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Mental Health I - #26170


 

 
Gary Johnsen, MA, LP
3.0
45.0
2.0 +
1.0 I.S.
0.0
Examination of important psychological theories, assessment tools and conditions. Discussion of common presentations of psychological disorders, how to screen for these conditions in the chiropractic office, and fundamentals of treatment. Diagnostic categories and syndromes are reviewed.
Please select from the list on the right.

The Institution-wide learning goals define the common ground that unites the programs within the university. They are purposefully broad so that the various colleges and schools can continue to develop their unique identities through varying ways in which the goals are met.

  1. Effective Communication
    Graduates will demonstrate effective verbal, non-verbal, and written communication skills in a wide variety of contexts, including collaborative activities.
  2. Self Directed and Lifelong Learning
    Graduates will be aware of the limits of one’s personal knowledge and experience and have an intellectual interest in scholarly and creative endeavors. Graduates will actively set appropriate learning goals, pursue them, and apply the knowledge gained.
  3. Ethical Reasoning
    Graduates will demonstrate a willingness to recognize the values of others while maintaining one’s own integrity, and act ethically and professionally in all endeavors.
  4. Individuals, Communities and Cultures
    Graduates will demonstrate awareness and sensitivity to the cultural and health practices of individuals and communities. Graduates will be able to identify appropriate health related resources.
  5. Service to the Community
    Graduates will understand and value the benefits of service to the community.
  6. Influence of Mind, Body and Spirit on Health
    Graduates will recognize the inter-relationship of the mind, body and spirit and the influence of extrinsic factors on an individual’s health.
  7. Critical Thought and Knowledge Acquisition
    Graduates will acquire, appraise and apply scientific information. Graduates will contextually organize and synthesize relevant information to address an issue or problem.
  8. Competence in one's Discipline
    Graduates will demonstrate competence of appropriate depth and scope for one's discipline.

Course Objectives
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  1. The student will understand current and historical theories of psychology.
  2. The student will be able to develop a working model of human behavior which will foster their understanding of human behavior and improve their competency to make professional referrals on mental health and substance abuse problems.
  3. The student will be able to implement the necessary interpersonal professional skills to formulate an effective doctor/patient relationship.
  4. The student will be able to follow a professional assessment format which will maximize their ability to correctly intervene on patients with mental health and substance abuse problems.
  5. The student will be able to demonstrate competency in dealing with difficult situations and patients (i.e., telling bad news, the angry patient, etc.)
Materials
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A. Required Text(s):
  1. Class handouts as directed.

B. Recommended Text(s):
  1. Psychiatric Diagnosis, Donald Goodwin, Oxford University Press, 1997
  2. Diagnostic and Statistical Manual IV, American Psychiatric Association, 1994
  3. Abnormal Psychology, ninth edition, Gerald Davidson, John Neale, AM Kring, 2004

C. Required Materials for Lab:
  1. none
Assignments
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  1. Reading of all handout materials.
  2. Discussion and class attendance is the responsibility of the student. Evaluations will be made based on your contribution to others, the class and yourself. Directions and assignments will be made throughout the course by the instructor.
  3. In a small group of classmates you will create a clinical practice guideline which outlines how your clinic will assess, intervene and refer patients who are experiencing comorbidity with chiropractic and mental health conditions. Your small group will conduct field interviews with the following people:
    - A chiropractic practitioner
    - A practicing psychologist
    During these interviews, your group will ask how a practitioner can address the following conditions: depression, anxiety, substance abuse, relationship problems, and partent/child problems.
    - building an effective doctor/patient relationship, listening for mental health problems, assessing mental health problems and making good mental health referrals. In building your practice guideline, your group will also supplement your data from the interviews by consulting journal articles that research and address the issue of treating patients who have a biopsychosocial condition.
  4. The student will display in-class mastery of the C.A.R.F./S.A.F.E/ GROW models of doctor/patient interpersonal relationship skills.
Attendance
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Attendance is expected at all lectures and/or labs.
Grading Criteria
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There will be four (4) written exams.
The exams will be about 25 multiple choice questions and will cover the theories of systems in psychology, skills of developing a doctor/patient relationship and using the class discussed assessment format.

