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Eastern Kentucky University

Department of Counseling & Educational Psychology

Syllabus for COU 848 Child and Adolescent Counseling

3 Credit Hours

Semester and Year

Dr. Connie Callahan

407 Bert Combs Building

859-622-1124 (phone);

Catalogue Course Description: Prerequisites: COU 813, 840, 846.

This is an advanced counseling class focusing on specific diagnosis, treatment planning, and technique application for disorders affecting children and adolescents.This course is designed to cover counseling skills in DSM diagnosis, screening, referral and treatment planning for disorders of childhood and adolescents. Counseling techniques and direct skills for treating children include short term, individual and small group counseling. Appropriate screening and referral for children and adolescents will be taught. The impact of culture and diversity on child and adolescent treatment issues is discussed and ethical issues are presented. This course is a web-assisted course, which means that you will do much on-line work using Blackboard.

Text(s): Required:

Erk, R.R. (2004). Counseling treatment for children and adolescents with DSM-IV-TR disorders. New Jersey: Prentice Hall.

Kearney, C.A. (2002). Casebook in child behavior disorders. New York: Brooks/Cole.

O’Neill, R., Horner, R., Albin, R., Sprague, J., Storey, K., and Newton, J. (2006). Functional assessment and program development for problem behavior. New York: Brooks/Cole.

Or latest edition of any of these texts.

Student Learning Outcomes: Outcomes are aligned to CACREP II Standards G5a-G5g, G3b, G3f, CMHC C2, CMHC C7, CMHC G1, CMHC G3, CMHC G4, CMHC H1, CMHC H4, CMHC K1,CMHC K2, CMHC K3, CMHC I1, CMHC I2; SC A6, SC C1, SC C3, SC C6, SC D3, SC D4, SC E 4, SC F4, SC G1, SC G2, SC H2, SC H4.

CACREP Standard G5 HELPING RELATIONSHIPS-studies that provide an understanding of the counseling process in a multicultural society including all of the following:

a. an orientation to wellness and prevention as desired counseling goals;

b. counselor characteristics and behaviors that influence helping processes;

c. essential interviewing and counseling skills;

d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling;

e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions;

f. a general framework for understanding and practicing consultation; and

g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies.

Upon completion of this course students will be able to:

  • Apply knowledge of DSM diagnostic categories and process(G3b, G3f, CMHC-C2, CMHC-K1, CMHC- K3, CMHC-I1, CMHC-I2).
  • Synthesize knowledge and appropriate process and techniques in screening, referral, follow-up and treatment planning(G5a, CMHC-C7, CMHC-G3, CMHC-H1, CMHC- H4, SC-C6, SC- D4).
  • Analyze case study processes (G5g, CMHC-C7).
  • Demonstrate skills in direct counseling with children and adolescents (G5b, G5c, G5f,CMHC-C2).
  • Demonstrate knowledge and skills in solution focused counseling, brief counseling, cognitive skills and behavioral skills(G5f,CMHC-C2, SC-C1, SC-C3, S- H4).
  • Critically apply ethical guidelines and legal considerations(G5f,CMHC-C7).
  • Understand and demonstrate knowledge of developmental needs of children and adolescents (G5b, G5d, CMH- G3, SC-A6, SC-D4).
  • Demonstrate rapport building skills with children and adolescents (G5b, G5d,CMHC-C2).
  • Understand the child in the larger context of school, society, and the world (G5e,SC-D3, SC-D4).
  • Demonstrate observation and assessment skills(G5d,CMHC-G1, CMHC- G4, SC-G2, SC-H2).

Evaluation Methods:

There will be 2 exams worth 100 points each, 5 quizzes worth 10 points each, and 5 projects with specific Assignments worth 10 points each and 5 discussion board postings worth 10 points each. It will be possible to earn 350 points in this class. Grades will be determined on a percentage basis.

A100 - 90 % D69 – 60 %

B89 – 80% F59-0%

C79 – 70 %

Student Progress: You will be provided with written information on your progress with each exam. You may at any time during the semester inquire about your current grade by simply going to the online grade book in Blackboard.

Attendance Policy: Attendance is required and monitored by you posting all Assignments when due. Poor attendance and failure to meet requirements in a timely manner may adversely affect your grade. In case of emergency absence, please phone as soon as possible. If more than 5 class hours are missed as determined by failure to post assignments, the student may be dropped from the class. Students are responsible for all work during absences.

Last Date to Drop the Course: The last day to drop this course is listed in the student course schedule book.

Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in an alternative format.

Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity.

Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.

Course Requirements:

  • Read the text material assigned for each week of class before attending class.
  • Begin working on Assignments the first week of class and pay attention to the due dates listed in the syllabus.
  • Projects must be completed and posted in the Blackboard Assignments by the due dates and Discussion Board
  • Assignments must be posted by due dates. Any assignment or exam posted after the due date will lose one
  • letter grade per day
  • Attend on-line discussions and participate positively in online
  • Research using professional journals and professional online materials
  • Follow ACA ethical guidelines.
  • Pass all exams.
  • Intervention/Treatment Plan Paper Requirements: 100 points each.

