NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology Fall Semester 2012/Fall Semester 2014 COURSE OUTLINE

Transcription

1 NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology Fall Semester 2012/Fall Semester 2014 COURSE OUTLINE Course # & Title: CEP 801 Introduction to Psychopharmacology for Psychologists I (Program Overview, Introduction to Case History Construction and Analysis, Integrating Psychotherapy and Psychopharmacology and Introduction to Gross Anatomy Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: October 27-28, 2012 Weekend #1 8:00-6:00 Class 1 Instructor(s): Christina Vento, Psy.D. Marlin Hoover, Ph.D., M.S. Readings: Julien, 2011), Ch 20 Integration of Psychotherapy and Psychopharmacology, pp Muse (2012) Ch 1, 2 pp Taylor, (2002) cases to be assigned. Shier (2010) We will be introducing gross human anatomy and physiology based on this text on 10/28 but a detailed study of all of this material is not required at this time. However, skimming the highlights of Chapters 1, 5, 15, 17 would be beneficial as they are the most important systems for psychopharmacology. Course Description: CEP 801 (Taught over 5 separate days, as 5 separate modules or 2 ½ weekends of classes) is an introduction to gross anatomy and microanatomy. By the end of the course, psychologists will have an up to date introduction to human biology, general physiology and anatomy with an emphasis on neuroantaomy. Systems, organs and tissues of the body and anatomical positions and orientations are reviewed with emphasis upon anatomical features and physiological processes that must be well understood in the prescribing of psychotropics. Lectures focus on basic medical terminology and homeostatic mechanisms. In addition, prescribing psychologists will present complex cases with both psychological and physical manifestations to introduce the student to the broad knowledge base required of a prescribing psychologist. This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge.

2 Objectives: Students will: 1. Understand the complexity of issues involved in determining appropriate psychotropic intervention. 2. Will have a new appreciation for how patient s underlying medical conditions must be considered in the use of medications. 3. Begin to learn how side effects of certain medications can actually assist in both psychological and medical symptomology. 4. Understand and be able to communicate using appropriate medical terminology for organ parts and positions. 5. Review and increase understanding of morphology on the cellular, tissue and gross levels. 6. Be able to explicate homeostatic mechanisms involved in each system. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each weekend. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

3 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 801 Introduction to Psychopharmacology for Psychologists I (Introduction to Gross Neuroanatomy and Chemical Anatomy of the Nervous System) Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: November 16-17, 2012 Class 2 Instructor(s): Tony Kreuch, Psy.D. Readings: Stahl, (2008), On the Brain and Neuropathways, pgs (this is tough reading, but please take a first try) Stern & Herman, (2003), pgs Brain Dissection Manual given in class Goldberg (2207) Clinical Neuroanatomy pp McCance, (2009) Ch. 14 ppg Course Description: The part of CEP 801 is a thorough study of gross, micro and anatomy of the brain. The structural anatomy of the cerebral cortex, subcortex will be discussed in regards to the ways in which these structures interact with psychopharmacological agents. Special focus will be given to the structural aspects of the frontal cortex, hippocampus, basal ganglia, thalamus and hypothalamus with particular attention to the locus coerulus, dorsal raphe nuclei and the nucleus accumbens. This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge. Objectives: Students will: 1. Learn to identify the major structures of the brain. 2. Learn the central functions of the major brain structures. 3. Gain an understanding of how these brain structures interact. 4. Learn how directionality terminology (such as prefrontal cortex) relate to internal functions. 5. Be able to point to the frontal cortex, hippocampus, amygdale, basal ganglia, thalamus and hypothalamus, locus coerulus, dorsal raphe nuclei, other relevant nuclei and nucleus accumbens.

