Wake Forest University Department of Counseling

CNS762: Case Formulation and Treatment Planning in Clinical Mental Health Counseling
Summer-1 2024


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Syllabus Contents


Course Faculty

Lead Faculty: Dr. Nate Ivers

Email: iversnn@wfu.edu

Lead Faculty: Dr. David Johnson

Email: johnsoda@wfu.edu

Lead Faculty: Dr. George Stoupas

Email: stoupasg@wfu.edu


Course Description

The purpose of this course is to introduce students to issues related to the field of clinical mental health counseling. An overarching emphasis of this course is students’ development of case conceptualization and treatment planning skills. In their development of culturally sensitive case formulations, students will integrate and apply knowledge associated with counseling skills, theories, lifespan development, and cultures, among others. Students also will be introduced to particularly salient topics, such as grief and loss, in clinical mental health counseling and integrated behavioral health.


Course Objectives

Upon successful completion of this course, students will be able to:

Provide an understanding of advanced topics in clinical mental health counseling, including all of the following:

  1. Identification of theories and models related to clinical mental health counseling. (CACREP 3.E.1)
  2. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders. (CACREP 5.C.1)
  3. Legislation, government policy, and regulatory processes relevant to clinical mental health counseling. (CACREP 5.C.3)
  4. Cultural factors relevant to clinical mental health counseling. (CACREP 3.B.1-7, 11)
  5. Legal and ethical considerations specific to clinical mental health counseling. (CACREP 3.A.10)
  6. Record keeping, third-party reimbursement, and other practice and management issues in clinical mental health counseling. (CACREP 5.C.9)
  7. Techniques and interventions for prevention and treatment of a broad range of mental health issues. (CACREP 5.C.5)
  8. Strategies for interfacing with the legal system regarding court-referred clients. (CACREP 5.C.6)
  9. Strategies for interfacing with integrated behavioral healthcare professionals. (CACREP 5.C.7)
  10. Strategies to advocate for persons with mental, behavioral, and neurodevelopmental conditions. (CACREP 5.C.8)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge.

Print: ISBN: 9780367251925, 0367251922

eText: 9781000074598, 1000074595

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from the course menu:

Additional Materials

Webcam


Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.


Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.


Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.


Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Case Conceptualization Discussions (Discussions 1.1, 2.1, 3.1, 3.2, 4.1, 4.2, 5.1, 6.1, 6.2 and 7.1) are centered on the Cases of Emily, Michael, and Nicole. Students are expected to pick just one of the three cases for use throughout all the associated exercises, applying different formulation approaches and frameworks prompted by each discussion. Students are expected to review and provide feedback to at least 2 classmates to earn full credit for each discussion.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: DCT: Assessment and Intervention (CACREP 3.E.1, 5.C.4, 5.C.5)

For this assignment, students will view a video about clients, and answer a series of questions.

Assignment 1.2: DCT: Self-Assessment Blog (CACREP 3.A.11)

For this assignment, students will use the DCT framework to answer a series of questions.

Assignment 2.1: Interfacing with the Legal System Case Study (CACREP 3.A.10, 3.E.6, 5.C.6)

For this assignment, students will review the Case of Joseph and participate in a case scenario.

Assignment 3.1: Treatment Interventions

Students will selet a counseling theory of their choice and research different interventions associated with it.

Assignment 5.1: Grief and Loss: Applying Your Learning to a Client Example Blog (CACREP 5.C.5)

For this assignment, students will view a video and answer a series of questions.

Assignment 6.1: Reflecting on Spirituality Blog (CACREP 3.B.11)

For this assignment, students will answer a series of reflective questions.

Assignment 7.1: Special Topics Paper (CACREP 3.E.1, 5.C.1, 3.B.1-7, 3.B.11, 5.C.9, 5.C.5, 5.C.8)

For this assignment, students will write a paper covering a clinical issue of interest (for example, specific type of trauma, mood disorder, anxiety disorder, eating disorder). Review background information on the topic and prepare a paper on the clinical issue that includes a case study, case formulation, opportunities for advocacy, multicultural considerations, and legal/ethical implications.


