THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R1 Instructor: M. Peterson Armour, Ph.D. Unique Number: 61035 E-mail: [email protected] Semester: Spring 2002 Phone: 471 3197 Meeting Time: Tues. 2:30-5:30 Office Room: 3.122C Meeting Place: 2.116 Office Hours: Tuesday 1:30-2:30, Thursday 4:30-5:30 or by appointment 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. Students will learn models of assessment to evaluate human functioning throughout the life cycle, with emphasis on vulnerable and diverse populations. Major nosological 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 familiarity with biological, psychosocial, and cultural theories on the etiology of dysfunctional behavior patterns. 2. Demonstrate the ability to apply multiple methods of assessment, including those developed through classificatory schemes, standardized measures and qualitative typologies. 3. Describe the relationship between assessment and intervention in social work practice; 4. Demonstrate the ability to adapt assessment models to reflect the needs of persons of diverse social, economic, cultural or ethnic backgrounds, including understanding issues of gender, sexual orientation, and ability5. Critically evaluate 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. Readings are available in the LRC. They are listed under “Armour” by title of the article. 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. V. 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. 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 andenvironmental 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 typed and in the form of a one page (only) case summary. The in-class portions of the exam will be similar to the state licensing exam questions and will give the student an opportunity to practice the necessary state-taking skills needed to pass that exam. 200 points maximum, Examinations II. Culture and Mental Illness The Surgeon General released his report of Culture, Race, and Ethnicity: A Supplement to Mental Health in August, 2001. It can be found on the website: http://www.surgeongeneral.gov/library/mentalhealth/cre/default.asp Chapters 3 to 6 deal with different ethnic groups (Chapter 3--African American ; Chapter 4--American Indians and Alaskan Natives; Chapter 5-- Asian Americans and Pacific Islanders; Chapter 6-- Hispanic Americans). Each student is to select one of the groups and read the appropriate chapter. Students will find “fact sheets” on the 4 ethnic groups on Electronic Reserves or the LRC that will help in doing this assignment. Each student is to write a 5 page paper that summarizes the chapter and highlights the key findings. 20 points maximum II. Assessment Research Paper Each student is to select a problem area of interest and write a scholarly paper focused on assessment and treatment. A typed, well-written paper is to be submitted. The paper should be written in APA format (4th edition) and should not exceed 15 type written pages (excluding references, title page, and appendices). The search of the literature should include journal articles as well as pertinent book chapters and monographs. Emphasis should be given to the most recent (within the past 5 to 7 years) literature and studies. Of course, seminal pieces that fall outside of this time parameter should still be included. In addition to the formal paper, students will prepare an annotated bibliography for distribution to their classmates. Papers will be graded on both content and writing style: APA format will also be graded. The paper is worth a possible 100 points. An outline of the paper is provided below. Several examples of excellent student papers are available on Electronic-Reserves. I. Introduction/ Statement of the problem area. This should include criteria for