Foundations of Clinical Mental Health Counseling: Coun. 543 University of San Diego School of Education Science & Leadership Studies Course Credit: 3 semester units Associate Professor: Ronn Johnson, Ph.D., ABPP Office: Hill Hall 215A Class Times: Mon. 4:00-6:50 Requirements and Grading Components:
Office Hours: TBA; by appointment only (scheduled phone appointments are o.k.); ELECTRONIC OFFICE HOURS 1.5 hours of phone appts.drjhelp4u.info Phone: 260-7441 e-mail ronnjohn@cts.com (only e-mail address used by the professor for this class) Semester: Spring, 2009
Overview of the course: This comprehensive course designed to prepare students for clinical and forensic work often associated with licensed professional counselors. The course provides practical and other relevant applied experiences related to counseling practice. These experiences allow students to review basic CACREP-relevant standards, evidence-based practice, advanced ethical concerns, and forensic mental health issues. For example, there is a focus on individual assessment in forensic settings and contexts. What should be included in a good clinical assessment will be covered, including risk assessment and considerations for various psycho-legal procedures. Accepted standards of assessment practice will also be reviewed for specialized forensic populations. There is a clinical and forensic instruction component required for this course. Methods of Instruction: Class sessions are a time for the integration and application of readings and prior clinical experiences. Forensic and clinical cases from the Burn Institute are also supervised during these sessions (10 direct service clinical instruction hours minimum). The class uses primarily a lecture/discussion and seminar format with some case studies as well as content from the required readings. Grading Components: The grading components include: final examination; prompt, complete and regular attendance; written description of how you will complete all assignments (due in week two), case presentations; weekly article presentation; portfolio book; case conference books; professional deportment; counseling theoretical philosophy presentation (completion only); seminar presentations; quality of relevant participation; quantity of relevant participation; Burn Institute apprenticeship, Third Rail Issues; reading and adhering to the class syllabus.
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CACREP Standards and Curricular Core Experiences examined in this CMHC foundation course: 1. Human growth and development: The use of counseling theories includes applying them to clients at different developmental levels. Strategies for working with psychological problems from different theoretical perspectives are covered in this advanced counseling course. Many of these psychological disorders have salient developmental issues and cultural factors that are examined within the context of this advanced course. 2. Social and cultural foundations: The “context� of client problems and growth is assessed as it pertains to counseling theory. The ethics of the counselor as a change agent in the process of working with clients (i.e., introduction to psychopathology, formulating diagnostic impressions, and crafting a theory-driven counseling plan) are examined in this course. Aspects of multicultural counseling theory are explored as they pertain to case conceptualization, development of counseling plans, and formulation of diagnostic impressions. 3. Helping relationships: Basic helping skills are stressed as techniques for focused interviewing that leads to appropriate diagnostic impressions and developing appropriate counseling plans for a select population. 4. Career and lifestyle applications: The role of life development is explored, including career and educational issues which are emphasized in several theories. Cultural aspects of lifestyle and a corresponding relevance to career are examined in the context of the world of work issues that have some bearing on understanding psychopathology, formulating diagnostic impressions, and crafting a research-driven counseling plan. 5. Appraisal: The role of assessment, and diagnosis is covered in each of the counseling interventions examined as well as the use of tests and report writing. 6. Professional orientation: The importance of self-knowledge and an understanding of personal dynamics (i.e., use of oneself) in the full context of the counseling process is discussed from a standpoint of the various counseling models examined in this advanced counseling class. Students are also encouraged to discuss personal reactions and issues as entry-level counselors are exposed to various CMHC topics covered in this class. Contacting the Professor: E-mail (ronnjohn@cts.com) is the fastest and preferred way to contact the professor. You should receive a response within two days at the latest. Scheduled office appointments are also available as well.