Student Learning Outcomes/Key Performance Indicators

There is one signature assignment for this course, the Special Topics Paper Assignment, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Special Topics Paper assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Special Topics Paper is X.a.: Students demonstrate knowledge and skills needed to assess, diagnose (when appropriate), form case conceptualizations, and develop treatment plans for diverse client populations.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.


Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.


Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Discussions 330 52%
Assignments 300 48%
Total 630 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.


Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:


Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:


Technical Requirements

Identify the minimum device configuration requirements for this institution.


Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.


Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.


AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.


Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!


Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu


Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.


Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Developmental Counseling and Therapy, and an Introduction to Case Conceptualization (May 6 – May 12)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Developmental Counseling and Therapy (DCT): Understanding of Self and Clients

Course Objectives: 1, 2, & 7

CACREP Standards: 3.E.1, 5.C.1, 5.C.5

Ivey, A., Ivey. M., Myers, J. Sweeney. T. (2005). Developmental counseling and therapy: Promoting wellness across the lifespan. Boston, MA: Houghton Mifflin Company Chapter 4

Minton, C. A. B., & Myers, J. E. (2008). Cognitive style and theoretical orientation: Factors affecting intervention style interest and use. Journal of Mental Health Counseling, 30(4), 330–344
None Assignment 1.1: DCT: Assessment and Intervention (Due Day 7)

Assignment 1.2: DCT: Self-Assessment Blog (Due Day 7)
None
Lesson 2: Introduction to Case Conceptualization: Diagnostic Formulations

Course Objectives: 2 & 6

CACREP Standards: 5.C.1, 5.C.9
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapters 1–2
Discussion 1.1: Writing a Diagnostic Formulation (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None

Week 2: Clinical Formulations and Interfacing with the Legal System (May 13 – May 19)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Case Conceptualization: Clinical Formulations

Course Objectives: 1 & 6

CACREP Standards: 3.E.1, 5.C.9
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 3
Discussion 2.1: Exploring Predispositions of Your Preferred Theory (Initial Post Due by Day 4, Reply Posts Due by Day 7)

Discussion 2.2: Writing a Clinical Formulation (Initial Post Due by Day 4, Reply Posts Due by Day 7)
None None
Lesson 2: Interfacing with the Legal System

Course Objectives: 3, 5, & 8

CACREP Standards: 5.C.3, 3.A.10, 5.C.6
Kim, K., Becker-Cohen, M., & Serakos, M. (2015, March). The processing and treatment of mentally ill persons in the criminal justice system. (PDF). Urban Institute. None Assignment 2.1: Interfacing with the Legal System Case Study (Due Day 7) None

Week 3: Cultural and Treatment Formulations (May 20 – May 26)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Case Conceptualization: Cultural Formulations

Course Objectives: 1, 4, & 6

CACREP Standards: 3.E.1, 3.B.1-7, 3.B.11, 5.C.9
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 3
Discussion 3.1: Writing a Cultural Formulation (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None
Lesson 2: Case Conceptualization: Treatment Formulations

Course Objectives: 1, 4, 6 & 7

CACREP Standards: 3.E.1, 3.B.1-7, 3.B.11, 5.C.9, 5.C.5

Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 4


Discussion 3.2: Writing a Treatment Formulation (Initial Post Due by Day 4, Reply Posts Due by Day 7)
Assignment 3.1: Treatment Interventions (Due Day 7) None

Week 4: Biopsychosocial and Cognitive-Behavioral Case Conceptualization (May 27 – June 2)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Biopsychosocial Case Formulations

Course Objectives: 1, 6 & 7

CACREP Standards: 3.E.1, 5.C.9, 5.C.5
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 6
Discussion 4.1: Biopsychosocial Case Conceptualization Exercise (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None
Lesson 2: Cognitive-Behavioral Case Conceptualizations

Course Objectives: 1, 6 & 7

CACREP Standards: 3.E.1, 5.C.9, 5.C.5
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 7
Discussion 4.2: Cognitive-Behavioral Case Conceptualization Exercise (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None

