Social Work 645
Section 60523
Clinical Practice in Mental Health Settings
Section for Children and Adolescents
3 Units
Fall 2014
Instructor:
E-Mail:
Telephone:
Office:
Office Hours:
Ferol E. Mennen, PhD, LCSW
[email protected]
(213) 740-0295
MRF 317
Tuesday 11:00-1:00 or By
Appointment
Course Day: Tuesday
Course Time: 8-10:50
Course Location: SWC 118
I. COURSE PREREQUISITES
Successful completion of first year.
II. CATALOGUE DESCRIPTION
Social work processes from intake to termination; emphasis on clinical skills required for social work
practice in a broad spectrum of mental health settings. Required for students in Mental Health
concentration.
III. COURSE DESCRIPTION
Clinical Practice in Mental Health Settings uses knowledge and skills regarding life cycle issues and
developmental theory to apply to practice with mental health service populations. Core concepts of
relationship, the therapeutic alliance, problem solving, and the phases of treatment are applied to
common mental health disorders. Interventions that have evidence of effectiveness, that come from
varying theoretical bases, and are within a bio-psycho-social eco-systemic framework are presented to
treat clients from diverse backgrounds who have problems with depression, anxiety disorders, behavior
problems, trauma related disorders, phobia, eating disorders, psychoses and personality disorders.
The construct of the continuum of care will be applied to intervention with these populations. The course
opens with a unit on prevention and we will then examine treatment from outpatient to inpatient care, after
care, including case management and managed care issues. The impact of social injustice on those
seeking mental health services, and the effects of stigma will be examined throughout this course.
Further, building on first year content, we will address practice implications of work with culturally diverse,
client groups: sexual minorities, and gender related issues in clinical practice. Knowledge of legal and
ethical considerations, and the value-base of social work practice will be advanced and applied directly to
work in mental health settings. Throughout the course, we will discuss the effects of working with highly
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distressed clients on the worker, and the value base of service providers. This section focuses on the
treatment of children and their families.
IV. COURSE OBJECTIVES
The Clinical Practice in Mental Health Settings course (SOWK 645) will:
Objective #
1
2
3
4
5
Objectives
Provide explanatory theories of human behavior that are empirically supported to
enhance skills in accurate assessment, treatment planning, and evaluation for mental
health clients coping with their complex social situations including: a) Psychosocial
implications of mental illness, or handicapping mental or emotional conditions on
clients and their support systems, b) Psychosocial development and personality
functioning of the client & support systems, c) Client use of mental health care,
reasons why & why not, d) Influence of race, ethnicity, social class, gender, age, and
religion on individuals and their support systems, and e) Familiarity with social work
values and ethics pertaining to the use and misuse of the DSM IV diagnostic entities,
particularly with reference to issues of culture, gender, class, race, age, religion, and
physical ability.
Provide students with opportunities to enhance their understanding of the use of the
worker/client relationship and the working alliance with individuals and their support
systems from a variety of cultures, classes, race, and ages. This will include
opportunities to examine the ways one’s own feelings, values, experiences, and
culture can enhance or detract from a helping relationships with clients, staff and
colleagues. In addition, we will examine how the feelings, values, experiences, and
culture of the individual client and their significant others influence positive motivation
or resistance in the treatment relationship.
Provide practice theories (building on first year content) for intervening in the
beginning, middle, and ending phases of treatment to include: a) Knowledge of
interventions that have been supported by research as being effective with mental
health problems, b) Strengths and limitations of empirically supported interventions in
working with culturally diverse groups of people with mental health problems, and c)
The process of evidence based practice and its application to mental health
populations.
4. Provide opportunities for students to gain competence in practice skills (informed by
research findings) across the continuum of care for work with those presenting with
common mental health problems.
Provide opportunities for students to develop their identity as a social worker with
clarity about the social work domain, values, ethnics, clinical privileges and
responsibilities and develop leadership skills by identifying and taking a position on
philosophical and ethical dilemmas and legal issues confronting self, client groups, and
staff in the mental health care system.
V. COURSE FORMAT / INSTRUCTIONAL METHODS
A combination of lecture and experiential format will be utilized in this class in order to highlight process
and to build skills in a variety of practice modalities. Simulated interviews, case examples, videotapes,
films, and structured class exercises will accompany lectures and assigned readings. Students will have
an opportunity to consult with the professor and the class on particular cases held in the field through
experiential exercises and class discussion. (Confidentiality is always observed.)
Students are expected to come to class on time, prepared to engage in the discussions by having read
the assigned material. Cell phones should be turned off unless we are using them for a class
exercise!!
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VI. STUDENT LEARNING OUTCOMES
Student learning for this course relates to one or more of the following ten social work core competencies:
1
Social Work Core Competencies
Professional Identity
2
Ethical Practice
3
Critical Thinking
4
5
6
Diversity in Practice
Human Rights & Justice
Research Based Practice
7
8
9
Human Behavior
Policy Practice
Practice Contexts
10
Engage, Assess, Intervene, Evaluate
SOWK 645
*
*
*
*
Course
Objective
5
5
2&3
1-3
*
*
1-4
*
*
1-5
1
1-5
* Highlighted in this course
The following table explains the highlighted competencies for this course, the related student learning
outcomes, and the method of assessment.
Competencies/
Knowledge, Values, Skills
Professional Identity―Identify as a
professional social worker and conduct
oneself accordingly.
Social workers competent in Professional
Identity:
 Serve as representatives of the
profession, its mission, and its core
values.
 Know the profession’s history.
 Commit themselves to the profession’s
enhancement and to their own
professional conduct and growth.
Student Learning Outcomes
1. Advocate for client access to
the services of social work.
2. Practice personal reflection
and self-correction to ensure
continual professional
development.
3. Attend to professional roles
and boundaries.
4. Demonstrate professional
demeanor in behavior,
appearance, and
communication.
5. Engage in career-long
learning.
6. Use supervision and
consultation.
Method of Assessment
Midterm Assignment
Final Paper
Class Discussion &
Small Group Work
Class Discussion &
Small Group Work
Final Paper
Class Discussion &
Small Group Work
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Ethical Practice―Apply social work
ethical principles to guide professional
practice.
Social workers competent in Ethical
Practice:
 Fulfill their obligation to conduct
themselves ethically and to engage in
ethical decision-making.
 Are knowledgeable about the value
base of the profession, its ethical
standards, and relevant law.
Critical Thinking―Apply critical thinking
to inform and communicate professional
judgments.
Social workers competent in Critical
Thinking:
 Are knowledgeable about the principles
of logic, scientific inquiry, and reasoned
discernment.
 Use critical thinking augmented by
creativity and curiosity.
 Understand that critical thinking also
requires the synthesis and
communication of relevant information.
Diversity in Practice―Engage diversity
and difference in practice.
Social workers competent in Diversity in
Practice:
 Understand how diversity characterizes
and shapes the human experience and
is critical to the formation of identity.
 Recognize that the dimensions of
diversity reflect intersectionality of
multiple factors including age, class,
color, culture, disability, ethnicity,
gender, gender identity and expression,
immigration status, political ideology,
race, religion, sex, and sexual
orientation.
 Appreciate that, as a consequence of
difference, a person’s life experiences
may include oppression, poverty,
marginalization, and alienation as well
as privilege, power, and acclaim.
7. Recognize and manage
personal values in a way that
allows professional values to
guide practice.
8. Make ethical decisions by
applying standards of the
National Association of
Social Workers Code of
Ethics.
9. Tolerate ambiguity in
resolving ethical conflicts.
10. Apply strategies of ethical
reasoning to arrive at
principled decisions.
11. Distinguish, appraise, and
integrate multiple sources of
knowledge, including
research-based knowledge,
and practice wisdom.
12. Analyze models of
assessment, prevention,
intervention, and evaluation.
13. Demonstrate effective oral
and written communication in
working with individuals,
families, groups,
organizations, communities,
and colleagues.
14. Recognize the extent to
which a culture’s structures
and values may oppress,
marginalize, alienate, or
create or enhance privilege
and power.
15. Gain sufficient selfawareness to eliminate the
influence of personal biases
and values in working with
diverse groups.
16. Recognize and communicate
understanding of the
importance of difference in
shaping life experiences.
17. View themselves as learners
and engage those with
whom they work as
informants.
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
Class Discussion &
Small Group Work
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
Final Paper
Class Discussion &
Small Group Work
Class Discussion &
Small Group Work
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Research Based Practice―Engage in
research-informed practice and practiceinformed research.
Social workers competent in Research
Based Practice:
18. Use practice experience to
inform scientific inquiry.
19. Use research evidence to
inform practice.
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
 Use practice experience to inform
research, employ evidence-based
interventions, evaluate their own
practice, and use research findings to
improve practice, policy, and social
service delivery.
 Comprehend quantitative and qualitative
research and understand scientific and
ethical approaches to building
knowledge.
Human Behavior―Apply knowledge of
human behavior and the social
environment.
Social workers competent in Human
Behavior:
 Are knowledgeable about human
behavior across the life course; the
range of social systems in which people
live; and the ways social systems
promote or deter people in maintaining
or achieving health and well-being.
 Apply theories and knowledge from the
liberal arts to understand biological,
social, cultural, psychological, and
spiritual development.
Practice Contexts―Respond to contexts
that shape practice.
Social workers competent in Practice
Contexts:
 Are informed, resourceful, and proactive
in responding to evolving organizational,
community, and societal contexts at all
levels of practice.
 Recognize that the context of practice is
dynamic, and use knowledge and skill to
respond proactively.
20. Utilize conceptual
frameworks to guide the
processes of assessment,
intervention, and evaluation.
21. Critique and apply
knowledge to understand
person and environment.
22. Continuously discover,
appraise, and attend to
changing locales,
populations, scientific and
technological developments,
and emerging societal trends
to provide relevant services.
23. Provide leadership in
promoting sustainable
changes in service delivery
and practice to improve the
quality of social services.
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
Midterm Paper
Final Paper
Class Discussion &
Small Group Work
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Engage, Assess, Intervene,
Evaluate―Engage, assess, intervene, and
evaluate with individuals, families, groups,
organizations and communities.
Social workers competent in the dynamic
and interactive processes of Engagement,
Assessment, Intervention, and Evaluation
apply the following knowledge and skills to
practice with individuals, families, groups,
organizations, and communities.
 Identifying, analyzing, and implementing
evidence-based interventions designed
to achieve client goals
 Using research and technological
advances
 Evaluating program outcomes and
practice effectiveness
 Developing, analyzing, advocating, and
providing leadership for policies and
services
 Promoting social and economic justice
24. Engagement:
Substantively and affectively
prepare for action with
individuals, families, groups,
organizations, and
communities.
Use empathy and other
interpersonal skills.
