Faculty Contact Information:
Dr. Mary Guindon
UMUC-Europe
PSC 37 Box 4238
APO AE 09459
mguindon@faculty.ed.umuc.edu
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Consultation:
By appointment and via email
After class.
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Required Texts and Readings:
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Diagnostic and Statistical Manual of Mental Disorders-IV-TR. (2000). Washington, DC: American Psychiatric Association.
Seligman, L. (1998). Selecting Effective Treatments: A Comprehensive, Systematic Guide to Treating Mental Disorders. New York: Jossey-Bass.
Sperry, L., Carlson, J., and Kjos, D. (2002). Becoming an Effective Therapist. Boston: Allyn & Bacon. [Chs. 4-6 of this text, which is also used in PSYC 502, PSYC 534 and GUCO 510, will be covered in this class.]
Zimmerman,M. (1994). Interview Guide for Evaluating DSM-IV Psychiatric Disorders & the Mental Status Examination. East Greenwich, RI: Psych Products Press.
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Supplementary Readings:
Guindon, M. H., & Sobhany, M. S. (2001). Toward cultural competency in diagnosis. International Journal for the Advancement of Counselling, 23 (4), 1-14.
These materials will prove helpful:
Dziegielewski, S. F. (2002). DSM-IV-TR in action. New York: John Wiley & Sons.
LaBruzza, A. & Menez-Villarrubia, A. (1997). Using the DSM-IV: A clinician’s guide to psychiatric diagnosis. Northvale, NJ: Jason Aronson.
Morrison, J. (1995). The first interview: Revised for DSM-IV. New York: Guildford Press.
Morrison, J. (1995). The DSM-IV made easy: The clinician’s guide to diagnosis. New York: Guilford.
Seligman, L. (1996). Diagnosis and treatment planning in counseling (2nd ed.). New York: Plenum Press.
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
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Recommended Journals:
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Course Description:
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Prerequisite: PSYC 502. This courses integrates various assessment methodologies for a comprehensive process of assessment. The purposes, techniques, and process of clinical assessment will be explored. Techniques for understanding of non-verbal, verbal, and interpersonal transactions, including the recapitulation of the family structure and dynamics, are examined. Students are introduced to situational assessment, psychological inference, and report writing. Students may receive credit for only one of the following courses: PSYC 514 or EDCP 614.
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Course Goals:
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This course is designed to enable students to become familiar with the DSM-IV diagnostic system as it applies to persons of diverse cultures and abilities. It will assist students in preparing for the comprehensive exam and will prepare them for professional practice.
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Course Objectives:
At the conclusion of the course, the student will be able to:
1. Understand and discuss information regarding psychopathology and mental disorders.
2. Discuss issues of diversity as they relate to mental disorders.
3. Demonstrate ability to use the DSM-IV-TR classification system of mental disorders.
4. Successfully diagnose cases using the case vignette method.
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Grading Information:
Grades for this course will be assigned as follows:
A 90 – 100%
B 80 - 89%
C 70 - 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society.
In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate In Case Conferences, Diagnostic Summaries, and Class Discussions..........................................(50%)
Final Role Play Project and Diagnosis Paper..........(25%)
Case Analysis Exam...................................(25%)
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Description of Course Requirements:
*Participate in classroom discussions:* You are expected to come to
class prepared to engage in all discussions in a professional and
informed manner. Usually this requires two to three hours of additionalfor every hour of a face-to-face class
Participate In Case Conferences, Diagnostic Summaries, and Class Discussions (50%)
Students will learn diagnostic categories in every class session. Active graduate-level participation is expected of every student. Students are expected to participate in discussions of Case Conferences: Students will actively participate in organizing relevant history and observation data and making guesses as to diagnosis in cases presented by the professor.
Throughout the term, students will be presented with client information in class. Students must turn a Diagnostic Summary with diagnostic formulation (including rationale), a DSM-IV-TR multi-axial diagnosis, and appropriate recommendations for treatment for each case.
*Write graduate level papers or case studies:* You are required to
conduct professional-level research, including appropriately citing
works of others and avoiding plagiarism. Resubmission of course work
from previous classes (whether or not taken at UMUC, UMUC-Europe or
BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. Plan on
committing approximately 150 hours over the duration of this course to
producing professional level deliverables.
