THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK. SW 571 Evidence-based Practice with Children and Adolescents (3 credits) Fall Semester 2012

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1 THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK SW 571 Evidence-based Practice with Children and Adolescents (3 credits) Fall Semester 2012 Tuesdays 3:35-6:35 PM (306 Henson Hall) Instructor: Gayle A. Lodato, M.S.W., LCSW Office: 213 Henson Hall (865) Course website: Blackboard, APA website: Code of Conduct It is the student's responsibility to have read the College of Social Work Ethical Academic and Professional Conduct Code that is in the College of Social Work MSSW Handbook (www.csw.utk.edu) The Honor Statement An essential feature of The University of Tennessee is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. (Hilltopics). Disability If you need course adaptations or accommodations because of a documented disability or if you have emergency information to share, please contact The University of Tennessee Office of Disability Services at 2227 Dunford Hall ( ). This will ensure that you are properly registered for services. Course Description This course is one of three selectives; all students are required to take at least one selective. This course focuses on evidence-based practices, programs, and interventions for children and adolescents that have been shown to effectively treat a variety of behavioral and emotional problems. The interventions and programs covered in this course will include individual, group, family, and/or community level treatment methods, as well as prevention approaches. The emphasis in the course is on the development of knowledge and skills in assessing and intervening at the individual, group, family, and/or community level. Course Rationale Social workers commonly provide social work interventions to children and adolescents in the context of their social environment. Social workers need the capacity to intervene with children and adolescents not only on the individual level, but also group, family, and community levels.

2 2 Therefore, it is imperative that social workers have a knowledge base in evidenced based theories, assessment methods, and interventions with children and adolescents and to have skills at implementing these assessment and intervention procedures. Course Competencies By the completion of this course, the students are expected to be able to demonstrate (through course activities, assignments, and/or exams): 1) A working knowledge of major federal policies, the formulation and advocacy that produced this legislation, and court cases that have impacted and continue to impact the delivery of social services to children, youth, and their families in the U.S. (Pop at-risk; Policy) Content: The Child Abuse and Prevention Treatment Act (CAPTA ); Social Security Act, as amended by The Tax Relief and Health Care Act of 2006 (P.L ); The Keeping Children and Families Safe Act of 2003; Promoting Safe and Stable Families Amendments of 2001; Strengthening Abuse and Neglect Courts Act of 2000; Inter-country Adoption Act of 2000; Child Abuse Prevention and Enforcement Act, 2000; Foster Care Independence Act of 1999; Adoption and Safe Families Act of 1997; Multiethnic Placement Act (MEPA) of ) Describing and critically analyzing of the components of an evidence-based, comprehensive assessment methodology with children and adolescents, including evidence-based assessment procedures that incorporate factors across the various systems (i.e., schools, neighborhoods, communities) that impact children and their families. (Diversity; CT/EBP; HBSE; Practice). (content: risk and resiliency framework; components of critical thinking, assessment methods that incorporate factors from various systems that impact children, youth and their families; controversies surrounding the use of the DSM with children & youth; controversies surrounding the use of psychopharmacological treatment of child and adolescent disorders; steps in ethically and culturally sensitive assessment) 3) Carrying out an evidence-based assessment of childhood and adolescent behavioral and emotional problems at the level of the individual client, the group, and the community, including identifying and resolving various ethical dilemmas that are inherent in working with minors in various practice settings. (Values and Ethics; Practice). (content: critical analysis of various assessment including play therapy). 4) Describing and critically analyzing different evidence-based intervention approaches and prevention programs, at the level of the individual, the group, the child s family, the school, and communities to collaborate for effective policies and programs. (CT/EBP; HBSE; Practice, Policy).(content: risk and resiliency theoretical approach, prevention principles; positive youth development programs). 5) Describing the steps in implementing major evidence-based techniques/interventions for child and adolescent behavioral and emotional problems, including interventions and prevention programs used with individuals, groups, and communities (Practice). (content: cognitive-behavioral techniques; play therapy; interventions with resistant adolescents;

