Download MALADAPTIVE BEHAVIOR COUNSELING 5021 Course Description

MALADAPTIVE BEHAVIOR
COUNSELING 5021
I. Course Description
This course is designed to provide a study of theories of abnormal personality
development across the life span. Issues relevant to cultural, gender, and ethnic
differences will be examined. Focus of inquiry will be the development of an
understanding of individual behavior. Implications of theory for diagnosis and
treatment will be examined.
II. Rationale
The ability to diagnose and treat maladaptive behavior is a primary skill upon which
the counseling profession is based. This course teaches the student to recognize
various behavioral patterns and cognitive processes which affect an individual and
those in his or her environment in a negative manner and to formulate plans for
change. Included in this learning is recognizing the roles of other health professionals
in effecting change and developing skills to work in a collaborative manner with
other professionals to provide the most effective service for each client.
III. Course Objectives
By the end of the semester you will
A. Develop a better understanding of prevalent descriptions of dysfunctional
behavior.
B. Know the symptomatic behavior underlying various DSM-IV categories of
dysfunctional behavior.
C. Develop a better understanding of interpersonal, biological and societal influences
on an individual’s functioning.
D. Begin to formulate strategies for dealing with problems of dysfunctional behavior.
E. Become more sensitive to issues related to working with clients whose behavior is
different from yours or who have special issues (sexual orientation differences,
physical handicaps, gender issues which are different from yours, or long term
burdens).
F. Become more competent in working with other health professionals in a
collaborative capacity.
IV. Instructional Methods:
Methods for instruction include:
A. Traditional Activities
1. Didactic/ discussion
2. Videotape
3. Guest lecturers & Speakers
B. Clinical Activities
Clinical vignettes will be given to the class and the members will diagnose the
hypothetical cases using the DSM-IV.
V. Evaluation and Grade Assignment
A. You will demonstrate your expertise on course topic by compiling an annotated
bibliography regarding a diagnostic category of the DSM-IV. {See end of
syllabus for more detail}.
B. Two exams, midterm and final, will cover text and lecture.
C. You will be given homework during the semester which will consist of practice
diagnoses. You will make the diagnosis and turn your diagnostic impressions in to
me at the next class session.
D. Grades will be assigned on the basis of your understanding of material as shown
by:
1. Midterm and final each have 100 points; there may be up to three smaller
exams throughout the course. This will reduce the weight of just having a
mid-term and final.
2. Bibliography 50 points
3. Each homework assignment (there may be as many as five) will have a value
of 10 points.
E. There will be additional reading assignments; these will be journal articles or
chapters from books and will be focused on clinical material.
F. Grading Scale
92% to 100% = A
85% to 91% = B
78% to 84% = C
70% to 77% = D
Below 70 % = F
VI. Texts:
American Psychiatric Association. (1994). Diagnostic and statistical manual of
mental disorders. (4th Ed.). Washington, D.C. (DSM-IV-TR).
Frances, A. & Ross, R. (1996). DSM-IV case studies: A clinical guide to differential
diagnosis. Washington D.C. APA Press.
Bibliography:
Antonuccio, D. (1995). Psychotherapy for depression: No stronger medicine.
American Psychologist, 50, 450-452.
Appleton, W.S. (1996). Prozac and beyond: Everything you need to know about the
new antidepressants. New York: Plume.
Carlson, J., Hinkle, J.S., and Sperry, L. (1993). Using diagnosis and DSM-III-R and
IV in marriage and counseling and therapy: Increasing treatment outcomes
without losing heart and soul. The Family Journal: Counseling and Therapy for
Couples and Families, 1, 308-312.
Karon, B.P. & Teixeira, M.A. (1995). “Guidelines for the treatment of depression in
primary care: and the APA response. American Psychologist, 50, 453-455.
Rachman, S. & deSilvia, P. (1996). Panic disorder: The facts.
Roth, A. & Fongy, P. (1996). What works for whom?: A critical review of
psychotherapy research.
Van der Kolk, B., McFarlane, A., & Weisaeth, L. (1996). Traumatic stress: The effect
of overwhelming experience on mind, body, and society. New York: Guilford.