4 6. Be able to compare the various areas of the sheep brain (cerebrum, brain stem, and cerebellum) to the human brain. 7. Be able to trace the blood supply of the brain. 8. Be able to trace the ventricles. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each weekend. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

5 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 801 Introduction to Psychopharmacology for Psychologists I (Introduction to Neuroanatomy and Chemical Anatomy of the Nervous System) Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: December 15-16, 2012 Class 3 Instructor(s): Mitchell Simson, M.D. Readings: Goldberg, (2007), Clinical Neuroanatomy Made Ridiculously Simple, pgs 1 97 Julien (2011) A Primer of Drug Action, pgs Stahl (2008) Stahl s Essential Psychopharmacology: Neuroscientific Basis and Practical Applications, Ch 1-5 pgs Muse and Moore (2012) Handbook of Clinical Psychopharmacology for Psychologists pp Course Description: Today s class completes the overview of gross, micro and chemical anatomy of the nervous system. The structural anatomy of the cerebral cortex, sub cortex, brainstem, spinal cord and autonomic nervous system will also be discussed in regards to the ways in which these structures interact with psychopharmacological agents. Special focus will be given to the structural aspects of the frontal cortex, hippocampus, basal ganglia, thalamus and hypothalamus with particular attention to the locus coerulus, dorsal raphe nuclei and the nucleus accumbens. The function of neurotransmitter systems will be categorized according to the pharmacological agents which affect them and according to the ways in which they interact with a variety of anatomical pathways. This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge. Objectives: Students will: 1. Be able to locate and trace the brain stem and examine the spinal column. 2. Be able to locate the cranial nerves and their attachment location.

6 3. Be able to identify the anatomical features and trace the neuronal pathways associated with anxiety disorders, depression, cognitive decline, substance abuse and schizophrenia. 4. Develop extensive knowledge of normal neuronal functioning. 5. Learn the localization and functions of different neurotransmitter systems in the central and peripheral nervous systems. 6. Learn neuromorphology on the cellular and central nervous system levels. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

7 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 802 Introduction to Chemistry and Biochemistry for the Prescribing Psychologist Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: January Class 4 Instructor(s): Kevin McGuinness, Ph.D. M.S. Required Text(s): Goldberg, S, (2010), Biochemistry, pgs 1-50 Readings: Chemical Basis of Life p 50-74; review Cells p ; Course Description: CEP 802 provides students with a review of those aspects of chemistry, organic chemistry and biochemistry which are needed for the study of pharmacology. In general chemistry, the concepts of chemical compounds and bonds, and atomic theory will be reviewed. In organic chemistry, the concepts of organic compounds, bonds and valences will be reviewed. In biochemistry, biomolecules of proteins, carbohydrates, nucleic acids and lipids, as well as chromosomal theory and the genetic code, enzymes and metabolism will be covered. This course will review and update student s understanding of critical principles in biochemistry, including: chemical compounds and bonds (covalent, ionic, hydrophilic/hydrophobic, hydrogen bonds); atomic theory; organic compounds, bonds and valences; biomolecules (proteins, carbohydrates, nucleic acids and lipids); enzymes and metabolism; transport processes in neurons; and biochemical mechanisms of neuronal signaling. Objectives: Students will become familiar with - 1. Atomic theory 2. Types of chemical bonds (covalent, ionic, hydrophilic/hydrophobic, hydrogen bonds) 3. The nature of organic compounds, bonds and valences 4. The formulation of biomolecules (proteins, carbohydrates, nucleic acids and lipids) 5. The formulation of enzymes and metabolism Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will

8 constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

9 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 802 Overview of Human Drug Groups for Treatment Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: February 16-17, 2013 Class 5 Instructor(s): Class Meeting Times: Required Text(s): Readings: Wanda Borges, Ph.D. 8:00 AM 5:00 PM, 8:00AM-3:00PM Shier D., Butler J., and Lewis R., Hole s Human Anatomy & Physiology, 12 th Ed. McGraw Hill (2010). Arcangelo, V. & Peterson, A. (2011). Pharmacotherapeutics for Advanced Practice: A Practical Approach, 3rd Ed. J. Olson 2011 Pharmacology Made Ridiculously Simple Course Description: Today s class will review the major therapeutic drug groups used to treat human disease. Topics covered will include introduction to pharmacodynamics and pharmacokinetics, major drugs for skin, ear, eye, cardiovascular, respiratory, neurological, immunological, endocrine, OB/GYN, GI and GU disorders. Special issues related to medications in the elderly and in pediatric populations as well as integrative health care and health promotion will also be addressed This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge. Objectives: Students will learn: 1. Overview of the major drug groups used to treat human disease 2. To use case based learning to understand how drugs work in the human body to treat disease Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each weekend. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will

