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CESP 835. Psychopathology and the DSM. Semester, Year College of Education

• CLES Department: Counseling Program

• Instructor:

• Office Location

• Telephone

• Instructor Email

• Preferred Method of Contact:

• Office Hours:

• Classroom Days/Times

How to use this syllabus This syllabus provides you with information specific to this course, and it also provides information about important university policies. This document should be viewed as a course overview; it is not a contract and is subject to change as the semester evolves. Adequate notice and consideration to students of changes will be my primary objective if I make a change. All syllabus changes will be communicated through Blackboard.

Academic Honesty Students are responsible for knowing and following the Student Code of Conduct Student Code of Conduct and the Student Academic Honesty policy can be found here: Student Academic Honesty Policy Section 4.012 of the College of Education Policies and Procedures Manual which can be found here: Section 4.012 of College of Education Policies and Procedures specifies the college’s policy and processes relating to academic honesty. These include instructor responses to incidents of academic misconduct, related reporting procedures, and student appeal options.

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Definition of a Credit Hour Success in this 3-credit hour course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction and preparation/studying or course related activities for a total of 135 hours. Go to: http://webs.wichita.edu/?u=academicaffairs&p=/definitionandassignmentofcredithours/ for the policy and examples for different types of courses and credit hour offerings. Catalog Description: CESP 835. Psychopathology and the DSM. 3 credit hours. Introduction to psychopathology for graduate students preparing for careers in school psychology, counseling, and related professions. Mental disorders occurring in children as well as adults are studied. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is used as the diagnostic system for understanding psychopathology. Assessment procedures, prevention programs, and treatment/intervention approaches are considered for the mental disorders studied. Required Texts: Diagnostic and Statistical Manual of Mental Disorders, 5th Ed (2013). American

Psychiatric Press. ISBN-10: 0890425558 Other texts may be required at instructor’s discretion. Recommended Texts: Seligman, L., (2016). Selecting Effective Treatments. Wiley. ISBN-10: 1118791355 Other Readings **Additional assigned readings are integral to your understanding of this course. These will be comprised of journal articles and handouts. These handouts and journal articles will be made available at throughout the semester on Blackboard. Please print a hard copy of the handouts and bring the assigned handout(s) to class or have it available on your electronic device.

CACREP 2.E. Current counseling research is infused into the course syllabus, assignments, and readings. Students are assigned readings and journal articles regarding the current research in this course. The instructor updates the materials from relevant research throughout the semester. All readings will be posted on Blackboard. Counseling students are encouraged to attend local, state, regional and national professional organization meetings and conferences.

Other Equipment/Materials Students are required to have complete access to a functioning laptop or PC with Internet capabilities. This laptop or computer must have Microsoft Word. If you do not have Microsoft Word on your PC or Laptop, Wichita State does provide free access to Microsoft Office 365 for students. Follow the instructions below to get Microsoft Office:

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1. Log in to http://mywsu.wichita.edu 2. Click on Office 365 located on the Home tab. 3. Follow the Office 365 wizard instructions.

Learner Outcomes: Course Outcomes The student will:

Related Assessments

Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)

KSDE Program Standards

Other Professional Standards (if relevant—e.g., NASP & CACREP)

Identify the bases for labeling behavior as abnormal

Midterm Exam HDD, CKS School Psychology Standards 5 & 7

NASP VII and NASP v, Element 5.2 CACREP 2.F.3.c 5.G.2.g

Identify and explain specific mental conditions using DSM language and system

Midterm Exam Final Exam Class exercises

HDD, CKS Counseling Standard 3 School Psychology Standards 4, 5, & 7

NASP IV, Element 4.2, NASP VII, and NASP V, Element 5.2 CACREP 2.F.7.e, 2.F.7.l

Develop an understanding of the diagnostic process, and the relationship between diagnosis and treatment

Midterm Exam CKS Counseling Standard 3

CACREP 2.F.7.e, 7.l

Identify appropriate diagnostic methods for various disorders

Midterm Exam Final Exam

HDD, CKS Counseling Standard 3

CACREP 2.F, 7.e, 7.l

Recognize the nomenclature, etiology, treatment, referral and prevention approaches for various disorders

Midterm Exam Final Exam

HDD School Psychology Standard 7

NASP V, Element 5.2 CACREP 2.F. 7.e, 7.l CACREP 5.C.2.b.

