SALT LAKE COMMUNITY COLLEGE

Department of Social Work

MENTAL HEALTH
SW 2720
Instructor:
Office:
Office Hours:
Phone:
Text:

S. Zachary Bullock
LAC 115-B
By Appointment Monday through Friday
Office Phone Please contact me through Canvas, so all of my class emails
are in one place. In the unlikely event Canvas goes down, email me at:
s.zachary.bullock@gmail.com
Theory and Practice of Counseling and Psychotherapy, Ninth Edition;
Gerald Corey; Brooks/Cole, 2013
Sociology of Mental Disorder, Eighth Edition; William C. Cockerham; Karen
Hanson, 2011

It is your responsibility to read and understand the contents of this document.

Please make sure you read through it as all most of the answers you seek are
found within it thats why its 7 pages long.
Course Description:
This introductory course will discuss variables contributing to Mental Disorder. Demographic variables such
as gender, social class, age, marital status, race and biological pre-disposition will be addressed. Several
theoretical models of intervention will be discussed and used to provide the student a simulated clinical
experience in the controlled environment of the class room. DSM IV-TR (Diagnostic Statistical Manual IVRevised) will be introduced as it is the primary diagnostic tool used in the United States.
Course Prerequisites:
SW 1010, SW 2100
Course Requirements:
Essays: There will be two take home evaluations in essay format. The first one will be three to five pages in
length and worth 30 percent of your grade (60 points). The second one (mid-term) will be six to eight pages in
length and worth 40 Percent of your grade (80 points). Essays should be the length needed to appropriately
discuss the topic. Do not simply stop at the minimum page requirement.
Evaluation OneTheory (60 points)
Students will complete a three to five page discussion on the theory of your choice. The theory can be
developmental, psychological, or an evidence-based therapy model (i.e. Freud, Adler, Jung, Erikson, Linehan,
Etc.) Demonstrating understanding of the theory by outlining the main concepts, assumptions, and guiding
values of the theory. Explaining how you would apply that theory to your work with clients. Consider your
scope of practice, cultural and demographic factors, the type of agencies you might be working at, and the
types of problems your clients might be dealing with. Provide examples of how the theory can be used to
explain clients behavior, address problems, and guide your work in practical ways. For full credit the subject
must be explored and discussed beyond surface level and you may want to include sources in addition to the
text book.
Remember to incorporate and cite information from the literature in APA format. Include your opinions and
professional analysis of the theory and identify these as your assertions. Your essay should have a cover
sheet and a reference page.

Evaluation Two, (80 points)

