SOCW 6323 Section 001 - Perspectives in Mental Health

UNIVERSITY OF TEXAS AT ARLINGTON

SCHOOL OF SOCIAL WORK

SOCW 6323 Section 001 - Perspectives in Mental Health

Fall 2010

Instructor: Kiva T. Wilks, MSSW, LCSW

Adjunct Professor

E-mail: or

Office Hours:By appointment

Phone: (214) 335-7958

Class Day/Time: Mondays, 6:00 p.m. to 8:50 p.m.

Class Location:Social Work Building A, Room 308

1. Required Texts

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders IV - TR. Washington, D. C.: APA. ISBN: 0-89042-025-4

Rohrer, G. E. (2005). Mental health in literature: Literary lunacy and lucidity. Chicago: Lyceum. ISBN: 0-925065-84-6

Gray, S.W. & Zide, M. R. (2001). Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Brooks/Cole.

Other course readings will be assigned and made available as needed.

1. Academic Standards and Descriptions

1. Council on Social Work Education – Educational Policy and Academic Standards for Human Behavior in the Social Environment

Social work education programs provide content on the reciprocal relationships between human behavior and social environments. Content includes empirically based theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. It includes theories and knowledge of biological, sociological, cultural, psychological, and spiritual development across the life span; the range of social systems in which people live (individual, family, group, organizational, and community); and the ways social systems promote or deter people in maintaining or achieving health and well being.

1. Graduate Catalog Course Description

SOCW 6323: Examination and analysis of theories of mental health and disorders, perspectives on the etiology and epidemiology of mental disorder and the institutional response to problems in mental health.

1. Description of Course Content

This course is an examination and analysis of theories of mental health and mental disorders, perspectives on the etiology and epidemiology of mental disorders, and the institutional response to problems in mental health. Emphasis will be placed on evidence-informed theories of human behavior and mental health disorders. Factors that influence mental health will be considered, such as cultural backgrounds, gender, age, ethnicity, sexual orientation, philosophical assumptions, socio-economic background, biology, genetics, and others.

1. Student Learning Outcomes

At the conclusion of the course, students will be able to:

1. Identify and meaningfully describe the environmental factors that affect the level of client’s mental health.

Measurement: Students will observe simulated persons and draft a mock bio-psycho-social assessment including history, DSM IV-TR diagnosis, and the environmental and interpersonal factors influencing their current state and outcome.

1. Describe the various types of mental health disorders that are common to social work clients and the factors that contribute to these problems.

Measurement: Students will demonstrate their understanding of mental health disorders through short answer quizzes, a mid-term exam and a final exam.

1. Replicate the role of a clinician addressing a specific type of mental health condition and providing appropriate client service.

Measurement: Students will participate in group presentations with three required components:

1. Group role play of:

a. patient with targeted disorder

b. intervening clinician

c. collateral parties affected AND

2. PowerPoint slides highlighting salient points of demonstration AND

3. Handouts for review.

1. Course Schedule and Assignments:

This schedule includes a list of class topics and the associated readings that students are expected to have read before the date of the class. Group discussion topics for particular classes are listed in bold.

1. Course Assignments

1. Mental Health Assessment in the context of contributing environmental factors

You may select a character and environment from one of the following movies: A Beautiful Mind; A Clockwork Orange; Antwone Fisher; Girl, Interrupted; Good Will Hunting; K-Pax; Mr. Jones; The Notebook or The Aviator. Students may also select characters and environments from other films with pre-approval of the instructor.

Complete a bio-psycho-social assessment of the mental health and social supports of one of the main characters of the movie. Your paper must be written in the format provided and include a meaningful analysis of the environmental factors impacting the character’s condition and prognosis.

1. Group Presentations

In a group, provide a live demonstration of the interaction of at least three perspectives regarding one mental health disorder: (1) that of the person with the disorder, (2) that of a family member or other impacted person in the environment, and (3) that of the assessing clinician. Your group will also provide clarification and analysis of these three perspectives through handouts and a PowerPoint presentation, including diagnostic criteria and the environmental response. Specific topics may be assigned for each group to discuss following their demonstration.

