|Syllabus||Course Flow||Assignments||Links||Reading list||Powerpoints||Updated: 09/21/10|
Disorders: Treatment Issues and Services
Social and Human Services Department
|Office number and phone||3195; 587-6911|
|Email and firstname.lastname@example.org; www.seattlecentral.edu/faculty/kstric/|
|Division number and phone||4128; 587-6900|
|Office hours||Mon. and Wed.: 12:30-1:30 and 5:30-6:00; Tues. & Thurs.: 12:30-1:30|
Text: A Treatment Improvement Protocol, TIP 42. Substance Abuse Treatment for Persons with Co-Occurring Disorders. (Instructor will obtain these from the Clearinghouse and they will be available at no charge the first week of school).
DSM IV-TR, full version
or pocket edition. American
Psychiatric Association, 2000.
A reading packet with additional reading assignments is available for purchase at the copy center, room 3105A.
If you need course adaptations or accommodation because of a disability,
if you have emergency medical information to share with me or if you need
special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible.
Description: This course
explores the skills and knowledge needed for working with clients experiencing
both mental illness and chemical dependency.
Symptomatology of frequently diagnosed mental disorders, (e.g.
schizophrenia, bipolar disorder, major depression, personality disorders) will
be covered as will criteria for substance related disorders.
Also covered are identification of referral needs and processes,
treatment needs and barriers unique to this population, local services available
to the mentally ill chemically abusing (MICA) client and case management as it
applies to the MICA client.
identify signs and symptoms warranting referral to services for co-occurring
2. recognize symptoms of mental disorders that frequently co-occur with chemical abuse or dependence.
3. understand the organization of the DSM IV and relevant information included in it.
4. be able to explain the theoretical and philosophical differences between the mental health and chemical dependency fields.
6. have knowledge of effective referral processes.
7. have knowledge of available resources and programs for clients with COD.
8. understand various approaches to working with clients with COD, including sequential, parallel, integrated and case management.
9. increase their awareness of barriers to successful treatment for clients with COD.
10. develop an understanding of the role of medication in treatment and be aware of the interactions of drugs of abuse and prescribed medications.
I love the sound of learning in the hallway! I
believe that students learn best when they are actively involved with the course
content. I am also certain that all
students can learn; there are barriers to learning that occur, however, and it
is the responsibility of both the teacher and the student to eliminate these
barriers. Below I have listed the
responsibilities of each of us; by fulfilling these we can maximize your
learning potential. I also believe
that developing your ability to critically think through problems and
information is an important part of your education.
In this class I will ask you to be aware of your thinking processes; for
example, are you considering all the relevant information? Are you clear about your understanding of the material?
Are your ideas logical? When
presented with a situation can you draw on your knowledge to problem solve?
To create a safe learning environment that allows for an exchange of
ideas and exploration of the concepts and issues we encounter in this course.
2. To make clear my expectations of you in regard to preparation for class, class activities and assignments.
3. To maintain reasonable and high expectations and to hold you accountable to these.
4. To be available to help you individually and to provide referrals to other services that may be of help to you.
5. To give you feedback on your work so that you can increase your skills and knowledge throughout the quarter and beyond.
To arrive in class on time and be prepared to actively participate in the class
2. To complete assignments on time and in accordance with the guidelines defined by the instructor.
3. To stay in contact with me throughout the quarter, especially if you are having difficulty, i.e. absences, not understanding the material etc. Contact can be by telephone, email, in person or in writing. Your assignments are a good place to ask questions, offer answers or keep me informed of how you are doing in the class.
4. To be aware of how your behavior affects your classmates, the teacher and the learning atmosphere and behave appropriately.
a. Through the use of appropriate language.
b. Maintaining confidentiality of information shared in the classroom.
c. Monitoring your self disclosure and ensuring it is relevant to course content. Self disclosure of a personal nature can lead to feelings of vulnerability for all involved and can detract from the learning that is happening.
d. By practicing listening skills. It takes effort to hear and understand what others are saying. Class discussions are a good time to practice active listening.
e. Respecting diverse points of view and being willing to accept that there is often more than one acceptable answer.
f. Accepting the fact that there are also plenty of wrong answers.
g. Being aware of how your behavior and attitude influence and are influenced by the culture of the classroom.
h. Using electronic equipment during class only as directly related to the class.
i. Silencing electronic equipment.
j. Refraining from eating during class time. Use the 20 minute break for snacks.
Assignments and tests
Comments on plagiarism
Plagiarism is defined as "taking and using another person's ideas and/or writing as one's own" (Oxford American Dictionary). It may be interpreted as the result of misunderstanding or of cheating. It's becoming a greater problem as information is so readily available on the internet. The forms of plagiarism I run into include quoting material from a source without identifying it as a quote and citing it and cutting and pasting material from other sources, as if written by the student. Sometimes a student will cut and paste an entire paper and pass it off as their own work. All of these examples are unacceptable. If I notice that it looks like you included a quote in a paper without acknowledging it, I'll make a note on your paper and ask that you use your own words to explain the concept. If I find that paragraphs or the entire paper are plagiarized you will receive no credit for the assignment.
