Chung SASS 514

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SASS 514 Mental Health Policy and Service Delivery, Spring 2015, Full-time Program, CN6027 , Page 1
SASS 514. MENTAL HEALTH POLICY AND
SERVICE DELIVERY
Instructor: Chia-Ling Chung, M.S.W.
Full-Time Program
Spring, 2015
Phone: (216) 802-9998 (mobile)
E-mail: cxc575@case.edu
Class Dates: Wednesdays, 10:45am to 12:45pm
Class Number: 6027
Office Hour: by appointment
Mailing Address:
CWRU Mandel School
10900 Euclid Avenue
Cleveland, OH44106-7164
COURSE DESCRIPTION
This course is designed to prepare students for careers as social workers in the mental health field
with an understanding of mental health policy and mental health service delivery systems, and to
improve their advocacy skills at State and local levels. Collectively, through readings, lectures,
discussions, and written policy analysis assignments, the course aims at the development by students
of a broad macro-level perspective of community mental health policies and programs and the major
service delivery systems for adults and children and adolescents with mental illness. Student will also
gain deeper insights into several major issues in the field.
The course will focus on the following topic areas:
1. Historical trends, current problems, and issues in mental health;
2. Different conceptions of mental health and illness;
3. Epidemiology of mental disorders;
4. Recent federal and state legislation and implementation issues;
5. Legal issues, including involuntary commitment, dangerousness, and the right to receive
and/or refuse treatment;
6. Community support programs for children and adults with severe mental illness: planning,
monitoring, coordinating, and evaluating services and systems with a focus on collaboration;
7. Barriers to mental health service delivery;

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8. Special populations: persons with dual diagnoses, family caregivers, racial/ethnic/SES
subgroups, etc.
INCORPORATION OF SOCIAL WORK ABILITIES INTO COURSE CONTENT
The course objectives (see pages 3-4) are designed to assist students in acquiring a body of
substantive knowledge within the framework of specific core Social Work Abilities outlined in the
MSASS Master’s Program Goal Statement:
IDENTIFY AS A REFLECTIVE PROFESSIONAL SOCIAL WORKER
Students will demonstrate awareness of the potential influence of their actions and words as a
professional social worker upon individuals, families, groups, organizations and communities.
Students will demonstrate the ability to reflect on practice decisions and activities, using self-
correction to assure continual professional development.
ADVOCATE FOR SOCIAL, ECONOMIC AND ENVIRONMENTAL JUSTICE:
Graduates will advocate for human rights and social and economic justice as one of their primary
responsibilities.
APPLY SOCIAL WORK METHODS
Graduates of the MSASS master's program are prepared to function as advanced practitioners in a
changing arena of social work and social welfare. They are able to engage clients and client systems,
assess client needs and strengths, provide or help arrange needed services and support, weigh
intervention alternatives, implement change strategies, and evaluate results. Mandel School
graduates are able to draw upon the knowledge of theory, research, policy, and practice methods in
order to be effective social work practitioners with individuals, families, groups, organizations, and
communities of various kinds.
UPHOLD SOCIAL WORK VALUES AND ETHICS
Students will integrate social work values and ethics into their learning and professional practice.
INTEGRATE CULTURAL, ECONOMIC AND GLOBAL DIVERSITY
Students will integrate into their practice the knowledge, skills, and values needed for understanding
and appreciation of a diverse world, and for ongoing development of competence in working with
diverse populations and settings.
THINK CRITICALLY ABOUT THEORY AND RESEARCH KNOWLEDGE
Graduating students will be able to think critically about their practice and its knowledge base, and
about the social problems and situations they encounter. Critical thinking in social work includes
selecting appropriate theoretical approaches and strategies to apply in practice, using research
findings to improve practice, evaluating one’s own practice, and making contributions to
knowledge in the field.

