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CSP 618 Mental Health Recovery and the DSM: A Social Justice Perspective
Instructor: Elizabeth Donahue-Marucheau, LCSW
Email: [email protected]
Office Location: EBA 401A
Office Hours: By appointment on Monday and Tuesday
Class Meeting Time/Location: M 4:00-6:40 EBA 412
Section Number: 02
Student Disability Services: www.sa.sdsu.edu/sds/index.html
The syllabus is subject to change, if changes are made they will be posted in writing on blackboard.
Rational:
This course fulfills one of the 13 core content areas required by the California Board of
Behavioral Sciences for a master’s or doctoral degree from an accredited or approved institution
preparing students to sit for LPCC licensure.
Course Description:
This course is designed for LLPC students who want to develop their clinical skills and increase their
knowledge of psychopathology. Students who provide services in a variety of settings in which clients with
an array of problems may present. The ability to competently assess and diagnose a client’s mental
disorder is an important component in the students skill sets. Accurately diagnosing a client’s a mental
illness can positively change the course of his life, while overlooking a diagnosis or making an incorrect
diagnosis may create insurmountable challenges for the client. Additionally, assigning an inaccurate
diagnosis may also put the practitioner and agency at risk.
The overall goal of the course is to increase the student’s knowledge of psychopathology and to increase
the student’s ability to competently assess and diagnose mental disorders. Emphasis will be placed on
increasing the student’s ability to accurately diagnose a range of mental disorders according to the DSM-5
criteria by having a solid foundation in completing a competency based assessment. Not all disorders listed
in the DSM-5 will be covered in the course. The primary focus will be on the most common mental
disorders. Completing a bio-psychosocial assessment and looking at the contributions of the environment,
genetics, and the client’s history to the development of mental disorders will also be part of the curriculum.
Therapeutic interventions will be incorporated however treatment is not a focus of the course.
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Required Texts and Materials
o
o
o

American Psychiatric Association (2013). DSM – 5, American Psychiatric Publishing
Hanson, Rick, Mendius, Richard (2009), Buddha’s Brain, New Harbinger Publications, Inc.
Morrison, James, ( 2014), Diagnosis Made Easier DSM-5 Made Easy, Guilford Press
OPTIONAL:
o Gray, S.W., & Zide, M.R. (2012). Psychopathology: A Competency Based Assessment Model
for Social Workers (3rd ed.) Belmont, CA: Thomson/Brooks/Cole
o Maddux, J., & Winstead, A. (2012), Psychopathology, Foundations for a Contemporary
Understanding, New York NY, Routledge
Materials & Resources available on the Internet:
 National Institute of Mental Health: http://www.nimh.nih.gov/
 Tool kits to support recovery:
http://mentalhealth.samhsa.gov/cmhs/CommunitySupport/toolkits/about.asp
 National Registry of Evidence-based Programs and Practices (SAMHSA:
http://www.nrepp.samhsa.gov/find.asp
 American Psychiatric Association, DSM 5: http://www.dsm5.org/Pages/Default.aspx
http://www.psychiatry.org/practice/dsm/dsm5/online-assessment-measures
 National Institute for the Clinical Application of Behavioral Medicine
http://www.nicabm.com/
I will also be providing additional readings which will be posted on blackboard based on your evolving
interests and our class discussions.
Blackboard Account: All students are required to have a blackboard account. www.MySDSU.edu.
Student Learning Outcomes
Using a social justice, trauma and recovery-oriented approach, this course provides an overview
of adult and child mental health issues with an emphasis on biopsychosocial assessment,
diagnosis, use of the DSM-5, mental status exam, and the major diagnostic categories.
Specific Learning Outcomes:
By the end of this course, students will develop skills in:
1. Diagnostic interviewing across the life cycle. (CACREP II. K. 3. a., c.; 5. b.; Community
Counseling Standard C. 4., 5.)
