University of Illinois at Urbana-Champaign School of Social Work

SOCW 552: HBSE II: Mental Disorders

Instructor: Debra Cruickshank
Phone:
not yet available
E-mail:
dcruick@illinois.edu

Office: SSW 2007

Office Hours: W 10-12
Classroom: SSW 2023
COURSE DESCRIPTION

Interrelationship of biological, emotional, learning and social aspects of mental disorders, and
implications for the patient/client, family, and community; psychopathology including psychotic
disorders, severe mood disorders, severe anxiety disorders, pervasive developmental disorders
and intellectual disabilities, attention deficit-hyperactivity, personality disorders, and other
mental disorders that affect health. Lectures, readings, discussions, analysis of case studies, and
other learning approaches will focus on diagnostic assessment and biopsychosocial treatment
methods including psychosocial treatment methods, medications, and social work interventions.
Students also learn to recognize the potential for bias that can result when assessments are
applied across cultural, ethnic, racial, socioeconomic, gender, and other groups. Prerequisite:
SOCW 451
COURSE OBJECTIVES
1. understand various explanations (e.g., biological, psychological, social, ecological) and
the supporting research concerning the development and maintenance of mental and
behavioral disorders; Evaluated through exams (Advanced Competencies 7, 9, and 10)
2. know the broad categories of mental and behavioral disorders, and the criteria for their
recognition as specified by the current American Psychiatric Associations Diagnostic and
Statistical Manual of Mental Disorders (DSM-5); (Advanced Competencies 9 and 10)
3. understand cultural and gender differences in the expression of mental disorders and the
assessment and interpretation of behavior, along with the impact of social and economic
injustice on persons who experience these disorders; (Competency 4)
4. demonstrate an ability to gather, organize, and present material from the psychosocial
history relevant to the diagnostic assessment process as outlined in the current American
Psychiatric Associations diagnostic and statistical manual; (Competencies 3 and 10)
5. demonstrate an understanding of empirically-based treatment methods for various mental
disorders, including various psychotherapeutic and psychopharmacological interventions,
and know how to refer patients/clients to appropriate mental health resources;
(Competencies 3, 6, and 10)

6. understand the importance of the family and community context in the assessment
process and be able to identify strengths that may help patients/clients and their families
(Competency 4)
7. understand problems of reliability in mental health labeling systems, differences in the
presentation of symptoms based on age, gender, and culture, and how assessment affects
patient/client access to services, particularly in regard to diverse and economically
disadvantaged populations; (Competencies 4 and 7)
8. understand professional values and ethical issues in assessment and interventions with
persons with serious mental and behavioral disorders; Evaluated through exams, case
studies, and mini-paper (Competencies 1 and 2)
REQUIRED TEXTBOOKS
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition. Arlington, VA, American Psychiatric Association, 2013.
Additional readings will be provided as appropriate
DISABILITY ACCOMODATIONS
To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities
must contact the instructor and the Division of Rehabilitation-Education Services (DRES) as
soon as possible at 1207 S. Oak Street, Champaign, 333-4603, or by e-mail:
disability@illinois.edu.
ACADEMIC INTEGRITY
All class participants are expected to adhere to University policies on academic integrity and all
policies included in the School of Social Work Handbook: http://socialwork.illinois.edu/wpcontent/uploads/2013/06/SSW_Graduate_Handbook_2013-20141.pdf
COURSE ASSIGNMENTS
EXERCISES/CASE STUDIES: Throughout the semester students will be given a series of short
in-class assignments to complete individually or in groups. Students will also complete three
case studies. The studies will be completed in groups of three or four (dependent upon class
size). The first case study will be graded pass/fail, but the remaining two will be graded. Criteria
for analyzing the cases will be handed out in class and will follow a prescribed format.
Following in-class group discussion, each group will be responsible for writing up the case study
for a grade. The written case study should represent the consensus of the team AND all group
members have the responsibility for the write-up. For the final case study, students have the
option of writing this up individually or in a group for credit. All case studies are due by the date
listed on the assignment; any submitted late will be penalized 1 point for each day late. Case
studies will range between 8-10 pages MAXIMUM, double-spaced. Points will be taken off for
case studies that exceed this limit.