Understanding the cultural, SES, and gender implication of diagnosis and treatment planning

Midterm Exam Final Exam Case Studies Discussions

PR, HDD

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Course Outcomes The student will:

Related Assessments

Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)

KSDE Program Standards

Other Professional Standards (if relevant—e.g., NASP & CACREP)

Identify the diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) (skills)

Case Studies HDD School Psychology Standard 7

NASP V, Element 5.2 CACREP 2.F, 7.e, 7.l CACREP 5.C.2.d. 5.G.2.g

Understand the impact of biological and neurological mechanisms on mental health

Case Studies HDD School Psychology Standard 7

NASP V Element 5.2 CACREP 2.F, 7.e, 7.l CACREP 5.C.2.g.

classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation

Case Studies HDD School Psychology Standard 7

NASP V Element 5.2 CACREP 2.F, 7.e, 7.l CACREP

Major Topics: The College of Education is comprised of four departments whose synergy provides powerful understanding of lifespan development and academic innovation in living and learning. We prepare teachers, school administrators, counselors, educational and school psychologists, athletic trainers, exercise and sport professionals for 21st century careers. All programs in the College of Education are designed to be consistent with the college vision and a set of guiding principles. The vision statement is to prepare candidates

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who are highly competent, collaborative and reflective professionals. Guiding principles associated with major topics being addressed in this course are indicated in the table below:

Major Topics

Guiding Principles (from the Unit Conceptual Framework*)

Prof

essi

onal

ism

and

Ref

lect

ion

(PR

) H

uman

Dev

elop

men

t and

D

iver

sity

(HD

D)

Con

nect

ion

of T

each

ing

Expe

rienc

es a

nd A

sses

smen

t

Tech

nolo

gy (T

)

Con

tent

Kno

wle

dge,

Ped

agog

ical

C

onte

nt K

now

ledg

e, a

nd

Alig

nmen

t with

Sta

ndar

ds (C

KS)

Col

labo

ratio

n (C

)

1. DSM diagnostic system X X 2. Schizophrenia Spectrum and Other Psychotic Disorders

X

3. Bipolar and Related Disorders X 4. Depressive Disorders X 5. Anxiety Disorders X 6. Obsessive-Compulsive and Related Disorders X 7. Trauma- and Stressor-Related Disorders X 8. Personality Disorders X 9. Neurodevelopmental Disorders X 10. Disruptive, Impulse-Control, and Conduct Disorders

X

11. Feeding and Eating Disorders X 12. (Selected) Substance-Related and Addictive

Disorders X

13. Neurocognitive Disorders X * http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf Licensure Assessments: Both the state of Kansas and the national accreditation body require that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive acceptable ratings on certain required assessments. Many of those assessments are embedded within a program’s coursework. One or more of those required assessments may occur in this course. A title/description

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of any assessments and associated rubrics and passing criteria follows: There are no required assessments in the CESP 835 Psychopathology and the DSM course. Remediation - Students failing to achieve an acceptable performance on this required assessment will be provided with a limit of 2 remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs. Therefore, students who do not achieve acceptable performance on this assessment after 2 remediation opportunity/opportunities will be subject to dismissal from the program.

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Technology Expectations This course is delivered in a completely online format. Students are expected to be able to access computer hardware and internet access for the duration of the course in order complete assignments according to the course schedule. Student technology expectations for the CESP 803 course include students have access to the Blackboard Learning Management System through the internet and all assignments are submitted through Blackboard. Students have access to technology support from multiple sources. WSU OneStop 855-978-1787 can assist students with a range of issues, including those relating to Blackboard and SafeAssign. The College of Education also offers technology services to students. For example, digital video cameras are available for 48-hour checkout. To request a reservation, please contact coe.tech@wichita.edu. The student lounge on the second floor of Corbin South provides computer work stations where students can also print materials. A learning space in Corbin 156A is open to students when not reserved for program content/professional development delivery. And finally, WSU’s Ablah Library features a C-Space where students have access to varied technological resources such as color printing, 3D printing, a sound booth, and computer work stations.

