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Master of Social Work Program Department of Sociology, Social Work, & Anthropology Course Syllabus

Social Work 6700 Advanced Generalist Social Work Practice I: Social Work Theory & DSM-5 Diagnosis Credit Hours:

3.0

Semester:

Summer 2016

Pre-requisite:

MSW Program Admission; Completion of all Foundation coursework with 3.0 average and no “D” credit

Location/Time:

Brigham City Campus Tuesday, 8:00 – 10:30 p.m.

Instructor: Office: Email: Phone:

C.J. Sorenson, MSW, LCSW Brigham City Campus, D206 [email protected] *Available via e-mail at any time* Office: (435) 919-1282 Cell: (801) 599-5406 Fax: (435) 919-1202

Office Hours:

By appointment

I.

Course Description and Information This course focuses on the advanced application of generalist problem-solving theories and skills in working with individuals and families in a variety of community and agency contexts. The course helps students refine the skills developed in Generalist Practice I (SW 6100), including engagement, interviewing, assessment (including diagnosis), intervention, goal development, and termination. As in SW 6100, the effects of ethnic, racial, and gender differences on practice are emphasized throughout the course.

II.

Required Text(s) • Walsh, J. M. (2010). Theories for direct social work practice (3rd ed.). Cengage Learning (ISBN 978-1-285-75030-9) • Corcoran, J., & Walsh, J. M. (2015). Mental health in social work: A Casebook on diagnosis and strengths-based assessment (2nd ed. with DSM-5 update). Allyn & Bacon (ISBN 978-0-205-48299-3).

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• American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5). American Psychiatric Association: Washington, DC. • Other readings as assigned and posted electronically on Canvas III.

MSW Program Mission The mission of the MSW program is to serve the public by preparing its graduates as professionals in advanced generalist practice and to equip them with skills necessary for leadership roles within the Social Work profession. The program is committed to enhancing the quality of life in Utah, the nation, and the world, through service learning, leadership development, research and extension and is reflective of the fundamental need to adjust social institutions to the democratic and egalitarian ideals of both the University and the Social Work profession. The Social Work program at USU recognizes the historic importance of social welfare in re-balancing the country’s economic and social structure. The program is committed to the resolution of contemporary human social problems, such as poverty, racism, discrimination, and economic injustice. The program seeks to instill in its graduates a deep commitment to the profession’s traditional concerns with social justice and social welfare. The MSW program emphasizes advanced generalist practice knowledge and skills essential to the tasks of promoting social welfare, especially among vulnerable populations, in institutions such as education, health, employment, housing, and criminal justice. The program is dedicated to the development of social workers who understand the need to advocate for vulnerable populations, and to work toward the establishment of societies free from poverty, violence, oppression, and discrimination.

IV.

MSW Curriculum Integrative Themes The MSW program’s curriculum rests on tripartite underpinnings, the strengths perspective, the empowerment approach, and a social justice philosophy, which are tied to the program’s mission, goals, and objectives. Accordingly, these themes are integrated into and emphasized throughout the curriculum.

V.

Course Learning Objectives Building on Generalist Practice One, students are expected to: 1. Expand their understanding of contemporary generalist social work practice; 2. Further their understanding of the conceptual framework of generalist social work practice, with an emphasis on the ecological systems, strengths, and empowerment models; 3. Increase their awareness of social work values and guidelines for professional and ethical behavior; 4. Further develop the skills learned in Generalist Practice One, including engagement, interviewing, assessment, intervention, goal development, and termination.

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5. Continue to identify one’s personal strengths and challenges related to intervening with clients. 6. Develop an in-depth understanding of and proficiency of use with the DSM-IV-TR in the assessment and diagnosis of mental health conditions with individuals. 7. Incorporate a working knowledge and in-depth understanding of a variety of social work practice theories and interventions, and become proficient in selecting theoretical and evidence-based techniques for assisting individuals in overcoming/managing difficulties. 8. Expand and deepen awareness of issues of diversity, mechanisms of oppression, and application of social justice issues as they relate to the practice of assessment, diagnosis, and social work intervention with individuals. Exhibit proficiency in understanding, explicating, and assisting in amelioration of biases and mechanisms of oppression inherent in the DSM-IV-TR and social work theoretical models. 9. Understand and demonstrate how proficiency of practice with regard to diagnosis and intervention contributes to professionalization of both the practitioner and the social work field at large; Be able to effectively communicate how such proficiency translates into leadership within the social work profession. VI.

