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Graduate Studies in Counseling

Graduate Program in Counseling COUN 6703-01

Effective Counseling and Treatment Planning Instructor: Scott Ericson, Ed.D. Email: srericson@lipscomb.edu

Phone: Fax: Department Office Hours: Available by appointment

Class Location: Blackboard: https://lipscomb.blackboard.com

Credit Hours: 3.0 Course Description:

This course provides advanced study of the process of counseling, with emphasis on treatment planning strategies, rapport building, and developing counseling skills.

Course Objectives:

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Case Conceptualization

& Diagnosis CMHC.C.2*

Knows the etiology, the diagnostic process

and nomenclature, treatment, referral, and

prevention of mental and emotional disorders

Sample case

conceptualizations

Treatment Plans (4)

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Theories, Models,

Counseling

Interventions CORE 11.G.5.D. CMHC.A.5. CMHC.E.3.

Counseling theories that provide the student

with models to conceptualize client presentation

and that help the student select appropriate

counseling interventions

Understands a variety of models and theories

related to clinical mental health counseling, including the methods, models, and principles

of supervision

Understands current literature that outlines

theories, approaches, strategies, and techniques

shown to be effective when working with specific populations of clients with mental and

emotional disorders

Q and A

Assigned readings;

PowerPoint;

Five in-class case study analyses

(small group

format);

Counseling Scripts

Treatment

Plans (4)

Midterm

Examination Final Project

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Case

Conceptualization

and Diagnosis

(cont.) CMHC.C.7** CMHC.G.1*** CMHC.K.1

CMHC.K.2. CMHC.L.1. CMHC.L.2

Knows the principles, models, and

documentation formats of biopsychosocial

case conceptualization and treatment

planning

Knows the principles and models of

assessment, case conceptualization, theories of human development, and concepts of

normalcy and psychopathology leading to

diagnoses and appropriate counseling

treatment plans

Knows the principles of the diagnostic process, including differential diagnosis, and

use of current diagnostic tools, such as

current edition of DSM

Understands established diagnostic criteria

for mental and emotional disorders, and

describes treatment modalities and placement criteria within the continuum of

care

Demonstrates appropriate use of diagnostic

tools, including the current edition of DSM,

to describe the symptoms and clinical presentation of clients with mental and

emotional impairments

Is able to conceptualize an accurate multi-

axial diagnosis of disorders presented by a

client, and discuss differential diagnosis with

collaborating professionals

PowerPoint

Five in-class case

studies (small group format)

Read and discuss

articles

Midterm

Examination

Position Paper Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Treatment

Planning CMHC.C.2* CMHC.C.7** CMHC.G.1***

CMHC.H.1

Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and

prevention of mental and emotional disorders

Knows the principles, models, and

documentation formats of biopsychosocial

case conceptualization and treatment planning

Knows the principles and models of

assessment, case conceptualization, theories

of human development, and concepts of

normalcy and psychopathology leading to

diagnoses and appropriate counseling treatment plans

Selects appropriate comprehensive

assessment interventions to assist in

diagnosis and treatment planning, with an

awareness of cultural bias in the implementation and interpretation of

assessment protocols

Q and A Assigned readings

PowerPoint

Five in-class case

studies (small

group format) Read and discuss

articles

Treatment Plans (4) Midterm

Examination

Position Paper

Final Project

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GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Addiction CORE 11.G.3.G

CMHC. C.4 CMHC. G.4 CMHC. K.3 CMHC.H.4****

Theories and etiology of addictions and

addictive behaviors, including strategies for prevention, intervention and treatment

Knows the disease concept and etiology of

addiction and co-occurring disorders

Identifies standard screening and

assessment instruments for substance use

disorders and process addictions Knows the impact of co-occurring substance

use disorders on medical and psychological

disorders

Applies the assessment of client’s stage of

dependence, change, or recovery to determine appropriate treatment modality

and placement criteria within the continuum

of care

Read and discuss

articles PowerPoint

Guest speaker

Treatment Plans

(4) Midterm

Examination

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES ASSESSMENT

Family/Systems

Perspectives CORE 11.G.5.E CMHC.C.8

A systems perspective that provides an

understanding of family and other systems

theories and major models of family and

related interventions Recognizes the importance of family, social

networks, and community systems in the

treatment of mental and emotional disorders

Q and A

Read and discuss

articles

PowerPoint

Five in class case studies (small group

format)