Diversity and Inclusiveness Wichita State University is committed to being an inclusive campus that reflects the evolving diversity of society. To further this goal, WSU does not discriminate in its programs and activities on the basis of race, religion, color, national origin, gender, age, sexual orientation, gender identity, gender expression, marital status, political affiliation, status as a veteran, genetic information or disability. The following person has been designated to handle inquiries regarding nondiscrimination policies: Executive Director, Office of Equal Employment Opportunity, Wichita State University, 1845 Fairmount, Wichita KS 67260-0138; telephone (316) 978-3186. “A university is a place where the universality of the human experience manifests itself.” --Albert Einstein In keeping with the spirit of Einstein’s viewpoint, this instructor is committed to providing an atmosphere of learning that is representative of a variety of perspectives. In this class, you will have the opportunity to express and experience cultural diversity as we focus on the various. In order to learn, we must be open to the views of people different than ourselves. Each and every voice in the classroom is important and brings with it a wealth of experiences, values and beliefs. In the time we share together over the semester, please honor the uniqueness of your fellow classmates, and appreciate the opportunity we have to learn from each other. Please respect your fellow students’ opinions and refrain from personal attacks or demeaning comments of any kind.

Intellectual Property Wichita State University students are subject to Board of Regents and University policies (see http://webs.wichita.edu/inaudit/ch9_10.htm) regarding intellectual property rights. Any questions regarding these rights and any disputes that arise under these policies will be resolved by the President of the University, or the President’s

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designee, and such decision will constitute the final decision. COURSE ASSIGNMENTS: Content Areas: Methods of Instruction: This is a completely online course, it does not meet in person. Readings, discussions, case studies, and other activities posted to the online course learning management system, Blackboard. Behavioral Expectations for Students in This Course: Learning Expectations • Students are expected to prepare for each, read assigned readings before the

module begins, and satisfactorily participate in discussion boards and other activities. This is your education, and some of the most valuable time of your life. Use it well.

• Students are expected to take responsibility for their own learning. The instructor is not responsible for your learning. This requires your time and effort!

• Students are expected to submit assignments on time. I do not accept late work. • Consider how you would want clinicians and society to view and treat you if you

were experiencing the types of symptoms we discuss. Remember, mental illness can happen to any of us at any time. It is up to us as clinicians to help lessen the stigma associated with experiencing emotional distress.

• This course is NOT self-paced. The expectation for this course is that you stay with the entire class group in your learning. The modules open and close on the posted dates and the discussion boards for that module close at the close of the module. I will not reopen the discussions. You cannot go back and makeup discussion posts.

• I do not accept any late work in this course. Behavioral Expectations • Never refer to a person with mental illness as their diagnosis. Do not call a client or

a person "my borderline" or "the schizophrenic". Always put the person ahead of the diagnosis. You have a client with Borderline Personality Disorder not a "borderline client." (I take this very seriously so expect me to correct you if you slip in your discussions.)

• The nature of this course is such that you must attend to the discussion boards at least 5-6 days of every week.

• A certain number of posts have to be posed and posted on the discussion boards in order to receive credit for the discussion.

• Your classmates need you to post in order to have posts to respond to so that you can all receive maximum learning and points for the discussion board.

• You cannot wait until the end of the module or for a weekend and get all your posts accomplished.

• In my grading I pay attention to when you post, the pattern of your posts, and take away points if you are not posting regularly.

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The Discussion Board: • The Discussion board is a place for learning. Posts should be appropriate and contribute new ideas and supportive resources as necessary. • Instructor will provide feedback and guidance on the discussion board but will not necessarily respond to each post. • Students will report technical difficulty immediately in the Ask the Instructor Discussion Board or through Email and will work to resolve those issues promptly and maintain communication with their instructor.

Communication: • Students are expected to use their WSU email address. • For help with this contact the WSU help desk at 978-4357. • Students are expected to sign all emails with both first and last name. • Students are expected to write the course name and number in the subject line. Instructor will ONLY respond to student email and phone calls (generally within 24 hours) where the student has appropriately identified his or herself by BOTH first and last name and put the course name and number in the subject line.