Relationship to Other Courses This course builds upon foundation year courses (e.g., Principles and Philosophy of Social Work HBSE-I & II, Generalist Practice I & II, and Research Methods) that provide students with an introduction to the social work profession’s values, practice methods and their theoretical underpinnings. This course represents the further expansion and deeper exploration of skills introduced during the foundation year.

VII.

Core Competencies, Advanced Practice Behaviors, and Program Assessment Core Competency

Demonstrate ethical and professional behavior

Engage diversity and difference in practice

Practice Behavior 1. Demonstrate a clear commitment to ethical practice, professional use of self, self-improvement and self-care commensurate with advanced practice at all levels

Learning & Assessment Method

Role plays/Self-reflection

2. Articulate a personal conceptual framework of practice to integrate and differentially apply theories to guide practice at all levels. Work competently with diverse populations using culturally-relevant, strengths-based and empowering methods, programs, policies and services.

Case studies Therapeutic intervention proposal

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Engage in practice-informed research and research-informed practice

Utilize critical thinking to monitor and evaluate interventions at all levels of practice through the application of research and practice/program evaluation knowledge and skills.

Case studies Therapeutic intervention proposal

Engage with individuals, families, groups, organizations, and communities

Engage client systems autonomously through a well-developed, professional use of self as well as application of integrated theoretical knowledge and skills.

Role plays

Assess individuals, families, groups, organizations, and communities

Assess client systems autonomously through a well-developed, professional use of self as well as application of integrated theoretical knowledge and skills.

Case studies Therapeutic intervention proposal

Intervene with individuals, families, groups, organizations, and communities

Intervene with, and on behalf of, client systems autonomously through a welldeveloped, professional use of self as well as application of integrated theoretical knowledge and skills.

Role plays Therapeutic intervention proposals

Evaluate practice with individuals, families, groups, organizations, and communities

Monitor and evaluate interventions at all levels of practice through the autonomous application of research and program evaluation knowledge and skills.

Case studies Role plays/self-reflection

VIII. IDEA Objectives 1. Learning fundamental principles, generalizations, or theories related to assessment, diagnosis, and practice in clinical social work practice. 2. Learning to apply course materials (to improve rational thinking, problem solving and decisions) 3. Developing specific skills, competencies, and points of view needed by professionals in the field of clinical social work. 4. Learning to analyze and critically evaluate ideas, arguments, and points of view. IX.

University & Program Policies Nondiscrimination Policy - All aspects of the social work program are conducted without discrimination on the basis of race, gender, age, religion, national origin, disability, veteran’s status, or sexual orientation. The Affirmative Action/Equal Opportunity Office at Utah State University is responsible for overseeing compliance of a wide variety of federal/state laws, Executive Orders, and University policies that address equal opportunity in employment and education. Ultimately, it seeks to institutionalize affirmative action and equal opportunity concepts in everyday operations and activities. To accomplish this goal, it: (1) advises and assists the Utah State University community in ensuring an equal opportunity environment free of discrimination and sexual

