Download XIV. Policy on Changes to the Syllabus and/or Course Requirements

Social Work 612
Psychopathology and Diagnosis of Mental Disorders
3 Units
Spring 2013
Instructor:
E-Mail:
Telephone:
Office:
Office Hours:
Martha Lyon-Levine, Ph.D.
[email protected]
213.740.2765
SWC 224
TBA & By Appointment
Course Day:
Course Time:
Course Location:
Thursday
4:10 – 7:00pm
MRF 102
I. CATALOGUE DESCRIPTION
SOWK 612 Psychopathology and Diagnosis of Mental Disorders (3 units). Assessment of
psychopathology, and the rationale and organization of the system for diagnosis of mental disorders.
Emphasis is on developing differential diagnostic skills.
II. COURSE DESCRIPTION
This course will provide the student with exposure to major issues in the area of adult psychopathology
and diagnosis of mental disorders. The course examines psychopathology and mental disorders from a
biopsychosocial and ethnocultural perspective. Emphasis is placed on understanding biopsychosocial
influences on the incidence, manifestation, and course of the most commonly presented mental disorders
and the differential effect of these factors on diverse populations. Current research from biological
psychiatry and the behavioral sciences regarding the impact of poverty, race/ethnicity, class, and labeling
theories and the stress and social support model are highlighted. Special attention is also placed on
understanding the human experience of mental illness through the study of subjective experience of
clients (consumers, patients) and the experience of family burden on family members and significant
others.
The DSM IV-TR is used as an organizing framework for reviewing major mental disorders. Discussion of
the strengths and weaknesses of this system, the role of social workers in psychiatric diagnosis, the
relationship of diagnosis to social work assessment and issues of ethical practice are a critical part of the
course. The course emphasizes the acquisition of diagnostic skills as they relate to comprehensive social
work assessment of individuals through the lifespan. Knowledge of psychopharmacology and the roles
social workers occupy within interdisciplinary practice will be covered. This is not a class that will provide
skill-based learning in specific clinical interventions. The primary focus is on assessment and case
planning that integrates diagnostic information to assure interventions that are consistent with the
individual's needs and strengths.
SOWK 612 – Martha Lyon-Levine, Ph.D.
Page 1 of 19
III. COURSE OBJECTIVES
The Psychopathology and Diagnosis of Mental Disorders course (SOWK 612) will:
Objective #
1
2
3
4
Objectives
Provide an understanding of appropriate professional conduct and responsibilities
regarding the assessment and diagnosis of mental disorders and the application of
ethical guidelines regarding confidentiality, self-determination, and high-risk
manifestations of psychopathology.
Promote knowledge about the logic and method of diagnostic classification and the
criteria necessary for the diagnosis of various mental disorders using the multiaxial
assessment, the process for ruling out alternative explanations for observed
symptoms, and differentiating between disorders with shared symptoms. Discussions
will help students recognize the uses, limitations, and misuse of assigning psychiatric
diagnoses.
Demonstrate the importance and value of ethnocultural factors in differential
diagnostics, providing opportunities for students to consider and increase awareness
about the subjective experience of mental illness and clinical conditions. Diversity
issues include, but are not limited to, race, ethnicity, cultural values and beliefs,
gender, sexual orientation, age, socioeconomic status, and religion/spirituality.
Teach the theoretical foundation needed for constructing a comprehensive and
concise biopsychosocial assessment, including a mental status exam. The course will
offer a variety of experiential activities allowing students to observe and practice the
skills necessary to apply assessment and diagnostic knowledge to specific case
examples.
IV. COURSE FORMAT / INSTRUCTIONAL METHODS
Class format is both didactic and interactive. Case vignettes, videotapes, and semi-structured class
exercises will accompany lectures and assigned reading. The combination of these approaches will
highlight process and assessment, differential diagnostic skills, and clinical sophistication in working with
a broad range of individuals in social work settings. Professionals from the practice community may be
invited to present on their area of expertise.
Professional standards and confidentiality: Because of the nature of the assignments in which a client
system is used for the purposes of analysis, students are expected to adhere to all the core principles
contained in the NASW Code of Ethics (1999) and are cautioned to use their professional judgment in
protecting the confidentiality of clients when writing their assignments and in class discussions.
Person-first language: Students should be especially careful not to contribute unwittingly to myths about
mental illness and disability in the conduct of practice, research, interpretation of data, and use of terms.
The integrity of persons being addressed should be maintained by avoiding language that pathologizes or
equates persons with the conditions they have (such as “a schizophrenic,” “a borderline,” “addicts,"
"epileptics," or "the disabled") or language that implies that the person as a whole is disordered or
disabled, as in the expression “chronics,” “psychotics,” or "disabled persons." Emphasis should be on the
person first, not the disability. This is accomplished by putting the person-noun first (i.e., "persons [or
people] with disabilities," or “an individual diagnosed with schizophrenia”).
