a complex urban environment

November 25th (Guest Lecturer)

DOMESTIC VIOLENCE

• The family as a holding environment

• Biological, psychological, and social effects of domestic violence on children,

adolescents, and adults

Required Reading

Bartholemew, K; Henderson, A. and Dutton, D. (2001). Insecure attach-

ment and abusive intimate relationships. In Adult Attachment and Couple

Psychotherapy. in C. Clulow (ed.) England: Brunner-Routledge.

Hosser, D; Raddatz, S; and Windzio, M. (2007). Child Maltreatment, Revictimization, and Violent Behavior. Violence and Victims. 22. (3). 318-333.

Karr-Morse, R. and Wiley, M. (1997). The hand that rocks. Ghosts from the Nursery. New York: Atlantic Monthly Press. chapter 8: (classic)

Keenan-Miller, D. and Hammen, C. (2007). Adolescent psychosocial risk factors for severe intimate partner violence in young adulthood. Journal of Consulting and Clinical Psychology. 75. (3). 456-463.

Suggested Reading

Davies, J.M. and Frawley, M.C. (1994). Treating the Adult Survivor of

Childhood Sexual Abuse: A Psychoanalytic Perspective. New York: Basic.

Dutton, D. (2007). Female intimate partner violence and developmental

trajectories of abusive females. International Journal of Men’s Health.

6. (1). 54-70.

Herrenkohl, T; Kosterman, R; Mason, W.A; and Hawkins, J.D. (2007).

Youth violence trajectories and proximal characteristics of intimate partner

  violence. 22. (3). 259-264, 266-274.

Iacoboni, M. (2008). Mirroring People. New York: Farrar, Straus and Giroux.

204-210 on violence and the media.

Lalich, J. (1997) Dominance and submission: the psychosexual exploitation of women in cults. Cultic Studies Journal. 14 1. 4-21.

Perry, B. (2002). Childhood experience and the expression of genetic potential: what childhood neglect tells us about nature and nurture. Brain and Mind. 3. 79-100.

Waldinger, R. and Toth, S. (2001). Maltreatment and internal representations of relationships: Core relationship themes in the narratives of abused and neglected preschoolers. Social Development. 10. 1. 41-58.

Course objectives: This session relates to course objectives #2-7

December 2nd (Closing Session/in Class Breakfast/Party)

ALCOHOLISM, DRUG ADDICTION, AND EATING DISORDERS

• Why adolescents are at particular risk

• Adolescent risk factors

• Mediating variables: family/school/community collaboration

Required Reading

Budd, G. (2007). Disordered eating: young women's search for control and connection. Jl. of Child and Adolescent Psychiatric Nursing. 20. (2). 96-106.

Farber, S. (2008). Traumatic attachment and dissociation in self-harm (eating disorders and self-mutilation). Clinical Social Work Journal. 36(1). 63-72.

Johnson, H. (2004). Substance abuse and addictions. Psyche and Synapse: expanding worlds. Greenfield, MA: Deerfield Publishing Co. chapter 28.

Suggested Reading

Bachar, E. (1998). The contributions of self psychology to the treatment

of anorexia and bulimia. American Jl. of Psychotherapy. 52. 2. P.147.

Bradley, S. (2000). Externalizing disorders: the disruptive behavior disorders. Affect Regulation and the Development of Psychopathology. chapter 10.

Brisch, K.H. (2002). Attachment disorders in adolescence: addictive disorders. Treating Attachment Disorders. 177-182.

Farber, S; Tabin, J; Jackson, C; and Bachar, E. (2007). Death and annihilation

anxieties in anorexia nervosa, bulimia, and self-mutilation. Psychoanalytic

Psychology. 24. (2). 289-305.

Hofler, D.Z. and Kooyman, M. (1996). Attachment transition, addiction and therapeutic bonding – an integrative approach. Jl. of Substance Abuse Treatment. 13. 6. 511-519.

Iacoboni, M. (2008). Mirroring People. New York: Farrar, Straus and Giroux.

414-218 on addiction.

Pelletier, L. and Dion, S. (2007). An examination of general and specific

motivational mechanisms for the relations between body dissatisfaction and

eating behaviors. Journal of social and clinical psychology. 26. (3). 303-333.

Course objectives: This session relates to course objectives #2-7

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