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harassment and (2) assist with proactive efforts to create a gender and ethnically diverse community of students, faculty and staff, in order to redress imbalances and enrich the University experience. USU POLICY NUMBER 303 ON AFFIRMATIVE ACTION/EQUAL OPPORTUNITY Utah State University ensures equal opportunity in all aspects of employment, programs and activities and prohibits discrimination based on race, gender, age, religion, national origin, disability, veteran’s status, or sexual orientation. In addition, USU policy number 339 specifically prohibits sexual harassment in the workplace. Also, USU policy number 305 provides for discrimination complaint procedures. The Affirmative Action/Equal Opportunity office provides information and educational programs regarding equal opportunity and affirmative action including sexual harassment preventive training and diversity training; assists in setting goals and timetables for hiring; monitors hiring procedures, implements the grievance procedures for discrimination; and oversees the University’s affirmative action plan. For further information, please call (435) 797-1266. Classroom accommodation for students with disabilities Students with ADA-documented physical, sensory, emotional, or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (University Inn 101, 435-797-2444 voice, 435-97-0740 TTY, toll free 1-800-259-2966). Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large-print, or digital) are available with advance notice. Please also notify the instructor as soon as possible if accommodations are needed or would be beneficial. Note that all accommodations must be documented through the Disability Resource Center. Academic/Professional expectations & Honor Code As stated in the student code, “Each student has the right and the duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to reinforce the higher level of conduct expected and required of all Utah State University students.” Upon admission to the university, you agreed to abide by the Honor Code by signing the Honor Pledge, which reads: “I pledge, on my honor, to conduct myself with the foremost level of academic integrity.” Complete academic honesty is expected in this course. Cheating on exams or plagiarism on written assignments will result in a failing grade and may result in further action according to University policy. Classroom Civility and Climate USU promotes the free expression of ideas and endeavors to maintain a classroom environment that promotes learning. Please treat each other with courtesy. Please be considerate of others in the class – do not text message or answer cell phone calls during class. All cell phones should be turned off during class and kept in your book bag unless being used for a class activity. If you are using a laptop to take notes, please use it only for this purpose. According to University Student Code the professor reserves the right to dismiss anyone who is disruptive to the class process. This class seeks to provide an environment that encourages free and open exchange of

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ideas. Class discussions can become experiences that are uncomfortable if attention is not paid to creating a climate of respect and fairness that extends to everyone. Therefore we must be sensitive in our participation. Some students tend to dominate class discussions while others participate very little. You are expected to participate in this class, and participation can take many forms. The important issue is that we express respect for others by making sure that we do not talk too loudly, too much, or inappropriately. The goal is to create a psychologically safe and respectful space for everyone. Use of Self is a key to effective social practice. It is the demonstrated ability to use self in an appropriate manner, which includes active participation, being on time, and demonstrating responsibility and commitment to your learning. Part of professional behavior is the ability to communicate effectively. One crucial foundation for being able to do this is developing insight into your own self process in the classroom environment and in relation to your class assignments, other students, and your professor. Use of self also includes the following: • Quality of written work • Receptivity to new learning and differing perspectives • Ability to accept feedback and attempt change • Capacity for self-awareness in monitoring and expressing thoughts, feelings, and ideas In situations where there are concerns, an evaluation of your performance based on use of self will be added to your student file and will be used as part of the criteria for advancement in field practicum. The student would be advised of any concerns and have the opportunity to respond. Respecting Confidentiality in Course Assignments A salient issue for students during practice is respecting the confidentiality of clients, client records, and activities that occur while in the field. These can include interactions with agency staff and other social work professionals. Consequently, it is expected that students will adhere to the NASW Code of Ethics with regard to professional and ethical conduct. Students are to respect client and agency confidentiality in their written course assignments by refraining from the use of actual names or specific identifying information regarding their actual clients. Given the vast variety of human experience, it is entirely possible that students taking this course may have experienced some aspect of the topics discussed in class. No one will be asked to self-disclose sensitive information in class and students should seriously consider the ramifications of such disclosure as you will spend considerable time with your classmates throughout the MSW program. However, if anyone does disclose their personal experience, class members are bound to keep this information confidential and treat such disclosure as sensitive, private, and not for out-of-classroom discussion. Attendance and Participation Policy Students are expected to attend all classes; in-class discussion and exercises are critical. The instructor does appreciate advanced notice of anticipated absence. It is not the responsibility of the instructor to provide class notes or specialized instruction for