SW 612 – Martha Lyon-Levine, Ph.D.
Page 2 of 19
V. STUDENT LEARNING OUTCOMES
Student learning for this course relates to one or more of the following ten social work core competencies:
Social Work Core Competencies
1
2
3
4
5
6
7
8
9
10
Professional Identity
Ethical Practice
Critical Thinking
Diversity in Practice
Human Rights & Justice
Research Based Practice
Human Behavior
Policy Practice
Practice Contexts
Engage, Assess, Intervene, Evaluate
SOWK 612
Course
Objective
*
*
*
1
2
3
*
4
* Highlighted in this course
The following table explains the highlighted competencies for this course, the related student learning
outcomes, and the method of assessment.
Competencies/ Knowledge, Values, Skills
Ethical Practice―Apply social work ethical
principles to guide professional practice.
Social workers competent in Ethical Practice:
Student Learning Outcomes
1.
2.

Fulfill their obligation to conduct themselves
ethically and to engage in ethical decisionmaking.
 Are knowledgeable about the value base of the
profession, its ethical standards, and relevant
law.
Critical Thinking―Apply critical thinking to inform
and communicate professional judgments.
3.
Social workers competent in Critical Thinking:



Are knowledgeable about the principles of logic,
scientific inquiry, and reasoned discernment.
Use critical thinking augmented by creativity and
curiosity.
Understand that critical thinking also requires the
synthesis and communication of relevant
information.
SW 612 – Martha Lyon-Levine, Ph.D.
4.
Recognize and manage personal values
in a way that allows professional values
to guide practice.
Apply strategies of ethical reasoning to
arrive at principled decisions.
Distinguish, appraise, and integrate
multiple sources of knowledge, including
research-based knowledge, and
practice wisdom.
Analyze models of assessment,
prevention, intervention, and evaluation.
Method of
Assessment
Assignments,
Mid-Term,
Final, and
Class
Participation
Assignments,
Mid-Term,
Final, and
Class
Participation
Page 3 of 19
Diversity in Practice―Engage diversity and
difference in practice.
5.
Social workers competent in Diversity in Practice:

Understand how diversity characterizes and
shapes the human experience and is critical to
the formation of identity.
 Recognize that the dimensions of diversity reflect
intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender,
gender identity and expression, immigration
status, political ideology, race, religion, sex, and
sexual orientation.
 Appreciate that, as a consequence of difference,
a person’s life experiences may include
oppression, poverty, marginalization, and
alienation as well as privilege, power, and
acclaim.
Engage, Assess, Intervene, Evaluate―Engage,
assess, intervene, and evaluate with individuals,
families, groups, organizations and communities.
Social workers competent in the dynamic and
interactive processes of Engagement, Assessment,
Intervention, and Evaluation apply the following
knowledge and skills to practice with individuals,
families, groups, organizations, and communities.





Identifying, analyzing, and implementing
evidence-based interventions designed to
achieve client goals
Using research and technological advances
Evaluating program outcomes and practice
effectiveness
Developing, analyzing, advocating, and providing
leadership for policies and services
Promoting social and economic justice
6.
7.
8.
9.
Recognize the extent to which a
culture’s structures and values may
oppress, marginalize, alienate, or create
or enhance privilege and power.
Gain sufficient self-awareness to
eliminate the influence of personal
biases and values in working with
diverse groups.
Recognize and communicate
understanding of the importance of
difference in shaping life experiences.
View themselves as learners and
engage those with whom they work as
informants.
Assignments,
Mid-Term,
Final, and
Class
Participation
Assessment:
Collect, organize, and interpret client
data.
Assess client strengths and limitations.
Develop mutually agreed-on
intervention goals and objectives.
Select appropriate intervention
strategies.
10. Evaluation: Critically analyze,
monitor, and evaluate interventions.
Assignments,
Mid-Term,
Final, and
Class
Participation
VI. COURSE ASSIGNMENTS, DUE DATES & GRADING
Assignment
1) Mental Status Exam
2) Diagnostic Impression with Differentials
3) Diagnostic Impression with Differentials
4) Final
Due Date
Week 4
Week 6
Week 10
Week 15
% of
Final Grade
20%
20%
25%
25%
Detailed guidelines will be provided for each assignment by the instructor.
Assignment 1: Diagnostic Impression (based on a 1st-Person Narrative)
Students will be required to watch the movie A Beautiful Mind: The Life of Mathematical Genius and
Nobel Laureate John Nash outside of class. The written assignment consists of completing a mental
status exam, using the format handed out in class, at an assigned point in the movie.
