CPSY 317: Therapeutic Interventions with Children Winter 2013 Mondays 1:30 PM-4:30 PM in Loyola Hall rm 136 Instructor: Gabriel Young, PhD, LMFT Email: gjyoung@scu.edu or drgabeyoung@gmail.com Office Hours: Regular office hours TBD, always open by appointment or after class Introduction: Hello everyone and welcome to CPSY 317: Therapeutic Interventions with Children. The issues we'll be discussing and learning about in this course are vital for your clients, our profession, and I think society as whole as well. It's also an area that's important to me personally and I very much look forward to our class. Course Description: In this course, students will: • Participate in dialectic method of learning through discussion, presentation, inquiry, experience, observation, and writing. • Become familiar with the clinical and developmental issues of children and adolescents • Become acquainted with the influence of constitutional and neurological differences, culture, class, and ethnicity upon the treatment process • Practice case conceptualization and treatment planning • Develop clinical experience and confidence through active engagement with experiential learning exercises Required Readings: • Henderson, D., Thompson. C. (2011). Counseling children (8th ed.). Belmont, CA: Cengage. • Lowenstein, L. (2008). Assessment and treatment activities for children, adolescents, and families: Practitioners share their most effective techniques. Toronto, ON: Champion Press. • VanFleet, R., Sywulak, A., Sniscak C. (2010). Child-centered play therapy. New York, NY: Guiliford. • Hand-Outs and Readings on Camino and E-RES Grading Criteria: Your course grade will be calculated as follows: 25% Weekly Quizzes 20% Play Observations: due at 4th class meeting 35% Diagnosis, Assessment, and Treatment Plan (with case presentation to the class) 20% Fulfilling the Essential Course Requirements (Listed Below) Quizzes-Includes multiple choice questions regarding textbook reading and short reflection on supplementary readings —DUE BEFORE THE START OF EACH CLASS Play Observations: due at 4th class meeting: At a local playground, spend a lunch, recess, or afterschool play time observing in the young child area. Do not bring a notebook or take notes. Just immerse yourself in what you see, and immediately afterward, write up your observations, including what was happening in the play, and your thoughts and feelings during and after the observation. Do this twice, observing two groups in different socioeconomic circumstances, and finally compare and contrast them. (~4 Pages). Please make sure that throughout this course you always follow legal, ethical, and institutional guidelines as well as preserving the safety and well-being of yourself and others. Diagnosis, Assessment, and Treatment Plan (with case presentation to the class). Select a child who you know well who has a developmental or mental health issue (or worst case scenario I will assign you a famous child) and complete the diagnosis, assessment, and treatment plan as if you are working in a mental health agency. Please alter the case to remove any identifying information & preserve the anonymity of the child and family. Fulfilling the Essential Course Requirements -A major goal of this course is to support students in developing skills necessary to become good therapists. These include attendance, participation, integrity, freedom of expression, and application of clinical skills. Because each of these requirements is fundamental, failure to completely fulfill any one of them could lead to significant reduction in this aspect of the grade. The instructor makes the final determination for student scoring in this category. Below is a partial list of expectations for students that if unfulfilled can affect your grade. But please keep in mind that egregious violations (e.g. willful plagiarism) may exceed grading reductions and result in more serious consequences as outlined by department and university policy. Attendance: A very big part of being a therapist is just being there-on time and predictably-for your clients. Also, this class is conducted as an interactive conversation about the material. Therefore being in class and punctual are essential. Absences and tardies (which count as at least half an absence) will affect your grade. Upon reaching two (2) total absences you must offer a plan to improve future attendance and receive the instructor's permission to remain in the course. Under no circumstances will three (3) or more absences be permitted. Participation: Students are expected be collaborative and participate in class discussions, exercises