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missed classes. Patterns of absence will affect your final grade. Ten (10) points will be deducted from participation grade for each absence after the first absence. Students who miss three (3) or more class periods for ANY reason during the semester will have their final grade lowered one letter grade (e.g., from an A to a B). Two (2) or more tardies will also result in deductions from your attendance and participation grade. Attendance and participation will count for 10% of the grade. It is the student’s responsibility to make-up all work missed when absent. It is not the responsibility of the instructor to provide class notes to students who have missed class. The course syllabus provides all of the information for the course and it is a student’s responsibility to utilize it as a guide and to contact the instructor for any clarification. During the course of the semester, the professor may change the syllabus - including the reading schedule, assignment expectations, and even grading structure - students will be notified of any changes. The primary teaching methodology for this course will be class discussions and active learning activities related to the required course readings. It is therefore essential that you complete the readings prior to the class session when the material will be discussed. In general, lecture will be used minimally as a supplement to readings and only to highlight key points, make connections, and explain difficult material. The great majority of the content from readings will not be covered or reviewed with lecture. The content in this course will not only be critical for your effectiveness in the course, but more importantly for your competence as a practicing social worker in the field! Communications Canvas will be the online learning management system used throughout the course. It is your responsibility to check Canvas for updates and announcements (or to have it connected to your phone or email). E-mail is an official form of communication at USU. Any communication to you about this course will be sent to the email address you have listed in ACCESS as your preferred email address, or through the announcement feature in Canvas. You are responsible for any information conveyed to you via the email address you have listed. X.

Class Assignments and Evaluation Methods The key to doing well in this class is simple: come to class on time, well-prepared, follow the directions specified in the assignments (below), don’t hesitate to ask for clarification as needed, and remember that both the content and quality of your written and oral products are important. The grade you earn will be based upon the following: Points Assignment #1:

Class Attendance & Participation

100

Assignment #2:

Role Plays (2 total)

250

Assignment #3:

Comprehensive Case Analysis (2 total)

300

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Assignment #4:

Experiential Case Studies (in-class)

100

Assignment #5:

Quizzes

100

Assignment #6:

Experiential Online Final Exam

150

TOTAL POINTS:

1000

Grading Criteria Letter Grade

Letter Grade

1000 Point Scale

1000 Point Scale

A

940 - 1000

C

740 - 769

A-

900 - 939

C-

700 - 739

B+

880 - 899

D+

670 - 699

B

840 - 879

D

640 - 669

B-

800 - 839

D-

600 - 639

C+

770 - 799

F

599 or less

Assignment 1: Class Participation Points Possible: 100

Percentage of Grade: 10%

Active participation in the class throughout the semester is the goal of this assignment. It involves being thoroughly familiar with the readings and coming to class prepared to make a substantive contribution to the discussion each week. Active participation entails being punctual as well. Punctuality evidences respect for others, and being late can be disruptive. I will begin class promptly at our scheduled start time and will not let the class go beyond our scheduled ending time. Active participation in a class can take many forms. Please take a moment to review the section of this syllabus entitled “Classroom Climate” and “Attendance and Participation”. The grade you receive for this assignment is in many ways a subjective one – however, if you come to class on time and are engaged in the discussions, assignments, and activities planned, you will be successful. Assignment 2: Role Plays / Self-Reflection Points Possible: 250

Percentage of Grade: 25%

Students will be divided into groups of 2 and will be responsible for putting on two (2) graded role plays during the course of the semester. Groups will be randomly assigned to two class dates throughout the semester (beginning at week 4). The students will role play the type of therapeutic model with the type of diagnostic group assigned for

