2265 - Diagnosis... · Web view2019-03-28 · Focus will be on learning the process of assessment, diagnosis, how to conduct mental status examinations, treatment of mental and

Southern State Community CollegeCurriculum Committee – November 2018HSSR 2265 – Diagnosis and Treatment of Mental and Emotional Disorders 1

1. COURSE TITLE: Diagnosis and Treatment of Mental and Emotional Disorders

2. COURSE NUMBER: 2265 CATALOG PREFIX: HSSR

3. PREREQUISITE: PSYC 1110

4. Course Location and Time:North Campus/Wilmington – Evening Program (specify time)South Campus/Mt. Orab – Day Program (specify time)

5. CREDIT HOURS: 3 LECTURE HOURS: 3 LABORATORY HOURS: 0 OBSERVATION HOURS: 0

6. Faculty Contact InformationInstructor: YOUR NAME HEREPhone: 937-393-3431 Ext. ????Email: [email protected] Hours: by appointment

7. COURSE DESCRIPTION:

This course is designed to give an overview and provide an understanding of abnormal behavior in the context of the diagnostic categories as described in the most recent edition of the Diagnostic and Statistical Manual of Mental Disorder (5th Ed.) [DSM-5] and the diagnostic system. A focus of the course will be on the appropriate use of the current edition of the Diagnostic and Statistical Manual for Mental Disorders and an understanding of the International Classification of Diseases [ICD-10], including limits and weaknesses of these approaches—especially with regard to cultural differences and alternatives to them. This course presents the current theories and research concerning the causes, symptoms, and treatment of various mental and behavioral disorders. Focus will be on learning the process of assessment, diagnosis, how to conduct mental status examinations, treatment of mental and emotional disorders including factors influencing these, and on the development and recognition of a framework for identifying symptomology, etiology and psychodynamics of mental and emotional disorders. This course incorporates the use of case studies as a tool to learn how to use diagnosis in developing effective treatment plans.

COURSE CONTENT:A. Review of the DSM. B. Review conceptualization of mental disorder. C. Discuss the role, value, purposes, and limitations of diagnosis in the counseling process.


D. Practice a range of clinical assessment skills: a. Practice clinical interviewing skills. b. Practice differential diagnosing. c. Practice administering and writing up mental status exam

E. Explain factors that contribute to or interfere with accurate assessment, diagnosis, and case conceptualization. F. Synthesize bio-psycho-socio-spiritual factors in case conceptualization, diagnosis, and treatment planning in a multiculturally sensitive fashion. G. Review assessment protocols for suicide, homicide, and other mental health crises. H. Review mental status functions and practice conducting a Mental Status Exam. I. Examine core components of diagnostic formulation to the process of effective treatment planning. J. Review and practice creating treatment plans. K. Review and discuss ethical issues (e.g., culture, gender, client welfare) in clinical diagnosis and treatment planning L. Review American with Disabilities Act and Family Medical Leave Act and how they relate to working with clients. M. Provide introduction to ICD, CPT codes, and managed care. N. Review case management skills across a variety of treatment contexts—e.g., community service agencies, private outpatient practice, and acute inpatient settings.

8. COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES:At the completion of this course the student will be able to:

1. Describe the historical viewpoints and treatments of mental disorders.2. Describe current theoretical views of mental disorders.3. Current methods of clinical assessment and the DSM-V4. Describe the clinical picture of each major mental disorder.5. The major forms of treatment intervention and prognosis.6. Contrast ethical issues regarding treatment and current treatment resources.7. Communicate the significance of facts, concepts, and ideas in spoken and written English which is clear, precise, and logical.8. Demonstrate a problem-solving capability through analysis/synthesis.9. Recognize the ways in which a scientific approach can be used to formulate an understanding of the observable world.10. Recognize and describe the interactions and institutions that characterize the individual and society.11. Appraise the values and character of both Western and Non-Western cultures.12. Recognize and appraise the various forms in which human creative efforts are expressed.13. Apply an understanding of age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations. 14. Apply strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 15. Demonstrate the general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status. 16. Demonstrate an understanding of effective strategies for promoting client understanding of and access to community resources; principles and models of biopsychosocial assessment, case


conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans. 17. Demonstrate an academic proficiency comparable to students completing the second year of a baccalaureate degree program.