Treatment Plans

(4)

Long Reflection

Paper

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES ASSESSMENT

Crisis and

Suicide CORE.11.G.5.G

CMHC.D.6

Crisis intervention and suicide prevention

models, including the use of psychological

first aid strategies Demonstrates the ability to use procedures

for assessing and managing suicide risk

Read and discuss

articles

PowerPoint Five in-class case

studies (small group

format)

Treatment Plans

(4)

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES ASSESSMENT

Medications CMHC.G.3

Understand basic classifications, indications,

and contraindications of commonly

prescribed psychopharmacological

medications so that appropriate referrals can be made for medication evaluations so that

side effects of meds can be identified

Discuss readings

PowerPoint

Guest speaker

Read and discuss

articles

Treatment Plans

(4)

Midterm

Examination

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Placement/Conti

nuum of Care CMHC.C.5

Understands the range of mental health

Q and A

Treatment Plans

4

Placement/Conti

nuum of Care

(cont.) CMHC.H.4****

service delivery – such as inpatient,

outpatient, partial treatment and aftercare –

and the clinical mental health counseling

services network

Applies the assessment of a client’s stage of

dependence, change, or recovery to

determine appropriate treatment modality and placement criteria within the continuum

of care

PowerPoint

Five in-class case

studies (small group format)

Read and discuss

articles

(4)

Midterm

Examination

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Wellness and Prevention CORE 11.G.5.A

An orientation to wellness and prevention as

desired counseling goals

Five in-class case

studies (small group

format)

Wellness exercise Counseling Scripts

Treatment Plans (4)

Midterm

Examination

Position Paper

Final Project

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Consultation CORE 11.G.5.G

A general framework for understanding and practicing consultation

PowerPoint In-class

consultation

exercise

Guest Speaker

Read and discuss

articles

Treatment Plans (4)

Long Reflection

Paper

GOALS OBJECTIVES LEARNING

ACTIVITIES

ASSESSMENT

Cultural Aspects CMHC.D.2 CMHC.E.1

Applies multicultural competencies to clinical mental health counseling involving

case conceptualization, diagnosis, treatment,

referral, and prevention of mental and

emotional disorders

Understands how living in a multicultural

society affects clients who are seeking clinical mental health counseling services

Five in-class case studies (small group

format)

Read and discuss

articles

Pre-Suppositions Exercise

Treatment Plans

(4)

Final Project

Required Texts Reichenberg, L. & Seligman, L. (2016). Selecting Effective Treatments:

A Comprehensive Guide to Treating Mental Disorders (5th ed.). Hoboken, NJ: John Wiley & Sons, Inc. (ISBN: 978-1-118-79135-6)

Perry, W. (2016). Basic Counseling Techniques (3rd ed.). Bloomington, IN: AuthorHouse Publishing. (ISBN: 978-1-4634-6431-8)

American Psychiatric Association (2013). Diagnostic and Statistical

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Manual of Mental Disorders (5th ed). Arlington: VA: American Psychiatric Association.

Other Useful Resources for Treatment Planning and Conducting Psychotherapy Barlow, D. H. (Ed.). (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step

Treatment Manual (5th ed.). New York: Guilford Press. Gehart, D. (2103). Theory and Treatment Planning in Counseling and Psychotherapy.

Belmont, CA: Brooks/Cole. Supplemental Reading

Additional readings, including journal articles, book chapters, and first-person accounts of counseling and mental illness are noted in the Course Schedule and will be posted on Bb.

Students will be expected to read and have a couple of talking points per article to contribute to class discussion. “Mental Status Exam,” book chapter from: Synopsis of Psychiatry, (8th ed), Kaplan and

Sadock (Eds.). “Introduction” and “Integrated Models,” book chapters from Handbook of Clinical

Psychopharmacology, (6th ed), Preston, J. D. et al. “Can You Call a 9-Year Old a Psychopath?” from The New York Times, May 11, 2012, Jennifer Kahn.