Do everything you can to turn your work in on time. I have planned the assignments to coincide with the content we are covering in class and they are designed to enhance your understanding of the material. Therefore, if you don't do the assignment when it is due you are not going to get the full benefit of it. If you have an emergency and cannot complete an assignment on time, please let me know ahead of time. .5 points will be deducted for work turned in up to one week late.
Agency Interview: This assignment
involves visiting an agency that provides services to clients with
co-occurring disorders and interviewing a staff person.
I will give you a handout with details of the assignment as well as
possible agencies for contact. Due
date: Dec. 9th
(20% of grade)
2. Tests: Four tests will be given throughout the quarter on Oct. 14th, Oct. 28th, Nov. 23rd, Dec. 14th (30% of grade).
3. Article Response Paper: You will find two peer reviewed articles on two different mental disorders or treatment approaches we are covering in class. You will turn in responses to questions about the articles and be prepared to discuss the article briefly in a small group. Due on Oct. 21st and Nov. 9th (20% of grade)
4. Case studies: You will analyze several case studies with the goal of identifying the most likely diagnoses of the hypothetical clients. Due on Nov. 2nd and Nov. 18th. (20% of grade)
5. Professionalism: Being prepared and present in class positively affects the class dynamics and, obviously, your learning. Please make it a priority to do the reading and attend class. Language and attitude are also reflections of professionalism. Please speak and behave in class in a way that demonstrates the values of the human services profession. See "student responsibilities, #5 for more details. (10% of grade)
Point and grade breakdown
|Agency Interview||20% of grade||95-100%=4.0|
|Article Response Papers||20%||80-89%=2.5-3.4|
Reading List: These articles are available for purchase in the copy center, room 3105A.
1. "Family Support for Persons with Dual Disorders," Robin E. Clark. From A Comprehensive Guide for Integrated Treatment of People with Co-Occurring Disorders, ed. Diane Doyle Pita and LeRoy Spaniol. Center for Psychiatric Rehabilitation, 2002.
2. "A Family Intervention Program for Dual Disorders." Mueser, Kim T. and Fox, Lindy. Community Mental Health Journal, June 2002.
3. "Mental Health Treatment for Youth in the Juvenile Justice System: A Compendium of Promising Practices." National Mental Health Association, 2004.
4. "Improving Responses to People with Mental Illnesses: The Essential Elements of a Mental Health Court." Council of State Governments, Bureau of Justice Assistance, 2007. http://www.ojp.usdoj.gov/BJA/pdf/MHC_Essential_Elements.pdf
Additional reading may be assigned throughout the quarter.
SHS 255-Course Flow
|Sept. 28||Introductions, syllabus and important terms|
|30||Models for understanding COD; Quadrants of care||TIP 42, Ch. 1, 2 & 3|
|Oct. 5||Review of DSM IV-TR; Assessment||DSM IV. intro, use of the manual and classification sections|
|7||Continue Assessment||TIP 42, Ch. 4|
|12||And some more assessment|
|14||Role of medications in treatment||Appendix F and www.mattc.org "Psychotherapeutic Medications 2008"||Test #1|
|19||Substance-Related Disorders||DSM IV-TR Substance Related Disorders; TIP 42 pp 249-254 and 425-436; TIP 42, Ch. 5|
|21||Motivational Interviewing; Mood Disorders;||Article response #1 due|
|26||Continue Mood Disorders
||TIP 42, pp 213-220, 226-231 & 369-382; DSM IV-TR Mood D/O section;|
|Nov. 2||Continue Anxiety D/Os; Cognitive Behavioral Approaches||TIP 42, pp 238-240 & 408-416; DSM IV-TR Anxiety section||Case Study #1 due|
|4||Psychotic Disorders||TIP 42, pp 130-136, 231-235 and 385-401; DSM IV-TR Schizophrenia section|
|9||Skills Training and Case Management;||Reading list - "Family Support for Persons with Dual Disorders" and Reading list-"Family Intervention Program for Dual Disorders"||Article response paper #2|
|16||Personality Disorders||TIP 42 220-226 & 348-369; DSM IV Personality D/Os|
|18||Self harm, thinking errors and emotion regulation;||Case Study #2 due|
|23||Youth and Co-Occurring Disorders
||TIP 42, pp 402-408 & 417-425; DSM IV-TR Attention Deficit and Disruptive Behavior Disorders; Eating Disorders||Test #3|
|30||Continue above;||Reading list- "Mental Health Treatment for Youth..."|
|Dec. 2|| Co-Occurring D/Os and Criminal Justice System
||Reading list- "Improving Responses to People With Mental Illness"|
|7||Discussion of agencies||Agency Interview due|
|9||Finish discussion of agencies|