CDCA: Chemical Dependency Counselor Assistant Phase I (40 hours required) or Phase II (30 hours required)

This course provides 9 hours of chemical dependency specific education in the following areas:

1 - Theories of addiction (2 hours) 2 - Counseling procedures & strategies with addicted populations (1 hours) 3 - Group process & techniques working with addicted populations (1 hours) 4 - Assessment & diagnosis of addiction (2 hours) 5 - Relationship counseling with addicted populations (0 hours) 6 - Pharmacology (1 hours) 7 - Prevention strategies (1 hours) 8 - Treatment planning (1 hours) 9 - Legal & ethical issues pertaining to chemical dependency (0 hours)

9. ADOPTED TEXT(S):

Diagnostic and Statistical Manual of Mental Disorders (DSM-5®), Fifth EditionAmerican Psychiatric AssociationISBN 978-0-89042-555-8 (Paperback)

Learning DSM-5® by Case ExampleMichael B. First, M.D., Andrew E. Skodol, M.D., Janet B. W. Williams, Ph.D., and Robert L. Spitzer, M.D.American Psychiatric AssociationISBN 978-1-61537-016-0 (Paperback)

The instructor will provide students with supplemental materials to read as part of the course to


enhance learning.

9a: SUPPLEMENTAL TEXTS APPROVED BY FULL TIME DEPARTMENTAL FACULTY: NONE

10. OTHER REQUIRED MATERIALS:Southern State Community College offers technology support for students. Please see the following information about technology requirements and how to access assistance. Please note, your instructor does not have access to the systems used that support email, MyELearn/Canvas, and other publisher platforms for online learning. You need to utilize the information below to resolve any technology issues related to your education at SSCC.

Tech SupportFor help with your password, email, MyELearn, or any other technology issues, questions, or requests, contact Tech Support.Tech Support Hours:Monday-Thursday – 8am to 4pmFriday – 8am to 12pmPhone: 800-628-7722 x2800Option 1: Password AssistanceOption 2: Student Assistance with MyELearnOption 3: Instructor Assistance with MyELearnOption 4: All other Technical IssuesEmail: [email protected]

MyELearn is Southern State's learning management system. Your online classes will each have a site in MyELearn that will serve as a hub for all the course content, links to the publisher platforms, and activities. Your face-to-face classes will have a site in MyELearn that will serve as a hub for course content, assignment submissions, and other activities. For assistance you can: Search the Canvas Guides - Find asnwers to common questions about MyELean Call Student 24/7 Support: 1-833-204-0683

Minimum Supported BrowsersMyELearn (Canvas) highly recommends using the newest version of whatever browser you are using. However, MyELearn supports the following browsers and Flash versions (as of 4/10/18): Chrome 63 and 64 Firefox 57 and 58 (Extended Releases are not supported) Safari 10 and 11 (Macintosh only) Flash 27 and 28 (used for recording or viewing audio/video and uploading files) Respondus Lockdown Browser (supporting the latest system requirements)

Not sure what browser you are using? Visit supportdetails.com/ and check the 'Browser' box to see which browser you are using.Some supported browsers may still produce a banner stating "Your browser does not meet the minimum requirements for Canvas." If you have upgraded your browser but you are still seeing the warning banner, try logging out of MyELearn (Canvas) and deleting your browser cookies.


If you are getting a blank page in MyELearn, your browser may be detecting mixed content. For information on fixing this problem, see the section on "Browser Privacy Settings" in the Canvas guide.Other Browser RequirementsFlash is required in several places in MyELearn: media recording/streaming and viewing as well as uploading files to a course or an assignment. Other than these features, Flash is not required to use most areas of MyELearn.