Develop a mutually agreedon focus of work and desired
outcomes.
25. Assessment:
Collect, organize, and
interpret client data.
Assess client strengths and
limitations.
Develop mutually agreed-on
intervention goals and
objectives.
Midterm Paper
Final Paper
Class Discussion
Select appropriate
intervention strategies.
26. Intervention:
Initiate actions to achieve
organizational goals.
Implement prevention
interventions that enhance
client capacities.
Help clients resolve
problems.
Negotiate, mediate, and
advocate for clients.
Facilitate transitions and
endings.
27. Evaluation: Critically
analyze, monitor, and
evaluate interventions.
VII.
COURSE ASSIGNMENTS, DUE DATES & GRADING
Assignment
Due Date
Assignment 1: Library Research Paper
Assignment 2: Reflective Journal
Assignment 3: Small Group Work
Class Participation
10/232012
12/10/2012
Ongoing
Ongoing
% of
Final Grade
45%
30%
15%
10%
Each of the major assignments is described below.
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Assignment 1: Library Research Paper
This assignment is to be a library research paper with documentation in which you will examine a
particular mental health problem, or vulnerable population. Examine intervention strategies for the mental
health problem including referral issues, engagement, assessment and diagnosis, contracting,
core/middle phase (including the use of relationship and expressions of resistance), termination, followup, and evaluation of practice, using one or more practice theories. Discuss your role as a social work
clinician and how this role may differ from other service providers, including responsibility of leadership.
Include issues of transference and countertransference as they may apply to treatment. Be sure to
include material throughout on diversity, ethics and values, and issues of social justice throughout. Be
sure to use APA citation style including, the use of subheadings, introductions, conclusions, etc. (15-20
pages). Case material may be inserted for illustrative purposes. See attachment for further detail.
Due: 10/22/2012
This assignment relates to student learning outcomes1-4, 6, and 8.
Assignment 2: Reflective Journal
This assignment will be a reflective journal. Choose one of your child cases and use this as a way for you
to reflect on how you are able to integrate the class material into your actual work with a client. How is the
material helpful to you and what is missing? Reflect on your feelings of working with this client, what
issues are raised for you, and how you go about resolving them. How do you use supervision and how do
issues of transference and countertransference enter into your work with this client? Describe the agency
context and discuss how it influences your work with this client. How do policy issues become relevant in
your work with this child? What behavior theories are most helpful to you? Think about all of these issues,
considering both the positive and negative aspects as they influence your work with a client. In describing
your client, please use a pseudonym rather than the actual name or referring to his or her as “client.” (810 pages)
Due: 12/9/2012
This assignment relates to student learning outcomes 1-4, 6, and 8.
Assignment 3: Small Group Work
We will work in small groups on experiential exercises related to understanding case dynamics, planning
interventions, and implementing those plans. You will be evaluated on your willingness to engage in the
exercises, your preparation for the exercises through knowledge of and ability to apply the readings, and
your ability to work in a group format.
Due: Ongoing
This assignment relates to student learning outcomes 1-4, 6, and 8.
Due: Weekly
This assignment relates to student learning outcomes 1-6.
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Class Participation (10% of Course Grade)
Evaluation of class participation includes frequency and quality of participation, discussion, attendance,
and involvement in experiential exercises. Please come to class ready to discuss readings and their
application to practice. Regular participation in class is an expectation of this class. Please come to class
on time and notify me of your absence.
Guidelines for Evaluating Participation Including Participation in Group Work Exercises
10: Outstanding Contributor: Contributions in class reflect exceptional preparation and participation is
substantial. Ideas offered are always substantive, provides one or more major insights as well as direction
for the class. Application to cases held is on target and on topic. Challenges are well substantiated,
persuasively presented, and presented with excellent comportment. If this person were not a member of
the class, the quality of discussion would be diminished markedly. Exemplary behavior in experiential
exercises demonstrating on target behavior in role plays, small group discussions, and other activities.
9: Very Good Contributor: Contributions in class reflect thorough preparation and frequency is
participation is high. Ideas offered are usually substantive, provide good insights and sometimes direction
for the class. Application to cases held is usually on target and on topic. Challenges are well
substantiated, often persuasive, and presented with excellent comportment. If this person were not a
member of the class, the quality of discussion would be diminished. Good activity in experiential
exercises demonstrating behavior that is usually on target in role plays, small group discussions, and
other activities.
8: Good Contributor: Contributions in class reflect solid preparation. Ideas offered are usually
substantive and participation is very regular, provides generally useful insights but seldom offer a new
direction for the discussion. Sometimes provides application of class material to cases held. Challenges
are sometimes presented, fairly well substantiated, and are sometimes persuasive with good
comportment. If this person were not a member of the class, the quality of discussion would be
diminished somewhat. Behavior in experiential exercises demonstrates good understanding of methods
in role plays, small group discussions, and other activities.
7: Adequate Contributor: Contributions in class reflect some preparation. Ideas offered are somewhat
substantive, provides some insights but seldom offers a new direction for the discussion. Participation is
somewhat regular. Challenges are sometimes presented, and are sometimes persuasive with adequate
comportment. If this person were not a member of the class, the quality of discussion would be
diminished slightly. Occasionally applies class content to cases. Behavior in experiential exercises is
occasionally sporadically on target demonstrating uneven understanding of methods in role plays, small
group discussions, and other activities.
6: Inadequate: This person says little in class. Hence, there is not an adequate basis for evaluation. If
this person were not a member of the class, the quality of discussion would not be changed. Does not
participate actively in exercises but sits almost silently and does not ever present material to the class
from exercises. Does not appear to be engaged.
5: Non-Participant: Attends class only.
0: Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are
seldom substantive; provides few if any insights and never a constructive direction for the class.
Integrative comments and effective challenges are absent. Comportment is negative. If this person were
not a member of the class, valuable air-time would be saved. Is unable to perform exercises and detracts
from the experience.
A note on lap top computer usage in class: Recently, there have been instances of some students
checking email, cruising the net, playing computer games, etc. There is never an excuse for this activity. If
you understand the discussion or lecture, you need to be asking further questions, giving examples,
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writing marginal notes to yourself, practicing active listening, or otherwise deepening your knowledge of
the material in some way. If I suspect that there is inappropriate computer usage going on, you are not
consciously active, and therefore, not present in class. The involved student will receive a zero for the day
and be marked as absent. Absences accrue on your letter grade and on the class participation grade. If
this behavior occurs more than once, it will affect your final grade by as much as one letter grade
dropped, e.g., a B becomes a C. Computer usage will be lost for the duration of the course.
Class grades will be based on the following:
3.85 – 4
3.60 – 3.84
3.25 – 3.59
2.90 – 3.24
2.60 – 2.89
2.25 – 2.59
1.90 – 2.24
VIII.
Class Grades
A
AB+
B
BC+
C
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
Final Grade
A
AB+
B
BC+
C
C-
REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES
Required Textbooks
Friedberg, R. D., & McClure, J. M. (2002). Clinical practice of cognitive therapy with children and
adolescents. New York, NY: Guilford Press.
Weisz, J. R., & Kazdin, A. E. (Eds.). (2010). Evidence-based psychotherapies for children and
adolescents (2nd ed.). New York, NY: Guilford Press.
Recommended Textbooks
Canino, I. A., & Spurlock, J. (2000). Culturally diverse children and adolescents: Assessment, diagnosis,
and treatment (2nd ed.). New York, NY: Guilford Press.
Cohen, J. A., Mannarino, A. P., Deblinger, E. (2006). Treating trauma and traumatic grief in children and
adolescents. New York: Guilford Press.
Note: This is the manual for TF-CBT.
Cohen, J. A., Mannarino, A. P., Deblinger, E. (2012). Trauma-focused CBT for children and
Adolescents: Treatment Applications. New York: Guilford Press.
Fontes, L. A. (2005). Child abuse and culture: Working with diverse families. New York, NY: Guilford
Press.
(Instructor Note: While the topic of this book is child abuse, it gives excellent guidelines for work
with culturally diverse families including guidelines for immigrant families and using translators.)
Friedberg, R. D., McClure, J. M., & Garcia, J. H. (2009). Cognitive therapy techniques for children and
adolescents: Tools for enhancing practice. New York, NY: Guildford Press.
Kendall, P. C. (Ed.). (2006). Child and adolescent therapy: Cognitive-behavioral procedures. New York,
NY: Guilford Press.
Webb, N. B. (2011). Social work practice with children (3rd ed.). New York, NY: Guilford Press.
Course Reader: Not available. Most of the journal articles are available on-line either through USC’s
online journals, Proquest, or Ovid. Readings are posted on Ares.
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Note: Additional required and recommended readings may be assigned by the instructor throughout the
course.
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Course Schedule―Detailed Description
Part 1: Introduction to the Course: Prevention of Mental Disorders and
the Child in Context
Unit 1:
Topics
August 26, 2014
The Continuum of Care: Concepts, educative and preventive techniques
Primary prevention versus secondary and tertiary models
Anticipatory intervention and situational stress
Prevention practice skills with individuals and their support systems
Issues of diversity and social injustice in treatment in Southern California: Who gains access to help,
here, when, and what is expected from clients versus agencies
Risk factors for children and families
The effects of insurance and managed care on mental health services for children.
This Unit relates to course objective 1.
Required Readings
Canino, I. A., & Spurlock, J. (2000). The influence of culture and multiple social stressors on the culturally
diverse child. In Culturally diverse children and adolescents: Assessment, diagnosis, and
treatment (2nd ed., pp. 7-44). New York, NY: Guilford Press.
Holmbeck, G. N., Devine, K. A., & Bruno, E. F. (2010). Developmental issues and considerations in
research and practice. In J. R. Weisz & A. E. Kazdin, (Eds.), Evidence-based psychotherapies for
children and adolescents (2nd ed., pp. 28-39). New York, NY: Guilford Press.
Recommended Readings
Busch, S. H., & Horwitz, S. M. (2004). Access to mental health services: Are uninsured children falling
behind. Mental Health Services Research, 6, 109-116.
Cook, J. A., Heflinger, C. A., Hoven, C. W., Kelleher, K. J., Mulkern, V., Paulson, R. I., Kim, J. (2004). A
multi-site study of Medicaid-funded managed care versus fee-for-service plans’ effects on mental
health service utilization of children with severe emotional disturbance. The Journal of Behavioral
Health Services & Research, 31, 384-402.
Karlsson, R. (2005). Ethnic matching between therapist and patient in psychotherapy: An overview of
findings, together with methodological and conceptual issues. Cultural Diversity and Ethnic
Minority Psychology, 11(2), 113-129.
Lau, A. (2000). Examining the effects of ethnic-specific services: An analysis of cost-utilization and
treatment outcome for Asian Americans. Journal of Community Psychology, 28(1), 63-77.