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that week (for example, week 4 we will see a social worker practicing from an Ego Psychology perspective with a client who is suffering from a neurodevelopmental disorder). The role play itself should last between 25 - 30 minutes, and will be followed by class discussion. For the social worker, be prepared to answer questions regarding techniques utilized and questions used in therapy; for the client, be prepared to explain your behavior and answer questions regarding your specific disorder. You will be assessed on your ability to explain the “what and why” of your performance (which included admitting when you get something wrong). Later in the semester, the dyad will switch places with one another (so for the second role play, the social worker becomes the client, and vice versa). There is not an expectation of perfection with this assignment – the expectation is honest effort based on a good understanding of the issues being presented. This assignment should be fun, entertaining, and potentially embarrassing. :) For each role play that you participate in during class, please reflect on your perceptions of your role (therapist or client) during the activity. Use the questions below as a guide and feel free to discuss any additional thoughts you have. Summarize your reflections in a two-page paper. Submit your reflective paper at the beginning of the next class period. Focus on reflections that are consistent with those you might experience in a real therapy setting, not on those caused/influenced by the artificial nature of the role play context (i.e. time constraints, lack of background information, etc.) Social Worker * What challenges did you experience in your role as therapist? * What thoughts were going through your mind while you facilitated the session? * What feelings—biological and emotional (stress, anxiety, calm, etc.) did you experience while in the therapist role? * How well did you do with the fundamental social work skills (empathy, attending, reflective listening, etc.) throughout the session? * What did you do well as a therapist? How congruent to your designated therapeutic model were you? * What issues of diversity, oppression, and/or social justice came to mind as you portrayed your therapeutic modality? * What areas for growth did you observe in yourself? Client * What was it like being a client in therapy? * How consistent were you in your presentation to the designated diagnosis? * Considering your therapist, what were the strengths and weaknesses of his/her approach(s)? * What thoughts and feelings did you have in response to their approaches? * In what ways did this exercise give you insight into how clients perceive the therapeutic experience? * What do you think makes an effective therapist?

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* What issues of diversity, oppression, and/or social justice came to mind with regard to the therapeutic experience? * In what ways do you think the diagnostic category you portrayed impact clients in terms of diversity, oppression, and/or issues of social justice? Assignment 3: Comprehensive Case Analyses Points Possible: 300

Percentage of Grade: 30%

The instructor will assign you two (2) different cases over the course of the semester; each student will conduct a clinical assessment and render and THOROUGHLY DEFEND a DSM-5 diagnosis. Note that diagnosis is not a perfect science; therefore, your instructors will not be looking for a “right” diagnosis, but rather whether or not your diagnosis “fits” the information provided, makes sense in the PIE context of the client and his/her presenting difficulties, and is well-defended in your assessment. A uniform document is provided on Canvas to complete the assignment. Each case study will be worth 150 points. Assignment 4: Experiential Case Studies (In-class) Points Possible: 100

Percentage of Grade: 10%

Occasionally throughout the semester there will be an experiential case study during which students will participate in a live role play case scenario with the instructor. Students will be required to provide an assessment and brief treatment plan, including DSM diagnosis and rationale, using a template that will be provided. These will be completed in class. The template used will be the exact template for the final exam. Assignment 5: Quizzes Points Possible: 100

Percentage of Grade:

10%

There will be one clinical vocabulary quiz worth 20 points during session 4 based primarily on select words from the Glossary of Technical Terms (pgs. 817-831) in the DSM-5. The selected list of words can be found on Canvas. There will also be five (5) random pop quizzes throughout the semester based on the assigned reading and/or online lectures. Each quiz will also be worth 20 points. The lowest quiz score will be dropped. Assignment 6: Online Experiential Final Exam Points Possible: 150

Percentage of Grade:

15%

A final exam will be held during the final week of the semester. Students will be presented with a video case scenario via Canvas. They will be expected to respond to questions related to the case based on the concepts discussed throughout the semester. Questions will relate to diagnosis, treatment planning, and therapeutic intervention models.

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Tentative Course Calendar

Session 1 May 10, 2016: Course Overview and Introduction to Content Class Activities: • •

Review Syllabus and course plan Introduction to theory and diagnosis in advanced generalist practice

Required Reading: • • • •

•

Corcoran & Walsh, Chapter 1: Diagnosis and the Social Work Profession Walsh, Chapter 1: Thinking About Theory DSM-5 Use of the Manual (pgs. 19-24) Ben-Zeev, D., Young, M. A., & Corrigan, P. W. (2010). DSM-V and the stigma of mental illness. Journal of Mental Health, 19 (4), 318-327. Probst, B. (2012). Diagnosing, diagnoses, and the DSM in clinical social work. Journal of Contemporary Social Services, 93(4), 255-263.

