Syllabus

Master of Social Work

SSW 597 – Advanced Psychosocial Assessment

Credits - 3

Description

Advanced Psychosocial Assessment is intended to provide students with advanced knowledge and skills in the psychosocial assessment of client concerns. Empowerment and healthpromoting theories for practice provide philosophical underpinnings. Social work uses a variety of skills, techniques, and activities for psychosocial assessment consistent with its holistic focus on persons and their environments. Social workers work in partnership with clients and health professionals to formulate assessments and intervention plans that enable people from diverse backgrounds and across the life course to develop their full potential, enrich their lives, and prevent dysfunction. Students taking this course will examine major concepts, definitions and presentations of psychopathology, and acquire skills in critically assessing and utilizing the diagnostic process. Students will explore the DSM as one classification system used in social work settings. Case studies, simulation, debate and lecture will be used to develop knowledge and skills that integrate social work values, including reflexivity and cultural humility, into the psychosocial assessment process.

Materials

Required:

Garcia, B. & Petrovich, A. (2015). Strengthening the DSM: Incorporating resilience and cultural competence (2nd ed.). New York: Springer.
Preston, J. & Johnson, J. (2014). Clinical psychopharmacology made ridiculously simple. (8th ed.) Miami: Medmaster.
(2013). Diagnostic and statistical manual of mental disorders : DSM-5. Washington, DC: American Psychiatric Press.

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Demonstrates ethical and professional behavior.
Advance human rights and social, racial, economic, and environmental justice.
Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
Engage in practice-informed research and research-informed practice.
Engage in policy practice.
Engage with individuals, families, groups, organizations, and communities.
Assess individuals, families, groups, organizations, and communities.
Intervene with individuals, families, groups, organizations, and communities.
Evaluate practice with individuals, families, groups, organizations, and communities.

Course Objectives

Upon completion of this course, students will be able to:

Develop and enhance their knowledge and skills in methods of advanced psychosocial assessment that utilize empowering and promoting theories for practice for understanding human concerns. PROGRAM OBJECTIVE 3. As measured by BIOPSYCHOSOCIAL ASSESSMENT and FINAL COURSE BIOPSYCHOSOCIAL ASSESSMENT PAPERS
Develop critical skills to integrate social work knowledge and values into psychosocial assessments that prioritize human dignity, cultural diversity, client, collaboration and social justice to understanding client concerns in context. PROGRAM OBJECTIVE 3. As measured byBIOPSYCHOSOCIAL ASSESSMENT and FINAL COURSE BIOPSYCHOSOCIAL ASSESSMENT PAPERS
Explore a range of skills, techniques and activities for psychosocial assessment inclusive of social determinants, environmental contexts and cultural factors that influence the use of diagnostic labels to classify mental illness or other health concerns. PROGRAM OBJECTIVE 3. As measured by BIOPSYCHOSOCIAL ASSESSMENT and FINAL COURSE BIOPSYCHOSOCIAL ASSESSMENT PAPERS
Enhance their understanding of the origins and utilization of the DSM-5 and increase awareness of how as a classificatory system it influences people’s lives. PROGRAM OBJECTIVE 6. As measured by CASE STUDY ASSIGNMENTS
Develop skills and knowledge for implementing and integrating psychosocial assessment that enables people from diverse backgrounds and across the life course to develop and enhance their potential, enrich their lives and prevent dysfunction. PROGRAM OBJECTIVE 6. As measured by CASE STUDY ASSIGNMENTS
Develop interviewing skills that are client-centered, collaborative and culturally focused, and integrate social work values and reflexivity. PROGRAM OBJECTIVE 3 . As measured by CASE STUDY ASSIGNMENTS
Examine major concepts, definitions and presentations of psychopathology, and critically analyze these concepts in the context of social work theories for practice and values. PROGRAM OBJECTIVE 3. As measured by BIOPSYCHOSOCIAL ASSESSMENT and FINAL COURSE BIOPSYCHOSOCIAL ASSESSMENT PAPERS
Acquire skills in critically assessing and utilizing the diagnostic process including the DSM IV as one classification system used in social work settings. PROGRAM OBJECTIVE 3. As measured by BIOPSYCHOSOCIAL ASSESSMENT and FINAL COURSE BIOPSYCHOSOCIAL ASSESSMENT PAPERS
Explore personal and professional assumptions and biases related to mental illness and stigmatization. PROGRAM OBJECTIVE 2. As measured by CASE STUDY ASSIGNMENTS