10 constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

11 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 803 Principles of Pharmacology I Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: March 16-17, 2013-Class 6 Instructor(s): Joseph Masserano, Ph.D. Readings: Olsen, (2011), pgs 1-13 Julien, (2008), pgs 1-59 McGrath & Moore, (2010), pgs on drug research Stern & Herman, (2003), pgs Arcangelo, V. & Peterson, A. (2011). Pharmacotherapeutics for Advanced Practice: A Practical Approach, 3rd Ed. Ch. 1-2 Course Description CEP 803 covers the principles of drug action that sets the stage for all further discussion of drug action and drug use in the treatment of mental disorders. The mechanisms of pharmacokinetics and pharmacodynamics determine the properties that characterize all drugs, such as route of administration, dosage and dosing interval. Objectives include understanding the central role in drug metabolism of the cytochrome P 450 enzyme system; how ph and pk a determine the distribution of drugs across biological membranes; drug: drug interactions at the pharmacokinetic level, and drug excretion. This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge. Objectives: Students will: 1. Learn the principles of pharmacokinetics: absorption, distribution, metabolism, and excretions as they apply to understanding how psychotropic medications work. 2. Learn the basic principles of pharmacodynamics as they apply to understanding how psychotropic medications work. 3. Know the central role in drug metabolism of the cytochrome P 450 enzyme system as they apply to understanding how psychotropic medications work.

12 4. Understand how ph and pk a determine the distribution of drugs across biological membranes as they apply to understanding how psychotropic medications work. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each day. Note: Due to a scheduling conflict, Dr. Masserano pre-recorded his lecture and it will be played and reviewed with Dr. Vento, NMSU/SIAP Training Director to answer questions during the scheduled class session. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

13 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Course # & Title: CEP 803 Principles of Pharmacology II Credit Hours: 3.0 Location: NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Dates: April 13-14, 2013 Class 7 Instructor(s): Joseph Masserano, Ph.D. Readings: Olsen, (2011), pgs 1-13 Julien, (2008), pgs 1-59 McGrath & Moore, (2010), pgs on drug research Stern & Herman, (2003), pgs Arcangelo & Peterson (2011) pp Course Description This advanced section of CEP 803 focuses upon pharmacodynamics, the study of the underlying mechanisms by which drugs exert their effects on the body, including drug effects on physiological systems as well as the molecular mechanisms of drug action. This study revolves around the mechanisms of drug: receptor interactions. Objectives include understanding the physiological and biochemical mechanisms of drug action; being able to use basic principles, including drug half-lives, to plan and revise dosages and dosing schedules and dose-response relationships. This course is congruent with the College of Education's Conceptual Framework in that it provides a general knowledge background, addresses assessment competencies, and integrates content knowledge and professional knowledge. Objectives: Students will: 1. Understand the physiological and biochemical mechanisms of drug action. 2. Be able to use basic principles, including drug half-lives, to plan and revise dosages and dosing schedules. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of the class. The answers will be reviewed in class. Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your

14 ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

15 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #1 Course # & Title: Credit Hours: Location: CEP 806 Physical Assessment Review of Systems and the Evaluation of Systems with Demonstrations of Normal and Abnormal Findings, Special Consideration of the Skin 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: May Class 8 Instructor(s): Mitchell Simson, M.D. Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. Required Text(s): Bickley, L.S., (2009), pgs 65-66, and video McCance, K.L., & Huether, S.E., (2009), pgs 43-93, Watch: Video demonstration of a physical exam Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class. Course Description This class focuses on overall physical assessment. Methods of medical history taking including documentation of pertinent medical history, medications and drug allergies, chief medical complaint, determination of vital signs and basics of the physical exam will be covered. Students will then focus upon a physical examination of the skin.