Session 2 May 17, 2016: Issues of diversity and social justice in social work diagnosis and intervention Class Activities: •

•

Class Discussion: How do issues of discrimination and oppression play into DSM diagnosis and how clients are perceived/treated by “the system”? How does the dominant culture impact understanding of well-being, adaptation and change? Case Study

Required Reading: • • • •

•

Corcoran & Walsh, Chapter 2: Risk, Resilience, Strength Assessment Walsh, Chapter 2: A Social Work Perspective on Clinical Theory & Practice DSM-5 Cultural Formulation (pgs. 749-759) Cultural Concepts (pgs. 833-837) Zalaquett, C. P., Fuerth, K. M., Stein, C., Ivey, A. E., & Ivey, M. B. (2008). Reframing the DSM-IV-TR from a multicultural/social justice perspective. Journal of Counseling and Development, 86 (3), 364-371. Jacobs, D., & Cohen, D. (2010). Does “Psychological Dysfunction” mean anything? A critical essay on pathology versus agency. Journal of Humanistic Psychology, 50 (3), 312-333.

Session 3 May 24, 2016: Neuroscience and Psychotherapy Class Activities: •

Lecture and class discussion on principles of neuroscience

Required Reading:

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Rebuilding the Brain: Neuroscience and Psychotherapy in: Cozolino, L. (2002). The Neuroscience of Psychotherapy: Building and Rebuilding the Human Brain. New York: Norton. The Psychotherapist as Neuroscientist: An Emerging Paradigm in: Cozolino, L. (2002). The Neuroscience of Psychotherapy: Building and Rebuilding the Human Brain. New York: Norton.

Session 4 May 31, 2016: Depressive Disorders Bipolar and Related Disorders Review of CBT Class Activities: • • •

Clinical Vocabulary Quiz Role play 1: CBT Class discussion and case study

Required Reading: • • • •

Corcoran & Walsh, Chapter 6: Bipolar Disorder Corcoran & Walsh, Chapter 7: Depressive Disorders Walsh, Chapter 7: Behavior Theory Walsh, Chapter 8: Cognitive Theory DSM-5 pgs. 123-188 **Please read about specifiers on pgs. 149-154 & 184-188

• Videos: • •

•

Bipolar and Related Disorders Screencast (accessed through Canvas) Depressive Disorders Screencast (accessed through Canvas) Cognitive-Behavioral Therapy in Counseling and Psychotherapy Theories in Context and Practice by Somers-Flanagan and Somers-Flanagan on Psychotherapy.net

Session 5 ONLINE June 7, 2016: Trauma and Stressor-Related Disorders Dissociative Disorders Trauma-Informed Psychotherapy Class Activities: • •

Complete online TF-CBT Training @ http://tfcbt.musc.edu Online class discussion

Required Reading: • •

•

Corcoran & Walsh, Chapter 8: The Anxiety, Obsessive-Compulsive, and Trauma and StressorRelated Disorders Chapter 2 - Trauma Focused Interventions: Behavioral Techniques and Treatment Packages in: Monson, C. & Schnaider, P. (2014). Treating PTSD With Cognitive-Behavioral Therapies: Interventions That Work. American Psychological Association. Available at: http://site.ebrary.com.dist.lib.usu.edu/lib/usulibraries/reader.action?docID=10953448&ppg=29 DSM-5 pgs. 265-307

Videos: •

Trauma and Stressor-Related Disorders Screencast (accessed through Canvas)

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Completing a Trauma Narrative by Benjamin A. Sigel @ https://www.youtube.com/watch?v=lVlIDqRcLPM Resolving Trauma in Psychotherapy: A Somatic Approach by Peter Levine on Psychotherapy.net

