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Springfield School of Human Services Diagnosis & Psychopathology MMHC 617/86 (3 credits) Summer 2009 Instructor: Patrick L. DeChello, Ph.D. D & S Associates P.O. Box 178 Middlefield, CT 06455 Office Direct: 800-950-5559 Home Phone:[phone] Fax: [phone] E-Mail: [e-mail] [e-mail] 12:00 pm - 9:30 pm
Class Dates/Times: Saturdays: 5/2, 5/30, 6/27, 8/1 Required Text
The DSM-A Clinician's Guide, Patrick L. DeChello Ph.D., (ISBN:1-933661-06-2) order by calling D & S Associates 800-950-5559 Psycho-Pharmacology For Clinicians, Patrick L. DeChello Ph.D. (ISBN1-93366104-6) Course Description This course is designed to provide a comprehensive review of current clinical descriptions, research, and theories of psychopathology. Descriptive psychopathology is a field that forms the foundation of clinical practice and research in psychology, psychiatry, psychiatric social work, nursing, and allied professions in behavioral health. This course will provide an overview of various theoretical and methodological issues in psychopathology. Course Outcomes Understand the benefits and limitations of a classification system. Appreciate the importance of defining various behavioral or clinical presentations. Be able to discuss classification systems in terms of value systems, scientific concepts, or culturally based attributions. Know the differences between symptoms, impairments and normal variations in behavior.
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Understand the multi-directional influences between culture, ethnicity, and psychopathology. Appreciate the importance of context when examining behavior and clinical presentations.
Course Format Format for this class will be consistent with adult learning. It will include lecture, videos, class participation and exercises. Classes will be interactive, thought provoking and participatory. Topics will be presented using a combination of short lectures, group and individual exercises, student presentations, role playing and case studies. Everyone is expected to have read the material and be willing and able to discuss the material in a group.
Course Overview
Topics Covered in Session 1: History of Diagnosis Use of the DSM IVTR The 5 Axes of the DSM Indicating Diagnostic Uncertainty Depression Role of caffeine and alcohol in disorder development The role of the mental status examination V Codes Neurotransmitters Topics covered in section 2 Depression Bi-Polar Disorders Use of decision trees Grief and stress and their effects on pathology Drugs and illnesses that can cause disorder Types of medications used for disorders Side effects Assessment of Pathology Topics covered in class 3 Central Nervous system depressants Anxiety Disorders Post Traumatic Stress disorder Psychotic Disorders
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Topics covered in class 4 Personality Disorders Eating Disorders Deleriums, Dementias Sleep Disorders Substance Abuse
Assignments
Pre-class assignment Write a 3 to 5 page response to the following scenario and be prepared to discuss it during the first session: You are a licensed therapist in Any State, U.S.A. A woman comes into your office concerned about her father's behavior and wants your professional advice. The woman's father is 80 years old and loves to smoke and drink vodka on a daily basis. He is not physically well, complications due to a life time of drinking and smoking. Recently, the woman's father sits on his porch drinking and smoking until the early hours of the morning; does not sleep very much, gets up and starts it all over again. She says that he has not bathed in weeks and eats beans and rice on occasion. His best friend recently died and he is depressed, so says the daughter. She also claims that she thinks he needs therapy and has discussed this with her father, but he does not want anything to do with therapy. This woman obviously cares deeply for her father and wants you to help. In the paper, discuss what you would say to this woman and your reasons behind your thoughts. Also consider to what extent you would go to intrude into the private life of this man, and why. Also, read Chapters 1, 2, in the Psychopharmacology For Clinicians Book and the first 37 pages of The DSM IV TR- A Clinician's Guide. Assignment for Session 2: Read Chapters, 3-6 in the Psycho-Pharmacology for Clinicians and the next 25 pages of the DSM IV A Clinician's Guide. Do questions 1-50 in the back of the Psycho-Pharmacology book and be prepared to hand it in during class. Assignment for Session 3: Read Chapters 7-9, in the Psycho-Pharmacology for Clinicians and complete reading the DSM IV-TR and be prepared to discuss those chapters during the 3rd
4 Session. Do Questions 51- 100 in the back of the Pharmacology Book for discussion in class. Be prepared to hand in your answers Assignment for Session 4: Summation of the material covered in class and Final Class Presentations. Final Presentation: Choose a psychiatric disorder from the DSM IVTR, research it and describe the current state of knowledge and treatment available about this disorder. Be prepared to present this paper in class. Criteria Pre-Class Assignment Class Participation In-class exercises, assignments, discussion Final papers/presentations Grading A = 93 -100 B + = 86 - 88 C+ = 76 - 79 A- = - 89 92 B = 83 - 85 C = 73 - 75 20% 20% 25% 35%
B- = 80 - 82 C- = 70 72
F = < 69
Policy on Grading and Incomplete Grades Student grades are based on course work submitted by the last day of class. Any assignments not submitted by the last day will not be accepted, and your grade will be based on work you have turned in by that day. A grade of "Incomplete" (I) will only be granted based on incapacitating illness or exceptional circumstances beyond the control of the student. Such a request must be initiated by you, the student. You WILL NOT be granted an "I" simply because you need additional time to complete required course work. There are no exceptions to this policy. Please see the instructor if you have any questions about this policy. Attendance Every participant is expected to attend each class session, on time, and remain the entire period. Missing a class may result in a lower grade. Make up assignments may be required if you miss any portion of a session. Participants that miss two sessions will receive a failing grade for the entire class. Papers and written assignments that are late will lose one letter grade for every class they are late.
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Academic Honesty All participants are expected to do their own work, and give due credit when citing or quoting from original source. Plagiarism will not be tolerated. A complete explanation of plagiarism can be found in the Springfield College student handbook, as well as the current edition of the Publication Manual of the American Psychological Association. NOTE: Each student in the course is responsible for all SHS academic policies and college policies as found in the School of Human Services Student Handbook. Special Services Springfield College and the School of Human Services are committed to providing an equal educational opportunity for all students. Any student who requires a reasonable accommodation to meet the requirements of this course is encouraged to notify the instructor as soon as possible. Reasonable services and accommodations are provided for students with physical, psychological, and learning disabilities based on need. The disability must be documented with appropriate evaluations administered by qualified professionals. This documentation must be on file with Dr. Ram Upadhyay, Student Services Coordinator (813-936-2800 or 800-724-2778), campus designee for the SHS Office of Student Support Services. The syllabus is a binding agreement between the faculty member and the students in the course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
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CRITERIA FOR ASSESSING FORMAL WRITING ASSIGNMENTS
1. CLARITY OF EXPRESSION: The writer expresses ideas in a natural voice that permits a smooth reading and clear communication of ideas. The ideas are written so they can be understood easily, and the reader does not have to struggle to understand what the writer is saying. 2. LOGICAL ORGANIZATION OF IDEAS: Most college papers require an introductory paragraph (or two) that grabs the reader's...