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How Do I Complete Assignments? Weekly Seminar Presentations: This course is taught primarily by using a seminar format. Students are required to complete the assigned readings and bring additional resources to share that are consistent with the weekly scheduled topic(s) where you present based on the schedule. You are required to actively participate in presentations over various CMHC foundation topics assigned by the professor (see sign up sheet). You must be prepared to discuss and respond to questions raised in the areas covered for each class session. Also, we use a small case conference format and other clinical instructional techniques to develop a student’s ability to understand the diagnostic process, articulate a theoretical approach, and develop an effective counseling intervention plan. This assignment goal can be reached by completing the designated readings, generating issues for discussion, and consulting key reference materials in the library. Please e-mail and schedule an appointment with the professor if you need additional assistance. The specific topics for each presentation can be found under “Presentation Assignment� sheet distributed during the first day of class. Each presentation must be no less than 40 minutes in length. Discussion after the presentation is expected to be facilitated by the group presenting. The presentation should address the course of the disorder, current research, diagnostic criteria, effective treatments, cross-cultural concerns, and provide at least one example case history. Presenters are required to discuss recommended resources available on the web. The presentations are to be oral and need not be written. Handouts, overheads, demonstrations, illustrations, etc. are appreciated. Pair up with another 543 student and chose topics on the list that are of general interest to you. The seminar presentations are graded based on the items of guidance listed below. Collaborate with others in the class group to guide and facilitate discussions of required readings. You and your team must: o o
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thoroughly read all assigned readings for the session you will lead and discuss them several times together prior to the class date. prepare a readings summary outlining one to three main points from each article, CMHC area (DSM) or chapter assigned. (You may be dealing with both gender and ethnicity issues) You and your team will initiate and sustain a productive discussion of the issues in the reading, ensuring participation from the whole class. (As a class participant, try to participate fully in discussions led by others; you will want them to similarly participate in the discussion you will lead.) Time-keep during your session to make sure that all the agreed-upon points are covered in the allotted time. If you do not keep track of the time and your 3
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planned agenda, once your discussion starts, any one reading source could take up the whole time. Keep a record of any additional insights that came out of the discussion which were not already in your outline. Meet after the discussion session with your team to debrief the discussion. Questions to consider: How did it go? What came up? What went well? What could have been done differently?
Presentation requirements o o o o o o o o o
Have a plan -- what is it that you wish the class to come away with? Encourage involvement by class members (presentation should approach 25% of the period). Presentations should be interesting. Use the board to spell out names or terms. Don't always read from your notes -- be prepared and relax. Ask thought-provoking questions to stimulate discussion with the class. Present information from both sides of a controversial issue. Information presented should be correct and current. Presenters should be familiar with assigned reading material.
Case Law Summary: Each student will be required to read one piece of case law in the original. He/She will be expected to write a 4-6 page summary of the case and give a 10-15 minute presentation to the class explaining the case. Students will work in teams of 2-3 for the presentation. However, the written summary should be completed independently and is due at the beginning of the class on the day of the presentation. The written summary and presentation should include: 1) the basic facts of the case, 2) what the court ruled, and 3) the significance and/or implications of the case. Cases will be assigned on the first day of class and can be found on reserve at the USD Law School Library. Competency to stand trial Case presentation: Drope v. Missouri Godinez v. Moran Jackson v. Indiana Criminal responsibility
Ring v. Arizona Jones v. U.S. Atkins v. Virginia Roper v. Simmons
Juvenile court In re Gault 4
Risk assessment Barefoot v. Estelle Kansas v. Hendricks Kansas v. Crane
CMHC Project Proposal presentation (due Feb.16): You are required to deliver a 45-mintue oral project proposal presentation that explains your Burn Institute (BI) project (due week four). Explain how you came to select this particular approach and why you believe it best fits the clients you anticipate serving in the future. Also, please indicate what type and how you will resolve clinical issues as they emerge in this project. You should also identify skills that you currently possess and expect to fine tune in order to better use your counseling approach for this project. The presentation allows you to get feedback. The presentation must include, but is not limited to, the following: 1. Discussion of the clinical mental health research related to the proposed project. 2. The basic framework and concepts underlying the project. 3. The explanation of how change occurs within this project for the clients 4. What are the goals and objectives of the project. 5. A critical discussion of the strengths and weaknesses of this project. 