School Based Psychological Interventions 18:826:602 Syllabus Spring, 2011 Susan G. Forman, Ph.D.

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1 School Based Psychological Interventions 18:826:602 Syllabus Spring, 2011 Susan G. Forman, Ph.D. This course will provide an overview of school-based psychological intervention strategies and programs designed to improve the emotional, behavioral, and social functioning of children and adolescents. Evidence-based interventions will be emphasized. Service delivery at the individual, group, and systems level, as well as indicated, selective, and universal prevention programs will be addressed. Implementation issues specific to school settings will be examined. Course Objectives: Students will demonstrate knowledge of: a) The theory, research and practice of major approaches to improving the emotional, behavioral, and social functioning of children and adolescents; b) issues related to evidence-based interventions; c) issues related to school-based implementation and effective service delivery in school settings; d) multicultural, ethical, and legal considerations. Students will demonstrate skill in: a) selecting an intervention approach or program appropriate for the child/adolescent problem; b) implementing the intervention with attention to school organizational issues; c) evaluating the effectiveness of the intervention. Course Requirements: 1. Class attendance and participation. 2. Implementation of an evidence-based practice or program at the individual, group, school building, or district level. 3. Written case assessment and intervention goals (reason for referral or request; background information; information from observation, interview, self-report scales, teacher ratings, other; summary of problem areas; rationale for intervention; intervention goals and procedures). 4. Presentation of intervention case assessment and goals in class. 5. Review of tape of intervention session/detailed session description in class. 6. Written case study of the intervention implementation (APA style; sections should include: literature review; review of evaluation; rationale for the intervention; description of the intervention; evaluation of the intervention; discussion). 7. Presentation of case study. 8. Group presentations and handouts on additional topics of interest.

2 Required Reading: Weisz, J.R. & Kazdin, A.E. (2010). Evidence-based psychotherapies for children and adolescents. Second Edition. New York, NY: Guilford Publications. Prout, H.T. & Brown, D.T. (2007). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings. Fourth Edition. New York: NY: John Wiley & Sons. Class Session Topics: 1/24 Introduction Need for social, behavioral, and emotional intervention History of school-based intervention Evidence-based intervention movement Delivery systems Reading: W&K 1,3; P&B 1,11 1/31 Ethical and Legal Considerations Multicultural Considerations Developing the individual therapeutic relationship Running groups Use of play Assessment and evaluation Reading: W&K 2,29,30; P&B 2,3 2/7 Behavioral interventions The Good Behavior Game Positive behavior support Relaxation training Desensitization Modeling Reading: W&K 4,5 2/14 Cognitive behavioral interventions Definition History Self-management training Social skills training Reading: P&B 7,4,5 2/28 Class presentations of case assessments and intervention goals; written report due

3 3/7 Cognitive behavioral interventions continued Social problem solving; I Can Problem Solve Attribution retraining Cognitive restructuring Rational emotive behavior therapy Reading: W&K 14; P&B - 8,6,9 3/21 Class review of intervention session segment from your tape or detailed description 3/28 Anger management interventions; the Anger Coping Program Anxiety management interventions; the Coping Cat Program Student Group Presentation Second Step Reading: W&K 15 4/4 Class review of intervention session segment from your tape or detailed description 4/11 Interventions for depression; the ACTION Program; the Adolescent Coping with Depression Program Substance abuse prevention; Life Skills Training Prevention of risky sexual behavior Student Group Presentation - PATHS Reading: W&K 7,8,9,10 4/18 Implementation issues Individual implementer factors Organizational factors Fidelity Student Group Presentation Olweus Bullying Prevention Program Reading: W&K 28,31 4/25 Student presentations of intervention project case study; written report due Reading: P&B 10; W&K-35