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COMMUNICATE EFFECTIVELY
Graduating students will have the oral, written, nonverbal and information technology skills that will
enable them to communicate effectively and appropriately in professional roles and settings.
DEVELOP AS A SOCIAL WORK LEADER
Social workers recognize that the context of practice is dynamic, and use knowledge and skill to
respond proactively. Social work leaders are informed, resourceful, and proactive in responding to
evolving organizational, community, societal and global contexts at all levels of practice in ways that
improve quality of life.
COURSE OBJECTIVES
1. To be knowledgeable concerning differing conceptions of mental health and illness and the
epidemiology of mental disorders (Think Critically, Integrate Diversity).
2. To increase abilities to advocate for changes in mental health policy and service delivery to better
serve adults with severe mental disabilities and children and adolescents with severe emotional
disorders, thereby improving advocacy and leadership skills (Think Critically, Integrate
Diversity).
3. To identify and analyze the impact of recent federal and state legislation and policy initiatives on
the development of mental health policy and service delivery on local, state, and national levels
(Apply Social Work Methods, Think Critically, Integrate Diversity).
4. To understand and analyze legal issues in mental health service delivery and policy including
mental health parity, involuntary commitment, dangerousness, and the right to receive and/or refuse
treatment (Think Critically, Integrate Diversity, Advocate for Justice, Uphold Social Work
Values and Ethics).
5. To be knowledgeable about innovative and evidence-based community-based programs and
service delivery strategies for children and adults with severe mental illness and to analyze and
critique practice and gaps in policy (Apply Social Work Methods, Think Critically, Integrate
Diversity).
6. To recognize facilitators and barriers to the delivery and receipt of mental health services across
multiple service delivery systems (e.g., mental health, substance abuse, criminal justice, child
welfare.), especially those facing particular populations - persons with dual diagnoses, family
caregivers, and minority communities - and to be able to formulate strategies to address these
barriers and help clients obtain needed services (Advocate for Justice, Apply Social Work
Methods, Uphold Social Work Values and Ethics, Think Critically, Integrate Diversity).
7. To be knowledgeable about the latest changes in the financing of mental health services, such as
managed mental health care, and analyze the impact of these changes on mental health policy and
service delivery on individuals, clients, families, and communities; to successfully present this
knowledge in written and/or inter-personal formats, in collegial and advocacy contexts (Apply

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Social Work Methods, Think Critically, Advocate for Justice, Communicate Effectively,
Identify as a Reflective Professional Social Worker).
GRADING POLICY (approved by faculty at Constituent Faculty Meeting, March 24, 2008)
Grade Points Meaning Explanation
A 4.0
Outstanding/Superior
Exceptional performance; consistently exceeds
expectations
A- 3.7 Excellent Strong performance; often exceeds expectations
B+ 3.3
Very Good
Consistently meets and occasionally exceeds
expectations
B 3.0 Good Meets expectations
B- 2.7 Somewhat Below
Expectations
Sometimes falls short of expectations
C+ 2.3 Often Below
Expectations
Often falls short of expectations
C 2.0
Below Expectations
Unevenness or inconsistent in grasp of content and
experience
C- 1.7 Well Below
Expectations
Very inconsistent in grasp of content and experience
F 0
Fail
Complete lack of grasp of content and experience; does
not meet minimal expectations
I 0
Incomplete
Automatically becomes an “F” by instructor if work is
not completed within the specified time period
W 0 Official withdrawal
INSTRUCTOR & STUDENT RESPONSIBILITIES
INSTRUCTOR RESPONSIBILITIES
• Deliver lectures relevant to learning goals and objectives.
• Develop discussion and exercise materials.
• Arrange for supplemental materials as needed.
• Facilitate small group activities.
• Read and comment on student assignments.
• Evaluate student work and provide feedback.
• Available to meet with students, at their request, either in-person or via telephone contact.
Appointments may be scheduled though contacting the instructor in-person or via telephone
or e-mail.
STUDENT RESPONSIBILITIES
• Come to class on time and attend class regularly and actively participate in class sessions.
(Please contact the instructor in advance if you will be absent).
• Share ideas, learning, and experiences with the class.

