Department of Social Work Helen BaderSchool ofSocial Welfare University ofWisconsin-Milwaukee
SW 591:Special Topics, Psychopathology
Spring 2018
Instructor:ClassTime:Location:
Office Location:Office Hours:Phone:
Email:
Laura Otto-Salaj, PhD
9:30-10:20 am Tuesday and Thursday
Merrill 311
Enderis 1191
12:30-2:30 PM Tuesday
414-229-3271
I.Course Overview
Thisgeneralist course prepares social work students to recognize major mentalhealthconcernsacross the lifespan.Thecourse includesan introduction to The Diagnostic and StatisticalManualof MentalDisorders-5(APA, 2013) as the organizingframeworkforreviewingmajor mentaldisordersand acritique ofthe current“medicalmodel” approach to mentalhealth in the UnitedStates.The courseconsidersmental health issuesfrom a generalistperspective includingtheroleofthe socialenvironment,culture andstigma in mentalhealthservices, access andpolicy.
Thisgeneralistcourse aims to conveyaknowledge base in, andorientationto, psychopathology,aspreparationforadvancedsocialworkpractice.A focus on the identificationanddescription ofmentaldisorders,and what is known(and not known) abouttheir socialcontext andetiology(biological, psychological and socio-culturalfactors)will beamajorcomponent ofthecourse.
In addition, issues ofdiversityrelatedto diagnosis and treatmentofspecificmental disordercategorieswillbeexplored,aswellas howthis material impacts and impinges on mental healthpolicies andservices.
Aspart ofthis classwewilldiscuss the strengthsandweaknesses ofour current“medicalmodel”approach to mental health in the UnitedStates,controversiesrelatingto theDSM-5, the strengthsandweaknesses ofthis diagnostic system,and therole of socialworkers inaddressingmentalhealthconcernsacrossareas of socialworkpractice. We willalso explore issuespertainingtoethicalpractice.This class willnot provide in-depth,skill-basedlearninginspecific clinicalinterventions, but we willreview what is known about effective treatmentsfor specific classesofdisorders.
III.Course Competencies and Practice Behaviors and Assignments
CompetenciesAddressed inthisCourse / Course Content Addressing the Competency / CompetencyDimension / WeekCovered1: DemonstrateEthical andProfessionalBehavior /
- Stigma in MentalHealth
- Assignment #1
- Social Work andPsychopharmacotherapy
2:Engagein Diversity andDifference inPractice /
- Biopsychosocial Risk and Protective Factorsin MentalHealth
- The Healthand Mental Health Care SystemsandAccess to Care
- CulturalConsiderations in MentalHealth
- RacialDisparities in theDiagnosis ofSchizophrenia
- Assignment #1
- Assignment #2:
- RacialandEthnic Disparities in theIdentification of ASD
- Suicide Risk AmongMarginalizedPopulations
- Depression in Person-in-EnvironmentContext
- The Trauma of Racism
- The Pathologization of Diverse GenderIdentitiesandExpressions
3: AdvanceHumanRightsand Social,Economic, andEnvironmentalJustice /
- Assignment #1
- RacialandClassDisparities in America’sResponse to Addiction
6:Engagewith Individuals,Families,Groups andOrganizationsand Communities /
- Assignment #1
7: AssessIndividuals,Families,Groups,Organizationsand Communities /
- Biopsychosocial Risk and Protective Factorsin MentalHealth
- Diagnosisand the SocialWork Profession
- Introduction to the DSMandLimitations
- MentalStatusExamination
- The CulturalFormulationInterview
- Assessment of specific diagnosescoveredweeks 3 through 16
- Midterm Exam
- Final Exam
8: IntervenewithIndividuals,Families,Groups,Organizations,and Communities /
- Interventionsfor specificdiagnosescoveredweeks4-16
- Midterm Exam
- Final Exam
IV.Course Content
Discussionregardingspecific diagnoseslistedweeks 3 through 16 will consist of assessment, intervention and social work considerations.
