Introduction to Psychiatric Rehabilitation Counseling
Coun 7912
Fall, 2006
Wednesdays, 5:30-8:30 pm
113 Patterson Hall conference room

Erin Martz, Ph.D., C.R.C.
119D Patterson Hall
University of Memphis
Phone: (901)-678-4820
Office hours: Thursdays 1:00 - 3:00 pm (or by appointment)

Course description:

The course is designed to increase the student's understanding of the field of psychiatric rehabilitation. An emphasis will be placed on the student's acquiring the knowledge base from which the techniques of psychiatric rehabilitation are being developed. Each student will be able to demonstrate his or her in-depth understanding of the facts, concepts, and principles underlying and guiding the growth of the field of psychiatric rehabilitation.

Students will be introduced to the philosophical and empirical bases of psychiatric rehabilitation, including an overview of programming models, service-system issues, current research in psychological disorders, and their treatment. Throughout the course, a focus will be placed on the consumer movement and cross-cultural issues.

• Gain essential principles and knowledge of the field of psychiatric rehabilitation.
• Gain exposure to the application of psychiatric rehabilitation in mental-health systems and programs.
• Gain an understanding various programming models and service-system issues.
• Gain knowledge relevant to understanding the consumer movement, recovery, integration within the community, and multicultural issues.
• Become involved in the issues surrounding the lives of individuals with severe mental illness through exposure and experiences in the community.

Required Text:
Anthony, W. A., Cohen, M. R., & Farkas, M. D. (2001). Psychiatric rehabilitation, 2nd Edition. Boston, MA: Boston University Center for Psychiatric Rehabilitation. [ISBN: 1878512110]
One Chapter:
*Gregory, R. G. (2004). Neuropsychological assessment and screening. From R. G.
Gregory, Psychological testing: History, principles, and applications (4th
ed., pp. 440-494). Boston: Allyn & Bacon.
*A copy will be on reserve at the library.

Recommended Text:
**Fischler, G. L., & Booth, N. (1999). Vocational impact of psychiatric disorders: a guideline for rehabilitation professionals. Gaithersburg, MD: Aspen Publications. [ISBN: 083421251]
** Due to the price of this 1 book, a copy will be available on reserve at the library.

For your professional development/interest, the leading rehabilitation journals are:
International Journal of Rehabilitation Research
Journal of Applied Rehabilitation Counseling
Journal of Rehabilitation
Psychiatric Rehabilitation Bulletin
Rehabilitation Counseling Bulletin
Rehabilitation Psychology


Your requirements:

Attendance policy:
Because this class will have experiential components, as well as the expectation of interactive dialogues, then attendance should be top priority. Most people learn by repetition, challenging information, and application/practice of knowledge, which is why class attendance should be beneficial to you. Two excused class absences will be permitted. Anything over that number will affect your attendance grade.
In addition, if you hope to ask me for a letter of recommendation for doctoral studies or a job, it would behoove you to not only attend class regularly, but also to speak up! Your interest in learning this material will reflect on the professional that you are becoming. Some academic subjects are more interesting than others; but the parallel for counselors is that some clients will be more interesting than others. Thus, you should cultivate the ability to find something interesting in any material (or client). Bottom line recommendation: Treat this class as part of your current job of training to be a professional!

Professional honesty:
Your work should always be your own. If you have any doubt whether you should credit someone for an idea, then simply cite the person’s name and the date. This will protect you from the possible accusation of plagiarism. Dishonesty in various aspects of academic life can have harsh consequences, including expulsion, which may block you from continuing elsewhere the career training that you are currently in.

Your tasks:

Chapter presentation (10 points)
In order to make this class more interactive and meaningful, each student will select 1 chapter from the Anthony book and prepare an outline of it [we will discuss whether to post this electronically or pass out written copies]. The student will go over the contents of the chapter in class for 30-40 minutes—with the instructor’s assistance. You can make this presentation as creative as you want. Advice for those with fear of public speaking: Remember to concentrate on the information, not yourself. Also, get the class talking and involved!

Case study presentation (10 points)
You will interview an individual with a psychiatric disability, who has agreed to be interviewed and who has signed a consent form. This interview should last a minimum of half an hour. Then you will talk about the process and the results for 10-15 minutes in class (Note: names must be changed to protect confidentiality).

Case study report (20 points)
You will write up a report (5-7 pages, double-spaced) based on your interview. Use the following framework: present status (demographics, e.g.—gender, ethnicity, education), socioeconomic and family status, disability-related information, work history, short-term and long-term goals, and therapeutic challenges. You should not use first-person (e.g., “I”) in this report. (Note: client names must be changed to protect confidentiality in this report).

