UNIVERSITY OF OREGON Counseling Psychology Program. CPSY 642 Child and Family Interventions Course Syllabus & Schedule Winter 2013

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1 UNIVERSITY OF OREGON Counseling Psychology Program CPSY 642 Child and Family Interventions Course Syllabus & Schedule Winter 2013 Course Administrative Information: Instructor: Karrie Walters, PhD. Counseling Psychology Program Office: 257 HEDCO Office Hours: Mondays 1:00 2:30 and by appt. Class Time: Course objectives: This graduate course provides an intensive overview of an ecological approach to child and family mental health interventions and an overview of the scientific literature on intervention effectiveness. This class is designed for individuals interested in pursuing training that integrates developmental, family systems, and clinical intervention perspectives. Introductory lectures provide an overview of ecological and family systems approaches to child and family intervention, and later lectures focus more narrowly on modalities of treatment, treatment of specific child problems, and evaluating empirical support interventions. This course is designed to present and integrate effective clinical practice with research guidelines on best practices. An ecological perspective on intervention science provides a framework to bridge individually oriented interventions to those that emphasize relationships, groups, and community contexts. This graduate course also prepares students in the Counseling, School, and Clinical Psychology programs for advanced training in the Child and Family practicum offered through all 3 programs and housed at the Child and Family Center. Student goals 1. Learn about theoretical frameworks guiding ecological, family systems, and child therapy modalities 2. Learn the skills and information necessary for case conceptualization and treatment planning 3. Learn how to identify, obtain, evaluate, and implement empirically supported interventions with children and families 4. Learn critical thinking skills and develop therapeutic identity around working with children and families 5. Explore practical issues related to working with children and families 6. Prepare for placements working with children and families

2 Required Materials * : Kazdin, A.E. & Weisz, J.R. (2010). Evidence-based Psychotherapies for children and adolescents. Guilford Press: New York *You are also responsible for weekly readings, which will be posted a week in advance on blackboard. Attendance This is a collaborative learning experience. Attendance, of course, is mandatory. Missing more than one class will automatically drop your grade one letter grade. Class participation includes being present in class preparedly, physically, psychologically, interpersonally, and thoughtfully. Assignments: Assignment 1: Blog: You are required to post one blog entry a week. The blog is designed to give you a space to reflect on the content of the class (readings, lectures, guest speakers, etc) on a weekly basis. Your blog entry should be between words and should discuss critically, and in detail, your thoughts regarding readings and class content. Your blog post should end with a question that invites others to continue this line of thought. You are also responsible to responding to the other student blogs entries from your group, at least one response for each person in your group per week. Your blog entries are worth 30 points and your comments are worth 10 points, for a total of 40 pts for the Blog assignment. Assignment 2: Reflection Paper This paper has two parts to it. Part 1 is focused on self-reflection regarding your expectations around working with children and families. The paper should acquaint me with your background working with families (approx. 1 paragraph), but mostly focus on your interests for the working with children and families in the future, what aspects you anticipate to be challenging, intimidating, or interesting, and the strengths you bring to child/family work. Part 2 is a response paper. Please select one of the blogs listed below written by families of children who have a variety of special needs and read at least 10 pages of posts. Then reflect on what you learned: what was personally challenging, what was unexpected, what aspects will help you in your work with families in the future. Both parts of this paper should be approximately 2 pages, with approximately 4 pages total. Blogs: (Adoption, PTSD) (Polymicrogyria) (Selective Mutism) (Schizoaffective Disorder) (PTSD, ODD, RAD, ADHD Adoption)

3 (aspergers) (ADHD, ODD, Aspergers) (ADHD) (autism) Assignment 3: Group led Discussion and Activity (duration approximately 45 minutes). This is a small group assignment. Each group will choose one of the main class topics (starred below) and prepare the following: 1) Select and read 5 recent articles (published in a peer-reviewed journal) and come to class with an annodated bibliography of these readings. a. Two articles must focus on current evidence-based interventions b. One article must focus on intervention considerations for non-majority populations c. One article must focus on prevention/early intervention d. One article must focus on exosystemic issues (advocacy, legislation, access to services, etc.) 2) Prepare a 15 minute presentation that covers: a. key points of above articles b. an ecological conceptualization of the issue i. individual factors, home/school community factors, policy factors, cultural norm influences, etc. 3) Create a 2 page handout for the class that summarizes a. Ecological conceptualization of the issue b. Intervention considerations for non-majority populations c. A summary of current evidence-based best practices (with references) 4) Prepare 3-4 questions based on the textbook, class readings and above articles. Choose 2 questions and lead a 15 minute small group discussion. Discussion Topics and Date: - Adolescent Substance Use: Jan. 25th - Disruptive behavior disorders: Feb. 4th - Anxiety: Feb. 11th - ADHD: Feb. 18th - Abuse and Trauma: Feb Depression: March 4th - Autism Spectrum: March 4th Assignment 4: Case Conceptualization and Treatment plan This assignment is designed to help you translate theoretical concepts to practice. As part of this section, a brief case study will be provided. Using this case study, 4-5 page paper outlining your case conceptualization and treatment plan following the guidelines listed below. - Using the ecological model as a framework, describe current presenting concerns and well as family strengths and resources that may be useful to draw upon in your work together.

