NEW MEXICO STATE UNIVERSITY
Master’s Degree Program in Clinical Psychopharmacology
COURSE OUTLINE Class #15
Clinical Psychopharmacology II
The Treatment of Bipolar Affective & Post-Traumatic Stress Disorders 3.0
Live & Online
NMSU; 2915 McFie Milton Hall, Room 085
Oct 20-21st, 2018, 8:00am-6:00pm Class #15
Marlin Hoover, PhD, MSCP, ABPP Prescribing Psychologist
Stephen M. Stahl, Prescriber's Guide: Stahl's Essential Psychopharmacology, 6th Edition (May 25, 2017)
Review: mood stabilizers & antimanics; antidepressants; Alpha and Beta Blockers
Hales, et.al. Textbook of Psychiatry. 6th Edition (March 18, 2014). Pages 311 – 352; 431 – 454.
Mark Muse & Bret A. Moore, Handbook of Clinical Psychopharmacology for Psychologists, 1st Edition (April 24, 2012)
Review: Chapter 6, esp. serum monitoring of lithium and valproic acid
Bezchlibnyk-Butler et. al. Clinical Handbook of Psychotropic Drugs, 22ndEdition (May 03, 2017) Mood stabilizers and antimanics; antidepressants; Alpha and Beta Blockers will be reviewed online during class
NEW MEXICO STATE UNIVERSITY
APA Designated Post-Doctoral Education & Training in Clinical Psychopharmacology
Course Description: In this RXPP 604 class we continue our study of clinical psychopharmacology through the study of the treatment of bipolar disorder. Objectives of this course are to understand the biochemical mechanism(s) underlying the pharmacological efficacy of antimanic treatments; the biochemical, physiological and anatomical bases of adverse effects associated with antimanic treatments; different classes of antimanic drugs and treatments; typical antipsychotic medications, atypical antipsychotics, electroconvulsive therapy (ECT), lithium (Li+), anticonvulsants, and other treatments for bipolar disorder, and to be able to effectively prescribe these medications and manage the medical issues that arise from their use. Day 2 focuses on the clinical psychopharmacology through the study of the treatment of Post-Traumatic Stress Disorder (PTSD).
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.
Day Objectives: Students will:
1. Develop an in-depth understanding of the mechanisms of actions of the various drugs used in treatment of bipolar disorders.
Be able to select the most appropriate psychotropic medications for bipolar disorders given the effect and the side effect profile of each drug.
Develop skill in assessing the cost/benefit ratio associated with psychotropic use with individual patients with bipolar; including but not limited to becoming intimately familiar the therapeutic drug indexes and drug monitoring associated with these treatments.
Develop an understanding of a dynamic biopsychosocial model for the use of psychotropic medications in the treatment of bipolar disorders.
Be aware of the legal and ethical issues involved in the use of psychotropic medications in the treatment of bipolar disorders.
Day 2 Objectives: Students will
1. A review of the neuroanatomy and neurochemistry associated with PTSD.
a. e.g. Sympathetic Nervous System; hypothalamic-pituitary-adrenal (HPA) axis (systemic) structure/integration and dysregulation
Develop an in-depth understanding of the mechanisms of actions of the various drugs used in treatment of PTSD.
Be able to select the most appropriate psychotropic medications for PTSD given the effectiveness and the side effect profile of each drug.
Recognize the three first-line medications for PTSD and which medication class is discouraged in PTSD.
Review three common co-morbid conditions with PTSD and discuss a management approach for each one.
Develop skill in assessing the cost/benefit ratio associated with psychotropic use with individual patients with PTSD.
Develop an understanding of a dynamic biopsychosocial model for the use of psychotropic medications in the treatment of PTSD.
Become familiar with clinical aids and off-label uses for the treatment of PTSD.
Homework: The students will be presented with one or more complex case(s) and will be asked to respond to questions about that case. At times, students will also be expected to read journal assignments; and respond in class or discussion threads (in Canvas).
Evaluation: Student participation, preparation, and attendance is observed. There will be a test (multiple choice, short answer or true/false) which, depending on the plan of the Instructor, may be given to students before class. If the test is given to the students before class, then students should come to class with the test completed because the content will be reviewed during the lecture(s). The exam will be graded after it is taken as a closed-book, time limited test at the end of the weekend of didactic training. Case studies presenting patients with dual diagnoses of medical and psychological problems will be distributed. Students will be expected to formulate a comprehensive analysis of the case(s) utilizing clinical judgment, course materials, and any necessary references. During the pathophysiology and physical examination sequence, students will be evaluated on their proficiency in interpreting lab/radiology/imaging studies, taking vital signs, physical assessment, and differential diagnosis. Instructors may also elect to include reading (e.g. journal) assignments for discussion and/or written assignments that demonstrate clinical documentation which meets the standard of care for patient care documentation. Additional assignments will be factored into a weighted or alternative point value system leading to the determination of a letter grade using the rubric below. Typically, students have two weeks to complete all assignments. All submissions must be made by 11:59 pm on the day of the announced deadline.
Standard Grading Assignments
Test(firstname.lastname@example.org) CaseStudyAnalysis/Vignette Participation/Attendance (live or via AdobeConnect)
30 pts.60 pts. 10 pts.
Course grades:90-100 pts total 80-89 pts total 70-79 pts total
= “A” = “B” = “C”
Students with Disabilities: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Student Accessibility Services (SAS), located at the Corbett Center Student Union, Room 208 (Telephone 575-646-6840, Fax 575-646-5222, E-Mail: email@example.com). 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 SAS, Trudy Luken. If you have questions about the Americans with Disabilities Act (ADA), call 575-646-3635. Students should contact the Office of Institutional Equity (575-646- 3635) only if they feel they have been discriminated against in any category.
Student complaints: If students have a complaint about a course, they are advised to discuss their concerns directly with the instructor whenever possible. If that does not resolve the problem or if they cannot approach the instructor, students should either access NMSU’s online complaint system at https://dos.nmsu.edu/concerns/ or seek out the department head (firstname.lastname@example.org) for help resolving the problem. Both of these processes provide opportunities for the department head to know about issues that need attention and for instructors to receive information about student concerns so that they can respond.
Further Notice: Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADAAA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact:
Trudy Luken, Director
Student Accessibility Services (SAS) - Corbett Center Student Union, Rm. 208 Phone: (575) 646-6840 E-mail: email@example.com
NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct: sexual violence (sexual assault, rape), sexual harassment and retaliation.
For more information on discrimination issues, Title IX, Campus SaVE Act, NMSU Policy Chapter 3.25, NMSU's complaint process, or to file a complaint contact:
Lauri Millot, Director and Title IX Coordinator
Agustin Diaz, Associate Director, Title IX Deputy Coordinator
Office of Institutional Equity (OIE) - O'Loughlin House, 1130 University Avenue Phone: (575) 646-3635 E-mail: firstname.lastname@example.org
Other NMSU Resources:
NMSU Police Department: NMSU Police Victim Services: NMSU Counseling Center: NMSU Dean of Students:
For Any On-campus Emergencies:
(575) 646-3311 www.nmsupolice.com(575) 646-3424
The Instructor of Record reserved the right to make announced changed in the syllabus; as feasible, changes will be made with student input.