Due: Unit 4
This assignment relates to student learning outcomes 5-9.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 4 of 19
Assignment 2: Diagnostic Case Study Exam
A case vignette will be provided. You will respond with short answers to diagnostic questions relevant to
the case material.
Due: Unit 6
This assignment relates to student learning outcomes 1-10.
Assignment 3: Diagnostic Impression with Differentials
A case vignette will be provided. You will respond with short answers to diagnostic questions relevant to
the case material.
Due: Unit 10
This assignment relates to student learning outcomes 1-10.
Assignment 4: Final: Comprehensive Diagnostic Case Study
The final exam will be comprehensive and similar in format to Assignments 2 and 3. More detailed
instructions will be provided two weeks before the due date.
Due: Unit 15
This assignment relates to student learning outcomes 1-10.
All late assignments will be penalized ½ grade per 24 hours late.
Class Participation (10% of Course Grade)
Class grades will be based on the following:
3.85 – 4
3.60 – 3.84
3.25 – 3.59
2.90 – 3.24
2.60 – 2.87
2.25 – 2.50
1.90 – 2.24
VII.
Class Grades
A
AB+
B
BC+
C
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
Final Grade
A
AB+
B
BC+
C
C-
REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES
Required Textbooks
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised
4th ed.). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Introductory textbook of psychiatry (5th ed.). Washington, DC:
American Psychiatric Press.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 5 of 19
Course Overview
Unit
1
Topics
Assignments
Overview of the Assessment and Diagnosis for Adult Mental
Health Disorders
2
The Mental Status Exam
3
Introduction to Using the DSM-IV-TR Manual DSM-IV TR
Manual
4
Schizophrenia and Other Psychotic Disorders
5
Mood Disorders
6
Delirium, Dementia, Amnestic and other Cognitive Disorders
7
Substance-Related Disorders
8
Adjustment Disorders, Other Conditions that May be A Focus
of Clinical Attention and Factitious Disorders
9
Anxiety Disorders (Panic, Agoraphobia, Phobias, and
General Anxiety Disorders)
10
Anxiety Disorders (Obsessive Compulsive Disorder, Post
Traumatic Stress Disorder, Acute Stress) and Dissociative
Disorders
11
Personality Disorders (Cluster A and B)
12
Personality Disorders (Cluster C)
13
Eating, Sleep, and Somatoform Disorders
14
Cross Cultural Diagnostic Issues and Culture Bound
Syndromes
15
Using Standardized Measures for Assessment of DSM
Diagnoses Assignment
SW 612 – Martha Lyon-Levine, Ph.D.
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Page 6 of 19
Course Schedule―Detailed Description
Unit 1:
Overview of the Assessment and Diagnosis of Adult Mental
Health Disorders
1/17/13
Topics
Describing your personal explanatory model
History of the Diagnostic and Statistical Manual
Future of the DSM
The revision process
Looking forward to DSM-V
Taking culture into account
Factors that contribute to mental health disorders
The Stress Vulnerability Model
Review of tools used in assessing mental health disorders
Biopsychosocial model
Mental Status Exam
Signs and symptoms
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Appendices A-H. In Diagnostic and statistical manual of mental
disorders (Revised 4th ed.). Washington, DC: Author.
(Instructor Note: Please read pp. xxiii-xxxv, xxxviii, pp. 1-12, the Introduction and review Appendix
A-H, Cautionary Statement, Use of the Manual, Multiaxial Assessment. Also review pp. 135-295,
679-683, 739-743, and Appendix I.)
Black, D., & Andreasen, N. (2011). Diagnosis and classification. In Introductory textbook of psychiatry (5th
ed., pp. 3-14). Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Interviewing and assessment. In Introductory textbook of psychiatry
(5th ed., pp. 15-54). Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). The neurobiology and genetics of mental illness. In Introductory
textbook of psychiatry (5th ed., pp. 55-80). Washington, DC: American Psychiatric Press.
Recommended Readings
Ben-Zeev, D., Young, M & Corrigan, P. (2010). DSM-V and the stigma of mental illness. Journal of Mental
Health, 19, 318-327.
Regier, D., Narrow, W., Kuhl, E. & Kupfer, D. (2009). Commentary: The Conceptual Development of
DSM-V. American Journal of Psychiatry, 166, 645-650.
Goh, C. & Agius, M. (2010). The stress vulnerability model: How does stress impact on mental illness at
the level of the brain and what are the consequences. Psychiatria Danubina, 22, 198-202.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 7 of 19
Unit 2:
Topics
The Mental Status Exam
1/24/13
The Mental Status Exam components
Psychiatric emergency symptoms
This Unit relates to course objectives 2 and 3.