The Java plug-in is required for screen sharing in Conferences. Please note that some browsers do not support Java. Otherwise, there are no other browser plug-ins used by MyELearn.

Mobile DevicesThe Canvas Student app is the mobile version of MyELearn (Canvas) that helps students stay current with their courses anywhere. Download the Canvas Student app on Android and iOSdevices. Additional information on the Canvas Student app can be found in the Android Guide or iOS Guide.

Do I have the minimum computer requirements?Check the Canvas (MyELearn) Technical Information to make sure you have the required platform technologies. You will also need the following minimum software requirements:

Reliable internet service provider (dial-up connection will work but DSL or cable is preferred)

Reputable anti-virus program (be sure to regularly update your anti-virus program and visit Microsoft Windows Update to be sure you have the latest protection against viruses)

Some MyELearn courses use browser plugins. To view portions of these sites, you may need one or more of the following plugins (browsers will generally automatically download any plugin required by a particular page):

Adobe Reader – view, navigate and print Adobe PDF files across all major computing platforms

Flash – view interactive quizzes, animations and activities Java plug-in – run applications and applets that use Java technology QuickTime – view videos Real Player – play video and audio files Shockwave – view interactive quizzes, animations and activities Windows Media Player – play video and audio files

https://www.sscc.edu/academics/student-technology-resources.shtml

Please be advised, you should have antivirus software and malware on your computers when downloading any items.

11. GRADING:The grading scale will follow the policy in the college catalog:

A 100 – 90


B 89 – 80C 79 – 70D 69 – 60F –

0

12. GRADING PROCEDURES OR ASSESSMENTS: (Course Syllabus – Individual Instructor Specific)

Calculations for grades at a glance:Six Exams 45%Final Exam 10%Quizzes 10%Canvas Discussion 10%Paper 10%Attendance 10%Therapy/treatment reference list

5%

TOTAL 100%

A. There will be six tests over the materials covered in book, class lectures, and videos. The sixth test will be the final exam which is comprehensive. Missing an exam requires a legitimate excuse, typically documentation that accompanies it. You must inform the instructor immediately if an emergency arises that requires you to miss an exam. Allowance to make-up a missed exam is given at the discretion of the instructor. If you are permitted to make up an exam, you must do so on the next day you are present for class. You will need to arrange to make up the exam prior to the scheduled class. If you fail to do so, you will receive a zero for the exam. Exams will not be made up during class time.

B. Canvas Discussions are also part of the course. These will be weekly and count for 10% of the grade. All responses must use complete sentences and answer all prompts. In addition, you must respond to another student’s thread to receive all points. All points for each posting are not guaranteed. If your answer is not fully developed, you will not receive all points. You will also need to include citations in some of the discussion boards.

C. There will be at least six quizzes over reading assignments/chapters (10%). If you are absent for a quiz, there are no make-ups. You will receive a zero for the missed quiz. Hence, attendance is important.

D. Class attendance is 10% of your grade.


Students who miss more than 6 classes, may be asked to withdraw from the class by the instructor. Failure to officially withdraw will result in the student being issued a grade of “F” for the course.

ABSENCES POINTS GRADE0 10 1001 9 902 8 803 7 704 6 605 5 506 4 40

E. A six-page research paper on a topic covered in the course will count as 10% of the grade. A minimum of four outside resources must be utilized, none over five years old. You must use scholarly journals. If you use only websites for citations, your grade will be reduced by 10 points on the paper.

APA format is required. The length of the paper does not include cover sheet, abstract, or the works cited page. You must choose a topic of interest to you. If you need ideas, please see me individually.

The paper is due on (Blank). Papers will be submitted via Canvas unless otherwise instructed.

http://sscc.libguides.com/friendly.php?s=citations/apa

F. Therapy/treatment reference list. Students will choose one diagnosis and create a reference list (annotated bibliography) of readings, current therapies, and/or empirically shown effective treatment modalities for the diagnosis (reference list should be at least two pages, consistent with APA 6th edition format, 12pt. font, Times New Roman). These will be posted in Canvas so other students have access to the list. It is a means to share knowledge and become a resource for you in the future.

