ccmh548 | Graduate

Psychopathology: Advanced Clinical Assessment

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Students build on the skills gained in CCMH/544 Introduction to Clinical Assessment , focusing on the more complex or problematic disorders with particular focus on personality disorders.  Students enhance their skills by using the Diagnostic and Statistical Manual of Mental Disorders ® for report-writing and treatment plan development.  Emphasis is on accepted treatment approaches and outcome based assessments; the development of critical thinking skills; and on multicultural, legal, and ethical issues.

This graduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Eating Disorders

    • Discuss treatment options for Eating Disorders.
    • Identify the features of Sexual and Gender Identity Disorders.
    • Survey assessment instruments for Eating Disorders.

    Sexual and Gender Identity Disorders

    • Discuss treatment options for Sexual and Gender Identity Disorders.

    • Identify the features of Sexual and Gender Identity Disorders.

    Disorders Associated With Aging

    • Identify the features of disorders associated with aging.
    • Survey assessment instruments for disorders associated with aging.
    • Discuss treatment options for disorders associated with aging.
    • Differentiate often concomitant disorders, such as dementia and depression.

    Proposed Changes in the DSM-V

    • Describe the process of revising the DSM-V .
    • Examine several proposed changes in the DSM-V .

    Identify the Counselor’s Role in Forensic Assessment

    • Examine the role of the counselor in forensic assessment.
    • Examine the role of the counselor in legal proceedings.

    Personality Disorders

    • Survey current views on the etiology and treatment of Personality Disorders.
    • Examine the diagnostic criteria for Personality Disorders.
    • Describe challenges in working with Personality Disorders.

    Introduction to Personality Disorders

    • Compare and contrast the general features of Cluster A, B, and C Personality Disorders.
    • Outline diagnostic features common to all Personality Disorders.

    Review of General Concepts in Diagnosis, Assessment, and Treatment Planning

    • Preview the purpose of assessment and diagnoses
    • Recall the key elements of an effective treatment plan.
    • Reexamine relevant ethical issues and considerations, including the implications of diagnostic labeling.

    Disorders of Childhood: Major Diagnostic Categories

    • Discuss treatment options for disorders usually first diagnosed in infancy, childhood, or adolescence.
    • Identify the features of disorders usually first diagnosed in infancy, childhood, or adolescence.
    • Survey assessment instruments for disorders usually first diagnosed in infancy, childhood, or adolescence.

    Disorders of Childhood: Abuse and Neglect

    • Describe how neglect, physical abuse, and sexual abuse are identified and develop strategies to protect affected clients.
    • Identify instruments for screening of neglect, physical abuse, and sexual abuse.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

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    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

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    The University of Phoenix reserves the right to modify courses.

    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.