6. A demonstration of the project in practice. (Video, role play, etc.) The presentation should include visuals, handouts or other illustrative materials. If you use slides or Power Point, make enough copies for each student in class to have a set. You are expected to do substantial outside research in preparation of your presentation including the use of primary sources. If your presentation covers only material that is covered in the text you will not receive a passing grade. Please include a bibliography, citing your references, with the material you distribute at your presentation. Your grade will be partially based on how well you are able to engage and hold the interest of your audience. Creativity, humor, multi-media, and good food are all encouraged 7. Question and answer period. Class Participation Each student will be scored on the degree to which s/he participates in class discussions, exercises and role plays. In-class questions and comments should reflect a critical consideration of the readings. Because class participation counts as one sixth of the final grade, attendance is critical. Each student may have one excused absence per term without penalty. Each absence beyond one will result in a five point grade reduction. Attendance: Each class session absence results in a reduction by one point in the attendance grade. Any tardiness greater than 10 minutes is equivalent to one absence. Every two tardies constitute one absence. Each late return (i.e., beyond the 10 minutes allotted) from a break also 5
constitutes an absence. Please note because attendance is attached to other class grades. Any lowering in this area would also result in a grade reduction in other areas as well. This class attendance policy information is the only official notice (i.e., fully informed) students will receive regarding this matter. Please note that no warnings are issued by the professor related to attendance. Quality of Relevant Participation: The grade is based on the professor’s assessment of the student’s involvement in bringing noteworthy materials and actively participating in class. The information or material must be informative and provoke insightful discussions in class. This active participation must be observed on a consistent basis outside of the structured activities facilitated by the professor. All in-class small groups (please stay on the topic), lecture-discussion points made, student feedback sessions (take the time to read the information and give excellent feedback to classmates), and web-based activities (make informed and thoughtful web-postings) are primary components of this grading component. Quantity of Relevant Participation: The grade is based on the professor’s assessment (e.g., minimum six relevant remarks per class session) of the amount of student’s involvement by bringing into class cogent information (e.g., professional articles, etc.) and active participation that contributes to the topics covered in class sessions. This participation must be observed on a consistent basis outside of the structured activities facilitated by the professor. All in-class small group (please stay on the topic), lecture-discussion points made, student feedback sessions (take the time to read the information and give good feedback to your classmates), and web-based activities (make informed and thoughtful web-postings) are primary components of this grading component. Third Rail Issues: Third rail issues are student behaviors that interfere with the flow in course. Some of these behaviors include but are not limited to sidebar conversations during class time, returning late from breaks, reading or doing other work during class time, being diverted by discussing other topics (e.g., comps, graduation, Obama dog, Oprah, or other classes, etc.) during specific small group exercises, etc. It is important to recognize that these issues do not go unnoticed and will also lower deportment and participation grades. The information here is the only notification the professor will make during the semester. Early birds, After class addicts, and Weekend Warriors: In addition to office hours, I usually arrive one hour before class and can stay after class to informally chat about the class or any other course-related matters. I am also willing to talk to you on the phone and respond to e-mails on the weekends. I “strongly” encourage you to take full advantage of these opportunities. 6
CMHC Forensic Mental Health Project The objective of this assignment is to have you craft a therapeutic jurisprudence program for a juvenile forensic mental health population (e.g., tribal courts or fire setters, etc.). The project should include a narrative description of the program (i.e., research literature review), formulate specific goals, and design a means of evaluating the program. Some sections of the project will be completed in class, such that the project should be finished and ready to present by the end of class. You may work individually or in groups of 2-3, dividing up various sections. If you choose to work in a group, the group will hand in one completed project. In addition, each group member will submit a written paragraph describing her or his contributions to the group project. The assignment is carried out in five steps. Below please find the project requirements. Keep in mind these sessions should be very comprehensive and well-sourced. Population Selection and Needs Identification • Identify the general population or clientele with whom you will work (e.g., children, adolescents, individual or families, etc). Then, specify a subgroup within that population if the population is a comprehensive one (e.g., within a university student population, you might specify Native American clients, etc.) • Identify a specific CMHC area on which you would like to focus your intervention (e.g., Conduct disorders, diversion program, depression, PTSD, etc). • Explain how you will identify the needs of that population (i.e., assessment of needs by some instrument(s). • How will you integrate assessing into your clinical work? . Burn Institute Intervention Project You can make a difference in a person's life by a crafting an five-session clinical intervention for a client who was either a burn or wild fire victim during a high profile local or national disaster. The evidenced-based project should include an assessment process, triage, educational, counseling, and program evaluation components. CMHC Agency Visit • Identify an agency (not connected to USD or on this campus) that provides clinical mental health services to any client population. 7