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• Complete all assignments on time, including readings and papers.
• Submit all assignments to instructor in hard copy – email submissions will not be
accepted.
• Provide feedback on identified learning needs as the course progresses.
• Conformity to MSASS policies pertaining to class attendance as per the following “Students
are expected to attend all classes. If a student is unable to attend class, he/she must let the
instructor know in advance. A message on the instructor’s voice mail or e-mail is sufficient
if it is sent before the class meets. Attendance will be taken at all class sessions. If the
student misses a class, the student is responsible for making up any missed work and for
obtaining any other information that was disseminated in class. Students who miss more
than 20% of class meetings, for any reason, will not be eligible to receive credit for the
course and will be required to withdraw from it or receive a grade of F. In the Intensive
Weekend program, students may not miss more than one day; in the full-time program,
students may not miss more than three classes. Instructors have the discretion to establish a
stricter policy and list it in the course syllabus. Instructors may permit exceptions, with prior
consultation from the Assistant Dean for Student Services and with a written plan signed by
both the student and instructor of how time missed from class will be made up. Please note,
it is not always possible to make up missed time because of the nature of some courses.”
• Conformity to MSASS policies as they pertain to the Professional Code of Conduct,
Plagiarism, and Incompletes as stated in the MSASS Student Manual:
Ø Professional Code of Conduct – Failure to meet generally accepted standards of professional
conduct, personal integrity or emotional stability requisite for professional practice, as well as
inappropriate or disruptive behavior toward colleagues, faculty, or staff (at school or field placement) will
be the basis for nonacademic termination policies.
Ø Plagiarism – The submission of work done by another with the intent that it be viewed and
evaluated as one’s own. Thus, copying on an examination, turning in a term paper or homework
assignment done by someone else, intentionally using or presenting false data, and making extensive use
of sources without acknowledging them are all interpreted as acts of plagiarism.
Ø Incompletes – A grade of Incomplete is given at the end of the semester only when a student has
discussed the matter with his/her instructor and there are extenuating circumstances that clearly justify
an extension beyond the requirements established for the other students in the class.
COURSE FORMAT & PRACTICES AND ADDITIONAL LEARNING
OPPORTUNITIES
Format
The course will be taught in seminar format and students will be expected to regularly attend and,
actively participate in, seminar sessions. Please call the instructor ahead of time if you will be absent.
If you must miss a class, you are responsible for finding out from class members what materials you
missed. Attendance will be kept.
Guest speakers and videotapes will be utilized where appropriate. Students may be asked to make
brief presentations of particular readings in class. Required readings are listed on the syllabus for
each week of the semester. Students are expected to have completed the assigned readings by the

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appropriate class session and should be prepared to discuss these readings in class (Professional
Use of Self, Communication, Critical Thinking).
Blackboard Software
This course will make use of Blackboard a software program offered by CWRU that enables faculty
members to put course materials and links on the World Wide Web. In addition, Blackboard
includes a number of communications tools, including Discussion Boards. Students can use
Blackboard to communicate with their group members to work on their seminar papers. Thus,
faculty and students can use Blackboard as an online, web-based organizer accessible from any
computer. Support in utilizing this program is available on-line as well as from the Harris Library
staff
http://www.case.edu/training/Blackboard_files/blackboard_quickguide.pdf.
(Communication).
Accommodations for Disability
Academic accommodations are available to students with documented disabilities. In order to access
the accommodations for which you may be qualified, please register with the office of Disability
Resources (ESS, Sears 470). The staff there will verify your need for specific accommodations and
provide you with a memo to inform me of your needs. Once you have received this memo, please
make an appointment to see me privately to discuss your needs. Please be aware that any needed
accommodations cannot be implemented retroactively; therefore timely notification of your needs is
in your best interest.
Weather Statement/University Closing
The Mandel School of Applied Social Sciences will close and/or suspend classes only under dire
circumstances. This may include, but not be limited to, emergency weather conditions, structural
and/or maintenance issues to the building and/or grounds, local or national disaster or emergency.
The decision to close and/or suspend classes rests with the Dean of the Mandel School and or
his/her designee, in consultation with University personnel. The phone message at 216-368-
2290/800-944-2290 will be changed to announce the closure and plans for reopening. Faculty
scheduled to teach will be notified by an authorized Mandel School administrator, faculty will then
contact each student in the class by phone or e-mail.
Online Course Evaluations
You will receive an email one week prior to the last day of classes reminding you that end-of-
semester evaluations will soon be available on line. The email will also specify the timeframe for
completion. The link for completing evaluations is:
https://its-services.case.edu/course-evals/evaluate
The course evaluation serves several important functions. Personally, it allows you to reflect on the
course and how it impacted your learning. Educationally, it allows the Curriculum Committee to
assess the quality of the course in the overall programming for social work practice.