13. COURSE METHODOLOGY: (Modify based on academic freedom)This course will utilize lecture, class discussions, and small group discussions. This course will also utilize power points to supplement the material in the textbook. Videos (i.e. movies, Tedtalks, music, or otherwise) may be used in addition to the textbook and power points for the class to supplement the primary textbook. These may be viewed in class or assigned throughout the semester to view and be prepared to discuss in class. The instructor may post links to videos in the learning management system, MyELearn/Canvas. In addition, the instructor may require the students to write a reflective paper on any video, music or otherwise, shown in class or required to be viewed outside of class hours.

Attendance: One of the greater expectations of this course is fulfilling your obligation of attendance. While your


readings cover a substantial proportion of the course content, classroom participation is the most integral part of this course. As attendance will be taken every day and its part of your overall grade, you must minimize the number of absences you may have. You will start with a 100-point attendance pool. For each absence, you will lose points from the attendance pool. With 7 absences, the student would need to withdraw from the course. If you do not withdraw from the course, you will receive an “F” as your final grade. It is your responsibility to sign the attendance sheet as it is passed. If you request the instructor add your name to the attendance sheet after class because you missed it as when passed around, you will be counted as tardy. See more information below on tardiness. If you are absent a day, it is important that you ask the instructor the next class day if you missed a handout as these may contain information that can be included on quizzes and exams.

ABSENCES POINTS GRADE Percentage

0 100 100 1 90 902 80 803 70 704 60 605 50 506 40 40

Tardiness:Tardiness is a significant issue as well. Not only does it deprive you of needed classroom participation time, it is extremely disruptive to the overall classroom flow and dynamic. Occasional lateness is understandable; consistent tardiness is not. For every 3 occurrences of tardiness, you will be given an absence. Simply said, treat this course as a serious learning endeavor and come to class on time. Tardiness will be defined being late for the scheduled start of the class. For example, if the class is scheduled to begin at 3:00 pm and you arrive at 3:01pm then you will be considered tardy. If the instructor is late due to unforeseen events and you arrive later than the scheduled class, but before the instructor, you will not be counted as tardy.

Cell Phones:There is no reason for cell phones in class. Therefore, there is a simple rule: NO CELL PHONES ARE ALLOWED IN CLASS. Put them away from your visibility. The only exception that is allowed is if you have an occupation that requires you to be on call. If that is the case, you must inform me for consent to have a cell phone. Despite the attempted subterfuge, it is quite easy to spot when someone texting. Don’t have your cellphone out. If you have a cell phone out, an absence may be recorded.

Sleeping:Sleep at home, not here. If you sleep, you are not really present. If you are caught sleeping, you will be marked as being absent.

Disruptive Behavior:Any behavior that distracts other students from learning and participating is disruptive. This most


commonly occurs in the form of holding loud conversations during class (but not limited to such). If you are disruptive, you may be asked to leave the class and an absence recorded.

Children in Class: Please do not bring children into Human Services classes, regardless of the reason. Many of the discussions held in Human Services classes feature mature topics and may not be suitable for children. Additionally, some students may feel uncomfortable engaging in class discussions on mature topics when children are in the room. So, please do not bring children to class.

Academic Honesty:Academic honesty is a must in an institution of higher learning. Academic dishonesty includes (but not limited to) cheating, plagiarism, or helping another student in engage in academic dishonesty. If a student engages in academic dishonesty, at the discretion of the instructor, the student may receive an automatic failing grade for the assignment and/or course.

Reading: To know the background of the class lecture, students are expected to complete the assigned reading before class. Likewise, your writing assignments and exams will cover a significant portion of the assigned readings. In the tentative outline, you will see when readings are due. If you look at the chart, you will see a corresponding day with each chapter for the textbook. If there are additional readings, the instructor may include these within the syllabus, post an announcement in MyELearn/Canvas, or have the reading title available on a specific assignment in the learning management system. If a reading is posted in MyELearn/Canvas, you will need to locate the electronic version of the article (typically a journal article) if a PDF is not posted. The necessary information about the article – author, name of journal, date page numbers, etc. will be noted in the MyElearn/Canvas system. It is your responsibility to read all assigned items beyond the required textbook for the course.