• Visit that agency and report your visit with respect to the following: • General Identification of Agency (for confidentiality, alter the agency name). • Description: (l) physical layout; (2) staffing - titles, preparation required; (3) number of clients served by day or other unit; (4) materials (general description of materials related to intervention activities); (5) programmed interventions; and (6) evaluation (i.e., submit your evaluation about the effectiveness of the agency). (7) types of licensed and unlicensed mental health professionals in this agency. Evaluation Explain how you intend to evaluate the success/failure of your program. Provide means of evaluating the specific goals and objectives that you proposed as well as the overall program. Other Assignments: During the semester other assignments (e.g., Burn Institute clinical instruction hours) may be made by the professor to meet clinical training needs. The instructions and due dates will be provided at that time. Please make postings on the drjehelp4u.info web page. We may also try to secure a trial court visit. Clinical Instruction Experience for COUN 543 (pending availability and clinical interests): This optional course experience can involve anywhere from 10 and 20 hours of approved clinical contact (direct service) hours through the Burn Institute (BI) during the semester. Yes, these would count as part of your practicum or internship hours. The overall intent of this clinical experience is to provide students enrolled in classes with Dr. Johnson a clinical apprenticeship opportunity to apply the skills they are being taught. These clinical contacts should help promote a deeper understanding of assessments and how they can be used to construct counseling plans and goals for clients. You may need to conduct new intakes on BI participants. Students will be challenged to conceptualize work with clients at BI, according to a consistent theoretical framework that includes salient clinical issues. At least two case presentations will be made in class over the BI participants as part of the group supervision. USD CMHC Students will sign up for on-duty coverage times at BI. All contacts at BI are documented using the clinical contact form and approved through designated BI staff. USD Counseling Students are provided an orientation regarding various procedures. A tour of the BI site is also required before starting. Doctor Johnson serves as the primary supervisor and facilitates the clinical contacts, general training experiences and professional growth of the USD Counseling Students while at the BI. The intent here is to integrate theory with practice. In this case, Doctor Johnson seeks to promote a challenging yet supportive clinical environment in which to examine the dynamics of the BI clients, the USD Counseling Students, and the interpersonal interaction between 8
them. Dr. Johnson also helps the USD Counseling Student consider alternative counseling models and strategies, become more responsive to the implications of cultural differences, hone the sense of professional responsibility and values, and incorporate the various components of the BI training experience. By the end of the semester, the USD Counseling Student should have developed a working base of delivering services relevant to the content of the 543 class being taken at the time. It is also expected that an emerging professional identity has been formed upon which future learning and specialization can be built. All students participating in the BI project must operate in triads. This means that students will work in groups of at least three with at least one client for 5-7 counseling sessions. These appointments will be coordinated with the BI support team. Students are expected to attend each appointment with their client and participate in a leadership role within their USD group. All students will attend an orientation and consult Dr. Johnson if any questions should arise during the counseling processes at BI. There is a assessment project that will be organized as well and leaders with some research experience are needed so please check with me if you are interested. Important Burn Institute clinical instruction dates: TBA Preparation and Review for Examinations: The first part of the exam is a comprehensive test over the Professional Counselor Desk Reference. Students must score at least 80% as a pass cut score on this exam. The second part of the exam is case-based exam. Each week of class should be spent by students preparing for the final exam as it is not possible to cover all the content covered during the semester. The final exam is largely essay and heavily case driven. Do not panic over this exam for it is essentially everything you have been doing in the course for the entire semester (i.e., working with cases and going-to-the-board). It includes the content identified in the reading schedule. Outside of reading, students can prepare for the exams by forming study groups to discuss topics covered in the class. Ample opportunities for questions are allowed during each class session. Some students may gain deeper understanding of the subject matter by rereading the text and studying other class materials. The shape or structure of the exam is basically a written version of the case-format used by the professor. The exam may contain anywhere from four to six cases where students apply information contained in the readings or other class-related activities. You may only use a black or blue ink pen with paper supplied by the professor. Please see the instructions for the alternative final exam should you decide to complete it. There are no make-up exams. Anyone taking the exam for a non-professor approved issue will automatically have the final score lowered by one grade for each day it is beyond the original exam date. Please note that weddings, tickets you bought for a personal trip, birthdays, dinner, graduation issues, and other personal events are not approved. Exam response tips A. B. C.