Reynolds, A. J., Mathieson, L. C., & Topitzes, J. W. (2009). Do early childhood interventions prevent child
maltreatment? A review of research. Child Maltreatment, 14(2), 182-206.
Rousseau, C., Measham, T., & Moro, M. (2012). Working with interpreters in child mental health. Child
and Adolescent Mental Health, 16(1), 55-59.
Webb, N. B. (2011). Children’s problems and needs. In Social work practice with children (3rd ed., pp. 316). New York, NY: Guilford Press.
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Part 2: Clinical Practice with Children: Assessment and Treatment
Interventions and Applying the DSMIV to Children
Unit 2/Unit 3:
Interventions with Children: How Are They the
Same and Different from Interventions with
Adults?
September 2
& 9, 2014
Topics
Treating the Child in Context: The importance of intervention in the context of the child’s world.
Working with the Family is an Integral Part of Treatment
Engaging Child & Family in Treatment-Methods to encourage retention
The therapeutic relationship with children & their families
What does the research tell us about what kinds of interventions are effective with children?
What is Evidence-Based Practice?
How is Evidence-Based Practice different from Empirically Supported Interventions
Assessments: Doing a comprehensive assessment
The Therapeutic Alliance-its importance in treatment
Common Factors in Effective Interventions
Diagnosis in Children: The relevance of the DSM and the influence of culture and gender
How will the DSMV change diagnosis and practice
Diagnosis and assessment in infants and pre-schoolers
Gay and lesbian youth in treatment.
The influence of immigration on children and their problems
Psychiatric medication with children: Uses and misuse
How to read a research article to make it useful for practice
Ethics and values in practice
This Unit relates to course objectives 1-5.
Required Readings
Canino, I. A., & Spurlock, J. (2000). History taking. In Culturally diverse children and adolescents:
Assessment, diagnosis, and treatment (2nd ed., pp. 47-83). New York, NY: Guilford Press.
Chorpita, B. F., Becker, K. D., & Daleiden, A. L. (2007). Understanding the common elements of
evidence-based practice: Misconceptions and clinical examples. Journal of the American
Academy of Child and Adolescent Psychiatry, 46(5), 647-652.
Chorpita, B. F., Daleiden, E. L., Ebesutani, C., Young, J., Becker, K. D., Nakamura, B. J., Starace, N.
(2011). Evidence-based treatments for children and adolescents: An updated review of indicators
of efficacy and effectiveness. Clinical Psychology: Science and Practice, 18(2), 154-172.
Frances, A., & Batstra, L. (2013). Why so many epidemics of childhood mental disorder? Journal of
Developmental and Behavioral Pediatrics, 34(4), 291-292.
Frances, A., & Jones, K. D. (2014). Should social workers use diagnostic and statistical manual of mental
disorders-5? Research on Social Work Practice, 24(1), 11-12.
doi:http://dx.doi.org/10.1177/1049731513507981
Friedberg, R. D., & McClure, J. M. (2002). Clinical practice of cognitive therapy with children and
adolescents. New York, NY: Guilford Press.
(Instructor Note: Please read Chapters 1-10. We will be using this book throughout the semester,
so begin to read the basic outlines of cognitive therapy now and continue your reading as we
begin to apply it to specific disorders. It is a great book, easy reading, and very informative.)
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Huey, S., Jr., & Polo, A. J. (2010). Assessing the effects of evidence-based psychotherapies with ethnic
minority youths. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for
children and adolescents (2nd ed., pp. 451-481). New York, NY: Guilford Press.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development
over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research, 48(1), 3-15.
Rutter, M. (2011). Research Review: Child psychiatric diagnosis and classification: concepts, findings,
challenges and potential. Journal of Child Psychology and Psychiatry, 52, 647-660.
(There are a number of comments to this article in the same issue of the journal that you may find
interesting and informative.)
Recommended Reading
Bickman, L. (2002). The death of treatment as usual: An excellent first step on a long road. Clinical
Psychology Science and Practice, 9, 195-199.
Bratton, S. D., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A metaanalytic review. Professional Psychology: Research and Practice, 36, 376-390.
Breggin, P. (2003). Psychopharmacology and human values. Journal of Humanistic Psychology, 43, 3439.
Canino, G., & Alegria, M. (2008). Psychiatric diagnosis―Is it universal or relative to culture? Journal of
Child Psychology and Psychiatry, 49, 237-250.
Canino, I. A., & Spurlock, J. (2000). Diagnostic categories. In Culturally diverse children and adolescents:
Assessment, diagnosis, and treatment (2nd ed., pp. 103-148). New York, NY: Guilford Press.
Chapman, M. V., & Perreira, K. M. (2005). The well-being of immigrant Latino youth: A framework to
inform practice. Families in Society, 86, 104-111.
Crisp, C., & McCave, E. L. (2007). Gay affirmative practice: A model for social work practice with gay,
lesbian, and bisexual youth. Child and Adolescent Social Work, 24, 403-421.
Davison, G. C. (2001). Conceptual and ethical issues in therapy for the psychological problems of gay
men, lesbians, and bisexuals. Journal of Clinical Psychology, 57(5), 695-707.
Egger, H. L., & Emde, R. N. (2011). Developmentally sensitive diagnostic criteria for mental health
disorders in early childhood: The Diagnostic and Statistical Manual of Mental Disorders—IV, the
Research Diagnostic Criteria—Preschool Age, and the Diagnostic Classification of Mental Health
and Developmental Disorders of Infancy and Early Childhood—Revised. American Psychologist,
66, 1-12.
Fixen, D. L., Blasé, K. A., Duda, M. A., Naoom, S. F., & van Dyke, M. (2010). Implementation of evidencebased treatments for children and adolescents: Research findings and their implications for the
future. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and
adolescents, (2nd ed., pp. 435-450). New York, NY: Guilford Press.
Frances, A. F. (2012). DSM 5 is guide not bible—Ignore Its ten worst changes. In DSM5 in Distress.
http://www.psychologytoday.com/blog/dsm5-in-distress/201212/dsm-5-is-guide-not-bible-ignoreits-ten-worst-changes.
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Gambrill, E. (1999). Evidence based practice: An alternative to authority based practice. Families in
Society, 80, 341-350.
Hall, T. M., Kaduson, H. G., & Schaefer, C. E., (2002). Fifteen effective play therapy techniques.
Professional Psychology: Research and Practice, 33, 515-522.
Hart, T. A., & Heimberg, R. G. (2001). Presenting problems among treatment-seeking gay, lesbian, and
bisexual youth. Journal of Clinical Psychology, 57(5), 615-627.
Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among U.S. children:
Variation by ethnicity and insurance status. American Journal of Psychiatry, 159(9), 1548-1555.
Kendell, R., & Jablensky, A. (2003). Distinguishing between the validity and utility of psychiatric
diagnoses. American Journal of Psychiatry, 160(1), 4-12.
Muñoz-Solomando, A., Kendall, T., & Whittington, C. J., (2008). Cognitive behavioural therapy for
children and adolescents. Current Opinion in Psychiatry, 21(4), 332-337.
Verona, E., Javdani, S., & Sprague, J. (2011). Comparing factor structures of adolescent
psychopathology. Psychological Assessment, 23(2), 545-551.
Webb, N. B. (2003). Building relationships with all relevant systems”. In Social work practice with children
(2nd ed., pp. 41-58). New York, NY: Guilford Press.
Webb, N. B. (2003). Contracting, planning interventions, and tracking progress. In Social work practice
with children (2nd ed., pp. 100-118). New York, NY: Guilford Press.
Webb, N. B. (2003). The biopsychosocial assessment of the child. In Social work practice with children
(2nd ed., pp. 59-99). New York, NY: Guilford Press.
Wolraich, M. L. (2003). Annotation: The use of psychotropic medications in children: An American view.
Journal of Child Psychology and Psychiatry, 44(2), 159-168.
Unit 4:
Treating Anxiety and Phobia; Compulsive, and
Somataform Disorders
September 16, 2014
Topics
Assessment of anxiety in differing disorders, diagnosis of anxiety states, a review
How is anxiety different in children from adults?
Differential manifestation of anxiety and phobia across cultural & gender lines, issues in practice
Cultural implications of assessing and treating anxiety
The role of the family in treatment
Treatment planning & interventions with children and adolescents with anxiety problems
Empirically supported interventions for anxiety in children and adolescents
Self-mutilating behavior
This Unit relates to course objectives 1-5.
Required Readings
Beidas, R., Mychailsyzn, M., Podell, J., & Kendall, P. (2013). Brief cognitive behavioral therapy for
anxious youth: The inner workings. Cognitive and Behavioral Practice, 20, 134-146.
(Note: This is a session by session description of the Brief Coping Cat intervention, the research
supporting it is described in the Crawley et al., 2013 article in Recommended readings.)
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Drake, K. L., & Ginsburg, G. S. (2012). Family factors in the development, treatment, and prevention of
childhood anxiety disorder. Clinical Child and Family Psychology Review, 15, 144-162.
Franklin, M. E.., Freeman, J., & March, J. S. (2010). Treating pediatric obsessive-compulsive disorder
using exposure based cognitive-behavioral therapy. In J. R. Weisz & A. E. Kazdin (Eds.),
Evidenced-based psychotherapies for children and adolescents (2nd ed., pp. 80-93). New York,
NY: Guilford Press.
Friedberg, R. D., & McClure, J. M. (2002). Working with anxious children and adolescents. In Clinical
practice of cognitive therapy with children and adolescents (pp. 218-262). New York, NY: Guilford
Press.
Kendall, P. C., Furr, J. M., & Podell, J. L. (2010). Child-focused treatment of anxiety. In J. R. Weisz & A.
E. Kazdin (Eds.), Evidenced-based psychotherapies for children and adolescents (2nd ed., pp. 4560). New York, NY: Guilford Press.
Seager, I., Rowley, A. M., & Ehrenreich-May, J. (2014). Targeting common factors across anxiety and
depression using the unified protocol for the treatment of emotional disorders in adolescents.
Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(1), 67-83.
doi:http://dx.doi.org/10.1007/s10942-014-0185-4
Thompson, E. D., May, A., & Whiting, S. E. (2011). Evidence-based treatment of anxiety and phobia in
children and adolescents: Current status and effects on the emotional response. Clinical
Psychology Review, 31(4), 592-602.
Recommended
Albano, A. (2003). Treatment of social anxiety disorder. In M. A. Reinecke, F. M. Dattilio, & A. Freeman,
(Eds.), Cognitive therapy with children and adolescents: A casebook for clinical practice (pp. 128Barrett, P. M. (2000). Treatment of childhood anxiety: Developmental aspects. Clinical Psychology
Review, 20(4), 479-494.
