graduate program in counseling coun 6703-01 … graduate studies in counseling graduate program in...
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Graduate Studies in Counseling
Graduate Program in Counseling COUN 6703-01
Effective Counseling and Treatment Planning Instructor: Scott Ericson, Ed.D. Email: [email protected]
Phone: Fax: Department Office Hours: Available by appointment
Class Location: Blackboard: https://lipscomb.blackboard.com
Credit Hours: 3.0 Course Description:
This course provides advanced study of the process of counseling, with emphasis on treatment planning strategies, rapport building, and developing counseling skills.
Course Objectives:
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Case Conceptualization
& Diagnosis CMHC.C.2*
Knows the etiology, the diagnostic process
and nomenclature, treatment, referral, and
prevention of mental and emotional disorders
Sample case
conceptualizations
Treatment Plans (4)
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Theories, Models,
Counseling
Interventions CORE 11.G.5.D. CMHC.A.5. CMHC.E.3.
Counseling theories that provide the student
with models to conceptualize client presentation
and that help the student select appropriate
counseling interventions
Understands a variety of models and theories
related to clinical mental health counseling, including the methods, models, and principles
of supervision
Understands current literature that outlines
theories, approaches, strategies, and techniques
shown to be effective when working with specific populations of clients with mental and
emotional disorders
Q and A
Assigned readings;
PowerPoint;
Five in-class case study analyses
(small group
format);
Counseling Scripts
Treatment
Plans (4)
Midterm
Examination Final Project
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Case
Conceptualization
and Diagnosis
(cont.) CMHC.C.7** CMHC.G.1*** CMHC.K.1
CMHC.K.2. CMHC.L.1. CMHC.L.2
Knows the principles, models, and
documentation formats of biopsychosocial
case conceptualization and treatment
planning
Knows the principles and models of
assessment, case conceptualization, theories of human development, and concepts of
normalcy and psychopathology leading to
diagnoses and appropriate counseling
treatment plans
Knows the principles of the diagnostic process, including differential diagnosis, and
use of current diagnostic tools, such as
current edition of DSM
Understands established diagnostic criteria
for mental and emotional disorders, and
describes treatment modalities and placement criteria within the continuum of
care
Demonstrates appropriate use of diagnostic
tools, including the current edition of DSM,
to describe the symptoms and clinical presentation of clients with mental and
emotional impairments
Is able to conceptualize an accurate multi-
axial diagnosis of disorders presented by a
client, and discuss differential diagnosis with
collaborating professionals
PowerPoint
Five in-class case
studies (small group format)
Read and discuss
articles
Midterm
Examination
Position Paper Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Treatment
Planning CMHC.C.2* CMHC.C.7** CMHC.G.1***
CMHC.H.1
Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and
prevention of mental and emotional disorders
Knows the principles, models, and
documentation formats of biopsychosocial
case conceptualization and treatment planning
Knows the principles and models of
assessment, case conceptualization, theories
of human development, and concepts of
normalcy and psychopathology leading to
diagnoses and appropriate counseling treatment plans
Selects appropriate comprehensive
assessment interventions to assist in
diagnosis and treatment planning, with an
awareness of cultural bias in the implementation and interpretation of
assessment protocols
Q and A Assigned readings
PowerPoint
Five in-class case
studies (small
group format) Read and discuss
articles
Treatment Plans (4) Midterm
Examination
Position Paper
Final Project
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GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Addiction CORE 11.G.3.G
CMHC. C.4 CMHC. G.4 CMHC. K.3 CMHC.H.4****
Theories and etiology of addictions and
addictive behaviors, including strategies for prevention, intervention and treatment
Knows the disease concept and etiology of
addiction and co-occurring disorders
Identifies standard screening and
assessment instruments for substance use
disorders and process addictions Knows the impact of co-occurring substance
use disorders on medical and psychological
disorders
Applies the assessment of client’s stage of
dependence, change, or recovery to determine appropriate treatment modality
and placement criteria within the continuum