You will complete a six to eight page discussion on the mental disorder of your choice. You may pick any
mental health diagnosis from the DSM IV TR, the DSM V, or the Cockerham text. You must include a
description of the illness, the associated symptoms (diagnostic criteria), and treatment considerations, such
as evidence based treatments, effective interventions, and/or controversial or experimental treatments.
You may include cultural considerations, environmental factors, genetic or familial patterns, and demographic
information, as well as prevalence, etiology, or theories relating to the cause of the disorder. You might also
consider topics such as funding problems, recovery concepts, stigma, and related social and economic
concerns. For full credit you will need to include a personal analysis of the information and present the
rationale supporting your opinions and assertions in relation to the subject matter.
Appropriately cite all your sources. Submit your paper in APA format. Pay attention to the writing expectations
outlined in the syllabus.
Both essays will be written on a scholarly level with attention to spelling, grammar, appropriate citations, and
coherent writing. Students will be expected to incorporate theory, research and demographic content, as well
as their own analysis of the subject matter into their papers. Students must also clearly distinguish their own
viewpoints from existing theory/research. Each product must be written in a 12-point font, double-spaced,
with one inch margins on all sides. When applicable each product should follow APA guidelines. Emailed
assignments will not be accepted without prior approval from the instructor.
Presentation: Students will complete a class presentation based on the topic of their second essay. This
essay is worth 20 percent of your grade (40 points).
Midterm Exam: The midterm test will be held during the scheduled time as indicated on the syllabus and it
will be worth 10 percent of your grade (10 points).
Final Exam: The final test will be held during the scheduled final time and it will be worth 10 percent of your
grade (10 points).
Important Course Information
Course Website: As your instructor, I make the assumption that you are familiar with your computer and the
software that is on it. Further, I assume that you can follow basic instructions for changing the settings on
your computer. I want to make this very clear: Your inability to operate your computer will not be
accepted as a valid excuse for not submitting assignments in a prompt and professional manner.
The software that runs our course is Canvas. Students using a PC need to know that Canvas runs better with
the Mozilla Firefox or Google Chrome browser than it does using Internet Explorer (IE). It will run using IE,
but it will not run as well as it does using Firefox. Students using a MAC should be okay using the Google
Chrome or Safari browser to access Canvas.
To access our course website, you have at least three options: Option #1: Go to www.slcc.edu and log in to
MyPage. Select the My Courses tab at the top of the page. At the bottom of the page, you may be given
the option of going to BlackBoard or Canvas. Select Canvas. You may be asked to log in again. Use the
same username and password that you used to access MyPage. Option #2: Go to https://learnslcc.uen.org/login and log in using your MyPage user name and password. Option #3: Go the www.slcc.edu
and click on the Current Students tab at the top of the page. From the pull-down menu, select Canvas. All
of these options will take you to the login page. After logging in, you will see a menu of your course websites.
Double click SW 2100 and you will be taken to our course webpage.
The website contains a copy of our course syllabus, course calendar, homework assignments, discussion list,
and the final take home exam and all the other materials to support your learning. You will be able to submit
homework assignments on the website, take quizzes and check your grades.

Submitting papers electronically is very convenient. However, this convenience carries with it an inherent
risk, which is ultimately your responsibility.
Occasionally, your computer, the server, the user, the connection or some other part of the internet fails.
Equipment or user failure, regardless of the source or cause, is not an excuse for submitting late papers.
Please do not wait until the last minute to submit your assignments. Identify another computer that you can
use in case of an emergency. A broken car is not a good excuse for missing a traditional class and a broken
computer is not a valid excuse for missing an online course or assignment. Have a backup plan in place.
You must be prepared to use Canvas correctly. The software program requires that you follow an exact
sequence in order to submit your papers. Failure to use the software correctly will result in the loss of your
data. Only data saved to the website by the due date/time will be graded.
If you want to learn more about using the Canvas platform, go to the Canvas student guide at
http://guides.instructure.com/s/2204/m/4212. If you still have questions, you can use the chat function at
www.slcc.edu/online to text with the folks at the SLCC Online Support Center. If you prefer to talk on the
telephone, please call the Online Support Center at (801) 957-4406. (Toll free: 1-888-963-7522). Bottom line:
It is your responsibility to know how to use the website. If your homework is lost because you did NOT push
the buttons in the correct order, you cannot be given credit. Emailed assignments, regardless of the reason
or time sent, will be returned to you ungraded. Remember: Papers can be submitted early.
Important Student Information:
Class Format and Expectations: The class will be provided in a workshop format. Open discussion will be
encouraged. Attendance and participation in classroom discussions and activities is expected and crucial to
the learning process
This is an educational setting and it is inappropriate for students to disclose, discuss, or seek consultation for
their personal issues, problems, or concerns. Professional boundaries must be maintained in class at all
times.
Students are expected to complete the assigned reading or other assignments before class and to come
prepared for each class. Students are required to arrive to class on time. Tardiness is disruptive to the
learning process and disrespectful to both the students and the teacher. Courteous use of personal
technology is required. That means no ringing cell phones; no social networking or surfing the web, and no
excessive texting during class.
Attendance: Attendance and participation in classroom discussions and activities is expected and crucial to
the learning process. Therefore, it is imperative that you attend class in order to learn and understand the
material.
Student Contribution: This is a two credit hour class that has a tremendous amount of important
information to cover. You certainly can accomplish it but it requires careful planning, work, and study.
Self-awareness is critical for social workers; as is the ability to express thoughts in a coherent manner.
Students will be encouraged to express their ideas, explore values, discuss prior knowledge, possible
misconceptions and share divergent opinions about the subject matter.
Social workers interact with many people of diverse values, opinions, and perspectives. The instructor will
facilitate an environment that offers students an opportunity to practice dealing with this diversity of thought in
a professional, empathic, and tolerant way. All ideas are open for discussion. All feelings and opinions are
valid (even negative ones) and students are expected to handle differences with respect.

