University of Wisconsin-Milwaukee s3

UNIVERSITY OF WISCONSIN-MILWAUKEE HELEN BADER SCHOOL OF SOCIAL WELFARE SOC WRK 753-003 Adult Psychopathology (3 cr.)

Laura L. Otto-Salaj, Ph.D. Fall, 2016 Office: Enderis 1191 Hours: Th 1-2 pm or by appointment Phone: 414-229-3271 (office) E-mail: [email protected]

COURSE PREREQUISITES Prerequisites for this course include Graduate student status, SOC WRK 705. Completion of SOC WRK 711 and SOC WRK 721 are strongly recommended but not required.

COURSE DESCRIPTION This is a specialized human development course which prepares students to identify specific mental disorders and understand beginning treatment strategies with adults and children affected by these disorders. Each of the psychopathologies studied is approached from the biological, psychological and social perspectives and will include alternative theories of etiology. Differential diagnosis is emphasized. Implications for interface with managed care systems will be drawn.

OBJECTIVES By semester’s end, students will demonstrate proficiency in: 1. Using case material, making a differential diagnosis of any of the psychopathologies studied. 2. Consideration of (a) environmental and socio-cultural contexts in which target behaviors occur, (b) impact of gender and minority culture status in diagnosis and evaluation, and (c) societal and individual clinician bias in formulating a diagnosis an developing treatment plans with women and minority culture group members, (d) ways in which social workers can promote social and economic justice for persons experiencing mental illness. 3. Based on a mental health assessment, planning long and short-term social work practice goals appropriate to the disorders studied in class. 4. Selecting appropriate practice modalities and social work intervention strategies which respond to client need and probable outcome.

LEARNING ENVIRONMENT Students may utilize the student computer laboratory, located on the 10th Floor of Enderis Hall, while registered for this (or any other) course). It is recommended that students establish an e-mail address to receive information about the course during the semester. Information regarding participation by students with disabilities, accommodations for religious observances, academic conduct, complaint procedures, grade appeals procedures, sexual harassment policy, safety policies and other standing policies and procedures is available in the Social Work Student handbook and at the reception desk for the School of Social Welfare, 11th Floor, Enderis Hall. University policies on academic misconduct, students with disabilities, religious observances, students called to military duty, incompletes, discriminatory conduct, academic misconduct, complaint procedures, grade appeal procedures, and final exam requirements, are located at http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf.

COURSE FORMAT Students are expected to read assigned materials before viewing video-based lectures and be able to discuss them. Case material from students’ field experience is encouraged for class discussion. Although this course will be taught in-person, some interaction with classmates will be required through bulletin-board-based discussion and group assignments. Additionally, we will use Desire2Learn (D2L), UWM’s course management system. The material for this course (slides/handouts, links to appropriate websites, discussion groups, dropboxes for assignments, and practice quizzes) will be available on the D2L website associated with this course. During the semester, you will need to have access to a computer with internet access (either your own, or UWM’s Campus Computer Labs). REQUIRED READINGS  Diagnostic and Statistical Manual of Mental Disorders 5 (2013). Washington, D.C.: American Psychiatric Association.  Corcoran, J., & Walsh, J. (2016). Clinical Assessment and Diagnosis in Social Work. NY: Oxford University Press. (This is brand new, so may take a little while to come in).  Holosko, M. (2005). Primer for Critiquing Social Research: A Student Guide. Cengage Learning. Used for guidance on journal article critique assignment. Posted on the course (D2L) website.  Other required readings (journal articles) are available on the D2L website, under Content.

RECOMMENDED  Websites: see D2L course site for links  Other required and recommended readings (journal articles and book chapters) are posted on the course (D2L) website (required) or are located in the library (recommended).

