Wake Forest University Department of Counseling

CNS 770: Classification of Mental Disorders
Spring-1 2024

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Syllabus Contents

Course Faculty

Lead Faculty: Dr. David Johnson

Email: johnsoda@wfu.edu

Course Description

The purpose of this course is to provide students with an understanding of and experience using the DSM-5-TR to diagnose for mental health disorders. Additionally, students will be provided a framework for developing treatment plans for clients. Additional factors (e.g., culture and diversity, neurobiology, development, wellness, & professional identity) that are relevant to mental health, diagnosis, and treatment planning will also be incorporated into learning activities. The course will combine reading of the required texts, elective books, journal articles and other selected publications, lectures, discussions, small group activities, and use of various audiovisual media to help students learn and assimilate the key principles in the described areas of instruction necessary to successfully complete the Master’s in Counseling program and practice as professional mental health or school counselor.

Course Objectives

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

  1. Describe the key DSM diagnostic criteria for the most common mental health disorders. (CACREP 5.C.4.; 5.C.1.; 3.G.11.)
  2. Differentiate between normal and abnormal personality. (CACREP 5.C.4.; 3.G.11.)
  3. Discuss the history and importance of the Diagnostic and Statistical Manual of Mental Disorders (DSM), including the concept of multi-axial diagnosis. (CACREP 5.C.4.; 5.C.1.; 3.G.11.)
  4. Understand key terms in the diagnostic process, including culturally appropriate assessment, symptoms, signs, diagnostic criteria, diagnosis, and differential diagnosis. (CACREP 3.G.7.; 3.G.7.; 5.C.4.; 5.C.1.; 3.G.11.)
  5. Identify the core components of the treatment planning process. (CACREP 3.H.2.; 5.C.4.; 5.C.1.; 5.C.5.)
  6. Create a culturally appropriate, diagnosis-specific treatment plan. (CACREP 3.E.15.; 3.H.2.; 3.G.7.; 3.E.15.; 5.C.4.; 5.C.1.; 5.C.2.; 3.G.11.; 5.C.5.)
  7. Understand the role of neurobiology and psychopharmacology for commonly diagnosed mental health disorders. (CACREP 5.C.2.)
  8. Understand the interactions between human development and symptoms of common mental health disorders. (CACREP 3.C.10.)

Course Materials

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.)

Required Textbooks

Required Readings

Additional Materials

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.</p

Assignments

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

Assignment 3.1: The Soloist

For this assignment, students will watch the movie The Soloist and then write a 4-page paper in response to 4 writing prompts. Remember to use APA style for format of the paper and for all citations and references, including your text books, the film, and any additional references you may use. This assignment will not have an attached grading rubric, but it will be submitted via Anthology Portfolio.

Assignment 5.1: Case Study of Crystal Smith

For this assignment, students will submit a write-up for a treatment plan in response to a case study, not to exceed 750 words. Additionally, students will complete a DO A CLIENT MAP exercise for submission with the write-up. The plan should be written in full sentences, using APA-style headings to identify each section of the DO A CLIENT MAP treatment plan. Each part of the treatment plan should be consistent with treatment recommendations for the diagnosis students suggest, the case conceptualization, and their responses to the writing prompts.

Assignment 7.1: Final Exam Part 1

For the Final Exam, students will select four of eight case studies presented and answer the questions associated with each of the four case studies selected. Students will answer the questions in a typed Word document, double spaced, with standard (one inch) margins. This means your answers should be written using full sentences and paragraphs. The Final Exam will become available on Week 7 Day 1 at 12:00 a.m. and will become unavailable on Week 7 Day 7, at 11:59 p.m. It is an “open book” test, so using any course materials (presentations, textbooks, assignments, or Internet-based resources) is allowed.

Discussions

Discussions draw on instructional materials and case studies to encourage students to think through how they would apply what they learn to real-world examples.

Quizzes

Quizzes are designed to check students' understanding of the instructional materials. Students will answer 10 multiple-choice and multiple-answer questions. Only 1 attempt allowed per quiz.

Test 7.1: Final Exam Part 2

Part 2 of the Final Exam is a timed 40-question exam. For the Final Exam, students will answer multiple-choice, True/False, and short-answer questions. The exam will become available on Week 7 Day 1 at 12:00 a.m. and will become unavailable on Week 7 Day 7, at 11:59 p.m.