“Through a Glass Darkly: From Grief to Gratitude,” Interview with Dr. Miriam Greenspan, from The Sun, January, 2008.

“Successful and Schizophrenic,” from The New York Times, February 24, 2013, Elyn Saks. “Diagnosis: Human,” from The New York Times, April 2, 2013, Ted Gup.

“Sunday Dialogue: Defining Mental Illness,” from The New York Times, March 23, 2013, Dr. Ronald Pies and other contributors. “How Therapy Can Help in the Golden Years” from The New York Times, April 22, 2013,

Abby Ellin. “When My Crazy Father Actually Lost His Mind” from The New York Times, June 22, 2012,

by Janeen Interlandi.

Class Expectations: Students are expected to:

1. Attend and be on time for all class sessions. If you are to miss a class, the

professor must be notified by email or phone as soon as possible. The student’s grade may be affected after two absences.

2. Complete all reading assignments and be prepared to interact with the professor and

other students on the assigned topic. 3. Complete all assignments by 5:00 pm on the due date.

a. The professor is very willing to negotiate delayed due dates for assignments when personal circumstances arise. It is the student’s responsibility to contact the professor to arrange alternative due dates.

b. If an alternative due date has not been arranged with the professor prior to the date/time an assignment is due, 1.5 points/day may be deducted

from the grade. 4. Have the supplemental readings and case studies accessible during class, either

electronically or hard copy.

5. Bring DSM-5 Manual to each class. 6. Utilize scientific and clinical language in writing assignments. Papers utilizing

colloquial language will be returned for resubmission using appropriate language.

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7. Complete online course evaluation at end of semester.

Academic Integrity Policy:

Students are expected to adhere to Lipscomb’s Academic Integrity Policy. All answers on the midterm exam should come from your memory, not from the textbook or any other source. Sharing exam questions with other students, or taking the exam with another

student’s help is a serious integrity violation. All integrity violations are reported to the appropriate members of the administration. For clarification, refer to the University’s Code of Conduct and Academic Honor Code.

Class Schedule Disruption Policy

Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-related or otherwise) occur that requires disruption of

the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or “late starts,” students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding “Lipscomb University,” not “David Lipscomb Campus Schools.”

Student’s Responsibility for Notification of Extended Absence

In the case of individual absences, students should contact their professors directly. However, students who find themselves in circumstances which would cause them to miss classes for an extended period of time (e.g., missing a week or more of classes due to illness) should contact Steve Prewitt, Associate Provost for Student Academic Support, (steve.prewitt@lipscomb.edu; 615-966-5804). The Associate Provost for Student Academic Support will communicate the student’s situation to the appropriate faculty members. Students are expected to provide timely notification to the Associate Provost for Student Academic Support regarding any extended absence and may be required to provide supporting documentation for their absences.

Student Disability: If you are a student with a documented disability who will require accommodations in this course, please register with Kaitlin Shetler, ACCESS Ability Program director (615.966.6301), for assistance in developing a plan to address your academic needs. The ACCESS office is located in the Academic Success Center, basement of the Beaman Library. Technical Support: Contact the Information Technology Help Desk if you experience any technological issues. The IT Help Desk is located on the 2nd floor of Beaman Library. Online Library Resources: Students can access the online library resources at http://library.lipscomb.edu/Search-S1 Academic Success Center: The Academic Success Center (ASC) provides students with one place to go for academic questions and services. The ASC is a great starting point for students with any academic-related questions. The ASC is located in Beaman 141.

Evaluation/Grading

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There are a total of 175 points possible in the course. Your final grade will be based on the number of points accumulated.