Educational Outcomes

Upon completion of this course, students will able to:

Complete an advanced psychosocial assessment;
Describe and understand social work’s unique contribution to understanding client concerns in context;
Describe social determinants environmental contexts and cultural factors that influence diagnostic labels in mental disorders.
Demonstrate the understanding of the diagnostic process as one bound by context and convention, and increased awareness of the implications of classificatory systems on client lives; be able to identify particular issues of prejudice as they influence interventive planning.
Demonstrate skills and knowledge for implementing competency-based assessment.
Demonstrate advanced abilities in interventive interviewing skills.
Demonstrate an understanding of the major concepts of psychopathology, an ability to evaluate referent behaviors and recognize diagnostic categories, DSM diagnostic skills, and relevant intervention options.
Use the DSM diagnostic criteria in order to develop a thorough understanding of how the manual was meant to be used as a classification system of mental disorders.
Demonstrate an enhanced awareness of and sensitivity to the lives of clients and families affected by major mental illnesses and the social and professional response to them.

Assignments

Learning Activities

A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners.

Learning activities for each module include the following:

Readings and Multimedia:

This course will use an array of readings, podcasts, and videos to present the important concepts in the various modules. The readings and media resources provide the foundation and background for student discussion forums and wikis, and written assignments. Discussions: An important learning method in this course is student participation and interaction in the discussion threads within each module. Students are expected to participate actively and in a respectful manner. Please read on for a full list of expectations.

Writing Assignments, Projects, and Assessments

Assignments: You will complete three major writing assignments in this course, two of which will be completed as a group project. The Biopsychosocial Assessment and the Intervention Plan and Progress Notes will be completed with your assigned group using a wiki tool, for completion. You will be required to watch a movie for these items. You will complete a third major assignment in this course as an individual project to include another Biopsychosocial Assessment and Intervention Plan (Optional Progress Notes).

Grading and Feedback Method: The course facilitator will return assignments and other grading items (discussion boards, participation, etc.) to students within three days of the assignment due date. Feedback can be via email, within the assignment itself, or using the Feedback column in the gradebook. Grading and feedback methods are listed with each assignment. Individual rubrics will be provided in the learning modules. Please refer to each module for further detail on grading for participation, and course assignments.

Due Dates: Due dates for all learning activities are provided in the Course Schedule.

Discussions

Discussion Board: The entire collection of discussions in the main course room.

Discussion Forum: The individual forum (venue) for each question.

Discussion Question: The actual question within the discussion forum.

Postings to the discussion board must add substantively to the discussion by building upon classmates’ ideas or posing critical questions to further the discussion. For example, a posting of “I agree with what people are saying” is not sufficient. I will be monitoring participation on a weekly basis and welcome people to check in with me if they have questions regarding their participation. Keep in mind that weekly postings make up a significant percentage of the final grade. All postings must be respectful. If at any time you are concerned with a posting, please notify me immediately. Please note that I encourage people to work in small groups to reflect and respond to the discussion questions. This is why many of the discussions in your learning modules indicate that they are small group discussions. Your instructor will assign you to a small group in the beginning of the course. This will be the group you work in throughout the course – where small group discussion occurs. Each week you will receive up to 50 points for participation.

The majority of your discussions require a certain quantity of posts, but this is a minimum amount. Unless otherwise noted, you should post quality responses of no more than two or three paragraphs in length of the indicated quantity in any preferred combination related to the questions. The recommended method is that you carefully read the existing posts and then think about how to build off the existing ideas by offering additional insights, alternative perspectives, or raising critical questions. As part of this process, be sure to refer back to the original discussion question in order to keep the thread focused on the required topic and address the indicated question(s).

