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Graduate Studies in Counseling
Heidelberg College
Spring 2008
– Tuesday 6:00 to 9:00pm CH218 3 Semester
Hours Instructor: Daniel R. Cruikshanks, Ph.D., PCC-S, Associate
Professor College Hall 207 (800)925-9250 ext. 2308 or
(419)448-2308 (direct line) dcruiksh@heidelberg.edu Office
hours: Monday, Tuesday and Wednesday
1pm to 5pm by appointment Also
available at other times by appointment.
Prerequisites:
COU
503, COU
506, COU
507, COU
509, COU
510 and COU
532 Conceptual
Framework: Vital Connections The graduate counseling programs at
Heidelberg College are based on a constructivist philosophy. This means that
the pre-service candidates and in-service counselors-in-training in our
programs build or construct their knowledge as a result of a
student-centered, hands-on approach to learning. From the beginning of their
experience at Heidelberg, our students are actively involved in their
coursework and development of counseling skills and experiences. Students build or construct their new
knowledge about counseling using several tools - theory, practice, and
reflection. These are the building tools that connect the constructivist
core of the conceptual framework to each of the counseling licensure concentrations. Heidelberg College MAC Standards 1. Theory
- principles of human development, assessment systems & change 2. Practice
- clinical and field experience 3. Reflection
- thinking about, evaluating and revising one's philosophy of change. Thus,
constructivism is at the core of the conceptual framework, and the building
tools of theory, practice, and reflection connect this core to each of the
licensure programs. Course Description (from the catalog) A study intended to acquaint
the future counselor with the symptomology for the
most common psychopathologies and prepare the counselor to comply with
institutional and health insurance requirements for classification of
patients according to the DSM IV TR of the American Psychiatric Association.
Special emphasis on differential diagnosis and acquaintance with associated
disorders of the primary diagnoses in the multi-axial system via case
studies. Objectives The overall purpose of this course is to assist students
in developing skill in diagnostic interviewing and the use of appropriate nosology in counseling diagnosis. Consideration will be
given to definition, historical background, cultural implications,
epidemiology, clinical picture, natural history, and differential diagnosis.
A variety of instructional techniques will be used to enable participants to
diagnose, communicate about, and recognize symptoms of various mental and
emotional disorders. In addition students will review literature important to
the diagnostic and treatment process which may include treatment planning and
writing effective case notes. The variety of instructional
approaches will include lecture/class discussion, experiential exercises,
films, case studies, journal critiques, and small group study. By the end of
this semester, students will be able to:
Readings
Required American
Psychiatric Association. (2000), Diagnostic and Statistical Manual
of Mental Disorders DSM-IV-TR (Text Revision). Washington,
D.C.: American Psychiatric Press, Inc. Fauman, M. A.
(2002), Study Guide to DSM-IV-TR.
Washington, D.C.: American Psychiatric Press, Inc. Erikson, K., and
Kress, V. (2006), Beyond the DSM Story,
New York: Sage Recommended American Psychological Association, (2001), Publication Manual of the American
Psychological Association, 5th Ed., Washington: APA Paniagua, F. A. (1998), Assessing
and Treating Culturally Diverse Clients: A Practical Guide (Multicultural
Aspects of Counseling And Psychotherapy), 2nd Edition. New York: Sage Additionally: I reserve the right to assign
additional readings (such as journal articles) that I encounter and find
appropriate to this context. Requirements/Grading
During the semester, you will have opportunities to
earn up to 1000 points toward you final grade. Grading is on the following scale: 90% = A;
80% = B; 70% = C; less than 70% = F.
Note: This syllabus is a learning contract between
you and me. Although there may be need
to change specific requirements for assignments as the semester progresses, no
such changes will be made without prior discussion and negotiation with you.
The primary focus
of this course is on diagnosis of mental and emotional disorders. This is not a course on treatment or psychopathology. Determination for treatments is largely
dependent on theoretical orientation whereas diagnosis occurs independently
of theoretical orientation. Although
we will necessarily touch on psychopathology and treatment throughout this
semester, extensive discussion of questions of treatment generally will not
be our focus. Note that the assigned readings are for your learning and to
prepare you for the exams. Given
time constraints, we will not spend class time covering all of the
assigned readings; however, your success with in class activities will depend
on your having consumed the assigned readings. In order to be
successful in this course, you should consider the following:
Preparation & participation: Learning and teaching is a social process. As an active learning, seminar course, your
presence and active engagement is particularly important. For you to learn and for me to claim to
have taught, we must be present and engaged.