ASSIGNMENTS AND BASIS FOR GRADING A total of 1000 points are available to earn in this course. Final grades will be based on the number of points earned at the end of the semester. The following is the point value for each element of the course: 1. One mid-term, 30% (300 points) and one final exam, 30% (300 points). Exams consist of 2 parts: a multiple choice exam, and short answer questions; the multiple choice section will be timed separately from the short answer section. The exams will be completed online, unless another method of administration is requested by the student, and will be completed prior to the stated deadline. 2. Two homework assignments representing 10% total of the final course grade (50 points each for a total of 100 points). Assignments will be submitted in electronic form to the D2L dropbox prior to the stated deadline. 3. Students will review and critique ONE empirical research study from a relevant professional journal regarding some aspect of etiology of any of the particular disorders studied. Critiques will be due the week after the unit is covered; e.g., critiques on articles related to schizophrenia will be due week 5, critiques on articles related to anxiety disorders will be due week 8, etc. This critique represents 25% of the final course grade (250 points); I cannot stress how strongly I emphasize the use of the Holosko book to aid you with your critique. Critiques will be submitted in electronic form to the D2L dropbox prior to the stated deadline. Critiques are expected to follow APA format; please refer to the Critique Instructions (D2L site) for more specific guidance on this assignment. 4. Proactive class participation is a significant component of the learning process and represents 5% of the final grade (50 points). This includes positive class participation on discussion boards, and active participation in case study analysis. Class participation provides an opportunity for members of the class to learn from one another, based on different life experiences and based on unique perspectives gained form studying course materials. It also assists adult learners in learning how to effectively convey ideas to a group in a professional and respectful manner. Below are the general guidelines that I apply when evaluating class participation. Excellent Participation: The learner consistently adds value to the discussion. It is evident that the learner has read and reflected on the assigned readings prior to entering into discussions. Comments made indicate an understanding of the major concepts studied, and are relevant to the discussion. Questions and comments brought forward add rigor to the discussion. As an attentive discussion participant, the learner demonstrates reflective participation and formulates thoughtful, respectful responses. Good Participation: It appears that the learner has read the material. Although comments made are respectful and relevant to the topic, evidence of higher level thinking (application, analysis, synthesis, evaluation) is not consistently present. The student is attentive to the discussion and participates on a regular basis. Fair Participation: The learner may participate in the discussion, but comments indicate a lack of preparation prior to responding. Participation does not generally indicate familiarity with the concepts being discussed, and comments are not always relevant to the topic. Poor Participation: The learner’s comments are unrelated to the discussion, or the learner is disrespectful of others views, attempts to dominate discussions, demonstrates inappropriate verbal or nonverbal communication, or is inattentive to the discussion at hand generating side discussions, which tend to disrupt others focus of attention. The above criteria, as well as active participation in discussion through number of posts (a minimum of 14 of fair, good or excellent quality is required to attain at least a B grade for participation for the semester) and proactive in-class participation and participation in group assignments and exams (assessed by yourself and your group members), will be used to calculate your participation grade.

GRADING POLICY 1. Incompletes will be given only under the conditions specified in university policy. A notation of “incomplete” may be given in lieu of a final grade to a student who has carried a subject successfully until the end of a semester but who, because of illness or other unusual and substantiated cause beyond the student’s control, has been unable to take or complete the final examination. An incomplete is not given unless you prove to the instructor that you were prevented from completing course requirements for just cause as indicated above. 2. No late assignments will be accepted without prior agreement by the instructor. Even with this agreement, the assignment may be reduced in grade at the discretion of the instructor. Grades will not be changed after submission except for the reason of clerical error. 3. Written work will also be assessed for readability; as this is a graduate level course, use of correct elements of language (i.e. spelling, grammar, punctuation) will be considered in grading. For guidance on writing style, please see Strunk, W. (2009). The Elements of Style: Everything You Need to Know to Write. NY: WLC.

The following grading scale will be used for all course products and participation: A 93-100%; A- 90-92.9%; B+ 87-89.9%; B 83-86.9%; B- 80-82.9%; C+ 77-79.9%; C 73-76.9%; C- 70-72.9%;D+ 67-69.9%; D 63-66.9%; D- 60-62.9%; F < 60%.