See the course Blackboard site for Netiquette Expectations or by following this link: link to netiquette core rules

Student Performance Evaluation Criteria and Procedures: Students will be evaluated using multiple assessments that will include examinations, discussion board posts, case studies and other activities. In addition, students will be evaluated on their professional dispositions found in this syllabus. Students who are not demonstrating professional behaviors and attitudes will receive feedback from the instructor and may receive a lower grade. Requirements: 1. Assigned readings must be completed prior to the beginning of the module. The discussion boards, case studies, and other activities must proceed from a common foundation. Additional pertinent readings may be assigned throughout the course. 2. Students are expected to actively participate in discussion boards, activities and exercises. 3. Students are expected to complete all assignments on time. Written assignments are to adhere to the current APA Style Manual unless otherwise specified by the instructor. Course Requirements:

1. Exam I: 25%

2. Exam II: 25%

3. Group discussion participation: 25%

4. Case Studies assignments and participation: 25%

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Grading Scale: Course Discussion Participation Expectations Participation is absolutely crucial in an online course. In each module, you will be expected to participate in a discussion and starting in the third module, a case study group discussion as well. My expectation is that you sign in at least 3 days during each module and post 3 meaningful posts to EACH discussion you are assigned to each day you log in. This will total 9 posts in each discussion per module for a total of 18 posts per module. Keep in mind that most weeks we will have two discussion topics. It is up to you to keep track of when modules stop and start according to the class schedule in the syllabus. Discussions will close at the end of the module so there is no "making up" posts and posts made all on the same day do not count either. Just plan to sign in each day. We have a ton of material to cover in a short amount of time. Posts such as I agree or yeah do not count - I am looking for the quality of the posts as well as the quantity, especially since this a graduate class and the subject matter is pretty darn fascinating.

Grading Scale WSU uses a +/- grading scale for final grades and to calculate grade point averages. In this class, grades are assigned according to the following chart

Points/percentages, as instructor chooses

Letter grade

Grade Points

Interpretation

94-100 A 4.00 The A range denotes excellent performance.

90-93 A- 3.67

87-89 B+ 3.33

84-86 B 3.00 The B range denotes good performance.

80-83 B- 2.67

77-79 C+ 2.33

74-76 C 2.00 The C range denotes satisfactory performance.

70-73 C- 1.67

67-69 D+ 1.33

66 D 1.00 The D range denotes unsatisfactory performance.

65 D- 0.67

0-64 F 0.00 F denotes failing performance.

Counseling Student Candidate Ethical and Dispositional Requirements Counseling Students are expected to comply with the American Counseling Association (ACA) Code of Ethics. The statement below is a reminder regarding personal values: Although academic performance is a crucial factor in evaluating candidate performance, there are other interpersonal and professional skills that are equally important in determining the professional readiness of a particular candidate to enter their chosen field. Therefore, in addition to academic performance,

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students in the CLES Department will also be evaluated on the following professional disposition indicators. Failure to adhere to any of these expected professional dispositions will result in a remediation plan and may in some cases result in dismissal from the student’s program of study. Course instructors and the entire counseling faculty assess dispositions. The assessment of a student’s dispositions and ethics is a program faculty assessment, not an individual instructor assessment and these assessments are outside of grade assignment. If you disagree with a dispositional assessment the appeal process is first to the department chair, and then to the dean of the graduate school.

Indicators of Professional Readiness: Essential professional characteristics expected of all candidates matriculated in a degree program in the CLES Department are as follows (Counselor Competency Scale Part 3):

1. Ability to act according to the professional expectations of the classroom and school/agency placement sites especially with regard to: (Counselor Competencies Scale 2B, 2D, 2E and 2F) • Appropriate dress • Promptness and attendance for coursework and field site placements • Record Keeping and documentation, including timeliness • Adherence to policies and procedures • Respectful attitude and behavior; • Showing initiative for your own learning and professional experiences and personal

growth. 2. Ability to work effectively and respectfully with administrators, staff, students/clients, and

parents; (CCS, 2B, 2C, and 2D) 3. Ability to engage students/clients in a competent, ethical, and professional manner that

respects and enhances their inherent dignity and worth; (CCS 2A, 2B, 2C) 4. Demonstrated adherence to the ethical guidelines related to ability to recognize and

value client, peers, and supervisors diversity and culture in terms of race, ethnicity, gender, sexual orientation, disability, social class, etc.; (CCS, 2A and 2B)