To me, preparation and participation means that you are familiar enough
with the material to work with it in class and that you are prepared to
discuss your readings in class. My
expectation of you is that you will attend class prepared and ready to
discuss the material and ask questions about it. You should expect the same from me. You
should understand that part of how I assess your learning is by observing
your behavior in class. With this in
mind, consider the following Top Five ways to Impress Your Professor: #5) Be polite: Even if you are convinced that your prof is a pin headed idiot, it’s probably wise not to
tell him that. If your prof is wrong about something or you disagree with him,
it’s fine (even encouraged) respectfully to voice your disagreement, but it
is wise to back up your opinion with evidence from the literature and to
voice your disagreement or opposing views with respect. Yelling, name
calling, and other aggressive behaviors are not likely to impress your prof or your classmates, and this definitely will fail to
get your point across. #4) Show respect: Profs see all! If you slump over your desk and enter
a catatonic state, do work for other courses or your job, roll your eyes,
and/or whisper to your neighbor, your prof will
almost certainly notice you, but not in the best light. Also, unless otherwise invited, don’t
assume that you know your prof on a first name
basis—Dr. C. or Professor C. are respectful. If you
behave disrespectfully, you are far less likely get respect in return. #3) Pretend you care: Let’s be honest, you and I both know that you are
not necessarily interested in every course you take—including this one! On
top of that, you’re tired and just want to get home and the last place on
Earth you want to be right now is here. Hint: regardless of what you’re really
thinking about this course, your prof only has your
behavior as a basis of judgment. Pretend you care, that you’re interested and
that your prof is interesting. You might be surprised to discover
that the course actually becomes interesting to you. #2) Ask questions: Asking
questions and making comments in class suggest to your prof
that you are interested and paying attention.
Neither of these things may be true, but who cares? The goal here is
to convey to your prof that you are interested,
engaged and learning something (see #3) #1) Lighten up! I take my work both as a professor and as a mental
health professional very seriously. I
am serious about designing courses that provide the best possible learning
experience and I am serious about ethically sound, good practice. However, I also believe we can have a lot
of fun
doing these things well. I have a
sense of humor (though many would argue, not a very good one!). Studies have found that learning is most
effective in the context of a heightened emotional state, and I do attempt to
capitalize on this through the use of humor in class. I make every effort not to be offensive or
disrespectful with humor (and I expect the same from you), but I also tend to
be very spontaneous. If I ever fail in my efforts not to offend, please let
me know. I’m not afraid to
apologize. So, be serious about
learning, but don’t be afraid to have fun in the process. At the very least, if others are having
more fun than you are capable of having on a Tuesday night after a long day
of work, deal with it J Attendance: Heidelberg College requires that attendance be
taken at all class sessions. It is your responsibility to sign the attendance
sheet. Those who do not will be noted as absent. I understand that there are occasions for
extenuating circumstances that may cause you to miss class. Please talk with me (in advance when
possible) in such an event. Otherwise
absences only will be excused (no grade penalty) in the event of a documented
family emergency (e.g. illness), acts of god (e.g. weather), terrorists acts,
or class cancellation by the professor or college. After
two unexcused absences, your semester grade will drop 1 letter, and then 1
additional letter grade for each subsequent absence. Pre-Class Case Studies Discussions: Each of you will be assigned to a case studies group
which will work in class together on diagnosing cases. In order to enable us to cover more cases
in class, each group will collaborate on cases before class time using Moodle. Each week,
prior to class, each group will submit a preliminary diagnostic profile for
at least three of the case studies to be discussed that week. Total assignment is worth 100 points
(10 points per case topic) Research Paper and Report: In today's mental health universe, it is difficult
to avoid diagnosis since insurance companies require this information for reimbursement. Yet, diagnosis of mental and emotional
disorders has been and continues to be an area of controversy in the
counseling field. Some in our field
feel strongly that the practice of diagnosis is not beneficial to clients,
and indeed, it may cause harm. Others,
however, argue that diagnosis is a critical component of effective
treatment. Proponents of diagnosis
feel that it is a disservice to clients when diagnosis is not a part of
treatment, and/or it is not discussed with them (and may constitute
malpractice). Choose a topic on some aspect or area of diagnosis (e.g. ADHD, MPD,
Depression and Kids, etc.). Conduct a
review of the current literature and write a comparison/contrast paper based
on this review in which you present a discussion about the diagnosis
controversy. Based on the arguments
you find for both sides of this issue, what is your position? How does the concept of diagnosis fit with
your preferred theoretical orientation?
If your position is incongruent with your theoretical orientation, how
do your reconcile these differences? Defend your position in light of the
opposing arguments you found in the literature. Support your argument/position with
appropriate references to the literature.
The research paper may include references to books, but it must
include citations (at least 8) from professional journals (be sure to include
at least some references to counseling journals). Authors are urged to use caution with (that
is avoid) Web based information (i.e., websites). When used, they must be properly cited, and
discussion should include bases for inclusion of such citations (i.e., what
makes this a valid source of information).
