1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R1 Instructor’s name: Kate Allen, Ph.D., LMSW-ACP Unique Number: 96005 Office Number: (in classroom before and after class)/3.112 Semester: Summer 2002 Office Phone: E-mail: [email protected] 5-8676 Meeting Time/Place: T/Th 8:30-11:20 a.m. in 2.118 Office Hours: T/Th 8:00-8:30 and 11:20-11:45 or by appointment CLINICAL ASSESSMENT AND DIFFERENTIAL DIAGNOSIS I. 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 the 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 ability. 5. 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.2 III. TEACHING METHODS This course will employ the following teaching/learning methods: 1. lecture/discussion; 2. group discussion; 3. videotaped vignettes; 4. written case vignettes; 5. role-played vignettes; 6. in-class group cooperative exercises; 7. in-class group cooperative exam; 8. readings; 9. written assignments; 10. take-home exam. IV. REQUIRED AND RECOMMENDED TEXTS AND MATERIALS Required American Psychiatric Association (APA) (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR). Washington, DC: Author. Preston, John, O’Neal, John H., and Talaga, Mary (2001). Handbook of Clinical Psychopharmacology for Therapists (Third Edition). Oakland, CA: New Harbinger Publications, Inc. Additional Required Readings in the LRR (see page 12 of this syllabus). Recommended Austrian, Sonia G. (1995). Mental Disorders, Medications, and Clinical Social Work. New York: Columbia University Press. Zero to Three (1994). Diagnostic Classification: 0-3: Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood. Washington, D.C.: National Center for Infants, Toddlers, and Families [ISBN: 0-943657-32-6].3 V. COURSE REQUIREMENTS Both graded and ungraded assignments are meant to help the student a) learn new material, b) demonstrate her/his knowledge, c) observe her/his clinical assessment and diagnostic weaknesses, and d) self-correct. Written criteria for evaluation of the assignments will be given in class. 1. HOMEWORK—not considered part of the grade A significant part of learning in this course will be through the use of ungraded homework. Case vignettes will be given as homework assignments at the end of classes beginning June 20th and ending July 25th. Homework must be turned in at the beginning of the next class. The instructor will review the homework and post the answers at the next class. It is important that these assignments be completed on time, though they are not part of the student’s course grade, so the student and the instructor can be aware of progress and problem areas in diagnostic skill development. (Course Objective # 2) 2. IN-CLASS DIAGNOSTIC EXERCISES—20% of final grade Class participation in case diagnostic exercises comprises 20% of the student’s final course grade. There will be up to 10 in-class case exercises utilizing students in singletons, dyads, and triads. Peer and instructor assessments will be used to document participation. No qualitative grading will be given for completing the case exercises. Students are allowed to miss up to two in-class exercises before points will be deducted from this class participation category. [Note: There are no make-ups in this category.] (Course Objectives # 2, 4, and 6) 3. TEST 1—20% of final grade (June 20, 2002) Test 1 is a multi-part examination that comprises 20% of the student’s final course grade. On June 18, students will be given a set of essay questions to prepare at home and to be turned in at the beginning of class on June 20, 2002 On that day, students will be given two segments of an in-class exam. One segment will be a closed book exam and the other segment will be open-book. If the take-home portion of the exam is turned in late, the student will be penalized 3% of that portion of the grade for every late day. Make-up for the in-class portion of the exam must be arranged with the instructor and completed as soon after the class test day as is possible. [Note: No course incompletes will be given due to missing this exam.] (Course Objectives # 2, 3, 4, and 6) 4. DIAGNOSIS DEVELOPMENT PROJECT—20% of final grade (due July 18, 2002) Working alone or in dyads in a creative initiative, students will develop their own unique diagnosis, which will account for 20% of the student’s final course grade. This project is designed especially to reflect a social work perspective, but to remain within the tight structure of DSM-IV-TR.. The diagnosis that is worked up can be one that reflects a highly serious and professional addition to mental health assessment tools or it