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Online · School of Behavioral Sciences · Community Care and Counseling

Advanced Military Mental and Behavioral Health

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 04/08/2020

Course Description

This course will cover advanced assessment and treatment of military mental and behavioral health issues, including Posttraumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and related stressors. Topics to be covered include “best practices” for treating depression, suicidal ideation, addictions, and other prevalent mental and behavioral disorders.





The stressors faced by members of the military rank among the most intense faced by any group. Military combat exposure is ranked as the most likely occurrence to cause Post Traumatic Stress Disorder (PTSD), and it provides an environment wherein Traumatic Brain Injury (TBI) is always a possibility. The Pentagon recently stated that at least 30% of returning troops from Iraq and Afghanistan suffer from Combat-related PTSD. Those working with our military will face the challenge of counseling and assisting individuals and families affected by PTSD, TBI, and additional challenges at an ever-increasing rate. Those who put their lives on the line are worthy of the best help available.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Explain the nature of Posttraumatic Stress Disorder (PTSD) and the effects on the body, mind, emotions, and spiritual dimension of military personnel.
  2. Explain the nature of Combat-related Posttraumatic Stress Disorder and TBI as well as the effects on the body, mind, emotions, and spiritual dimension of the individual.
  3. Contrast various types of treatment for PTSD/Combat-related PTSD and TBI.
  4. Examine all issues, theories, assumptions, materials, etc. presented in the course in accord with current scholarly standards and practices.
  5. Examine all issues, theories, assumptions, materials, etc. presented in the course through the lens of Scripture.
  6. Analyze the components of comprehensive trauma assessment, considering the differential impact trauma has on individuals, families, groups, and communities.

Course Resources

Required Resource Purchases

Freeman, S. M., Moore, B. A., & Freeman, A. (2009). Living and surviving in harm’s way: A psychological treatment handbook for pre- and post-deployment of military personnel. New York, NY: Routledge. ISBN: 9780415988681.

Moore, B. A., & Jongsma, A. E. (2015). The veterans and active duty military psychotherapy treatment planner (2nd ed. with DSM-5 Updates). Hoboken, NJ: Wiley. ISBN: 9781119063087.

Moore, B. A., & Penk, W. E. (2019). Treating PTSD in military personnel (2nd ed.). New York, NY: Guilford Press. ISBN: 9781609186357.

Disclaimer: The above resources provide information consistent with that required by state licensing boards in the class subject area. Liberty University does not necessarily endorse specific religious, philosophical, or political positions found in these resources.

Recommended Resources

Cash, A. (2006). Wiley concise guides to mental health: Posttraumatic stress disorder. Hoboken, NJ: John Wiley & Sons. ISBN: 9780471705130.

Courtois, C. A., & Ford, J. D. (2009). Treating complex traumatic stress disorders. New York, NY: The Guilford Press. ISBN: 9781606230398.

Friedman, M. (2006). Post-traumatic and acute stress disorders: The latest assessment and treatment strategies. Kansas City, MO: Compact Clinicals. ISBN: 9781887537223.

Friedman, M. J., Keane, T. M., & Resick, P. A. (2014). Handbook of PTSD: Science and practice (2nd ed.) . New York, NY: The Guilford Press. ISBN: 9781462525492.

Reyes, G., Elhai, J. D., & Ford, J. D. (2008). The encyclopedia of psychological trauma. New York, NY: John Wiley & Sons. ISBN: 9780470110065.

Scott, M. J., & Stradling, S. G. (2006). Counseling for post-traumatic stress disorder. Thousand Oaks, CA: Sage Publications. ISBN: 9781412921008.

Van der Kolk, B. A., McFarlane, A. C., & Weisaeth. (2007). Traumatic stress: The effects of overwhelming experience on mind, body, and society. New York, NY: The Guilford Press. ISBN: 9781572304574.