Clear and Legible (always think about the reader’s mood while grading your paper) Don’t draw lines, scratch out or disconnect parts Appropriate grammar and sentence construction. 9
D. E. F. G. H. I.
A paragraph should focus on one main idea. Answer the questions asked. Cite major researchers or resources pertinent to the case or question (author, date). Address all parts of the case (e.g., clinical, cultural and ethical) or questions. Creative synthesis of information is highly valued. Outline before you respond
PRE-EXAM DISUCSSION Before each exam the professor encourages students to form a group where the exam is discussed. This group should meet at least one week before the final exam. This exam discussion group is designed to reduce anxiety and assist with preparation for the actual exam. Assigning Grades: Each of the grading components/requirements is assigned a numerical value based on the following scale: 4.2-5.0 = A 3.5- 4.1 = B 3.0-3.4 = C 2.5-2.9 = D less than 2.5 = F How do I determine my final grade? Please note that each grading component is equally weighted. The final 543 class grade is determined by calculating the average (mean) of all the grading components. The resulting grand mean is then converted/transformed to a letter grade based on the above scale. Students who are unable to complete all of the above requirements due to medical, natural disasters or other professor-approved circumstances may be eligible for an “incomplete.” The student must then complete all of the requirements by the end of the 10th week of the following regular semester. A failure to remove the “I” within this time period will result in a grade being assigned based on the requirements completed to that date. In some cases, the grade could be an “F.” the two Participation grades are independent from all other grading components. Keep in mind they are all averaged together. It is possible to average an “A” on the various assignments, tests and receive a lower final course grade due in large part to the participation grades. The reverse is also possible.
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Submitting Written Assignments: Please make a copy for yourself of all assignments submitted for review by the professor. Submit them on-line as attachments only (ronnjohn@cts.com). An assignment will be dropped by “one” letter grade for each day it is late. No assignment is accepted after 2 days. A grade of “F” is recorded for that assignment. Have your work prepared in advance and if you will not be in class on a specific date, make arrangement for a classmate to turn in your papers on time. Please note that if the classmate submits the assignment late, it will still result in a lower grade. Please note that an assignment is considered late if it is submitted after the due date or timeframe (e.g., after the class has met). A student is considered absent if you are not in attendance during all or part of a class session regardless of the reason. Making Dr. J. aware of your circumstances is desirable but it will not alter a documented absence or late status of an assignment. The grading criteria used for both of these areas were previously reviewed in this syllabus. I am or have a problem!!!: If you have a concern or anxiously confused about the class, please immediately bring it to Dr. J’s attention either through email or in class. The issue cannot be resolved through gossip or grumbling to other people. Also, the clinical issues examined in this course are likely to stir up some strong emotional reactions in you. It is highly recommended that you confidentially make Dr. J aware of those matters in a timely manner. Required texts: Professional Counselor’s Desk Reference(2008) Evidenced-based Practice (2006)Goodheart, C, Kazdin, A, & Sternberg Law and Mental Health (2005) Meyer and Weaver Professional Integrity The American Counseling Association Code of Ethics and Standards of Practice clarify the nature of the ethical responsibilities held in common by its members. As counselors, faculty, and students are expected to adhere to the ACA Code of Ethics and AMCHA codes. Of particular impact in this course are standards Proper Diagnosis of Mental Disorders and a Recognition of Others (proper citation, observance of copyright laws). Violation of the ACA Code of Ethics and/or academic dishonesty will result in failure of the course and might prompt a review for dismissal from the counseling program.