EXAMS: There will be two exams, an in-class midterm and a second exam. The in-class
midterm exam will cover reading assignments and lecture material for the previous period along
with diagnostic case studies. The second exam will include questions on the material covered
after the midterm exam along with diagnostic case studies.
ATTENDANCE: Attendance is required for this class and a student will not be able to miss
more than 2 classes maximum. Formal and written excuses (e.g. medical) are needed for any
absence. Even with missing 2 classes, a grade will be substantially lowered. Participation
includes active listening, but also commenting on and discussing the readings as well as
participating in all learning activities. Only those students who are present for the in-class group
exercises may list their names on the case study submitted by their group. In case of absences,
the absent student will be responsible for contacting the instructor and completing a case study
independently of their group.
CLASS PREPARATION/READING: Students are expected to have read the material prior to
each class. Exams and lectures will specifically cover the disorders listed in the course outline.
EXPECTATIONS OF STUDENTS
1. Preparation, attendance, and participation: Each student is expected to attend each
class, to be familiar with the assigned reading and able to discuss them, and to participate
in learning activities and exercises.
2. Ethics and values: Adherence to the basic social work values, ethical principles and
ethical standards is important to all professional social workers and administrators.
Students must be familiar with the NASW Code of Ethics (in Graduate Handbook and at
http://www.socialworkers.org/pubs/code/code.asp ). Written assignments, exams, and
discussion should make reference to ethical principles and social work values when
appropriate.
3. Criteria for grading written work: This course requires graduate level written
communication skills since these are important to successful administrative and social
work practice. Students will be graded on both the quality and content of written work.
Written assignments will be breaded with regard to
Appropriate vocabulary usage
Clarity and readability
Correct grammar and spelling
Integration and application of course concepts
Integration and application of ethical principles and social work values
Level of synthesis
Organization and conciseness
Thoroughness and clinical relevance
Students who show consistent excellence in their work will receive an A. This grade is not given
often and only when true excellence has been demonstrated. Students who show clear mastery of

the material will receive a B. Students who show less mastery of the material will receive lower
grades for the their work.
Group Case Studies: 5-8 pages, double-spaced, maximum. Points will be taken off for case
studies that exceed this limit.
4. Overall Grading:
Class Attendance & Participation
First Case Study
Second Case Study
Third Case Study
Clinical Case Presentations
Midterm Competency Exam
Midterm Diagnostic Exam
Second Competency Exam
Second Diagnostic Exam
TOTAL

50 points
Pass/Fail
50 points
50 points
50 points
40 points
60 points
40 points
60 points
400 points

EXPECTATIONS OF THE INSTRUCTOR

1. The course outline will be followed. In order to make the course more relevant to you, we
may deviate from the course outline but only with mutual agreement.
2. You will have opportunities for written feedback (evaluation) during the sixth and final
weeks. Your ideas are important so be sure to share them if you have suggestions that can
improve the course or the teaching.
3. You can expect your instructor to be accessible. This may be through office hours, special
appointment, phone, or e-mail.
4. Class will begin on time and there will be a 10-15 minute break halfway through each
class session. Students are expected to return from breaks on time and ready to work.
COURSE OUTLINE
This is a general guideline: class content may vary according to class needs. However, students
are expected to complete readings as outlined for the week indicated. The assigned readings
listed below are from the relevant sections of the DSM-5. Supplemental reading material will be
provided by the instructor and will be integrated into the content of each class rather than treated
as a topic unto itself.