of care
Read and discuss
articles PowerPoint
Guest speaker
Treatment Plans
(4) Midterm
Examination
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES ASSESSMENT
Family/Systems
Perspectives CORE 11.G.5.E CMHC.C.8
A systems perspective that provides an
understanding of family and other systems
theories and major models of family and
related interventions Recognizes the importance of family, social
networks, and community systems in the
treatment of mental and emotional disorders
Q and A
Read and discuss
articles
PowerPoint
Five in class case studies (small group
format)
Treatment Plans
(4)
Long Reflection
Paper
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES ASSESSMENT
Crisis and
Suicide CORE.11.G.5.G
CMHC.D.6
Crisis intervention and suicide prevention
models, including the use of psychological
first aid strategies Demonstrates the ability to use procedures
for assessing and managing suicide risk
Read and discuss
articles
PowerPoint Five in-class case
studies (small group
format)
Treatment Plans
(4)
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES ASSESSMENT
Medications CMHC.G.3
Understand basic classifications, indications,
and contraindications of commonly
prescribed psychopharmacological
medications so that appropriate referrals can be made for medication evaluations so that
side effects of meds can be identified
Discuss readings
PowerPoint
Guest speaker
Read and discuss
articles
Treatment Plans
(4)
Midterm
Examination
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Placement/Conti
nuum of Care CMHC.C.5
Understands the range of mental health
Q and A
Treatment Plans
4
Placement/Conti
nuum of Care
(cont.) CMHC.H.4****
service delivery – such as inpatient,
outpatient, partial treatment and aftercare –
and the clinical mental health counseling
services network
Applies the assessment of a client’s stage of
dependence, change, or recovery to
determine appropriate treatment modality and placement criteria within the continuum
of care
PowerPoint
Five in-class case
studies (small group format)
Read and discuss
articles
(4)
Midterm
Examination
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Wellness and Prevention CORE 11.G.5.A
An orientation to wellness and prevention as
desired counseling goals
Five in-class case
studies (small group
format)
Wellness exercise Counseling Scripts
Treatment Plans (4)
Midterm
Examination
Position Paper
Final Project
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Consultation CORE 11.G.5.G
A general framework for understanding and practicing consultation
PowerPoint In-class
consultation
exercise
Guest Speaker
Read and discuss
articles
Treatment Plans (4)
Long Reflection
Paper
GOALS OBJECTIVES LEARNING
ACTIVITIES
ASSESSMENT
Cultural Aspects CMHC.D.2 CMHC.E.1
Applies multicultural competencies to clinical mental health counseling involving
case conceptualization, diagnosis, treatment,
referral, and prevention of mental and
emotional disorders
Understands how living in a multicultural
society affects clients who are seeking clinical mental health counseling services
Five in-class case studies (small group
format)
Read and discuss
articles
Pre-Suppositions Exercise
Treatment Plans
(4)
Final Project
Required Texts Reichenberg, L. & Seligman, L. (2016). Selecting Effective Treatments:
A Comprehensive Guide to Treating Mental Disorders (5th ed.). Hoboken, NJ: John Wiley & Sons, Inc. (ISBN: 978-1-118-79135-6)
Perry, W. (2016). Basic Counseling Techniques (3rd ed.). Bloomington, IN: AuthorHouse Publishing. (ISBN: 978-1-4634-6431-8)
American Psychiatric Association (2013). Diagnostic and Statistical
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Manual of Mental Disorders (5th ed). Arlington: VA: American Psychiatric Association.
Other Useful Resources for Treatment Planning and Conducting Psychotherapy Barlow, D. H. (Ed.). (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step
Treatment Manual (5th ed.). New York: Guilford Press. Gehart, D. (2103). Theory and Treatment Planning in Counseling and Psychotherapy.
Belmont, CA: Brooks/Cole. Supplemental Reading
Additional readings, including journal articles, book chapters, and first-person accounts of counseling and mental illness are noted in the Course Schedule and will be posted on Bb.
Students will be expected to read and have a couple of talking points per article to contribute to class discussion. “Mental Status Exam,” book chapter from: Synopsis of Psychiatry, (8th ed), Kaplan and
Sadock (Eds.). “Introduction” and “Integrated Models,” book chapters from Handbook of Clinical
Psychopharmacology, (6th ed), Preston, J. D. et al. “Can You Call a 9-Year Old a Psychopath?” from The New York Times, May 11, 2012, Jennifer Kahn.