5. Demonstrated ability to practice in a manner consistent with the ACA/NASP or other professional ethical guidelines; especially those related to ensuring the welfare of all students/clients and doing no harm to students/clients, and maintaining confidentiality of client information and client records. (CCS 2A)

Indicators of Personal Readiness (Counselor Competency Scale Part 2)

1. Adheres to the ethical guidelines of ACA, ASCA, NASP, NBCC 10(2A) 2. Examining biases related to diversity. 3. Ability to work respectfully, appropriately, and effectively with authority figures including

university professors and site supervisors; (2B) 4. Ability to emotionally self-regulate (2B, 2G) 5. Ability to hear and accept critical feedback and to integrate and make changes based on

communicated feedback; (2B, 2I, 2J, 2K) 6. Maintains appropriate and professional boundaries with supervisors, peers,

clients/students (2C) 7. Willingness and ability to self-explore and reflect on experiences in order to grow as a

professional; (2B) 8. Ability to demonstrate excellent listening skills; (2B) 9. Ability to effectively communicate with others; (2B)

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Indicators of Clinical Readiness (Counselor Competency Scale Part 1):

1. Non-verbal skills 2. Encouragers 3. Questions 4. Reflectinga (paraphrasing) 5. Reflectingb (reflecting) 6. Reflectingc (summarizing) 7. Advanced Reflecting (meaning) 8. Confrontation 9. Goal Setting 10. Focus of Counseling 11. Facilitation of Therapeutic Environmenta (empathy and caring) 12. Facilitation of Therapeutic Environmentb (respect and compassion)

Students in the counseling program should also be aware of the following: ACA Code of Ethics Statement – Personal Values: A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature. The assessment of a student’s dispositions and ethics is a program faculty assessment, not an individual instructor assessment and is separate from grade assignment for any particular course. However, personal, professional, and clinical readiness may impact a student’s grade in clinical and other courses where noted in the syllabus. If you disagree with a dispositional assessment the appeal process is first to the department head, and then to the dean of the graduate school if necessary. UNIVERSITY POLICIES Disabilities If you have a physical, psychiatric/emotional, or learning disability that may impact on your ability to carry out assigned course work, I encourage you to contact the Office of Disability Services (DS). The office is located in Grace Wilkie Annex, room 203, (316) 978-3309 (voice/tty). DS will review your concerns and determine, with you, what academic accommodations are necessary and appropriate for you. All information and documentation of your disability is confidential and will not be released by DS without your written permission. Title IX Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex in any educational institution that receives federal funding. Wichita State University does not tolerate sex discrimination of any kind including: sexual misconduct; sexual harassment; relationship/sexual violence and stalking. These incidents may interfere with or limit an individual’s ability to benefit from or participate in the University’s educational programs or activities. Students are asked to immediately report incidents to the University Police Department, (316) 978- 3450 or the Title IX Coordinator (316) 978-5177. Students may also report incidents to an instructor, faculty or staff member, who are required by law to notify the Title IX Coordinator. If a student wishes to keep the information confidential, the student may speak with staff members of the Counseling and Testing Center (316) 978-3440 or Student

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Health Services (316)978-3620. For more information about Title IX, go to: http://www.wichita.edu/thisis/home/?u=titleixf Counseling & Testing The WSU Counseling & Testing Center provides professional counseling services to students, faculty and staff; administers tests and offers test preparation workshops; and presents programs on topics promoting personal and professional growth. Services are low cost and confidential. They are located in room 100A of Brennan Hall II and their phone number is (316) 978-3440. The Counseling & Testing Center is open on all days that the University is officially open. If you have a mental health emergency during the times that the Counseling & Testing Center is not open, please call COMCARE Crisis Services at (316) 660-7500.