Session 6 June 14, 2016: Anxiety Disorders Obsessive-Compulsive and Related Disorders Acceptance and Commitment Therapy Class Activities: • •

Role play 2: ACT Class discussion and case study

Required Reading:

•

Corcoran & Walsh, Chapter 8: The Anxiety, Obsessive-Compulsive, and Trauma and StressorRelated Disorders Chapter 2 - Core Processes in Acceptance and Commitment Therapy in: Blackledge, J., Ciarrochi, J., & Deane, F. (2009). Acceptance and Commitment Therapy: Contemporary Theory, Research, and Practice. Australian Academic Press. Available at: http://site.ebrary.com.dist.lib.usu.edu/lib/usulibraries/reader.action?docID=10551727&ppg=14 Twohig, M.P., Morrison, K.L., & Bluett, E.J. (2014). Acceptance and Commitment Therapy for Obsessive Compulsive Disorder and Obsessive Compulsive Spectrum Disorders: A Review. Current Psychiatry Reviews, 10(4). 296-307. DSM-5 pgs. 189-264

• • •

Anxiety Disorders Screencast (accessed through Canvas) Obsessive-Compulsive and Related Disorders Screencast (accessed through Canvas) ACT in Action by Steven C. Hayes on Psychotherapy.net

• •

•

Videos:

Session 7 June 21, 2016: Neurodevelopmental Disorders Ego Psychology Class Activities: • •

Role Play 3: Ego Psychology In-class Case Study

Required Reading: • • • •

Corcoran & Walsh, Chapter 3: Autism Spectrum Disorder Corcoran & Walsh, Chapter 4: Neurodevelopmental Disorders Walsh, Chapter 4: Ego Psychology DSM-5 pgs. 31-86 *DSM reading should include the sections Diagnostic Criteria, Diagnostic Features, Development and Course, Risk and Prognostic Factors, Culture/Gender-related Diagnostic Issues, and Differential Diagnosis for the specified disorders below. If no disorders are specified read all disorders within the pages. o Intellectual Developmental Disorder (pgs. 33-41) o Autism Spectrum Disorder (pgs. 50-59)

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ADHD (pgs. 59-66) Tic Disorders (pgs. 81-85)

Videos: • •

Neurodevelopmental Disorders Screencast (accessed through Canvas module) Psychoanalytic Approaches in Counseling and Psychotherapy Theories in Context and Practice by Somers-Flanagan and Somers-Flanagan on Psychotherapy.net

Assignment Due: •

Comprehensive Case Analysis 1

Session 8 June 28, 2016: Disruptive, Impulse-Control, and Conduct Disorders Somatic Symptom and Related Disorders Object Relations Theory Class Activities: • •

Role play 4: Object Relations Class discussion and case study

Required Reading: • •

•

Corcoran & Walsh, Chapter 10: Oppositional Defiant Disorder & Conduct Disorder Walsh, Chapter 5: The Relational Theories, with a Focus on Object Relations Theory DSM-5 pgs. 461-480, 309-327

Videos: • • •

Disruptive, Impulse-Control, and Conduct Disorders Screencast (accessed through Canvas) Somatic Symptom and Related Disorders Screencast (accessed through Canvas) Object Relations Therapy in Psychotherapy with the Experts by Jill Savege Scharff on Psychotherapy.net

Session 9 July 5, 2016: Sexual Dysfunctions; Paraphilic Disorders Gender Dysphoria Narrative Therapy Class Activities: • •

Role play 5: Narrative Therapy Class discussion and case study

• •

Walsh, Chapter 12: Narrative Theory Kondrat, D. C., & Teater, B. (2009). An anti-stigma approach to working with persons with severe mental disability: seeking real change through narrative change. Journal of Social Work Practice, 23(1), 35-47. DSM-5 pgs. 423-459; 685-705

Required Reading:

•

Videos: •

Sex and Sexuality-Related Disorders Screencast (accessed through Canvas)

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Narrative Therapy with Children in Child Therapy with the Experts by Stephen Madigan on Psychotherapy.net