ACADEMIC MISCONDUCT/PLAGIARISM The university has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. It is my expectation that the work you provide is your product, not the product of others’ efforts. This is true for papers, exams, and any other products expected in this course, in part or as a whole. Plagiarism is the unacknowledged borrowing of information, wording, organization, or ideas. Whether the original source is public (e.g., a newspaper or critical article) or private (e.g., a classmate's paper or paper written by someone else), indebtedness in any of the above areas needs to be indicated. Where the exact language of the source is repeated, the borrowed material must be treated as a quotation and be placed within quotation marks. However, by merely changing a few words or the word order or by paraphrasing, plagiarism is not avoided. There is nothing wrong in acknowledging an intellectual debt to someone. The reader is only concerned that something new has been said about the material, which was used, that it contributed in some way to the development of the ideas written. Should I find that assignments or course product are not your original product, I will follow UWM guidelines for assessment of academic misconduct, at the link below: http://uwm.edu/academicaffairs/facultystaff/policies/academic-misconduct/ Week Subject Readings 1 Overview of Course and REQUIRED Assignments DSM-5. Preface, pp. xli-xliv; DSM 5 Basics, pp. 5-25. 9/8/16 Clinical Diagnosis: RECOMMENDED Value and Limitations Chapman, L.K., Delapp, R.C.T., & Williams, M.T. (2014). Impact of race, ethnicity and culture on the expression and assessment of Socio-cultural and psychopathology. In Beidel & Frueh (Eds.) Adult Gender Issues in Psychopathology and Diagnosis (pp. 131-161). NJ: Wiley. Diagnosis & Assessment Widiger, T.A., & First, M.B. (2007). Gender and diagnostic criteria. In Narrow, W.E., First, M.B., Sirovatka, P.J., & Regier, D.A. (eds). Age and Gender Considerations in Psychiatric Diagnosis (pp. 127-137). Arlington, VA: American Psychiatric Association. 2 Diagnostic Interviewing: REQUIRED Mental Status Exam Corcoran, J., & Walsh, J. (2016). Social work and the DSM: Person- 9/15/16 in-environment versus the medical model. In Clinical Symptom Primer: Assessment and Diagnosis in Social Work (pp. 9-31). NY: Examples Oxford University Press. Daniel, M. & Gurczynski, J. (2010). Mental status examination. In D.L. Segal & M. Hersen (Eds). Diagnostic Interviewing (pp. 61- 88). NY: Springer. Miller, C. (2010). Interviewing strategies. In D.L. Segal & M. Hersen (Eds). Diagnostic Interviewing (pp. 23-38). NY: Klewer. Week Subject Readings 3 & 4 Schizophrenia & Other REQUIRED Psychotic Disorders DSM-5. Schizophrenia and Other Psychotic Disorders, pp. 87-122. 9/22/16 & Corcoran, J., & Walsh, J. (2016). Schizophrenia and other psychotic 9/29/16 disorders. In Clinical Assessment and Diagnosis in Social Work Homework #1 will be (pp. 486-521). NY: Oxford University Press. available on September Cantor-Graae, E. (2007). The contribution of social factors to the 29th at 12:01 am (two development of schizophrenia: a review of recent findings. weeks to complete). Canadian Journal of Psychiatry, 52, 277-286.