Student Learning Objectives/Key Performance Indicators

There are four signature assignments for this course, including two video recordings and two self-assessment papers, that are to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. Both video recordings and self-assessment papers 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 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 outcomes on which you will be evaluated for the video recordings and self-assessment papers are I.b: Students possess awareness of themselves and an ability to self-evaluate and V.a.: Students demonstrate their use of evidence-based counseling strategies and techniques to develop and sustain therapeutic relationships.

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
Assignments 20 20%
Discussions 25 25%
Quizzes 15 15%
Final Exam 40 40%
Total 100 100%

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.

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:

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 web page 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: Introduction to Diagnosis and Treatment Planning (January 15–January 21)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Introduction to DSM-5-TR

DSM-5-TR Section I

  • “Introduction” (p. 5)
  • “Changes in DSM-5 Structure” through “Additional Resources and Future Directions” (pp. 13–20)
  • “Use of the Manual” (pp. 21–28)
  • “Cautionary Statement for Forensic Use of DSM-5” (p. 29)

Read the following articles:

  • Buckley, M. R. (2014). Back to basics: Using the DSM-5 to benefit clients. The Professional Counselor, 4, 159–165. doi:10.15241/mrb.4.3.159. Available through the WFU library. (NOTE: Read to TPC SPECIAL ISSUE on p. 162)

Discussion 1.1: Diagnosis Discussion (Initial Post Due Day 4, Reply Posts Due Day 7)

 None None

Lesson 2: Biopsychosocial Case Conceptualization and Treatment Planning

Read the following in your Selecting Effective Treatments (SET) text:

  • SET, Chapter 1

None

None

 None

Lesson 3: The Working Alliance and Stages of Change

Kress, V. E., & Paylo, M. J. (2019). Developing effective treatment plans: Client variables, stages of change. In Treating Those with mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment. (2nd ed.). Youngstown University. Pearson.

Discussion 1.2: Stages of Change (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 Quiz 1.1 (Due Day 7)

Week 2: Cultural, Ethical, and Psychobiological Issues in Diagnosis and Treatment Planning (January 22–January 28)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Culture and Ethics in Diagnosis and Treatment Planning

Read the following articles:

  • 2014 ACA Code of Ethics: Read the Preamble (top half of p. 3). Familiarize yourself with the fundamental principles of ethical behavior. (PDF).
  • Kress, V. E., & Paylo, M. J. (2019). Real treatment planning: Systems, cultures, and ethics (pp. 49–67). In Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment.
  • Hayes, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74, 332–338.
  • DSM-5-TR: pp. 16–19: Cultural & Social Structure Issues & Sex and Gender Differences.

Discussion 2.1: The Case of Marco (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Lesson 2: Biological Basis of Behavior

Read through the following websites:

  • PubMed Health Glossary: How does the nervous system work?
  • PubMed Health Glossary: How does the brain work?
  • The Limbic System
  • PubMed Health Glossary: Autonomic Nervous System
  • PubMed Health Glossary: Nerves
  • PubMed Health Glossary: Neurons
  • Barron, S. (2016). Psychopharmacology NOBA.
  • Shallcross, L. (July 1, 2012). Client, counselor, prescriber. Counseling Today: A Publication of the American Counseling Association.

Discussion 2.2: The Neurobiologically Informed Approach (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 Quiz 2.1 (Due Day 7)

Week 3: Neurodevelopmental and Other Psychotic Disorders (January 29–February 4)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Neurodevelopmental Disorders and Disruptive, Impulse-Control, and Conduct Disorders

Read the following in your SET text:

  • Chapter 2
  • Chapter 16

Read the following in your DSM-5-TR text:

  • pp. 35–37 Neurodevelopmental Disorders
  • pp. 56–76 Autism Spectrum Disorder and Attention-Deficit Hyperactivity Disorder
  • pp. 521–537 Oppositional Defiant Disorder, Intermittent Explosive Disorder, Conduct Disorder

Discussion 3.1: The Case of Samantha (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Lesson 2: Schizophrenia Spectrum and Other Psychotic Disorders

Read the following in your SET text:

Chapter 3

Read the following in your DSM-5-TR text:

pp. 101–138: Focus on Key Features That Define the Psychotic Disorders (pp. 101–104), Schizophrenia (pp. 113–121), and Catatonia (pp. 134–136). Skim other disorders.

Read the following article:

(DeAngelis. (2021) Mental illness and violence: Debunking myths, addressing realities.