Attendance, Punctuality & Participation: Participation through the articulation of thoughts, effective
problem solving, and an integration of knowledge and understanding of various frameworks will reflect the
students understanding of core concepts.
Late Assignments: Late Assignments: All assignments must be turned in by the due date. At the discretion
of the instructor, late work may be accepted if it is accompanied with formal documentation of an emergency
that clearly limited the students ability to complete and/or turn in the assignment on time. Late work without a
documented emergency may be accepted with prior instructor approval and for half credit. However, turning
in late work is unprofessional and students should avoid failing to meet deadlines.
Learning Outcomes:
The primary goal of SW 2720 is to provide the student an introduction into the understanding of mental
disorders and the various treatment models utilized in the treatment of mental disorders. The learning
outcomes of this course match the college-wide learning outcomes established by Salt Lake Community
College in the following ways.
SLCC Learning Outcome #1: Upon successful completion of any program, students should acquire
substantive knowledge in the discipline of their choice sufficient for further study, and/or demonstrate
competencies required by employers to be hired and succeed in the workplace.
SW 2720 Learning Outcomes: At the end of this course students should be able to:

Gain substantive knowledge and an understanding about Mental Disorders as outlined in the DSMIV-TR and/or DSM-V
Gain an introductory knowledge of the history and function of DSM-IV-TR and/or DSM-V

SLCC Learning Outcome #2: Upon successful completion of any program, students should be able to
communicate effectively.
SW 2720 Learning Outcome: At the end of this course students should be able to:

Students will communicate both orally and written their understanding of how demographic variables
such as gender, race, socio economic status, marital status, religion, sexual orientation and rural
versus urban living contribute to Mental Disorders.
Students will demonstrate knowledge both orally and in writing of the basic foundation of various
treatment models available to therapists (e.g. Medical Model, Psychodynamic Model, Cognitive
Model, and Behavior Modification Model).

SLCC Learning Outcome #4: Upon successful completion of any program, students should be able to think
critically.
SW 2720 Learning Outcome: At the end of this course students should be able to:

Develop skills in critical thinking through understanding treatment models and assessing their
effectiveness in various situations.
Develop skills in critical thinking through assessing the applicability of various treatment models.

SLCC Learning Outcome #5: Upon completion of any program, students should develop the knowledge
and skills to be civically engaged, and/or to work with others in a professional and constructive manner.
SW 2720 Learning Outcome: At the end of this course students should be able to:

Have an introductory knowledge and understanding that will prepare them to work with others in the
mental health arena in a professional and constructive manner.

Other Useful Information:

Final Grades The final grade will be calculated according to how many points you receive on your quizzes,
assessments, discussions, program plan and announcement, ethnographies, eco-maps, and final
examination.
Writing Expectations It is expected that all assignments, papers and final exam will be written on a
scholarly level with attention to spelling, grammar, appropriate citations and coherent writing. Each product
must be written in a 12-point font, double-spaced with one inch margins on all sides. When applicable each
product should follow MLA or APA guidelines.
Plagiarism: Plagiarism is when you take credit for another persons words or ideas. You must cite any
source you use in your work (other than sources of common knowledge), or you have committed plagiarism.
This course will use Canvas plagiarism-checking software (TurnItIn). Papers containing plagiarized material
will receive a score of 0 for a first offense. A student who plagiarizes a second time may fail the course. See
the Student Code of Conduct, especially pages 42 and 45.
Accommodations for Students with Disabilities Students with medical, psychological, learning or other
disabilities desiring accommodations or services under ADA, must contact the Disability Resource Center
(DRC ). The DRC determines eligibility for and authorizes the provision of these accommodations and
services for the college. Please contact the DRC at the Student Center, Suite 244, Redwood Campus, 4600
So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax: 957- 4947 or by email:
amber.jentzsch@slcc.edu
Student Code of Conduct: All students are expected to follow the SLCC Student Code of Conduct found at
http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf. It is your responsibility to access, read and
understand this document.
Course Rules About Disclosure of Personal Information:
1. Disclosure of personal information can often be an important part of the learning process and can lead to
valuable personal insight. Any personal information will be held in confidence by students and should not be
repeated outside of the course.
2. Self-disclosure that is overly personal and not applicable to the specific discussion or
inappropriate in an educational setting will be addressed immediately with the student. This form of selfdisclosure is unacceptable and highly discouraged by the instructor. If events occur of a personal nature that
the student feels the instructor should be aware of please email me individually and not through the class
discussion process.
3. All opinions are valid, even negative ones or ones in opposition to your opinions. Although these feelings
will differ from person to person, and I demand that all feelings, rights and opinions will be respected. You
certainly can still disagree with anothers position but please do so in respectful and a non-personal manner.
Grading:
Essay #1
Essay #2
Presentation
Midterm
Final
Total
Grades:

60
80
40
10
10
200

200 188
187 180
179 174
173 166
165 160

A
AB+
B
B-

159 154
153 146
145 140
139 134
133 126

C+
C
CD+
D

125 120
119 and below

DE

Course Calendar

Week 1:

1/20/17

Introductions, Review Course

Week 2:

1/27/17

Theory and Practice

Chapters 1

Sociology of Mental Disorder

Chapter 1

Theory and Practice

Chapter 2

Sociology of Mental Disorder

Chapters 2

Theory and Practice

Chapter 3 &4

Sociology of Mental Disorder

Chapter 3

Theory and Practice

Chapter 5

Sociology of Mental Disorder

Chapter 4

Week 3:

Week 4:

Week 5:

2/03/17

2/10/17

2/17/17

Week 6:

2/24/17

Sociology of Mental Disorder

Chapter 5

Week 7:

3/03/17

Theory and Practice

Chapter 6

Sociology of Mental Disorder

Chapters 6 & 7

Essay one due (60 points)

Week 8:

3/10/17

Theory and Practice

Chapters 7 & 8

Sociology of Mental Disorder

Chapter 8

Midterm (10 points)

Week 9:

Week 10:

3/10/17

Theory and Practice

Chapters 9

Sociology of Mental Disorder

Chapter 9 & 10

3/13-3/17

---Spring Break---

3/24/17

Theory and Practice

Chapter 10 & 11

Sociology of Mental Disorder

Chapter 11

Essay two due (80 points)

Week 11:

3/31/17

Theory and Practice

Chapter 12

Sociology of Mental Disorder

Chapter 12

Week 12:

4/7/17

Theory and Practice

Chapter 13

Sociology of Mental Disorder

Chapter 13

Week 13:

4/14/17

Week 14:

4/21/17

Week 15:

4/28/17

FINAL

5/04/17

Theory and Practice

Sociology of Mental Disorder
Theory and Practice
Sociology of Mental Disorder

Chapter 14
Chapter 14
Chapter 15
Chapter 15

Theory and Practice

Sociology of Mental Disorder
Class presentations (40 points)
Final Exam (10 points)

Chapter 16
Chapter 16

The instructor reserves the right to change the course content with reasonable notice to
students based on unexpected learning opportunities, class consensus, or when the organic
flow of the class does not fit well with the predetermined objectives.

ESSAY
SCORING
RUBRIC

Content

Mental
Health
Theory

Discussion/
Analysis

Grammar

Insufficient
(1) (E/D: up
to 66%)
Significant
revision
needed. Topic
not
addressed
Structure is
unclear,
thesis is weak
or nonexistent; flow
of topic is
scattered. It
lacks focus.
The student
hardly uses
concepts of
demographic
variables and
theory in the
essay. Mostly
personal
opinions
without
empirical
support.
Discussion is
mostly unsupported
personal
opinions,
includes little if
any
demographic
variables and
intervention
Numerous
errors in
spelling,
punctuation,
capitalization
, grammar
and
paragraphing
.

