SHS 255-Dual Diagnosis:  Treatment Issues and Services
Social and Human Services Department
Fall, 2008

Text:       A Treatment Improvement Protocol, TIP 42.  Substance Abuse Treatment for Persons with Co-Occurring Disorders.  (Instructor will obtain these from the Clearinghouse and they will be available at no charge the first week of school).

DSM IV-TR, full version or pocket edition.  American Psychiatric Association, 2000.

A reading packet with additional reading assignments is available for purchase at the copy center, room 3105A.

Disability Notation:  If you need course adaptations or accommodation because of a disability, if you have emergency medical information to share with me or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

Course Description:  This course explores the skills and knowledge needed for working with clients experiencing both mental illness and chemical dependency.  Symptomotology of frequently diagnosed mental disorders, (e.g. schizophrenia, bipolar disorder, major depression, personality disorders) will be covered as will criteria for substance related disorders.  Also covered are identification of referral needs and processes, treatment needs and barriers unique to this population, local services available to the mentally ill chemically abusing (MICA) client and case management as it applies to the MICA client. 

Course Objectives: Students will...

1. identify signs and symptoms warranting referral to services for co-occurring disorders (C0D).
2. recognize  symptoms of mental disorders that frequently co-occur with chemical abuse or dependence.
3. understand the organization of the DSM IV and relevant information included in it.
4. be able to explain the theoretical and philosophical differences between the mental health and chemical dependency fields.

5. understand general rules for differentiating between symptoms caused by chemical use and those due to primary mental disorders.
6. have knowledge of effective referral processes.
7. have knowledge of available resources and programs for clients with COD.
8. understand various approaches to working with clients with COD, including sequential, parallel, integrated and case management.
9. increase their awareness of barriers to successful treatment for clients with COD.
10. develop and understanding of the role of medication in treatment and be aware of the interactions of drugs of abuse and prescribed medications.

Educational Philosophy

I believe that students learn best when they are actively involved with the course content.  I am also certain that all students can learn; there are barriers to learning that occur, however, and it is the responsibility of both the teacher and the student to eliminate these barriers.  Below I have listed the responsibilities of each of us; by fulfilling these we can maximize your learning potential.  I also believe that developing your ability to critically think through problems and information is an important part of your education.  In this class I will ask you to be aware of your thinking processes; for example, are you considering all the relevant information?  Are you clear about your understanding of the material?  Are your ideas logical?  When presented with a situation can you draw on your knowledge to problem solve?

Instructor Responsibilities

1.  To create a safe learning environment that allows for an exchange of ideas and exploration of the concepts and issues we encounter in this course.
2.  To make clear my expectations of you in regard to preparation for class, class activities and assignments.
3.  To maintain reasonable and high expectations and to hold you accountable to these.
4.  To be available to help you individually and to provide referrals to other services that may be of help to you.
5.  To give you feedback on your work so that you can increase your skills and knowledge throughout the quarter and beyond.

Student Responsibilities

1. To arrive in class on time and be prepared to actively participate in the class session.
2. To complete assignments on time and in accordance with the guidelines defined by the instructor.
3. To stay in contact with me throughout the quarter, especially if you are having difficulty, i.e. absences, not understanding the material etc.  Contact can be by telephone, email, in person or in writing.  Your assignments are a good place to ask questions, offer answers or keep me informed of how you are doing in the class.
4. To be aware of how your behavior affects your classmates, the teacher and the learning atmosphere and behave appropriately.
 

5. To develop professionalism in the following ways:
    a. Through the use of appropriate language.
    b. Maintaining confidentiality of information shared in the classroom.
    c. Monitoring your self disclosure and ensuring it is relevant to course content.  Self disclosure of a personal nature can lead to feelings of vulnerability for all involved and can detract from the learning that is happening.
    d. By practicing listening skills.  It takes effort to hear and understand what others are saying.  Class discussions are a good time to practice active listening.
    e. Respecting diverse points of view and being willing to accept that there is often more than one acceptable answer.
    f. Accepting the fact that there are also plenty of wrong answers.  

Assignments and tests

Comments on plagiarism

Plagiarism is defined as "taking and using another person's ideas and/or writing as one's own"  (Oxford American Dictionary).  It may be interpreted as the result of misunderstanding or of cheating.  It's becoming a greater problem as information is so readily available on the internet.  The forms of plagiarism I run into include quoting material from a source without identifying it as a quote and citing it and cutting and pasting material from other sources, as if written by the student.  Sometimes a student will cut and paste an entire paper and pass it off as their own work.  All of these examples are unacceptable.  If I notice that it looks like you included a quote in a paper without acknowledging it, I'll make a note on your paper and ask that you use your own words to explain the concept.  If I find that paragraphs or the entire paper are plagiarized you will receive no credit for the assignment.

Late Policy

Do everything you can to turn your work in on time. I have planned the assignments to coincide with the content we are covering in class and they are designed to enhance your understanding of the material. Therefore, if you don't do the assignment when it is due you are not going to get the full benefit of it. If you have an emergency and cannot complete an assignment on time, please let me know ahead of time.  10% will be deducted for work turned in up to one week late.

1. Agency Interview:  This assignment involves visiting an agency that provides services to clients with co-occurring disorders and interviewing a staff person.  I will give you a handout with details of the assignment as well as possible agencies for contact.  Due date:  Nov. 20th  (20% of grade)

2. Quizzes:  Four quizzes will be given throughout the quarter on Oct. 7, Oct. 28, Nov. 13, Dec. 9 (30% of grade).

3. Research Paper:  By week four of the quarter you will identify a specific topic of interest related to the course.  It needs to be approved by me and it should reflect an area of new learning for you.  You will locate four journal articles on the topic and write a paper on these.  A handout with details will be provided to you.  Due date:  Dec. 4th.  (20% of grade)

4.  Case studies:  You will analyze several case studies with the goal of identifying the most likely diagnoses of the hypothetical clients.  (15%)

5.  Participation:  Being prepared and present in class positively affects the class dynamics and, obviously, your learning.  Please make it a priority to do the reading and attend class.  (15% of grade)

Point and grade breakdown

Reading List:  These articles are available for purchase in the copy center, room 3105A.

1.  "Mental Health Treatment for Youth in the Juvenile Justice System:  A Compendium of Promising Practices."  National Mental Health Association, 2004.

2.  "Family Support for Persons with Dual Disorders," Robin E. Clark.  From A Comprehensive Guide for Integrated Treatment of People with Co-Occurring Disorders, ed. Diane Doyle Pita and LeRoy Spaniol.  Center for Psychiatric Rehabilitation, 2002.

3. "A Family Intervention Program for Dual Disorders."  Mueser, Kim T. and Fox, Lindy.  Community Mental Health Journal, June 2002.

4.  "Improving Responses to People with Mental Illnesses:  The Essential Elements of a Mental Health Court."  Council of State Governments, Bureau of Justice Assistance, 2007.  http://www.ojp.usdoj.gov/BJA/pdf/MHC_Essential_Elements.pdf

Additional reading assignments may be given throughout the quarter.

SHS 255-Course Flow