4 - Describe your working clinical hypotheses & theoretical conceptualization. Be sure to connect your hypotheses and conceptualization to readings within and outside of class. - Identify goals for this client - Identify interventions you will implement. Indicate how you have evaluated the efficacy of your intervention- what is your evidence? Be sure to connect your interventions and assessment of success to clinical literature. - Note any relevant ethical issues and identify challenges relevant to your work with this client. - Describe your prognosis for response to treatment and outline criteria for termination Grading: Based on this point system: 1. Blog Personal Reflection Paper Group led Discussion and Handout Case conceptualization and Treatment plan 40 TOTAL= 100 points Final course letter grades will be based on the standard University point-grade formula. General Expectations ***If you must miss a class, please me in advance. You are responsible for course content and assignments that you miss. Frequent class absences will result in a significant grade reduction. Diversity and Respect for Others Course content, class discussions, projects and activities, and assignments for this class rest on an assumption that human diversity is normative and, accordingly, is an appropriate focus of attention. The course requires and expects critical thinking about, and sensitivity to, the impact of diversity (culture, religion/faith, gender, ethnicity, race, socioeconomics, physical and cognitive ability, sexual orientation, and other considerations) both in relation to the populations we serve, and in the classroom. Students are encouraged to develop and expand their respect for and understanding of diverse identities and experiences. Conflict Resolution The mission of the College of Education is to Make educational and social systems work for all. Several options, both informal and formal are available to resolve conflicts for students who believe they have been subjected to or have witnessed bias, unfairness or other improper treatment. UO Bias Response Team: or UO Conflict Resolution Services or UO Affirmative Action and Equal Opportunity or

5 Inclement Weather Policy In the event the university operates on a curtailed schedule or closes, UO media relations will notify the Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding the university s schedule will be posted on the UO main homepage (in the News section) at College of Education students should contact their program department for further information. Student Supports/Documented Disability Appropriate accommodations will be provided for students with documented disabilities. If you have a documented disability and require accommodation, arrange to meet with the course instructor within the first two weeks of the term. The documentation of your disability must come in writing from the Disability Services in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For more information on Disability Services, please see Class Outline Week Date General Topics and Activities 1 Jan 11 rd Evidence for the ecological treatment model; research and challenges; outcome studies and assessment; the prevention/intervention spectrum. 2 Jan 14 th Introduction to family-focused interventions - Overview of family systems theory - Multisystemic & Multidimensional family therapy - Multidimensional treatment foster care - GUEST: Leslie Leve, PhD 3 Jan 21 NO CLASS 4 Jan 28 st Mobalizing change with the Family Check-Up - An ecological assessment and intervention model 5 Feb 4 Externalizing problems: A focus on Parent Training - PMTO and Incredible Years - Filial therapy - Parent-child interaction therapy f 6 Feb 11th st Internalizing problems: A focus on anxiety and depression - Interpersonal psychotherapy for adolescents - Cognitive-behavioral therapy - Narrative family therapy

6 - Due: Personal Reflection Paper 7 Feb 18 th Additional Ecological Intervention levels - Pharmacological interventions and physician collaboration - Social competence and emotion regulation training - Peer contagion and group intervention considerations - GUEST: Randy Phelps, MD 8 Feb 25 th Abuse and Trauma - Trauma-focused CBT - Family and psychosocial interventions (refocusing on PCIT) 9 Mar 4 th Autism spectrum disorders Review of research on Play Therapy 10 Mar 11th Summary of ecological interventions Nuts and Bolts of child and family work Due: Treatment plans Week 1: Overview of ecological treatment model; outcome studies and prevention/intervention spectrum Chapter 3: Developmental Issues and considerations in research and practice Chapter 29: Assessing the effects of evidence-based psychotherapies with ethnic minority youths Huey & Polo (2008). Evidence based psychosocial treatments for minority youth: A review and meta-analysis. Journal of Clinical Child and Adolescent Psychology, 37, Curtis, N. M. & Ronan, K. R. (2004). Multisystemic treatment: A meta-analysis of outcome studies. Journal of Family Psychology, 18, Weisz, Jensen-Doss, & Hawley (2006). Evidence based youth psychotherapies versus usual clinical care. American Psychologist, 61, Week 2: Introduction to Family-Focused Interventions Chapter 16: Multidimensional treatment foster care for adolescents Chapter 17: Treatment serious antisocial behavior using multisystemic therapy Chapter 22: Treating Hispanic youths using brief strategic family therapy Chapter 26: Functional family therapy for adolescent substance use disorders Brody et al, (2006). The Strong African-American Families Program: Prevention of

