UNIVERSITY OF NEVADA - RENO

SCHOOL OF SOCIAL WORK

MSW PROGRAM
FALL 2015
Course Title and Number:

SW 710
Psychopathology in Social Work Practice

Instructor:

Maureen Rubin, MSW, Ph.D.

Contact Information:

Telephone:
E-mail:

Office Hours:

Friday 12:30PM 2:30PM or by appointment

Credits:

Prerequisites:

SW 311 / SW 611

Meeting Day / Time:

Location:

Friday, 9:00 AM to 11:45AM

AB 205

775.682. 7924 (Office)

mrubin@unr.edu

Course Description
This course introduces students to the concepts and language of mental health and mental disorders, and
the influence of social structural factors on each. Structural inequalities in mental health diagnosis and
treatment are covered, particularly among groups that historically have been oppressed and
marginalized. In addition, the history of the classification system of the Diagnostic and Statistical
Manual is reviewed, as well as the tension between the use of a classification system based on the
medical model, and the assumptions and values of the social work profession. Students will learn to
distinguish mental health diagnostic categories and gain skills in the diagnostic process. As students
deepen their understanding of mental health diagnosis, they will also gain an appreciation for the
benefits and limitations of diagnosis as part of the helping process. The primary goals are for students to
gain skills in using the DSM for assessment, treatment planning, and for conversing as a member of a
multidisciplinary teamwhile maintaining a person-centered approach to helping clients.
Linkages with Other Courses
This course builds on knowledge, skills, and values introduced either in the BSW program or in the
foundation year of the MSW program. In particular, this class builds on the knowledge of human
functioning and behavior attained in SW 310/610 and SW 311/611 (Human Behavior in the Social
Environment I and II). Students will apply the multidimensional perspective of human functioning
developed in these courses to better understand mental health diagnoses, as well as the complex
influences of culture, socioeconomic status, developmental levels, biological systems, power, privilege,
1

personality and temperament on mental and behavioral health. The course also builds on CAS 154 or
SW 674 (Substance Abuse Intervention and Treatment).
Relevant Competencies
2.1.1 Identify as a social worker and conduct oneself accordingly
Advanced generalist practitioners identify with the human rights values of the social work profession,
the centrality of relationships, and the interconnections between client issues and larger social problems.
Advanced practitioners in general practice take leadership by ethically and competently working to
improve the wellbeing of clients, families, and communities.
C1 Initiate and facilitate socially responsive and just practices across systems.
C2 Provide social work leadership within practice contexts and as a member of the profession.
C3 Cultivate and apply leadership qualities of self-awareness and other-awareness.
2.1.2 Apply social work ethical principles to guide professional practice
Advanced generalist practitioners readily recognize the range of complex, multi-dimensional ethical
dilemmas that often characterize practice settings. They are adept at utilizing the advanced conceptual
frameworks required to explore, navigate and resolve these complex circumstances.
C4 Able to critique ethical issues within complex environments to formulate innovative
responses and approaches.
C5 Employ strategies of ethical reasoning in practice settings where policies or values conflict
with the delivery of social work services, personal values, or professional ethics.
2.1.3 Apply critical thinking to inform and communicate professional judgments.
Advanced generalist practitioners synthesize multiple sources of information as they seek to understand
what is and clarify whats possible in addressing issues that arise across system levels. In turn, they
effectively communicate this information to diverse client, multidisciplinary team, and stakeholder
groups.
C6 Question, evaluate, synthesize and apply information from multiple sources in framing illdefined, ever-changing, multifaceted practice issues.
C7 Question, evaluate, select and implement appropriate assessment, intervention, and
evaluation strategies in complex, fluid, multidimensional practice situations.
C8 Produce practice-ready presentations and documents (i.e., case presentations, intervention
demonstrations, journal articles, grant applications, legislative briefs).
2.1.4 Engage diversity and difference in practice
Advanced generalist practitioners recognize that human diversity includes and goes beyond
conventional categories of ethnicity or culture and recognizes the intersectionality of human differences.
Cultural humility characterizes their professional interactions across system levels.
C10 Effectively navigate conflicts between diverse identities within and among individuals,
families, groups and organizations.
2.1.7 Apply knowledge of human behavior and the social environment
Advanced generalist practitioners integrate multiple theories about human behavior and the social
environment to complete comprehensive assessments and develop and implement intervention plans
across system levels. Advanced generalists give equal importance to understanding individual
uniqueness and the broader social issues that support or deter well-being.
2

