ࡱ> '` UbjbjLULU 4.?.?U/777878gh99"999:::fffffff$hhekfQ:::::f99Og5?5?5?:`99bfv5?:f5?5?RQ[c99 Еm7;Pbadteg0gal=>l<clc5?:::ff>X:::g::::277 Course Syllabus HUS 250: Overview of Mental Health Disorders Instructor: Barbara Jordan, MS, CSAC, LPC, CCS Office: Basement of SD Hall, Rm. B Office Hours: 30 minutes before or after class Contact Information: 715-799-5600 x 3074  Address: N172 STH 47/55 Keshena, WI 54135 E-mail: bjordan@menominee.edu Course Meets: Tuesdays 12-2:50, GB 203 & SD 121 (ITV) Required Textbooks/Materials: Getzfeld, Andrew, Essentials of Abnormal Psychology. 2006. John Wiley & Sons, Inc. Treatment Improvement Protocol (TIP) #42: Substance Abuse Treatment For Persons With Co-Occurring Disorders, Chapter 8, Appendix D, and Appendix F. 2005. Pulblished by Center for Substance Abuse Treatment. (ebook provided online) Recommended Materials: Desk Reference to DSM-IV, TR (Diagnostic Statistical Manual of Mental Disorders-4th Edition Text-Revised). American Psychiatric Association. Course Description: This course introduces students to an overview of the major mental health disorders, their symptoms, etiology, and the current diagnostic system (DSM IV-TR) classifying psychiatric illnesses. Students will learn the skills necessary to differentiate one category of mental illness from another. This information is essential for working effectively with mental health professionals and understanding and assisting the client with co-occurring disorders (both an AODA and mental health diagnosis). This course will provide basic education including methods of differentiating between mental health and substance abuse as well as strategies for reconciling/integrating the treatment of both disorders. The student will learn to select the most appropriate and effective counseling approach in order to help clients, families, and groups meet identified treatment goals. Myths, misconceptions, stereotypes, prejudice and stigma regarding mental health will also be addressed. General Education Objectives: Analytical: Critical, level 3; Problem-solving, level 4 Communication: Written, level 2; Spoken, level 3; Multi-media, level 4 Culture/History: Native American, level 4; Personal, level 4 Human Experience: Civic, level 2; Professional, level 3; Leadership, level 4 Program Outcomes: Pass Wisconsin AODA certification exams, Apply professional standards and codes of ethics within the counseling field, Formulate individualized treatment plans based on clients assessments, Manage cases by coordinating integrative services that support clients recovery. Course Objectives: By the end of this course, students will be able to: Demonstrate a clear understanding/working definition of mental health. Define mental disorder. List the types of conditions to be documented on each of the 5 axes of the DSM. Explain the rationale behind the 5 axes diagnostic structure. Articulate an understanding of the biases of western psychiatry and psychology as applied to native people. Compare and contrast substance abuse disorders and mental health disorders. Explain the importance of client worldview in the treatment of mental disorders. Identify major psychiatric disorders and their common symptoms. Describe the similarities of specific mental and substance abuse disorders. Demonstrate an understanding of co-occurring disorder treatment. Assess level of suicide risk of clients by listing indicators. Identify the processes for choosing the appropriate treatment approach(es) with each disorder. Acquire an introductory knowledge of psycho-pharmacological treatment of psychiatric disorders. Determine when to refer to a mental health counselor. Become familiar with the components of the mental status examination for their purpose in evaluation. Reconcile differences/conflicts between the AODA field and the Mental Health field. Course Format: This course will be taught using lecture, discussion, experiential exercises and movies. To meet requirements of WI Dept. of Regulation & Licensing (DRL), the focus will be on developing the knowledge and understanding of dual diagnosis. Students will recognize the potential for substance use disorders to mimic a variety of medical and psychological disorders as well as the potential for medical and psychological disorders to mimic or co-exist with substance abuse. My goal is for this course to be an interesting, fun, and successful experience for you. To achieve this goal, you will be assigned to view selected movies depicting a wide variety of mental illnesses. We will discuss their accuracy, how they might promote stigma, and how they might facilitate or hinder our understanding of mental illness. A good characterization can put a "face" to a mental illness, and can help the public understand an otherwise esoteric concept. Think about what Dustin Hoffman's adorable Rain Man (1988) did for Autism, Sally Field's Sybil (1976) did for Dissociative Identity Disorder, or what the Beautiful Mind of Russell Crowe's John Nash, Jr. (2001) did for paranoid schizophrenia. When guided by the hand and heart of a true teacher, art can