2. Diagnostic expertise utilizing the DSM-5 (CACREP II. K. 7. g., h.; Community
Counseling Standard C. 4., 5.)
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3. Understanding the impact of cultural factors such as socioeconomic status, ethnicity,
religion/spirituality, and sexual orientation on validity and reliability of DSM
diagnoses. (CACREP II. K. 7. f., i.; Community Counseling Standard C. 4., 5.)
4. Incorporating evidenced-based treatment and interventions in developing treatment plans
for myriad of DSM diagnoses. (CACREP II. K. 7. g., h.; Community Counseling
Standard C. 4., 5.)
Alignment of Student Learning Objectives with State and National Standards:
The learning objectives of this course were developed in accordance with Board of Behavioral Sciences,
Statutes and Regulations relating to the practice of Professional Clinical Counseling (LPCC).
Visit the following Website for a detailed listing of LPCC Statutes and Regulations: http://www.bbs.ca.gov/
Course Format and Teaching Methods
This course will include a combination of adult learning styles with a focus on the three most cited styles:
kinesthetic, auditory and Visual. Teaching methods will include but are not limited to: experiential
interactive lectures, group discussions- apply by doing, small group presentations, role plays, videos, with
the major focus of bridging research to practice through application.
Course Assignments, Exams, and Participation:
*******You will need two small blue books and one large blue book for your assignments.
a. EXAM #1 - will cover topics discussed from week 1 – 5.
The purpose of the exam is to determine if students have mastered material from the required
readings and class lectures to achieve the learning outcomes of the course. The exam will
cover the lectures and readings through week 5. Students are expected to study all assigned
readings, whether or not they are discussed in class. In addition, questions will be taken from
guest presenters and the corresponding readings for those sections. The questions on the
exam will be in the format of clinical case vignettes, the student will be required to do a biopsychosocial assessment and come up with a diagnosis. In addition, students will need to apply
the Polyvagal Theory to the client in the vignette demonstrating mastery of the subject matter.
The exam must be taken on the date listed. If illness or other extenuating circumstances
prevent students from taking the exam when it is scheduled, they should notify the instructor
of the reasons preventing them from taking the exam. The instructor may negotiate another
time for the student to take the exam. This exam addresses learning outcomes #1-3 above.
b. INDIVIDUAL CAST STUDY (See Assignment section of Blackboard for details)
The assignment is designed to provide the student with an opportunity to do an assessment
using the competency based assessment model and to make a diagnosis for a client. The core
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of the assignment is to match symptoms demonstrated by the client to diagnostic criteria
contained in the DSM-5.
The Individual Case Study assignment must be based on a client assigned in the student’s
current field practicum placement. . If for any reason a student is not in a field placement
or not assigned a case by the 3rd class, please notify the instructor.
i. It is NOT appropriate and considered unethical to use a client system from
any other agency, including students’ places of employment or agencies
where they do volunteer work unless permission is obtained from the
Instructor.
ii. Informed consent. Students will be asked to sign a statement verifying that
the client is in fact from a field placement or they have permission. A
signed consent needs to be attached to the paper or a statement saying
why this is not appropriate and your field supervisor will need to sign this.
iii. Expectations for paper. Students are expected to write at a graduate level
and produce clear, well-organized, professional papers, with correct
grammar and spelling. Students should write their Case Study of a Client as
if their paper were to be presented to professional counselors in the
community. The paper should follow the stylistic guidelines suggested by
the most recent edition of the APA manual. Information can be found at
http://owl.english.purdue.edu/owl/resource/560/01/ Particular attention
should be placed on APA guidelines regarding:
a. the style of the manuscript; expression of ideas (e.g., writing style,
grammar, and ways to reduce bias in language);
b. format and content of the abstract;
c. reference citations in the text; reference list; citation of Internet
websites; margins; headings; and use of numbers.
d. The assignment addresses Learning Outcomes #1-4 above.
c. RESEARCH EVIDENCE BASED PRACTICE & CULTURE, PSYCHO-EDUCTION PROJECT (See
Assignment section in Blackboard for details).