Barrett, P. M., & Shortt, A. L. (2003). Parental involvement in the treatment of anxious children. In A. E.
Kazdin & J. Weisz (Eds.), Evidenced-based psychotherapies for children and adolescent (pp.
101Comer, J. S., Pincus, D. B., & Hofmann, S. G. (2012). Generalized anxiety disorder and the proposed
associated symptoms criterion change for DSM-5 in a treatment‐seeking sample of anxious
youth. Depression and Anxiety, 29(12), 994-1003. Fortune, S. A., & Hawton, K. (2005). Deliberate
self-harm in children and adolescents: A research update. Current Opinion in Psychiatry, 18, 401406.
Crawley, S. A., Kendall, P. C., Benjamin, C. L., Brodman, D. M., Wei, C., Beidas, R. S., . . . Mauro, C.
(2013). Brief cognitive-behavioral therapy for anxious youth: Feasibility and initial outcomes.
Cognitive and Behavioral Practice, 20(2), 123-133.
Ginsburg, G. S., & Drake, K. L. (2002). School-based treatment for anxious African-American
adolescents: A controlled pilot study. Journal of the American Academy of Child & Adolescent
Psychiatry, 41(7), 768-775.
Ginsburg, G. S., Becker, E. M., Keeton, C. P., Sakolsky, D., Piacentini, J., Albano, A. M., . . . Kendall, P.
C. (2014). Naturalistic follow-up of youths treated for pediatric anxiety disorders. JAMA
Psychiatry, 71(3), 310-318. Retrieved from
http://search.proquest.com/docview/1518032842?accountid=14749
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In-Albon, T., & Schneider, S. (2006). Psychotherapy of childhood anxiety disorders: A meta-analysis.
Psychotherapy and Psychosomatics, 76(I) 15-24.
(Instructor Note: Look at the introduction and conclusions rather than the method and analysis.)
Kendall, P. C., & Suveg, C. (2006). Treating anxiety disorders in youth. In P. C. Kendall (Ed.), Child and
adolescent therapy: Cognitive-Behavioral Procedures (pp. 243-294). New York, NY: Guilford
Press.
Kendall, P. C., Aschenbrand, S. G., & Hudson, J. L. (2003). Child-focused treatment of anxiety. In A. E.
Kazdin & J. Weisz (Eds.), Evidenced-based psychotherapies for children and adolescent (pp. 81100). New York, NY: Guilford Press.
Kendall, P.C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., & Suveg, C. (2008). Cognitivebehavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and
family modalities. Journal of Consulting and Clinical Psychology, 76, 282-297.
Lloyd-Richardson, E. E. (2008). Adolescent nonsuicidal self-injury: Who is doing it and why? Journal of
Developmental & Behavioral Pediatrics, 29(3), 216-218.
Mian, N. .D., Wainwright, L., Briggs-Gowan, M. J., & Carter, A. S. (2012). An ecological risk model for
early childhood anxiety: The importance of early child symptoms and temperament. Journal of
Abnormal Child Psychology, 39(4), 501-512.
Reynolds, S., Wilson, C., Austin, J., & Hooper, L. (2012). Effects of psychotherapy for anxiety in children
and adolescents: A meta-analytic review. Clinical Psychology Review 32, 251–262.
(Note: Focus on the introduction, results and conclusions rather than the methods.)
Rolfsnes, E. S., & Idsoe, T. (2011). School-based intervention programs for PTSD symptoms: A review
and meta-analysis. Journal of Traumatic Stress, 24(2), 155-165.
Unit 5/Unit 6:
Traumatic Stress Disorders & Dissociative
Disorders, Identity Disorder
September 23 &
30, 2014
Topics
Anxiety in relation to PTSD & DID
The relationship of abuse to traumatic reactions
Assessment of trauma in children and adolescents
Measures for evaluating trauma and progress in treatment
Other populations at risk
What does the evidence tell us about effective interventions for trauma
Trauma Focused CBT
Exposure based interventions
Effects on the worker, the continuum of care
This Unit relates to course objectives 1-5.
Required Readings
Cary, C. E., & McMillen, J. C. (2012). The data behind the dissemination: A systematic review of traumafocused cognitive behavioral therapy for use with children and youth. Children and Youth
Services Review 34, 748–757.
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Carrion, V. G., & Kletter, H. (2012). Posttraumatic stress disorder: Shifting toward a developmental
framework. Child and Adolescent Psychiatric Clinics of North America, 21(3), 573-591
Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2010). Trauma-focused cognitive-behvaioral therapy for
traumatized children. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for
children and adolescents (2nd ed., pp. 295-311). New York, NY: Guilford Press.
Dyregrov, A., & Yule, W. (2006). A review of PTSD in children. Child and Adolescent Mental Health, 11,
176-184.
Kisiel, C., Conradi, L., Fehrenbach, T., Torgersen, E., & Briggs, E. C. (2014). Assessing the effects of
trauma in children and adolescents in practice settings. Child and Adolescent Psychiatric Clinics
of North America, 23(2), 223-242.
Trauma Focused CBT for Children. (n.d.). Retrieved from http://tfcbt.musc.edu/introduction.php
(Instructor Note: A website explaining this intervention that is well supported by research.)
Recommended
Allen, B., Oseni, A., & Allen, K. E. (2012). The evidence-based treatment of chronic posttraumatic stress
disorder and traumatic grief in an adolescent: A case study. Psychological Trauma: Theory,
Research, Practice, and Policy, 4(6), 631-639.Note: This is a case study of an adolescent with
trauma and other complicating problems.
Black, P. J., Woodworth, M., Tremblay, M., & Carpenter, T. (2012). A review of trauma-informed
treatment for adolescents. Canadian Psychology/Psychologie Canadienne, 53(3), 192-203.
Cohen, J. A., Bukstein, O., Walter, H., Benson, R. S., Chrisman, A., Farchione, Stock, S. (2010). Practice
parameters for the assessment and treatment of children and adolescents with posttraumatic
stress disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 49(4), 414430.
Cohen, J. A., Mannarino, A. P., Deblinger, E. (2006). Treating trauma and traumatic grief in children and
adolescents. New York: Guilford Press.
Note: This is the manual for TF-CBT.
Cohen, J. A., Mannarino, A. P., Deblinger, E. (2012). Trauma-focused CBT for children and
Adolescents: Treatment Applications. New York: Guilford Press.
Cohen, J. A., & Mannarino, A. P., (2011). Trauma-focused CBT for traumatic grief in military children.
Journal of Contemporary Psychotherapy, 41, 219-227.
Cohen, J. A., Perel, J. M., Debellis, M. D., Friedman, M. J., & Putnam, F. W. (2002). Treating traumatized
children: Clinical implications of the psychobiology of Posttraumatic Stress Disorder. Trauma,
Violence & Abuse, 3(2), 91-108.
Cohen, J. A., Deblinger, E., Mannarino, A. P., & Steer, R. A. (2004). A multisite, randomized controlled
trial for children with sexual abuse-related PTSD symptoms. Journal of the American Academy of
Child & Adolescent Psychiatry, 43(4), 393-402.
DiGangi, J. A., Gomez, D., Mendoza, L., Jason, L. A., Keys, C. B., & Koenen, K. C. (2013). Pretrauma
risk factors for posttraumatic stress disorder: A systematic review of the literature. Clinical
Psychology Review, 33(6), 728-744. doi:http://dx.doi.org/10.1016/j.cpr.2013.05.002
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Ehntholt, K. A., & Yule, W. (2006). Practitioner Review: Assessment and treatment of refugee children
and adolescents who have experienced war-related trauma. Journal of Child Psychology and
Psychiatry, 47, 1197-1210.
Farber, S. K. (2008). Dissociation, traumatic attachments, and self-harm: Eating disorders and selfmutilation. Clinical Social Work Journal, 36(1), 63-72.
Grasso, D. J., Joselow, B., Marquez, Y., & Webb, C. (2011). Trauma-focused cognitive behavioral
therapy of a child with posttraumatic stress disorder. Psychotherapy, 48(2), 188-197. Note: This
is a case study of using TF-CBT.
Greyber, L. R., Dulmus, C. N., & Cristalli, M. E. (2012). Eye movement desensitization reprocessing,
posttraumatic stress disorder, and trauma: A review of randomized controlled trials with children
and adolescents. Child & Adolescent Social Work Journal, 29(5), 409-425.
Kataoka, S. H., Stein, B. D., Jaycox, L. H., Wong, M., Escudero, P., Tu, W.. … Fink, A. (2003). A schoolbased mental health program for traumatized Latino immigrant children. Journal of the American
Academy of Child & Adolescent Psychiatry, 42(3), 311-318.
Knell, S. M., & Ruma, C. D. (2003). Play therapy with a sexually abused child. In M. A. Reinecke, F. M.
Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents: A casebook for
clinical practice (pp. 338-368). New York, NY: Guilford Press.
Margolin, G., & Vickerman, K. A., (2007). Posttraumatic stress in children and adolescents exposed to
family violence: I. Overview and issues. Professional Psychology: Research and Practice, 38,
613-619.
Meyer, W. (1993). In defense of long-term treatment: On the vanishing holding environment. Social Work,
38(5), 571-578.
Perrin, S., Smith, P., U Yule, W. (2000). Practitioner review: The assessment and treatment of Posttraumatic Stress Disorder in children and adolescents. Journal of Child Psychology and
Psychiatry, 41(3), 277-289.
Silberg, J. L., (2000). Fifteen years of dissociation in maltreated children: Where do we go from here?
Child Maltreatment, 5(2), 199-136.
Smith, P., Perrin, S., Dalgleish, T., Meiser-Stedman, R., Clark, D. M., & Yule, W. (2013). Treatment of
posttraumatic stress disorder in children and adolescents. Current Opinion in Psychiatry, 26(1),
66-72.
Trickey, D., Siddaway, A. P., Meiser-Stedman, R., Serpell, L., Field, A. P. (2012). A meta-analysis of risk
factors for post-traumatic stress disorder in children and adolescents. Clinical Psychology
Review, 32, 122-138.
Vickerman, K. A., & Margolin, G., (2007). Posttraumatic stress in children and adolescents exposed to
family violence: II. Treatment . Professional Psychology: Research and Practice, 38, 620-628.
Wethington, H. R., Hahn, R. A., Fuqua-Whitley, D. W., Sipe, T.A., Crosby, A. E., Johnson, R. L., …
Chattopadhyay, S. K. (2008). The effectiveness of interventions to reduce psychological harm
from traumatic events among children and adolescents: A systematic review. American Journal of
Preventive Medicine, 35(3), 287-313.
Wong, M., Rosemond, M. E., Stein, B. D., Langley, A. K., Kataoka, S. H., & Nadeem, E. (2007). Schoolbased intervention for adolescents exposed to violence. The Prevention Researcher, 14, 17-20.