Session 10 July 12, 2016: Substance-Related and Addictive Disorders Review of Motivational Interviewing & Solution-Focused Therapy Class Activities: • •

Role play 6: MI or SFT Class discussion and case study

• • • •

Corcoran & Walsh, Chapter 11: Substance-Related and Addictive Disorders Walsh, Chapter 10: Solution-Focused Therapy Walsh, Chapter 11: Motivational Interviewing and Enhancement Therapy DSM-5 pgs. 481-589* o Thoroughly read pgs. 481-490 and know table on 482, skim the rest o Gambling Disorder

Required Reading:

Videos: • •

Motivational Interviewing in Brief Therapy for Addictions by William Miller on Psychotherapy.net Solution-Focused Therapy in Counseling and Psychotherapy Theories in Context and Practice by Somers-Flanagan and Somers-Flanagan on Psychotherapy.net

Session 11 July 19, 2016: Feeding and Eating Disorders Elimination Disorders Humanistic Theories (Review Person-Centered and Gestalt) Class Activities: • •

Role play 7: Person-centered or Gestalt Class discussion and case study

• • •

Corcoran & Walsh, Chapter 9: Eating Disorders Walsh, Chapter 3: Person-Centered Theory Gestalt and Experiential Therapy in: Prochaska, J. & Norcross, J. (2003). Systems of Psychotherapy: A Transtheoretical Analysis. Pacific Grove, CA: Brooks/Cole. DSM-5 pgs. 329-360* o Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder o All Elimination Disorders

Required Reading:

•

Videos: • • •

Feeding and Eating Disorders Screencast (accessed through Canvas) Person-Centered Therapy in Counseling and Psychotherapy Theories in Context and Practice by Somers-Flanagan and Somers-Flanagan on Psychotherapy.net Gestalt Therapy in Counseling and Psychotherapy Theories in Context and Practice by SomersFlanagan and Somers-Flanagan on Psychotherapy.net

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Session 12 July 26, 2016: Schizophrenia Spectrum and Other Psychotic Disorders Transpersonal/Existential Social Work Class Activities: • •

Role play 8: Transpersonal/Existential Theory Class discussion and case study

Required Reading: • •

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Corcoran & Walsh, Chapter 5: Schizophrenia Cowley, A. S. (1996). Transpersonal social work. In F. Turner (Ed.), Social work treatment: Interlocking theoretical approaches (4th ed.) (pp. 663-698). New York: The Free Press, Simon & Schuster, Inc. Krill, D. (1996). Existential social work. In F. Turner (Ed.), Social work treatment: Interlocking theoretical approaches (4th ed.) (pp. 250-281). New York: The Free Press, Simon & Schuster, Inc. DSM-5 pgs. 87-122 **Please thoroughly read pgs. 87-90

Videos: • •

Schizophrenia and Other Psychotic Disorders Screencast (accessed through Canvas) Existential Therapy in Counseling and Psychotherapy Theories in Context and Practice by SomersFlanagan and Somers-Flanagan on Psychotherapy.net

Session 13 August 2, 2016: Personality Disorders Dialectical Behavior Therapy (DBT) Class Activities: • •

Role play 9: DBT Class discussion and case study

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Corcoran & Walsh, Chapter 13: Personality Disorders Smith, L.C. & Peck, P.L. (2004). DBT: A review and a call to research. Journal of Mental Health Counseling, 26(1), 25-38. Lynch, T. R., & Cheavens, J. S. (2008). Dialectical behavior therapy for Comorbid personality disorders. Journal of Clinical Psychology: In Session, 64(2), 154-167. DSM-5 pgs. 645-684

Required Reading:

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Videos: • •

Personality Disorders Screencast (accessed through Canvas) Dialectical Behavior Therapy in 3 Approaches to Personality Disorder by Marsha Linehan on Psychotherapy.net

Assignment Due: •

Comprehensive Case Analysis 2

SOWK 6700: Advanced Generalist Practice I

Session 14: Online Final Exam August 9, 2016 Class Activities: •

Online experiential final exam accessed through Canvas

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