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17 Equipment: Stethoscope Blood Pressure Cuff Reflex Hammer Tuning Fork Other equipment needed to conduct physical examinations will be provided Objectives: Students will: 1. Learn the basic philosophy and physical techniques of conducting physical examinations. 2. Exhibit proficiency in the following: a. establishing appropriate doctor-patient relationships in conducting physical exams and demonstrating the respect for patient privacy b. using standard precautions in infection control c. taking and recording temperature, height, weight, and blood pressures d. taking patient and family history 3. Develop basic familiarity with techniques (such as inspection, palpation, percussion, auscultation) used in conducting physical examinations (proficiency in examining different systems will be developed in later courses) Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given to students before class. Students should come to class with the test completed and the answers will be reviewed in class. Case studies will be presented that involve dual diagnoses medical and psychological problems. Students will be expected to write up one case in a SOAP format. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

18 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #2 Course # & Title: Credit Hours: Location: CEP Pathophysiology and Physical Assessment of the Immune System 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: June 8-9, 2013 Class 9 Instructor(s): Mitchell Simson, M.D. Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. Required Text(s): McCance, K.L., & Huether, S.E., (2009) pgs , basics Pgs , read for familiarity Olsen, (2011), pgs , anti-inflammatory drugs Pgs , anti-infection Pgs , anti-cancer Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class. Course Description: The physical assessment and pathophysiology of the immune system are studied in depth. Immune function and psychoimmunology are reviewed.

19 Equipment: Stethoscope Blood Pressure Cuff Objectives: Students will: 1. Describe the pathophysiological mechanisms and relevant assessment findings in the immune system. 2. Discuss the pathophysiological basis of common abnormal assessment findings in the immune system. 3. Interpret assessment findings for the immune system logically based on an understanding of pathophysiological mechanisms. 4. Learn the most common laboratory tests which indicate normal and abnormal immune functioning. 5. Apply analytic reasoning and problem solving to a variety of selected clinical case situations of the immune system. 6. Interpret normal from abnormal in both anticipated and actual findings in the comprehensive health assessment of the immune system. 7. Synthesize assessment findings of the immune system into diagnoses using a deliberate and systematic process of data collection and analysis. 8. Explain how symptoms of allergies as well as medications to treat allergies can affect a patient s overall psychological functioning. 9. Describe the etiology of a number of autoimmune illnesses, in particular thyroid disease, pituitary disease, and certain pain states. 10. Describe the pathophysiological mechanisms and relevant assessment findings in the immune system. 11. Discuss the pathophysiological basis of common abnormal assessment findings in infection. 12. Interpret assessment findings indicating infection logically based on an understanding of pathophysiological mechanisms. 13. Learn the most common laboratory tests which indicate infection. 14. Apply analytic reasoning and problem solving to a variety of selected clinical case situations of infection. 15. Interpret normal from abnormal in both anticipated and actual findings in the comprehensive health assessment suggesting infection. 16. Explain how symptoms of allergies as well as medications to treat allergies can affect a patient s overall psychological functioning. 17. Demonstrate critical thinking and use of research findings in the analysis of a comprehensive health assessment of the immune system and infection status. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given to students before class. Students should come to class with the test completed and the answers will be reviewed in class. Case studies will be presented that involve dual diagnoses medical and psychological problems. Students will be expected to write up one case in a 50AP format. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on

20 the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

21 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #3 Course # & Title: Credit Hours: Location: CEP 806 (cont.) Pathophysiology and Physiological Assessment of the Cardiovascular and Lymphatic Systems 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: July Class 10 Instructor(s): Class Meeting Times: Claudio Perez-Ledezma, MD Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. 8:00 AM 6:00 PM Required Text(s): McCance & Huether, (2009), pgs ; Bickley, (2009), pgs ; Stern, T. & Herman, J., (2003), pgs , strokes Olsen, (2011), pgs 57-85, cardiovascular drugs Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class. Course Description Many psychopharmacological agents have significant effects on the cardiovascular system. The prescribing psychologist must be very familiar with the normal