13 & 14 / April 16 toApril 29 / Substance-relatedand AddictiveDisordersAcross theLifespan
RacialandClassDisparities inAmerica’sResponse toAddiction
EatingDisorders / MentalHealth in the Media
#3 (April 26th)
15 & 16 / April 30 to
May 10 / GenderDysphoria
The Pathologization of DiverseGenderIdentitiesandExpressions
Neurocognitive Disorders: MajorNeurocognitive Disorder(Dementia);Alzheimer’sDisease
Course Review andEvaluation / Exam Preparation
Week of May 14-19 / Final Exam
Weeks 1 & 2:SyllabusReviewandCourse Expectations; Stigma in MentalHealth;Biopsychosocial andSocietalRisk and Protective Factors in MentalHealth; The Healthand MentalHealthCare Systems and AccesstoCare;Recovery-OrientedSystems ofCare
RequiredReadings:
Please read the entire syllabus prior to the start ofclassandcome preparedwithquestions.
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapter 2
Ben-Zhev,D.,Young, M.A., andCorrigan, P. W. (2010).DSM-V and the stigma of mentalillness.Journal of MentalHealth19(4),318-327.
Pimlott,S., Ahmedani,B.K.,Rios-Bedoya, C.F.,Anthony, C. J.(2011).Stigmatizingclientswithmentalhealthconditions:Anassessment of socialworkstudentattitudes.SocialWork in MentalHealth,9:4, 253-271.
OPTIONAL:Hinshaw,S. P. (2005).The stigmatization of mentalillness in childrenandparents:Developmentalissues, familyconcerns,and research needs.Journal of Child Psychologyand Psychiatry,46(7), 714-734.
OPTIONAL:SAMHSA(2010).Recovery-orientedsystems ofcare (ROSC) resourceguide.
RequiredListening/Viewing:
Listen to thepodcast: BehindMentalHealthStigmas in BlackCommunities(30:12)
black-communities
MentalHealth 60 min (14:21)
Weeks 3 & 4:Diagnosis and the SocialWorkProfession; Introductiontothe DSM and itsLimitations; MentalStatusExamination; CulturalConsiderations in MentalHealth; TheCulturalFormulationInterview
RequiredReadings:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapter 1
AmericanPsychiatric Association(2013).TheDiagnosticand StatisticalManual—5thedition.
Washington,DC:APA.
Pages 749 – 760
Williams,J.B.W. andSpitzer,R.L.(1995). ShouldDSM bethe basisfor teachingsocial workpractice in mental health?Yes! Journal of SocialWork Education,95(31),148-153.
READ THISARTICLEBEFORETHE KUTCHINSAND KIRK ARTICLE.
Kutchins,H.andKirk, S.A. (1995). Should DSM bethe basisfor teaching socialworkpracticein mentalhealth?No! Journal of SocialWorkEducation, 95(31),159-165.READ THISARTICLE AFTER THEWILLIAMSAND SPITZERARTICLE.
OPTIONAL:Wakefield,J.C. (2013).DSM-5andclinicalsocialwork: Mental disorder andpsychologicaljustice asgoals ofclinicalintervention.ClinicalSocialWorkJournal,41,131-138.
RequiredListening/Viewing:
Demonstration of CulturalFormulationInterview(1:06:02)
What DSM-5MeansforDiagnosingMental HealthPatients(8:29)
OPTIONAL:
UnderstandingtheMSE–Lisa(w/- commentary)(11:15)
Week 5:NeurodevelopmentalDisorders across the Lifespan: AutismSpectrumDisorderand ADHD; Disruptive,Impulse Control and Conduct Disorders: OppositionalDefiantDisorder and Conduct Disorder; Racial and Ethnic Disparities in the IdentificationofASD
RequiredReading:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapters 3, 4 and 10
OPTIONAL:Mandell, D.S., Wiggins,L.D.,ArnsteinCarpenter,L.,Daniels, J., DiGuiseppi, C.,Durkin, M.S., Giarelli,E.,Morrier, M.J., Nicholas, J.S.,Pinto-Martin,J.A.,Shattuck,P.T.,Thomas,K.C.,Yeargin-Allsopp, M., Kirby,R.S. (2009).Racial/ethnic disparities inthe identification of childrenwithautismspectrumdisorders.AmericanJournal of PublicHealth,99(3),493-498.
