Course Syllabus

Contact Information

This table includes information about how to contact your instructor and other important details about your class

	Office Hours:  By appointment - email to set up time to meet Email: katey.e.baruth-1@ou.edu  Live Session: Wednesdays, 7:00pm - 8:00pm Central (every other week) Zoom link Meeting ID: 762 555 9426 Password: 39377346
Katey Baruth, PhD, HSPP, LPC, LMHC, LCAC, NCC Core Faculty Human Relations Department  Faculty Bio

Course Details

For a list of course activities, scroll to the bottom of this page.

Course Description

This course examines the issue of diagnosis from the perspective of the counseling professional trained in Human Relations. The focus is on developing skills needed to make an accurate diagnosis according to the standards of the American Psychiatric Association, but at the same time, to consider various diagnoses from a creative, humanistic, and critical perspective. In addition, we discuss many related issues, such as multiculturalism and social justice, which are of major concern when considering a diagnosis. 

Course Prerequisites

Satisfactory completion of:

• HR 5533 - Counseling Theories in CMHC
• HR 5883 - Introduction to the Counseling Profession
• HR 5923 - Human Growth & Development

Course Materials

• DSM-5-TR (5th edition, text revision)
  • This manual can be accessed through the OU Library by using your OU 4 x 4 and password.
• Gill, C. et al. (2024) DSM-5-TR Learning Companion for Counselors. American Counseling Association. ISBN: 978-1-55620-416-6

Course Delivery Format

Synchronous and Asynchronous Online: Learning occurs online and in real time, using technology such as web-conferencing software for synchronous Live Sessions and discussion boards, assignments, assigned reading, and other activities for asynchronous engagement. This course is delivered across a 16-week semester with 8 bi-weekly 60-minute Live Sessions via Zoom.

Methods of Instruction

The following will be used in the delivery of this course:

• Independent readings
• Lecture
• Synchronous discussion (Live Sessions)
• Presentations
• Videos
• Technological resources 
• Online content (Canvas)
• Asynchronous discussion

---

Minimum Technology Requirements

Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:

• Computer with webcam
• Microsoft Office
• Google Chrome/Firefox
• Reliable Internet
• OU Email

Consider the following tips:

• To be effective in your courses you will need regular access to a computer and a stable internet connection.
• Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
• Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
• Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
  • Most town libraries will also have access to technology labs in your hometown.
• You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
• Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
• Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.

For more support contact the OU Instructional Technology Service Portal

You are expected to:

• Check your OU email daily and OU Canvas for updates on classes.
• Use word processing programs such as Microsoft Word or Google Docs for assignments.
• Send or receive email attachments and communicate with your instructor or advisor.
• Search databases for research in the library resources.

---

Program Learning Outcomes (PLO's) 

1. Professional Counseling Orientation and Ethical Practice: Demonstrate a professional identity as counselors through active participation in local, national, and/or international counseling organizations, and through ethical competency in clinical mental health counseling practice. 
2. Social and Cultural Diversity: Demonstrate multicultural and sociopolitical awareness, knowledge, and skills in the application of culturally competent mental health interventions with diverse populations.
3. Human Growth and Development: Demonstrate and apply knowledge of lifespan development and the biopsychosocial model to clinical mental health counseling practice including assessment, diagnosis, prevention, and intervention.
4. Career Development: Apply career development knowledge and skills in a culturally competent manner with diverse populations.
5. Counseling and Helping Relationships: Demonstrate multiculturally competent knowledge and skills for effectively establishing and ending counseling relationships, identifying goals, developing treatment plans, and monitoring therapeutic progress.
6. Group Counseling and Group Work: Apply group counseling knowledge and skills in the creation, recruitment, and facilitation of groups with diverse populations.
7. Assessment and Testing: Demonstrate culturally competent knowledge and skills for holistic and strengths-based diagnosis, evaluation, and assessment of wellness and psychopathology with diverse populations.
8. Research and Program Development: Critically evaluate counseling research, demonstrate understanding of evidence-based treatment and outcome evaluations, and apply appropriate research methods in counseling practice.