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Students with Disabilities In accordance with University policy, if you have a documented disability and require accommodations to obtain equal access in the course, please contact the professor at the beginning of the semester or when given an assignment for which accommodation will be required. Students with disabilities must verify their eligibility through the appropriate USD program. The professor reserves the right to change or revise the syllabus as needed to facilitate clinical instruction and other emerging issues.
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Coun. 543 Foundations of CMHC Schedule Spring, 2009 Course Assignments, Readings, & Web-based activities Ronn Johnson, Ph.D., ABPP phone: 619 260-7441 Hill Hall 215a ronnjohn@cts.com drjhelp4u.info Reading abbreviations: EBP= Evidenced-based practice Goodheart, Kazdin, & Sternberg LMH= Law and Mental Health-Meyer & Weaver PCDR= Professional Counselor’s Desk Reference Marini & Stebnick Week of Jan. 26
Topic Overview: Class Orientation & Syllabus Review • • • • • •
Initial preparation of how to complete class assignments Review the class schedule Overview of CMHC: What is it? CMHC Identity and competencies History of Informed Consent in Treatment Advanced CMHC Competencies
Assignment Read: PCDR Chs. 1,2,3, & 5 LMH Ch. 3 Be prepared to answer questions and demonstrate competencies covered during CMHC boot camp Submit two discussion questions on 3 x 5 index cards for each chapter assigned Web Posting: What foundational skills as a CMHC do you possess now and what is your plan for further developing those competencies beyond the course?
Feb. 2
Evidenced-based practice in CMHC: Psychotherapy
Read EBP 1, 5,6,& 11
Be prepared to present a clinical practice issue after reading a non-assigned chapter from any of the texts. For example, EBP Ch. 3.
Submit two discussion questions on 3 x 5 index cards for each chapter assigned
In-class clinically-based exam (CMHC boot camp revisited again—be ready to show your stuff)
Web posting: Post on the message board for 543 responses to 13
two discussion issues: How does a EBP impact your ethical practice as a CMHC? What would be your greatest challenges while functioning as an eclectic. How would you address the issue of, “All clients are different so you need to have a variety of approaches at your disposal in order to work with them.� Feb 09
Evidenced-based practice in CMHC: Assessment & Testing Applied Behavioral Analysis Assessment report writing in CMHC
EBP Ch. 7 PCDR Chs. 47, 50, 52, & 53 Submit two discussion questions on 3 x 5 index cards for each chapter assigned
Re-read the article provided last fall by Dr. J. on seven tests used in CMHC and conduct a MMY review on each instrument and be prepared to share those Web posting: Since in class. assessment and report writing are Outline of Oral presentation is due (send via email) core competencies for CMHC, how do you plan to further develop those skills?
Feb. 16 Student Project oral presentations
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Feb 23 Forensic Mental Health Issues: Ethics, Practice & Expert Testimony CASE LAW REVIEW Student Project oral presentations
March 2
Violence risk assessment Case Law Reviews
March 9-13
Spring Break
March 16
Assessing for Malingering
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Mar 23
Forensic Mental Health Issues while working with Juveniles CASE LAW REVIEW
Mar 30
Therapeutic Jurisprudence
April 6
Disaster Mental Health: Burn and wildfire trauma victims
April 13
Working with Fire setters
April 20
Open: TBA
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April 27
Dr. Al Carlozzi—Advanced Ethics in CMHC I
May 05
Dr. Al Carlozzi—Advanced Ethics in CMHC II
May 11
Open TBA
May 18
FINAL EXAM Final Exam (covers all assigned readings, and class info. provided)
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Legal Precedent in Everyday Clinical Practice 3. Informed Consent 4. Confidentiality and Privileged Communication 5. Duty to Warn and Protect III. Clinical Forensic Evaluation 6. Competency 7. Insanity and Criminal Responsibility 8. Civil Commitment and Dangerousness 9. Hypnosis and the Polygraph IV. Civil Rights and Civil Law 10. Sexual Orientation and Civil Rights 11. Personal Injury: Court Proceedings and Assessment of Psychological Damages 12. Prisoners' Rights to Medical and Mental Health Treatment V. Specific Mental Diagnoses in the Law 13. Alcohol and Drug Abuse and Dependence 14. Mental Retardation 15. Psychopathy and Antisocial Personality Disorder 18