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Administratively, faculty use the feedback to improve instruction. Therefore, it plays a significant
role in the school, and your full and careful attention is appreciated.
COURSE ASSIGNMENTS
Assignment
#1
Readings Assignment Due per syllabus due date 10% of total grade
Assignment
#2
Advocacy Assignment* Due February 25th
10% of total grade
Assignment
#3
Midterm Paper Due March 4th
50% of total grade
Assignment
#4
Final Group Paper Due April 22nd
25% of total grade
Assignment
#5
Presentation of Final Group
Paper
On April 8th
, 15th
or 22nd
5% of total grade
* Students are allowed to send a draft of Advocacy Assignment to the instructor for review on
February 18th
.
Assignment #1 - Readings Assignment (10 points)
Students will be expected to complete a written readings assignment paper. Each student
will select two readings, marked with double asterisks** in front of the reading on the course
syllabus from weeks 2/4, 2/11, 2/25, 3/18, 3/25, 4/1, 4/8, 4/15, or 4/22 on the syllabus. Both
readings should be selected from the same week. If there are more than two readings with ** in the
week selected by the student, the student can choose the two readings they wish to focus on for
their reading assignment. The readings assignment papers should summarize and critique assigned
readings. This assignment is due to the Instructor the week noted on the syllabus for the topic
selected. Students will be expected to discuss reading assignments paper in class.
The readings paper should provide a synopsis (summary) of both articles/chapters in a
maximum of two double-spaced typed pages (4 points) and then a critique/analysis of the readings
by the student in a maximum of two double-spaced typed pages (6 points – for a total of 10% of
final grade). The paper should not contain a reference page (Critical Thinking; Communication).
There will be a two point per day deduction for late papers.
Assignment #2 - Advocacy Assignment (10 points)
Students will be expected to identify a current mental health policy issue with which they are
concerned, take a position on that issue, and advocate for the issue through the preparation and
submission of one of the following: a brief opinion editorial; testimony at a public meeting; or
submission of a letter to a newspaper editor, legislative committee, local mental health board, the
Ohio Department of Mental Health, congressional/legislative representative (federal or state), or the
Governor of Ohio. A written copy of the student’s editorial, testimony, or letter should be
submitted to the instructor shortly after its submission to the intended source and not later than the
due date. Each student is responsible to attach (to the assignment) proof that this effort was
submitted to the intended source (e.g., e-mail confirmation; response from the point of interest,
stamped, addressed envelope containing the assignment for the instructor to mail, etc.). Students

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can work on this assignment either individually or in pairs of two students. Pairs of students
working together would submit one assignment copy to the Instructor. There will be a five point
per day deduction for late papers.
Local newspaper editorial addresses:
Plain Dealer letters@plaind.com
The News Herald editor@news-herald.com
Call & Post charper@buckeyeweb.com
Brooklyn Sun Journal cfocach@sunnews.com
Chagrin/Solon Sun sun@sunnews.com
Chagrin Valley Times editor@chagrinvalleytimes.com
News Sun/Parma Sun lkramer@sunnews.com
The Sun Scope/Bedford Sun/Euclid Sun sun@sunnews.com
West Side Sun/Lakewood Sun kburns@sunnews.com
Westlaker thetimes@core.com
West Life editorinchief@westlifenews.com
There are many websites to help you identify your national, state, or local governmental
representatives, for example:
http://www.visi.com/juan/congress/
http://www.house.gov/writerep/
Assignment #3 – Midterm Paper (50 points)
Students will be expected to form groups of 4 to 6 students to develop an “issues brief”
seminar paper. The seminar paper will be a comprehensive analysis of a major mental health service
delivery or policy problem affecting either children/adolescents with severe emotional disorders
(SED) or adults with severe emotional disability (SMD).
Topics for each group must be submitted to the Instructor for review and approval no later
than the third class session (Jan. 28th
). Suggested topics include mental health and: homelessness,
stigma, ethnicity/race and service utilization, financing of mental health services, financing of
mental health care (i.e., parity, managed mental health care), dual diagnosis (substance abuse and
mental illness), child welfare system and child mental health, juvenile justice system and child mental
health, “aging” out of the child mental health system, jails and prisons, outcomes for mental health
consumers and their families, systems of care (for children/adolescents or adults), family issues, and
physical health and physical illness (Critical Thinking, Communication, Valuing a Diverse
World, Advocating for Social Justice, Integrating Social Work Ethics and Values,
Professional Use of Self).
The paper will consist of two parts. Part One is the mid-term assignment and for this
assignment each student in the group is to submit an individual paper though students can work as a
group in finding and securing resource materials for the paper. The first part of this paper should:
(1) Define the problem and discuss its relevance (13 points). What is the problem? How has this
problem been defined in the past? How is it currently defined? What is the extent of this problem—