Shocker Alert System Get the emergency information you need instantly and effortlessly! With the Shocker Alert System, we will contact you by email the moment there is an emergency or weather alert that affects the campus. Sign up at http://webs.wichita.edu/?u=shockeralert

Student Health Services WSU’s Student Health clinic is located in Ahlberg Hall. They are open Monday-Thursday 8 a.m. to 7 p.m. and Friday 8 a.m. to 5 p.m. In addition to outpatient and preventive care (including immunizations, a prescription service, and testing/counseling for sexually transmitted infections), Student Health can handle minor injuries. All services are confidential. For more information see www.wichita.edu/studenthealth. The Heskett Center and Campus Recreation Whether you are wanting to be active on campus, relieve the stress from classes or take care of your body, Wichita State Campus Recreation is the place for you. Campus Recreation, located inside the Heskett Center, contributes to the health, education, and development of Wichita State University students, faculty, staff, alumni, and community members by offering quality programs and services. With many programs and facilities which are free to all students and members, Campus Recreation offers its members limitless opportunities. For more information about our services see www.wichita.edu/heskett. Copyright Notice Course materials prepared by the instructor, together with the content of all lectures presented by the instructor, are the property of the instructor. Video and audio recording of lectures and review sessions without the consent of the instructor is prohibited. Unless explicit permission is obtained from the instructor, recordings of lectures may not be modified and must not be transferred or transmitted to any other person, whether or not that individual is enrolled in the course.

Student Advocate The Student Advocate is available to serve students, faculty, and staff in an accessible and confidential manner. The Student Advocate’s office is located in the Student Government Association suite, RSC 219, and can be contacted by phone at (316) 978-3026 or by email at student.advocate@wichita.edu. For more information, visit

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www.wichita.edu/studentadvocate Concealed Carry Policy The Kansas Legislature has legalized concealed carry on public university campuses. Guns must be out of view, concealed either on the body of the carrier, or backpack, purse or bag that remains under the immediate control of the carrier. Gun owners must familiarize themselves with WSU’s Concealed Carry Policy at http://webs.wichita.edu/?u=wsunews&p=/weapons_policy_documents and the Kansas Board of Regent’s policy at http://www.kansasregents.org/about/policies-by-laws-missions/board_policy_manual_2/chapter_ii_governance_state_universities_2/chapter_ii_full_text#weapons. If you believe that there has been a violation of this policy, please contact the University Police Department at 316 978-3450.

Extra Credit There are no extra credit assignments in the CESP 835 Psychopathology and the DSM course.

Late Assignments Late work is not accepted in the CESP 835 Psychopathology and the DSM course

Missed Assignments and Exams The CESP 835 online course requires active and ongoing participation in class activities and assignments in the course and the completion of these assignments. Not completing the assignments or not being about discussion participation that is not timely, impacts not only on your own performance, but the other course members as well. Important Academic Dates In Semester, Year, classes begin day, month, date and year, and end day, month, date, year. Semester Break is month and dates, and Holiday Break is month and dates. The final exam is due: day, month, date, year. Schedule of Readings and Assignments Modules/Activities Module

Start Module End

Readings and Assignments

Introduction, Normality & Abnormality

Readings due by start of module date: as assigned by instructor Blackboard Assignments: Discussion boards posts and other Blackboard activities completed by end of module date

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Culture & Gender Issues in the DSM Brief overview of z-codes

Readings due by start of module date: DSM 5, p.5-25. Read over 715-732. Blackboard Assignments: Discussions boards posts and other Blackboard activities completed by end of module date

Neurodevelopmental Disorders

Readings due by start of module date: DSM -5, pp. 31-86 Assignments: Discussions boards posts completed by end of module date Case Study Report due by: end of module date

Schizophrenia Spectrum and other Psychotic

Readings due by start of module date: DSM-5, pp. 87-122 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Bipolar & Depressive Disorders

Readings due by start of module date: DSM-5, pp. 123-188 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Anxiety & Obsessive-Compulsive Disorders

Readings due by start of module date: DSM-5, pp. 189-264 Assignments: Discussions boards posts completed by end of

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module date Case Study Report due by end of module date

Trauma & Stressor-related Disorders & z-codes in depth

Readings due by start of module date: DSM-5, pp. 265-290, pp. 715-732 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Dissociative & Somatic Disorders

Readings due by start of module date: DSM-5, pp. 291-328 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date Exam next module

Exam I Exam covers weeks 1-8 and opens beginning of module and closes end of module.