RequiredListening/Viewing
EarlySigns of Autism Video Tutorial(9:02)
LivingwithADHD –BBC Documentary(48:58)
Weeks 6 & 7:SchizophreniaSpectrumand Other Psychotic Disorders across the Lifespan;RacialDisparities in the Diagnosis ofSchizophrenia; SocialWorkers andPsychopharmacotherapy;
RequiredReading:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapter 5
Vedantam, S. (2005, June 28).Racialdisparities found in pinpointingmentalillness.TheWashingtonPost.Retrievedfrom
RequiredListening/Viewing:
ALook into AuditoryHallucinations (6:39)
Singer,J.B.(Producer).(2008,November 17). Schizophrenia andsocial work:InterviewwithShaunEack,Ph.D. [Episode45]. SocialWorkPodcast [Audio podcast(33:22)].
Retrievedfrom
interview.html
Singer,J.B.(Producer).(2008, June 1).Psychopharmacotherapyandsocialwork:Interview withKia J.Bentley,Ph.D. [Episode40]. SocialWorkPodcast [Audio podcast(23:31)].
Retrievedfrom:
social-work.html
Weeks 8 & 10:Depressive Disordersacrossthe Lifespan; Depression in a Person-in-EnvironmentContext; Suicide RiskamongMarginalizedPopulations; Bipolar andRelatedDisorders
RequiredReading:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapters 6 and 7
Uchegbu,A.(2015,May27).Suicide rates increasesharplyamongAfrican-Americanchildren.
PittsburghPost-Gazette.Retrievedfrompost-gazette.com
OPTIONAL:Martell, C. R., Addis, M. E.,Jacobson,N. S. (2001).Depression in Context:Strategies for GuidedAction.New York:NortonCompany.
Chapter 1
RequiredViewing:
Out of Our Right Minds:Trauma,DepressionandBlack Women (24:32)
MyStruggle withBipolar Disorder(15:31)
Singer,J.B.(Producer).(2009,April13).Socialworkersanddepression:Interview withmarkMeier, MSW,LICSW.[Episode 49]. SocialWorkPodcast[Audio podcast(34:36)].
Retrievedfrom:
depression-interview.html
Treatmentsfor bipolardisorder– KayRedfield Jamison (2:52)
Weeks 11 & 12:AnxietyDisordersacrossthe Lifespan; Obsessive-Compulsive Disorders;Trauma and Stressor-RelatedDisorders acrossthe Lifespan; the Trauma ofRacism
Required reading:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapter 8
Michaels, C. (2010,October).Historicaltrauma and microaggressions: A frameworkforculturally-basedpractice.eReview.Universityof Minnesota Extension Children,Youthand FamilyConsortium.
Ponds, K.T.(2013).Thetrauma of racism:America’soriginal sin. ReclaimingChildren andYouth, 22(2),22-24.
RequiredListening/Viewing:
OCD AnxietyDisorders: CrashCourse Psychology#29 (11:31)
**** Please note,thisvideocontainsgraphic imagery.Now,After(PTSD From A Soldier’sPOV) (13:45)
Obsessive compulsive disorder (5:09)
Our SpiritsDon’tSpeakEnglish:IndianBoardingSchool(5:27)
Weeks 13 & 14:Substance-Related and Addictive Disordersacrossthe Lifespan; Racial and ClassDisparities in America’sResponse toAddiction; EatingDisorders
RequiredReading:
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
Chapters 9 and 11
Cohen,A.(2015,August12).How white users made heroina public-healthproblem.TheAtlantic.Retrievedfrom heroin-and-race/401015/
RequiredListening/Viewing:
EverythingYouThink You Know about Addiction is Wrong– Johann Hari – TED Talks(14:42)
Gaviria, M. (2016,February23). Chasingheroin. Frontline.Boston:WGBH.Retrieved from
One Word – Episode 34: YouDon’tLookLike…(EatingDisorders)(2:42)
Weeks 15 & 16:GenderDysphoria; The Pathologization ofDiverse Gender Identities andExpressions; Neurocognitive Disorders: MajorNeurocognitive Disorder (Dementia);Alzheimer’sDisease;Course Reviewand Evaluation
Required reading:
Corcoran,J.Walsh, J.(2014).Mentalhealth inSocialWork: ACasebookin Diagnosis andStrengths-basedAssessment(2ndEd).New Jersey:PearsonEducation.