7 youths high-risk behavior and a test of model of change. Journal of Family Psychology, 20, Week 3: No class but you do have readings!! Hill, N. (2006). Disentangling ethnicity, socioeconomic status and parenting: Interactions, influences, and meaning. Vulnerable Children and Youth Studies, 1, Domitrovich, et al (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the schools, 47(1), CH 13: The Ecology of the Child and Family Therapist. In: Dishion, T. J. & Stormshak, E. A. (2007). Intervening in Children s Lives: An Ecological, Family- Centered Approach to Mental Health Care. Week 4: Ecological models of family interventions CH 7: Mobilizing Change with the Family Check-Up. In: Dishion, T. J. & Stormshak, E. A. (2007). Intervening in Children s Lives: An Ecological, Family-Centered Approach to Mental Health Care. Stormshak, et al(2011). An ecological approach to promoting early adolescent menal health and social adaptation: Family-centered intervention in public middle school. Child Development, 82(1), Connell et al., (2007). An adaptive approach to family intervention: Linking engagement in family-centered intervention to reductions in adolescent problem behavior. Journal of Consulting and Clinical Psychology, 75, Szapocznik, J. & Prado, G. (2007). Negative effects on family functioning from psychosocial treatments: A recommendation for expanded safety monitoring. Journal of Family Psychology, 21, Week 5: Parent Training, with a focus on externalizing problems Chapter 11: Parent Management Training Oregon Model Chapter 12: Parent-Child Interaction Therapy for Oppositional Children. Chapter 13: The Incredible Years parents, teachers, and children training series Wickstrom, M (2009). The process of systemic change in filial therapy: A phenomenological study of parent experience. Contemporary Family Therapy, 3,

8 Ceballos, P. & Bratton, S. (2010). Empowering latino families: Effects of a culturally responsive intervention for low-income immigrant latino parents on children s behaviors and parental stress. Psychology in the School, 47(8), Domenech Rodriguez, M., Baumann, A. & Schwartz, A. (2011). Cultural Adaptation of an Evidence Based Intervention From Theory to Practice in a Latino/a Community Context. American Journal of Community Psychology, 47, Week 6: Internalizing problems, with a focus on anxiety and depression Chapter 4: Child-focused treatment of anxiety Chapter 5: Interventions for anxiety disorders in children using group cognitivebehavioral therapy with family involvement. Chapter 8: Group cognitive-behavioral treatment for adolescent depression Chapter 10: Treating adolescent depression using interpersonal psychotherapy Chapter 25: Treating Hispanic children and adolescents using narrative therapy Mychailyszyn, et al (2011). Assessing and treating child anxiety in schools. Psychology in the Schools, 48(3), Optional: An introduction to childhood anxiety disorders, Chapter 2, In: Beidel, D.C & Alfano, C.A. (2011). Child Anxiety Disorders: A guide to research and treatment. 2 nd edition. Routledge: New York. Depression, Chapter 9. In: Schroeder, C. S & Gordon, B. N. (2002). Assessment and Treatment of Childhood Problems, Second Edition. Guilford: New York. Week 7: Additional Ecological Intervention Levels, with a focus on ADHD Daley, D, (2006). Attention Deficit hyperactivity disorder: A review of the essential facts. Care, Health and Development, 32(2), Schultz, B. (2011). School-based treatment of attention-deficit/hyperactivity disorder. Psychology in the schools, 48(3), Mikami, A (2010). The importance of friendship for youth with attentiondeficit/hyperactivity disorder. Clinical Child Family Psychology Review, 13, Ellis et al (2011). The evolutionary basis of risky adolescent behavior: Implication for science, policy and practice. Developmental Psychology, doi: /a (first posting). Dishion & Dodge, (2005). Peer contagion in interventions for children and adolescents: Moving towards an understanding of the ecology and dynamics of change. Journal of

9 Abnormal Child Psychology, 33, Week 8: Abuse and Trauma Chapter 19: Trauma-focused cognitive behavioral therapy for traumatized children Cohen et al (2006). Psychosocial interventions for maltreated and violence exposed youth. Journal of Social Issues, 62, Kearney 2010 PTSD in maltreated youth: A review of contemporary research and thought. Clinical Child Family Psychology Review, 13, Russell et al (2006). Parent perspectives on intensive intervention for child maltreatment. Child and Adolescent Social Work Journal, 24 (2), Rolfsnes et al (2011). School-based intervention programs for PTSD symptoms: A review and meta-analysis. Journal of Traumatic Stress, 24(2), Week 9: Autism Spectrum and Review of research on play therapy Rogers, S. J. & Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, Chapter 20: Early and intensive behavioral intervention in autism Chapter 21: Pivitol response training in autism Landreth et al, Play therapy in elementary schools. Psychology in the Schools, 46(3), Bratton, Ray, Rhine, & Jones, (2005).The efficacy of play therapy with children: A meta analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36, Gallerani, T & Dybicz, P (2011). Modern Sandplay: An introduction for play therapists. International Journal of Play Therapy, 20 (3), Week 10 Chapter 34: Policy pinball to purposeful partnership Chapter 35: The present and future of evidence-based psychotherapies for children and adoelescents.

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