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2.112BibliographySUPPLEMENTAL:THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R Instructor’s name: Beth Pomeroy, PhD [email protected] Unique Number: 96285 Office Number: SSW 2.228 Semester: Summer, 2003 Office Phone: 232-3405 Meeting Time/Place: Mondays & Wednesdays, 1:30-4:00 pm 2.112 Office Hours: Wed. 4:00-5:00 pm and by appt. CLINICAL ASSESSMENT AND DIFFERENTIAL DIAGNOSIS I. Standardized Course Description This course will focus on the incidence, etiology, and assessment of health and mental health issues 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 by the NASW Code of Ethics. Students will learn models of assessment to evaluate human functioning throughout the lifecycle. A bio-psycho-social-spiritual and cultural emphasis will be applied to the diagnostic categories within the DSM-IV TR. Students will develop an advanced understanding of people from 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. Standardized Course Objectives By the end of the semester, students should be able to: 1. Demonstrate an in-depth understanding of biological, psychosocial, and cultural theories on the etiology of mental health and mental illness; - 1 -2. Demonstrate the ability to apply methods of empirically-based assessment tools and techniques, including those developed through classificatory schemes, standardized measures, and qualitative typologies; 3. 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, 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 (delete). Demonstrate advanced knowledge of social work values and the ethical decision making processes as they relate to ethical dilemmas in clinical assessment and practice. III. Teaching Methods The primary teaching methods will be lectures, discussion, and group exercises. Guest lecturers, group presentations, and audio-visual presentations will also be utilized. IV. Required and Recommended Texts, and Materials Required: American Psychiatric Association (APA). (1994). Diagnostic and statistical manual of mental disorders (4th Edition). Washington, DC: Author. Pomeroy, E. C. & Wambach, K. G. (2003). The Clinical Assessment Workbook: Balancing Strengths and Differential Diagnosis. Belmont, CA: Wadsworth. 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 course. Examinations Two examinations will be given during the course of the semester (see course schedule for due dates). All exams will consist of both a take-home (50 pts) and an in-class portion (50 pts.). Students will receive the exam questions at least one week prior to their due date. This portion may include case materials (for - 2 -assigning diagnoses), short answer, and/or essay questions. Examinations must be TYPED and answers to essay questions must be presented in APA format. The in-class portions of the exams will be similar to the licensing exam questions and will give the student an opportunity to practice the necessary test-taking skills needed to pass that exam. Each exam will be worth 100 points. 200 points maximum, examinations Case Assessments from Workbook: Cases from the Clinical Assessment Workbook will be assigned throughout the semester. Each case is worth 5 points for a total of 100 points. 100 points maximum, case assessments Paper Each student is to select a problem area of interest and write a scholarly paper focused on assessment and treatment. The paper should be typed, well-written using APA format (4th edition) and should not exceed 15 pages (excluding references and title page). It is recommended that students start on this assignment right away because the professor expects a thorough search of the literature in social work, psychology, psychiatry and related fields in order to demonstrate mastery of the up-to-date knowledge and methods concerning assessment and treatment of the problem area. A 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 5-7 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 follows: I Introduction/Statement of the Problem. This should include specification of your problem area of interest. For example, “depression” can mean many things. You would need to clarify if, by “depression,” you meant Major Depressive Disorder, Dysthymic Disorder, etc. Also, set


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UT SW 393R1 - Syllabus

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