Gordon Conwell Theological Seminary Charlotte Masters of Arts in Christian Counseling Program CO720 Children in Therapy Summer 2016.

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1 Gordon Conwell Theological Seminary Charlotte Masters of Arts in Christian Counseling Program CO720 Children in Therapy Summer 2016 Course Syllabus Instructor: Vickey L. Maclin, Psy.D. Class Times: June 3-4; June 24-25; July Office: GCTS Room Phone: (704) Office Hours: Tu, Th, F 1:30-4:00 pm or by appt. Course Description: This course equips students to become more competent in therapeutic work with children, adolescents, and their families. It presents theoretical models of therapy and teaches specific techniques in working with a wide range of problems that children may experience. The course will help students build rapport with children and parents, learn a wide range of interventions, and deal effectively with resistant clients. We will spend significant time discussing ethical and other complex issues that come up in the course of providing therapy to children and adolescents. Gordon Conwell Mission Article 2: To maintain academic excellence in the highest tradition of Christian scholarship in the teaching of the biblical, historical and theological disciplines. Theological education, which is properly done within and for the Church, ought to function with rigor and academic integrity. The seminary, therefore, must provide an environment within which teaching and learning can best occur and encourage high levels of scholarly competence and research in its faculty. Article 3: To train and encourage students, in cooperation with the Church, to become skilled in ministry. The Church and the seminary share the goal of seeing knowledge, skills and experience integrated in the person who ministers. Through the courses and the practica/internships, a combination of careful training and supervised experience in counseling ministries are pedagogical practices essential to achieving that goal. MACC Department Mission: The aim of the Master of Arts in Christian Counseling Program at Gordon-Conwell Theological Seminary-Charlotte is to advance Christ s kingdom in various clinical, educational, and ministry settings by equipping counselors to think theologically, live biblically, and engage globally. Students who think theologically will develop a professional counselor identity that is grounded in orthodox Christian theology and sound clinical practice. Students who live biblically will demonstrate congruence between their faith and their actions in their personal and professional lives by maintaining a commitment to the process of ongoing spiritual formation. Students who engage globally will fulfill their call to serve others by being sensitive and responsive to the needs of diverse cultural, ethnic, and socioeconomic populations.

2 Relationship to Curriculum: This course helps prepare students for the variety of counseling challenges that are commonly encountered by professional counselors, pastoral counselors, and pastors who provide care for children, adolescents, and parents. Course Content: Children in Therapy. Attention will be given to providing clinical services to children in the context of the family system. Additionally, consideration will be given to the importance of considering diversity issues when working children. Counseling skills will further be developed when engaging in role play in considering different assessment aspects in treating children. Methods of Instruction: To achieve the objectives of this course and address the course content, the instructor will employ a variety of teaching interventions that will include small group discussions, lectures, role-plays, presentations and discussion of movies related to child therapy issues. Required Texts and/or Readings Cline, F.W. & Fay, J. (2006). Parenting with love and logic. Colorado Springs: NavPress. McConaughy, S.H. (2013). Clinical interviews for children and adolescents: Assessment to intervention (2 nd edition). New York: Guilford Press. Naar-King, S. & Suarez, M. (2011). Motivational interviewing with adolescents and young adults. New York: Guilford Press. Thompson Prout, H. & Fedewa, A.L. (2015). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings Hoboken, NJ, Wiley & Sons, Inc. Objectives (Knowledge and Skills Outcomes): Students will develop knowledge and understanding and consider theoretical approaches when providing career counseling to individuals. The following standards and outcomes will be used to measure knowledge and skills: Course Requirements/Assignments A. Course Requirements 1. The student will learn about several different therapeutic approaches to treat children and adolescents and be able to select appropriate approaches for different childhood problems. 2. The student will learn diagnostic interviewing approaches that are appropriate for children and their families. 3. The student will learn skills to develop rapport with children and adolescents and ways to deal with what may appear to be resistance.