14. Course Outline:

Week of….

Reading due Assessment/Assignment

Student Learning Outcomes

CDCA Phase I or Phase II Specific

Education Areas

ONE Abnormal Psychology: Past and PresentDistribute and explain course syllabusThe historical viewpoints of abnormality from yesterday to todayDefining Maladaptiveness: Deviance, Distress, Dysfunction, and Danger

Discussion One 1, 2, 6, 11, 13, 15, 16

TWO Models of AbnormalityMajor theoretical views regarding mental disordersThe biological viewThe psychodynamic viewThe behavioral viewThe humanistic-existential view

Discussion Two

1, 2, 9, 10, 11, 13, 16

1


The sociocultural viewTHREE Clinical Assessment, Diagnosis, and

TreatmentClinical Assessment, Diagnosis, and TreatmentAssessment tools, interviews, tests, and observationsDSM- V and the process of assessment

Discussion Three

1, 3, 5, 8, 9, 10, 13, 14, 15, 16

4, 7, 8

FOUR Anxiety, Obsessive-Compulsive, and Related DisordersAnxiety, Obsessive-compulsive, and related disordersGeneralized Anxiety DisordersPhobiasSocial Anxiety Disorder and Panic DisorderObsessive-Compulsive Disorder

Discussion Four

Test over material for weeks 1-3

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

1, 2, 3, 6-11, 13, 15, 16

FIVE Disorders of Trauma and StressDisorders of Trauma and StressStress and ArousalAcute and Posttraumatic Stress DisordersDissociative Disorders

Discussion Five 3, 4, 5, 6, 8, 9, 11, 13, 15, 16

SIX Depressive and Bipolar DisordersTreatments for Depressive and Bipolar Disorders Depressive and Bipolar Disorders; Treatments for Depressive and Bipolar DisordersUnipolar DepressionBipolar DepressionTreatment for unipolar and bipolar depression

Discussion Six

Test over material for weeks four and five

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

4-9, 11, 13, 15, 16

SEVEN SuicideSuicidePatterns and StatisticsTriggersUnderlying CausesHow to assess for suicidalityTreatment

Discussion Seven

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

EIGHT Disorders Featuring Somatic SymptomsDisorders Featuring Somatic SymptomsFactitious DisorderConversion and Somatic Symptom DisorderIllness Anxiety Disorder

Discussion Eight

Test over material for

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

4-9, 11, 13, 15, 16


Psychological Factors affecting other medical Conditions

weeks six and seven

NINE Eating DisordersEating DisordersSymptoms of Anorexia, Bulimia, and Binge eating disordersSubtypes and medical complicationsContributors to eating disorders

Discussion Nine

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

TEN Substance Use and Addictive Disorders Substance Use DisordersThe DSM-V CriteriaDrug classificationsTreatmentsOther Addictive Behaviors – gambling, internet gaming disorder

Discussion Ten 3, 4, 5, 6, 8, 9, 11, 13, 15, 16

1, 2, 3, 4, 6, 7, 8

ELEVEN Disorders of Sex and GenderDisorders of Sex and GenderSexual dysfunctions and treatmentsParaphilic DisordersGender Dysphoria

Discussion Eleven

Test over material for weeks nine and ten

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

4-9, 11, 13, 15, 16

TWELVE SchizophreniaTreatments for Schizophrenia and Other Severe Mental DisordersSchizophrenia and treatment for schizophrenia and other severe mental disordersPositive and Negative symptoms of SchizophreniaDefining Delusions and HallucinationsViews on schizophrenia and ways to treat

Discussion Twelve

Paper Due

3, 4, 5, 6, 8, 9, 11, 12, 13, 15, 16

THIRTEEN Personality Disorders Personality Disorders“Odd” Personality Disorders“Dramatic” Personality Disorders“Anxious” Personality DisordersMulticultural FactorsFive Factor Model

