Psychology – Mental Health Professions

Focus on motivation as the key element in personal change and health. Primary text and class information gives a detailed and action-oriented approach to engaging, focusing, evoking, and evaluating change. The course also recognizes the importance of relationship and ambivalence as substantial factors in the change process in everyday practice. Includes applied lab of 10 complete motivational interviews and formal plan for change. Specific attention for use in child & adult mental health, intellectual disabilities, brain injury, dementia, and corrections settings.

Introduction and skill development of best practices in case management. Primary topics include cultural differences, boundaries, communication, documentation, assessment, potential impediments, and methods of monitoring. Includes applied lab of 10 complete case management assessments. Resources also utilized from the Case Management Association. Specific attention for use in child & adult mental health, intellectual disabilities, brain injury, dementia, and corrections settings.

Focus on the biopsychosocial approach to current substance and substance use issues. The common divisions of substances are covered and the interaction of the user - including developmental issues - are highlighted. Programmatic, prevention and psychoeducational materials from SAMHSA's "Evidence-Based Practices Resource Center" are incorporated throughout.

Introduction and skill development in the theory and practice of program evaluation. Students will examine various approaches to program evaluation and discuss how evaluation contributes to program development, implementation, and improvement for the benefit of consumers in mental health. In addition, students will; learn to discriminate between rigorous and weak evaluation designs (including quantitative, qualitative, and mixed methods designs), demonstrate understanding of the statistical methods used to analyze data gathered in program evaluation (including descriptive and inferential statistical methods), and discuss political, cultural, and ethical issues faced by program evaluators in conducting their work. Students will integrate the theory and practice of program evaluation by designing a technically sound and useful evaluation for a program of their choosing.

Programmatic areas of rehabilitation - for use in child & adult mental health, intellectual disabilities, brain injury, dementia, and corrections settings. Primary topics include various levels of assistance, Recovery Model, co-occurring life challenges, employment/education, residential services, socialization, self-help & peer services, and disability assessment. Specific training in standard methods of determining disability and independent functioning. Introduction to various information and programmatic summaries including the "Evidence-Based Practices Resource Center" on the SAMHSA website. Resources also utilized from the United States Psychiatric Rehabilitation Association.

Introduction and review of professional issues and ethics in the mental health field. Discipline specific ethics codes are reviewed (ACA, APA, Case Management, USPRA, etc.). Specific attention and topic coverage includes; professional competence, standards of care, multicultural competence, professional boundaries, patient/client rights, confidentiality, continuing education/professional development, and self-care/burnout. Students will also complete documented mastery of HIPAA/FERPA content and mandated reporter training for children/adolescents as well as elder/dependent-adult care.

Introduction and education to various ways mental health and the legal system interact. Topics covered include mental health services in prisons/jails, legal proceedings for adults/children, Child/Adult Protective Services procedures and requirements, alternate models for restitution, and outcome monitoring.

Introduction to the most frequent crisis situations in mental health care. Warning signs, referral practices, and appropriate prevention are emphasized. Some content regarding when/how/not to physically engage when providing mental care is covered. Primary material includes SAMHSA resources on "Alternatives to Seclusion and Restraint" as well as specific training/certification in non-abusive and nonviolent responses to behavior.

Semester-long supervised practicum experience in a public or private agency setting that provides services to individuals that match the student's identified specialty area (A=Adult; C=Child/Adolescent; ID=Intellectual Disabilities; BI=Brain Injury; DM=Dementia/Memory Care; or CCJ=Corrections/Criminal Justice). Student will complete a minimum 200 hours within the semester, have a specified on-site supervisor, and the placement will be formally registered with the department (and for those applicable – also with Virginia Board of Counseling for QMHP-A and QMHP-C). The position may be paid or unpaid.

Supervised internship experience in a public or private agency setting that provides services to individuals which match the student's identified specialty area (A=Adult; C=Child/Adolescent; ID=Intellectual Disabilities; BI=Brain Injury; DM=Dementia/Memory Care; or CCJ=Corrections/Criminal Justice). Student will complete a minimum 300 hours within the term, have a specified on-site supervisor, and the placement will be formally registered with the department (and for those applicable - also Virginia Board of Counseling for QMHP-A and QMHP-C). The position may be paid or unpaid. This is the culminating experiential course in the program.