Course Learning Outcomes (CLOs) Alignment & CACREP Standards

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
critical thinking and reasoning strategies for clinical judgment in the counseling process	3.E.2
interviewing, attending, and listening skills in the counseling process	3.E.9
historical perspectives concerning the nature and meaning of assessment and testing in counseling	3.G.1
use of culturally sustaining and developmentally appropriate assessments for diagnostic and intervention planning purposes	3.G.7
use of assessments in academic/educational, career, personal, and social development	3.G.8
use of environmental assessments and systematic behavioral observations	3.G.9
use of structured interviewing, symptom checklists, and personality and psychological testing	3.G.10
diagnostic processes, including differential diagnosis and the use of current diagnostic classification systems	3.G.11
procedures to identify substance use, addictions, and co-occurring conditions	3.G.12
procedures for assessing clients’ experience of trauma	3.G.14
procedures to identify client characteristics, protective factors, risk factors, and warning signs of mental health and behavioral disorders	3.G.16
theories of personality and psychological development	3.C.4
theories and neurobiological etiology of addictions	3.C.5
the role of sexual development and sexuality related to overall wellness	3.C.9
biological, neurological, and physiological factors that affect lifespan development, functioning, behavior, resilience, and overall wellness	3.C.10
effects of crises, disasters, stress, grief, and trauma across the lifespan	3.C.13

Clinical Mental Health Counseling Track

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders	5.C.1
intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management	5.C.4

---

Grades

Breakdown

Course activities and grades listed for each activity

Activity	Description	CACREP Standards	Points/Percentage
Participation	Discussions and Live Sessions	3.G.1, 3.G.7, 3.G.8, 3.G.9, 3.G.10, 3.G.11, 3.G.12, 3.G.14, 3.G.16, 5.C.1, & 5.C.4	30%
*Quizzes	Multiple choice quizzes	3.G.1, 3.G.7, 3.G.8, 3.G.9, 3.G.10, 3.G.11, 3.G.12, 3.G.14, 3.G.16, 5.C.1, & 5.C.4	15%
*Case Study Analysis	Case study-based short-answer and essay questions similar to the final	3.G.11, 3.G.16, 5.C.1	20%
Practice Interview	Reflection paper	3.E.9, 3.G.10, 3.G.16, & 5.C.4	10%
*Diagnostic Report	Diagnostic interview practice with a peer	3.E.2, 3.E.9, 3.G.7, 3.G.9, 3.G.10, 3.G.11, 3.G.16, 5.C.1, & 5.C.4	10%
Final Exam	Case study-based short-answer and essay questions	3.G.11, 3.G.16, 5.C.1	15%
		Total	100%

*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.

Scale

Grade Scale

Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

---

Course Components

Participation

You can earn participation points in the following two ways:

1. Discussions (8)

• Every other week, starting in Week 2, you will have a discussion board assignment to complete. You will respond to the post by 11:59 p.m. Central on Friday and respond to two of your classmates' posts by 11:59 p.m. Central on Sunday of that Module week.
• Your discussion should be a minimum of two paragraphs for your initial post and replies are to be a minimum of four full sentences in length.
  • Note: As always, be respectful of others' reflections and ideas. A respectful debate can be an avenue for deeper reflection and learning. However, this can also be accomplished through staying focused on your own experience, speaking your "truth," and maintaining a conversational tone versus an adversarial one. That is, this is an exercise in sharing your experience/ideas and learning from others' reactions and perspectives. It is a practice of seeing the multiple perspectives and "truths" that exist in others, not proving which version of "truth" is the right one. Disrespectful or inappropriate discussion posts may result in grade penalties, removal from the course, or academic discipline.

1. Live Sessions (8)

   • Every other week, starting in Week 1, you are encouraged to attend the Live Session.

   • Attendance/participation in the Live Session is part of the grade mix. The very first Live Session will occur the first week of class and alternate every other week accordingly. If you are unable to attend in real-time, be sure to watch the recording and follow the directions provided on the Make-Up page for that module. If you miss the live session, the make up is due before the next live session. For example, if you miss Module 3's live session, you should have your make up submitted by the start of Module 5's live session. The final live session make up is due by the last day of the course. 

There are two ways in which you can earn points for the Live Session. Remember, these Live Sessions will count toward your final grade.

1. Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top of this page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom. You should be prepared to attend on time, with your camera on for the duration of the session unless your instructor has approved other options. Please reach out to your instructor to discuss further. 
2. Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session from the beginning to the end. Next, submit:
   • 300 or more words summarizing what you learned from the entire (start, middle, and end) live session. This should not be a summary of "what happened" in the session (aka play-by-play), but rather what you learned in the session from areas in the start, middle, and end. 
   • To support the above, identify at least 3 specific concepts, ideas, or practices that you learned and include at least 1 short exact quotes from the individual in which you heard the information shared. The quote only needs to be a sentence or two, but should support the specific content, ideas, or practices.
   • Next in a new paragraph, discuss how this content will be useful to you in your future field experiences as well as present and future career.
   • Click on the "Start Assignment" button to type (or copy/paste) your content in the field for submission. 