3 3 crisis intervention; prevention principles; combating adult-centrism). 6) Identifying the effects of ethnicity, race, culture, economic status, sexual orientation, age, gender, physical and mental ability, as these relate to conducting an assessment and interpreting the results of the assessment and in developing and implementing culturally sensitive interventions. (Diversity; Pop at-risk/sj; HBSE; Practice). (content: ecological and strengths perspective; effects of poverty on childhood; interventions with minority children; interventions with gay and lesbian teens). 7) Implementing evidence-based interventions for specific child and adolescent behavioral and emotional problems at the level of the individual client, the group, and the community system, including schools (CT/EBT; Practice). (content: theories, problem identification, goal development). Course Requirements/Plan for Evaluation: Discussion boards 30% Each discussion board session or blog session is listed on the syllabus. Students will receive 7.5 points for each of the 4 posts = 30 points. Posts should include thoughtful reflection of reading and/or class discussion and identify areas for continued exploration, needed research, impact on practice etc. Group project (using the wiki tool). 50% Student will select group members at the beginning of the semester. Within groups, students will create a Wiki page identifying a need for social work focus relating to children and/or adolescents. Guidelines for this assignment will be shared during first class session. Facilitating class discussion(s) 10% The first class session students will select 3 topics/sessions to assist in leading class discussion. Discussion will be held in the first 30 minutes of class and should pull from key concepts of the readings, previous class discussion and student experience/knowledge. Class attendance/participation 10% Class Preparation & Participation: In order to make meaningful contributions to class discussions, it is essential that you read assigned articles and textbook chapters prior to class. Communicating your thinking is an important component in developing your understanding of course content, thus working and sharing experiences with other class members outside of class time is also strongly encouraged.

4 4 Class activities are designed to help you reflect upon important concepts and involve you in class discussions where views are shared and ideas are debated. You are expected to participate in class and ask questions. It is expected that you will respect the ideas and thinking of other students in the class by listening to their explanations and appropriately questioning their thinking and reasoning if you do not understand. Further, you are expected to work cooperatively with others and fully contribute to the workload of each group in which you may be a member. To earn maximum participation points, students are expected to participate frequently in class discussions and activities. All cell phones should be silenced and put away during class and no text messaging is allowed. Such behavior is disrespectful to peers and the course instructor. All mp3 players (ipods, etc.) are to be off and stored during class. This includes removal of all headphones, ear buds, and other listening devices from ears, head, and neck during class time. The instructor reserves the right to disallow the use of laptops in class if she feels students are using them inappropriately (e.g. instant messaging, typing s, or web surfing) and distracting others. Use of above may result in drop of a letter grade. Students are expected to attend every class session. Because much of the learning in this course occurs through our class discussions, you are expected to attend all class meetings and participate actively. If you miss a class, you are still responsible for what you missed. It is essential that you notify me by in a timely manner if circumstances interfere with your class attendance or the completion of course assignments. The final course grade will be based on the following scale: A (95-100) Outstanding/Superior. Student consistently exceeds expectations. B+ (90-94) Above Average. Student consistently meets, and occasionally exceeds, normal expectations for the course. B (85-89) Average. Student consistently meets normal expectations for the course. C+ (80-84) Below Average. There is unevenness in grasping course content. Student is inconsistent in meeting normal expectations for the course. C (70-79) Poor. There is lack of understanding of course content. Student does not meet course expectations. F (69-Below) Very Poor. Course expectations were not met (e.g., incomplete assignments). Required Text: Nybell, L.M., Shook, J.J. & Finn, J.L. (Eds.) (2009). Childhood, youth, and social work in transformation: Implications for policy and practice. New York: Columbia University Press.

