Westfield State University
Child Mental Health
Adult Mental Health
Trauma Treatment in the Public Sector
Practicum Seminar
Generalist Practice with Groups and Families
Generalist Practice with Communities and Organizations
Salem State University
Human Behavior and the Social Environment
Smith College
Clinical Practice with Traumatized Children and Families
Introduction to Social Welfare
University at Albany
Ego Psychology
Child Mental Health
Adult Mental Health
Trauma Treatment in the Public Sector
Practicum Seminar
Generalist Practice with Groups and Families
Generalist Practice with Communities and Organizations
Salem State University
Human Behavior and the Social Environment
Smith College
Clinical Practice with Traumatized Children and Families
Introduction to Social Welfare
University at Albany
Ego Psychology
Mental Health
This year-long mental health sequence presents a strengths-based perspective on developmental psychopathology. The organizing lens for the course is a perspective grounded in psychological trauma theory and resilience. Modules present materials on emotional regulation, impulsivity, anxiety, depression, externalizing disorders and major mental illness. These materials are supplemented with modules on psychodynamic thought, covering the work of Freud, Bowlby and contemporary feminist approaches to psychodynamic thought. The course also lays a foundation for understanding the DSM-5 and supports development of differential diagnostic skills.
The course goal is to help students become clinically-informed practitioners, understanding people and approaching their work from a clinical perspective regardless of their practice area. The challenge is both to learn the materials and to transfer this knowledge to practice. Toward this end, students complete eight exercises throughout the year to create a workbook that supports their ability to understand, reflect on and apply the materials, and they are encouraged to rely on their playbook in their internships and jobs. The playbooks represent each students' applied distillation of course materials, and they're supplemented by a further distilled listing of 125 core course concepts. Students are encouraged to share these materials with internship supervisors, many of whom had been students in the course themselves, as a way of bringing classroom knowledge to their daily practice.
The course goal is to help students become clinically-informed practitioners, understanding people and approaching their work from a clinical perspective regardless of their practice area. The challenge is both to learn the materials and to transfer this knowledge to practice. Toward this end, students complete eight exercises throughout the year to create a workbook that supports their ability to understand, reflect on and apply the materials, and they are encouraged to rely on their playbook in their internships and jobs. The playbooks represent each students' applied distillation of course materials, and they're supplemented by a further distilled listing of 125 core course concepts. Students are encouraged to share these materials with internship supervisors, many of whom had been students in the course themselves, as a way of bringing classroom knowledge to their daily practice.