“Through a Glass Darkly: From Grief to Gratitude,” Interview with Dr. Miriam Greenspan, from The Sun, January, 2008.
“Successful and Schizophrenic,” from The New York Times, February 24, 2013, Elyn Saks. “Diagnosis: Human,” from The New York Times, April 2, 2013, Ted Gup.
“Sunday Dialogue: Defining Mental Illness,” from The New York Times, March 23, 2013, Dr. Ronald Pies and other contributors. “How Therapy Can Help in the Golden Years” from The New York Times, April 22, 2013,
Abby Ellin. “When My Crazy Father Actually Lost His Mind” from The New York Times, June 22, 2012,
by Janeen Interlandi.
Class Expectations: Students are expected to:
1. Attend and be on time for all class sessions. If you are to miss a class, the
professor must be notified by email or phone as soon as possible. The student’s grade may be affected after two absences.
2. Complete all reading assignments and be prepared to interact with the professor and
other students on the assigned topic. 3. Complete all assignments by 5:00 pm on the due date.
a. The professor is very willing to negotiate delayed due dates for assignments when personal circumstances arise. It is the student’s responsibility to contact the professor to arrange alternative due dates.
b. If an alternative due date has not been arranged with the professor prior to the date/time an assignment is due, 1.5 points/day may be deducted
from the grade. 4. Have the supplemental readings and case studies accessible during class, either
electronically or hard copy.
5. Bring DSM-5 Manual to each class. 6. Utilize scientific and clinical language in writing assignments. Papers utilizing
colloquial language will be returned for resubmission using appropriate language.
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7. Complete online course evaluation at end of semester.
Academic Integrity Policy:
Students are expected to adhere to Lipscomb’s Academic Integrity Policy. All answers on the midterm exam should come from your memory, not from the textbook or any other source. Sharing exam questions with other students, or taking the exam with another
student’s help is a serious integrity violation. All integrity violations are reported to the appropriate members of the administration. For clarification, refer to the University’s Code of Conduct and Academic Honor Code.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-related or otherwise) occur that requires disruption of
the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or “late starts,” students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding “Lipscomb University,” not “David Lipscomb Campus Schools.”
Student’s Responsibility for Notification of Extended Absence
In the case of individual absences, students should contact their professors directly. However, students who find themselves in circumstances which would cause them to miss classes for an extended period of time (e.g., missing a week or more of classes due to illness) should contact Steve Prewitt, Associate Provost for Student Academic Support, ([email protected]; 615-966-5804). The Associate Provost for Student Academic Support will communicate the student’s situation to the appropriate faculty members. Students are expected to provide timely notification to the Associate Provost for Student Academic Support regarding any extended absence and may be required to provide supporting documentation for their absences.
Student Disability: If you are a student with a documented disability who will require accommodations in this course, please register with Kaitlin Shetler, ACCESS Ability Program director (615.966.6301), for assistance in developing a plan to address your academic needs. The ACCESS office is located in the Academic Success Center, basement of the Beaman Library. Technical Support: Contact the Information Technology Help Desk if you experience any technological issues. The IT Help Desk is located on the 2nd floor of Beaman Library. Online Library Resources: Students can access the online library resources at http://library.lipscomb.edu/Search-S1 Academic Success Center: The Academic Success Center (ASC) provides students with one place to go for academic questions and services. The ASC is a great starting point for students with any academic-related questions. The ASC is located in Beaman 141.
Evaluation/Grading
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There are a total of 175 points possible in the course. Your final grade will be based on the number of points accumulated.