Exam requirements:

Exam One

You will be responsible for developing references, treatment strategies, techniques and interventions for mood disorders and anxiety disorders. This will involve several steps:

1. As an individual you will be assigned a specific anxiety or depressive disorder. You will first use your text and the DSM-IV to discuss prevalence rates of the disorder and then you will list the DSM-IV criteria for your disorder and summarize any best practice guidelines for the disorder in APA style with references.

2. You will then begin to consider how to develop long term counseling goals. The goals are best developed around the treatment of the various symptoms of the disorder.

3. Then you will develop short-term goals for each of the common symptoms and you must have at least 3 interventions listed that will help accomplish the goal. All strategies and interventions must be explained in sufficient detail that a classmate can actually use the material. It is NOT sufficient to say, “use thought stopping.” You must explain what thought stopping is and provide a step-by-step outline of how to do it. It is not okay to say “use bibliotherapy”. Cite specific books and explain what you will do with them. It is not okay to say “establish rapport.” Explain what games or materials you will use to establish rapport. It is not okay to say, educate the client. You must explain what materials you will use to accomplish this. Simple material copied from treatment planners will not be accepted. You must reference each intervention you find in APA style. Each intervention must be on one or two pages each and each should be illustrated with creative avenues. Where possible, show the intervention as a worksheet that other counselors can use. These interventions should be of professional quality and should be set up so that any classmate could pick up your intervention sheets and know just what to do to use it effectively in counseling a child or an adolescent! Due dates for the papers are listed and a one grade per day loss penalty for late papers will be assessed.

Exam 2

This will be a multiple choice exam that will cover the entire class, including all reading assignments, blackboard course documents, and class discussions. The exam will be timed. Anyone who tries to download or print the exam will be locked out of it.

Quizzes

Five quizzes are listed in the syllabus. You must complete each quiz on the day it is due.

Course Outline

Note:

Yellow marks Discussion Board Questions

Blue marks Projects that are due from the Functional Assessment Book and Case Study Book

Red marks exam due dates. Quizzes are listed in bold print.