4 5/2 Student presentations of intervention project case study; written report due Recommended Reading: Briesch, A.M. & Chafouleas, S.M. (2009). Review and analysis of literature on selfmanagement interventions to promote appropriate classroom behaviors ( ). School Psychology Quarterly, 24, Cautela, J.R. & Groden, J. (1978). Relaxation: A comprehensive manual for adults, children, and children with special needs. Champaign, IL: Research Press. Christopherson, E.R. & Mortweet, S.L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, DC: American Psychological Association. Chorpita, B.F. & Daleiden, E.L. (2009). Mapping evidence-based treatments for children and adolescents: Application of the distillation and matching model to 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 77, Crone, D.A. & Horner, R.H. (2003). Building positive behavior support systems in schools. New York, NY: The Guilford Press. Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning. New York, NY: The Guilford Press. Drewes, A.A., Carey, L.J., & Schaefer, C.E. (2001). School-based play therapy. New York, NY: John Wiley & Sons. Forman, S.G. (1993). Coping skills interventions for children and adolescents. San Francisco, CA: Jossey-Bass. Forman, S.G. & Burke, C.R. (2008). Best practices in selecting and implementing evidence-based school interventions. In A. Thomas and J. Grimes (Eds.) Best Practices in School Psychology V (pp ). Bethesda MD: National Association of School Psychologists. Forman, S.G., Smallwood, D.L., & Nagle, R.J. (2005). Organizational and individual factors in bringing research to practice: What we know; where we need to go. Psychology in the Schools, 42, Goldstein, A.P. & McGinnis, E. (1997). Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press.

5 Greenberg, M.T., Weissberg, R.P., O Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, Gresham, F.M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, Hill, C.E. (2004). Helping Skills. 2 nd edition. Washington, DC: American Psychological Association. Jaycox, L. (2004). Cognitive behavioral intervention for trauma in schools. Longmont, CO: Sopris West Educational Services. Kendall, P.C. (2000) Child and adolescent therapy: Cognitive-behavioral procedures. New York: Guilford Press. Kratochwill, T.R. & Shernoff, E.S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18, Larson, J. & Lochman, J.E. (2002). Helping schoolchildren cope with anger. New York, NY: The Guilford Press. McGinnis, E. & Goldstein, A.P. ((1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press. Mennuti, R. B., Freeman, A, & Christner, R. (Eds.) (2005). Cognitive behavioral interventions in educational settings. New York: Brunner-Routledge. Merrell, K.W. (2001). Helping students overcome depression and anxiety. New York, NY: The Guilford Press. Meyer, A.L., Farrell, A.D., Northup, W.B., Kung, E.M., & Plybon, L. (2000). Promoting nonviolence in early adolescence: Responding in peaceful and positive ways. New York, NY: Kluwer Academic/Plenum Publishers. Morris, R.J. & Kratochwill, T.R. (Eds.) (2008). The practice of child therapy. New York, NY: Lawrence Erlbaum. Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York, NY: The Guilford Press. Shure, M.B. (1992). I can problem solve: An interpersonal cognitive problem solving program. Kindergarten and primary grades. Champaign, IL: Research Press.

6 Thomas, A. & Grimes, J. (Eds.) (2008). Best Practices in School Psychology. Volume 4, Section V. Enhancing the development of wellness, social skills, and life competencies. Bethesda, MD: National Association of School Psychologists. Weisz, J., McCarty, C.A. & Valeri, S.M. (2006). Effects of psychotherapy for depression in children and adolescents: A meta-analysis. Psychological Bulletin, 132, Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press. Essential Websites: Cooperative for Academic, Social and Emotional Learning Center for the Study and Prevention of Violence Office of Juvenile Justice and Delinquency Prevention What Works Clearinghouse U.S. Department of Education Substance Abuse and Mental Health Services Administration National Institute on Drug Abuse the Promising Practices Network Evidence-Based Mental Health Treatment for Children and Adolescents Association for Behavioral and Cognitive Therapies (ABCT) and the Society of Clinical Child and Adolescent Psychology (SCCAP)

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