A = 90% of points or better (157.5 points or more)
B = 80-89.9% of points or better (140 – 157 points) C = 70-79.9% of points or better (122.5 – 139.5 points) F = less than 70% of points (122 points or less)
Assignments Presuppositions Exercise (20 points) Identify and discuss your own presuppositions: What are the primary presuppositions that function as you approach the counseling encounter. In other words, what do you take for granted? What are the fundamental assumptions/perspectives that you accept as given and true and unnecessary to prove? What beliefs and biases do you bring to the counseling
encounter? Use hand-out of questions to complete this assignment. (4-5 pages) Due Monday, August 28 @ 5:00 pm
Treatment Plans Number 1, 2, 3, and 4 Conduct four treatment plans using case studies provided by the professor. Each treatment plan is to be submitted using the “DO A CLIENT MAP” treatment planning format. To receive full credit, it is very important that you provide rationales for each item of your treatment plan.
Tx Plan #1 Due Monday, September 11 @ 5:00 pm (10 points) Tx Plan #2 Due Monday, September 18 @ 5:00 pm (15 points)
Tx Plan #3 Due Monday, September 25 @ 5:00 pm (20 points) Tx Plan #4 Due Monday, October 30 @ 5:00 pm (25 points)
Midterm Examination (30 points)
Bring Blue Books or paper for recording your answers. Monday, October 9 @ 5:00 pm
Therapist Self-Awareness Position Paper (20 points) Pick from the various questions from the handout to complete this assignment regarding therapist self-awareness. (4 pages)
Due Monday, October 23 @ 5:00 pm
Long Reflection Paper (20 points) Develop a personal essay that addresses thoughts and feelings that come up for you re: “Can You Call a 9-Year-Old a Psychopath?” OR “When My Crazy Father Actually Lost His Mind.” You might want to address new information that you learned from reading the article, or discuss feelings that come up for you as you read and think about the family story of mental illness. Perhaps you might look at the case from a systems perspective, or develop a plan for the family were you asked to provide consultation for the case. You are encouraged to think creatively about this assignment. (3-4 pages)
Due Monday, November 13 @ 5:00 pm
Final Project (15 points)
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Develop a hypothetical case study of a client exhibiting clinical symptomatology of a diagnosis/disorder that you would like to treat or specialize in, and then conduct a treatment plan using the “DO A CLIENT MAP” format, OR, integrating your personal story/issues, develop a case study using yourself as the client, and then conduct a treatment plan using the “DO A CLIENT MAP” format. If you choose to use yourself as the case study, the information you provide will be held strictly confidential.
Due Monday, November 27 @ 5:00 pm
Helpful Websites: Substance Abuse and Mental Health Services Administration This is the federal agency that provides clinical and research information on substance
abuse and mental illness. There are many publications that can be downloaded (or ordered) for free. Many of these are also available in Spanish.
www.samhsa.gov Mental Health America
This is a national non-profit dedicated to helping live mentally healthy lives. They have a 24-hour confidential Crisis Line and a free email. They also have downloadable client and family education pamphlets.
www.nmha.org
Alcoholics Anonymous This is the client-based self-help group that has been in operation for over 75 years for persons struggling with alcoholism or other chemical addictions.
www.aa.org
“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving, and tolerant of the weak and the
strong. Because some time in your life you will have been all of these.” George Washington Carver
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Course Schedule:
DATE GOALS TOPICS READINGS ACTIVITIES ASSIGNMENTS DUE
Week 1 August 21
Orientation to course Syllabus Course Schedule
Pedagogy
Review syllabus PowerPoint
Pre-suppositions Assignment discussion
Week 2 August 28
Knowledge/skill in case conceptualization Understanding defenses The conundrum of diagnosis Initiating counseling
Mental Status Exam and Defenses: A Review Process of Treatment Planning Ins & Outs of Diagnosis The First Session: Do’s and Don’ts
Seligman, Ch 1 Perry, Intro and Ch 1 Mental Status Exam “Diagnosis: Human” article