Required Readings
Black, D., & Andreasen, N. (2011). Interviewing and assessment. In Introductory textbook of psychiatry
(5th ed., pp. 15-54). Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Psychiatric emergencies. In Introductory textbook of psychiatry (5 th
ed., pp. 383-398). Washington, DC: American Psychiatric Press.
Recommended Readings
Allen, M. H., Currier, G. W., Carpenter, D., Ross, R. W., Docherty, J.P. (2005). Expert Consensus Panel
for Behavioral Emergencies 2005. The expert consensus guideline series. Treatment of
behavioral emergencies 2005. Journal of Psychiatric Practice, 11(Suppl. 1-5), 110-112.
Morrison, J, (1995). Mental status exam I: Behavioral aspects. In DSM-IV made easy: The clinician's
guide to diagnosis (pp. 117-129). New York: Guildford Press.
Morrison, J, (1995). Mental status exam II: Cognitive aspects. In DSM-IV made easy: The clinician's guide
to diagnosis (pp. 130-150). New York: Guildford Press.
Unit 3:
Topics
Introduction to Using the DSM-IV TR Manual
1/31/13
Overview of the DSM-IV-TR
Multiaxial Assessment
Differential diagnosis
Ruling out medical and substance use/abuse explanations
Appendices
Using decision tress for distinguishing between disorders
Introduction to cultural formulation and culture-bound syndromes
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Appendix E: Alphabetical listing of DSM-IV-TR diagnoses and
codes. In Diagnostic and statistical manual of mental disorders (Revised 4th ed., pp. 845-855).
Washington, DC: Author.
American Psychiatric Association. (2000). Appendix I: Outline for cultural formulation and glossary of
culture-bound syndromes. In Diagnostic and statistical manual of mental disorders (Revised 4th
ed., pp. 897-903). Washington, DC: Author.
American Psychiatric Association. (2000). Multiaxial assessment. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 27-37). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Diagnosis and classification. In Introductory textbook of psychiatry (5th
ed., pp. 3-14). Washington, DC: American Psychiatric Press.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 8 of 19
Recommended Readings
Aas, M. I. (2011). Guidelines for rating Global Assessment of Functioning (GAF). Annals of General
Psychiatry, 10(2).
Kutchins, H., & Kirk, S.A. (1995). Should DSM be the basis for teaching social work practice in mental
health? No! Journal of Social Work Education, 31, 159-168. (Instructor Note: classic article)
Williams, J. & Spitzer, R. (1995). ). Should DSM be the basis for teaching social work practice in mental
health? Yes! Journal of Social Work Education, 31, 148-153. (Instructor Note: classic article).
Unit 4:
Schizophrenia and Other Psychotic Disorders
2/07/13
Topics
Psychotic disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing schizophrenia and psychotic disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Schizophrenia and other psychotic disorders. In Diagnostic and
statistical manual of mental disorders (Revised 4th ed., pp. 297-343). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Schizophrenia and other psychotic disorders. In Introductory textbook
of psychiatry (pp. 107-139). Washington, DC: American Psychiatric Press.
Recommended Readings
Brisso, S., Molodynski, A., Dias, V. & Figueira, M. (2011). The importance of measuring psychosocial
functioning in schizophrenia. Annals of General Psychiatry, 10(18),
Harding, C. M., & Zahniser, J. H. (1994). Empirical correction of seven myths about schizophrenia with
implications for treatment. Acta Psychiatrica Scandinavica, 90(suppl. 384), 140-146.
(Instructor Note: Classic article.)
Tandon, R. (2012). The nosology of schizophrenia: Toward DSM-V and ICD-11. Psychiatric Clinics of
North America, 35, 557-569.
Unit 5:
Topics
Mood Disorders
2/14/13
Mood disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing mood disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Mood disorders. In Diagnostic and statistical manual of mental
disorders (Revised 4th ed., pp. 345-428). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Mood disorders. In Introductory textbook of psychiatry (pp. 141-168).
Washington, DC: American Psychiatric Press.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 9 of 19
Recommended Readings
Angst, J., Gamma, A., & Lewinsohn, P. (2002). The evolving epidemiology of bipolar disorder. World
Psychiatry, 1(3), 146-148.
First, M. (2011). DSM-5 proposals for mood disorders: A cost-benefit analysis. Current Opinions in
Psychiatry, 24, 1-9.
González, H. M., Vega, W. A., Williams, D. R., Tarraf, W., West, B. T., & Neighbors, H. W. (2010).
Depression care in the United States: Too little for too few. Archives of General Psychiatry, 67(1),
37-46.