5 5 Additional required readings can be found under Required readings on our SW 571 Blackboard site. Additional required readings may be added during the semester. Course Content Outline: Week/Date Topic/Readings Week Course overview; introductions; sign-ups for leading class discussions and wiki groups. Theoretical Foundations/conceptual frameworks of course. Fraser, M.W., Kirby, L.D. & Smokowski, P.R. (2004). Risk and resilience in childhood (pp ). In M.W. Fraser (Ed.) Risk and Resilience in childhood: An ecological perspective (2 nd ed.). Washington, D.C. NASW Press. Week Nybell, et al. text-introduction & conceptual framework (pp1-33) Early Childhood Development birth-age 6 and the role bio-psycho-social development plays in children s lives: basic needs, education, peer interactions, mental health, abuse and neglect. Ungar, Michael (2009) Overprotective Parenting: Helping Parents Provide Children the Right Amount of Risk and Responsibility The American Journal of Family Therapy. 37: , Taylor & Francis Group LLC. Ghenie, K & Wellenstein, C. (2012) The Well-Being of Children and the Question of Attachment Pg In L.M. Nybell, J.J. Shook & J.L. Finn (Eds.) Childhood, youth, and social work in transformation: Implications for policy and practice. New York: Columbia University Press Morazes, J & Pintak, I. (2007) Theories of Global Poverty: Comparing Developed World and Developing World Frameworks Journal of Human Behavior in the Social Environment, Vol. 16 (1/2) 2007 Pg Mejia, A, Calam, R. Sanders. M.R. (2012) A review of parenting programs in developing countries: Opportunities and challenges for preventing emotional and behavioral difficulties in children Clinical Child and Family Psychology Review. Springer Science & Business Media LLC 2012 pp Week Discussion Board Assignment: Is extreme parenting Effective? Continued exploration on childhood development and risk and resilience while introducing best practices. Increased focus on mezzo and macro aspects of practice with children.

6 6 Jessup. P.A. Constructing Ability and Disability among Preschoolers in the Crestview Head Start Program Pg In L.M. Nybell, J.J. Shook & J.L. Finn (Eds.) Childhood, youth, and social work in transformation: Implications for policy and practice. New York: Columbia University Press Joo, M. ( 2011) Effects of Federal programs on children: absolute poverty, relative poverty and income inequality Children and Youth Services Review. 33 ( 2001) pp Week Davidson, J. O Connell ( 2011) Moving Children? Child Trafficking, Child Migration, and Child Rights Critical Social Policy : pp Development from age 6-12 with focus on understanding behaviors and identifying underlying causes while determining most appropriate interventions. Nyblee, L.M. ( 2012) Missing Children: Representing Young People Away from Placement In L.M. Nybell, J.J. Shook & J.L. Finn (Eds.) Childhood, youth, and social work in transformation: Implications for policy and practice. New York: Columbia University Press pg Probst, B. (2006) Re-Framing and de- Pathologizing Behavior in Therapy for Children Diagnosed with Psychosocial Disorders Child and Adolescent Social Work Journal, Vol 23, No. 4 Pg Smith, D.C, Huber, D. L & Hall, J.A. ( 2005) Psychometric Evaluation of the Structured Clinical Interview for DSM- IV Childhood Diagnoses ( KID-SCID) Journal of Human Behavior in the Social Environment Haworth Social Work Practice Press, The Haworth Press, Inc. Vol. 11 No. ¾, 2005 Pp Chapter 7 One to One work with the child. Pg Week Discussion Board Are family values out dated? Continued exploration of ages 6-12 while introducing best practices. Increased focus on Mezzo and Macro practice Heiman, R. At Risk for becoming neoliberal subjects: Rethinking the normal middle-class Family. In L.M. Nybell, J.J. Shook & J.L. Finn (Eds.) Childhood, youth, and social work in transformation: Implications for policy and practice. New York: Columbia University Press pg Radohl,T. (2001) Incorporating Family into the formula: family-directed structural therapy for children with serious emotional disturbance. Child & Family Social Work, 16:pg Niece, L.N., Eyberg, S. & Chase, R.M ( 2011) : Parent-Child Interaction