educate while it inspires. Your active participation in class lectures and discussions is valued and encouraged. Please let me know if you have any special needs (e.g., learning disabilities, health, hearing or visual problems) or require any special assistance. Course Schedule: (Subject to change based on school closings and learners progress; all changes will be submitted in writing.) Session 1: (1/27) Discuss: syllabus and assignments. Definition of mental disorder. Getzfeld, Introduction/chapter 1 DSM-IV TR Desk Reference and five axes DSMs role in Substance abuse and mental health diagnosis and treatment. Assigned Reading: Getzfeld, Chapter 2; TIP, pages 226-231, 370-384. Assigned Movie: Matchstick Men, 2003 or Analyze This *Answer 4 chapter questions and hand in (1 page) written answers before class Session 2: (2/4) Discuss Anxiety Disorders (Panic, Phobias, Obsessive-Compulsive, PTSD, Generalized Anxiety). Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with these co-occurring disorders. Assigned Reading: Getzfeld, Chapter 3, TIP 42 pages 226-227, 369-384 Assigned Movie: House of Sand & Fog, 2003 or Ordinary People, 1980 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 3: (2/11) Discuss Mood Disorders (Bipolar, Dysthymia, Depression.) Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with these co-occurring disorders. Alcohol & other drug-induced Affect/Mood Problems. View Differential Diagnosis: Mood Disorders CMN DVD Assigned Reading: Readings on Mental Health/Illness in Native Americans. Assigned Movie: Black Cloud, 2004 Session 4: (2/18) Discuss: Mental Health/Illness Among Native Americans. Special considerations counseling Native American clients. Speaker from Menominee Tribe or Oneida Tribe Assigned Reading: Getzfeld, Chapter 5; TIP 42 pages 240-246, 417-423. Assigned Movie: Center Stage, 2000 or Seabiscuit, 2003 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 5: (2/25) Discuss Eating Disorders (Anorexia, Bulimia, Compulsive Over-Eating) Symptoms and Differential Diagnoses. Issues in assessing/treating AODA clients with these co-occurring disorders. Watch CMN movie: Thin: Death by Eating Disorder or Battling Eating Disorders Assigned Reading: Getzfeld, Chapter 6 Assigned Movie: I Am a Sex Addict or Boys Dont Cry, 1999 *Answer 4 chapter questions and hand in (1 page) written answers before class . Session 6: (3/4) Discuss Sexual & Gender Identity Issues Symptoms and Differential Diagnoses. Issues in assessing/treating AODA clients with these co-occurring disorders. RESEARCH PAPER DUE Assigned Reading: Getzfeld, Chapter 7, TIP 42 pages 231-235, 385-400. Assigned Movie: A Beautiful Mind, 2001 or House of Fools, 2002 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 7: (3/11) Discuss Schizophrenia & Other Psychotic Disorders Symptoms and Differential Diagnoses Dual focus for assessing & treating AODA clients with these co-occurring disorders. Midterm Study/Review in class No Reading or Movie Assigned Session 8: (3/18) Midterm Exam Assigned Reading: Getzfeld, Chapter 8. TIP pages 220-226, 348-368. Assigned Movie: Fatal Attraction, 1987 or American Beauty, 1999 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 9: (3/25) Discuss Personality Disorders Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with these co-occurring disorders. Assigned Reading: Sleep Disorders, Impulse Control Powerpoints Assigned Movie: Insomnia, 2002 or Manic, 2001 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 10: (4/1 ) Review Powerpoints Review and answer questions about movies Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with these co-occurring disorders. Assigned Reading: Powerpoints: Adjustment Disorder & Childhood Disorders, Assigned Movie: Thirteen, 2003 *Answer 4 chapter questions and hand in (1 page) written answers before class Session 11: (4/8) Discuss Adjustment Disorder, Childhood Disorders Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with this co-occurring disorder. Assigned Reading: Impulse Control Disorders Powerpoint, TIP 42 pages 235-237, 246-248, 402-408 Assigned Movie: *Answer 4 chapter questions and hand in (1 page) written answers before class Session 12: (4/15) Discuss Presentations, Symptoms and Differential Diagnoses. Issues in assessing and treating AODA clients with these co-occurring disorders. Assigned Reading: Morrison, page 586, Zuckerman, Clinicians Thesaurus, Chapter 2 (Readings provided by instructor); TIP pages 214-216, 325-332 No Movie Assigned Session 13: (4/22) Discuss Mental Status Exam Assessing & documenting psychiatric symptoms w/in limitations of training. Suicidality, Suicide Risk Assessment, Crisis Management. GROUP PRESENTATIONS DUE Assigned Reading: TIP 42, pages 459-486. No Movie Assigned Session 14: (4/29) Discuss Pharmacological Management/Medications in treatment of mental disorders. Antidepressants, Benzodiazepines, Anxiolytics, Hypnotics, & Neuroleptics. Strengths & Limitations. Issues for AODA counselors when counseling medicated clients. Exam Review during class Session 15: (5/6) Final Exam Movie Review Questions to be Answered During