Unit 6:
Topics
Delirium, Dementia, Amnestic and other Cognitive Disorders
2/21/13
Delirium, Dementia, Amnestic and other cognitive disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing Delirium, Dementia, Amnestic and other cognitive disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Delirium, dementia, and amnestic disorder and other cognitive
disorders. In Diagnostic and statistical manual of mental disorders (Revised 4th ed)., pp. 135180). Washington, DC: Author
Black, D., & Andreasen, N. (2011). Delirium, dementia, and amnestic disorder. In Introductory textbook of
psychiatry (pp. 83-105). Washington, DC: American Psychiatric Press.
Recommended Readings
Buntinx, F., De Lepeleire, J., Paquay, Iliffe S. & Schoenmakers, B. (2011) Diagnosing dementia: No easy
job. BMC Family Practice, 12(60),
Ganguli, M., Blacker, D., Blazer, D., Grant, I., Jeste, D., Paulsen, J., Petersen, R., Sachdev, P. and The
Neurocognitive Disorders Work Group of the American Psychiatric Association’s (APA) DSM 5
Task Force. (2011). Classification of Neurocognitive Disorders in DSM-5: A work in progress.
American Journal of Geriatric Psychiatry. 19(3), 205-210.
Wolfs, C., Dirksen, C., Severens, J., & Verhey, F. (2006), The added value of a multidisciplinary approach
in diagnosing dementia: A review. International Journal of Geriatric Psychiatry, 21(3), 223-232.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 10 of 19
Unit 7:
Topics
Substance-Related Disorders
2/28/13
Substance-related disorders: Overview of signs and symptoms
Differential diagnosis
Substance-related disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Substance-related disorders. In Diagnostic and statistical
manual of mental disorders (Revised 4th ed., pp. 191-295). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Alcohol- and drug-related disorders. In Introductory textbook of
psychiatry (pp. 241-283). Washington, DC: American Psychiatric Press.
Recommended Readings
Escobar, J., & Vega, W. (2006). Cultural issues and psychiatric diagnosis: Providing a general
background for considering substance use diagnoses. Addiction, 101(S1), 40-47.
Jones, K., Gill, C. & Ray, S. (2012). Review of the proposed DSM-5 substance use disorder. Journal of
Addictions and Offender Counseling. 33, 115-123.
Seal, K., Cohen, G., Waldrop, A., Cohen, B., Maguen, S., & Ren, L. (2011). Substance use disorders in
Iraq and Afghanistan veterans in VA healthcare, 2001–2010: Implications for screening, diagnosis
and treatment. Drug and Alcohol Dependence, 116(1-3), 93-101.
Unit 8:
Adjustment Disorders, Other Conditions that may be a
Focus of Clinical Attention and Factitious Disorders
3/07/13
Topics
Adjustment disorders, other conditions that may be a focus of clinical attention and factitious
disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing adjustment disorders, other conditions that may be a focus of clinical attention and
factitious disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Adjustment disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 679-683). Washington, DC: Author.
American Psychiatric Association. (2000). Other conditions that may be a focus of clinical attention. In
Diagnostic and statistical manual of mental disorders (Revised 4th ed., pp. 731-742). Washington,
DC: Author.
American Psychiatric Association. (2000). Factitious disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 513-517). Washington, DC: Author.
Andreasen, N., & Black, D. (2011). Adjustment disorders. In Introductory textbook of psychiatry (pp. 359367). Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Somatoform, dissociative, and related disorders. In Introductory
textbook of psychiatry (pp. 235-239). Washington, DC: American Psychiatric Press.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 11 of 19
Recommended Readings
Kanaan, R. & Wessely, S. (2011). The origins of factitious disorder. History of the Human Sciences,
23(2), 68-85.
Strain, J. & Friedman, M. (2011). Review: Considering Adjustment Disorders as stress response
syndromes for DSM-5. Depression and Anxiety, 28, 818-823.
Strain, J., & Diefenbache, A. (2008). The adjustment disorders: The conundrums of the diagnoses.
Comprehensive Psychiatry, 49(2), 121-130.
Unit 9:
Panic, Agoraphobia, phobias, and Generalized Anxiety
Disorders
3/14/13
Topics
Panic, agoraphobia, phobias and generalized anxiety disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing panic, agoraphobia, phobias and generalized anxiety disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Anxiety disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 429-456, 472-476). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Anxiety disorders. In Introductory textbook of psychiatry (pp. 169-189).
Washington, DC: American Psychiatric Press.
Recommended Readings
Andrews, G., Hobbs,M., Borkovec, Y. Beesdo, K., Craske, M., Heimberg, R., Rapee, R., Ruscio, A. &
Stanley, M. (2010). Review: Generalized worry disorder: A review of DSM-IV generalized anxiety
disorder and options for DSM-V. Depression and Anxiety, 27, 134-137.