22 physiology of the cardiovascular system and how its function is affected by drugs. The student will become familiar with the normal and pathological electrocardiogram. Physical assessment and pathophysiology of the cardiovascular system is studied in depth: structure and function of the heart and major blood vessels; innervation of the heart and vessels; electrocardiogram; components of blood; lymphatics; and physical assessment of cardiac function. Equipment: Stethoscope Otoscope Blood Pressure Cuff Other equipment needed to conduct physical examinations Objectives: Students will: 1. Describe the pathophysiological mechanisms and relevant assessment findings associated with congestive heart failure. 2. Will describe the pathophysiological mechanisms and relevant assessment findings of cardiovascular events. 3. Describe the pathophysiological mechanisms and relevant assessment findings indicative of stroke. 4. Describe the pathophysiological mechanisms and relevant assessment findings indicative of atherosclerosis. 5. Describe the pathophysiological mechanisms and relevant assessment findings indicative of thalassemia. 6. Describe the pathophysiological mechanisms and relevant assessment findings indicative of hemophilia. 7. Describe the pathophysiological mechanisms and relevant assessment findings indicative of leukemia. 8. Describe the pathophysiological mechanisms and relevant assessment findings indicative of thrombocytopenia. 9. Describe the pathophysiological mechanisms and relevant assessment findings indicative of hypertension and hypotension. 10. Describe what an EKG measures. 11. Identify the various P QRS and T waves of an EKG. 12. List common psychotropic medications that can interfere with the normal waves of an EKG and can explain the significance of these abnormal waves. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course.

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24 Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

25 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #4 Course # & Title: Credit Hours: Location: CEP 807 Pathophysiology and Physiological assessment of the Pulmonary System 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: August Class 11 Instructor(s): Required Text(s): Claudio Perez Ledezma, M.D. Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. Bickley, (2009), pgs McCance & Huether, (2009), pgs Pagana & Pagana: See the lab tests of pulmonary function on pp Olsen, (2011), pgs 85-91, drugs for treating respiratory disorders Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class. Course Description: This course continues with an in-depth study of the chest and pulmonary system: pulmonary function and assessment; respiratory exchange and respiratory involvement in acid: base regulation, disorders of respiratory function. The physical examination and pathophysiology of the chest and pulmonary system and its relationship to the cardiac system is also studied. Students will learn pulmonary functioning and assessment with particular emphasis

26 on respiratory exchange and respiratory involvement in acid-based regulation. Disorders and treatment of respiratory functioning will also be studied. Objectives: Students will: 1. Describe the pathophysiological mechanisms and relevant assessment findings in the pulmonary system. 2. Describe the symptoms and treatments of COPD. 3. Describe the symptoms and treatments for asthma. 4. Describe the symptoms and treatments for congenital lung diseases, such as cystic fibrosis, and respiratory illnesses in children, such as Sudden Infant Death Syndrome. 5. Explain the signs and symptoms of Cheyne-Stokes respiration. 6. Explain the signs and symptoms of Atelectasis. 7. Explain the signs and symptoms of Pleurisy. 8. Explain the signs and symptoms of Emphysema. 9. Explain the signs and symptoms of Tuberculosis. 10. Explain the signs and symptoms of Cor pulmonale. 11. Describe the various blood tests that are indicative of a low oxygen level. 12. Describe the pathway of oxygenated and de oxygenated blood throughout the body. 13. Synthesize assessment findings of pulmonary system into diagnoses using a deliberate and systematic process of data collection and analysis. 14. Demonstrate critical thinking and use of research findings in the analysis of a comprehensive health assessment of the pulmonary and circulatory systems as the basis for advanced therapeutic practice interventions. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate

27 accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

28 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #5 Course # & Title: Credit Hours: Location: CEP 808 Neurological Assessment and Examination 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: September 14-15, 2013-Class 12 Instructor(s): Mitchell Simson MD Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. Required Text(s): Bickley, (2010), pgs Stern & Herman, (2003), pgs , Neuropsychiatric dysfunction Pgs , Movement disorders McCance & Huether, (2009), pgs , Disease states, neurological Pgs , Muscular, skeletal Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class.