The goal of this assignment is to provide the student with an opportunity to demonstrate
his/her ability to research the latest data on various cultures, class and gender as it applies
to a specific diagnosis. This assignment helps to decrease the stigma of mental illness and
brings in a strength based approach. This assignment also give the student an opportunity
to learn how to provide psycho- education to their clients on a specific DSM -5 Diagnosis
and present an evidenced based practice treatment model. The assignment addresses
Learning Outcomes #1-4 above.
d. EXAM #2
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The purpose of the exam is to determine if students have mastered material from the required
readings and class lectures to achieve the learning outcomes of the course. The exam will
cover the lectures, reading materials and expert guest lectures from week 6-14. Students are
expected to study all assigned readings, whether or not they are discussed in class. In addition,
questions will be taken from guest presenters, group projects and the corresponding readings
for those sections. The questions on the exam will be in the format of diagnosing clinical case
vignettes. The exam must be taken on the date listed. If illness or other extenuating
circumstances prevent students from taking the exam when it is scheduled, they should notify
the instructor of the reasons preventing them from taking the exam. The instructor may
negotiate another time for the student to take the exam. This exam addresses learning
outcomes #1-4 above.
Course Policies:
1. Attendance. Students are expected to come to class on time, and stay for the entire class
session. Students should notify the instructor in advance by email, if they need to miss class,
arrive late, or leave early. The instructor will excuse absences resulting from verified
unforeseen circumstances (e.g., illness, family emergency, unavoidable commitments).
Vacations and other out of town activities will not be considered excused absences. Students
may be excused from class to attend a professional workshop if the workshop applies directly
to the course. In this case, the instructor expects that the student will briefly share with the
class what was learned in the workshop. When students miss class, they must take
responsibility for obtaining all information discussed and presented in class and posted on
Blackboard.
2. Behavior in class. Students are expected to be professional in class, including paying attention
to class discussion, refraining from doing other work in class, surfing the internet, passing
notes, texting, or engaging in side conversations. Regular breaks will be scheduled. Students
should wait until the break begins to leave the classroom, unless there is an emergency. Cell
phones should be turned off or placed on vibrate during class time to avoid distracting others.
Leaving the classroom and hearing cell phones ringing create distractions and interfere with the
learning process. (Note: If you are expecting an important call and have your phone on vibrate,
please sit in a place in the room where you can leave easily in order to take the call.) Students
are expected to refrain from eating during class.
3. Participation. Coming to class having studied the assigned readings and being prepared to
actively contribute to class discussions is expected. Students are expected to bring material
from their experience with clients to class discussions. This may include specific case examples,
ethical dilemmas encountered that are relevant to the course material or sharing knowledge
obtained in the field placement. Small group exercises will occur in class. Students are
expected to actively participate in any small group to which they are assigned. If the
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atmosphere in the classroom inhibits free discussion of information, please address the issue in
class. If this is not possible, please contact the instructor.
4. SDSU Faculty Senate Disability Policy: If you are a student with a disability and believe you will
need accommodations for this class, it is your responsibility to contact Student Disability
Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you
should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that accommodations based upon disability cannot
be provided until you have presented your instructor with an accommodation letter from
Student Disability Services. Your cooperation is appreciated.
5. Accommodation for Religious Observances: Students will be allowed to complete examinations
or other requirements in advance of a religious observance. However, it is the student’s
responsibility to contact the professor in advance so that he or she can make the necessary
arrangements.
6. Academic Misconduct: Academic misconduct is an act in which a student seeks to claim credit
for the work or efforts of another without authorization or citation, uses unauthorized materials or
fabricated data in any academic exercise, forges or falsifies academic documents or records,
intentionally impedes or damages the academic work of others, engages in conduct aimed at
making false representation of a student's academic performance, or assists other students in any
of these acts.