C16 Integrate understanding from a variety of theoretical perspectives in formulating

comprehensive, multidimensional assessments and interventions.
C17 Identify and question underlying theoretical and ontological assumptions about human
behavior guiding agency practices, programs and policies.
2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
and communities.
Advanced generalist practitioners are ethical, competent leaders who are able to practice reflectively and
autonomously in complex environments across system levels with diverse groups. Advanced
practitioners integrate the systems, person-in-environment, and strengths perspectives with an array of
theoretical models and intervention approaches to collaboratively frame and address complex issues,
questions and problems. Thus, advanced practice involves the continuous, dynamic interplay of
engagement, multidimensional assessment, intervention and evaluation processesacross system levels.
2.1.10a Engagement
C23 Attend to the interpersonal dynamics, cultural and contextual factors that support or
threaten client-worker relationships.
C24 Establish a relationally based process that encourages clients to be equal participants in the
establishment of intervention goals and expected outcomes.
2.1.10b Assessment
C25 Adapt, modify and use multidimensional tools in conducting comprehensive, culturally
effective, integrative case assessments.
C26 Identify client system strengths and coping capacities.
C27 Assess client system readiness for change.
C28 Select and modify intervention strategies based on continuous evaluation and assessment.
2.1.10c Intervention
C29 Critically evaluate, select and apply best practices and evidence-informed interventions.
C30 Capable of autonomous practice, in competently applying appropriate intervention
techniques for a range of presenting issues, problems, or questions.
C31 Develop and implement collaborative multidisciplinary interventions.
Course Objectives/Educational Outcomes
Upon completion of this course students will be able to:
710.1
710.2
710.3
710.4
710.5
710.6

Articulate the development of the DSM and other diagnostic tools and distinguish underlying
assumptions of the medical model.
Identify signs and symptoms that are used to differentiate diagnostic groups.
Identify medications that are commonly used to treat each major diagnosis and common side
effects.
Discuss cultural factors that impact the signs and symptoms that can lead to misdiagnosis of
mental illness.
Articulate potential structural and oppressive factors in diagnosing and treating clients.
Integrate understandings from multiple sources of information and research to inform
assessments and problem setting.
3

710.7
710.8
710.9
710.10
710.11
710.12
710.13

Conduct mental status exams as part of a multi-disciplinary diagnostic process.

Critically evaluate the risks of misdiagnosing clients.
Complete a comprehensive full-five axis diagnosis, which includes bio-psychosocial elements,
of a client and connect this assessment with a treatment plan.
Assess and develop treatment plans for clients with dual diagnosis and co-morbid conditions.
Negotiate the social worker role as part of a multidisciplinary team, including physicians,
psychiatrists, nurses, social workers, therapists, etc.
Analyze agency policies that impact the assessment and treatment of individuals who are
diagnosed with behavioral and/or addiction problems.
Apply strategies of ethical reasoning to explore and resolve dilemmas encountered.