1. Group Discussion

The class will be divided into seven groups. Each group will be assigned to lead a 30 minute class discussion regarding a specific chapter in the Rohrer textbook. Use of extra material to supplement the Rohrer text (video, audio, power point, activities, handouts, etc.) is encouraged.

1. Quizzes and Exams

Two graded quizzes related to clinical and technical vocabulary found in the DSM IV-TR will be given during the semester.

Essay exams will be given for the mid-term and final exams. Approximately 10 essay questions (10 for the mid-term and 10 for the final) will be given to students to review for each of the exams. From the 10 essay questions given to students, five (5) will be selected to be a part of the exam.

1. Grading

Guidelines for All Written Work: Grading criteria for written work include: thoroughness, logical development of points, clarity of written expression, application of theory/readings from the course and from independent research, and appropriateness of the product to the assignment given. Each sentence or part of a sentence must be entirely in the student's own words (paraphrased), unless a direct quotation is indicated by the use of quotation marks and page numbers. All sources of words or ideas must be attributed by citation. Failure to do so constitutes failure to meet the assignment and may be plagiarism. Unless prior permission is granted, late work is penalized 10% per week or part thereof. Always keep a copy of your work. Papers will be returned only to the student, a person designated in advance by the student, or by mail in a stamped envelope provided by the student.

1. Americans with Disabilities Act

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public law 93-112—The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of The Rehabilitation Act, we have a renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide reasonable accommodation to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels.

1. Academic Dishonesty

The philosophy of The University of Texas at Arlington is that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision, 3.22)

1. Student Support Services Available:

The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit www.uta.edu/resources for more information.

1. Electronic Communication

E-Culture Policy: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.

Email may be used as a means of communication for course assignment clarification. Students may NOT send course assignments through email. Students will be required to turn in all written course assignments in person. Students should regularly check their e-mail to insure they received up to date information on course activities and assignments.

1. Attendance and Dropping the Class

Class attendance is expected of students. Failure to attend class may result in missing a quiz, an exam and/or points deducted from the student’s participation grades. Please discuss in advance with the instructor if you have a conflict and need to schedule make up work.

If you chose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade. Last day to drop in November 5, 2010.

XII. Bibliography (additional readings you may find helpful)

Abrahams, H. (2008). Supporting women after domestic violence: Loss, trauma and recovery. Child and Family Social Work, 13, 474-478.

Adams, R. E., Figley, C. R. & Boscarino, J. A. (2008). The Compassion Fatigue Scale: Its use with social workers following urban disasters. Research on Social Work Practice, 18, 238-250.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders IV - TR. Washington, D. C.: APA.

Appleby, G. A., Colon, E. & Hamilton, J. (2001). Diversity, oppression and social functioning: Person-In-Environment assessment and intervention. Needham Heights, MA: Allyn & Bacon.

Ayon, C. & Marcenko, M. O. (2008). Depression among Latino children in the public child welfare system. Children and Youth Services Review, 30, 1366-1375.

Balfour, A. (2006). Thinking about the experience of dementia: The importance of the unconscious. Journal of Social Work Practice, 20, 329-346.

Barnes, A. (2008). Race and hospital diagnoses of schizophrenia and mood disorders. Social Work, 53, 77-83.

Douthit, K. Z. (2007). Averting dementia of the Alzheimer’s type in women: Can counselor’s help? Adultspan Journal, 6, 15-29.

Eack, S. M., Singer, J. B. & Greeno, C. G. (2008). Screening for anxiety and depression in community mental health: The Beck Anxiety and Depression Inventories. Community Mental Health Journal, 44, 465-474.

Farber, S. K. (1997). Self-medication, traumatic reenactment, and somatic expression in bulimic and self-mutilating behavior. Clinical Social Work Journal, 25, 87-106.

Gunderson, J. (2008). Borderline personality disorder: An overview. Social Work in Mental Health, 6, 5-12.

Hartocollis, L. (1998). The making of multiple personality disorder: A social constructionist view. Clinical Social Work Journal, 26, 159-176.

Heru, A. M., & Drury, L. M. (2007). Working with families of psychiatric inpatients: A guide for clinicians. Baltimore: The John Hopkins University Press.