Class in Groups Does this movie perpetuate any misconceptions about mental illness? How would you diagnose the main character and any supporting characters? How accurately was the illness portrayed? How accurately was the psychotherapist/counselor/psychiatrist portrayed? Was he/she balanced or imbalanced? Healthy or unhealthy? How do you feel about working with this type of client? What do we need to remember when working with this type of client (in order to help them most successfully)? Assessment Methodology: The grade each student earns will be based on his/her performance on/completion of: Midterm and final exam (50 points each, 100 points total) (10 Sets of) Movie Review Questions (one-page, handwritten) answered during class in groups. (10 points each, 100 points total) Questions listed above. Research Paper, 3-4 dbl-spaced pages in length (50 points) Student researches one disorder by citing at least three different primary sources (using class textbook not allowed). Address issues such as what are the primary symptoms? What are the theories out there regarding the origin of the disease/disorder? How is that disorder typically treated? What medications are typically used to treat it? How often do AODA clients present with this disorder? Consult the writing guidelines on the program website. If still in doubt, ask instructor for suggestions and parameters of paper. 4. 8 sets of Chapter Questions from assigned readings (10 points each) Each set of questions include 1) three criteria that must be met for one disorder in the chapter (also referred to as rule in factors) (from Getzfeld); 2) three factors you must rule out for the same (from Getzfeld); 3) What does the text suggest we do when counseling a client with the classification of disorders? (from TIP 42); 4) What did the counselor do in the case study that was effective? (from TIP 42) 5. Group Presentation (50 points) Students will present a presentation on a topic other than what members of the group researched in their paper. For example, if one member of the group wrote her paper on ADD, the others in her group may agree to present another topic. Explore in detail how an AODA client having the disorder may present himself, how that client may be treated most appropriately, relevant local services/programs, etc. Presentations must be multi-media. Grades: The following grading scale will be used for all assignments: 95-100%=A 90-94%=AB 85-89%=B 80-84%=BC75-79%=C 70-74%=CD 60-69%=D Below 60%=F The following form will be attached to your returned work. Please be informed of these criteria in advance: Critique of Your Assignments Possible Number Number of Of Points Points Given ________________________________________________________________________ Content: 4 (Meets assignment directives Answers all questions required) ______________________________________________________________________________________ Clarity of Communication: 3 (Written or verbal) ________________________________________________________________________ Quality of Assignment: (Grammar, Spelling, Conciseness) 3 ________________________________________________________________________ TOTAL POINTS /10 _______________________________________________________________________ Presentation Evaluation Because communications and presentation skills are important in any agency, each student will be required to participate in a presentation of a topic related to the course content. Presentation topics will be selected by the student group. Each presentation will be a minimum of 7 minutes in length per student. For this class, you can cover one disorder. Each student must meet all criteria. The evaluation criteria include: Category Possible PointsPoints ReceivedProfessional Dress/Attitude/Presentation Presenter(s) dress professionally Presenter(s) show interest, enthusiasm for subject with attempt to convey meaningful information Presenter(s) presentation reflects rehearsal & preparedness Presenter(s) maintain eye contact with audience Presenter(s) use note cards, but dont READ presentation9Presentation Visuals (At least one of the following): Handouts (properly annotated) PowerPoint Flip charts, audience participation tools Use of document camera8Content Presentation is meaningful and relates to class content Research is evident Information is current (no more than 5 years old) Use of course handouts or textbooks is forbidden15Organization Presentation was logically organized, including an introduction & summary Presentation demonstrates planning & coordination among team members8Category Possible PointsPoints ReceivedAbstract (Will be due at same time as presentation) Concise, approximately three paragraphs in length Single-spaced, depicts an overview of presentation Prepared using correct punctuation, spelling, & Grammar5References/Citations (Will be due along with presentation) Must include at least two references per presenter No more than five years old Listed using a standard format (APA style)5TOTAL POINTS50 Class Participation Evaluation: A=Always participates; always in attendance B=Participates