Week 5: Grief and Loss and Brief Dynamic Case Conceptualizations (June 3 – June 9)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Grief and Loss Counseling

Course Objectives: 1, 4 & 7

CACREP Standards: 3.E.1, 3.B.3, 3.B.11, 5.C.5
Worden, W. (2009). Grief counseling and grief therapy: A handbook for the mental health practitioner (PDF). New York, NY: Springer Publishing Co.
  • Chapter 4, pp. 83–109
James, R. K., & Gilliland, B. E. (2013). Crisis intervention strategies (7th ed.). Belmont, CA: Brooks/Cole.
  • “The Adaptive Model,” pp. 414–423
  • “Bereavement in Childhood through Intervention and Treatment,” pp. 425–429
  • “Complicated/Prolonged Grief, Bereavement, and Mourning Reaction through Attachment Theory and Therapy,” pp. 433–439
  • “Bereavement in Childhood,” pp. 447–449
Shallcross, L. (2012). A loss like no other.
None Assignment 5.1: Grief and Loss: Applying Your Learning to a Client Example Blog (Due Day 7) None
Lesson 2: Time-Limited Dynamic Case Conceptualizations

Course Objectives: 1, 6 & 7

CACREP Standards: 3.E.1, 5.C.9, 5.C.5
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 8
Discussion 5.1: Time-Limited Dynamic Case Conceptualization Exercise (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None

Week 6: Spirituality and Solution-Focused Case Conceptualization (June 10 – June 16)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Spirituality in Counseling

Course Objectives: 1 & 4

CACREP Standards: 3.E.1, 3.B.11
Cashwell, C. S., & Watts, R. E. (2010). The new ASERVIC competencies for addressing spiritual and religious issues in counseling. Counseling and Values, 55, 2–5.

Cashwell, C. (2011). Integrating spirituality and religion into counseling: A guide to competent practice (2nd ed.). Alexandria, VA: American Counseling Association.
  • Chapter 1, “Integrating Spirituality and Religion into Counseling: An Introduction”
Zinnbauer, B. J., & Pargament, K. I. (2000). Working with the sacred: Four approaches to religious and spiritual issues in counseling. Journal of Counseling & Development, 78(2), 162–171. doi:10.1002/j.1556-6676.2000.tb02574.x
Discussion 6.1: Analysis of “Spirituality in Counseling” Demonstration (Initial Post Due by Day 4, Reply Posts Due by Day 7) Assignment 6.1: Reflecting on Spirituality Blog (Due Day 7) None
Lesson 2: Acceptance and Commitment Therapy

Course Objectives: 1, 6 & 7

CACREP Standards: 3.E.1, 5.C.9, 5.C.5
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
  • Chapter 10
Discussion 6.2: Acceptance and Commitment Therapy Case Conceptualization Exercise (Initial Post Due by Day 4, Reply Posts Due by Day 7) None None

Week 7: Clinical Application and Integrated Care (June 17 – June 23)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Interfacing with Behavioral Healthcare Professionals and Integrating Knowledge

Course Objectives: 1, 2, 3, 4, 5, 6, 7, 9, 10

CACREP Standards: 3.E.1, 5.C.1, 5.C.3, 3.B.1-7, 3.B.11, 3.A.10, 5.C.9, 5.C.5, 5.C.7, 5.C.8
Ader, J., Stille, C. J., Keller, D., Miller, B. F., Barr, M. S., & Perrin, J. M. (2015). The medical home and integrated behavioral health: Advancing the policy agenda. Pediatrics, 135(5), 910–917.

Sperry, L. (2013). Integrated behavioral health: Implications for individual and family counseling practice. The Family Journal: Counseling and Therapy for Couples and Families, 21(3), 347–350.
Discussion 7.1 Integrated Behavioral Health (Initial Post Due by Day 4, Reply Posts Due by Day 7) Assignment 7.1: Special Topics Paper (Due Day 7) None

For a list of image credits for this course, visit the CNS762 Credits Page.