All posts to the discussion forums should be completed by 11:59 P.M. E.T. of the last day of the module as indicated in the “Course Schedule.” Any discussions that extend beyond that date and time will not be considered a part of the grade and/or assignment, but rather optional reading. Even though you technically have until the last day of the module to post, your participation points will suffer if you do not post initially by Saturday as this negatively impacts your classmates’ ability to respond to your posts and your ability to respond to their posts. Posts that no longer relate to the identified topic should be moved to one of the on-going discussion boards such as “Ask You Instructor,” “Hallway Discussions,” or “Resources.”

The weekly points available for the discussion board includes participation. Your instructor will review the weekly contributions in the discussion forums by taking note of each of the following criteria listed in the “Discussion Forum Rubric.”

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value	Percentage of Grade
Participation	400 points (50 points x 8 weeks)	40%
Biopsychosocial Assessment (Movie)	350 points	35%
Final Biopsychosocial Assessment and Treatment Plan	250 points	25%
Total:	1,000	100%

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00

Schedule

Course Dates: January 4, 2017 – February 26, 2017

All assignments must be submitted by 11:59 p.m. EST on Tuesday unless otherwise noted.

Module 1: The History of Assessment and the Social Construction of Psychopathology | Dates: 01/04 – 01/10

Required Readings:

Textbook: Garcia & Petrovich, Chapter 1
Article: Spiegel, Dictionary of Disorder, The New Yorker
Pottick, K, Wakefield, J., Kirk, S., & Tian, X. (2003). Influence of Social Workers’ Characteristics on the Perception of Mental Disorder in Youths. Social Service Review, 77(3), 431-454.
Textbook: DSM-5, Chapters: Introduction, Use of Manual, Cautionary Statement, Appendix: Assessment Measures (p. 733)

Multimedia:

Deconstructing Psychopathology Overview Podcast (Time 10:17 minutes)
Podcast: Bad Diagnosis for New Psychiatry “Bible”

Discussions:

Comprehensive Assessment Group Discussion;
Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group (Wiki Project) Discussion – Identify Movie and Responsibilities

Module 2: Social & Economic Determinants in Mental Health Assessment | Dates: 01/11 – 01/17

Required readings:

Textbook: Garcia & Petrovich, Chapter 2
Document: Prichard, Deconstructing Psychopathology, Journal of Progressive Human Services
Web Site: DSM I – Browse through this site.
Web Site: DSM II – Browse through this site.
Textbook: DSM-5, Chapters: Cultural Formulation (p. 749); Appendix: Glossary of Cultural Concepts of Distress (p. 833)
Article: Miranda, J., McGuire, T., Williams, D., & Wang, P. Reducing Mental Health Disparities: General vs. Behavioral Health Policy, Fundamental Policy: Spotlight on Mental Health.
Article: Watters, E. (2010). The Americanization of Mental Illness. New York Times Magazine.
Article: White, R. (2013). The Globalization of Mental Illness. The British Psychological Society. 3:26, 182-185

Extended Learning

Multimedia:

Listen: Deconstructing Psychopathology Case 1 Podcast (Time 7:20 minutes)
Presentation: Spirit Level
Listen: This American Life: “81 Words” (Time 59:18 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group (Wiki Project) Discussion
Biopsychosocial Assessment Group Project Discussion – Complete Mental Status

Module 3: Classification of Human Experience and Behavior and the DSM IV | Dates: 01/18 – 01/24

Required readings:

Textbook: Preston pp. 1-71
Textbook: DSM-5 Appendix: Highlights of Changes from DSM-IV to DSM-5 (p. 809); DSM IV-TR Multiaxial Assessment handout
Article: Kirk, S. & Kutchins, H. (1994). The Myth of the Reliability of the DSM. Journal of Mind and Behavior, 15(1&2), 71-86.
Library: Kutchins, H., & Kirk, S. A. (1988). The business of diagnosis: DSM-III and clinical social work. Social Work, 33(3), 215-220.
Document: Axis IV and Axis V on Module 3 Case Vignettes