Note: Be sure to utilize option 1 or 2 for each of the Live Sessions to receive full points. Regardless of when the session occurred, you must post your response based on option 1 or 2. 

Quizzes

Periodically, you will be required to complete a quiz based on readings and media as outlined in the directions. You will be given two attempts and the higher of the 2 grades will be recorded.

*Case Study Analysis

This assignment will consist of analyzing case studies in an essay format using the diagnostic principles learned in class and the DSM-5-TR. It will provide you with a chance to practice your diagnostic skills before taking the final exam.

Practice Interview

In this written assignment, you will find a volunteer (friend, acquaintance, or classmate) and conduct a 30-minute practice clinical interview using the questions included on the assignment page as a guide.

Your task is to practice listening and interviewing skills that contribute to getting clients talking, giving information, and exploring their lives and concerns.

In addition, you will write a 2-3 page written reflection providing a brief summary of the interview and describing and analyzing the experience.

*Diagnostic Report

Partner with an adult volunteer of your choosing and submit a diagnostic interview with the understanding that this is for educational purposes only.  Do not use the same individual in which you used in the Practice Interview assignment. The individual should role play a DSM-5-TR disorder that should be unknown to you as the counselor before the interview. It is recommended you use a classmate of your choosing who is familiar with the DSM-5-TR and can role play a disorder. 

• The interview should last 60-90 minutes.
  • Use the strategies and skills you have learned throughout this course.
• Videotape your interview and review it.
  • Note: See the Privacy & Submitting Recordings Page for more specifics.
    • If you have already recorded your video somewhere other than Zoom or MyMedia, please ensure that your video is listed as "private" in the video settings. 
• Keep your video on file in case your professor would like to reflect upon it when grading and offering feedback. You do not need to submit the video unless asked.

Final Exam

The final exam will consist of analyzing case studies in an essay format using the diagnostic principles learned in class and the DSM-5-TR.

This exam will be posted one week before the due date. You will have a week to take the exam and will need to be completed independently by the deadline. This is not an open book or group test and the use of Artificial Intelligence is not permitted.

---

Course Policies

Communication 

 Please contact me using your OU email account at Katey.E.Baruth-1@ou.edu with any questions. I try to reply to all emails within 24 hours of receipt though this may be extended to 48 hours on weekends and holidays. I prefer to be addressed by Dr. Baruth by all students to keep the appropriate professional boundaries between our roles as instructor and learners.

Please begin all emails with a professional greeting (I.E. Hello Dr. Baruth) and end with an appropriate salutation (I.E. Thank you) and include your full name as listed in the course. Please also state in your email which course you are taking specifically and provide detailed information about any questions so I can assist you quickly.

In all class discussion posts and Live Sessions, I expect everyone to treat each other with respect and dignity, providing time for others to share thoughts, insights, and questions. This includes refraining from disparaging and disrespectful comments. Please come to our Live Sessions prepared to interact and discuss course concepts with your cameras on. It is important we interact face to face to develop comfort and understanding with one another and the course content.

Feedback 

My goal is to grade your work within one week of the due date.

Late Policy

No late work will be accepted without verification of your medical emergency or extenuating circumstances. Please contact me via email as soon as safe and possible after the emergency occurs to discuss.

In the event that the emergency is not deemed applicable for accommodations, late submissions will be accepted for up to 3 calendar days and reduced one letter grade per day late. Extenuating circumstances should truly be exceptional. You are expected to manage your own health and minor illnesses or disruptions alongside completing all course requirements. Examples include an acute significant illness, bereavements, being a victim of crime, or another acute trauma. 

Commitment to Diversity and Inclusion

per CACREP Standards 1.I. & 1.M.8

The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.

As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

Be aware that all your papers when put into Assignments are automatically submitted to turnitin.com, a plagiarism database that scans your paper and adds it to the database to be used for future searches. The scan gives a percentage for how much of a paper is found in other sources and gives links to those other sources as evidence. Please cite and paraphrase your material appropriately (see Writing Help and Resources).

Using AI (artificial intelligence) programs such as Chat GPT is not permitted unless consulting with me first. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries.

---

University Academic Policies and Student Support

Access the University Academic Policies Document.