Academic misconduct, including plagiarism, is a serious offense in academia and will be treated
according to the university policy, as written in the SDSU catalog/Graduate Bulletin. Any Academic
misconduct, including plagiarism infractions, will be reported to the SDSU Office of Student Rights
and Responsibilities as is mandated by the CSU Chancellor.
If you are unsure as to what is plagiarism: Students can take the 30-minute pre- and post- online
quiz: SDSU Plagiarism: The crime of intellectual property by SDSU librarian Pamela Jackson, found
at: http://library.sdsu.edu/guides/tutorial.php?id=28.
For more information visit the Office of Student Rights and Responsibility:
http://studentaffairs.sdsu.edu/srr/academics1.html.
7. Policies on assignments.
a. Late Assignments: The instructor expects that students will turn in all assignments by the
due dates specified in the Course Outline at the beginning of class, any assignment turned
in after the class starts will be considered late and marked down accordingly. No
electronic assignments will be accepted. Students should contact the instructor
immediately if unforeseen circumstances prevent completion of work by the due date. If
the emergency is verifiable, and the instructor agrees that it justifiably prevented the
student from completing the assignment, the student may negotiate an extended time
frame for completing the work. Late papers will not be accepted if the student has failed to
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contact the instructor prior to the due date. If the paper is late for any reason other than a
verifiable emergency, but has been discussed with the instructor prior to the due date, the
grade for the student will be reduced by 5 points each day the assignment is late including
weekend days. If the student still fails to turn in the assignment by the extended due date.
The instructor may choose not to accept a paper and the student would then receive a
zero for the assignment.
b. Incomplete grades: On rare occasions (e.g., severe illness, family emergency), an
“incomplete” grade may be granted, provided the student meets the criteria established by
University policies. Please see your graduate bulletin to review the criteria.
c. Return of all assignments: If students would like exam #2 returned to them, they can pick
it up from the instructor during office hours or provide a self-addressed stamped envelope
so that the instructor can mail the assignment to them. The instructor will keep the last
exam until the first week of the next semester, if the student does not claim the exam by
then, the instructor will shred the exam.
d. Grades: The instructor will post student grades for each assignment on Blackboard. The
grades for the assignments will be weighted towards the final grade according to the
percentages listed above under “Grading.
8. Communication from/with the instructor.
a. Blackboard. The instructor will use Blackboard to send emails to students notifying them of
documents posted on Blackboard and/or updates to course assignments. Students are
responsible for ensuring that their current email is listed on the Blackboard system. The
Blackboard system does not handle hotmail accounts well, so students who have a hotmail
account should request a rohan account from SDSU and use it as their University email.
Students should check Blackboard on the morning of the class to download any posted
documents. Students requiring assistance on Blackboard are encouraged to contact the
Blackboard Help Desk at http://its.sdsu.edu/bbsupport/.
i. Lecture notes. Each week the instructor may post power point slides. Usually the
slides are posted the evening before or morning of the class. In some cases, the slides
may be provided after the topic is discussed in class. The PowerPoint slide handouts
are a resource and can be helpful to students in preparing for the exam or assignments.
Not all power point slides will be covered in class and not all text book material is
included in the power point slides.
b. Office Hours: The instructor will maintain office hours as listed on the heading of this syllabus,
and will be available at other times by appointment. Students are encouraged to use the office
hours to discuss questions related to the assigned readings or required assignments. The
instructor also welcomes questions from students via email or phone.
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9. Grading Policies
Grades will be administered in accordance with the policies set forth in the Graduate Bulletin.
The following grading scale will be utilized, please note there is absolutely no rounding up or down.
A
AB+
B
BC+
=
=
=
=
=
=
100-95
94.99-90
89.99-87
86.99-83
82.99-80
79.99-77
C
=
CD+
D
DF
76.99-73
=
72.99-70
=
69.99-67
=
66.99-63
=
62.99-60
=
59.99 or less
The instructor will determine grades in accordance with the following guidelines:
1. Grades of A or A- are reserved for student work that not only demonstrates an excellent mastery of
content, but also shows that the student has (a) undertaken complex tasks, (b) applied critical
thinking skills to the assignment, and/or (c) demonstrated creativity in her or his approach to the
assignment. The degree to which the student demonstrates these skills determines whether he/she
receives an A or an A-.
