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Therapeutic Psychopharmacology for Counselors This course is an introduction to neuroanatomy, neurophysiology, and pharmacology as they pertain to mental health counseling. Course also covers commonly prescribed medications, ethical issues and the referral process.
Kevin Rodgers ()
Dates: May 20 - June 28, 2013; Prereqs: EDCO 220,350,374,378 or email the instructor, email@example.com, for permission to enroll; The section has registration restrictions; Must be enrolled in the following major: CNSL (Counseling)
THE UNIVERSITY OF VERMONT DEPARTMENT OF LEADERSHIP & DEVELOPMENTAL SCIENCES EDCO 387-THERAPEUTIC PSYCHOPHARMACOLOGY FOR COUNSELORS SUMMER 2013 CLASS MEETING TIMES: 8AM-12NOON and 1PM-5PM Tuesdays. MAY 21st to JUNE 17th INCLUSIVE TRINITY CAMPUS, MANN HALL, ROOM TBA COURSE SYLLABUS Instructor: Kevin Rodgers, MD Home Phone: (802) 860-1672 E-mail: firstname.lastname@example.org Office hours by appointment Course Description This course is an introduction to neuroanatomy, neurophysiology, and psychopharmacology as they pertain to mental health counseling. Course also covers commonly prescribed medications, ethical issues and the referral process. This course is required for MH track students. Prerequisites: Counseling majors with EDCO 220, 350, 374, and 378, or by instructor permission. Course Objectives 1. To gain basic knowledge of neuroanatomy, neurophysiology, and pharmacology in order to allow understanding of the mode of action of psychotropic medications, their intended effects, their side effects, their interactions with other medications, and their potential for abuse and dependence. 2. To gain familiarity with the more commonly prescribed medications for the treatment of mood, anxiety, thought and attention disorders, as well as efficient ways for gathering information about these medications. 3. To understand research methodology used in determining the safety and efficacy of medications, and to be able to analyze research reports critically. 4. To explore ethical, economic, and social issues related to prescription of psychopharmacologic agents. 5. To explore issues of mental health care in the medical model, as well as professional relationships involving shared care of patients/clients between physicians and counselors. 6. To gain knowledge of the referral process, and to explore avenues for collaboration among counselors, other mental health care providers, and medical care providers. 2009 Council for Accreditation of Counseling & Related Educational Programs (CACREP) Standards: The course objectives and content are also designed to meet the 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards: Standards to be Covered: 2009 CACREP Common Core Standards: o Human Growth & Development-3- [b, f, g] Clinical Mental Health Counseling Standards: o Foundations (Knowledge-A)  o Counseling, Prevention & Intervention (Knowledge ? C) [2, 4, 5] o Assessment (Knowledge-G)  o Diagnosis (Knowledge-K) [1, 3] Standards to be Assessed: Clinical Mental Health Counseling Standards: o Assessment (Knowledge-G)  Counseling Program Standards: Counseling Program curricula and experiences are designed to help students meet the following program objectives. These overall objectives will enable students to work as professional counselors in a way that is consistent with the Counseling Program philosophy. By the time a student completes the Counseling Program he or she will be able to: o Articulate a well-developed and informed personal theory of counseling; o Articulate an understanding of human development across the lifespan; o Articulate an informed understanding of human behavior from a number of theoretical perspectives; o Understand the major theories and techniques of individual and group counseling; o Apply counseling skills and techniques appropriately in a variety of settings and with clients from diverse backgrounds; o Demonstrate competence in leading groups; o Seek appropriate supervision and consultation; o Provide appropriate consultation services; o Demonstrate relevant knowledge and skills specific to his or her area of practice (e.g., school counseling, mental health counseling); o Plan, implement, and assess programs appropriate to his or her practice setting(s); o Demonstrate an awareness of, sensitivity to, and ability to work effectively with cross-cultural differences in clients as well as differences due to physical or mental disability, age, sexual identity, race or ethnicity, and gender; o Demonstrate competence in understanding and addressing variances in human behavior and emotions including exceptional behavior, psychopathology, and what is considered maladaptive in relation to developmental, social, cultural, environmental, and other contextual factors; o Demonstrate a high level of self awareness regarding his or her personal and professional strengths and challenges; o Adhere to the ethical and legal standards of the profession of counseling. Multicultural & Diversity Statement The American Counseling Association (ACA) 2005 Code of Ethics? Principles for Multicultural and Diversity Competencies will be observed and assessed in this course. The Diversity Competencies utilize a definition of diversity that includes race, class, gender, sexual orientation, religion and ability and emphasizes the acquisition of awareness, knowledge, and skills that will allow counselors to effectively facilitate counseling with diverse clients. The competencies are based on the assumption that all individuals develop in and are affected by their cultural context and thus, diversity affects all aspects of individual processes and interpersonal relationships. Diversity competence will be assessed in this course through written reflective