Week Subject Readings 5 & 6 Depressive Disorders: REQUIRED Bipolar and Related DSM-5. Depressive Disorders, pp. 155-188; Bipolar and Related 10/6/16 & Disorders Disorders, pp. 123-154. 10/13/16 Corcoran, J., & Walsh, J. (2016). Bipolar and related disorders. In NOTE: Homework #1 Clinical Assessment and Diagnosis in Social Work (pp. 423- due October 13th by 449). NY: Oxford University Press. 5:00 pm. Corcoran, J., & Walsh, J. (2016). Depression. In Clinical Assessment and Diagnosis in Social Work (pp. 302-344). NY: NOTE: Critiques of Oxford University Press. articles on schizophrenia Feliciano, L. & Renn, B.N. (2014). Mood disorders: depressive and related disorders due disorders. In Beidel & Frueh (Eds). Adult Psychopathology and 10/6/16 Diagnosis (pp. 253-297). NJ: Wiley. Week Subject Readings 7 Anxiety Disorders: REQUIRED Obsessive- DSM-5. Anxiety Disorders, pp. 189-264; Obsessive-Compulsive and 10/20/16 Compulsive and Related Disorders, pp. 235-264. Related Disorders Corcoran, J., & Walsh, J. (2016). Anxiety disorders. In Clinical Assessment and Diagnosis in Social Work (pp. 164-199). NY: Oxford University Press. NOTE: Critiques of Corcoran, J., & Walsh, J. (2016). Obsessive compulsive and related articles on Depressive disorders. In Beidel & Frueh (eds.) Clinical Assessment and disorders due 10/20/16 Diagnosis in Social Work (pp. 201-219). NY: Oxford University Press.

8 Mid-Term Exam Extra time for completion of Mid-Term exam.

10/27/16 Mid-term exam will Exam will cover all lecture and reading material up to and become available at including Session 7. Time window for completion: 2 weeks 12:01 am today. (10/27/16 – 11/10/16)

NOTE: Critiques of articles on Anxiety disorders due 10/27/16 9 Trauma and Stressor- REQUIRED Related Disorders DSM-5. Trauma- and Stressor Related Disorders, pp. 265-290. 11/3/16 Corcoran, J., & Walsh, J. (2016). Post-traumatic stress disorder. In Clinical Assessment and Diagnosis in Social Work (pp. 220-245). NY: Oxford University Press. Grubaugh, A.L. (2014). Trauma and stressor-related disorders. In In Beidel & Frueh (eds.) Clinical Assessment and Diagnosis in Social Work (pp. 387-405). NY: Oxford University Press.

RECOMMENDED Rosenheck, R., & Fontana, A. (2003). Use of mental health services by veterans with PTSD after the terrorist attack of September 11. American Journal of Psychiatry, 160, 1684-1690. 10 Personality REQUIRED Disorders; Disruptive, DSM-5. Personality Disorders, 645-684. 11/10/16 Impulse-Control, and Corcoran, J., & Walsh, J. (2016). Personality disorders. Clinical Conduct Disorders Assessment and Diagnosis in Social Work (pp. 451-484). NY: Oxford University Press. Mid-term exam to be Corcoran, J., & Walsh, J. (2016). Oppositional defiant and conduct completed 11/10 by disorder. In Clinical Assessment and Diagnosis in Social Work 5:00 pm (pp. 126-162). NY: Oxford University Press.