7 7 (*)Therapy: Implementing and Sustaining a Treatment Program for Families of Young Children with Disruptive Behavior Disorders Programs and Interventions for Maltreated Children and Families at Risk, Bailey, J.A, Cottom, R.I & Rubin, A. Wiley and Sons Inc. Hoboken NJ (*) Boggs, J., Tedeschi, P. & Ascione, F. (2011) Animal-Assisted Approaches to Child and Adolescent Mental Health Pg Innovative Interventions in Child and Adolescent Mental Health New York & London: Routledge Taylor and Francis Group. (*) Lowenstein,L & Freeman, R.C. (2012) Group Therapy with Sexually Abused Children Handbook of Child Sexual Abuse, Identification, Assessment and Treatment. Goodyear-Brown, P.Wiley & Sons Inc. Pg Week (*)Rozum, A.L. (2012) Art Therapy with Children in Grief and Loss Groups Handbook of Art Therapy, 2 nd Edition. The Guilford Press, pg Adult-centrism; major tasks of adolescence; understanding the teenage brain; goals of teen misbehavior (Adlerian theory) Petr, C.G. (2004). Social work with children and their families: Pragmatic foundations. (2 nd ed.). New York, NY: Oxford University Press. Pragmatic perspective 1: Combating adult-centrism (pp ). Pfeiffer, K. (2009) The belief behind teenage behavior problems: Adlerian theory offers help for parent on teen discipline. Suite 101.com Gopnick, A. (2012, January 28) What s wrong with the Teenage Mind? Children today reach puberty earlier and adulthood later. The result: A lot of teenage weirdness. Wall Street Journal. Fassler, D. (2012, March 15) Your Teen s Brain: driving without the Breaks. Scientific American. Diane de Anda, Todd Franke, David L. Hussey "Overview of Adolescence" Encyclopedia of Social Work. Terry Mizrahi and Larry E. Davis. Copyright 2008 by National Association of Social Workers and Oxford University Press, Inc.. Encyclopedia of Social Work: (e-reference edition). Oxford University Press. Nybell, et al., text Ch. 1 Making trouble: Representations of Social Work, Youth and Pathology. ( pp ) Week Discussion Board Assignment: When do kids become adults? Fall Break No Class

8 8 Week Current issues facing adolescents (e.g., bullying & cyberbullying; teen sexuality and sex education; teen substance use and abuse; teen dating violence; gang involvement; juvenile justice involvement; mental illness) Nybell et al., text- Ch. 5- Good mothers/teen mothers: Claiming rights and responsibilities (pp ). Week Nybell et al., text- Ch. 12- Accounting for risk: Children and youth in community-based reform (pp ). Interventions/best practices in social work practice with adolescents; use and mis-use of DSM ie: disorders or problems with living? categorical vs. dimensional assessment. Youth participation in developing and operating programs Diane de Anda, Todd Franke, David L. Hussey "Interventions with Adolescents" Encyclopedia of Social Work. Terry Mizrahi and Larry E. Davis. Copyright 2008 by National Association of Social Workers and Oxford University Press, Inc.. Encyclopedia of Social Work: (e-reference edition). Oxford University Press. Child Trends (2012). Improving the lives of adolescents and young adults: Out-of-school time programs that have significant positive impacts. Publication # Nybell et al., text- Ch. 11- Children and youth in a medicalized world: Young people s agency in mental health treatment (pp ). Nybell et al., text- Ch. 7- Childhood by geography: Toward a framework of rights, responsibilities, and entitlements (pp ). Week Discussion board assignment: When to punish? When to rehabilitate? Strategies for working with resistant teens-how to win teens over; how can we minimize coercion of minors?; identifying and resolving various ethical dilemmas (e.g., confidentiality, informed consent) inherent in working with minors in various practice settings; Szalavitz book- chapter 2 Tebb, K. (2011). Forging Partnerships With Parents While Delivering Adolescent Confidential Health Services: A Clinical Paradox. Journal of Adolescent Health, 49,

9 9 Dibble, N. (n.d.). School social work and privacy of minors. SSWAA Ethical Guideline Series. Nybell et al., text- Ch. 3- It ain t as simple as it seems: Risky youths, morality, and service markets in schools (pp ). Week Nybell et al., text- Ch. 9- Educating all our children (pp ). Reinventing social work with children and youth Nybell et al., text- Ch. 14- Child s-eye view (pp ). Nybell et al., text- Ch. 19- Young people as leaders in conflict resolution (pp ). Nybell et al., text- Ch. 18- Youth uprising: Gritty youth leadership development and communal transformation (pp ). Week Week Week Reinventing social work with children and youth and ten lessons for practice Nybell et al., text- Ch. 17- You may even be President of the United States one day? Challenging commercialized feminism in programming for girls in juvenile justice (pp ). Nybell et al., text- Ch. 20- Y.O.U.T.H. Training Project: Foster youth as teachers to transform social work (pp ). Nybell et al., text- Afterword (pp ). No Class Thanksgiving Week. Group presentations of wiki projects Lodato 8/12

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