Discuss readings PowerPoint Review “DO A CLIENT MAP” format Practice MSE on classmates
Pre-Suppositions Assignment due at 5:00 pm
Week 3 September 4
No Class Labor Day Holiday
Week 4 September 11
Knowledge/skill in planning treatment for mood disorders
Importance of stage of change Developing counseling skills
Mood Disorders Transtheoretical Model of Change
Cognitive Therapy Skills Process Skills
Seligman, Ch. 4, 5 Perry, Ch. 3, 7
Case Study # 1
Q and A Discuss readings PowerPoint
Case Study # 1 in small groups
Treatment Plan #1
due at 5:00 pm
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DATE GOALS TOPICS READINGS ACTIVITIES ASSIGNMENTS DUE
Week 5 September
18
Knowledge/skill in planning treatment
for anxiety disorders Knowledge/skill in counseling the angry client Skill in critiquing models and techniques
Anxiety disorders Anger
Administrative Skills in Counseling Practice Wellness and Prevention
Seligman, Ch. 6,7,8.5
(PTSD,ASD) Perry, Ch. 4, 15 Script #1
Q and A Discuss readings
PowerPoint Wellness exercise Read and critique Script # 1
Treatment Plan
#2 due at 5:00 pm
Week 6 September 25
Knowledge/skill in planning treatment for disorders of impulse control Developing clinical thinking skills
Disorders of Impulse and Behavior Control Clinical Thinking Skills
Seligman, Ch. 11,13,14,15,16, 17,20 Perry, Ch. 5,14 Case Study # 2
Discuss readings PowerPoint Case Study # 2 in small groups
Treatment Plan # 3 due at 5:00 pm
Week 7 October 2
Knowledge/skill in planning treatment for situationally precipitated disorders Knowledge/skill in strengths based
counseling
Situationally Precipitated Disorders Strengths Based Counseling Midterm Review
Seligman, Ch. 8.5 (AD) “Schizophrenic and Successful” article
Q and A Discuss readings PowerPoint Midterm Review
Week 8 October 9
Midterm Exam
Week 9 October
Fall Break
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11
16
Week 10 October 23
Knowledge/skill in planning treatment for children and teens Referral and managing meds Knowledge/skill in
solution focused and problem solving skills
Counseling children and teens Referring for meds Collaboration with prescribers Solution focused
and problem solving skills
Seligman, Ch 2, 8.5(RAD/DSED), 12 Perry, Ch. 6 “Introduction” & “Integrated
Models” articles Case Study # 3
Discuss readings PowerPoint Guest Speaker Discuss Case Study # 3 in small groups
Therapist Position Paper due at 5:00 pm
Week 11 October 30
Knowledge/skill in planning treatment for personality disorders Skill in critiquing models and techniques Understanding labels and diagnoses Understanding countertransference
Personality Disorders DSM-V and Diagnosis Client’s Perspective on Labels and Diagnoses Countertransference
Seligman, Ch. 19 “Defining Mental Illness” article Script #2
Q and A Discuss readings PowerPoint Read and critique Script # 2 Countertransference exercise
Treatment Plan #4 due at 5:00 pm
Week 12 November 6
Knowledge/skill in planning treatment for disorders with physical and psychological factors
Knowledge/skill re: Insight-Oriented Therapies Addressing cultural factors
Disorders with Physical and Psychological Factors Insight-Oriented
Therapies Cultural Considerations
Seligman, Ch. 10,18 Perry, Ch. 8 Case Study # 4 “How Therapy
Can Help in Golden Years” article
Q and A Discuss readings PowerPoint Case Study # 4 in small groups
Week 13 November 13
Knowledge/skill in planning treatment for psychotic
Psychotic Disorders Behavior Therapy Skills
Seligman, Ch. 3, 9 Seligman, p.
Discuss reading PowerPoint Case Study # 5 in
Long Reflection Paper due at 5:00 pm
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12
disorders Knowledge/skill in behavior therapy skills Skill in screening for dangerousness to self/others
Screening for Dangerousness to Self and others
551-561 Perry, Ch. 9 Case Study # 5
small groups
Week 14 November 20
No Class Thanksgiving Break
Week 15 November 27
Knowledge/skill in managing impasses and dilemmas in counseling Understanding faith and spirituality in counseling Consultation
Therapeutic Impasses Treatment Dilemmas Faith and Spirituality in Counseling Consultation
“Through a Glass Darkly” article “20 Counseling Maxims” article Script #3
Discuss reading PowerPoint Consultation exercise Read and critique Script # 3
Final Project due at 5:00 pm
Week 16 December 4
Integration of course material
Final Reflections Course Wrap-up
Q and A Final Project Discussion