Discussion Thirteen

Therapy/Treatment Reference List

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

FOURTEEN Disorders Common Among Children and Adolescents Disorders Common Among Children and

Discussion Fourteen

3, 4, 5, 6, 8, 9, 11, 12, 13, 15, 16


AdolescentsChildhood Anxiety DisordersOppositional Defiant and Conduct DisordersElimination DisordersNeurodevelopmental Disorders

Test over material for weeks eleven and twelve

4-9, 11, 13

FIFTEEN Disorders of Aging and CognitionDisorders of AgingOld age and stressLater life: depression, anxiety, substance misuse, and psychotic disordersDisorders of cognition

Discussion Fifteen

3, 4, 5, 6, 8, 9, 11, 13, 15, 16

4-9, 11, 13

SIXTEEN Comprehensive Exam Material over weeks 1 - 15

1 - 17 1, 2, 4, 6, 8

15. SPECIFIC MANAGEMENT REQUIREMENTS: (Modify based on academic freedom)

Student Responsibilities: To meet the objectives of this course, students are expected to attend all scheduled meetings with the instructor, study the text, complete assignments, contribute to Canvas discussions, and act as responsible adults.

Instructor Responsibilities: The instructor will enhance and expand the meaning and application of the subject matter covered throughout the course. At the beginning of the semester, the instructor will distribute syllabi listing all course requirements. At the beginning of each meeting, the instructor will summarize the material which the student reviewed in preparation for the meeting. The instructor will facilitate discussion and be available for individual student as needed for individual conference times.

ACADEMIC MISCONDUCT (Student Handbook, Page 38) http://www.sscc.edu/students/assets/student-handbook.pdf Southern State is committed to providing educational opportunities that promote academic, professional and personal growth in students. To these ends, all members of the College are expected to uphold the highest academic and ethical standards.

Types of Misconduct are …

1. Any unauthorized use of material (books, notes of any kind and so forth) during anexamination, test or quiz.

2. Copying from another student’s work or permitting one’s work to be copied duringan examination, test or quiz.

3. Unauthorized use of equipment (computers, calculators or any type of educational orlaboratory equipment).

4. Permitting a person to pose in one’s place during an examination, test, or quiz orposing as another person during an examination, test or quiz.


5. Altering an examination, test, or quiz, or any other type of evaluated work in an effort to have the work re‐evaluated for a higher grade.

6. Plagiarizing or permitting one’s work to be plagiarized.

7. Using unauthorized or improper methods to determine in advance the contents of anexamination, test or quiz.

8. Unauthorized use of computer software during an examination, test or quiz.

9. Submitting as one’s own work a work of art, speech or oral report, a musical composition, a computer program, a laboratory project or any other creationdone by another person.

For further definition, student responsibilities, charges, sanctions and the appeal process, visit: http://www.sscc.edu/academics/regulations.shtml#academic ‐ misconduct

Further clarification on plagiarismUnderstanding plagiarism can be confusing. Violations of these standards include cheating; plagiarizing; submitting, without permission, a paper or assignment completed for one class to fulfill a requirement for another class; fabricating materials; using materials in an unauthorized manner; misrepresenting academic records; and/or facilitating academic dishonesty.

To clarify, copying word for word from any source without enclosing the material in quotation marks, and citing the source and page number of the quote is considered plagiarism. Re-writing original ideas into your own words without citing the source of the ideas is also considered plagiarism.

Communication PolicyMyELearn/Canvas is the major communication tool in this course. Students are expected to check the course site for announcements and monitor their email in MyELearn/Canvas regularly. Emails to the instructor must be sent from the email system in MyElearn/Canvas. This is the most efficient means to contact the instructor for this course. Canvas has an application for iPhone and Android systems which enables communication to be more efficient for students and instructors.