2. A grade of B+ is given to work that is judged to be very good. This grade denotes that a student has
demonstrated a more-than competent understanding of the material being tested in the assignment.
3. A grade of B is given to student work that meets the requirements of the assignment. It denotes
that the student has done adequate work on the assignment and meets the expectations of the
course.
4. A grade of B- denotes that a student’s performance was less than adequate on an assignment,
reflecting only moderate grasp of content and/or expectations.
5. A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several
significant areas requiring improvement.
6. Grades between C- and F denote a failure to meet minimum standards, reflecting serious deficiencies
in a student’s performance on the assignment.
The final grade will be based on the student’s performance on the required assignments:
EXAM #1
Case Study Paper
February 20, 2017
20%
March 20, 2017
35 %
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Psycho-education, cultural research and
Evidence Based Practice Intervention
APRIL 10 & 17, 2017
20%
MAY 1, 2017
20%
JAN 18 – MAY 4, 2017
5%
EXAM #2
Class Participation, Peer Feedback Forms,
Reflections, Class Survey, Guest Speakers
Feedback Forms. There are no make ups as you
will need to be in class when all forms are due
to receive full credit.
Reflection Large Bluebook is due
April 24, 2017
Course Outline:
Week
Date
Week 1
1/23/17
Lecture and
Discussion Topics
Overview of Course
 Introductions
 Review of readings
 Review of assignments
 Initial group discussions
 Questions and answers
 Diversity, values and
ethics
What you need to know about
using the DSM -5
 History of DSM’s
 Structure of DSM 5
 Arguments for and against
using the DSM 5,
 Insurance Implementation
 Changes from DSM IV TR
to DSM ~ 5
 V & Z Codes
Readings and/or Assignments
Articles found on Blackboard:
 Lacasse, Jeffrey, After DSM -5: A Critical
Mental Health Research Agenda for the
21st Century, 2014
 American Psychiatric Association,
DSM-5’s Integrated Approach to
Diagnosis and Classification
 Kraemer, Helena, An Idea worth
Researching: SDM Diagnosis of Mental
Disorders as a Living Document
Hanson:
 Introduction & Part l
Morison:
 Part l & Chapter 19
DSM -5
 Section 1, pp. 5-25
 Other conditions, P. 715-727
 Other Conditions that may be a focus
on clinical treatment p.715-727
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Week 2
1/30/17
Competency Based Assessments
Bio-Psycho-Social Assessment:

Looking at how
attachment styles impact
biology and self regulation

Looking at the impact of
culture on assessments

Integrating Biology into
Assessments
Blackboard:
 Gray & Zide: Chapter 1: Introduction
to Competency Assessment Model
(available on Blackboard)
 Douglas Davies: Chapter 1:
Attachment as a Context of
Development, pp. 7-21
 Hill, Jonathan, Fonagy, Peter, Safler,
Ellen, Sargent, John (2014): The
Etiology of Attachment in Families
Morrison:
 Part ll

Practice Assessment Skills
Hanson:
 Part 2
Blackboard Maddux and Winstead:
 Cultural
Dimensions
Psychopathology, chapter 4
of
Blackboard: Maddux and Winstead:
 Mini-tutorial on Brain Terminology
Week 3
2/6/17
Neuroscience a critical piece of
the Competency Based
Assessment (CBA)–
 Polyvagal theory applied
to assessment and
diagnosis

Hanson:
 Part IIl
Levine, Peter: (27 min video)
 Natures Lessons in Healing Trauma
https://www.youtube.com/watch?v=
nmJDkzDMllc

What Resets our Nervous System
Practice Psycho-education
 Nine Steps to Reset our Nervous System
Skills – Role Plays
Blackboard: John Chitty (48 min video)
 Located on BB under week 3
Blackboard: Dr. Steven Porges:
 Somatic Perspective
 Somatic Psychotherapy Today
 Anniversary Interview
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Blackboard:
Harvard Center on Child
Development:
 Children’s Emotional Development is
Built into the architecture of their Brain
Blackboard: Maddux and Winstead:
 Chapter
3: A neurobiological
Perspective
Week 4
2/13/17
Trauma and Stress - Related
Disorders
Hanson:
 Part lV
Sleep - Wake Disorders
DSM – 5
 Trauma and Stress-Related Disorders
 Sleep Wake Disorders
Blackboard:
 Guerda, Wheatley, Cuillaume: Does
one trauma fit all?