1. Exam on sessions 1-2, 20 points
2. Exam on sessions 3-4, 25 points
3. Exam on sessions 5-6, 30 points
4. Exam on sessions 7-8, 25 points
5. Clinical practice guideline, 100 points
6. Total points for the course, 200 points

Guaranteed grades are as follows:

A = 92-100%
B = 86-91%
C = 80-85%
D = 74-79%
F = Less than 74%
Course Competencies
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-

COGNITIVE DOMAIN


Cognitive Domain Students will be able to identify major theories of personality and identify how to use certain aspects of the theory for their own chiropractic practice. Students will be able to classify and comprehend how each theory helps them assess and refer patients who are in need of psychological services. Specifically, they will know the theories of:
  1. Sigmund Freud
  2. Carl Jung
  3. Alfred Adler
  4. Harry Stack Sullivan
  5. Erik Erickson
  6. Rollo May
  7. Carl Rogers
  8. B.F. Skinner
  9. Albert Ellis

In addition the students will know the skills needed to develop an effective doctor/patient relationship, know the questions to ask to conduct a general assessment, and know the techniques involved in working with chiropractic patients who are experiencing psychological problems. They will be able to understand:
  1. Basic communication theory
  2. The C.A.R.F. model of patient/doctor relationship
  3. The S.A.F.E. model of active listening
  4. Basic assessment questions to be asked during an intake
  5. Apply the GROW model of intervention and referral


Conditions:
None

PSYCHOMOTOR DOMAIN


Students will be able to practice different aspects of each theory of personality and apply them to their chiropractic practice. Specifically, they will be able to demonstrate the skills and techniques for:
  1. Assessing for general personality traits and behaviors
  2. Assessing for basic family history as it relates to a psychological history
  3. Using the doctor/patient relationship to motivate patients
  4. Using behavioral reinforcers to modify behavior
  5. Displaying active listening
  6. Using supportive verbal and non-verbal behaviors
  7. Using a decision tree in asking assessment questions


AFFECTIVE DOMAIN


Students will develop a sensitivity to assessing for mental health problems. They will practice wholistic health recovery by listening and assessing for problems related to the body and to the psychology of a person.
Weekly Calendar of Learning Objectives
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Week Dates Topics/Learning objectives
Week 1

Session 1

Introduction to the course and course objectives. Survey students on obstacles to dealing with MH issues. Develop list of needs that the students want to study in the class. Review the syllabus.
Lab: the fears and concerns about assessing MH conditions.

Review a general theory of human behavior. Learn general techniques of clinical interviewing. Discover the general principles of clinical office management. Define the roles and goals of chiropractic care of patients with MH problems.
Lab: case studies using these general interviewing and management tools.

Week 2

Session 2

 Identify the C.A.R.F./S.A.F.E./GROW Models. Practice performing active listening skills, asking appropriate questions and making effective referral.
Week 3

Session 3

 Define the clinical criteria of addictive and anxiety - based disorders. Identify appropriate assessment questions. Implement a chiropractic office management strategy.
Lab: Implement the tools learned in class on addictive and anxiety case studies.
Week 4

Session 4

 Define the clinical criteria of depressive based disorders. Identify appropriate assessment questions. Implement a chiropractic office management strategy.
Lab: Implement the tools learned in class on depression, grief, loss and suicide case studies.
Week 5

Session 5

 Define the clinical criteria of family and eating disorder-based disorders. Identify appropriate assessment questions. Implement a chiropractic office management strategy.
Lab: Implement the tools learned in class on family and eating disorer-based case studies.
Week 6

Session 6

 Define the clinical criteria of sexual and schizophrenic-based disorders. Identify appropriate assessment questions. Implement a chiropractic office management strategy.
Lab: Implement the tools learned in class on sexual and schizophrenic-based disorders case studies.
Week 7

Session 7

Define the clinical criteria of somatization and specially-based disorders. Identify appropriate assessment questions. Implement a chiropractic office management strategy. Define and learn how to make community-base referrals.
Lab: Implement the tools learned in class on somatization and special case studies
Discussion of past and contemporry theories of personality.
Discussion and class presentations of clinical practice guidelines.
PAPER DUE.
Week 8 -- FINAL EXAMS AS SCHEDULED BY INSTRUCTOR
Week 9 -- --
Week 10 -- --
Week 11 -- --
Week 12 -- --
Week 13 -- --
Week 14 -- --
Week 15 -- --
Please Note
This schedule of lecture and lab topics and quizzes and exams may be changed during the course of the trimester as circumstances require. Whenever possible, such changes will be announced in class before the date and time in question. You are responsible for anything that transpires during lectures and labs, even when you are unable to attend. In the event that you miss a class session, make sure you check with a classmate about any announcements or schedule changes which may have been made. Makeup exams are allowed only according to the policies described in the current student handbook, which is available in the Student Affairs office.
Maintained by Northwestern College of Chiropractic
Last updated: 4 October, 2006
 

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