VI. Violent Criminals and Violent Crime 16. Criminal Psychological Profiling 17. The Death Penalty 18. Sex Offenders: Community Notification and Predator Commitment VII. Juveniles in the Legal System 19. Juvenile Law and School Law 20. Capital Punishment of Juveniles 21. Child Abuse 22. Child Custody
Carol D. Goodheart and Alan E. Kazdin
I. The Practice Perspective Chapter 1. Uses and Misuses of Evidence: Managed Care, Treatment Guidelines, and Outcomes Measurement in Professional Practice Geoffrey M. Reed and Elena J. Eisman Chapter 2. Evidence, Endeavor, and Expertise in Psychology Practice Carol D. Goodheart Chapter 3. Theoretical Pluralism and Technical Eclecticism Jean A. Carter Chapter 4. Cultural Variation in the Therapeutic Relationship Lillian Comas-Díaz Editors’ Comments
II. The Research Perspective Chapter 5. Research Findings on the Effects of Psychotherapy and Their Implications for Practice Michael J. Lambert and Andrea Archer Chapter 6. Evidence-Based Practice and Psychological Treatments Jonathan D. Huppert, Amanda Fabbro, and David H. Barlow Chapter 7. Assessment and Evaluation in Clinical Practice Alan E. Kazdin Chapter 8. The Research<en>Practice Tango and Other Choreographic Challenges: Using and Testing Evidence-Based Psychotherapies in Clinical Care Settings John R. Weisz and Michael E. Addis Editors’ Comments
III: Training, Policy, and Cautions Chapter 9. Training the Next Generation of Psychologist Clinicians: Good Judgment and Methodological Realism at the Interface Between Science and Practice Steven J. Trierweiler Chapter 10. Expanding the Terms of the Debate: Evidence-Based Practice and Public Policy Sandra J. Tanenbaum Chapter 11. Evidence-Based Practice: Gold Standard, Gold Plated, or Fool’s Gold? Robert J. Sternberg 19
he Identity of Professional Counselors 1 A Brief History of Counseling and Specialty Areas of Practice 2 The Roles and Functions of Professional Counselors 3 What Practitioners Need to Know About Professional Credentialing 4 Clinical Supervision for Developing Counselors Professional, Ethical, and Practice Management Issues in Counseling 5 Tools and Strategies for Developing Your Own Counseling Private Practice 6 New Concepts in Counseling Ethics 7 A Synopsis of the Health Insurance Portability and Accountability Act 8 Contracting Strategies with Managed Care and Other Agencies 9 Computerized Practice Resource Tools 10 Managing Risk in Ethical and Legal Situations 11 Professional Disclosure in Counseling Case Management and Consultation Issues 12 Conducting an Intake Interview 13 Resource Brokering: Managing the Referral Process 14 How to Develop Treatment Plans 15 Enhancing Client Return after the First Session, and Alternatively Dealing with Early Termination 16 Effective Use of Therapeutic Homework Assignments 17 Community Resources Used in Counseling Multicultural Counseling Issues 18 The Elephant in the Room: Cultural Distrust Directed at White Counselors 19 Multicultural Issues with Native Americans 20 Multicultural Issues in Counseling African Americans 21 Multicultural Issues in Counseling Asian-Americans 22 Mental Health Counseling with Hispanics/Latinos: The Role of Culture in Practice 23 Counseling Persons from Middle Eastern backgrounds 24 Counseling White Americans 25 Cultural Issues in Counseling Lesbians, Gays, and Bisexuals 26 Rural Mental Health Counseling 27 Counseling Persons Who Are Deaf or Hard of Hearing Counseling Theories and Techniques 28 Psychoanalysis 29 Basics of Cognitive Behavior Therapy 30 Reality Therapy 31 Existential-Humanistic Psychotherapy 32 Rational Emotive Behavior Therapy 33 Behavior Therapy 34 The Use of Multiracial Feminism within Counseling 35 Disability-Affirmative Therapy 36 Adlerian Therapy 37 Brief therapy 38 Motivational Interviewing 39 Gestalt Therapy Career Counseling, Human Growth and Development 40 Career Development Theories 41 Occupational Choice and the Meaning of Work 20