A = 90% of points or better (157.5 points or more)

B = 80-89.9% of points or better (140 – 157 points) C = 70-79.9% of points or better (122.5 – 139.5 points) F = less than 70% of points (122 points or less)

Assignments Presuppositions Exercise (20 points) Identify and discuss your own presuppositions: What are the primary presuppositions that function as you approach the counseling encounter. In other words, what do you take for granted? What are the fundamental assumptions/perspectives that you accept as given and true and unnecessary to prove? What beliefs and biases do you bring to the counseling

encounter? Use hand-out of questions to complete this assignment. (4-5 pages) Due Monday, August 28 @ 5:00 pm

Treatment Plans Number 1, 2, 3, and 4 Conduct four treatment plans using case studies provided by the professor. Each treatment plan is to be submitted using the “DO A CLIENT MAP” treatment planning format. To receive full credit, it is very important that you provide rationales for each item of your treatment plan.

Tx Plan #1 Due Monday, September 11 @ 5:00 pm (10 points) Tx Plan #2 Due Monday, September 18 @ 5:00 pm (15 points)

Tx Plan #3 Due Monday, September 25 @ 5:00 pm (20 points) Tx Plan #4 Due Monday, October 30 @ 5:00 pm (25 points)

Midterm Examination (30 points)

Bring Blue Books or paper for recording your answers. Monday, October 9 @ 5:00 pm

Therapist Self-Awareness Position Paper (20 points) Pick from the various questions from the handout to complete this assignment regarding therapist self-awareness. (4 pages)

Due Monday, October 23 @ 5:00 pm

Long Reflection Paper (20 points) Develop a personal essay that addresses thoughts and feelings that come up for you re: “Can You Call a 9-Year-Old a Psychopath?” OR “When My Crazy Father Actually Lost His Mind.” You might want to address new information that you learned from reading the article, or discuss feelings that come up for you as you read and think about the family story of mental illness. Perhaps you might look at the case from a systems perspective, or develop a plan for the family were you asked to provide consultation for the case. You are encouraged to think creatively about this assignment. (3-4 pages)

Due Monday, November 13 @ 5:00 pm

Final Project (15 points)

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Develop a hypothetical case study of a client exhibiting clinical symptomatology of a diagnosis/disorder that you would like to treat or specialize in, and then conduct a treatment plan using the “DO A CLIENT MAP” format, OR, integrating your personal story/issues, develop a case study using yourself as the client, and then conduct a treatment plan using the “DO A CLIENT MAP” format. If you choose to use yourself as the case study, the information you provide will be held strictly confidential.

Due Monday, November 27 @ 5:00 pm

Helpful Websites: Substance Abuse and Mental Health Services Administration This is the federal agency that provides clinical and research information on substance

abuse and mental illness. There are many publications that can be downloaded (or ordered) for free. Many of these are also available in Spanish.

www.samhsa.gov Mental Health America

This is a national non-profit dedicated to helping live mentally healthy lives. They have a 24-hour confidential Crisis Line and a free email. They also have downloadable client and family education pamphlets.

www.nmha.org

Alcoholics Anonymous This is the client-based self-help group that has been in operation for over 75 years for persons struggling with alcoholism or other chemical addictions.

www.aa.org

“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving, and tolerant of the weak and the

strong. Because some time in your life you will have been all of these.” George Washington Carver

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Course Schedule:

DATE GOALS TOPICS READINGS ACTIVITIES ASSIGNMENTS DUE

Week 1 August 21

Orientation to course Syllabus Course Schedule

Pedagogy

Review syllabus PowerPoint

Pre-suppositions Assignment discussion

Week 2 August 28

Knowledge/skill in case conceptualization Understanding defenses The conundrum of diagnosis Initiating counseling

Mental Status Exam and Defenses: A Review Process of Treatment Planning Ins & Outs of Diagnosis The First Session: Do’s and Don’ts

Seligman, Ch 1 Perry, Intro and Ch 1 Mental Status Exam “Diagnosis: Human” article

Discuss readings PowerPoint Review “DO A CLIENT MAP” format Practice MSE on classmates

Pre-Suppositions Assignment due at 5:00 pm

Week 3 September 4

No Class Labor Day Holiday

Week 4 September 11

Knowledge/skill in planning treatment for mood disorders

Importance of stage of change Developing counseling skills

Mood Disorders Transtheoretical Model of Change

Cognitive Therapy Skills Process Skills

Seligman, Ch. 4, 5 Perry, Ch. 3, 7

Case Study # 1

Q and A Discuss readings PowerPoint

Case Study # 1 in small groups

Treatment Plan #1

due at 5:00 pm

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DATE GOALS TOPICS READINGS ACTIVITIES ASSIGNMENTS DUE

Week 5 September

18

Knowledge/skill in planning treatment

for anxiety disorders Knowledge/skill in counseling the angry client Skill in critiquing models and techniques