Additional Materials for Learning 

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and lecture presentations. (MLO: A, B, C, D, E)

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

Discussion boards are collaborative learning experiences. Therefore, the student will complete 4 Discussion Board Forums in this course. The student will create a thread of at least 250–300 words. In addition to the thread, the student will submit 2 replies of 100–150 words each. Each thread and reply must be supported by at least 2 sources in current APA format. (MLO: A, B, C, D, E)

Treatment Plan

The student will complete a Treatment Plan in this course. This plan will be a compilation of tentative diagnoses, short and long-term goals, activities, and projected outcomes presented in a standardized format. This plan must be 4–8 pages and must cite at least 5 sources in current APA format. A template will be provided. (MLO: A, B, C, D, E, F)

Research Paper

This assignment will be completed in 2 parts:

Reference List

The student will compile a list of at least 10 scholarly references in current APA format to be used for his/her research paper. This Reference List must be 2–3 pages, not including the title page. The title of the paper must indicate the topic of the paper. No more than 2 books may be used, and the specific chapter related to the topic must be included.


The student will write a 12–15-page research paper (including title page, abstract, and reference list) in this course. Content, grammar and current APA style will be evaluated. (MLO: B, C, D, E, F)

Quizzes (4)

The student will complete 4 quizzes in this course. Each quiz includes multiple-choice questions based on the assigned Reading & Study material. All quizzes are open-book/open-notes and must be completed in 50 minutes. (MLO: A, B, C, D, E, F)

Course Grading

Course Requirements Checklist


Discussion Board Forums (4 at 50 pts ea)


Treatment Plan


Reference List


Research Paper


Quizzes (4 at 100 pts ea)




Course Policies

Professional Communication

Please be professional in your email communication. We live in a fast-paced world with text messaging which encourages short and abbreviated communication. However, since you are in a counseling program, you are encouraged and expected to use full sentences and good grammar when communicating with other students and faculty. It is also an expectation that your electronic communication is pleasing to God. Being courteous and polite to peers and professors demonstrates dignity and respect, "And as you wish that others would do to you, do so to them" (Luke 6:31, ESV).

Dual Relationship

The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such, faculty may provide students professional principles, guidance, and recommendations as it relates to the context of the student-client setting. The faculty is responsible to avoid dual relationships with students such as entering a student-counselor or student-pastor relationship. Thus, the faculty does not provide personal counseling addressing student personal problems. If a faculty member perceives that a student is in need of personal or professional counseling, then that faculty member will recommend that the student pursue either pastoral or professional assistance from a counselor in their community.

Limits of Confidentiality

In the event of a student’s disclosure, either verbally or in writing, of threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, and notification of the appropriate program chair or online dean. The incident and action taken will become part of the student’s permanent record.


Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at


MILT 675

Textbooks: Freeman et al., Living and Surviving in Harm’s Way (2009).

Moore & Jongsma, The Veterans and Active Duty Military Psychotherapy Treatment Planner (2015).

Moore & Penk, Treating PTSD in Military Personnel (2019).


Reading & Study




Freeman et al.: chs. 1–5

Moore & Penk: Intro, ch. 1

2 presentations

Course Requirements Checklist

Class Introductions

DB Forum 1





Freeman et al.: chs. 6–9

Moore & Penk: ch. 2

3 presentations

Quiz 1



Freeman et al.: chs. 10–11, 17

Moore & Penk: chs. 3–5, 11

3 presentations

DB Forum 2

Reference List




Moore & Jongsma: Selected Readings

Moore & Penk: chs. 7–10, 13

2 presentations

Quiz 2



Freeman et al.: chs. 12, 16

Moore & Penk: chs. 14, 16, 22

7 presentations

Treatment Plan

DB Forum 3




Freeman et al.: chs. 13–14

Moore & Penk: chs. 15, 20

1 presentation

Quiz 3



Freeman et al.: ch. 15

Moore & Penk: chs. 17-19

2 presentations

DB Forum 4

Research Paper




Freeman et al.: chs. 22–23

Moore & Penk: chs. 21, 23

2 presentations

Quiz 4




DB = Discussion Board


NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.