None

Assignment 3.1: The Soloist (Due Day 7)

 Quiz 3.1 (Due Day 7)

Week 4: Depressive Disorders, Bipolar Disorders, and Developmental Issues (February 5–February 11)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Depressive Disorders

Read the following in your DSM-5-TR text:

pp. 177–214: Focus on Major Depressive Disorder and Persistent Depressive Disorder.

Read the following in your SET text:

Chapter 5

None

None

None

Lesson 2: Bipolar and Related Disorders

Read the following in your DSM-5-TR text:

pp. 139–175: Focus on Bipolar I Disorder, Bipolar II Disorder, and Cyclothymic Disorder.

Read the following in your SET text:

Chapter 4

Discussion 4.1: Manic Episodes (Initial Post Due Day 4, Reply Posts Due Day 7)

None

None

Lesson 3: Developmental Issues, Symptoms, and Case Conceptualization

Karcher, M. J., & Benne, K. (2008). Erik and Joan Erikson’s Approach to Human Development in Counseling.

Discussion 4.2: Stages of Development (Initial Post Due Day 4, Reply Posts Due Day 7)

None

Quiz 4.1 (Due Day 7)

Week 5: Anxiety Disorders, Obsessive-Compulsive Disorders, and Trauma- and Stress-Related Disorders (February 12–February 18)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Anxiety Disorders, Obsessive-Compulsive, and Related Disorders

Read the following in your DSM-5-TR text:

  • pp. 215–261: Focus on Social Anxiety Disorder, Specific Phobias, Panic Disorder, Generalized Anxiety Disorder.
  • pp. 265–271: Focus on Obsessive-Compulsive Disorder; skim or skip others.

Read the following in your SET text:

  • Chapter 6
  • Chapter 7

None

None

 None

Lesson 2: Trauma- and Stress-Related Disorders

Read the following in your DSM-5-TR:

pp. 295–328: Focus on PTSD, ASD, Adjustment Disorder, and PGD.

Read the following in your SET text:

Chapter 8

Discussion 5.1: The Case of Brennan (Initial Post Due Day 4, Reply Posts Due Day 7)

Assignment 5.1: Case Study of Crystal Smith (Due Day 7)

 Quiz 5.1 (Due Day 7)

Week 6: Personality and Dissociative Disorders, and Feeding, Eating and Substance-Related and Addictive Disorders (February 19–February 25)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Personality and Dissociative Disorders

Read the following in your DSM-5-TR text:

  • pp. 733–778
  • pp. 329–348

Read the following in your SET text:

  • Chapter 9
  • Chapter 19

Read the following article, available through Course Reserves, located in your canvas menu:

International Society for the Study of Trauma and Dissociation (2011): Guidelines for Treating Dissociative Identity Disorder in Adults, third revision. Journal of Trauma & Dissociation, 12(2), 115–187.

Discussion 6.1: Personality Disorders (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Lesson 2: Feeding and Eating Disorders, and Substance-Related and Addictive Disorders

Read the following in your DSM-5-TR text:

  • p. 371: Feeding and Eating Disorder
  • pp. 381–397: Anorexia Nervosa, Bulimia Nervosa, & Binge Eating Disorder
  • Skim other disorders listed in chapter.
  • pp. 543–561: Substance-Related and Addictive Disorders Intro and Alcohol-Related Diagnoses (Other substance-related disorders are similar.)
  • pp. 661–665: Gambling Disorder

Read the following in your SET text:

  • Chapter 11
  • Chapter 17

Discussion 6.2: The Case of Bryan (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 Quiz 6.1 (Due Day 7)

Week 7: Gender Dysphoria, Sexual Dysfunction, Paraphilic Disorders, and Final Exam (February 26–March 3)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Gender Dysphoria, Sexual Dysfunction, and Paraphilic Disorders

Read the following in your DSM-5-TR text:

  • pp. 511–520: Gender Dysphoria
  • Skim pp. 477–510: Sexual Dysfunctions
  • Skim pp. 779–802: Paraphilic Disorders

Read the following in your SET text:

  • Chapter 14 (skim)
  • Chapter 15
  • Chapter 20 (skim)

None

None

 None

Lesson 2: Final Exam

None

None

Assignment 7.1: Final Exam Part 1 (Opens Day 4, Due Day 7)

 Test 7.1: Final Exam Part 2 (Opens Day 1, Due Day 7)

For a list of image credits for this course, visit the CNS770 Credits Page.