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30 Objectives: Students will: 1. Be able to perform a mental status examination. 2. Be able to conduct a basic physical examination of the neurological system that would give evidence of cerebral versus spinal tract disorders. 3. Based on a physical examination, identify when it is appropriate to refer a patient for a neurological exam versus a neuropsychological exam, or both. 4. Be able to integrate findings from a brief neurological exam with a mental status exam, and more specific neuropsychological testing of adults. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course. Grading Assignments Tests 12 pts ea, 90% = 12 pts, 80% =11 pts, 70% = 10 pts) Experiential case studies (30 pts) Points Possible 60 pts. 30 pts. Course grades- 70 pts total = A course grade 60 pts total = B course grade 50 pts total = C course grade Students with Disabilities: If you have or believe you have a disability, you may wish to selfidentify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (telephone: ). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have questions about the Americans with Disabilities Act (ADA), call

31 SIAP/NEW MEXICO STATE UNIVERSITY Master s Degree Program in Clinical Psychopharmacology COURSE OUTLINE Pathophysiology Weekend #6 Course # & Title: Credit Hours: Location: CEP 807 Pathophysiology of the Renal System and Male Reproductive System 3.0 Credit Hours NMSU; 1220 Stewart Street; Las Cruces, NM O Donnell Hall Room 027 Class Meeting Date: October 19-20, 2013-Class 13 Instructor(s): Claudio Perez- Ledezma, M.D. Marlin Hoover, Ph.D., M.S. Family Practice Residency Staff Christina Vento, Psy.D. Required Text(s): McCance & Huether, (2009), pgs , Fluid and electrolyte balance Pgs , diseases of the renal system Pgs , sexually transmitted diseases Program Overview: The program will begin with an orientation and overview of the didactic and practicum components required for graduation. Throughout the ten didactic courses that make up the Master s Degree Program students will have opportunities to apply principles learned to clinical cases through experiential assignments that increase in complexity as the students knowledge of psychopharmacology and the biopsychosocial model becomes more sophisticated. Some of these experiential assignments will be based upon students existing patient populations. Others will involve role-playing activities in classes. Still others will involve the observation of actual clinical protocols. Students will be given written exercises based upon these experiences that will be compiled into a clinical notebook of clinical based studies. These assignments will be averaged with the students scores on objective tests to determine their grades for each class. Course Description: Changes in renal function can have a dramatic effect on steady-state levels of many drugs primarily excreted by the kidney. In addition, some psychotropic medications can

32 affect kidney function, or may even be toxic to kidney (e.g. Li+). A very good understanding of renal function is critical to the successful use of many psychotropic drugs. The functions and pathophysiology of the male reproductive system and renal system are discussed as they relate to psychopharmacology. This course includes the study of the renal system and the male genitourinary/reproductive system. Objectives: Students will: 1. Describe the various laboratory tests that measure renal functioning. 2. Be able to differentiate normal lab results regarding normal renal functioning and abnormal lab results. 3. List major psychotropic medications whose by-products are excreted through the renal system versus being metabolized through the liver. 4. Identify major symptoms and etiology of kidney stones. 5. Identify major symptoms and etiology of UTIs. 6. Identify major symptoms and etiology of acute renal failure. 7. Understand the particular vulnerability of geriatric patients with kidney and bladder infections, and how these renal disorders affect their behavior. 8. Describe the major organs involved with male sexual response. 9. Describe the psychotropic medications that can affect male sexual response. 10. Describe the types of male venereal diseases and their symptoms. 11. Describe the etiology, symptoms, and treatment of testicular cancer. 12. Describe the etiology, symptoms, and treatment of prostate cancer. 13. Describe the etiology, symptoms, and treatment of priapism. 14. Describe the etiology, symptoms, and treatment of benign prostrate hyperplasia. 15. Understand how male venereal diseases can be transmitted to partners. 16. In reviewing difficulties of male sexual response, be able to discriminate symptoms indicative of a biological disorder from those that are most likely psychological in origin. 17. Synthesize assessment findings of the renal and male genito-urinary system into diagnoses using a deliberate and systematic process of data collection and analysis. 18. Demonstrate critical thinking and use of research finding in the analysis of a comprehensive health assessment of the renal and male genito-urinary system as the basis for advanced therapeutic practice interventions. 19. Discuss medications used to enhance male sexual performance, their benefits and possible side effects. Evaluation: There will be a test (multiple choice, short answer or true/false) which will be given at the end of each class. The answers will be reviewed in class. Students experiential case studies will be graded on pass/fail with the expectation for a demonstration of a high level competence of the biopsychosocial model of care. The grades on the standardized tests will constitute two-thirds of the grade and the grade on the case studies one-third of the grade for each course.