assignments, clinical conceptualization and proposed interventions during class discussions. Reasonable Accommodation for Students with Disabilities If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodation on the part of the instructor, please call Accommodation, Consultation, Counseling and Educational Support Services at 656-7753. As part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation. Academic Honesty Students are required to be familiar with and adhere to the Academic Honesty policy and procedures delineated in the most recent edition of ?The Cat?s Tale?: http://www.uvm.edu/~dosa/handbook/ Electronic Devices Ringing and beeping pagers, watches, and cell phones are disruptive to the group experience environment. As a courtesy to others, I expect that students will turn off audible signals for these devices while attending class. Intellectual Property Consistent with the University?s policy on intellectual property rights, it is the Counseling Program?s policy that teaching and curricular materials (including but not limited to classroom lectures, class notes, exams, grading rubrics, handouts, and presentations) are the property of the instructor. Therefore, electronic recording and/or transmission of classes or class notes is prohibited without the express written permission of the instructor. Such permission is to be considered unique to the needs of an individual student (e.g. ADA compliance), and not a license for permanent retention or electronic dissemination to others. UVM Email Accounts We will communicate occasionally through email; therefore, it is essential that you activate your UVM e-mail account and check it regularly to avoid missing important information. Class Attendance Students are expected to attend all classes. As per the counseling program policy, students are allowed one absence from class with ?no? penalty (this should be discussed in advance with the instructor). More than one absence may result in no credit. In situations in which it is impossible to get to class on time, you must contact the instructor prior to the start of the class. Make note of the class attendance policy in the Counseling Program?s Student Handbook (*see notes below). *Religious Holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to me by the end of the first full week of classes their documented religious holiday schedule for the semester. I will permit students who miss work for the purpose of religious observance to make up this work. Materials: Required text for preparatory readings is Julien, R. et al (2011) A Primer of Drug Action (12th edition). Worth Publishing: New York. Due to the compressed course schedule adapted to summer session, reading assigned chapters before the class session is imperative. Preparedness by readings may be assessed by unannounced quizzes. Articles and other materials from the medical and counseling literature will be distributed at class sessions for reading for the following class session. Course objectives: 1. For students to gain basic knowledge of neuroanatomy, neurophysiology, and pharmacology in order to allow understanding of the mode of action of psychotropic medications, their intended effects, their side effects, their interactions with other medications, and their potential for abuse and dependence; 2. To gain familiarity with the more commonly prescribed medications for the treatment of mood, anxiety, thought and attention disorders, as well as efficient ways for gathering information about these medications; 3. To understand research methodology used in determining the safety and efficacy of medications, and to be able to analyze research reports critically; 4. To explore ethical, economic, and social issues related to prescription of psychopharmacologic agents; 5. To explore issues of mental health care in the medical model, as well as professional relationships involving shared care of patients/clients between physicians and counselors; 6. To gain knowledge of the referral process, and to explore avenues for collaboration among counselors, other mental health care providers, and medical care providers. Assignments: 1. Reading. Reading assignments are listed by class session on the attached schedule. It is likely that there will be flexibility and modification of class session topics based on student interest and needs. Assigned readings should be completed prior to the class session with which they correspond. 2. Written assignments. Over the course of the semester, students will produce three two-to-three page papers exploring issues related to the course objectives listed above. These papers may combine personal reflection on topics with focused literature-based inquiry. Examples of topics include: reviews of research articles on medication safety and efficacy; the relationship between neurophysiology and personality; the relationship between mood and personality; the relationship between treatment options and perception of illness; differences between the medical model of diagnosis and treatment and the counseling model of understanding and intervention; the right to treatment and the right to refuse treatment; the feminist perspective of treatment of anxiety and depression in women; personal or professional experiences related to psychopharmacologic therapy; aspects of the ?culture? of medical practice; economic and other barriers to referrals from medical to mental health providers; issues affecting patient ?compliance? with prescribed medication therapy; and enhancing collaboration between medical care providers and counselors. By agreement with the instructor, one of these papers serve as the basis for an expanded paper to a length of six-to-ten pages, and this paper will demonstrate acquisition of knowledge and application of skill in analysis and synthesis (i.e. evidence of reflection on the topic, development of the main theme, and use of appropriate supporting data and opinion from the professional literature) commensurate with graduate study status. Written assignments should follow APA style guidelines. 