Wake Forest University Department of Counseling
CNS 770: Classification of Mental Disorders
Spring-1 2025
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Late Work
- AI Policy
- 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. 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 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:
- Describe the key DSM diagnostic criteria for the most common mental health disorders. (CACREP 5.C.4.; 5.C.1.; 3.G.11.)
- Differentiate between normal and abnormal personality. (CACREP 5.C.4.; 3.G.11.)
- 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.)
- 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.)
- Identify the core components of the treatment planning process. (CACREP 3.H.2.; 5.C.4.; 5.C.1.; 5.C.5.)
- 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.)
- Understand the role of neurobiology and psychopharmacology for commonly diagnosed mental health disorders. (CACREP 5.C.2.)
- Understand the interactions between human development and symptoms of common mental health disorders. (CACREP 3.C.10.)
Course Materials
Readings refer only to the textbook(s), 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
- American Psychiatric Association Publishing. (2022). Diagnostic and statistical manual of mental disorders: DSM-5-TR. American Psychiatric Publishing. ISBN-13: 978-0890425763 ISBN-10: 0890425760
- Referred to as “DSM” for reading assignments.
- Reichenberg, L. W., & Seligman, L. (2016). Selecting effective treatments–A comprehensive, systematic guide to treating mental disorders (5th ed.). John Wiley & Sons, Inc. ISBN: 978-1-118-79135-6
- Referred to as “SET” for reading assignments.
Required Readings
- 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.
- DeAngelis. (2021) Mental illness and violence: Debunking myths, addressing realities.
- Hayes, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74, 332–338.
- 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.
- Karcher, M. J., & Benne, K. (2008). Erik and Joan Erikson’s Approach to Human Development in Counseling.
- 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.
- Kress, V. E., & Paylo, M. J. (2019). Real treatment planning: Systems, cultures, and ethics. 49 – 67. In Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment. (2nd ed.). Youngstown University. Pearson.
- Shallcross, L. (July 1, 2012). Client, counselor, prescriber. Counseling Today: A Publication of the American Counseling Association.
Additional Materials
- Webcam
- Foster, G., Krasnoff, R. (Producers), & Wright, J. (Director). (2009). The Soloist [Motion picture]. United States: Paramount Pictures.
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, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors 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.
Assignments
These are the assignments that will be completed and submitted throughout the duration of the course.
Assignment 3.1: The Soloist (CACREP: 3.E.15.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
For this assignment, students will watch the movie The Soloist and then write a 4-page paper in response to 4 writing prompts. An APA style for format of the paper and all citations and references are required, including for textbooks, the film, and any additional references used. This assignment be submitted via Anthology Portfolio.
Assignment 5.1: Case Study of Crystal Smith (CACREP: 3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
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 (3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
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 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 (CACREP: 3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
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 (CACREP: 3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
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 (3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5.)
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 is one signature assignment for this course, the Soloist Paper, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Soloist 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 Soloist Paper is XI.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.
AI Policy
The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:
- Brainstorming and refining your ideas
- Drafting an outline to organize your thoughts
- Checking grammar and style
The use of generative AI tools is not permitted for the following activities:
- Generating sources for a writing assignment
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
Using AI in a way that is not permitted is a violation of the Honor Code. If you are uncertain about whether you can use AI in any other instance, please ask your instructor.
Grading Policies
This table details the grade points and/or percentages of each assignment.
| 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.
| Letter Grade | Percentage |
|---|---|
| A | 93–100 |
| A− | 90–92 |
| B+ | 87–89 |
| B | 83–86 |
| B− | 80–82 |
| C+ | 77–79 |
| C | 73–76 |
| C- | 70-72 |
| 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’s answers during an exam.
- Use of notes or book 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 (PDF).
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 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:
- 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 the textbook(s), 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 13 – January 19)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Introduction to DSM-5-TR Course Objectives 1, 3, & 4 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.4. |
DSM-5-TR Section I
Read the following articles:
|
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 Course Objectives: 7 CACREP Standard: 5.C.2. |
Read the following in the Selecting Effective Treatments (SET) text:
|
None |
None |
None |
|
Lesson 3: The Working Alliance and Stages of Change Course Objectives: 5 CACREP Standards: 3.H.2.; 5.C.4.; 5.C.5. |
Kress, V. E., & Paylo, M. J. (2019). Developing effective treatment plans: Client variables, stages of change. Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment (PDF). (2nd Edition). 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 20 – January 26)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Culture and Ethics in Diagnosis and Treatment Planning Course Objectives: 4, 5, & 6 CACREP Objectives: 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4. |
Read the following articles:
|
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 Course Objectives: 6 & 7 CACREP Standard: 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read through the following websites:
|
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 27 – February 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Neurodevelopmental Disorders and Disruptive, Impulse-Control, and Conduct Disorders Course Objectives: 1, 4, & 5 CACREP Standards: 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.4.; 5.C.5. |
Read the following in the SET text:
Read the following in the DSM-5-TR text:
|
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 Course Objectives: 1, 4, & 5 CACREP Standards: 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read the following in the SET text:
Read the following in the DSM-5-TR text:
Read the following article:
|
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 3 – February 9)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Depressive Disorders Course Objectives: 1, 2, 4, & 5 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
|
None |
None |
None |
|
Lesson 2: Bipolar and Related Disorders Course Objectives: 1, 2, 4, & 5 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
|
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 Course Objectives: 4, 5, & 8 CACREP Standards: 3.C.10.; 3.G.7; 3.G.11.; 3.H.2; 5.C.1.; 5.C.4.; 5.C.5. |
|
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 10 – February 16)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Anxiety Disorders, Obsessive-Compulsive, and Related Disorders Course Objectives: 1, 2, 4, & 5 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
|
None |
None |
None |
|
Lesson 2: Trauma- and Stress-Related Disorders Course Objectives: 1, 2, 4, 5, 6, 7, 8 CACREP Standards: 3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR: pp. 295–328: Focus on PTSD, ASD, Adjustment Disorder, and PGD. Read the following in the 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 17 – February 23)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Personality and Dissociative Disorders Course Objectives: 1, 2, 4, 5, 6, 7, 8 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
Read the following article, available through Course Reserves, located in the Modules section: 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 |
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Lesson 2: Feeding and Eating Disorders, and Substance-Related and Addictive Disorders Course Objectives: 1, 2, 4, 5, 6, 7, 8 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
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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 24 – March 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
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Lesson 1: Gender Dysphoria, Sexual Dysfunction, and Paraphilic Disorders Course Objectives: 1, 2, 4, 5, 6, 7, 8 CACREP Standards: 3.G.7.; 3.G.11.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
Read the following in the DSM-5-TR text:
Read the following in the SET text:
|
None |
None |
None |
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Lesson 2: Final Exam Course Objectives: 1, 2, 3, 4, 5, 6, 7, & 8 CACREP Standards: 3.C.10.; 3.E.15.; 3.G.7.; 3.G.11.; 3.H.2.; 5.C.1.; 5.C.2.; 5.C.4.; 5.C.5. |
None |
None |
Assignment 7.1: Final Exam Part 1 (Opens Day 1, 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.