and group project assignments. This also includes allowing other students to participate, for example by refraining from chatting and using electronic devices for purposes other than taking notes during class. At all times, when someone has the floor, everyone else should be focused on that person and should not be talking at all, even in a whisper. Additionally, to a reasonable extent I want you to develop the skills of expanding your comfort zone and trusting others to respectfully receive information you share with them. (To some degree feeling “uncomfortable” and nevertheless engaging is part of the process of learning to be a good therapist). But keep in mind that I never want you to feel obligated to reveal anything that is especially sensitive or will be detrimental for to you to share. Integrity: As future therapists, doctoral students, and other professionals we must be examples of the highest levels of honesty and ethics. I take this extremely seriously. Freedom of Expression: Learning to tolerate ideas that may seem unpleasant and opinions with which we disagree are essential skills for becoming a good therapist. Students and instructors are entitled to be treated with dignity and respect in an open dialogue. Disagreements, even strong ones, are often valuable but must always remain civil. Also, psychology courses often elicit the sharing of personal experiences which are sometimes sensitive in nature. Any sharing of relevant personal information is expected to be received by the class with respect. Application of Clinical Skills-students are expected to apply professionalism and clinical skills such as effective communication, thoughtful conflict resolution, respect for the dignity of others, being receptive to feedback, empathy towards others, and similar therapeutic tools throughout this course. SCHEDULE OF CLASSES AND TOPICS: INTRODUCTION TO COUNSELING CHILDREN Week 1 January 7 Topics Readings Due Assignments Due • Overview of Course • In-class exercises • Introduction Child Therapy Week 2 January 14 Topics Readings Due Assignments Due • Henderson Chapters 1-3 • Weekly Quiz 2 on Introduction to a Child's World Camino Developmental and Cultural Considerations The Counseling Process COUNSELING THEORIES AND TECHNIQUES Week 3 January 21 Topics Readings Due Assignments Due Legal and Ethical Considerations for • Henderson Chapters 4-6 • Weekly Quiz 3 on Counselors • VanFleet Chapters 1,2 Camino Psychoanalytic Counseling Person-Centered Counseling Week 4 NO CLASS-ASSIGNMENTS STILL DUE VIA CAMINO January 28 Topics Readings Due Assignments Due • Henderson Chapters 7, 8 • Weekly Quiz 4 on Gestalt Therapy • VanFleet Chapters 2,3 Camino Behavioral Counseling • Play Observation Week 5 February 4 Topics Readings Due Assignments Due • Henderson Chapters 9,10 • Weekly Quiz 5 on Reality Therapy: Counseling with Choice • VanFleet Chapters 4,5 Camino Theory • Brief Counseling Week 6 February 11 Topics Readings Due Assignments Due • Henderson Chapters 11, 12 • Weekly Quiz 6 on Individual Psychology • VanFleet Chapters 6,7 Camino Rational-Emotive-Behavioral Therapy Week 7 NO CLASS-ASSIGNMENTS STILL DUE VIA CAMINO February 18 Topics Readings Due Assignments Due Topics Readings Due Assignments Due • Henderson Chapters 13, 14 • Weekly Quiz 7 on Cognitive-Behavioral Therapy • VanFleet Chapters 8,9 Camino Transactional Analysis • Assessment Draft Due Week 8 February 25 Topics Readings Due Assignments Due • Henderson Chapters 15, 16 • Weekly Quiz 8 on Family Counseling • VanFleet Chapters 10,11 Camino Consultation & Collaboration COUNSELING WITH CHILDREN: SPECIAL TOPICS Week 9 March 4 Topics Readings Due Assignments Due • Henderson Chapters 17, 18 • Weekly Quiz 9 on Play Therapy • VanFleet Chapters 11,12 Camino Group Counseling • Assessment Revisions Due Week 10 March 11 Topics Readings Due Assignments Due • Henderson Chapters 19, 20 • Weekly Quiz 10 on Counseling Children with Special • VanFleet Chapters 13-15 Camino Concerns Counseling Children with Disabilities Week 11 March 18 Case Presentations During Final Exam Window The syllabus is a working document provided for informational purposes only. Changes may be necessary due to factors such as class needs, student feedback, unexpected occurrences, and so forth. Although I endeavor to make any changes as collaboratively as possible, I reserve the right to make exceptions or changes to the course at any time, with or without prior notice, at my discretion. Please contact both me & student services if you need, or think you may need, accommodations for a disability. Document adapted from previous course syllabus by Dr. Mayerson