Chapter 12
AmericanPsychiatric Association(2013).TheDiagnosticand StatisticalManual—5thedition.
Washington,DC:APA.
pp. 451-460
IstarLev,A.(2013). Gender dysphoria:Twostepsforward, one step back.ClinicalSocialWorkJournal,41, 288-296.
Levesque,A.(2016).Alzheimer’s disease and social workpractice:Implications of advances inneurosciencesfor socialworkers.Journal of GerontologicalSocialWork,59:2, 75-76.
RequiredListening/Viewing:
Dementia: Amonth in the life – BBCNews (13:00)
ScreeningforDementia3: PatientAssessment
V.Text and ReadingMaterials for the CourseRequiredText
Corcoran,J.Walsh, J.(2014).Mentalhealth insocialwork: Acasebookin diagnosis andstrengths-basedassessment(2ndEd). NewJersey: PearsonEducation.
RecommendedText
AmericanPsychiatric Association(2013).TheDiagnosticand StatisticalManual—5thedition.
Washington,DC:APA.
OR
American Psychiatric Association (2013). Desk Reference to the Diagnostic Criteria from DSM-5. Washington, DC: APA.
Ifyouanticipate you will bepursuing a mental health focus,you are encouraged to purchase the DSM-5.
Additional readings will be assigned in advance for specific class topics and will be available on D2L. Students will be expected to come prepared for class, having thoughtfully read the assigned articles or other materials.
VI.EvaluationofCompetencies: Assignments, Grading andMethods
Grading Scale Standards:Students'finalgrade will be based on thefollowing:
Points / Grade / What the point totals subsequent grade generallyindicate94-100 / A / Outstanding,excellent work in allareas
90-93 / A- / Outstanding,excellent work in mostareas
87-89 / B+ / Excellent work in many areas
84-86 / B / Meetsexpectations in many areas, excellent work in few areas
80-83 / B- / Meetsexpectations in most areas
77-79 / C+ / Below expectations in some areas, plus meets expectations in many areas
74-76 / C / Below expectations in some areas, plus meets expectations in some areas
70-73 / C- / Below expectations in many areas, plus meets expectations in some areas
67-69 / D+ / Below expectations in many areas, meets expectations in few areas
64-66 / D / Below expectations in most areas
60-63 / D- / Below expectations in nearly all areas
<60 / F / Below expectations in all areas, Course failure
Inordertoachievethecompetencies,timelycompletionofassignmentsisexpected.Studentsneedingassistancewithwrittenassignmentsareexpectedtouseavailableresources(e.g. the UWM Writing Center,
Gradesare not assignedon a curve.There is no extra credit.Gradingcriteria will be assigned in thefollowing ways:
AssignmentsPoints
ClassAttendance and ProfessionalParticipation10
Assignment #125
Assignment #230
Assignment #35
Exam30
Total100
ClassAttendance and ProfessionalParticipation
Professionalparticipationinvolves a range of expectations regardingclassroombehavior andpreparationfor class. Professionalbehavior is expected fromall students. There is noseparationbetween professional workandclassroombehavior. Professionalismincludesbeingpreparedandpresent in everyclass.It includes arrivingon time.Mypolicy is todeduct a pointeachtime you are late to class.Ifyouarrive to class after wehave started,you can assumeyouwill be deducted 1 pointunlesswe have discussedthe reason foryour latearrivaland it is deemed unavoidable.