Extended Learning

Multimedia:

Listen: Deconstructing Psychopathology Case 2 Podcast (Time 8:55 minutes)
Watch: Watch: A Tale of Mental Illness – From the Inside (Time 14:52 minutes)
Watch: Toward a New Understanding of Mental Illness (Time 13:03 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group Discussion
Biopsychosocial Assessment Group Project Discussion – Additional Contributions

Module 4: Assessment & Treatment with Children | Dates: 01/25 – 01/31

Required Readings:

Textbook: Garcia & Petrovich, Chapter 6
Textbook: DSM-5, Chapters: Neurodevelopmental Disorders; Disruptive, Impulse-Control, and Conduct Disorders; Feeding and Eating Disorders; Elimination Disorders
Mitchell, R. (2003). Ideological reflections on the DSM IV-R (or pay no attention to that man behind the curtain, Dorothy!). Child & Youth Forum, 32(5), 281-298.
Document: Module 4 Case Vignettes

Extended Learning

Multimedia:

The Truth About ADHD (Time 8:53 minutes)
PBS – Frontline – Medicating Kids: Watch the Program (Three segments)
Deconstructing Psychopathology Case 3 Podcast (Time 12:16 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group Discussion
Biopsychosocial Assessment Group Project Discussion – Final Contributions

Module 5: Assessment & Treatment with Adults | Dates: 02/01 – 02/07

Required Readings:

Textbook: Garcia & Petrovich, Chapter 3 & 4
Document: Prichard, “Us is Them”: Working with the Psychiatrically Labeled
Textbook: DSM-5, Chapters: Bipolar and Related Disorders; Depressive Disorders; Anxiety Disorders; Obsessive Compulsive and Related Disorders
McPherson, S. & Armstrong, D. (2010). Social Determinants of Diagnostic Labels in Depression. Social Science and Medicine, 62(1), 50-58.
Document: Module 5 Case Vignettes

Extended Learning

Multimedia:

Listen: Deconstructing Psychopathology Case 4 Podcast (Time 6:21 minutes)
Watch: Bipolar Videos
Watch: What is Depression (Time 3:08 minutes)
Watch: The Diagnosis and Treatment of Bipolar Disorder (Time 57:41 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group Discussion
Biopsychosocial Assessment Group Project Discussion – Final Contributions
Working with the Psychiatrically Labeled Discussion – Whole Class Discussion

Assignments:

Group Biopsychosocial Assessment – Intervention Plan and Progress Notes Submission

Module 6: Assessment and Treatment with Family Systems and with Multi-Stressed Families Multicultural Assessment | Dates: 02/08 – 02/14

Required readings:

Textbook: Garcia & Petrovich, Chapter 8
Textbook: DSM-5, Chapters: Schizophrenia Spectrum and Other Psychotic Disorders; Somatic Symptom and Related Disorders; Sleep-Wake Disorders
Silverstein, R., Bass, L., Tuttle, A., Knudson-Martin, C. & Huenergardt, D. (2010). What Does it Mean to be Relational? A Framework for Assessment and Practice. Family Process, 45(4), 391-409.
Leon, A. Armantrout, E. (2007). Assessing Families and Other Client Systems in Community-Based Programmes. Child & Family Social Work, 12(2), 123-132.
Crisp, C. (2010). The Gay Affirmative Practice Scale (GAP): A New Measure for Assessing Cultural Competence with Gay and Lesbian Clients. Social Work, 51(2), 115-127.
Document: Module 6 Case Vignettes

Extended Learning

Multimedia:

Listen: Deconstructing Psychopathology Case 5 Podcast (Time 6:43 minutes);
Watch: Schizophrenia (Time 57:47 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group Discussion
Biopsychosocial Assessment Group Project Discussion – Finish Intervention Plan and Progress Notes

Module 7: Assessment and Mental Health, Addictions, and Trauma | Dates: 02/15 – 02/21

Required readings:

Textbook: Garcia & Petrovich, Chapters 5 & 9
Textbook: DSM-5, Chapters: Substance-Related and Addictive Disorders; Trauma- and Stressor-Related Disorders; Dissociative Disorders
Basham, K. & Miehls, D. (2002). Transforming the Legacies of Childhood Trauma in Couple Therapy: The Biopsychosocial Assessment as Compass and Anchor. Smith College Studies in Social Work, 72(2), 253-277.
Bride, B., Radey, M. & Figley, C. (2007). Measuring Compassion Fatigue. Clinical Social Work Journal, 35(3), 155-163.
Caliboso, E. & Dhami, N. (2009). A 60-year-old man with long-term alcohol addiction and cognitive impairment. Psychiatric Annals, 35(7), 532-534.
Eckersley, R. (2009). ‘Cultural Fraud’: the role of culture in drug abuse. Drug & Alcohol Review, 24, 157-163.
Block, J. (2008). Issues for DSM V: Internet Addiction. The American Journal of Psychiatry, 165(3), 310-307.
Lev, A. I. (2013). Gender dysphoria: Two steps forward, one step back. Clinical Social Work Journal, 41(3), 288-296.
Belluck, Pam. (2016, July 26). W.H.O. Weighs Dropping Transgender Identity From List of Mental Disorders. The New York Times.
Document: Module 7 Case Vignettes

Extended Learning

Multimedia: Listen: Deconstructing Psychopathology Summary Podcast (Time 6:01 minutes)

Discussions:

Deconstructing Psychopathology Group Discussion;
DSM Diagnostics Group Discussion
Biopsychosocial Assessment Project Discussion (Whole Class)

Assignment Submission:

Final, Individual Biopsychosocial Assessment, Intervention Plan, and Progress Notes

Module 8: Assessment and Personality | Dates: 02/22 – 02/26

Required readings:

Textbook: Garcia & Petrovich, Chapters 7 & 10
Textbook: DSM-5, Chapters: Sexual Dysfunctions; Gender Dysphoria; Paraphilic Disorders; Neurocognitive Disorders; Other Mental Disorders; Personality Disorders
Denton, W. (2007). Issues for DSM V: Relational diagnosis: An essential component of biopsychosocial assessment. The American Journal of Psychiatry, 164(8), 1146-1147.
Document: Module 8 Vignettes
DSM-5

Multimedia:

Watch: You! Your First Patient (Time 31:21 minutes)
Presentation: Secondary Trauma

Discussions:

DSM Diagnostics Group Discussion
Secondary Trauma and Vicarious Trauma Group Discussion

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

UNE Libraries:

Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Policies

Participation: Postings to the discussion board must add substantively to the discussion by building upon classmates’ ideas or posing critical questions to further the discussion. For example, a posting of “I agree with what people are saying” is not sufficient. I will be monitoring participation on a weekly basis and welcome people to check in with me if they have questions regarding their participation. Keep in mind that weekly postings make up a significant percentage of the final grade. All postings must be respectful. If at any time you are concerned with a posting, please notify me immediately. Please note that I encourage people to work in small groups to reflect and respond to the discussion questions. This is why many of the discussions in your learning modules indicate that they are small group discussions. You will signup in the beginning of the course (with the signup sheet present under “Learning Modules”) to select a small group. This will be the group you work in throughout the course – where small group discussion occurs. Each week you will receive up to 30 points for participation. Please refer to the Participation Rubric to see how your weekly participation will be evaluated.

All posts to the discussion boards should be completed by 11:59 P.M. E.T. of the last day of the module as indicated in the “Course Schedule.” Any discussions that extend beyond that date and time will not be considered a part of the grade and/or assignment, but rather optional reading. Even though you technically have until the last day of the module to post, your participation points will suffer if you do not post initially by Saturday as this negatively impacts your classmates’ ability to respond to your posts and your ability to respond to their posts. Posts that no longer relate to the identified topic should be moved to one of the ongoing discussion boards such as “Ask You Instructor,” “Hallway Discussions,” or “Resources.”

Late Policy

10% will be deducted from assignments for each day they are late IF the instructor has not approved an extension in advanceof the due date.

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.