3 4. The student will acquire basic knowledge of common childhood disorders and demonstrate an ability to recognize disorders as well as recommend an effective course of treatment. 5. The student will learn to view childhood problems within the family system and learn therapeutic approaches that can benefit the family and the child in treatment. Students are expected to complete ALL assignments for the course. Any assignment not completed will result in a grade deduction from final grade in the course. B. Assignments (Knowledge and Skills Outcomes): 1. Book Summary (100 points): Students will write a book summary of the books for the course, with the exception of Motivational Interviewing with Adolescents and Young Adults. The summary should include the key that each of the authors addresses in their books. Students should include several paragraphs about the application of the material from the chapters as they anticipate future work with children and their families in clinical work. Students should also address how the material from the books can be integrated into future work from a Christian perspective. The summary should be 7-9 pages in length and written in APA format with a cover and reference page, and doublespaced with one-inch margins. DUE DATE: The paper should be submitted electronically on Sakai in the assignment area no later than midnight on August 13, Motivation & Substance Use Review (75 points): Students should read Motivational Interviewing with Adolescents and Young Adults and one other source on substance use and abuse among adolescents (e.g. Beautiful Boy: A Father s Journey Through His Son s Addiction). The students should write a 5-7-page summary of what was learned from the book as it relates to working with adolescents and young adults primarily as it relates to change in decision-making processes. Additionally, students should address what they would find to be difficult when working with adolescents with a substance use or abuse history. Identify how the sources and chapters left you feeling emotionally, as well as how it might be to manage working with an adolescent and family journeying through adolescent substance use and abuse. Consider personal Christian integration of possible future work with adolescent population around this issue DUE DATE: The paper should be submitted electronically on Sakai in the assignment area no later than midnight on July 16, Case Study: (100 points): Students are to select one of the three cases presented to the class. Using the Clinical Interviews for Children and Adolescents, 2 nd ed., students should write up a case conceptualization and treatment plan for working with the child and his/her family. Students should utilize any aspects of the McConaughy (2013) text to develop a treatment plan that include specific interventions to work with the child in treatment. Additionally, students should address how would incorporate working with family while treating the child. Students case conceptualization and treatment plan should be 5-7 pages in length. Students should be certain to include recommendations based upon information from the case and information provided from any of the resources read

4 in the class. Students should include in their paper (s) information that would be important to collect from other sources as work progresses with the child. In addressing the case students are to also consider ethical and cultural diversity aspects of the case and how that would factor into the treatment and the relationship with the parents. DUE DATE: The paper should be submitted electronically on Sakai in the assignment area no later than midnight on July 30, Attendance (45 points) Participation: (30 points): Class will meet June 3-4, June and July Attendance for all class sessions is mandatory. If students are more than 15 minutes late to class, it will result in loss of points and possible grade deduction. If the students has to miss any portion of the class he or she should notify the professor prior to the absence, and explain the reason for the absence. Not attending class will result in a deduction of points for the class period and there will be a make up assignment that will need to be submitted. If the assignment is not submitted the results will be a reduction of a grade for missing the class. Grading Writing Assignments Lateness of assignments will be penalized 3 points for each day an assignment is late. Excessive or insufficient length will be penalized 5 points per page over/under limits. Failure to use APA format will be penalized up to one letter grade, depending on the errors. Assistance with correct APA format is available online in Counseling Central, under Program Documents (see also Plagiarism is considered a serious academic offense at GCTS. Please note the guidelines at Grading Criteria The final grade will reflect the combined efforts of the student as derived from the following sources: 1. Attendance 45 points 2. Participation 30 points 3. Book Summary 100points 4. Motivation & Substance Use Review 75 points 5. Case Study 100 points Total Points 350 points Grading Rubric Final letter grades will be assigned based on the following distribution: A B C D A B C D A B C D F 209 and below

5 Course Schedule Date Topic Readings/Assignments Due June 3-4 Introduction to Child & Adolescent Therapy Review of Critical Developmental Issues Comparisons of Different Therapy Approaches with Children Integrating Faith & Therapy The Beginning of Therapy Building Rapport Working with Parents Parent Consultation and Training Treatment Approaches Assessing Strengths and Needs Treatment Planning Cognitive-Behavioral Therapy Play Therapy Skill-Based Therapy June Working with Tweens and Teens Teen Culture the igeneration Motivational Interviewing with Older Children and Adolescents Dealing with Resistance Working with Out of Control Teens Therapeutic Uses of New Technologies Confidentiality Issues and Teens Disruptive Behavior Disorders Anxiety Disorder Asperger s Addictions Mood Disorders Trauma Issues July 16 July Advanced Issues in Child and Adolescent Therapy Ethical Issues and Dilemmas Bounds of Competence Divorce/Custody Issues Other Issues to Consider Mandatory Reporting Sexual acting-out Confidentiality Issues Motivation & Substance Assignment Due

6 Diversity Issue Boundary Issues and Dual Relationships July 25 August13 Case Study Due Book Review Due Syllabus Addendum Academic Standards Cheating and plagiarism are considered serious breaches of personal and academic integrity. Cheating involves, but is not necessarily limited to, the use of unauthorized sources of information during an examination or the submission of the same (or substantially same) work for credit in two or more courses without the knowledge and consent of the instructors. Plagiarism involves the use of another person s distinctive ideas or words, whether published or unpublished, and representing them as one s own instead of giving proper credit to the source. Plagiarism can also involve over dependence on other source material for the scope and substance of one s writing. Such breaches in academic standards often result in a failing grade as well as other corrective measures. For more information, please consult the Student Handbook. ADA Policy The seminary complies with the provisions of the Americans with Disabilities Act. A student with a qualifying and authenticated disability who is in need of accommodations should petition the seminary in accordance with the stated guidelines in the Student Handbook. Cancellation of Class In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.), the Registration Office will send out an (via the GCTS account) notification to all students registered in the respective course. If the cancelation occurs the day of the scheduled meeting, the Registration Office will also attempt to contact students via their primary phone contact on record. The professor will contact the students (via GCTS account) regarding makeup. If a weekend class is cancelled, the class will be made up during the scheduled Make-Up weekend (see the academic calendar for the designated dates). For more info, consult your Student Handbook. Extension Policy Arrangements for submission of late work at a date on or before the last day to submit written work, as noted on the seminary s Academic Calendar, are made between the student and professor. Formal petition to the Registration Office is not required at this time. This includes arrangements for the rescheduling of final exams. However, course work (reading and written) to be submitted after the publicized calendar due date, must be approved by the Registration Office. An extension form, available online, must be submitted to the Registration Office prior to the last day to submit written work. Requests

