Faculty Contact Information:
Mary H. Guindon, PhD
mguindon@faculty.ed.umuc.edu | |
Consultation:
I am available via email. You can also post questions to me under the "Questions, Questions" link in the Conferences Board. You are encouraged to contact me anytime during the term with questions about the course under this link. Use email for questions about individual progress and about any special circumstances which might make it difficult to complete assignments in a timely manner. I will respond within 24-48 hours.
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Required Texts and Readings:
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American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders-IV-TR. Washington, DC: Author.
American Psychological Association. (2001). Publication Manual of the American Psychological Association. (5th ed.). Washington, DC: Author.
Seligman, L., and Reichenberg, L.W. (2007). Selecting Effective Treatments: A Comprehensive, Systematic Guide to Treating Mental Disorders. (3rd ed.). 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 734 and GUCO 610, 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. | |
Supplementary Readings:
These materials will prove helpful:
Dziegielewski, S. F. (2002). DSM-IV-TR in action. New York: John Wiley & Sons.
Guindon, M. H., & Sobhany, M. S. (2001). Toward cultural competency in diagnosis. International Journal for the Advancement of Counselling, 23 (4), 1-14
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.ed.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.
PLEASE SEE THE COURSE CONTENT AREA FOR ADDITIONAL INFORMATION ON HOW TO ACCESS THE UMUC SITE.
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Recommended Journals:
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at
http://www.ed.umuc.edu/graduate/webboards/
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Course Description:
| 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. As this course replaces PSYC 514, students may receive credit for only one of the following courses: PSYC 714, PSYC 514 or EDCP 614. | |
Course Goals:
| 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. | |
Course Objectives:
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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 for individuals and families.
5. Conduct initial clinical interviews, formulate diagnoses, develop treatment plans as well as write process and progress notes from intake through termination.
6. Demonstrate an enhanced self-awareness of personal strengths, interests, and abilities. | |
Grading Information:
Weekly Postings - Discussion Participation 50%
Group Project Case Conference and Diagnostic Summary 25%
Comprehensive Diagnostic Paper 25%
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(a) is used to designate academic failure. F(n) 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
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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 weekly conference discussions 50%
Complete Group Project 25%
Complete Comprehensive Diagnostic Paper 25% | |
Description of Course Requirements:
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Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. Most ten-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
The specific requirements for this course are:
*Participate in Conference discussions:*
You are expected to engage in all discussions in a professional and informed manner. PLEASE SEE THE GRADING RUBRIC FOR DISCUSSIONS UNDER "COURSE CONTENT"
Weekly Postings - Discussion and Participation 50%
Students will learn diagnostic categories in every weekly session. Active graduate-level participation is expected of every student. Each student is expected to sign on consistently. There will be material presented that is not available in the text. You are expected to sign on prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional study for every hour of an online class. Questions posed by the instructor will reflect common diagnostic issues related to the DSM-IV. Included will be case studies and self-reflections.
Group Project 25%
Case Conferences and Diagnostic Summaries
There will be one Group Project. Students will be assigned to the project in groups of approximately four and follow the instructions given in the Study Group areas. Students are expected to actively participate in organizing relevant history and observational data of an assigned case. Students must develop a collaborative document that includes a Diagnostic Summary with diagnostic formulation (including rationale), a DSM-IV-TR multi-axial diagnosis, and appropriate recommendations for treatment for each case. This document will be made available to the entire class for feedback. Students will be individually graded, and all communication between students and faculty for these Projects must occur in the Study Group area, not via separate email.
PLEASE SEE THE GRADING RUBRIC FOR COMPREHENSIVE UNDER "COURSE CONTENT"
Comprehensive Diagnostic paper 25%
Each student will research a particular disorder. Using APA style and format, each student will complete a 6-8 page paper which provides a thorough description of the disorder, etiology, and treatment recommendations. A reference list of at least three recent (within the last 4-5 years) refereed journal articles will be included. A copy of the final document will be posted online and made available to classmates.
PLEASE SEE THE GRADING RUBRIC FOR COMPREHENSIVE DIAGNOSTIC PAPER UNDER "COURSE CONTENT
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Course Schedule:
This schedule presents 10 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Initial meeting:
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation: Diagnostic Interviewing,Mental Status Exam, Introduction to DSM-IV-TR
Following weeks will include:
Decision Trees
Treatment Planning
Disorders Usually First Diagnosed in Infancy,
Childhood, or Adolescence
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
Schizophrenia and Other Psychotic Disorders
Mood Disorders
Anxiety Disorders
Somatoform Disorders, Factitious Disorders
Dissociative Disorders, Sexual and Gender Disorders
Adjustment Disorders, Personality Disorders
Sleep Disorders
Impulse Control Disorders. N.O.S.
Other Conditions that may be a focus of clinical attention
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Academic Policies:
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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."
Course Withdrawal: The last day to withdraw from a DE course is Friday before the last full week of the course. The last day to withdraw from an on-site course is the last business day before the last class meeting.
Students with disabilities should contct:
Director of Student Services
UMUC-Europe, UNIT 29216
APO AE 09102
Or: Im Bosseldorn 30, 69126 Heidelberg, Germany
Phone: +49-6221-378-299
Email: edstudent_svc@ed.umuc.edu
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:
For the last seven years I have been Chair of the Department of Counseling and Human Services at Johns Hopkins University. I retired in March 2008. When on a sabbatical, I was a traveling professor for UMUC in the 2005-2006 academic year. I taught in England and Germany. I hold a PhD in Counselor Education from the University of Virginia. I'm a licensed clinical professional counselor (in MD) and a licensed psychologist (in PA). I believe in professional involvement. I served on the ACA Professional Publications Committee and am currently on the editorial board of NCDA's Career Development Quarterly. I have served on the Maryland Board of Professional Counselors and Therapists as the higher education representative and state licensure consultant. My areas of expertise are mental health and career development, self-esteem, and counselor accountability and training. I am also an organizational consultant and trainer. I have a part-time private practice and part of that is supervising counselors who need hours toward Maryland licensure. Most especially, I now have time to travel. I like to spend time with my three grown kids and two grandsons, none of whom lives near me.
As a former Army wife and daughter, I am thrilled to be teaching students associated with the military.
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