Participation is measuredbyamountandquality.Qualityparticipationincludescritical self-reflection,providingsupport andfeedback to peers asappropriate,as well as seekingfeedbackandconsultationfrompeers.You are expected todemonstrate anabilityto listen to andaskquestions ofyourpeers in a respectful,thoughtfulmanner consistentwith the values ofsocialwork.Students should demonstrate curiosity,an abilityto examineassumptions, valuesandpracticechallenges,and theabilityto contribute toa shared spaceinwhichit is safe to do so.Those whose participation clearlydemonstrates havingcompletedreadingsandotherassign-ments, theabilityto integrate social work conceptswithfieldand other experiences,ANDtheabilityto fullyengage in problem solvingandother exercises (roleplays, groupdiscussions)willearnhigh marks in this area. Please keep inmind that quantitydoes not equate quality.Eachstudent is encouraged toself-monitoryour participation to ensureyou areanactive memberofthe classroom,while alsoallowingopportunityand space for allstudents to participate.
Participationcan bechallengingforsomestudents. Please see the instructorEARLY in thesemester ifyou need anyassistance in this oranyother areas.Difficulties in this area should beviewedasanopportunityforgrowthand professional development.Assignmentsandin-classactivitiesare designed to support this.
Assignments
Assignment #1:Reflection Paper on PersonalandProfessionalBeliefs,ValuesandReactionsSurroundingMental Health
Due: February 12thby 5:00pm
Value: 25 points
Length: 4-6pages (doesnot include title pageandreference page)
The purpose ofthis assignment is to encouragecritical thinkingandexploration of personalandprofessionalbeliefs, values andreactionsrelatedtomentalillnessanddeepenunderstandingabout howour professionalvaluesandprinciplesinfluence our responses to mentalhealth. Whileit is important to be aware of personalbeliefs, values, experiencesand reactions, professionalsocialworkersarealsoguidedbytheNASWCodeof Ethicsand a shared set of valuesandprinciples.As aprofessional socialworker,you must understandandalignyourself with thevalues,principlesandethicalstandards ofour profession.
In this paper,students are asked to organize their thoughts,reflections, questions andconcerns ina brief, fourto sixpage paper. Youareexpected tointegrate information from atleastthree ofthe requiredmaterials and the NASWCodeof Ethics into a cohesive discussion. Youarerequired to criticallyevaluate, not just summarize,whatyou haveread,watched or listened toand applyit toyour ownbeliefs,values, experiences andreactions.Thinkbeyond theinformationpresentedand write aboutfurther insightsand ideasyou believe are important.
Discussadditionalquestionsthatarise foryouafter reflectingon this topic.
Whilethis reflectionpaper doesaskyou to writeaboutyourself, it is nevernecessaryto shareinformationyouare not comfortable disclosing. The amount of self-disclosure, in the form ofrevealinginformation aboutyour lived experiences, is completelyatyour discretionand theamount or level ofdetail will not impactyourgrade.Iam most interested inseeingdepth andcritical thinkingin thediscussion ofyour beliefs,valuesandreactions to mentalillness.Inaddition,yourgrade willnot benegativelyimpacted ifyou shareabelief thatmight be viewedasbiased,judgmental orless thandesirable. We all have consciousand unconscious biases,andhave all been influencedbystigma.Ifwe tryto ignore, denyoravoidtheseparts of ourselves,weare atrisk ofcausingharm in the future.
Thispapershouldbewrittenasanacademicpaperwithproperspelling,grammarandAPAcitations,referencelist andformatting.Youshouldbeginthepaperwithanintroductionandendwith aconclusion.Gradingwill bebased onevidenceofthoughtfulconsiderationofassignedcoursematerial,classdiscussionandpersonal/professional experienceandalsoonattentiontogrammar,spelling, organization,clarityandjargon-free writing.Donot approachthisreflectionpaper asyoumight ajournalentryin whichyoucompose your thoughtsinthe paper astheycometoyou.Thismustbeapolished,sophisticatedandcohesive paper. In a cohesive essayyour discussionflowssmoothlywithtransitionsfrom ideatoidea andiswell-edited.Itisnotacceptabletousethe assignmentquestionsasheaders.Papers should be submitted onD2Lin thedropbox by the deadline day and time.
Inyour paper, please reflect on thefollowingquestions:
- What are someofyour personalbeliefsabout mental illness?Reflect on whathasinfluencedand shaped these beliefs. Wheredo these come from?How havetheychanged
over time?How hasexposure to mentalhealth stigma influencedand shapedyour beliefsaboutpeople withmentalillness?Consider messagesyou have received from varioussources inyour life, includingthe media(TV, movies, facebook,news,etc.),family,friends,school,etc.