Instructional Methods
In addition to in-class lectures and readings, this course will implement a variety of
experiential/collaborative learning techniques. A sampling of these techniques includes: in-class and
online discussions, role-playing, small group activities, and videos.
Course Policies
Class Attendance and Participation: As much of the learning in this class is dependent upon class
member contributions, you will be expected to come prepared and ready to actively participate in
every class meeting. Each class will be a combination of lecture and experiential learning so active
involvement will be a pivotal part of your learning and your final grade. Active participation will
include: involvement in class activities and discussions, timeliness to class, and collegial conduct.
Finally, you are expected to conduct yourself with the professionalism befitting the field of social
work.
Absences from class will be excused only due to extreme personal or family emergencies. If you are
experiencing such an emergency, please contact the instructor by telephone or e-mail prior to or
immediately following the missed class meeting. Missing more than two (2) classes will result in a
drop in grade for the course.
Disabilities: Students who have documented disabilities that may affect their learning or performance
in this class should contact the UNR Disability Services Office (Thompson Student Services Building,
room 101). The instructor will make those accommodations that are requested in writing by the
aforementioned office.
Academic Success Services: Your student fees cover usage of the Math Center (784-4433) or
www.unr.edu/mathcenter/), Tutoring Center (784-6801 or www.unr.edu/tutoring/), and University
Writing Center (784-6030 or www.unr.edu/writing_center). These centers support your classroom
learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help
outside of class is the sign of a responsible and successful student.
Academic Dishonesty: Cheating, plagiarism or otherwise obtaining grades under false pretenses
constitute academic dishonesty according to the code of this university. Academic dishonesty will not
be tolerated and penalties can include canceling a students enrollment without a grade giving an F for
the course of for the assignment. For more details, see the UNR General Catalog.
Audio or Video Recordings: Surreptitious or covert video-taping of class or unauthorized audio
recording of class is prohibited by law and by Board of Regents policy. This class may be videotaped
4

or audio recorded only with the written permission of the instructor. In order to accommodate students
with disabilities, some students may have been given permission to record class lectures and
discussions. Therefore, students should understand that their comments during class may be recorded.
Cell Phone and Electronic Equipment: You are expected to turn your cell phone, and other electronic
devices, off during class. If you use a computer to take notes, discovery that you are using this
computer to engage in activities not specifically associated with this class will impact your grade.
Unauthorized use or misuse of cell phones and other electronic devices will result in consequences
that may include a reduction in participation points, public confrontation by faculty, a request that you
leave the classroom, and/or a failing grade on a test or other assignment.
Course Requirements
Required Texts:
American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM5. (5th ed.). (2013). Washington, D.C.: American Psychiatric Publishing.
Dziegielewski, S. (2014). DSM-5 in action (Third ed.). Hoboken, New Jersey: John Wiley & Sons.
Recommended Text:
Saddock, B., Saddock, V., & Ruiz, P. (2014). Kaplan and sadock's synopsis of psychiatry:
Behavioral sciences/clinical psychiatry (11th ed.). Lippincott Williams & Wilkins.
Assignments:
You are expected to participate in experiential activities during class. These exercises are designed to
enhance your knowledge, skills and self-awareness as related to assessment, diagnosis and treatment of
individuals with behavioral and/or addiction disorders.
1. Culturally Competent instrument critique paper 30% of final grade due October 9th 2015.
(Submit hard copy of paper at the beginning of class)
2. Multidimensional assessment paper - 30 % of final grade, due November 20th 2015 (Submit hard
copy of paper at the beginning of class)
3. Presentation 25% of final grade Final exam date (TBD)
1. Culturally competent instrument critique:

Students will select a type of mental illness listed in the DSM-5, write a brief overview of the illness
and provide rationale for selecting the illness as it pertains to assessment. Review the literature and
select one valid and reliable instrument that a social worker could possibly use for an assessment
with the identified population. The purpose of this assignment is to demonstrate critical thinking
skills as an advanced generalist practitioner. Students are required to use knowledge gained through
readings, classroom discussions, field practicum and/or work- related experience.
For the first part of the assignment, students are expected to review and provide the following
information:
a. Purpose of the instrument
b. Description of the instrument
c. Norms, scoring, reliability and validity score
5

