Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - GEY6614
Tracking Number - 2564
Edit function not enabled for this course.
Current Status:
Approved, Permanent Archive - 2011-09-02
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change Course Description to:
Examines mental disorders among older adults and special problems faced in geriatric assessment and intervention. Reviews DSM criteria and their application to older patients, including case studies of geriatric patients with complex comorbidities.
Comments: to GC 6/1/11; reviewed 6/6/11; pending rev course desc- too long. Emailed 6/29/11. updated 7/5/11. GC appd 7/19/11. to USF Systm for Conc. To SCNS 7/28/11. Approved effective 8/1/11
Detail Information
- Date & Time Submitted: 2011-04-28
- Department: School of Aging Studies
- College: BC
- Budget Account Number: 1229000
- Contact Person: Sandy Reynolds
- Phone: 8139749750
- Email: sreynold@usf.edu
- Prefix: GEY
- Number: 6614
- Full Title: Aging and Mental Disorders
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Aging and Mental Disorders
- Course Online?: B -
Face-to-face and online (separate sections)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Examines mental disorders among older adults and special problems faced in geriatric assessment and intervention. Reviews DSM criteria and their application to older patients, including case studies of geriatric patients with complex comorbidities
- Please briefly explain why it is necessary and/or desirable to add this course: Needed to compete with national trends
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Course is already given -- change in course description only.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) None, other than the terminal degree.
- Objectives: 1. Review historical and conceptual issues in defining mental disorders.
2. Examine conceptual frameworks used in understanding mental disorders, including psychodynamic, behavioral, and biological.
3. Examine the DSM system of diagnosis of mental disorders, including its historical development, underlying assumptions, current structure, and processes of revision.
4. Discuss unique features of mental disorders and aging, including the importance of aging, cohort, comorbidities, disorders that may present differently in late life, and disorders that are more common in late life.
5. Review the epidemiology of aging and mental disorders.
6. Review the diagnostic criteria for selected mental disorders, including psychotic disorders, cognitive disorders, mood and anxiety disorders, somatoform disorders, and substance disorders.
7. Review characteristic features of these selected mental disorders, and current information on evidence based interventions for these disorders.
8. Present the process of differential diagnosis, and its role in treatment planning.
9. Discuss issues in the development, implementation, and evaluation of interventions for mental disorders in older adults.
10. Helping students gain experience in written presentation of their work.
- Learning Outcomes: At the end of this course, students will be able to:
1. Identify historical and conceptual issues in defining mental disorders.
2. Demonstrate understanding of conceptual frameworks used in understanding mental disorders, including psychodynamic, behavioral, and biological.
3. Understand the use of the DSM system of diagnosis of mental disorders, including its historical development, underlying assumptions, current structure, and processes of revision.
4. Discuss unique features of mental disorders and aging, including the importance of aging, cohort, comorbidities, disorders that may present differently in late life, and disorders that are more common in late life.
5. Understand the epidemiology of aging and mental disorders and demonstrate knowledge of the diagnostic criteria and characteristic features of selected mental disorders.
8. Demonstrate knowledge of differential diagnosis, and its role in treatment planning.
9. Appreciate issues in the development, implementation, and evaluation of interventions for mental disorders in older adults.
- Major Topics: Historical and conceptual issues in mental disorders
Conceptual frameworks
Overview of the DSM system
Unique features of mental disorders and aging
Schizophrenia and delusional disorder
Cognitive disorders
Mood disorders and bereavement
Anxiety disorders
Somatoform disorders
Substance related disorders
Intervention research
- Textbooks: The only textbook for the course is the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision), also known as DSM-IV-TR.
- Course Readings, Online Resources, and Other Purchases: As needed.
- Student Expectations/Requirements and Grading Policy: 5 online discussion (50 points total)
5 case diagnoses (50 points total)
Midterm (50 points)
Final (50 points)
- Assignments, Exams and Tests: Exams. Exams will cover material from the books, readings, lectures, and online assignments. Each of these tests will include short answer and essay questions.
Discussions. There will also be five on-line discussions about various topics. Your participation will be graded (see below).
Case diagnoses. For this assignment, you will be asked to either read a case history or watch a video, and make a decision about which DSM-IV diagnosis you think best fits the case. As part of this you will be asked to discuss other possible diagnoses for the case, and to mention any issues that might need to be addressed in order to complete the differential diagnosis. I will prepare you for this by discussing differential diagnosis during the lectures, and by the use of a “practice case” that you will diagnose with others in the class (without a grade).
Your final grade will be based on the percentage of your total points divided by the total possible points in this class (200) on the following scale:
90% and above (180 +) A
80% - 89%(160-179) B
70% - 79% (140-159) C
60% - 69% (120-139) D
Below 60% (119 -) F
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: I will not give make-up exams except under very unusual circumstances. Do not miss a test and expect to retake it!! I will also give severe penalties for materials turned in late. For the on-line discussions, if you do not post your response by the due date then it will not be counted (no exceptions!). Of course I will be reasonable if there is some good reason that you have missed a deadline. But with this course you will have a lot of flexibility, don’t wait until the last minute to meet deadlines.
- Program This Course Supports: MA in Gerontology; Graduate Certificate in Gerontology
- Course Concurrence Information: Nursing, social work, public health, applied behavior analysis,
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.