- What areyour affective and cognitive reactions whenyouencounter someone withmentalillness in variousspheres ofyour life?Youmightconsider family,friendsandpeers,co-workers,clientsandstrangers. What comes up foryou?How doyoufeelandhow does this influence the interaction (or lackthereof)?
- How mightyourpersonal experiencesandaffective reactionsimpactyourabilitytoeffectivelyengage professionallywith aperson with a mentalillness?How mightyouraffective reactionsinfluenceyour professionaljudgmentandbehavior?
- How do our professionalvaluesand themission ofsocialworkguide us to respond topeople withmentalillnessand the stigma surroundingmentalillness? Consider socialwork’sunderstandingthat everyperson regardlessofposition in societyhasfundamentalhumanrightssuchas freedom, safety,privacy,anadequate standard of living, health careandeducation.Discusswayswe might be called torespond to mentalhealthneedsacrosssystems(micro, mezzo, macro).For example, what are our professionalresponsibilitiesassocialworkersregardingmental health policiesandpractices?What voice should we,associalworkers, bringtointer-professional teams andorganizationsregardingmentalillness?
- Asyou moveforward inyour social work training, whatcanyou do to address someofthe beliefsand reactions you have described above?How doyouanticipateyoursocialwork trainingwillinformandinfluence the thingsyou have discussed in this paper?What are additional questions remainingforyouon this matter thatyoumight explore asyou moveforward?
Grading Rubric
Criticalreflection on ownbeliefs,values,experiences and the influence ofstigma(5points)
Criticalreflection on affective and cognitive reactions(3points)
Criticalreflection on the impact ofaffective and cognitive processes in professionalpractice(3points)
Detaileddiscussionofour professionalvaluesandmission and mentalillness,includingin-depthdiscussionofmentalhealthsocial work acrosssystems(5points)
Exploration ofways toaddressbeliefsandreactions and additionalquestions(3points)
Sophisticatedintegrationofrequiredmaterial and NASWCode ofEthicsinto a cohesivediscussion(2points)
Correct grammar, spelling and APA formatting(1point)
Correct citations and reference list (1point)
Overallwriting,includingpaper organization,introduction and conclusion(2points)
TotalPointsPossible: 25TotalPointsAwarded:
Assignment #2:CriticalThinkingPaper:IdentityandCulturalConsiderations in MentalHealth
Due: April 2ndby 5:00pmValue: 30
Length: 4-6pages(doesnot include title pageandreference page)
The purpose ofthis paperis to deepenlearning and understandingofthe ways in which cultureand a person’svarious identities impacttheir experience withandresponseto mentalillness.Thepaper alsoasksyou toconsiderthe roles oppression anddiscrimination playin accessingandreceivingmental health care.Youareexpected tointegrate information from atleastthree oftherequiredmaterials into acohesive discussion.
Thispapershouldbewrittenasanacademicpaperwithproperspelling,grammarandAPAcitations,referencelist andformatting.Youshouldbeginthepaperwithanintroductionandendwith aconclusion.Gradingwill bebased onevidenceofthoughtfulconsiderationofassignedcoursematerial,classdiscussionandpersonal/professional experienceandalsoonattentiontogrammar,spelling, organization,clarityandjargon-free writing.Thismust beapolished,sophisticatedandcohesive paper.In a cohesiveessayyour discussionflowssmoothlywithtransitionsfrom ideatoidea.It isnotacceptabletousetheassignment questionsasheaders.
Papers should be submitted onD2Lin thedropbox by the deadline day and time.
Please respond to thefollowingquestions:
- How mightan individual’s variousidentitiesimpacttheir beliefsabout mental illness?Consider factors such asage,class,color,culture,disabilityandability,ethnicity,gender,gender identityand expression, immigrationstatus, maritalstatus,politicalideology,race,religion/spirituality,sex, sexual orientationandtribalidentity.