Feeding, Eating & Elimination Disorders

Readings due by start of module date: DSM-5, pp. 329-360 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Sexual Dysfunctions, Gender Dysphoria, & Paraphilic Disorders

Readings due by start of module date: DSM-5, pp. 423-450, pp. 451-460, pp. 685-706 Assignments:

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Discussions boards posts completed by end of module date Case Study Report due by end of module date

Disruptive, Impulse Control & Conduct Disorders

Readings due by start of module date: DSM-5, pp. 461-480 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Substance-Related & Addictive Disorders

Readings due by start of module date: DSM-5, pp. 481-590 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Personality Disorders Readings due by start of module date: DSM-5, pp. 645-684 Assignments: Discussions boards posts completed by end of module date Case Study Report due by end of module date

Exam II Exam II is comprehensive and opens beginning of module and closes at month, date year.

Course Evaluations Course Evaluations – You will receive a message telling you when you can fill out the course evaluation. Do not wait, the link only

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lasts a short time. Final grades will not be assigned unless evaluations are completed so please provide feedback.

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DSM Case Study Grading Rubric Question Accomplished

Points __ Proficient Points__

Acceptable Points___

Unacceptable Points___

Total Points Points___

Primary Diagnosis and applicable specifiers and severity level

Correct primary diagnosis with correct DSM 5 label

Incorrect primary diagnosis but a related diagnosis given

Incorrect primary diagnosis given and/or no diagnosis is given

Discussion: This is the correct primary diagnosis because….

A through discussion of the discussion of the primary diagnosis relevant symptoms, justification primary diagnosis, specifiers and severity level (if applicable) for specifiers and severity level is given

A discussion of the primary diagnosis with relevant symptoms, and justification for specifiers and severity level (if applicable) is given

Discussion of the primary diagnosis, relevant symptoms, specifiers and severity level (if applicable) is provided but the information is incomplete or

The discussion primary diagnosis, symptoms, justification for specifiers and severity level (if applicable) is incorrect, not provided or missing critical information

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Question Accomplished Points __

Proficient Points__

Acceptable Points___

Unacceptable Points___

Total Points Points___

information is missing or contains errors.

Secondary diagnosis (if any) and applicable specifiers and severity level

Correct secondary diagnosis with applicable specifiers and severity level with correct DSM 5 label

Incorrect secondary diagnosis with applicable specifiers and severity level but a related diagnosis given

Incorrect secondary diagnosis given and/or no diagnosis is given

Discussion: This is the correct secondary diagnosis and additional diagnosis because….

A through discussion of the discussion of the secondary and any additional diagnosis

A discussion of the secondary diagnosis and any additional diagnosis with

Discussion of the secondary and any additional diagnosis, relevant symptoms, specifiers

The discussion secondary diagnosis and any additional diagnosis, symptoms, justification

CESP 835, Semester, year

21

21

Question Accomplished Points __

Proficient Points__

Acceptable Points___

Unacceptable Points___

Total Points Points___

relevant symptoms, justification primary diagnosis, specifiers and severity level (if applicable) for specifiers and severity level is given

relevant symptoms, and justification for specifiers and severity level (if applicable) is given

and severity level (if applicable) is provided but the information is incomplete or missing information or contains errors.

for specifiers and severity level (if applicable) is incorrect, not provided or missing critical information

Z-code(s) Correct Z-code(s) and correct DSM 5 labels with well thought out reasoning for Z codes assigned

Incorrect Z code(s) but a related code is given reasoning is given for Z codes assigned

Incorrect Z code(s) and/or Z codes are not given and reasoning is not provided or incorrect

Differential Diagnosis

A complete and through

A discussion

A discussion

A discussion of other

CESP 835, Semester, year

22

22

Question Accomplished Points __

Proficient Points__

Acceptable Points___

Unacceptable Points___

Total Points Points___

discussion is provided of other diagnoses considered and why or why not the client does or does not meet the criteria for these diagnoses

is provided of other diagnoses considered and why or why not the client does or does not meet the criteria for these diagnoses

is provided of other diagnoses considered and why or why not the client does or does not meet the criteria for these diagnoses but the information is incomplete or missing information or contains errors.

diagnoses considered and why or why not the client does or does not meet the criteria for these diagnoses is incorrect, not provided or missing critical information

Totals