 Porges, Steven: Polyvagal Theory in
Treating Trauma
 PRACTICE SKILLS: BRING YOUR DSM
Week 5
2/20/17
Anxiety Disorders and Obsessive
Compulsive Related Disorders
Morrison:
 Chapter 12
DSM 5:
 Anxiety Disorders
 Obsessive Compulsive and Related
Disorders
 EXAM #1 – Bring Small Blue Book
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Week 6
2/27/17
Depressive Disorders
Bipolar and Related Disorders
Morrison:
 Chapter 11
DSM 5:
 Depressive - Disorders
 Bipolar and Related Disorders
 PEER FEEDBACK FORMS DUE
 NAMI Presentation: In Our Own Voice-
Week 7
3/6/17
Disorders Usually Associated with
an onset in Childhood:
Neurodevelopmental Disorders
Disruptive Impulse –Control and
Conduct Disorders
 Hanson: Part IV
 DSM 5: Neurodevelopmental Disorders
 DSM 5: Disruptive, Impulse Control and
Conduct Disorders
Blackboard:
 What are Executive Functions
 Eight Keys to Executive Functions
 PRACTICE SKILLS: BRING YOUR DSM
Week 8
3/13/17
Neurocognitive Disorders
Eating Disorders – Usually
associated with onset in
Adolescents
Morrison:
 Chapter 14
DSM 5:
 Neurocognitive Disorders
 Feeding & Eating Disorders
 Guest Lecturer: Anne Clarkin, LCSW,
UCSD Department of Psychiatry, Eating
Disorder Research

Guest Lecturer: Harry Eisner, Ph.D.,
Coordinator, Psychology Services, San
Diego Regional Center
 PRACTICE SKILLS: BRING YOUR DSM
 TWO PEER FEEDBACK FORMS DUE
Week 9
3/20/17
Morrison:
12
Disorders commonly associated
with an onset in Adolescence:
Substance-Related and Addictive
Disorders
 Chapter 15
DSM 5:
 Substance Related and Addictive
Disorders
 Guest Lecturer: Hai Duong (Hais)
Lindeman, LMFT, UCSD COD Integrated
Treatment Program
 CASE PAPER DUE
 PEER FEEDBACK FORMS DUE
Week 10
3/27/17
SPRING BREAK
Week 11
4/3/17
Schizophrenia Spectrum
HAVE FUN!!
Morrison:
 Chapter 13
DSM 5:
 Schizophrenia Spectrum and Other
Psychotic Disorders
 PRACTICE SKILLS: BRING YOUR DSM
 Take CSP 618 Survey
Week 12
4/10/17
Personality Disorders
 Paranoid
 Schizoid
 Schizotypal
 Histrionic
 Antisocial
 Borderline
 Avoidant
 Dependent
 Obsessive-Compulsive
 Narcissistic
Morrison:
 Chapter 16
DSM 5:
 Personality Disorders
Recommended Readings (found in library):
 Kaehler and Freyd (2009). Borderline
personality characteristics: A betrayal
trauma approach.
 Gurley (2009). A history of changes to
the criminal personality in the DSM.