- How mightculture influencethewayaperson experiences,understandsand responds totheir own ora loved one’s mentalillness?Please develop and brieflydescribe ahypothetical exampleto illustrateyourideas.For example,youmightimagine a catholic,married,Mexicanundocumentedmother strugglingwith her ownsymptoms ofanxietyand respondingto herchild’semergingsymptomssuggestive of bipolar disorder.
- Usingthesame hypotheticalexample, how mightoppression,poverty,marginalization,alienation,privilege, power andacclaiminfluencethewayaperson experiences,understandsand responds to their own ora lovedone’smentalillness?
- Usingthesame example, how mightmechanisms of oppressionanddiscriminationimpact thewaytheperson accessesandreceivesmentalhealthcare and services?
- Ifyouwere asocial worker workingwith this person in some capacity, howmightyouassistyour client in overcomingsomeofthe barriersyou have discussed?
Grading Rubric
In-depthdiscussionofthe impact ofvariousidentities on beliefsaboutmentalillness(5points)
Detaileddiscussionofthe role culture plays, including ahypotheticalexample (6 points)
Criticalreflection on the role ofoppression,poverty,marginalization,etc. in respondingtomentalillness(5points)
Exploration ofways oppression and discriminationimpact accesstocare (4points)
Clear discussion of ideas for overcomingbarriers(4points)
Sophisticatedintegrationofrequiredmaterialinto a cohesive discussion(2points)
Correct grammar, spellingand APA formatting(1point)
Correct citations and reference list (1point)
Overallwriting,includingpaper organization,introduction and conclusion(2 points)
TotalPointsPossible: 30
TotalPointsAwarded:
Assignment #3:MentalHealth in the Media
Due: TBDby Sign-Up:March 8th, March 29th, or April 26th
Value: 5 points
Mentalhealth is frequentlydiscussed in thenews.Topicsrangefromchanges in mentalhealthpolicies;healthcare coverage for mental health; communitycrisesrelated toaddiction; safetyandmentalillness(i.e.guncontrol; forcedtreatment;violence) andmanymore. The purpose ofthisassignment is to increaseawareness ofpopular discourse andcurrenteventssurroundingmentalillnessthrougheducatingyour peersabout arecent piece of media.
Studentswill be organized into smallgroups ofthreeorfour. Eachgroup member willsign upfor atimeto present a newspaperarticle orotherform of media from thelast twoweeksthatdiscusses a mental health issuein the news. Ihighlyrecommend amajornational newssource-The NewYorkTimes,Washington Post, ChicagoTribune;NPR – versus ablog. Localpapersare acceptable ifthearticleyou havechosen is about a localissue.The article canbe aboutpolicyor practice,andyouare especiallyencouraged to share media thattouches on mentalillnessstigma,disparities in access to mental health care,and theroles oppression and povertyplayin mentalillness in communities.Be prepared to shareyourarticle withyour smallgroupand“teach” them the informationdiscussed in the article. Also submit aone page paperon thedate for whichyou presented with the following:
1)A reference list for thearticle thatincludes alink to the article (ifyouonlyhave ahardcopy, pleasesubmit acopyofthearticle in class)
2)Brieflysummarize the article and the reasonyouselected it in oneto twoparagraphs.
3)Provide additionalquestions the article leadsyoutohave thatdemonstrate criticalthinkingabout thesubject matter
A cover page, introduction andconclusion arenotrequired forthis one-page paper.
Exam
Due: May 19th by 5 pm
Value: 30 points
TherewillbeanexamtakenfollowingthelastclassviaD2L,foundunder “Quizzes”.More informationwill be providedlater in the semester.
VII.CoursePolicies
Out-of-ClassContactwithInstructor
Iencourage studentstomeetwithmeoutsideofclasstimetodiscussconcerns,answerquestionsandhear anycommentsandfeedback.Iamusuallyavailabletomeetbrieflyrightafter classends.In addition to holding office hours, I am available by appointment.Please email mewith arequest toarrangea timetomeet.Iamhappytomeet studentsat The Grind ifthisis amore comfortableandwelcomingspaceforyou.Inaddition,ifmyoffice doorisopen,thismeansIamgenerallyavailabletomeetbrieflyandyouare welcometostop by.