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numbers and types of persons affected, costs of problem, etc.? What service delivery systems have
impact upon this problem?
(2) Discuss current strategies to address problem at local, state or federal levels. (13 points) What
are the policies and programs that have been formulated to address this problem? In what service
delivery systems have these policies and programs been developed? What do we know about the
effectiveness of current strategies? To what degree are current strategies consistent across service
delivery systems?
(3) Discuss gaps, weaknesses, and limitations of current approaches to the problem (16 points).
(4) References (5 points) and APA Style (3 points) --In preparing their papers, students should
utilize published literature-- journal articles, book chapters, books, reports, etc. It is expected that
the paper will include at least ten (10) references to journal articles that are not required reading for
this course. Papers should each be a maximum of 12 double-spaced pages plus References and
should be prepared in APA format (Publication Manual of the American Psychological Association,
Sixth Edition). Papers are due on March 4th
. There will be a five point per day deduction for
late papers.
Assignment #4 – Final Group Paper (25 points and 5 points for group presentation)
Part Two of the Paper is the Final Assignment and this will be one paper submitted by the
entire group. This paper will present carefully developed recommendations (with rationales) for
changes in policy and service delivery to better address this issue and to improve practice and service
delivery to adults with severe mental disabilities or children and adolescents with severe emotional
disorders. Recommendations can address prevention as well as treatment, and legislative changes as
well as service delivery initiatives. In presenting recommendations that have been adopted in other
communities or settings, information concerning outcomes of these initiatives should be included.
Papers should also discuss facilitators and barriers across service delivery systems affecting the
implementation of proposed recommendations.
The recommendations should be presented in a bulleted list with rationales, outcomes
information, and facilitators and barriers to implementation for each recommendation presented in
narrative format following that recommendation.
Final papers should each be a maximum of ten double-spaced pages plus References. In
addition, on a separate page from the final paper, and not part of the ten page maximum, the
contribution of each group member to the final paper should be briefly described in a sentence or
two, followed by the signatures of all of the group members. This page should be submitted with the
final paper. Final Papers are due on or before April 22nd
. There will be a five point per day
deduction for late papers. Each group will be asked to present their Final Paper in class during
the last three weeks of the semester.
Grading Criteria for Final Paper:
(1) Recommendations (8 points)
(2) Rationale for Recommendations (9 points)
(3) Facilitators and Barriers to Implementation of Recommendations (8 points)

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REQUIRED TEXT:
Mechanic, D., McAlpine, D.D., & Rochefort, D.A. (2014). Mental health and social policy: Beyond
managed care. Sixth Edition. Boston: Pearson Education.
COURSE TOPICS AND READINGS
I. THE NATURE OF MENTAL HEALTH AND MENTAL ILLNESS
Jan. 14 Introduction & Course Overview
Course Content and Requirements
Brief overview of public policy
Brief overview of current mental health policy issues
Jan. 21 Status of Current Mental Health System: Critical Issues
Required Readings:
Mechanic et al., Chapter 1
**Leaf et al. (2012) Progress made, but much more to be done. In W.E. Eaton (Ed.), Public
Mental Health. New York: Oxford University Press.
PDF of this chapter on Blackboard course site
President’s New Freedom Commission on Mental Health (2003). Final Report to the
President (Executive Summary (See course Blackboard Site, External Links, President’s New
Freedom Commission on Mental Health)
Surgeon General. (1999). Mental Health: A report of the Surgeon General, Chapter 1
“Introduction and themes” (pp. 3-25). (See course Blackboard Site, External Links,
Surgeon General’s Reports)
Jan. 28 Understanding and Influencing Mental Health Policy
How a Bill Becomes a Law (U.S. & Ohio), Advocacy
PDF on Blackboard course site
Feb. 4 Epidemiology: Patterns of Incidence and Prevalence
Required Readings:

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**Costello, J., Egger, H., &Angold, A. (2005). Ten-year research update review:
The epidemiology of child and adolescent psychiatric disorders: I. Methods and public
health burden. Journal of the American Academy of Child and Adolescent Psychiatry, 44(10), 972-
986.
**Kessler, R.C., et al. (2005). Prevalence and treatment of mental disorders, 1990-2003.
New England Journal of Medicine, 352 (24), 2515-2523.
**Rosenfield, S. (1999). Ch. 19 “Gender and mental health: Do women have more
psychopathology, men more, or both the same (and Why?). In Horowitz &Scheid, A
handbook for the study of mental health.
**Wang, P.S., et al. (2011). Treated and untreated prevalence of mental disorders: Results
from the World Health Organization World Mental Health (WMH) surveys (pp. 50-66).
In G. Thornicroft, G. Szmukler, K.T. Mueser, & R.E. Drake (Eds.), Oxford Textbook of
Community Mental Health. New York: Oxford University Press.
**Ward, E. (2010). Depression in African-American males. African-American Perspectives, 13
(1), 6-21.
PDF on Blackboard course site
II. LOCAL, STATE, & FEDERAL POLICY ROLES: HISTORICAL & CURRENT
DEVELOPMENTS
Feb. 11 Historical Developments in Mental Health Policy
Required Readings:
Feb. 18 Deinstitutionalization and Community Support Systems
Required Readings:
**Grob, G. (1992). Mental health policy in America: Myths and realities. Health
Affairs, 11 (3), 7-22.
PDF of this article on Blackboard course site
**Sacks, O. (2009). The lost virtues of the asylum. New York Review of Books, 56 (14)
(6 pages).

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February 25 & March 4 Health Care Reform/Financing of Mental Health Services &
Integration of Physical and Mental Health Care
Required Readings:
**Croft, B., & Parish, S.L. (2013). Care integration in the Patient Protection and Affordable
Care Act: Implications for behavioral health. Administration Policy in Mental Health, 40,
268-263.
** Golberstein, E., & Busch, S.H. (2013). Two steps forward, one step back? JAMA
Psychiatry, 70 (6), 567-568.
**Mechanic, D. (2012). Seizing opportunities under the Affordable Care Act for
transforming the mental and behavioral health system. Health Affairs, 31(2), 376-382.
**Johnson, T. J., Sanders, D. H., & Stange, J. L. (2014). The Affordable Care Act for
Behavioral Health Consumers and Families. Journal of Social Work in Disability &
Rehabilitation,13, 110-121.
** Kaiser Commission on Medicaid and the Uninsured (2012). Medicaid Health Homes for
Beneficiaries with Chronic Conditions. Executive Summary.
Mechanic et al., Chapters 7, 8 & 10
National Council for Community Behavioral Healthcare. (2010). Summary of the Major
Provisions in the Patient Protection and Affordable Health Care Act.
III. POLICY AND SERVICE DELIVERY INITIATIVES
March 11—No Class—Spring Break Week
March 18 Mental Illness & the Criminal Justice System
Required Readings:
**Osher, F.C., & Steadman, H.J. (2007). Adapting evidence-based practices for persons