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Unit 7:
Topics
Assessing and Treating Mood Disorders
October 7, 2014
Making a diagnosis of depression
How is depression in children and adolescents the same and different from depression in adults?
Developmental Issues in depression
Assessing and intervening in suicidal behavior
Co-occurrence with other problems.
The biological issues of depression
The cyclical nature of depression
Cultural issues in the treatment of depression
Bi-polar disorder in children
This Unit relates to course objectives 1-5.
Required Readings
Friedberg, R. D., & McClure, J. M. (2002). Working with depressed children and adolescents. In Clinical
practice of cognitive therapy with children and adolescents (pp. 180-217). New York, NY: Guilford
Press.
Gearing, R. E., Schwalbe, C. S. J., Lee, R., & Hoagwood, K. E. (2013). The effectiveness of booster
sessions in CBT treatment for child and adolescent mood and anxiety disorders. Depression and
Anxiety, 30(9), 800-808.
Goldman, S. (2012). Developmental epidemiology of depressive disorders. Child and Adolescent
Psychiatric Clinics of North America, 21, 217-235.
Harris, J. (2005). The increased diagnosis of “juvenile bipolar disorder:” What are we treating? Psychiatric
Services, 56, 529-531.
Jacobson, C. M., & Jufson, L. (2010). Treating adolescent depression using interpersonal psychotherapy.
In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for children and
adolescents (2nd ed., pp. 140-155). New York, NY: Guilford Press.
Spielmans, G. I., Pasek, L. F., & Mcfall, J. P. (2007). What are the active ingredients in cognitive and
behavioral psychotherapy for anxious and depressed children? A meta-analytic review. Clinical
Psychology Review, 27, 642-654.
(Instructor Note: In this article focus on the introduction and conclusions rather than the analysis
as it is relatively advanced and may be difficult for you to understand.)
Recommended Readings
American Academy of Child and Adolescent Psychiatry. (2002). Practice parameters for the assessment
of children and adolescents with suicidal behavior. Journal of the American Academy of Child and
Adolescent Psychiatry, 40(7 Suppl.), 24S-51S.
Axelson, D. A., & Birmaher, B. (2001). Relation between anxiety and depressive disorders in childhood
and adolescence. Depression and Anxiety, 14, 17-78.
Boylan, K., MacPherson, H. A., & Fristad, M. A. (2013). Examination of disruptive behavior outcomes and
moderation in a randomized psychotherapy trial for mood disorders. Journal of the American
Academy of Child & Adolescent Psychiatry, 52(7), 699-708.
Brent, D. A. (2009, July). Medicalize depression, not sadness. Journal of the American Academy of Child
& Adolescent Psychiatry, 48(7), 681-682.
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Cicchetti, D., & Toth, S. L., (1998). The development of depression in children and adolescents. American
Psychologist, 53(2), 221-241.
Céspedes, Y. M., & Huey, S. J., Jr. (2008). Depression in Latino adolescents: A cultural discrepancy
perspective. Cultural Diversity and Ethnic Minority Psychology, 14, 168-172.
Compton, S. N., March, J. S., Brent, D., Albano, A. M., Weersing, R., & Curry, J. (2004). Cognitivebehavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An
evidence-based medicine review. Journal of the American Academy of Child and Adolescent
Psychiatry, 43, 930-959.
Costello, E. J., Erkanli, A., & Angold, A. (2006). Is there an epidemic of child or adolescent depression?
Journal of Child Psychology and Psychiatry, 47, 1263-1271.
Cummings, J. R., & Druss, B. G. (2011). Racial/ethnic differences in mental health service use among
adolescents with major depression. Journal of the American Academy of Child and Adolescent
Psychiatry, 50(2), 160-70.
David-Ferdon, C., & Kaslow, N. J. (2008). Evidence-based psychosocial treatments for child and
adolescent depression. Journal of Clinical Child & Adolescent Psychology, 37, 62-104.
Emslie, G., Kennard, B., & Mayes, T. (2011). Predictors of treatment response in adolescent
depression. Psychiatric Annals, 41(4), 213-219.
James, A. C. D., & Javaloyes, A. M. (2001). Practitioner review: The treatment of bipolar disorder in
children and adolescents. Journal of Child Psychology and Psychiatry, 42(4), 439-449.
Jensen, P. S., & Mrazek, D. A. (2006). Introduction & Research and clinical perspectives in defining and
assessing mental disorders in children and adolescents. In P. S. Jensen, P. Knapp, & D. A.
Mrzaek (Eds.), Toward a new diagnostic system for child psychopathology: Moving beyond the
DSM (pp. 1-37). New York, NY: Guilford Press.
Jureidini, J. J., Doecke, J., Mansfield, P. R. Haby, M. H., Menkes, D. B., & Tonkin, A. L. (2004). Efficacy
and safety of antidepressants for children and adolescents. British Journal of Medicine, 328, 879883.
Maalouf, F. T., & Brent, D. A. (2012). Child and adolescent depression intervention overview: What works,
for whom and how well? Child and Adolescent Psychiatric Clinics of North America, 21(2), 299312. doi:http://dx.doi.org/10.1016/j.chc.2012.01.001
Mellin, E. A., & Beamish, P. M. (2002). Interpersonal theory and adolescents with depression: Clinical
update. Journal of Mental Health Counseling, 24(2), 110-125.
Melvin, G. A., Dudley, A. L., Gordon, M. S., Ford, S., Taffe, J., & Tonge, B. J. (2013). What happens to
depressed adolescents? A follow-up study into early adulthood. Journal of Affective Disorders,
151(1), 298-305. doi:http://dx.doi.org/10.1016/j.jad.2013.06.012
Mufson, L., Dorta, K. P., Moreau, D., & Weissman, M. M. (2004). Interpersonal psychotherapy for
depressed adolescents. New York: Guildford Press. Note: This is the “manual” for IPT-A
which was adapted from IPT for adults.
Muratori, F., Picchi, L., Bruni, G., Patarnello, M., & Romagnoli, G. 2003). A two-year follow-up of
psychodynamic psychotherapy for internalizing disorders in children. Journal of the American
Academy of Child and Adolescent Psychiatry, 42(3), 331-339.
Riso, L. P., Miyatake, R. K., & Thase, M. E. (2002). The search for determinants of chronic depression: A
review of six factors. Journal of Affective Disorders, 70(2), 103-116.
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Robinson, J., Cox, G., Malone, A., Williamson, M., Baldwin, G., Fletcher, K., & O’Brien, M. (2013). A
systematic review of school-based interventions aimed at preventing, treating, and responding to
suicide-related behavior in young people. Crisis: The Journal of Crisis Intervention and Suicide
Prevention, 34(3), 164-182.
Webb, N. B. (2003). One-to-one work with the child. In Social work practice with children (2nd ed., pp. 143166). New York, NY: Guilford Press.
Webb, N. B. (2003). Working with the family. In Social work practice with children (2nd ed., pp. 119-142).
New York, NY: Guilford Press.
Weisz, J. R., Southam-Gerow, M. A., Gordis, E. B., Connor-Smith, J. K., Chu, B. C., Langer, D. A., …
Weiss, B. ( 2009) Cognitive–behavioral therapy versus usual clinical care for youth depression:
An initial test of transportability to community clinics and clinicians. Journal of Consulting and
Clinical Psychology, 77(3), 383-396.
Unit 8:
Working with the Effects of Child Abuse and Neglect,
Witnessing of Domestic Violence, and Bullying
October 14, 2014
Topics
Treating the effects of abuse and neglect and their interaction with trauma reactions.
Reporting—The need to report—Ethics and the law
Dealing with the other systems involved
Interventions
Working with children and their maltreating parents
The effects of bullying
This Unit relates to course objectives 1-5.
Required Readings
Fontes, L. A. (2005). Assessing diverse families for child maltreatment. In Child abuse and culture:
Working with diverse families (pp. 58-82). New York, NY: Guilford Press.
Fontes, L. A. (2005). Multicultural orientation to child maltreatment work. In Child abuse and culture:
Working with diverse families (pp. 1-29). New York, NY: Guilford Press.
Glaser, D. (2002). Emotional abuse and neglect (psychological maltreatment): A conceptual framework.
Child Abuse & Neglect, 26, 697-714.
Kearney, C. A., Wechsler, A., Kaur, H., & Lemos-Miller, A. (2010). Posttraumatic stress disorder in
maltreated youth: A review of contemporary research and thought. Clinical Child and Family
Psychology Review, 13(1), 46-76.
MacMillan, H. L., & Wathen, C. N. (2014). Children’s exposure to intimate partner violence. Child and
Adolescent Psychiatric Clinics of North America, 23(2), 295-308.
doi:http://dx.doi.org/10.1016/j.chc.2013.12.008
Thomas, R., & Zimmer-Gembeck, M. (2012). Parent–Child interaction therapy: An evidence-based
treatment for child maltreatment. Child Maltreatment, 17(3), 253-266.
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Wolke, D., Copeland, W. E., Angold, A., & Costello, E. J. (2013). Impact of bullying in childhood on adult
health, wealth, crime, and social outcomes. Psychological Science, 24(10), 1958-1970.
Recommended Readings
Chaffin, M., Hanson, R., Saunders, B. E., Nichols, T., Barnett, D., Zeanah, C., … Miller-Perrin, C. (2006).
Report of the APSAC task force on attachment therapy, Reactive Attachment Disorder, and
attachment problems. Child Maltreatment, 11, 76-89.
Cohen, J. A., Mannarino, A. P., & Knudsen, K. (2005). Treating sexually abused children: 1 year follow-up
of a randomized controlled trial. Child Abuse & Neglect, 29, 135-145.
Deblinger, E. Mannarino, A. P., Cohen, J. A., & Steer, R. A. (2006). A follow-up study of a multisite,
randomized, controlled trial for children with sexual abuse-related PTSD symptoms. Journal of
the American Academy of Child & Adolescent Psychiatry, 45, 1474-1484.
(Instructor Note: Look at the introduction and conclusions rather than the method and analysis.)
Hetzel-Riggin, M.D., Brausch, A.M., & Montgomery, B. (2007). A meta-analytic investigation of therapy
modality outcomes for sexually abused children and adolescents: An exploratory study. Child
Abuse & Neglect, 31, 125-141. (Look at the introduction and conclusions rather than the method
and analysis.)
Lang, C. M., & Sharma-Patel, K. (2011). The relation between childhood maltreatment and self-injury: A
review of the literature on conceptualization and intervention. Trauma, Violence & Abuse, 12(1),
23-37.
London, K., Bruck, M., Wright, D. B., Ceci, S. J. (2008). Review of the contemporary literature on how
children report sexual abuse to others: Findings, methodological issues, and implications for
forensic interviewers. Memory. Special Issue: New Insights in Trauma and Memory, 16(1), 29-47.