Field trip report (10 points)
You will find a facility that assists individuals with psychiatric disabilities and interview an employee for 10-15 minutes. You should actually visit the facility. Then you should write up your impressions and reactions in a minimum of 2 typed, double-spaced pages. Please use 1st person in this report—I want to hear what you were thinking and feeling during your visit (and why). Thus, minimize the facts in this report.


Chapter presentation 10 points
Case study presentation 10 points
Case study written report 20 points
Field trip report 10 points
Midterm 20 points
Final 20 points
Attendance 10 points
Total 100 points

A= 90-100 points
B= 80-89
C= 70-79
D= 60-69
F= Below 60
Note: Graduate students at University of Memphis are only permitted to receive one C grade. The instructor may provide make-up assignments in case of emergency (written proof will be required). Otherwise, an incomplete grade will be given.

Course schedule

8/30/06: Welcome. Introductions. Syllabus overview.
First-person perspective (instructor will lead).
Instructor covers Philosophy, Anthony, ch. 4 (you can read this after class).

9/6/06: Introduction to psychiatric rehabilitation; neuropsychological issues.
Read for today: Gregory chapter, Anthony, ch. 1.
First-person perspective.

9/13/06: Historical myths; diagnosis; neuropsychological issues.
Read for today: Gregory chapter (finish discussing),
Read for today: Anthony, ch. 2, 6
First-person perspective.

9/20/06: Current realities; Mood disorders
Read for today: Anthony, ch. 3; Fischler, ch. 1.
First-person perspective.

9/27/06: Process and technology; Anxiety disorders.
Read for today: Anthony, ch. 5, Fischler, ch. 2.

10/4/06: Plans and interventions; Somatoform disorders.
Read for today: Anthony, ch. 7; Fischler, ch. 3.
Case study presentations

10/11/06: Rehabilitation personnel; Paranoid, Schizotypal and Schizoid disorders.
Read for today: Anthony, ch. 8; Fischler, ch. 4.
Case study presentations

10/18/06: Midterm (in-class)

10/25/06: Rehabilitation programs; Borderline, Antisocial, Histrionic, and Narcisstic
Read for today: Anthony, ch. 9; Fischler, ch. 5.
Case study presentations

11/1/06: Service systems; Avoidant, Dependent, Obsessive-compulsive, and
Passive-aggressive disorders.
Read for today: Anthony, ch. 10; Fischler, ch. 6.
Case study presentations

11/8/06: Technology; Schizophrenia and other Psychotic disorders.
Read for today: Anthony, ch. 11; Fischler, ch. 7.
Case study presentations
Written case study due.

11/15/06: Leadership; Vision of the future.
Read for today: Anthony, ch. 12 and 13
Case study presentations

11/22/06: No class—work on your fieldtrip visit/report.

11/29/06: Review of material.
Finish case study presentations, if necessary.
If finished, we will watch some video vignettes and discuss.
Field trip report due.

12/6/06: Last class. Exam week starts 12/8/06
Course evaluations
Final exam (take-home) passed out.

12/13/06: Exams are due by 5:30 pm today. You may turn in the exam as soon as you have completed it. The instructor will email you that she has received the exam if you did not turn it in directly to her (e.g., you put it in her mailbox in 113 Patterson). You can obtain your grade by the online system; individual grades will not be emailed to you.

Accommodations for disabilities
If you need any disability-related accommodations in the classroom or with course materials, please talk with the instructor. For accommodations related to exams, students must be registered with the Student Disability Services office; they will administer the exam with the appropriate accommodations.

Teaching Philosophy
In addition to what I stated above under “Your requirements,” I would like to briefly explain how I view the process of learning:

1. [1st round of learning] The student reads the assigned chapter outside of class. The student writes down or marks anything that needs clarifying or any questions that are triggered by the reading.
2. [2nd round of learning] The professor or student leads a review of the reading in class and triggers dialogue from the material. The purposes of class-time, after reviewing the material, include: to clarify what is important to understand about the material, to connect the material to people’s professional experiences, and to expand/deepen the understanding of the material .
3. [3rd round of learning] The student takes a quiz or test over the information.
4. [4th round of learning] The student takes a comprehensive exam for the MA degree.
5. [5th round of learning] The student takes a national exam for certification or licensure.

Remember that ‘learning is not a spectator sport’!

Last modified: Friday, 3 November 2006, 04:48 PM