Brenes, G., Knudson, M., Williamson, J., Miller, M., & Stanley, M. (2008). Age and racial differences in the
presentation and treatment of generalized anxiety disorder in primary care. Journal of Anxiety
Disorders, 22(7), 1128-1136.
Hara, N., Nishimura, Y., Yokomaya, C., Inoue, K., Nishida, A, Tanii, H., Okada, M., Kaiya, H. & Okazaki,
Y. (2012). The development of agoraphobia is associated with the symptoms and location of a
patient’s first panic attack. BioPsychoSocial Medicine, 6(12)
Wong, N., Sarver, D. & Beidel, D. (2012). Quality of life impairments among adults with social phobia: The
impact of a subtype. Journal of Anxiety Disorders, 26, 50-57.
Please note that Spring Break is scheduled for March 18th – 23rd.
There will be no class meeting on March 21st.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 12 of 19
Unit 10:
Anxiety Disorders (Obsessive Compulsive Disorder, Post
Traumatic Stress Disorder, Acute Stress) and Dissociative
Disorders
3/28/13
Topics
Anxiety disorders (obsessive compulsive disorder, post traumatic stress disorder, acute stress) and
dissociative disorders: overview of signs and symptoms
Differential diagnosis
Diagnosing anxiety disorders (obsessive compulsive disorder, post traumatic stress disorder, acute
stress) and dissociative disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Anxiety disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 456-472, 476-484). Washington, DC: Author.
American Psychiatric Association. (2000). Dissociative disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 519-533). Washington, DC: Author.
Black, D., & Andreasen, N (2011). Anxiety disorders. In Introductory textbook of psychiatry (pp. 189-205).
Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Somatoform, dissociative, and related disorders. In Introductory
textbook of psychiatry (pp. 225-235). Washington, DC: American Psychiatric Press.
Recommended Readings
Adam, Y., Meinlschmidt, G., Gloster, A. & Lieb, R. (2012). Obsessive-compulsive disorder in the
community: 12 month prevalence, comorbidity and impairment. Social Psychiatry & Psychiatric
Epidemiology, 47, 339-349.
Friedman, M., Resicj, P., Bryant, R. & Brewin, C. (2011). Review: Considering PTSD for DSM-5.
Depression and Anxiety, 28, 750-769.
Mataix-Cols, D., Pertusa, A. & Leckman, J. (2007). Editorial: Issues for DSM-V: How should obsessive
compulsive and related disorders be classified? American Journal of Psychiatry, 164, 1313-1314.
Wolf, E., Lunney, C., Miller, M., Resick, P., Friedman, M. & Schnurr, P. (2012). The dissociative subtype
of PTSD: A replication and extension. Depression and Anxiety, 29, 679-688.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 13 of 19
Unit 11:
Topics
Personality Disorders (Cluster A and B)
4/04/13
Personality Disorders (Cluster A and B): Overview of signs and symptoms
Differential diagnosis
Diagnosing Personality Disorders (Cluster A and B)
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Personality disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 685-717). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Personality disorders. In Introductory textbook of psychiatry (285-311).
Washington, DC: American Psychiatric Press.
Recommended Readings
Barnow, S., Limber, A., Stopsack M., Spitzer, C., Grabe, H., Freyberger, H. & Hamm, A. (2011).
Dissociation and emotional regulation in borderline personality disorder. Psychological Medicine,
42(4), 1-12.
Dolan, M. & Vӧllm, B. (2009). Antisocial personality disorder and psychopathy in women: A literature
review on the reliability and validity of assessment instruments. International Journal of Law and
Psychiatry, 32, 2-9.
Martens, W. (2012). Schizoid personality disorder linked to unbearable and inescapable loneliness.
European Journal of Psychiatry, 24(1), 38-45.
Shedler, J., Beck, A. Fonagy, P., Gabbard, G., Gunderson, J., Kernberg, O., Michels, R. & Westin, D.
(2010). Commentary: Personality Disorders in DSM 5. American Journal of Psychiatry, 167,
1026-1028.
Unit 12:
Topics
Personality Disorders (Cluster C)
4/11/13
Personality Disorders (Cluster C): Overview of signs and symptoms
Differential diagnosis
Diagnosing Personality Disorders (Cluster C)
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Personality disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 718-729). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Personality disorders. In Introductory textbook of psychiatry (pp. 311317). Washington, DC: American Psychiatric Press.
Recommended Readings
Bornstein, R. (2012). Illuminating a neglected clinical issue: Societal costs of interpersonal dependency
and dependent personality disorder. Journal of Clinical Psychology, 68(7), 766—781.
de Reus, R. & Emmelkamp, P.. (2012), Obsessive–compulsive personality disorder: a review of current
empirical findings. Personality and Mental Health, 6, 1–21.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 14 of 19
Skodol, A., Bender, D., Morey, L., Clark, L., Oldham, J., Alarcon, R., Krueger, R., Verheul, R., Bell, C. &
Silver, L. (2011). Personality disorder types proposed for DSM 5. Journal of Personality
Disorders, 25(2), 136-169.