Van der Kolk, B. & McFarlane, A. (1996). The Black hole of trauma. In Van der
Kolk, B., McFarlane, A., & Weisaeth, L. (Eds.). Traumatic stress: The effect of
overwhelming experience on mind, body, and society. (pp. 3-23). New York:
Guilford.
Van der Kolk, B. (1996). The complexity of adaptation to trauma: Self-regulation,
stimulus discrimination, and characterological development. In Van der Kolk, B.,
McFarlane, A., & Weisaeth, L. (Eds.). Traumatic stress: The effect of
overwhelming experience on mind, body, and society. (pp. 182-213). New York:
Guilford.
Van der Kolk, B. (1996). The body keeps the score: Approaches to the psychobiology
of posttraumatic stress disorder. In Van der Kolk, B., McFarlane, A., & Weisaeth,
L. (Eds.). Traumatic stress: The effect of overwhelming experience on mind,
body, and society. (pp. 214-241). New York: Guilford.
Van der Kolk, B., van der Hart, O., & Marmar, C. (1996). Dissociation and
information processing in posttraumatic stress disorder. In van der Kolk, B.,
McFarlane, A., & Weisaeth, L. (Eds.). Traumatic stress: The effect of
overwhelming experience on mind, body, and society. (pp. 303-327). New York:
Guilford.
VII.
Key Journals.
American Journal of Psychiatry
American Psychologist
Journal of Clinical and Consulting Psychology
Journal of Counseling and Development
Journal of Traumatic Stress Studies
Counseling 5021 Maladaptive Behavior
VIII. Tentative Course Topics
Week 1: Historical and cultural perspectives on mental illness.
Week 2: Introduction to the DSM-IV (pp. 1-35). Case Studies.
Week 3: Anxiety Disorders (DSM-IV 393-444; Case Studies pp. 155-189)
Week 4: Mood Disorders (DSM-IV pp. 317-391; Case Studies pp. 109-153)
Week 5: Individual time to work on paper.
Week 6: Adjustment Disorders and V Codes (DSM-IV pp. 623-686; Case Studies pp.
269-275)
Week 7: Review for midterm
Week 8: Midterm Exam
Week 9: Return midterm and introduction to remaining weeks. Weekend intensive.
March 18th and 19th.
Week 10: Disorders usually first evident in infancy, childhood, or adolescence (DSMIV pp. 37-121; Case studies, pp. 1-31).
Week 11: Substance-related disorders (DSM-IV, pp 175-272; Case Studies, pp 57-71)
Week 12: Eating Disorders, & impulse control disorders not elsewhere classified
(DSM-IV pp. 539-550, 609-621; Case Studies, pp. 239-248, 261-268).
Week 13: Personality Disorders (DSM-IV pp. 629-673; Case Studies, pp. 277-319).
Week 14: Schizophrenia and other psychotic disorders (DSM-IV pp. 273-315; Case
studies, pp. 73-107).
Week 15: Review
Week 16: Final
Class Policies
A. Attendance is required and student is responsible for all material presented in class.
B. Assignments are due on date due; late assignments will have penalty of 5% of grade for
each day late.
C. If student misses exam, it is his or her responsibility to make arrangements for make-up.
D. If student is late to four classes then student’s grade will be dropped one letter grade.
Graduate students are expected to conduct themselves in a professional manner.
Annotated Bibliography
The purpose of the bibliography is threefold: 1) acquaint you with current literature on
theories of diagnosis and treatment regarding a disorder with which you want to become more
familiar; 2) encourage critical thinking about the literature on mental illness; 3) help you begin to
formulate diagnosis and treatment plans.
Search literature written 2001 or later. You must find a minimum of five articles that
combined help you construct your understanding of the topic you select. Write a summary of
each article, minimum of three pages, and then a conclusion. In your conclusion identify your
treatment mode (theory) and tell a little about how you would treat a client with this particular
disorder.
The paper will be typed in APA format. If not in APA format, it will not be graded.
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