Failure to read course announcements, instructor emails, and/or the course assignment schedule does not justify late assignments or failure to comprehend due dates.All assignments are submitted via MyELearn/Canvas. Written assignments must be submitted using the MyELearn/Canvas course assignment links. The assignment will include information about how to submit your papers or answers, such as using a survey or test instrument. Other written assignments may be submitted in any of the following formats: Microsoft Word (.doc) preferred; Rich text format (.rtf); Plain text (.txt); Adobe Acrobat PDF (.pdf).

16. OTHER INFORMATION:


Accommodations Due to Disability: Southern State Community College is committed to providing reasonable accommodations for all persons with disabilities. The syllabus can be made available in alternate formats upon request.

Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Services Office. It is your responsibility to give the instructor/professor a letter with the accommodations so these can be made in order to assist you in with your academic success.

If you have a condition or situation that would make it difficult for you to carry out the work as outlined, please notify the Instructor as soon as possible. Students with disabilities may contact the Disabilities Service Office, Central Campus at 800-628-7722 or 937-393-3431 ext. 2604. For more information, you can also use the following link to check out the webpage for the college and more information.http://www.sscc.edu/services/disability-services.shtml

FERPA: Students need to understand that others may see your work. Others may see your work when being distributed, during group project work, or if it is chosen for demonstration purposes.

Students also need to know that there is a strong possibility that your work may be submitted to other entities for plagiarism checks.

College Closure – If the college is unexpectedly closed (for bad weather, power-outage, etc.), students are expected to keep-up with the Course-Outline as printed. All reading assignments, tests, and other projects will still be due on their original due dates, or upon return to class.

The instructor/professor reserves the right to modify this syllabus and class methodology at any time.


CHEMICAL DEPENDENCY COUNSELOR ASSISTANT

PHASE I EDUCATION GRID

Please list, in chronological order, your chemical dependency counseling education. To meet the requirements for Chemical Dependency Counselor Assistant certification, applicants must document forty (40) hours of chemical dependency specific education in the content areas listed below. The minimum number of hours in each area is identified. Fifty percent (50%) of this education must have been completed within the two (2) year period immediately prior to filing this application.

Verification of all education hours listed must be included with this application. Acceptable forms of verification include official transcripts, certificates of attendance or letters of verification. Indicate the number of hours in each content area for which the education/training applies. The content areas are as follows: 1 - Theories of addiction 6 - Pharmacology 2 - Counseling procedures & strategies with addicted populations 7 - Prevention strategies 3 - Group process & techniques working with addicted populations 8 - Treatment planning 4 - Assessment & diagnosis of addiction 9 - Legal & ethical issues pertaining to5 - Relationship counseling with addicted populations chemical dependency

Date of training Title of training

Total clock hours

1 2 3 4 5 6 7 8 9

Second YearFall Semester

HSSR 2265 Diagnosis and Treatment of Mental and Emotional Disorders(3 Semester Credit Hours)

9 2 1 1 2 0 1 1 1 0

TOTAL HOURS THIS PAGE One semester hour = 15 clock hours One quarter hour = 10 clock hours

DUPLICATE THIS PAGE AS NEEDED AND INCLUDE WITH THE FORMAL APPLICATION


CHEMICAL DEPENDENCY COUNSELOR ASSISTANT

PHASE II EDUCATION GRID

Please list, in chronological order, your chemical dependency counseling education. To meet the requirements for Chemical Dependency Counselor Assistant certification, applicants must document thirty (30) hours of chemical dependency specific education in the content areas listed below. The minimum number of hours in each area is identified. These hours must be completed during your preliminary certification period.