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with mental illness involved with the criminal justice system. Psychiatric Services, 58
(11), 1472-1478.
Copy of this paper on Blackboard course site
**Steadman, H.J., et al. (2009). Prevalence of serious mental illness among jail inmates.
Psychiatric Services, 60 (6), 761-765.
TAPA Center for Jail Diversion, SAMHSA (2003). Towards a blueprint to respond to the
President’s New Freedom Commission recommendations on adult criminal justice diversion (Skim).
March 25 Child and Adolescent Mental Health Policy and Service Delivery
Required Readings:
** Cooper, J.L. (2008). Unclaimed Children Revisited: The Status Children’s Mental Health
Policy in the United States. National Center for Children in Poverty, Columbia
University (Read Executive Summary)
PDF of this report on Blackboard course site
** Duchnowski, Kutash, & Friedman (2002). Ch. 2 “Community based interventions in a
system of care and outcomes framework. In Burns & Hoagwood, Community treatment
for youth: Evidence-based interventions for severe emotional and behavioral disorders.
** Nguyen, P.V. (2013). Best practices in children’s mental health. In V.L. Vandiver (Ed.),
Best Practices in Community Mental Health: A Pocket Guide. Chicago: Lyceum.
PDF of this report on Blackboard course site
U.S. Surgeon General (2001). Report of the Surgeon General’s Conference on Children’s Mental
Health. SKIM http://www.surgeongeneral.gov/topics/cmh/childreport.htm
April 1 Evidence-based Practices & Fidelity to Practice Models
Required Readings:
** Aarons et al. (2012). The organizational social context of mental health services and
clinician attitudes toward evidence-based practice: A United States national study.
Implementation Science, 7:56 (pp.1-15).
**Kola, L.A., Biegel, D.E., & Ronis, R.J. (2013). Evidence-based practice in community
mental health. In K. Yeager, D. Cutler, D. Svendsen, & G.M. Sils (Eds.), Modern
Community Mental Health. New York: Oxford University Press.

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April 8 Families, Consumers and Mental Illness/ Group Presentation
Required Readings:
**Biegel, D.E. & Schulz, R. (1999). Caregiving and caregiver interventions in aging and
mental illness. Family Relations, Special Issue, 48 (4), 345-354.
**Drapalski, A.L., & Dixon, L.B. (2011). Programmes to support family members and
caregivers (pp.188-194). In G. Thornicroft, G. Szmukler, K.T. Mueser, & R.E. Drake
(Eds.), Oxford Textbook of Community Mental Health. New York: Oxford University Press.
**Lefley, H.P. (2009) Family Psychoeducation for Serious Mental Illness. New York:
Oxford University Press, Chapters 1-3 (pp. 1-27)
Book on Reserve at Harris Library
April 15 Assertive Community Treatment, Illness Management and Recovery and
Psychosocial Clubhouse/ Group Presentation
Required Readings:
**Davidson, L., et. al. (2009). Oil and water or oil and vinegar? Evidence-based medicine
meets recovery. Community Mental Health Journal, 45, 323-332. doi: 10.1007/s10597-009-
9928-1
Copy of this article on Blackboard course site
** Mueser, K.T., & Gingerich, S. (2013). Illness management and recovery. In V.L. Vandiver
(Ed.), Best Practices in Community Mental Health: A Pocket Guide. Chicago: Lyceum.
**Ramon, S., et al. (2009). The rediscovery concept of recovery in mental illness: A
multicountry comparison of policy and practice. International Journal of Mental Health, 38
(2), 106-126.
Mowbray, C. T., Lewandowski, L., Holter, M., & Bybee, D. (2006). The clubhouse as an
empowering setting. Health & Social Work, 31(3), 167-179.
April 22 Supported Employment/ Group Presentation
Required Readings:

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**Becker, D.R., & Drake, R.E. (2003). A working life for people with severe mental illness (Ch. 5,
Research on IPS).
**Becker, D.R., Bond, G.R., & Drake, R.E. (2011). Individual placement and support: The
evidence-based practice of supported employment (pp.161-166). In G. Thornicroft, G.
Szmukler, K.T. Mueser, & R.E. Drake (Eds.), Oxford Textbook of Community Mental Health.
New York: Oxford University Press.

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BOOKS ON RESERVE:
Arbuckle, M., & Herrick, C. (Eds.). (2006). Child and adolescent mental health. Sudberry, MA: Jones &
Bartlett Publishers.RJ499 A73 2005
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Surgeon General. (1999). Mental health: A report of the Surgeon General. Washington, DC: U.S.
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MAJOR PERIODICALS IN THE MENTAL HEALTH& SUBSTANCE ABUSE FIELD
Administration in Mental Health
Administration and Policy in Mental Health
American Journal of Orthopsychiatry
Archives of General Psychiatry
Best Practices in Mental Health: An International Journal
Community Mental Health Journal
Drug and Alcohol Dependence
Health and Social Work
International Journal of Mental Health
Journal of Health and Social Behavior
Journal of Social Work Practice in the Addictions
Journal of Substance Abuse Treatment
Mental Health Services Research
Psychiatric Services
Psychiatric Rehabilitation Journal
Substance Use and Misuse
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.

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