Assignments BoxReading and Due Dates/Assessments

Read Chapter 1: Assessment and Diagnosis and Chapter 2: Understanding the Development of Psychopathology in Erk’s text. / Pages 2-86 in the Erk text: Counseling Treatment for Children and Adolescents with DSM-IV-TR Disorders.
Read the lectures on assessment (Diagnosis and Treatment, Intro Child and Adolescent Assessment, and Child & Adolescent Assessment II) in the Blackboard course documents. / Go the Discussion Board in Blackboard and follow the directions for the first assignment related to your text (Discussion One). The discussion must be posted by midnight on the Discussion Board. Use the format provided in the Discussion Board. Please post both in the Discussion Board section so that other students can read what you write and the Assignments section of Blackboard so that I can make private comments that only you can read.
Functional Assessment / Read the entire O’Neill & Horner handbook. Pay particular attention to The Functional Assessment Interview Form (FAI) in Appendix B starting on page 99 and The Student –Directed Functional Assessment Interview Form Starting on page 109. You will be using these forms for practice along with the Kearney Casebook. Read the following material in the COURSE DOCUMENTS in Blackboard:
Procedures for Functional Assessment
Assessment of Bradley Martin
Functional Assessment of Anna- Jenise’s Paper
Read Bradley Marvin as presented on pages 14-26 in the Kearney text and see how the course document plan on Bradley was developed.
Mood Disorders
Also read the following lecture notes in the Course Documents in Blackboard:
Seven Habits of Highly Effective Counselors Tx Depression
Biology of Depression
Depression TX: Using the Thought Record
Depression TX: Schema Change Records
Depression TX: Activity Scheduling
Teen Med Articles_ Smoking_Depression
Childhood & Adolescents Bipolar Disorder
Suicidal Adolescents
Major Depressive Disorder Exam Example / Read Chapter 7: Mood Disorders in Erk’s text, pages 239-272 and the Chapter on Depression in Kearney’s casebook.
Go to the Discussion Board in Blackboard and follow the directions for posting an on-line discussion for Discussion Two. This discussion must be posted by midnight. Use the format provided in the Discussion Board. Please post both in the Discussion Board section so that your classmates can read your comments and the Assignments section of Blackboard so that I can make private comments to you.
Quiz 1: Go to the Assignments Page to find and take the quiz.
Read the case study of Anna Thompson in the Kearny Text. / For Project 1 Develop a functional assessment including a behavioral support plan for Anna Thompson as presented on pages 27-40(the chapter on depression) in the Kearney text. Place this in the Assignments Box by midnight. You may use the pages from the Functional Assessment text Appendices: The Functional Assessment Interview Form (FAI) in Appendix B starting on page 99 and The Student –Directed Functional Assessment Interview Form Starting on page 109. If you choose to use these forms, you will need to scan them to send them to the Assignments Box or you may copy the forms from the course documents on Bradley Martin and use that format if you wish. Make sure that you include the Behavior Support TX Plan as part of this assignment since it is the most important part of a functional assessment.
Anxiety Disorders
In the Course Documents read the following:
PTSD TX and Diagnosis
PTSD Child
PTSD Evaluation on Children
Generalized Anxiety Disorder. / Read Chapter 6: Anxiety Disorders in Erk’s text, pages 205-238.
Quiz 2: Find and take the quiz on the Assignment’s Page.
Then go to the Discussion Board in Blackboard and follow the directions for posting your third discussion by midnight (Discussion Three). Do NOT attach files. Use the format provided in the Discussion Board. Please post both in the Discussion Board section and the Assignments section of Blackboard.
Adjustment Disorder / Read Chapter 3: Adjustment Disorders in Children and Adolescents in Erk’s text, pages 90-108. Then go to the Discussion Board in Blackboard and follow the directions for Discussion Four and post the discussion by midnight. Use the format provided in the Discussion Board. Please post both in the Discussion Board section and the Assignments section of Blackboard.
Conduct Disorder
Read the Course Document: Conduct Disorder and Oppositional Defiant Disorder.
Then read Chapter 8 Conduct Disorder/Aggression and Derek Pratt in Kearney’s case book / Read Chapter 5: Disruptive Behavior Disorders in the Erk text (pages 155-204).
For Project 2, use the information about Derek Pratt in the Kearney casebook from the Conduct Disorder/Aggression chapter (95-108), develop a complete functional assessment and post it in the Assignments Box by midnight. You may use the pages from the Functional Assessment text Appendices: The Functional Assessment Interview Form (FAI) in Appendix B starting on page 99 and The Student –Directed Functional Assessment Interview Form Starting on page 109. If you choose to use these forms, you will need to scan them to send them to the Assignments Box or you may copy the forms from the course documents on Bradley Martin and use that format if you wish.
Exam One / Exam I must be posted in the Assignments Box by midnight.
ADHD
Go to the Course Documents in Blackboard and read Perspectives and Treatment Effects in ADHD and Update on Attention Deficit. / Read Chapter 4: Attention-Deficit/Hyperactivity Disorder in Erk’s text, pages 109-154 and the Chapter in Kearney Learning Disability.
Make sure that you understand the term “learning disabilities,” make sure that you know the clinical characteristics of reading disabilities, clinical characteristics of deficits of written expression, and clinical characteristics of mathematics disabilities. Know the psychosocial problems and behavior problems of LLD. Be able to explain the assessment procedure for LLD.
Substance Abuse
Read the Substance Abuse material and article about Jennifer McAllister in the Kearney casebook. / Read Chapter 8 in Erk’s text about Substance-Related Disorders, pages 273-304.
Quiz 3: Find and take the quiz from the Assignment’s Page.
Go to Kearney’s casebook and read the information in Chapter Nine, Substance Abuse on pages 109-122. Write a complete functional assessment about Jennifer and post it in the Assignments Box by midnight for Project 3. You may use the pages from the Functional Assessment text Appendices: The Functional Assessment Interview Form (FAI) in Appendix B starting on page 99 and The Student –Directed Functional Assessment Interview Form Starting on page 109. If you choose to use these forms, you will need to scan them to send them to the Assignments Box or you may copy the forms from the course documents on Bradley Martin and use that format if you wish.
Read the following material from the Course Documents:
Saving Students from Substance Abuse
Pediatric Alcohol
Alcoholism
Inhalants
Marijuana
Stimulant Use. / Go to Blackboard’s Discussion Board and follow the directions for Discussion Five. Post your discussion by midnight. Use the Discussion Board Format. Please post both in the Discussion Board section and the Assignments section of Blackboard.
Quiz 4: Find and take the quiz on the Assignment’s Page.
Eating Disorders
Read the Course Document in Blackboard on Eating Disorders, and read the chapter in Kearney’s text on Eating Disorder about Andrea Weston. / Read Chapter 9: Adolescents and Eating Disorders on pages 305-343 in Erk’s text.
Quiz 5: Find and take the quiz on the Assignment’s Page.
Go to Kearney’s casebook and read Chapter Four, Eating Disorders pages 41-54.
Write a functional assessment about Andrea and post it in the Assignments Box by midnight for Project 4. You may use the pages from the Functional Assessment text Appendices: The Functional Assessment Interview Form (FAI) in Appendix B starting on page 99 and The Student –Directed Functional Assessment Interview Form Starting on page 109. If you choose to use these forms, you will need to scan them to send them to the Assignments Box or you may copy the forms from the course documents on Bradley Martin and use that format if you wish.