Review CSP 618 Survey
 Groups # 1, & 2
 Bring 2 Peer Feedback forms
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Week 13
Week 14
4/17/17
4/24/17
Psycho-education, cultural
research, Evidence Based
Treatment Planning
Review: Practice Exam and
Diagnostic Skills
Class Discussion: Ineptitude
Jerk
 Groups # 3, 4, 5 & 6
 Bring 4 Peer Feedback forms
 BRING YOUR DSM
 Reflection Large Blue Book due
Blackboard:
 2014, July 4th, The WEEK, Ineptitude Jerk
 Celebration & Closing Exercises
Week 15
5/1/17
EXAM #2 –Bring Small Blue
Book
Celebrate!
Bibliography
Books
Adler, G. (1994). Borderline Psychopathology and I’s Treatment. New Jersey: Aronson, Inc.
American Psychiatric Association. (2013). DSM-5, Washington, DC: Author.
Davis, Douglas (2011), Child Development a Practitioners Guide, Chapter 1, Attachment as a
Context for Development, p.7-21, Guildford Press
Gray, S.W., & Zide, M.R. (2012). Psychopathology: A Competency Based Assessment Model for
Social Workers (2nd ed). Belmont, CA: Thomson/Brooks/Cole.
Hanson, Rick, (2009). Buddha’s Brain, New Harbinger Publications
Kernberg, O. (1985). Borderline conditions and Pathological Narcissism. London: Aronson,
Inc.
LaBruzza.A.L. (1994). Using DSM–IV: A Clinician’s Guide to Psychiatric Diagnosis. New
Jersey: Aronson, Inc.
Maddux, James & Winstead, Barbara (2012). Psychopathology Foundations for
Contemporary Understanding, Taylor and Francis Group
Meyer, R.G. (2012). Case Studies in Abnormal Behavior (8th ed). Boston: Pearson.
Morrison, James (2013) Oltmanns, T.F., Martin, M.T., Neale, J.M., & Davison, G.C. (2007).
Case Studies in Abnormal Psychology (7th ed). Danvers, MA: John Wiley & Sons, Inc.)
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O’Hare, T. (2009). Essential Skills of Social work Practice: Assessment, Intervention, and
Evaluation. Chicago: Lyceum Books.
Paris, J. (1998). Working with Traits: Psychotherapy of Personality Disorders. London:
Aronson, Inc.
Journal Articles
Felitti, V. (2002). The Relationship between Adverse Childhood Experiences and Adult
Health:
Turning Gold into Lead. The Permanente Journal. (6) 1 -8.
Gurley, J.(2009). A history of changes to the criminal personality in the DSM. History of
Psychology. 12(4) 285-304.
Heflinger, C. & Humphreys, K. (2008). Identification and treatment of children with
oppositional defiant disorder: A case study of one state's public service system. Psychological
Services. 5(2) pp. 139-152.
Hill, Jonathan, Fonagy, Peter, Safler, Ellen, Sargent, John, (2014), The Etiology of
Attachment in the Family), Family Process, Pg. 205-221.
Hyde, J. S., Mezulis, A.M & Abramson, L.Y. (2008). The ABCs of Depression: Integrating
Affective, Biological, and Cognitive Models to Explain the Emergence of the Gender
Difference in Depression. Psychological Review (115) 2 291–313.
Johnson. S.L. et al (2008). Life Events as Predictors of Mania and Depression in Bipolar I
Disorder. Journal of Abnormal Psychology, (117) 2 268–277.
Kaehler, L. & Freyd, J. (2009). Borderline Personality Characteristics: A Betrayal Trauma
Approach. Psychological Trauma: Theory, Research, Practice and Policy, (1) 4 261-268.
Kaplow, J & Widsom, C.S. (2007). Age of Onset of Child Maltreatment Predicts Mental
health Outcomes. Journal of Abnormal Psychology (116) 1 176-187.
Lacasse, Jeffrey, (2014), After DSM -5: A Critical Mental Health Research Agenda for the
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