Himle, J. A., Muroff, J. R., Taylor, R. J., Baser, R. E., Abelson, J. M., Hanna, G. L., Abelson, J. L. & Jackson, J. S. (2008). Obsessive-compulsive disorder among African Americans and Blacks of Caribbean descent: Results from the National Survey of American Life. Depression and Anxiety, 25, 993-1005.

Kane, M. N. (2008). When I’m 75 years old: Perceptions of social work students. Social Work in Health Care, 47, 185-213.

Karls, J. M. & Wandrei, K. E. (1994). Person-In-Environment system: The classification system for social functioning problems. Washington, DC: NASW Press.

Kemp, S. P., Whittaker, J. K. & Tracy, E. M. (1997). Person-In-Environment practice: The social ecology of interpersonal helping. Hawthorne, NY: Walter de Gruyter Publishing, In.

Lefley, H. P. (1996). Family caregiving in mental illness. Thousand Oaks, CA: Sage Publications, Inc.

Lev-Wiesel, R. (2008). Child sexual abuse: A critical review of intervention and treatment modalities. Children and Youth Services Review, 30, 665-673.

Lurigio, A. J., Cho, Y. I., Swartz, J. A., Johnson, T. P., Graf, I. & Pickup, L. (2003). Standardized assessment of substance-related, other psychiatric and co-morbid disorders among probationers. International Journal of Offender Therapy and Comparative Criminology, 47, 630-652.

Maid, R., Smokowski, P. & Bacallao, M. (2008). Family treatment of childhood anxiety. Child and Family Social Work, 13, 433-442.

McClatchey, I. S., Vonk, M. E. & Palardy, G. (2009). Efficacy of a camp-based intervention for childhood traumatic grief. Research on Social Work Practice, 19, 19-30.

Morrison, J. (2007). Diagnosis made easier: Principles and techniques for mental health clinicians. New York: Guildford Publishing, Inc.

Morrison, J. (1995). DSM-IV made easy: The clinicians guide to diagnosis. New York: Guildford Publishing, Inc.

Obst-Buckner, P., Brown, J., Vaishnavi, S., Schoenberg, H., Fancher, L. & Rao, V. (2008). Case report of treatment of severe mood disorder in an inpatient setting: When less is more. General Hospital Psychiatry, 30, 485-487.

Pinquart, M., Duberstein, P. R. & Lyness, J. M. (2007). Effects of psychotherapy and other behavioral interventions on clinically depressed older adults: A meta-analysis. Aging & Mental Health, 11, 645-657.

Roger, M. K, Pearson, V., Lam, M., Law, C., Chen, C. & Chen, E. (2008). What does recovery from schizophrenia mean? Perceptions of long-term patients. International Journal of Social Psychiatry, 54, 118-130.

Rohrer, G. E. (2005). Mental health in literature: Literary lunacy and lucidity. Chicago: Lyceum.

Safier, E. J. & Hoffman, P. (2008). The case of Joan. Social Work in Mental Health, 6, 49-52.

Seligman, L. (1998). Selecting effective treatments : A comprehensive systematic guide to treating mental disorders. San Francisco: Jossey-Bass, Inc.

Smith, M. (2008). BPD and the need for community : A social worker’s perspective. Social Work in Mental Health, 6, 53-66.

Tomlinson, P. (2008). Assessing the needs of traumatized children to improve outcomes. Journal of Social Work Practice, 22, 359-374.

Williams, C. C. (2008). Insight, stigma, and post-diagnosis identities in schizophrenia. Psychiatry, 71, 246-256.

Zalta, M. G., Thompson, A. K., Chow, E., Perlman, C. W., Ostacher, M. J., Pollack, M. H., Shear, K. & Simon, M. N. (2007). Complicated grief and impaired sleep in patients with bipolar disorder. Bipolar Disorder, 9, 913-917.

Zide, M. R., & Gray, S. W. (2001). Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Brooks/Cole.

Zimmerman, M. (1994). Interview guide for evaluating DSM-IV psychiatric disorders and the mental status examination. East Greenwich, RI: Psych Products Press.

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