d. A copy of the instruments (Do not spend money to purchase an instrument, provide a list of
the questions in the instrument)
The second part of the paper is to critique the instruments from a culturally competent perspective.
Students will use the NASW Cultural Competence Standards
https://www.socialworkers.org/practice/standards/NASWCulturalStandards.pdf for this purpose.
Students will identify two standards that were not infused in the instrument selected for the critique.
Some of the questions that could be considered to assess the cultural congruence of the instrument
are: Do the instruments take into account diversity issues? Could the instrument be used with any
population or is it specific to a certain population? What are the possible challenges a social worker
might encounter while using the instrument for assessment? Are there any ethical issues that should
be considered?
Once the gaps are identified, identify ways to strengthen the instrument from a culturally competent
perspective and provide substantive recommendations for questions/statements in the instrument.
Paper should be written in APA format (6th edition). Length of paper - about 8 - 10 pages.
2. Multidimensional Assessment Paper:

Students, in groups of three, will collaboratively work on a paper assessing a disorder of choice.
The final product will be the work carried out equally by all members of the group.
Students will first select a specific mental illness as stated in DSM 5. Then, identify a source of
mental health disparity and write a scholarly paper focused on multidimensional assessment. The
comprehensive paper should be 10-12 pages and written in APA format (6th edition). It is
recommended that students start on this assignment early as thorough research of literature in social
work, psychology, psychiatry, genetics and related fields is expected in order to demonstrate a
mastery of current knowledge and approaches concerning social justice and assessment issues
related to the mental health disorder of choice.
A search of the literature should include journal articles as well as pertinent book chapters and
monographs. Emphasis should be given to the most recent (within the past 5 to 7 years) literature
based on research. Of course, seminal pieces that fall outside of this timeframe should still be
included. Papers will be graded on both content and writing style; APA format will also be graded.
I. Introduction/Statement of the Problem and Client Differentials. This should include
identification of the specific mental illness as your area of interest. You will then need to
choose a specific source(s) of mental health disparity within a cultural group(s).
A. Etiology and prevalence of the selected problem area with your specified population.
Provide supporting information on the mental health disorder and possible disparities.
B. Describe the cultural context of your selected population as regards mental health
assessment. For example, how does your selected cultural group define what constitutes a
problem, how the problem is expressed (i.e. symptoms and behaviors), the socio-cultural
interpretation of the symptoms, causes and help seeking patterns and the use of indigenous
social support systems? Who are at risk? What are the protective factors?
II. Mental health disparities related to your selected topic and population.
A. Describe how cultural, social, political, and diversity factors and environmental
conditions impact assessment with your specified population.
6

B. Discuss disparities in relation to the methods of assessment.

C. Consider conditions such as poverty, homelessness, immigration, human rights
violations, trauma, violence, war, terrorism, natural disasters, and/or environmental
conditions that may influence comprehensive assessment of your selected topic.
Finally, provide a synthesis of your understanding of the selected population as it relates to
multidimensional assessment from a culturally competent social work perspective.
3. Multidimensional assessment paper presentation:

All three students who worked on the paper must make a professional presentation on the salient
features of the paper. The presentation will be limited to no more than 10 minutes (presentation and
question/answer time) hence, has to be focused.
Grading:
Final grades will be based on the following
Class attendance and participation
Culturally competent instrument critique
Multidimensional assessment paper
Presentation

15 %
30 %
30 %
25%

Letter grades will be based on the following cumulative percentages

A
A-
B
B-

100 95
94 90
89 85
84 80

C 79 75
C- 74 70
Less that 69% is considered failing

Key= topic numbers relate to numbers on assigned readings

Date

Week

August 29th

One

September 4th

Two

Required Readings:
DSM 5 & Dziegielewski=DZ

Topic
1.) Class requirements
2.) Introduction to psychopathology

1.) DSM: Pgs. 5 - 24

2.) DSM: Pgs. 809 816
3.) DSM: Pgs. 749-759
1.) History and overview of the DSM
4.) DZ: Ch. 1 & 2
& ICD
5.)
2.) Overview of differences between
http://www.healthypeople.gov/2020/a
IV-TR and 5
3.) K&S: Ch. 37
bout/foundation-health3.) Global and cultural understandings
measures/Disparities
of mental illness
4.) Assessment & Application
http://www.psychiatrictimes.com/cult
5.) Health Disparities
ural-psychiatry/cultural-disparitiesmental-health-care-closing-gap
1.) DSM: Pgs. 801 806
2.) DZ: Ch. 3 & 4
3.) K&S: 211-214
Instrument review