Wilberg, T., Karterud, S., Pedersen, G. & Ulmes, Ø. (2009). The impact of avoidant personality disorder
on psychosocial impairment is substantial. Nordic Journal of Psychiatry, 63(5), 390-396.
Unit 13:
Topics
Eating, Sleep, and Somatoform Disorders
4/18/13
Eating, sleep and somatoform disorders: Overview of signs and symptoms
Differential diagnosis
Diagnosing eating, sleep and somatoform disorders
DSM IV TR Diagnostic Criteria
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Eating disorders. In Diagnostic and statistical manual of mental
disorders (Revised 4th ed., pp. 583-595). Washington, DC: Author.
American Psychiatric Association. (2000). Sleep disorders. In Diagnostic and statistical manual of mental
disorders (Revised 4th ed., pp. 597-662). Washington, DC: Author.
American Psychiatric Association. (2000). Somatoform disorders. In Diagnostic and statistical manual of
mental disorders (Revised 4th ed., pp. 485-512). Washington, DC: Author.
Black, D., & Andreasen, N. (2011). Eating disorders. In Introductory textbook of psychiatry (pp. 343-357).
Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Sleep disorders. In Introductory textbook of psychiatry (pp. 443-463).
Washington, DC: American Psychiatric Press.
Black, D., & Andreasen, N. (2011). Somatoform, dissociative, and related disorders. In Introductory
textbook of psychiatry (pp. 207-225). Washington, DC: American Psychiatric Press.
Recommended Readings
Benraad, C., Hilderink, P., van Driel, D., Disselhorst, L., Lubberink, B., van Wolferen, L., Rikkert, M. &
Voshaar, O. (2013). Physical functioning in older persons with somatoform disorder. Journal of
the American Medical Directors Association, 75, e9-e13.
Fairburn, C. & Cooper, Z. (2011). Eating disorders, DSM-5 and clinical reality. British Journal of
Psychiatry, 198, 8-10.
Strother, E., Lemberg, R., Stanford, S. & Turberville, D. (2012). Eating Disorders in Men:
Underdiagnosed, undertreated and misunderstood. Eating Disorders, 20, 346–355
Young, E., Xiong, S., Finn, L. & Young, T. (in press). Unique sleep disorders profile of a population-based
sample of 747 Hmong immigrants in Wisconsin. Social Science and Medicine.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 15 of 19
Unit 14:
Topics
Cultural Diagnostic Issues and Culture-Bound Syndromes
4/25/13
Cultural diagnostic issues
Culture-bound syndromes
This Unit relates to course objectives 1-4.
Required Readings
American Psychiatric Association. (2000). Appendix I: Outline for cultural formulation and glossary of
culture-bound syndromes. In Diagnostic and statistical manual of mental disorders (Revised 4th
ed., pp. 897-903). Washington, DC: Author.
Recommended Readings
Blease, C. (2010). Scientific progress and the prospects for culture-bound syndrome. Studies in History
and Philosophy of Biological and Biomedical Science, 41, 333-339.
Hahn, R. (1985). Culture-bound syndromes unbound. Social Science and Medicine, 21(2), 165-171.
(Instructors Note: Classic Article)
Teo, A. & Gaw, A. (2010).Hikikomori: A Japanese culture-bound syndrome of social withdrawal? A
proposal for DSM-5. Journal of Nervous and Mental Disease, 198, 444-448.
Tseng, W-S., (2006). From Peculiar Psychiatric Disorders through Culture-bound Syndromes to Culturerelated Specific Syndromes. Transcultural Psychiatry, 43, 554-576.
Unit 15:
Using Standardized Measures for Assessment of DSM
Diagnoses
5/02/13
Topics
Using standardized measures
This Unit relates to course objectives 1-4.
Required Readings
Black, J., Lewis, T., McIntosh, P., Callaly, T., Coombs, T., Hunter, A. & Moore, L. (2009). It’s not that bad:
the views of consumers and carers about routine outcome measurement in mental health.
Australian Health Review, 33, 93-99.
Greeno, C., Colonna-Pydyn, C., & Shumway, M. (2007). The need to adapt standardized outcomes
measures for community mental health. Social Work in Public Health, 23(2-3), 125-138.
Guthrie, D., McIntosh, M., Callaly, T., Trauer, T. & Coombs, T. (2008). Consumer attitudes towards the
use of routine outcome measures in a public mental health service: A consumer-driven study.
International Journal of Mental Health Nursing, 17, 92-97.
