1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R1 Instructor’s name: Beth Pomeroy, PhD [email protected] Unique Number: 64210 Office Number: SSW 3.106B Semester: Spring, 2011 Office Phone: 232-3405 Meeting Time/Place: Tues. 2:30-5:30 2.132 Office Hours: Tuesdays 5:30-6:30 or by appointment. TA Name: O Polly Browning [email protected] pybrowning TA Office Hours: by appointment 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. II. 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; (CL/APB3) 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; (CL/APB10b) 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; (CL/APB10b) 4. Demonstrate the ability to adapt assessment models to reflect an understanding, of persons from diverse backgrounds, including (but not limited to) race, ethnicity,2 culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin; (CL/APB3; CL/APB 5;) 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; (CL/APB1; CL/APB3; CL/APB 5) 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. Demonstrate advanced knowledge of social work values and the ethical decision making processes as they relate to ethical dilemmas in clinical assessment and practice (CL/APB10b). The School of Social Work has been continuously accredited by the Council on Social Work Education (CSWE) since 1952. In order to maintain our accreditation status, we engage in ongoing curriculum assessment to demonstrate compliance with CSWE’s Education Policies and Accreditation Standards (EPAS). Several required courses in our curriculum are part of this ongoing assessment, including this course. Below is a list of the specific Educational Policies (EP) and Practice Behaviors (PB) that are assessed in this course. The complete EPAS can be optioned from your Student Handbook. CL/APB1 Evaluate professional roles and boundaries Objectives 5 Assignment: Homework Case Assignments and Take Home exams CL/APB3 Utilize multiple perspectives to analyze client's strengths and problems Objectives 1, 4, 5 Assignment: Case Assessment papers CL/APB5 Determine practice delivery and policies to promote social and economic justice and equity at multiple levels Objectives 4, 5 Assignment: Home Work Case Assessments and Take Home Exams CL/APB10b Design and conduct a multi-level case assessment based on a systematic and conceptually-driven process Objectives 2, 3, 6 Assignment: Case Assessment papers 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.3 Robison, John Elder. (2008). Look Me in the Eye: My Life with Asperger’s. Three Rivers Press. ISBN: 978-0307396181 (Available at Barnes and Noble or Amazon.com or other online bookstore). Schiller, Lori & Bennett, Amanda (1996). The Quiet Room: A journey out of the torment of madness. Warner Books. ISBN: 0446671339 (Available at Barnes and Noble or Amazon.com or other online bookstore). Assigned Readings posted on UT Blackboard Class website. Optional: Verghese, Abraham (1999). The Tennis Partner. Perennial. ISBN: 0060931132 (Available at Barnes and Noble or Amazon.com or other online bookstore). Buelow, G., Hebert, S., & Buelow, S. (2000). Psychotherapist’s resource on psychiatric medications: Issues of treatment and referral. Belmont, CA: Brooks/Cole. Jordan, C. & Franklin, C. (2003) Clinical Assessment for Social Workers. 2nd Ed. Chicago, Ill: Lyceum Books. 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. Blackboard assigned readings will be posted for each class session and should be considered part of your required reading assignments. Examinations: Two examinations will be given during the course