Rhee S., Chang, J., Berthold, S. M., & Mar, G. (2012). Child maltreatment among immigrant
Vietnamese families: Characteristics and implications for practice. Child & Adolescent Social
Work Journal, 29, 85-101.
Romero, S., Birmaher, B., Axelson, D., Goldstein, T., Goldstein, B. I., Gill, M. K., … Keller, M. (2009).
Prevalence and correlates of physical and sexual abuse in children and adolescents with bipolar
disorder. Journal of Affective Disorders, 112(1-3), 144-150.
Stevenson, J. (1999). The treatment of the long-term sequelae of child abuse. Journal of Child
Psychology and Psychiatry, 40(1), 89-111.
Thomas, R., & Simmer-Gembeck, M. J. (2007). Behavioral outcomes of Parent-Child Interaction
Therapy and Triple P—Positive Parenting Program: A review and meta-analysis (2007). Journal
of Abnormal Child Psychology, 35, 475-495.
Webb, N. B. (2003). Child victims and witnesses of family and community violence. In Social work
practice with children (2nd ed., pp. 315-340). New York, NY: Guilford Press.
Webb, N. B. (2003). Children living in kinship and foster home placements. In Social work practice with
children (2nd ed., pp. 215-234). New York, NY: Guilford Press.
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Unit 9/Unit 10/ Unit 11:
Attention-Deficit Disorder and
Disruptive Behavior Disorders
Topics
October 21 & 28, &
November 4, 2014
Making good assessments and the continuum of behaviors in children
Intervention with children, adolescents and their support systems
Collaboration with other systems: Family, school, medical, and placements
Family and child interventions
The use of medications
Working with diverse groups
Effects on the worker, ethics, values & countertransference
This Unit relates to course objectives 1-5.
Required Readings
Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for
children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent
Psychology. Special Issue: Evidence-Based Psychosocial Treatments for Children and
Adolescents: A ten year update, 37(1), 215-237.
Forgatch, M. S. & Patterson, G. R.. (2010). Parent management training―Oregon Model: An intervention
for antisocial behavior in children and adolescents. In J. R. Weisz & A. E. Kazdin (Eds.),
Evidenced-based psychotherapies for children and adolescents (2nd ed., pp. 159-178). New York,
NY: Guilford Press.
Friedberg, R. D., & McClure, J. M. (2002). Working with disruptive children and adolescents. In Clinical
practice of cognitive therapy with children and adolescents (pp. 263-298). New York, NY: Guilford
Press.
Henggeler, S. W., & Sheidow, A. J. (2012). Empirically supported family‐based treatments for conduct
disorder and delinquency in adolescents. Journal of Marital and Family Therapy, 38, 30-58.
Kaiser, N. M. , & Pfiffner, L. J. (2011). Evidence-based psychosocial treatments for childhood ADHD.
Psychiatric Annals, 41(1), 9-15.
Kazdin, A. E., & Whitley, M. K. (2006). Comorbidity, case complexity, and effects of evidence-based
treatment for children referred for disruptive behavior. Journal of Consulting and Clinical
Psychology, 74, 455-467.
(Instructor Note: Focus on the introduction and discussion rather than the method and analysis
section.)
Kazdin, A. E.. (2010). Problem-solving skills training and parent management training for oppositional
defiant disorder and conduct disorder. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based
psychotherapies for children and adolescents (2nd ed., pp. 211-226). New York, NY: Guilford
Press.
Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Barry, T. D., & Pardini, D. A. (2010). Anger control
training for aggressive youths. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based
psychotherapies for children and adolescents (2nd ed., pp. 227-242). New York, NY: Guilford
Press.
McGilloway, S., Mhaille, G. N., Bywater, T., Furlong, M., Leckey, Y., Kelly, P., Comiskey, C., & Donnelly,
M. (2012). A parenting intervention for childhood behavioral problems: A randomized controlled
trial in disadvantaged community-based settings. Journal of Consulting and Clinical Psychology,
80. 116-127.
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Sanders, M.. (2008). Triple P: Positive Parenting Program as a public health approach to strengthening
parenting. Journal of Family Psychology, 22(4), 506-517.
Sibley, M. H., Kuriyan, A. B., Evans, S. W., Waxmonsky, J. G., & Smith, B. H. (2014). Pharmacological
and psychosocial treatments for adolescents with ADHD: An updated systematic review of the
literature. Clinical Psychology Review, 34(3), 218-232.
Recommended Readings
Antshel, K. M., & Barkley, R. (2007). Psychosocial interventions in attention deficit hyperactivity disorder.
Child and Adolescent Psychiatric Clinics of North America, 17(2), 421-437.
Bussing, R., Mason, D. M., Bell, L., Porter, P., & Garvan, C. (2010). Adolescent outcomes of childhood
attention-deficit/hyperactivity disorder in a diverse community sample. Journal of the American
Academy of Child & Adolescent Psychiatry, 49(6), 595-605.
Chamberlain, P., & Smith, D. K. (2003). Antisocial behavior in children and adolescents: The Oregon
multidimensional treatment foster care model. In A. E. Kazdin & J. Weisz (Eds.), Evidencedbased psychotherapies for children and adolescent (pp. 282-300). New York, NY: Guilford Press.
Connor, D. F., & Doerfler, L. A. (2012). Characteristics of children with juvenile bipolar disorder or
disruptive behavior disorders and negative mood: Can they be distinguished in the clinical
setting? Annals of Clinical Psychiatry, 24(4), 261-270.
Fernandez, M. A., Butler, A. M., Eyberg, S. M. (2011). Treatment outcome for low socioeconomic status
African American families in parent-child interaction therapy: A pilot study. Child & Family
Behavior Therapy, 33(1), 32-48.
Gerdes, A. C., Lawton, K. E., Haack, L. M., & Hurtado, G. D. (2013). Assessing ADHD in latino families:
Evidence for moving beyond symptomatology. Journal of Attention Disorders, 17(2), 128-140.
Haack L. M., & Gerdes, A. C. (2011). Functional Impairment in Latino Children with ADHD: Implications
for Culturally Appropriate Conceptualization and Measurement. Clinical child and family
psychology review, 14, 318-328.
Hanna, F. J., Hanna, C. A., & Keys, S. G. (1999). Fifty strategies for counseling defiant, aggressive
adolescents: Reaching, accepting, and relating. Journal of Counseling and Development, 77(4),
395-404.
Henggeler, S. W., & Schaeffer, D. (2010). Treating serious antisocial behavior using Multisystemic
Therapy. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for children and
adolescents (2nd ed., pp. 259-276). New York, NY: Guilford Press.
Hinshaw, S. P. (2006). Treatment for children and adolescents with Attention-Deficit/Hyperactivity
Disorder. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures
(pp. 82-113). New York, NY: Guilford Press.
Kazdin, A. E., & Whitley, M. K. (2006). Comorbidity, case complexity, and effects of evidence-based
treatment for children referred for disruptive behavior. Journal of Consulting and Clinical
Psychology, 74, 455-467.
(Instructor Note: Focus on the introduction and discussion rather than the method and analysis
section.)
Leo, J., & Cohen, D. (2003). Broken brains or flawed studies? A critical review of ADHD neuroimaging
research. The Journal of Mind and Behavior, 24(1), 29-56.
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Lerner, M., & Wigal, T. (2008). Long-term safety of stimulant medications used to treat children with
ADHD. Psychiatric Annals, 38(1), 43-51.
McCabe, K., Yeh, M., Lau, A., Argote, C. B. (2012). Parent-Child Interaction Therapy for Mexican
Americans: Results of a pilot randomized clinical trial at follow-up. Behavior Therapy, 43, 606618.
Pardini, D. A., & Lochman, J. E. (2003). Treatments for Oppositional Defiant Disorder. In M. A. Reinecke,
F. M. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents: A casebook
for clinical practice (pp. 43-69). New York, NY: Guilford Press.
Sexton, T., & Turner, C. W. (2011). The effectiveness of functional family therapy for youth with
behavioral problems in a community practice setting. Couple and Family Psychology: Research
and Practice, 1, 3-15.
Steiner, H., & Remsing, L. (2007). Practice parameter for the assessment and treatment of children and
adolescents with Oppositional Defiant Disorder. Journal of the American Academy of Child &
Adolescent Psychiatry, 46, 126-141.
Webb, N. B. (2003). School based interventions. In Social work practice with children (2nd ed., pp. 190214). New York, NY: Guilford Press.
Webster-Stratton, C., & Reid, M. J. (2003). The incredible years parents teachers, and children training
series: A multifaceted treatment approach for young children. In A. E. Kazdin & J. Weisz (Eds.),
Evidenced-based psychotherapies for children and adolescent (pp. 224-261). New York, NY:
Guilford Press.
Webster-Stratton, C. H., M. Reid, J., & Beauchaine, T. (2011). Combining parent and child training for
young children with ADHD. Journal of Clinical Child & Adolescent Psychology, 40(2), 191-203.
Webster-Stratton, C., Reid, M. J., & Beauchaine, T. P. (2013). One-year follow-up of combined parent
and child intervention for young children with ADHD. Journal of Clinical Child and Adolescent
Psychology, 42(2), 251-261.
Wilens, T. E., Adler, L. A., Adams, J., Sgambati, S., Rotrosen, J., Sawtelle, R., … Fusillo, S. (2008).
Misuse and diversion of stimulants prescribed for ADHD: A systematic review of the literature.
Journal of the American Academy of Child & Adolescent Psychiatry, 47(1), 21-31.
Wolff, J. C., & Ollendick, T. H. (2006). The comorbidity of conduct problems and depression in childhood
and adolescence. Clinical Child and Family Psychology Review, 9, 201-220.
Zisser, A., & Eyberg, S. M. (2010). Parent-Child Interaction Therapy and the treatment of disruptive
behavior disorders. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for
children and adolescents, (2nd ed., pp. 179-193). New York, NY: Guilford Press.
van, d. O., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children
with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21, 139147
Useful Websites
Incredible Years
www.incredibleyears.com
Multisystemic Therapy
mstservices.com
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Parent Child Interaction Therapy
www.pcit.org
Positive Parenting Program
http://www.triplep.net/
Unit 12:
Pervasive Developmental Disorders, Schizophrenia,
Bi-Polar Disorder
November 11, 2014
Topics
Assessment and early intensive behavioral intervention for autism using applied behavioral analysis
Assessment and differential diagnosis of early onset schizophrenia in children and adolescents
Use of medication, psychosocial interventions, and rehabilitation with schizophrenia
Treatments for BiPolar Disorder
This Unit relates to course objectives 1-5.