regularly; hardly ever absent C=Participates as much as other group members; usually present D=Occasionally participates; absent often F=Never participates Relevancy of Comments in Class Preparation: A=Comments are always related to topic C=Comments usually pertinent, occasionally wander from topic F=Comments ramble, distract from topic Attitude During Class: A=Professional attitude always shown C=Usually attentive & shows proper business behavior F=Distracts from class & lacks initiative Attendance Policy: CMN requires instructors to submit student attendance reports to the Vice President of Academic Affairs. Regular attendance is strongly encouraged for students to pass course examinations. Dangerous Weather: Closures resulting from severe weather conditions or natural disasters, or mechanical failures will be announced by the president or her designee. Campus closing will be announced on WTCH-AM 960 radio and Green Bay TV stations. When in doubt, a student should call 715-799-5600 for a recorded message. (p. 16 Student Handbook) Excessive absences, signing in for, or by, other students may result in: Loss of attendance/participation point Receiving a failing grade for the course Being dropped from the class If you must miss a class, you should email me (bjordan@menominee.edu) or leave a message on my office voice-mail (715-799-5600). When you return to class, it is your responsibility to determine what you missed during your absence Excessive tardiness, disruptive behavior, leaving class early, coming in late, using class time to socialize, read, do work for other classes, and/or forms of disruptive behavior may result in: Being marked absent for the class meeting, Being asked to leave for the duration of the class meeting, Loss of the attendance/participation points Drops: If you should need to drop the class it is your responsibility to file appropriate drop forms with admissions and records before the official drop deadline (see college schedule). If you just stop attending class and don't file the appropriate forms, you could receive an F in the course. Classroom Conduct: Because students are enrolled in a Human Service Course and will learn how to understand and assess individuals who suffer from alcohol dependency, the students are expected to: Demonstrate RESPECT for fellow classmates. This means being courteous and not verbally abusive or disruptive during the class. Practice CONFIDENTIALITY with each classmate. Sometimes during discussions, classmates may share information of a personal nature. What is shared in the classroom is not to be shared outside of the classroom. Attend class ALCOHOL FREE. See CMN Policy in Student Handbook. Demonstrate ACADEMIC HONESTY. Cheating and plagiarizing are considered academic dishonesty. See CMN Policy in Student Handbook. Turn cell phones to vibrate or manner mode and limit children in classrooms to sleeping infants so as not to interfere with other students learning. Students shall honor the rights and respect the dignity of fellow students. This includes refraining from distracting side conversations and turning off cell phones, pagers, and laptops (unless special learning needs exist and have been pre-approved). Students shall protect classmates rights to confidentiality. Students should strive to acquire the knowledge taught in class to improve their clinical skills. Students are asked to inform instructor of conditions that may interrupt their ability to learn either in- or outside the classroom. The instructor, Learning Specialist, and/or fellow students can only provide assistance if you seek it. Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding principles. Our students are proud of the work they do here and are committed to doing the best for their communities. Their grades, certificates, and degrees are their record of that work. These are used by prospective employers to make hiring decisions, by transfer colleges and universities to make admissions decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and, most importantly, by family and other community members to express their pride in our students accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic dishonesty. See the Student Handbook for more information on Academic Misconduct. Incomplete Policy: Requests for a grade of incomplete must be initiated by the student to the instructor. Students may only request if at least 75% of course requirements have been met. ADA Statement: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600. Adaptation of curriculum, instruction, or assessments may be made as required to provide for equitable participation. Students with a disability, which affects their academic performance, are expected to arrange for a conference with the instructor in order that appropriate strategies can be considered to ensure that participation and achievement opportunities are not impaired. Please notify the instructor within the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from your physician may be necessary. 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