3. Presentations. Through discussion and agreement with the instructor, each student will prepare a 15 to 20 minute presentation for the class. The purpose of the presentation is to share with the class the student's reflections and research on the student's expanded paper as mentioned above. The presentations will be given during the final class session. 4. Objective content tests. Two objective exams, a mid-term and a final, will be given during the semester to assess acquisition of data and concepts related to neuroanatomy, neurophysiology, classes of medications, indications for use, major precautions, typical side effects, etc. Test items will be in multiple-choice, short- answer, and case-study formats. Grades Points towards a final course grade will be assigned on the following basis for the activities listed below and described previously. Earning 90% or more of available points will results in a grade of ?A? for the course, 80-89% a grade of ?B?, and so on. If further stratification of student performance is apparent, + or - notes may be used. All assignments must be completed to earn a grade of ?B? or higher. 10% preparedness by readings 40% objective content tests (midterm and final, 20% each) 25% three brief papers 25% final paper and presentation Therapeutic Psychopharmacology for Counselors Course Schedule, Summer 2013 Please bring texts and articles to class for reference during discussions. Session/Date Topic Readings 1. Morning, 5/21 Introductions Student expectations Assessment of pre-knowledge Course overview Principles of psychopharmacology Basic pharmacology Psychopharmacology in the context of culture/society Use of the DSM IV as it relates Julien, Chapter 1: Pharmacokinetics Julien, Chapter 2: Pharmacodynamics to psychopharmacology Assignment of Paper #1 ?Bias? 2. Afternoon, 5/21 The neuron, the glial cell, the synapse, and neurotransmitters Relevant neuroanatomy Julien, Chapter 3: The Neuron, Synaptic Transmission, and Neurotransmitters neuroanatomy handouts 3. Morning, 5/28 Research and clinical issues in psychopharmacotherapy and psychotherapy Paper #1 due Assignment of Paper #2, analysis/critique of a research article that you select Handouts: research issues, bias, clinical significance of research findings, etc. Students will select a psychopharmacology clinical research article of interest for analysis/critique 4. Afternoon, 5/28 Psychopharmacology for children and adolescents, part I Julien, Chapter 18: Child and Adolescent Psychopharmacology Handout: treatment for AD/HD 5. Morning, 6/3 Psychopharmacology for children and adolescents, part II Paper #2 due Distribute Mid-term exam Julien, Chapter 18: Child and Adolescent Psychopharmacology Handout: treatment of anxiety, depression, enuresis, etc. 6. Afternoon, 6/3 Depression, anti-depressant medications, and treatment of depression, parts I and II Assign requirement for outline of final presentation/paper and reference list. Julien, Chapter 5: Antidepressant Drugs Handouts: efficacy studies, alternatives to medication therapy ,selecting safe and effective treatments, electroconvulsive therapy 7. Morning, 6/10 Treatment of bipolar affective disorder Anxiety disorders and treatment options Psychopharmacology options for eating disorders Treatment options for obsessive-compulsive disorders Mid-term exam due Julien, Chapter 4: Antipsychotic Drugs: Major Tranquilizers to Thymic Stabilizers Julien, Chapter 6: Drugs Used to Treat Bipolar Disorder Julien, Chapter 7: Sedative-Hypnotic and Anxiolytic Medications Handouts: OCD, eating disorders, BAD/mood stabilizers, anxiety disorders, treatment of insomnia 8. Afternoon, 6/10 Antipsychotic medications Psychopharmacologic options in the treatment of substance abuse disorders (opioids, tobacco, alcohol, other substances of abuse) Dual diagnosis issues Paper #3: Outline and initial reference list for final paper/presentation due Julien, Chapter 4: Antipsychotic Drugs: Major Tranquilizers to Thymic Stabilizers Julien, Chapter 10: Opioid Analgesics Julien, Chapter 11: Caffeine and Nicotine, focus on pages 382-390 (pharmacologic therapies for nicotine dependence) Julien, Chapter 13: Ethyl Alcohol, pages 431-464, especially pharmacologic therapies for alcohol dependence) Handouts: tardive dyskinesia, articles on outcomes of treatment of tobacco abuse/dependence, alcohol abuse/dependence, opioid dependence 9. Morning, 6/17 Psychopharmacology issues for special populations: Julien, Chapter 18, pages 593-600 (pregnancy and Women: pregnancy, lactation, menstrual, menopause Elders Pharmacogenetics Distribute Final Exam (take home) lactation) Julien, Chapter 19, Geriatric Psychopharmacology Handout materials. 10. Afternoon, 6/17 Student presentations Final paper due at time of presentation Complete course evaluation forms Handouts related to student presentations. By 9am, Monday 6/24 By 5pm, Thursday 6/27 Final Exam Due (by email or to my mailbox in Counseling Program office, Mann Hall) Graded final exams, evaluation of final presentation, graded final papers, and final grade mailed to you/placed in student mailbox/sent electronically.
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|EDCO 291 Z4||Counseling: Developmental Trauma||to||N/A||See Notes||1||60859|
|EDCO 389 Z1||Counseling: Counseling Internship||to||Wed||to||3||60347|
|EDCO 394 OL1||Counseling: Research Methods in Counseling (online)||to||N/A||See Notes||3||60148|
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