7 received after this date will either be denied or incur additional penalty. For a full discussion of this policy, please consult the Student Handbook. Grades Grades are posted on line within twenty-four hours of receipt from the professor. Students are expected to check their CAMS student portal in order to access posted grades. Those individuals who need an official grade report issued to a third party should put their request in writing to the Registration Office. Faculty have six weeks from the course work due date to submit a final grade. Returned Work Work submitted through Sakai will be returned via Sakai since no hard copies will be turned in. Enclose a self-addressed, stamped envelope with any hard copy work submitted if you wish to have it returned. Virtual Writing Center Free assistance in writing papers is available to students through the Virtual Writing Center at Gordon Conwell. The Virtual Writing Center is staffed by Gordon Conwell graduates, or writing tutors with specialized knowledge in writing and/or ESL. Generally, this service is available to students who have completed or are currently enrolled in one of the following three classes: CT500 (Introduction to Theological Research) CO501 (Introduction to Counseling Research) IS502 (Theological Research and Writing) If you enrolled in GCTS before Fall 2008, you were not required to take one of the three prerequisites above, and you may request access to the Virtual Writing Center. Also, ESL writing tutors are available to ESL students even if they are not currently enrolled in a degree program. If you do not meet one of these qualifications, but feel you would benefit from using the Virtual Writing Center, contact us and we will evaluate your status. writingcenter@gordonconwell.edu for more information.

8 Bibliography Borum, R. & Verhaagen, D. (2006). Assessing and managing violence risk in juveniles. New York: Guilford Press. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. London: Basic Books. Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and optimism in your child. Chicago: Contemporary Books. Cataldi, L. (2009). Stay close: A mother s story of her son s addiction. New York: St. Martin s Press. Edgette, J.S. (2002). Candor, connection, and enterprise in adolescent therapy. New York: W.W. Norton & Company. Erickson, C.K. (2007). The science of addiction: From neurobiology to treatment. New York: W.W. Norton & Company. Friedberg, R.D & McClure, J. M. (2002). Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts. New York: Guilford Press.Miller, W.R. & Rollnick, S. (2002). Motivational interviewing: Preparing people for change. New York: Guilford Press. Kindersly, A & Kindersly, B. (1995). Children just like me: A unique celebration of children around the world. New York, NY:D.K. Publishing, Inc. Kunjufu, J. (2007) Raising black boys. Chicago, IL: African American Images. Manassis, K. (2014). Case formulation with children and adolescents. New York: Guilford Press. Purvis, K.B., Cross, D.B., & Sunshine, W.L. (2007). The connected child. New York: McGraw Hill. Roberts, M. (2000). Horse sense for people. New York: Penguin Books. Robison, J. E. (2007). Look me in the eye: My life with Asperger s. New York: Crown Publishers. Sells, S. (1998). Treating the tough adolescent: A family-based, step-by-step guide. New York: Guilford Press. Sheff, N. (2007). Tweak: Growing up on methamphetamines. New York: Atheneum Books for Young Readers.

9 Sheff, D. (2008). Beautiful boy: A father s journey through his son s addiction. New York: Houghton Mifflin. Siegel, D. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York: Guilford Press. Skovholt, T.M. & Jennings, L. (2004). Master therapists: exploring expertise in therapy and counseling. Boston: Allyn & Bacon. Stoefen, B.C. (2014). A very fine house: A mother s story of love, faith and crystal meth. Grand Rapids, MI: Zondervan. Taffel, R. (2005). Breaking through to teens: A new psychotherapy for the new adolescence. New York: Guilford Press. Tatum, B.D. (2002). Why are all the black kids sitting together in the cafeteria? New York: Basic Books. Tsika, P. & Tsika, B.K. Verhaagen, D. (2010). Therapy with young men. New York: Routledge. Verhaagen, D. (2005). Parenting the millennial generation: Guiding our children born between 1982 and Westport: Praeger Press. Wallin, D. (2007). Attachment in psychotherapy. New York: Guilford Press.