CLINICAL ASSESSMENT AND DIFFERENTIAL DIAGNOSISRequired ReadingsOptional ReadingsII. Culture and Mental IllnessIII. Assessment Research PaperGRADING SCALEIMPORTANT DATESVII. CLASS POLICIESCourse Schedule DateDescriptionText/ReadingsReport on Culture and Mental Illness DuePaper Topic DueAntipsychotic MedicationsPaper preliminary bibliography dueExam I: Take-home portion givenExam I: In-class portionExam I: Take-home portion duePaper DueExam 2: Take-home portion givenExam II: In-class portionSuggested ReadingsTHE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R1 Instructor: M. Peterson Armour, Ph.D. Unique Number: 64995 E-mail: [email protected] Semester: Spring 2008 Phone: 471 3197 Meeting Time: Wed. 5:30-8:30 Office Room: 3.122C Meeting Place: 2.118 Office Hours: Friday: 3:30-5:00 CLINICAL ASSESSMENT AND DIFFERENTIAL DIAGNOSIS 1. COURSE DESCRIPTION This course will focus on the incidence, etiology, and assessment of dysfunctional behavior patterns with children, adolescents, adults, and families. The framework of the course is based on social work values and the ethical decision making process, as illuminated in the NASW Code of Ethics. Students will learn models of assessment to evaluate human functioning throughout the life cycle. A bio-psycho-social-spiritual and cultural emphasis will be applied to the diagnostic categories within the DSM-IV-TR. Students will develop a working understanding of people form diverse backgrounds, affirming, and respecting their strengths and differences. The course is built on the identification, analysis, and implementation of empirically-based assessment tools that have incorporated statistically valid reliability and validity studies. Major classification systems, such as Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases, and other schemes for assessing and understanding human behavior, will be covered. This course is required of MSSW students in the Clinical concentration. II. COURSE OBJECTIVES By the end of the semester, students will be able to: 1. Demonstrate an in-depth understanding of biological, psychosocial, and cultural theories on the etiology of mental health and mental illness. 2. Demonstrate the ability to apply multiple methods of empirically-based assessment tools and techniques, including those developed through classificatory schemes, standardized measures and qualitative typologies. 13. Demonstrate an advanced clinical knowledge of the relationship between assessment and intervention as it relates to the strengths, capacities and resources of individuals and families. 4. Demonstrate the ability to adapt assessment models to reflect an understanding of persons from diverse backgrounds, including (but not limited to) race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, developmental level, age, and national origin. 5. Critically evaluate and analyze different theoretical and assessment models as to their efficacy in given situations. This includes: a) the adequacy of the research and knowledge base; b) the range of applicability; c) the value and ethical issues, including the student’s own value system; and d) the policy implications involved in assessment and delivery of services; 6. Demonstrate an understanding of the limitations in using classification schemes in understanding human behavior and the danger of mislabeling people, particularly those from at-risk populations. III. TEACHING METHODS The primary teaching methods will be lectures, discussion, and experiential exercises. Guest lecturers and audio-visual presentations will also be utilized. IV. REQUIRED AND OPTIONAL TEXTS/MATERIALS Required Readings American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, Fourth Edition Text Revision (DSM-IV-TR). Washington, D.C: Author. Buelow, G. Hebert, S., & Buelow, S. (2000). Psychotherapist’s resource on psychiatric medications: Issues of treatment and referral (2nd ed.). Belmont, CA: Brooks/Cole. Optional Readings Jordan, C. & Franklin, S. (2004). Clinical assessment for social workers: Quantitative and qualitative methods. Chicago, ILL: Lyceum. Readings are available in the LRC. They are listed under “Armour” by title of the article. This course also has an active Blackboard page, where you may access the course syllabus, download articles, and find updated course information. Finally, readings are also available on electronic reserves. To access them, go to http://www.utexas.edu/. Click Libraries, click Library Services-Reserves, click Electronic Reserve, click Marilyn Armour on the drop-down menu under Instructor. The password for the class will be given at the first class. Check the Electronic Reserves frequently for important information about the class. 2V. COURSE REQUIREMENTS The following course requirements will be completed during the semester, with points given for each course requirement. Grading will be based on total points accrued by the end of the semester. All papers should be typed and double-spaced and follow the APA format. Formatting: Papers must be printed on white paper in black ink. Papers must be stapled. Each page must be numbered at the bottom. You must use 1.25” margins all around. Papers should be double spaced in Times New Roman or Times 12-point font. Failure to properly format your paper will result in a penalty of up to 10 points off your grade for a paper. Spelling and grammar errors will also result in a reduction of your grade. Do not rely on software to correct all your errors, as it will not catch them all. 1. Examinations There will be two (2) exams given during the course of the semester (see course schedule for due dates). Each exam will be worth 100 points. All exams will consist of both a take-home and an in-class portion. Brief case vignettes will be provided on the take-home portion. Students will receive the exam questions at least one week prior to their due date. Students will have one week to develop a diagnosis (on all 5 axes of the DSM-IV) and to summarize the most pertinent biological, psychological, social systems and environmental issues impacting the case. Students will turn in the completed take-home portion at the beginning of the class when the exam is due. Each answer must be