*Orally/visually present prepared material:* You are required to present your research in a professional manner.
Final Role Play Project and Diagnosis Paper (25%)
Each student will role play a particular disorder while being interviewed by a classmate. Role plays must be well prepared and authentic. Using APA style, each student will complete a 4-5 page paper which provides a thorough description of the disorder, etiology, and treatment recommendations A reference list will be included. A copy will be distributed to each class member upon completion of the role play. Role play 10 points. Paper 15 points. This assignment is due on Dec. 11th.
*Complete one or more written examination(s):* The examination process
in this class will assist you in developing the writing and critical
thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
Case Analysis Exam (25%): This exam will consist of an analysis of cases. The student is required to provide a multi-axial diagnosis, and develop an appropriate treatment plan for each case. This exam is open-book (limited to the DSM-IV-TR and class notes). This exam will be held on Dec. 10th.
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Course Schedule:
SCHEDULE:
FIRST WEEKEND: Saturday, October 22, 2005
Introduce ourselves
Review and clarification of syllabus
Clarification of goals, objectives and requirements
Diagnostic Interviewing, the Mental Status Exam
Introduction to DSM-IV-TR
Decision Trees
Assignments Due:
DSM pp. xxiii-37, 745-757
Seligman, Ch. 1
FIRST WEEKEND: Sunday, October 23
Introduction to DSM-IV-TR, cont.
Treatment Planning
Disorders Usually First Diagnosed in Infancy,
Childhood, or Adolescence
Assignments Due:
Turn in Role Play Choices
Zimmerman, pp. read 3-5, review pp. 120-141
DSM pp. 39-134
Seligman as assigned
SECOND WEEKEND: No class on November 5 or November 6
Web Enhanced Instruction: You will have ongoing assignments throughout the two-week period, November 5 through our next class meeting of November 19.
Topics for online discussion:
Issues of Diversity and Misdiagnosis
Delirium, Dementia, and Amnestic and other Cognitive
Disorders, and Mental Disorders Due to Medical Condition
Substance-Related Disorders
Eating Disorders
Assignments Due:
Guindon & Sobhany article
DSM pp. 135-190, 746-747
DSM pp. 191-295. 748-749
DSM pp. 583-595
Seligman as assigned
THIRD WEEKEND: Saturday, November 19
Schizophrenia and Other Psychotic Disorders
Mood Disorders
Anxiety Disorders
Assessment and Intervention
Assignments Due:
DSM pp. 297-343, 750-751
DSM pp. 345-428, 752-753
DSM pp. 429-484, 754-755
Seligman as assigned
Sperry, Karlson, & Kjos, Ch 4-6
THIRD WEEKEND: Sunday, November 20
Somatoform Disorders, Factitious Disorders
Dissociative Disorders, Sexual and Gender Disorders
Adjustment Disorders, Personality Disorders
Assignments:
DSM pp. 485-517, 756-757
DSM pp. 519-533, 535-582
DSM pp. 685-730
Seligman as assigned
FOURTH WEEKEND: Saturday, December 10
Sleep Disorders
Impulse Control Disorders. N.O.S.
Role Play Project
Assignments:
DSM pp. 597-661, 663-677
Seligman as assigned
Turn in Final Diagnosis Paper
FOURTH WEEKEND: Sunday, December 11
Other Conditions that may be a focus of clinical attention
Evaluations
Case Analysis Exam
Wrap up
Assignments:
DSM pp. 731-742
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Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
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Faculty Bio:
Mary Guindon holds a PhD in Counselor Education from the University of Virginia. She is currently on sabbatical from Johns Hopkins University where she is associate professor and chair of the Department of Counseling and Human Services. A licensed clinical professional counselor(in Md) and a licensed psychologist (in PA), she serves on the ACA Professional Publications Committee and is on the editorial board of NCDA's Career Development Quarterly. She is past president of NJMHCA and NJACES, past secretary of Maryland Association for Counseling and Development (MACD), and former district consultant for AMHCA. Most recently she served on the Maryland Board of Professional Counselors and Therapists as the higher education representative and state licensure consultant. Her areas of expertise are mental health and career development, self-esteem, and counselor accountability and training. She is also an organ1zational consultant and trainer.
As a former miliary wife and daughter, I am thrilled to be teaching here!
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