Anxiety disorders Anger

Administrative Skills in Counseling Practice Wellness and Prevention

Seligman, Ch. 6,7,8.5

(PTSD,ASD) Perry, Ch. 4, 15 Script #1

Q and A Discuss readings

PowerPoint Wellness exercise Read and critique Script # 1

Treatment Plan

#2 due at 5:00 pm

Week 6 September 25

Knowledge/skill in planning treatment for disorders of impulse control Developing clinical thinking skills

Disorders of Impulse and Behavior Control Clinical Thinking Skills

Seligman, Ch. 11,13,14,15,16, 17,20 Perry, Ch. 5,14 Case Study # 2

Discuss readings PowerPoint Case Study # 2 in small groups

Treatment Plan # 3 due at 5:00 pm

Week 7 October 2

Knowledge/skill in planning treatment for situationally precipitated disorders Knowledge/skill in strengths based

counseling

Situationally Precipitated Disorders Strengths Based Counseling Midterm Review

Seligman, Ch. 8.5 (AD) “Schizophrenic and Successful” article

Q and A Discuss readings PowerPoint Midterm Review

Week 8 October 9

Midterm Exam

Week 9 October

Fall Break

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Week 10 October 23

Knowledge/skill in planning treatment for children and teens Referral and managing meds Knowledge/skill in

solution focused and problem solving skills

Counseling children and teens Referring for meds Collaboration with prescribers Solution focused

and problem solving skills

Seligman, Ch 2, 8.5(RAD/DSED), 12 Perry, Ch. 6 “Introduction” & “Integrated

Models” articles Case Study # 3

Discuss readings PowerPoint Guest Speaker Discuss Case Study # 3 in small groups

Therapist Position Paper due at 5:00 pm

Week 11 October 30

Knowledge/skill in planning treatment for personality disorders Skill in critiquing models and techniques Understanding labels and diagnoses Understanding countertransference

Personality Disorders DSM-V and Diagnosis Client’s Perspective on Labels and Diagnoses Countertransference

Seligman, Ch. 19 “Defining Mental Illness” article Script #2

Q and A Discuss readings PowerPoint Read and critique Script # 2 Countertransference exercise

Treatment Plan #4 due at 5:00 pm

Week 12 November 6

Knowledge/skill in planning treatment for disorders with physical and psychological factors

Knowledge/skill re: Insight-Oriented Therapies Addressing cultural factors

Disorders with Physical and Psychological Factors Insight-Oriented

Therapies Cultural Considerations

Seligman, Ch. 10,18 Perry, Ch. 8 Case Study # 4 “How Therapy

Can Help in Golden Years” article

Q and A Discuss readings PowerPoint Case Study # 4 in small groups

Week 13 November 13

Knowledge/skill in planning treatment for psychotic

Psychotic Disorders Behavior Therapy Skills

Seligman, Ch. 3, 9 Seligman, p.

Discuss reading PowerPoint Case Study # 5 in

Long Reflection Paper due at 5:00 pm

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disorders Knowledge/skill in behavior therapy skills Skill in screening for dangerousness to self/others

Screening for Dangerousness to Self and others

551-561 Perry, Ch. 9 Case Study # 5

small groups

Week 14 November 20

No Class Thanksgiving Break

Week 15 November 27

Knowledge/skill in managing impasses and dilemmas in counseling Understanding faith and spirituality in counseling Consultation

Therapeutic Impasses Treatment Dilemmas Faith and Spirituality in Counseling Consultation

“Through a Glass Darkly” article “20 Counseling Maxims” article Script #3

Discuss reading PowerPoint Consultation exercise Read and critique Script # 3

Final Project due at 5:00 pm

Week 16 December 4

Integration of course material

Final Reflections Course Wrap-up

Q and A Final Project Discussion