Wake Forest University Department of Counseling
CNS762: Case Formulation and Treatment Planning in Clinical Mental Health Counseling
Summer-1 2023
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Late Work
- Grading Policies
- Grading Scale
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- Diversity, Equity, and Inclusion
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Nate Ivers
Email: iversnn@wfu.edu
Lead Faculty: Dr. David Johnson
Email: johnsoda@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:
- Identification of theories and models related to clinical mental health counseling (CACREP 3.E.1.)
- Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders (CACREP 5.C.1.)
- Legislation, government policy, and regulatory processes relevant to clinical mental health counseling (CACREP 5.C.3.)
- Cultural factors relevant to clinical mental health counseling (CACREP 3.B.1-7, 11)
- Legal and ethical considerations specific to clinical mental health counseling (CACREP 3.A.10.)
- Record keeping, third-party reimbursement, and other practice and management issues in clinical mental health counseling (CACREP 5.C.9.)
- Techniques and interventions for prevention and treatment of a broad range of mental health issues (CACREP 5.C.5.)
- Strategies for interfacing with the legal system regarding court-referred clients (CACREP 5.C.6.)
- Strategies for interfacing with integrated behavioral healthcare professionals (CACREP 5.C.7.)
- 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:
- 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.
- Association of Family and Conciliation Courts. (2010). Guidelines for court-involved therapy.
- Cashwell, C. (2011). Integrating spirituality and religion into counseling. Integrating spirituality and religion into counseling: A guide to competent practice (2nd ed.). American Counseling Association.
- 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.
- Ivey, A., Ivey. M., Myers, J., & Sweeney. T. (2005). Developmental counseling and therapy: Promoting wellness across the lifespan. Boston, MA: Houghton Mifflin Company.
- James, R. K., & Gilliland, B. E. (2013). Crisis intervention strategies (7th ed.). Brooks/Cole. The adaptive model (pp. 414–423). Bereavement in childhood through intervention and treatment (pp. 433–439). Complicated/prolonged grief, bereavement, and mourning reaction through attachment theory and therapy (pp. 447–449). Bereavement in childhood (pp. 447–449).
- Kim, K., Becker-Cohen, M., & Serakos, M. (2015, March). The processing and treatment of mentally ill persons in the criminal justice system. Urban Institute.
- 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.
- Shallcross, L. (2012). A loss like no other. Retrieved from Counseling Today
- 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.
- Worden, W. (2009). Grief counseling: Facilitating uncomplicated grief (pp. 414–423). Grief counseling and grief therapy: A handbook for the mental health practitioner. Springer Publishing Company.
- 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
Additional Materials
Webcam
Live Sessions
Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
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, 3.3, 4.1, 4.2, 5.1, and 6.2) 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
For this assignment, students will view a video about clients, and answer a series of questions.
Assignment 1.2: DCT: Self-Assessment Blog
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
For this assignment, students will review the Case of Joseph and participate in a case scenario.
Assignment 5.1: Grief and Loss: Applying Your Learning to a Client Example Blog
For this assignment, students will view a video and answer a series of questions.
Assignment 6.1: Reflecting on Spirituality Blog
For this assignment, students will answer a series of reflective questions.
Assignment 7.1: Special Topics Paper (CACREP Standards: 3.E.1., 5.C.1., 3.B.1-7, 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.
| Assignment | Points Possible | Percentage |
|---|---|---|
| Discussions | 360 | 57% |
| Assignments | 270 | 43% |
| 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.
| 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:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student answers during an exam.
- Use of notes or books during exam when prohibited.
- Collaboration on homework or take-home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Assisting someone in doing any of the above.
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:
- Recording of Synchronous Class Sessions. All or some in-person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
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:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
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:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
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.
Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.
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:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
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:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
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 1–May 7)
| 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
|
Discussion 1.1: Writing a Diagnostic Formulation (Initial Post Due by Day 4, Response Posts Due by Day 7) | None | None |
Week 2: Clinical Formulations and Interfacing with the Legal System (May 8–May 14)
| 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
|
Discussion 2.1: Exploring Predispositions of Your Preferred Theory (Initial Post Due by Day 4, Response Posts Due by Day 7) Discussion 2.2: Writing a Clinical Formulation (Initial Post Due by Day 4, Response 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 15–May 21)
| 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, 11., 5.C.9. |
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
|
Discussion 3.1: Writing a Cultural Formulation (Initial Post Due by Day 4, Response 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, 11., 5.C.9., 5.C.5. |
Sperry, L., & Sperry, J. (2020). Case conceptualization: Mastering this competency with ease and confidence (2nd ed.). Routledge
|
Discussion 3.2: Treatment Interventions (Initial Post Due by Day 4, Response Posts Due by Day 7) Discussion 3.3: Writing a Treatment Formulation (Initial Post Due by Day 4, Response Posts Due by Day 7) |
None | None |
Week 4: Biopsychosocial and Cognitive-Behavioral Case Conceptualization (May 22–May 28)
| 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
|
Discussion 4.1: Biopsychosocial Case Conceptualization Exercise (Initial Post Due by Day 4, Response 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
|
Discussion 4.2: Cognitive-Behavioral Case Conceptualization Exercise (Initial Post Due by Day 4, Response Posts Due by Day 7) | None | None |
Week 5: Grief and Loss and Brief Dynamic Case Conceptualizations (May 29–June 4)
| 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.
|
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
|
Discussion 5.1: Time-Limited Dynamic Case Conceptualization Exercise (Initial Post Due by Day 4, Response Posts Due by Day 7) | None | None |
Week 6: Spirituality and Solution-Focused Case Conceptualization (June 5–June 11)
| 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.
|
Discussion 6.1: Analysis of “Spirituality in Counseling” Demonstration (Initial Post Due by Day 4, Response 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
|
Discussion 6.2: Acceptance and Commitment Therapy Case Conceptualization Exercise (Initial Post Due by Day 4, Response Posts Due by Day 7) | None | None |
Week 7: Clinical Application and Integrated Care (June 12–June 18)
| 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, 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, Response 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.