September 11th

Three

1.) Suicide assessment

2.) Mental status exams (MSE)
3.) Psychiatric Report Writing
INSTRUMENT REVIEW IN CLASS

September 18th

Four

1.) Neurodevelopmental Disorders

2.) Neurobiology
3.) Psychotropic Medications

1.)DSM: Neurodevelopmental
Disorders
2 & 3.) Reading will be provided

Overview of Substance-Related
Disorders

DSM: Introduction to SubstanceRelated & Addictive Disorders

DZ: Ch. 12

September 25

th

Five

Recommended
Readings
Kaplan &
Sadock= K&S

2.) K&S: Ch. 5

2.) K&S: Ch. 1

3.) K&S: Ch. 29

K&S: Ch. 20

Assign.

October 2nd

Six

Schizophrenia Spectrum and Other

Psychotic Disorders

October 9th

Seven

1.) Mood Disorders

2.) Depressive Disorders

October 16th

Eight

TBD

October 23rd

Nine

1.) Neurocognitive Disorders

2.) Personality Disorders

October 30th

Ten

No Class Nevada Day

th

November 6

November 13

th

Eleven

Twelve

DSM: Schizophrenia Spectrum and

Other Psychotic Disorders
DZ: Ch. 5

K&S: Ch. 7

1.) DSM: Bipolar and Related

Disorders
2.) DSM: Depressive Disorders
1.) DZ: Ch. 6
2.) DZ: Ch. 7

K&S: Ch. 8

1.) DSM: Neurocognitive Disorders

2.) DSM: Personality Disorders
2.) DZ: Ch. 13

1.) K&S: Ch. 21

2.) K&S: Ch. 22

1.) DSM: Anxiety Disorders

2.) DSM: Obsessive Compulsive and
Related Disorders
2.) DZ: Ch. 8

1.) Anxiety Disorders

2.) Obsessive Compulsive and
Related Disorders

1.) DSM: Trauma and StressorRelated Disorders

2.) DSM: Dissociative Disorders
1.) DZ: Ch. 9

1.) Trauma and Stressor-Related

Disorders
2.) Dissociative Disorders

1.) K&S: Ch. 9

2.) K&S: Ch. 10

1.) K&S: Ch. 11

2.) K&S: Ch. 12

DUE: CC
Instrument
critique Paper

th

Thirteen

1.) Somatic Symptoms and Related

Disorder
2.) Feeding and Eating Disorders
3.) Elimination Disorders

November 28th

Fourteen

No Class Thanksgiving Holiday

November 20

th

December 4

Date pending

Fifteen

1.) Sleep-Wake Disorder

2.) Sexual Dysfunction
3.) Gender Dysphoria

1.) DSM: Somatic Symptoms and

Related Disorder
2.) DSM: Feeding and Eating
Disorders
3.) DSM: Elimination Disorders