RECOMMENDED NOTE: Critiques of Young, S.M., & Pinsky, D. (2006). Narcissism and celebrity. Journal of articles on Trauma- and Research in Personality, 40, 463-471. Stressor-related disorders due 11/10/16 Week Subject Readings 11 Substance-Related and REQUIRED Addictive Disorders; DSM-5. Substance-Related and Addictive Disorders, pp. 481-590; 11/17/16 Corcoran, J., & Walsh, J. (2016). Substance use disorders. In (Week 12 = NOTE: Critiques of Clinical Assessment and Diagnosis in Social Work (pp. 346- Thanks- articles on Personality 387). NY: Oxford University Press. giving: NO disorders due 11/17/16 Hasin, D.S., Stinson, F.S., Osburn, E., & Grant, B.F. (2007). CLASS) Prevalence, correlates, disability and comorbidity of DSM-IV alcohol abuse and dependence: Results from the National Homework #2 will be Epidemiological Survey on Alcohol and Related Conditions. available on November Archives of General Psychiatry, 64(7). 17th at 12:01 am (two weeks to complete). 13 Feeding and Eating REQUIRED Disorders; Dissociative DSM-5. Feeding and Eating Disorders, pp. 320-354; Dissociative 12/1/16 Disorders Disorders pp. 291-308. Corcoran, J., & Walsh, J. (2016). Eating disorders. In Clinical Assessment and Diagnosis in Social Work (pp. 270-300). NY: NOTE: Homework #2 Oxford University Press. due December 1st by Lynn, S.J., Berg, J.M., Lilienfeld, S.O., Merckelbach, H., Giesbrecht, 5:00 pm. T., Acciardi, M., & Cleere, C. (2014). Dissociative disorders. In Beidel & Frueh (eds.) Adult Psychopathology and Diagnosis NOTE: Critiques of (pp. 407-449). Hoboken, NJ: John Wiley & Sons. articles on Substance- Striegel-Moore, R.H., & Bulik, C.M. (2007). Risk factors for eating related and Addictive disorders. American Psychologist, 62, 181-198. disorders or Disruptive Disorders due 12/1/16 12/5/16 NOTE: Final exam will Exam will cover all lecture and reading material from after the be available today at midterm exam (Weeks 9-14). Time window for completion: 12:01 am (2 weeks to 12/5/16- 12/19/16 complete). 14 Neurocognitive REQUIRED Disorders; Somatic DSM-5. Neurocognitive disorders, pp 591-644; Somatic Symptom 12/8/16 Symptom and Related and Related Disorders, pp. 309-328. Disorders Asmundson, G.J.G., Thibodeau, M.A., & Peluso, D.L. (2014). Somatic symptom and related disorders. In Beidel & Frueh Course Evaluations (Eds). Adult Psychopathology and Diagnosis (pp. 451-471). NJ: Wiley. NOTE: Critiques of Corcoran, J., & Walsh, J. (2016). Neurocognitive disorders. In articles on Feeding and Clinical Assessment and Diagnosis in Social Work (pp. 523- Eating disorders or 552). NY: Oxford University Press. Dissociative disorders due 12/8/16 15 Out of class time to complete exam 12/12/16 NOTE: Critiques of articles on Somatic and Related Disorders or Neurocognitive Disorders due 12/15/16

16 Final Exam – all elements due by 5:00 12/19/16 pm today Getting access to the Web site for this course Materials for this course are available on a Desire2Learn (D2L) course Web site. You may see these materials there anytime you wish, using a standard Web browser. If you have a PC-compatible computer, it is preferable to use Mozilla Firefox as your browser for D2L. If you have a Mac, it is preferable to use Mac OS X. You should also make sure that your browser supports Javascript.

In order to find and browse our D2L course Web site:

1. Call up your Web browser and go to the UWM home page: http://www.uwm.edu

2. From the UWM home page, click on the “D2L Course Access” link near the top right of the screen.

3. On the next screen, click on the Desire2Learn logo.

4. This will bring up the Desire2Learn welcome screen. You will see a location to enter your Username and Password.

5. Your Username is your ePanther username (the same username as your campus email), without the “@uwm.edu” part. Do not hit Enter after you have typed in your username! Either hit the Tab key on your keyboard, or use the mouse to click in the box next to Password.

6. Your Password is your ePanther password. After you have typed in your ePanther password, then please hit Login.

7. You should then see a My Home screen. You will see on the screen a list of My UW-Milwaukee Courses. There is a + next to the phrase Fall 2016; click on the + sign. You will then see a + next to the name of any department in which you are enrolled in a course that uses D2L, for example, + SW-Social Work. Click on that + too. Finally, you will see a course title underlined in blue. That is a hot link: click on it and you will enter our course Home Page.

8. Once you are on the My Home screen, you will see links on the left side of your screen that allow you to change your ePanther password or forward your ePanther email to your preferred private email address.

9. If you have any problems with our Desire2Learn course Web site, please contact me. I may suggest you contact the Learning Technology Center for assistance, but contact me first.

10. Finally, there is a page that provides quite a bit of assistance with D2L: here is the link to it. http://uwmltc.org/?p=8607&_ga=1.38912231.594381265.1424119052