Verification of all education hours listed must be included with this application. Acceptable forms of verification include official transcripts, certificates of attendance or letters of verification. Indicate the number of hours in each content area for which the education/training applies. The content areas are as follows:

1 - Theories of addiction 6 - Pharmacology 2 - Counseling procedures & strategies with addicted populations 7 - Prevention strategies 3 - Group process & techniques working with addicted populations 8 - Treatment planning 4 - Assessment & diagnosis of addiction 9 - Legal & ethical issues pertaining to 5 - Relationship counseling with addicted populations chemical dependency

Date oftraining

Title of training

Total clock hour

s

1 2 3 4 5 6 7 8 9

Second YearFall Semester

HSSR 2265 Diagnosis and Treatment of Mental and

Emotional Disorders(3 semester credit hrs)

9 2 1 1 2 0 1 1 1 0

TOTAL HOURS THIS PAGE

One semester hour = 15 clock hours One quarter hour = 10 clock hours


DUPLICATE THIS PAGE AS NEEDED AND INCLUDE WITH THE FORMAL APPLICATION

Last Updated 03/17


Definitions ofChemical Dependency Specific Education

Theories of Addiction · Models and theories used to describe addiction, contemporary and historical · Effects of addiction on individuals including the biological, psychological (cognitive and

affective), social and spiritual dimensions of life and functioning; the interaction of the social and cultural contexts with addictive processes

· Differentiation of addiction from other medical and psychological conditions Counseling Procedures and Strategies with Addicted Populations · Theories of counseling and psychotherapy employed in the treatment of psychoactive

substance abuse and addiction · Techniques utilized in the treatment of psychoactive substance abuse and dependence · Models of treatment utilized in the treatment of psychoactive substance abuse and

addiction, contemporary and historical · Interaction of theories of personality with theories of counseling and psychotherapy;

professional issues including counter-transference, boundary setting and characteristics and dynamics which decrease the effectiveness of therapists

· Relapse prevention · Dual diagnosis Group Process and Techniques Working with Addicted Populations · Models of group therapy · Dynamics of therapy groups · Components of group process and analysis; dynamics of facilitation · Effects of addictive processes on group therapy · Effects of individual diversity of group process Assessment and Diagnosis of Addiction · Assessment procedures · Diagnostic interviewing · Use and interpretation of testing instruments for psychoactive substance abuse and dependence · Criteria for determining diagnosis; criteria for determining appropriate modality and level

of treatment · Use of collateral data in the assessment process, including professional and

nonprofessional material · Dual diagnosis


Relationship Counseling with Addicted Populations · Models and techniques of assessing relationship dysfunction · Use and interpretation of instruments used in the assessment of relations · Theories of counseling and psychotherapy employed in the treatment of dysfunctional

relationships · Techniques and strategies utilized in the treatment of dysfunctional relationships · Effects of addictive processes on relationship systems · Effects of addictive processes on human growth and development

· Differential assessment of dysfunction resulting from codependency and other medical and psychological conditions

Pharmacology

· Pharmacology of both drugs of abuse and those used in detoxification and the treatment of addiction and mental and emotional disorders including the action of pharmaceuticals and the physiological response, the interaction of pharmaceuticals, tolerance, the appropriate use of psychotropics with addicted persons and the effects of drugs on sensation and perception, learning and memory, human growth and development, sexual functioning and behavior

Prevention Strategies · Models of prevention of psychoactive substance use, abuse and dependence,

contemporary and historical · Methods and components utilized in the interpretation of a needs assessment · Function of evaluation instruments; social and cultural influences on the use of

psychoactive substances · Risk factors associated with the use, abuse and dependence on psychoactive substances · Prevention and intervention strategies used with various groups identified by age, gender,

ethnicity, sexual orientation, ability; employee assistance programming, student assistance programming

· Wellness Treatment Planning · Models of treatment planning; adapting treatment strategies to individual needs and

characteristics including persons with other medical and psychological conditions · Criteria for admission, continuing care and discharge appropriate to diverse levels of

treatment · Methods of documenting the course of treatment · Relapse prevention Legal and Ethical Issues Pertaining to Chemical Dependency · Principles supporting and informing the ethical codes pertaining to addictions counselors · Specific knowledge of appropriate ethical codes and laws associated with addictions

counseling · Obligations and procedures which encourage the ethical conduct of counselors


Last Updated 3/17

Documents

2265 - Diagnosis... · Web view2019-03-28 · Focus will be on learning the process of assessment, diagnosis, how to conduct mental status examinations, treatment of mental and