Emerging (2)
(C/D: 69% - 77%)
Need for revision,
did not really
address the topic
directly--jumped
around.
Structure is
generally unclear,
often wanders or
jumps around.
Thoughts through
the discussion are
incomplete, thus
introducing
various discussion
points without
The student uses
mental health
concepts
discussed
sporadically,
addresses the
topic only in
general terms. Is
not able to
develop a clear
discussion of
demographic
Unclear and
scattered
discussion of the
topic with minimal
theory included as
part of discussion.
There are several
topics included in
the writing with
no clear direction.
Moderate errors
in spelling,
punctuation,
capitalization,
grammar and
paragraphing.
Moderate
disruptions to the
flow of the

Effective (3)
(B: 82% - 87%)
While it showed
some
understanding of
the topic, it lacked
enough theoretical
concepts, mostly
personal
Structureopinions.
of the
essay contains
topic through the
discussion,
however it is based
mostly on personal
opinion, lacking
demographic
variables, theory
and intervention
The student
includes
demographic
variables affecting
mental health and
includes
intervention
concepts; however
the discussion is
mostly theoretical.
Topic is clearly
discussed and
includes some
demographic
variables, theory
and intervention
concepts; analysis
is not clearly
balanced and
leans towards
Minimal errors in
spelling,
punctuation,
capitalization,
grammar and
paragraphing.
Minimal
disruptions to the
flow of the

Strong (4)
(A: 90% - 100%)
Shows understanding of
topic. Solid blend of theory
and personal thoughts and
included an appropriate
analysis of the topic
Structure contains clear
understanding of the topic
as evidenced by the
inclusion of demographic
variables, intervention
concepts and personal
opinion, followed by an
integrative analysis of the
topic.
The student is able to
blend theory and their
opinion into a balanced
analysis of the topic as
evidenced by the clear
inclusion of specific
demographic variables and
intervention concepts.

Topic is thoroughly
discussed with a balance of
personal opinions, theory,
well-grounded demographic
variables and intervention
concepts. Uses clear
examples to further cement
the discussion.
No errors in spelling,
punctuation, capitalization,
grammar and
paragraphing. No
disruptions to the flow of
the discussion.

CLASS
PRESENTATI
ON RUBRIC

Insufficien
t (1) (E/0-5
pts)

Emerging (2)
(C/D: 6-7 pts)

Presentation
is scattered
with unclear
evidence to
support their
topic

Subject is
discussed
without a
clear
structure.
Research is
evident but
questions
are not
answered
about
accuracy.
Student
makes
few
attempts to
engage the
audience

Subject is
discussed
using
accurate
research that
reinforces
classroom
discussions
and
information
from the
textbooks
Students
makes
attempts to
engage
fellow
students

Student is
prepared but
lacks solid
understandin
g of the
subject they
are
presenting
Student is
lacks solid
knowledge
enabling
them to
answer
questions

Student is
obviously
prepared and
demonstrate
s knowledge
around their
subject

Effective (3)
(B:8-9 pts )

Strong (4)
(A: 10 pts)

Criteria
Content

Presence /
Learning
Environme
nt

Student
simply
delivers
informatio
n

Presenter
Skills

Student is
unprepared
and cannot
demonstrate
their
understandin
g of the topic

Presenter
Knowledg
e

Student is
unprepared
and cannot
knowledge of
the topic

Student is
prepared and
demonstrate
s adequate
knowledge
around their
subject

Subject is explored
using accurate
research, at level
that provides
information that
extends classroom
discussions and
information from
the textbooks.

Visual aids,
audience
involvement or
other strategies are
used to enhance
attention and
learning of fellow
students.
Student
demonstrates
preparation, is
grounded in their
knowledge and
effort is apparent.

Student
demonstrates
knowledge,
competent is able
to answer
questions
intelligently.