Streiner, D. (1993). A checklist for evaluating the usefulness of rating scales. Canadian Journal of
Psychiatry, 38(2), 140-148. (Instructor Note: Classic article.)
SW 612 – Martha Lyon-Levine, Ph.D.
Page 16 of 19
University Policies and Guidelines
VIII.
ATTENDANCE POLICY
Students are expected to attend every class and to remain in class for the duration of the unit. Failure to
attend class or arriving late may impact your ability to achieve course objectives which could affect your
course grade. Students are expected to notify the instructor by email of any anticipated absence or
reason for tardiness.
University of Southern California policy permits students to be excused from class for the observance of
religious holy days. This policy also covers scheduled final examinations which conflict with students’
observance of a holy day. Students must make arrangements in advance to complete class work which
will be missed, or to reschedule an examination, due to holy days observance.
Please refer to Scampus and to the USC School of Social Work Student Handbook for additional
information on attendance policies.
IX. STATEMENT ON ACADEMIC INTEGRITY
USC seeks to maintain an optimal learning environment. General principles of academic honesty include
the concept of respect for the intellectual property of others, the expectation that individual work will be
submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s own. All students
are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains
the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix
A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student
Judicial Affairs and Community Standards for further review, should there be any suspicion of academic
dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.
Additionally, it should be noted that violations of academic integrity are not only violations of USC
principles and policies, but also violations of the values of the social work profession.
X. STATEMENT FOR STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as
early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m.,
Monday through Friday. The phone number for DSP is (213) 740-0776.
XI. EMERGENCY RESPONSE INFORMATION
To receive information, call main number (213)740-2711, press #2. “For recorded announcements,
events, emergency communications or critical incident information.”
To leave a message, call (213) 740-8311
For additional university information, please call (213) 740-9233
Or visit university website: http://emergency.usc.edu
If it becomes necessary to evacuate the building, please go to the following locations carefully and using
stairwells only. Never use elevators in an emergency evacuation.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 17 of 19
Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications
on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.
City Center
MRF
SWC
VKC
WPH
UNIVERSITY PARK CAMPUS
Front of Building
(12th & Olive)
Lot B
Lot B
McCarthy Quad
McCarthy Quad
ACADEMIC CENTERS
Orange County
Faculty Parking Lot
San Diego
Skirball
Building Parking Lot
Front of Building
Do not re-enter the building until given the “all clear” by emergency personnel.
XII.
STATEMENT ABOUT INCOMPLETES
The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a
documented illness or some other emergency occurring after the 12th week of the semester. Students
must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be
instituted by the student and agreed to be the instructor and reported on the official “Incomplete
Completion Form.”
XIII.
POLICY ON LATE OR MAKE-UP WORK
Papers are due on the day and time specified. Extensions will be granted only for extenuating
circumstances. If the paper is late without permission, the grade will be affected.
XIV.
POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS
It may be necessary to make some adjustments in the syllabus during the semester in order to respond to
unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students
both verbally and in writing.
XV.
CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
[http://www.socialworkers.org/pubs/Code/code.asp]
Preamble
The primary mission of the social work profession is to enhance human wellbeing and help meet the
basic human needs of all people, with particular attention to the needs and empowerment of people who
are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to
social work is attention to the environmental forces that create, contribute to, and address problems in
living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice. These activities may be in the form of direct practice, community organizing,
supervision, consultation administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of
people to address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’ needs and social problems.
SW 612 – Martha Lyon-Levine, Ph.D.
Page 18 of 19
The mission of the social work profession is rooted in a set of core values. These core values, embraced
by social workers throughout the profession’s history, are the foundation of social work’s unique purpose
and perspective:






Service
Social justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
This constellation of core values reflects what is unique to the social work profession. Core values, and
the principles that flow from them, must be balanced within the context and complexity of the human
experience.
XVI.
COMPLAINTS
If you have a complaint or concern about the course or the instructor, please discuss it first with the
instructor. If you feel cannot discuss it with the instructor or you do not receive a satisfactory response or
solution, contact your advisor and/or Vice Dean Dr. Paul Maiden for further guidance.
XVII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE






Come to class prepared to ask any questions you might have.
Participate in class discussions.
If you don't understand something, ask questions! Ask questions in class, during office hours,
and/or through email! If it’s still not clear, ask again.
Read as much of the assigned readings as you can.
Practice writing up mental status exams―doing it concisely and clearly takes practice.
Take good care of yourself. Make it a regular practice to prioritize getting a sufficient amount of
rest and exercise, do your best to eat a nutritionally-balanced diet, and take some time to relax
and have fun.
Enjoy Your Learning!
SW 612 – Martha Lyon-Levine, Ph.D.
Page 19 of 19