Week 1:

Introduction
DSM-5
Social Work Approaches
Readings:

DSM-5: pp. 5-25

Week 2:

Disruptive, Impulse-Control, and Conduct Disorders

Oppositional Defiant Disorder
Conduct Disorder
FORMULATIONS
Readings:
DSM-5: pp. 461-475

Week 3:

Anxiety Disorders
Separation Anxiety Disorder
Specific Phobia
Social Anxiety Disorder
Panic Disorder
Agoraphobia
General Anxiety Disorder
Readings:
DSM-5: pp. 189-226

Week 4:

Trauma- and Stressor-Related Disorders

Adjustment Disorders
Posttraumatic Stress Disorder
Acute Stress Disorder
Reactive Attachment Disorder
Readings:
DSM-5: pp. 265-290 (relevant sections)

Week 5:

Dissociative Disorders
Dissociative Identity Disorder
Depersonalization/Derealization Disorder
Readings:
DSM-5: pp. 291-307
(First group paper to be handed out. Due week 7 at beginning of class; e-mail)

Week 6:

Obsessive-Compulsive and Related Disorders

Obsessive-Compulsive Disorder
Body Dysmorphic Disorder
Readings:
DSM-5: pp. 235-247

Week 7:

Depressive Disorders
Major Depressive Disorder
Persistent Depressive Disorder

Bipolar and Related Disorders

Bipolar I Disorder
Bipolar II Disorder
Readings:
DSM-5: pp. 155-188; 123-154
Week 8:

Schizophrenia Spectrum and Other Psychotic Disorders

Delusional Disorder
Brief Psychotic Disorder
Schizophreniform Disorder
Schizophrenia
Schizoaffective Disorder
Readings:
DSM-5: pp. 87-122

Week 9:

In-class Midterm Examination

Week 10:

Feeding and Eating Disorders

Anorexia Nervosa
Bulimia Nervosa
Binge-Eating Disorder
Readings:
DSM-5: pp. 329-354

Week 11:

Substance-Related and Addictive Disorders

Substance-Induced Disorders
Alcohol-Related Disorders
Readings:
DSM-5: pp. 481-589
(Second group paper to be handed out. Due week 13 at beginning of class; e-mail)

Week 12:

Personality Disorders
Paranoid Personality Disorder
Schizoid Personality Disorder
Schizotypal Personality Disorder
Antisocial Personality Disorder
Borderline Personality Disorder
Histrionic Personality Disorder
Narcissistic Personality Disorder
Avoidant Personality Disorder
Dependent Personality Disorder
Obsessive-Compulsive Personality Disorder
Readings:
DSM-5: pp. 645-684

Week 13:

Neurodevelopmental Disorders

Autism Spectrum Disorder

Attention-Deficit/Hyperactivity Disorder
Learning Disorder
Intellectual Disability
Readings:
DSM-5: pp. 31-41; 50-74
Week 14:

FALL BREAK: NO CLASS

Week 15:

Somatic Symptom and Related Disorders

Somatic Symptom Disorder
Illness Anxiety Disorder
Conversion Disorder
Factitious Disorder
Neurocognitive Disorders
Delirium
Major and Mild Neurocognitive Disorders

Readings:
DSM-5: pp. 309-328; 591-643
In-Class Group Case Presentations and Discussion
Week 16:

Second In-Class Exam

Week 17:

Final Case Study due (date and time to be determined)

CLASS TIME SCHEDULE BY DATES

Week 1

August 26

Week 2

September 2

Week 3

September 9

Week 4

September 16

Week 5

September 23

Week 6

September 30

Week 7

October 7

Week 8

October 14

Week 9

October 21

Week 10

October 28

Week 11

November 4

Week 12

November 11

Week 13

November 18

(2nd group paper due at beginning of class; e-mail)

Week 14

November 25

(Fall Breakno class)

Week 15

December 2

(CASE PRESENTATIONS)

Week 16

December 9

(SECOND EXAMin-class)

Week 17

December 16

Final Case Study due

(1st group paper assigned)

(1st group paper due at beginning of class; e-mail)

(MIDTERM EXAMin-class)

(2nd group paper assigned)