42 What Counselors Should Know about School to Work Transition 43 Career Counseling across the Lifespan 44 Work, Careers, and Disability 45 Career Development Theory 46 Key Concepts and Techniques for an Aging Workforce Assessment and Diagnosis 47 What Counselors Should Know about Personality Assessments 48 Understanding the Use of Aptitude Tests in Counseling 49 Understanding How to Use the DSM-IV-TR 50 Understanding Mental and Physical Functional Capacity Evaluations 51 The International Classification of Functioning, Disability & Health (ICF): Applications for Professional Counseling 52 What Counselors Should Know about Vocational Assessment & Evaluation Counseling Couples, Families, and Groups 53 Family Assessment 54 Guidelines in Counseling Families 55 Effective Counseling with Couples 56 A Guide to Having a Healthy Family 57 Theory and Practice of Counseling Families 58 Working with Individuals in Groups 59 Involuntary Members in a Group 60 Challenging Childhood Behaviors Counseling Specific Populations 61 Counseling Individuals with Disabilities 62 Psychiatric Disability: A Biopsychosocial Challenge 63 Counseling Criminal Justice Clients 64 Sexual Abuse Treatment 65 Disaster Mental Health Response and Stress Debriefing 66 Substance Abuse Assessment 67 Treatment for Substance Use Disorder 68 Counseling the Terminally Ill and Their Families 69 Assistive Technology and Persons with Disabilities 70 Counseling Issues in College Students 71 School Violence: Prevalence, Impact, Assessment and Treatment 72 Services for PTSD and Poly-Trauma Service Members and Veterans 73 Counseling Older Adults: Practical Implications Contemporary Issues in Counseling 74 Positive Psychology 75 Empathy Fatigue in the Counseling Profession 76 Empathy Fatigue: Assessing Risk Factors and Cultivating Self-Care 77 Counselor Burnout 78 Religion and Spirituality in Counseling 79 Counseling Persons with Chronic Pain 80 Psychiatric Medicines: What Every Counselor Should Know 81 Testifying Issues and Strategies as an Expert Witness References Appendix A: Professional Counseling Associations and Organizations Appendix B: Multiple Choice Self-Study Questions
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Counseling 541 Student Contract University of San Diego Semester: Spring 2008 School of Leadership & Educational Sciences Associate Professor: Ronn Johnson, Ph.D., ABPP
Brief Course Description: This course examines several clinically-oriented areas commonly found in the practice of counseling. First, students are exposed to class activities that are intended to increase their ability to engage in the case conceptualization needed for planning counseling interventions. Second, students are taught how diagnostic impressions are developed for clients seen by professionals working in the specializations represented in our counseling program. An emphasis is placed on how these clients might present themselves and way a disorder can affect services delivered regardless of your specialization. The DSM-IV-TR is the principal diagnostic impression guide used in this portion of the class. Finally, students are helped to learn how to apply the counseling intervention strategies covered in Coun. 520 to various client cases (i.e., case conceptualization and presentations). Please note although the DSMIV-TR is covered, the primary focus in this advanced class is more on case conceptualization, development, and implementation of counseling intervention plans. I__________________________(print your name) understand that I am required to maintain consistent participation (average for the semester a minimum of six informed in-class questions or remarks for each class session) at a high quality level throughout each class session. I also understand that I may receive a grade of â&#x20AC;&#x153;Câ&#x20AC;? or lower in this class if the aforementioned requirement is not fulfilled based on the professorâ&#x20AC;&#x2122;s assessment. (Refer to course syllabus) 22
My signature here verifies that I have received and understand the full course syllabus for Coun. 541. Due by 07 Feb 2008. Student Signature: Date:_____________
2008
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