Authors will follow APA guidelines for formatting. Write this paper as though you intend to submit
it to a journal for publication. The
paper will be graded for quality as well as content. It should be well written, and
professionally presented. Late papers
will not be accepted. All papers must be presented following the APA Manual,
5th Ed. Total assignment is worth 300 points (150 points for APA and 150 points for the quality
of the paper). This
paper must be submitted electronically via Moodle Diagnostic Interview - Students will conduct a diagnostic interview (aprox. 60min) with either an undergraduate volunteer or a
COU507 student who will play the part of a person with a particular
diagnosis. Your job is to go through
the process balancing thoroughness with timelines and sensitivity to the
client effectively to differentially diagnosis their problem. This interview will be conducted in the
counseling lab and will be video taped. You will turn in the video for review
along with a two to three page case report including a Five-Axis Differential
Diagnosis, and a self-evaluation of your assessment of the quality of your
interview. You will be evaluated for your accuracy as well as your
approach. Student volunteers also will
provide you with feedback. Total assignment is
worth 200 points. This
paper must be submitted electronically in Moodle Exams: You will have two exams – a mid-term and a
final. These online, taken from home
exams will consist of 50 multiple-choice items and 4 case studies (from which
you will provide a Five-Axis Diagnosis) based upon readings and class
discussions and materials. The mid-term will cover the first half of the
semester and the final will cover the second half. Exams are worth 200 points each
(Multiple choice worth 100points and case studies 25points each). Late
Assignments: Are
not accepted without a very good reason and prior arrangement with the
professor. APA
Writing and Group Presentation Policy: Presentations
and projects should reflect the quality of a professional in the counseling
profession. This includes the use of appropriate grammar, logical reasoning,
and appropriate professional references that support meaningful points. The
APA Publication Manual will be the primary reference for issues of style
(e.g., double spacing). All written assignments must be
presented in the APA manuscript style. Please see me for information
regarding APA style. Ultimately, it is your responsibility to purchase the
APA manual and know APA style. Academic
Conduct: Heidelberg
College values integrity in academic pursuits. Faculty expects students to
complete their assignments honestly and to report academic dishonesty.
Dishonesty in any form, including but not limited to cheating on exams,
falsification on any official college record, submitting work of other
students as your own or plagiarism result in a penalties ranging from an “F”
on an assignment to expulsion, depending on the seriousness of the offense. Additionally,
adherence to the APA ethical guidelines for publication with regard to the
proper citation of non-original materials used in papers is expected (e.g.
plagiarism). All papers are subject to an electronic database screening
(Turnitin.com) to ensure that they are free of plagiarized material.
Course
Evaluation: You
will have the opportunity to evaluate the course and the instructor at the
end of the course. Technology
Statement: The MAC program recognizes that competent
professionals are those who are fluent in the language and use of current
technology. Many if not all courses in
the program are designed with a technology component so that candidates will
have ample opportunity to gain mastery of the utilization of technology in all
areas of the counseling field. DIVERSITY
STATEMENT: The MAC program is committed to maintaining a
community that recognizes and values the inherent worth and dignity of every
person; fosters sensitivity, understanding, and mutual respect among its
members; and encourages each individual to strive to reach his or her own
potential. In pursuit of its goal of academic excellence, the MAC program
seeks to develop and nurture diversity, believing that it strengthens the
organization, stimulates creativity, promotes the exchange of ideas, and
enriches campus life. Heidelberg College prohibits discrimination against any
member of the school’s community on the basis of race, religion, color, sex,
age, national origin or ancestry, marital status, parental status, gender
identity, sexual orientation, ability status, health status, or veteran
status. The American Counseling Association has explicit
policies, standards, and ethical guidelines regarding diversity issues. In
this class, you will be expected to reflect the standards and ethics of the
counseling profession, especially in the area of diversity. Any use of
written or verbal language should be consistent with the respect and
tolerance that are the cornerstone of the counseling profession and should
reflect the ACA Human Rights Committee’s 1987 statement on tolerance, which
states: In order to guarantee that each individual is free to pursue his/her
potential, each member of AACD (now ACA) is charged to (a) engage in ongoing
examination of his/her own attitudes, feelings, stereotypic views,
perceptions and behaviors that might have prejudicial or limiting impact on
others; (b) contribute to an increased sensitivity on the part of other
individuals, groups or institutions to the barriers to opportunity imposed by
discrimination; (c) advocate equal rights for all individuals through
concerted personal, professional, and political activity. Students
with Disabilities
Students with documented physical,
psychological, and/or learning disabilities are eligible for reasonable and
appropriate accommodations under the Americans with Disabilities Act
(ADA). Under provision of the ADA,
Heidelberg College will assess student disabilities and determine reasonable and
appropriate accommodations for students with documented disabilities on a
case by case basis. To seek
accommodation for disabilities, students should refer to the Heidelberg
College Learning Center (www.heidelberg.edu/offices/learning-center/) for further
information and documentation forms and procedures. Please feel free to discuss any
concerns regarding disabilities with me for further guidance and
information. Incompletes Students who, at
the end of the semester, wish to be considered for an "Incomplete"
must request this in writing to the professor, explaining the reasons and
identifying a specific date that the assignment(s) will be submitted. It is
the professor's discretion to approve or decline the request for an
incomplete. If promised work has not been completed and submitted by the
agreed upon date, the incomplete will become an F. Grade Disputes Students who
feel that they have received an inappropriate grade for any assignment or for
the course have the right to challenge that grade. To challenge a grade, students should
adhere to the following procedures.