Required Readings
Fristad, M. A., & MacPherson, H. A. (2014). Evidence-based psychosocial treatments for child and
adolescent bipolar spectrum disorders. Journal of Clinical Child and Adolescent Psychology,
43(3), 339-355.
Killackey, E., Alvarez-Jimenez, M., Allott, K., Bendall, S., & McGorry, P. (2013). Community rehabilitation
and psychosocial interventions for psychotic disorders in youth. Child and Adolescent Psychiatric
Clinics of North America, 22(4), 745-758.
McNamara, R. K., Strawn, J. R., Chang, K. D., & DelBello, M. P. (2012). Interventions for youth at high
risk for bipolar disorder and schizophrenia. Child and Adolescent Psychiatric Clinics of North
America, 21(4), 739-751.
Reichert, A., Kreiker, S., Mehler-Wex, C., & Warnke, A. (2008). The psychopathological and psychosocial
outcome of early-onset schizophrenia: Preliminary data of a 13-year follow-up. Child and
Adolescent Psychiatry and Mental Health, 2, 1-9.
Smith, T. (2010). Early and intensive behavioral intervention in autism. In J. R. Weisz & A. E. Kazdin
(Eds.), Evidenced-based psychotherapies for children and adolescents (2nd ed., pp. 312-326).
New York, NY: Guilford Press.
Tiffin, P. A. (2007). Managing psychotic illness in young people: A practical overview. Child and
Adolescent Mental Health, 12(4), 173-186.
Recommended Readings
American Academy of Child and Adolescent Psychiatry. (2001). Practice parameters for the assessment
and treatment of children and adolescents with schizophrenia. Journal of the American Academy
of Child and Adolescent Psychiatry, 40(7 Suppl.) 4S-23S.
DeRosse, P., Nitzburg, G. C., Kompancaril, B., & Malhotra, A. K. (2014). The relation between childhood
maltreatment and psychosis in patients with schizophrenia and non-psychiatric controls.
Schizophrenia Research, 155(1-3), 66-71.
Dulmus, C. N., & Smyth, N. J., (2000). Early-onset schizophrenia: A literature review of empirically based
interventions. Child and Adolescent Social Work Journal, 17, 55-69.
Gonthier, M., & Lyon, M. A. (2004). Childhood-onset Schizophrenia: An overview. Psychology in the
Schools, 41, 803-811.
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Haddock, G., & Lewis, S. (2005). Psychological Interventions in early psychosis. Schizophrenia Bulletin,
31(3), 697-704.
Leaf, R. B., Taubman, M. T., McEachin, J. J., Leaf, J. B., & Tsuji, K. H. (2011). A program description of a
community-based intensive behavioral intervention program for individuals with autism spectrum
disorders. Education and Treatment of Children, 34(2), 259-285.
Miklowitz, D.J., Axelson, D. A., Birmaher, B. , George, E.L. Taylor, D.O., Schneck, C.D., Beresford, C.A.,
Dickinson, L.M., Craighead, W.E., & Brent, D.A., (2008). Family-focused treatment for
adolescents with bipolar disorder: Results of a 2-year randomized trial. Archives of General
Psychiatry, 65, 1053–1061.
Rotheram-Fuller, E., & MacMullen, L. (2011). Cognitive-behavioral therapy for children with autism
spectrum disorders. Psychology in the Schools Special Issue: Cognitive-Behavioral Therapy in
the Schools, 48(3), 263-271.
Ruberman, L. (2002). Psychotherapy of children with Pervasive Developmental Disorders. American
Journal of Psychotherapy, 56(2), 262-273.
Stayer, C., Sporn, A., Gogtay, N., Tossell, J., Lenane, M., Gochman, P., & Rapoport, J. L., (2004).
Looking for childhood Schizophrenia: Case series of false positives. Journal of the American
Academy of Child & Adolescent Psychiatry, 43, 1026-1029.
Unit 13:
Topics
Substance Use Disorders
November 18, 2014
Substance Abuse in adolescents
Issues for Gay and Lesbian Adolescents
The role of the Family in Treatment
This Unit relates to course objectives 1-5.
Required Readings
Austin, A. M., Macgowan, M. J., & Wagner, E. F. (2005). Effective family-based interventions for
adolescents with substance use problems: A systematic review. Research on Social Work
Practice, 15(2), 67-83. doi:http://dx.doi.org/10.1177/1049731504271606
Becker, S. J., Stein, G. L., Curry, J. F., & Hersh, J. (2012). Ethnic differences among substance-abusing
adolescents in a treatment dissemination project, Journal of Substance Abuse Treatment, 42,
April 2012, 328-336.
Danzer, G. (2014). Multidimensional family therapy in theory and in practice. Child & Youth Services,
35(1), 16-34. doi:http://dx.doi.org/10.1080/0145935X.2014.893742
Goldbach, J. T., Tanner-Smith, E., Bagwell, M., & Dunlap, S. (2014). Minority stress and substance use in
sexual minority adolescents: A meta-analysis. Prevention Science, 15(3), 350-363. (Focus on
introduction and conclusion rather than the data analysis.)
Recommended Readings
Bowers, W. A., Evans, K., LeGrange, D., & Andersen, A. E. (2003). Treatment of adolescent eating
disorders. In M. A. Reinecke, F. M. Dattilio, & A. Freeman, (Eds.), Cognitive therapy with children
and adolescents: A casebook for clinical practice (pp. 247-280). New York, NY: Guilford Press.
Burrow-Sanchez, J., & Wrona, M. (2012). Comparing culturally accommodated versus standard group
CBT for latino adolescents with substance use disorders: A pilot study. Cultural Diversity and
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Ethnic Minority Psychology, 18(4), 373-383. Carter, J. C., Bewell, C., Blackmore, E., & Woodside,
D. B. (2006). The impact of childhood sexual abuse in anorexia nervosa. Child Abuse & Neglect,
30, 257-269.
Comas-Dias, L., & Jacobsen, F. (1991). Ethnocultural transference in the therapeutic dyad. American
Journal of Orthopsychiatry, 51(3), 392-402.
Deas, D. (2008). Evidence-based treatments for alcohol use disorders in adolescents. Pediatrics:
Supplement, 121, S348-S354.
Fairburn, C. G., Cooper, Z., & Shafran, R. (2003). Cognitive behaviour therapy for eating disorders: A
transdiagnostic theory and treatment. Behaviour Research and Therapy, 41, 509-528.
Gowers, S. G. (2006). Evidence based research in CBT with adolescent Eating Disorders. Child and
Adolescent Mental Health, 11, 9-12.
Henderson, C., Dakof, G., Greenbaum, P., & Liddle, H.. (2010). Effectiveness of multidimensional family
therapy with higher severity substance-abusing adolescents: Report from two randomized
controlled trials. Journal of Consulting and Clinical Psychology, 78(6), 885- 897.
Lock, J. (2011). Evaluation of family treatment models for eating disorders. Current Opinion in
Psychiatry, 24(4), 274-279.
Patel, D. R., Pratt, H. D., & Greydanus, D. E. (2003). Treatment of adolescents with anorexia nervosa.
Journal of Adolescent Research, 18(3), 244-260.
Reijonen, J. H., Pratt, H. D., Patel, D. R., & Greydanus, D. E. (2003). Eating disorders in the adolescent
population: An overview. Journal of Adolescent Research, 18(3), 209-222.
Tapia, M. E., Schwartz, S. J., Prado, G., Lopez, B., & Pantin, H. (2006). Parent-centered intervention: A
practical approach for preventing drug abuse in Hispanic adolescents. Research on Social Work
Practice, 16, 146-165.
Waller, G. (1994). Borderline personality disorder and perceived family dysfunction in the eating
disorders. Journal of Nervous and Mental Disease, 182(10), 541-546.
Unit 14:
Topics
Personality Disorders
November 25, 2014
Can personality disorders exist in children
Complex & multiple diagnoses, personality disorders in relation to trauma, anxiety & unipolar & bipolar depression
Diagnosis, treatment planning & intervention; synthesizing treatment modalities
Effects on the worker, values, on labeling of clients
Continuum of care
Other problems in children
Reactive Attachment Disorder—What is it and is it overdiagnosed
Children of divorce
Selective mutism
This Unit relates to course objectives 1-5.
Required Readings
Chaffin, M., Hanson, R., Saunders, B. E., Nichols, T., Barnett, D., Zeanah, C., . . . Miller-Perrin, C. (2006).
Report of the APSAC task force on attachment therapy, reactive attachment disorder, and
attachment problems. Child Maltreatment, 11(1), 76-89.
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Courtney‐Seidler, E. A., Klein, D., & Miller, A. L. (2013). Borderline personality disorder in adolescents.
Clinical Psychology: Science and Practice, 20(4), 425-444.
doi:http://dx.doi.org/10.1111/cpsp.12051
Freeman, A., & Rigby, A. (2003). Personality disorders among children and adolescents: Is it an unlikely
diagnosis? In M. A. Reinecke, F. M. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children
and adolescents: A casebook for clinical practice (pp. 434-464). New York, NY: Guilford Press.
Klein, D. A., & Miller, A. L. (2011). Dialectical behavior therapy for suicidal adolescents with borderline
personality disorder. Child and Adolescent Psychiatric Clinics of North America, 20(2), 205-216.
Recommended Readings
Chaffin, M., Hanson, R., Saunders, B. E., Nichols, T., Barnett, D., Zeanah, C., … Miller-Perrin, C. (2006).
Report of the APSAC task force on attachment therapy, Reactive Attachment Disorder, and
attachment problems. Child Maltreatment, 11, 76-89.
Morral, A. R., McCaffrey, D. F., & Ridgeway, G. (2004). Effectiveness of community based treatment for
substance-abusing adolescents: 12-month outcomes of youths entering Phoenix Academy or
alternative probation dispositions. Psychology of Addictive Behaviors, 18, 257-268.
Muck, R., Zempolich, K., Titus, J., C., Fishman, M., Godley, M. D., & Schwebel, R. (2001). An overview of
the effectiveness of adolescent substance abuse treatment models. Youth & Society, 33(2),
143-168.
Rowe, C. L., Liddle, H. A., Greenbaum, P.E., & Henderson, C. E. (2004). Impact of psychiatric
comorbidity on treatment of adolescent drug abusers. Journal of Substance Abuse Treatment, 26,
129-140.
Toppelberg, C. O, Tabors, P., Coggins, A., Lum, K., & Burger, C. (2005). Differential diagnosis of
selective mutism in bilingual children. Journal of the American Academy of Child and Adolescent
Psychiatry, 44, 592-595.
Unit 15:
Topics
Integration and Synthesis
December 2, 2014
Monitoring of practice
HBSE, policy & research courses in the mental health concentration
Mental illness myth or medical model?
Where do I stand as a professional social worker?