1.) DSM: Sleep-Wake Disorder

2.) DSM: Sexual Dysfunction
3.) DSM: Gender Dysphoria

Final

DUE:
Multidimensional
1.) K&S: Ch. 13
Assessment
2.) K&S: Ch. 15
Paper

1.) K&S: Ch. 16

2.) K&S: Ch. 17
3.) K&S: Ch. 18
Presentation

10

Reference List for SW 710

Adams, H. E., & Sutker, P. B. (Eds.). (2004). Comprehensive handbook of psychopathology (3rd ed.). New
York, NY: Springer Science and Business Media.
Conners, C. K. (2006). Attention Deficit Hyperactivity Disorder: The Latest Assessment and Treatment
Strategies. Kansas City, MO: Compact Clinicals.
Corcoran, J., & Walsh, J. (2006). Clinical assessment and diagnosis in social work practice. New York, NY:
Oxford University Press.
Dean, M. (2006). Borderline personality disorder: The latest assessment and treatment strategies. Kansas
City, MO: Compact Clinicals.
Diamond, R. J. (2009). Instant pharmacology (3rd ed.). New York, NY: W. W. Norton & Co., Inc.
Dziegielewski, S. F. (2010). DSM-IV-TR in action (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Dziegielewski, S. F. (2010). Social work practice and psychopharmacology: A person-in-environment
approach (2nd ed.). New York, NY: Springer Publishing Company.
Eddy, J. M. (2006). Conduct disorders: The latest assessment and treatment strategies. Kansas City, MO:
Compact Clinicals.
Friedman, M. (2006). Post-traumatic and acute stress disorder: The latest assessment and treatment
strategies. Kansas City, MO: Compact Clinicals.
Gray, S. W. & Zide, M. R. (2008). Psychopathology: A competency-based assessment model for social
workers. Belmont, CA: Thomson Brooks/Cole.
Grossberg, G. T., & Kamat, S. M. (2011). Alzheimers: The latest assessment and treatment strategies.
Kansas City, MO: Compact Clinicals.
Julien, R. M., Advokat, C. D. & Comaty, J. E. (2008). A primer of drug action. Worth Publishers.
Morrison, J. (1995). DSM-IV made easy: The clinicians guide to diagnosis. New York, NY: Guilford Press.
PDM Task Force. (2006). Psychodynamic diagnostic manual (PDM). Silver Springs, MD: Alliance of
Psychoanalytic Organizations.
Preston, J. D., ONeal, J. N., & Talaga, M. C. (2010). Child and adolescent clinical pharmacology made
simple (2nd ed.). Oakland, CA: New Harbinger Publications, Inc.
Sinacola, R. S., & Peters-Strickland, T. (2012). Basic psychopharmacology for counselors and
psychotherapists (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Spitzer, R. L., First, M. B., Williams, J. B., & Gibbon, M. (2006). DSM-IV-TR casebook, volume 2.
Washington, DC: American Psychiatric Publishing, Inc.
Spitzer, R. L., Gibbon, M., Skodol, A. E., Williams, J. B., & First, M. B. (2002). DSM-IV-TR Casebook.
Washington, DC: American Psychiatric Publishing, Inc.
Stahl, S. M. (2011). The prescribers guide, stahls essential psychopharmacology (4th ed.). New York, NY:
Cambridge University Press.
Steketee, G., & Pigott, T. (2006). Obsessive compulsive disorder: The latest assessment and treatment
strategies. Kansas City, MO: Compact Clinicals.
Suppes, T., & Dennehy, E. B. (2005). Bipolar disorder: The latest assessment and treatment strategies.
Kansas City, MO: Compact Clinicals.
11

Tolman, A. (2005). Depression in adults: The latest assessment and treatment strategies. Kansas City, MO:
Compact Clinicals.
Torrey, E. (2006). Surviving schizophrenia: A manual for families, patients and providers. New York, NY:
Harpers Collins Publishers.
Trzepacz, P., and Baker, R. (1993). The psychiatric mental status examination. New York, NY: Oxford
University Press.
Virani, A. S., Bezchlibnyk-Butler, K. Z., & Jeffries, J. J. (Eds.). (2009). Clinical handbook of clinical
psychotropic drugs (18th ed.). Hogrefe & Huber Publishers.
Woo, S. M., & Keatinge, C. (2008). Diagnosis and treatment of mental disorders across the lifespan.
Hoboken, NJ: John Wiley & Sons, Inc.
Zero to Three Task Force. (2005). DC: 0 3R, Revised. Washington, DC: National Center for Infants,
Toddlers and Families.

12