In the event of a grade conflict, you
must follow this procedure. If you
fail to follow this procedure (for example calling the Dean first), you will
be instructed to follow this procedure. I encourage you to discuss any
concerns regarding this course with me, and I will make every effort to
address these concerns and resolve them.
I understand that this is not always possible, and in such events, I
invite you to pursue such matters following the above procedures as needed. WRITING TIPS All papers must be typed, double-spaced on 8.5x11 white paper, 12 font preferred.
Please note that writing and referencing must adhere to the American
Psychological Association (APA) Manual, 5th edition or later. Copies of this Manual are on sale in the
Heidelberg College bookstore, as well as in the Reserve Section of the Beeghley Library.
Please familiarize yourself with appropriate APA citations. Additionally, you may feel free to use the
following resources to assist in writing proficiency. Turnitin.com
(resource to check for plagiarism) http://www.turnitin.com/static/home.html Student
Guide to Turnitin.com http://courses.heidelberg.edu/dcruiksh/Turnitin%20-%20Student%20Guide.pdf Heidelberg
College writing webpage http://courses.heidelberg.edu/dkimmel/writing WEATHER
EMERGENCY POLICY When the Seneca
County Sheriff’s Department and the City of Tiffin Police Department declare
the roads in Seneca County and the City of Tiffin impassable and motorists to
stay off the roads and highways, classes may be cancelled or delayed. The decision should be made by 6:30 am. The
following media sources, WTTF (Tiffin – 103.7FM), WTVG – TV (Toledo – Channel
13), WNWO – TV (Toledo – Channel 24), and WTOL – TV (Toledo – Channel 11),
will be notified of the closing or delay immediately. If
the weather worsens during the day, you may benefit by calling Heidelberg
College (1-800-925-9250), the Graduate Studies in Counseling Dept. office
(419-448-2288). MAC
Listserve Also,
be sure to subscribe to the MAC listserve and watch
your email or updates. http://lists.heidelberg.edu/mailman/listinfo/mac |
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Semester Schedule |
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Date |
Topic |
Assignment |
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Jan. 8 |
Introduction: Who are we;
what is this, and why are we here, anyway? Why diagnose and why many
counselors would rather not. A brief history of mental
diagnosis and the DSM Video: In search of
Ourselves |
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Jan. 15 |
Understanding and using the
DSM: How the manual is organized and used |
DSM XV - 37 SG Ch 1 E & K Intro/Ch1 |
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Jan. 22 |
GAF; Decision Flow Charts;
Cultural Considerations |
DSM 32-34 Appendices A & I E & K Ch 2 - 3 |
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Jan. 29 |
Disorders of childhood |
DSM 37-122 SG Ch. 2 E & K Ch 6 |
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Feb. 5 |
Delirium, Dementia, Amnesia
and other Cognitive Disorders |
DSM 123-174 SG Ch. 3 E & K 4 |
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Feb. 12 |
Substance Related Disorders |
DSM 175-272 SG Ch. 5 E & K 5 |
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Feb. 19 |
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DSM 273-316 SG Ch. 6 DSM 629-674 Appendix B SG Ch. 17 E & K Ch 8 |
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Feb. 26 |
Mood Disorders Midterm
Exam |
DSM 317-392 SG Ch. 7 E & K Ch 7 |
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Mar. 4 |
Mood Disorders &
Co-morbid personality disorders |
DSM 317-392 SG Ch. 7 |
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Mar. 11 |
Spring
Break ~ |
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Mar. 18 |
Enjoy! |
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Mar. 25 |
Anxiety Disorders Anxiety Disorders &
Co-morbid personality disorders |
DSM 393-444 SG Ch. 8 |
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Apr. 1 |
Somatization Disorders,
Factitious Disorders, Dissociative disorders |
DSM 445-492 SG Ch. 9-12 |
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Apr. 8 |
Sexual and Gender Identity
Disorders |
DSM 493-538 SG Ch. 9-12 |
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Apr. 15 |
Eating Disorders, Sleep Disorders, I |