Leadership issues
Influence of mental health service delivery system on clients
Understanding advocacy issues in mental health, client rights
Course evaluation
This Unit relates to course objectives 1-5.
STUDY DAYS / NO CLASSES
December 6-9, 2014
December 10-17,
2014
FINAL EXAMINATIONS
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University Policies and Guidelines
IX. ATTENDANCE POLICY
Students are expected to attend every class and to remain in class for the duration of the unit. Failure to
attend class or arriving late may impact your ability to achieve course objectives which could affect your
course grade. Students are expected to notify the instructor by email ([email protected]) of any
anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class for the observance of
religious holy days. This policy also covers scheduled final examinations which conflict with students’
observance of a holy day. Students must make arrangements in advance to complete class work which
will be missed, or to reschedule an examination, due to holy days observance.
Please refer to Scampus and to the USC School of Social Work Student Handbook for additional
information on attendance policies.
X. STATEMENT ON ACADEMIC INTEGRITY
USC seeks to maintain an optimal learning environment. General principles of academic honesty include
the concept of respect for the intellectual property of others, the expectation that individual work will be
submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s own. All students
are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains
the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix
A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student
Judicial Affairs and Community Standards for further review, should there be any suspicion of academic
dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.
Additionally, it should be noted that violations of academic integrity are not only violations of USC
principles and policies, but also violations of the values of the social work profession.
XI. STATEMENT FOR STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as
early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m.,
Monday through Friday.
Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth,
Director of the DSP office at 213-740-0776 or [email protected].
XII.
EMERGENCY RESPONSE INFORMATION
Note: The following Emergency Response Information pertains to students on campus, but please note
its importance should you be on campus for a temporary or extended period. When not on campus: Call
the 911 listing in your local community for any emergency.
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To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements,
events, emergency communications or critical incident information.”
To leave a message, call (213) 740-8311
For additional university information, please call (213) 740-9233
Or visit university website: http://emergency.usc.edu
If it becomes necessary to evacuate the building, please go to the following locations carefully and using
stairwells only. Never use elevators in an emergency evacuation.
Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications
on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.
UNIVERSITY PARK CAMPUS
City Center
Front of Building
(12th & Olive)
MRF
Lot B
SWC
Lot B
VKC
McCarthy Quad
WPH
McCarthy Quad
ACADEMIC CENTERS
Orange County
Faculty Parking Lot
San Diego
Skirball
Building Parking Lot
Front of Building
Do not re-enter the building until given the “all clear” by emergency personnel.
XIII.
STATEMENT ABOUT INCOMPLETES
The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a
documented illness or some other emergency occurring after the 12th week of the semester. Students
must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be
instituted by the student and agreed to be the instructor and reported on the official “Incomplete
Completion Form.”
XIV.
POLICY ON LATE OR MAKE-UP WORK
Papers are due on the day and time specified. Extensions will be granted only for extenuating
circumstances. If the paper is late without permission, the grade will be affected.
XV.
POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS
It may be necessary to make some adjustments in the syllabus during the semester in order to respond to
unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students
both verbally and in writing.
XVI.
CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
[http://www.socialworkers.org/pubs/Code/code.asp]
Preamble
The primary mission of the social work profession is to enhance human wellbeing and help meet the
basic human needs of all people, with particular attention to the needs and empowerment of people who
are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to
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social work is attention to the environmental forces that create, contribute to, and address problems in
living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice. These activities may be in the form of direct practice, community organizing,
supervision, consultation administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of
people to address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced
by social workers throughout the profession’s history, are the foundation of social work’s unique purpose
and perspective:
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Service
Social justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
This constellation of core values reflects what is unique to the social work profession. Core values, and
the principles that flow from them, must be balanced within the context and complexity of the human
experience.
XVII. COMPLAINTS
If you have a complaint or concern about the course or the instructor, please discuss it first with the
instructor. If you feel you cannot discuss it with the instructor, contact the chair of the concentration, Ferol
Mennen, PhD, LCSW ([email protected]) or co-chair Shelley Levin, PhD, LCSW ([email protected]). If
you do not receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice
Dean and Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the
VAC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or
[email protected] for further guidance
XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE
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Be mindful of getting proper nutrition, exercise, rest and sleep!
Come to class.
Complete required readings and assignments before coming to class.
Before coming to class, review the materials from the previous Unit and the current Unit, and
scan the topics to be covered in the next Unit.
Come to class prepared to ask any questions you might have.
Participate in class discussions.
After you leave class, review the materials assigned for that Unit again, along with your notes
from that Unit.
If you don't understand something, ask questions! Ask questions in class, during office hours,
and/or through email!
Keep up with the assigned readings.
Don’t procrastinate or postpone working on assignments.
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Guidelines for the Library Research Paper
Students: Some advice for a successful paper. I advise that you use this sheet as a check list before
you turn in your paper. This assignment covers all objectives (1, 2, 3, 4, 5, 6, and 7). Start this
assignment at least 3 weeks before it is due. Do not simply repeat a manualized treatment. Do not
choose a first year practice approach. If you want to use an approach which we did not cover in
class, see me first. Use an approach suitable for work with individual children (or adolescents)
and their families. Short use of case material can be integrated throughout for explication, but this is
not a case presentation so if you use case material, integrate it as an example of how it your
intervention would work with a child. Use phases of treatment as your subheadings. Proof read your
paper. Do not over rely on one or two citations. Do not use first year texts. Do not over rely on
classroom texts. Use current citations. [ ]
.
1. Select a mental health problem relevant to children. [ ] It is preferable to use a problem that you are
encountering in your field placement so you will have experience with an intervention and case
material to use as illustration. Do not focus on a specific diagnosis but on a problem encountered with
children. Example: trauma reactions in children exposed to domestic violence.
2. Select an intervention strategy covered in class or one that you have discussed with me. Taking the
practice method selected discover how that method is employed throughout all phases of
intervention. If there is no literature on the phase of treatment (such as referral), please use other
sources of information. Cover all phases including:
Issues in referral for this particular type of population. How does the client come into the system? Is
there typically a history with other systems of care? In what segment (s) of the continuum of care are
you most likely to be working and why? What might influence client use of mental health care?[ ] obj.
5
Methods of engagement given the problem area. (e.g. What issues are involved in engaging a client
who has a disruptive behavior disorder and what must you do to establish rapport and empathy?
HOW will you engage given these issues? Why are these practice aspects important given the case
and problem area? Discuss engaging diverse groups of clients-what must you do differently with
those from different cultural groups.) [ ]
Discuss what is included in the assessment framework using the practice model chosen? Issues
in culture and diversity must be a part of this section. Remember that your assessment should be
based on the practice intervention selected, not a DSM diagnosis. Your assessment framework must
be consistent with your practice framework (eg. don’t use a psychodynamic assessment framework if
you are doing a behavioral intervention). Please use some analysis of case material rather than
simply reporting. Why might someone have certain dynamics going on, certain symtomatology, etc.
Look at relevant issues in the child and in the family as appropriate. Do not go through DSM criteria
as your assessment—that is a diagnosis, not an assessment.
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What is the treatment plan and what are the treatment goals? [ ]
Discuss issues in the worker client relationship: your own feelings, transference &
countertransference (if they apply, they may not apply), values & experiences that may affect
motivation or resistance in you and the client system in treatment. Why are these issues present?
What will you do differently given these issues? How will you do it?[ ] Does your intervention talk
about how the relationships relates to the intervention? obj. 3
What contracting issues must be set up given this problem and in this practice model? Why is the
contract necessary? [ ]
Discuss methods of intervention in the middle phase of treatment. How is culturally competent
treatment used in this phase? Your intervention in the middle phase should derive from your
assessment issues. Tell me why you doing what you are doing. Go beyond telling what interventions
you will use. How will you institute these interventions? The middle phase should represent the bulk
of your paper and should be detailed, i.e. several kinds of interventions not just a couple. [ ]
How will you work with the family in delivering this intervention? Some interventions have specific
ways of working with the family, with others you will need to decide how it will be most appropriate to
include them.
What other systems do you interface with in delivering this intervention?
How is termination performed with this model and how do you know it is time for termination? What
are the issues & plan? [ ]
Discuss evaluation strategies in the practice model. . Evaluation should follow the same practice
intervention as in the assessment. [ ]
Discuss methods of follow-up in the practice model. Why might follow-up be important? [ ].
You may use one or more than one practice models but you must tell me why you are doing so.
Please comment on social justice issues as they impact problem presentation and treatment [ ]. obj. 1
Discuss your role and identity as a clinical social worker; what makes your domain different from other
professionals? What leadership responsibilities do you have in team activities? [ ]. obj. 6
What ethical issues are involved in working with this group? What social work values intersect with
these ethical issues? [ ] obj. 7
3.
Use APA style. APA style includes the use of headings and subheadings. Remember to start with an
introduction and end with a conclusion. Do not use lengthy quotations, paraphrase material to make
your point. (Direct quotes should be kept to a minimum if used at all!) When you quote directly,
you must include pagination and attribution. If you are unclear about APA style, please consult the
manual or see me. [ ]
4.
Use a variety of citations (minimum = 12). Do not rely solely on one or two texts or solely on
classroom readings. [ ] Readings should primarily be from peer-reviewed sources. Thus information
on websites that are not peer reviewed are therefore not appropriate. You will need to include at
least 2 empirical articles in your references and cite them appropriately in your paper.
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5.
You may select the same disorder or special population for your practice course as your HBSE
course, and even your research course. [ ] It will make your work easier and begin to help you
establish an area of expertise.
6.
Length should be between fifteen and twenty double spaced pages. [ ] Times or other font size 12.
7.
Please see me if you have any questions at all. If for some reason, you are unable to turn in your
paper on time, please contact me ahead of time and we will see if we can negotiate a solution to the
problem. Good luck!
Your paper will be evaluated on the thoroughness of the assignment, the relevant use of theory to support
your paper, your ability to be self-reflective about the process, and the quality of the written work.
Following is the template that I use to evaluate your papers:
 Description of Problem & Relevance of Intervention to Work with Children
 Description of Chosen Intervention, Why It Is Appropriate for this Problem, and the Evidence to
Support its Use
 Engagement Phase & Relevance to Theory
 Assessment & Relevance to Theory
 Treatment Planning & Contracting & Relevance to Theory
 Core Phase, Specificity of Interventions & Relevance to Theory
 Termination & Relevance to Theory
 Evaluation & Follow-up & Relevance to Theory
 Work with Parents & Other Relevant Systems
 Continuum of Care
 Worker Client Relationship Issues, Transference, Countertransference
 Application to Diverse Groups, the Urban Environment & Impact of Social Justice Issues
 The Social Worker’s Role in the Application of this Intervention Strategy
 Issues of Ethics and Values
 Quality of Written Work, APA style
 Use of References
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