Western New Mexico University
COUN 525 – Child and Adolescent Development and Counseling
Dr. Michael Juda - Summer 2013
to ignite and nurture a spirit of learning for both educator and student
Course Catalog Descriptions: Course Description (2011-2012 catalog)
Introduces the student to the developmental stages of children and adolescents, to the challenges faced by children and adolescents as well as specific counseling intervention strategies for working with children and adolescents. It also focuses on the importance of the family and how the family must be included in the work of the mental health professional when addressing children and adolescent issues.
Instructor’s Course Description for Summer 2013:
This course will combine elements of three distinct graduate level courses: Developmental Psychology (e.g., “Life Themes and
Stages”), Psychopathology, and Counseling Techniques, and as such, will not explore each of those topics to the depth offered by each individual course. COUN 525 will focus on those elements that are crucial to competence in the developmentally appropriate diagnosis and treatment planning for children and adolescents. Specifically, the student will learn how to apply an understanding of the child’s developmental status in social skills, emotional skills, and cognitive and intellectual development towards the creation of effective and developmentally appropriate treatment plans for common child counseling issues. Course assignments will provide the student with an opportunity to explore more deeply into chosen age ranges and clinical issues (e.g., depression in adolescence).
Philosophy Statements
1.
Counselors recognize, accept, value, and promote diverse ideas, languages, and cultures. a.
One of the competencies for anyone working with children, adolescents and their families is the necessity for a high level of sensitivity to the diversity of the children and youth they will work with - this is a major focus of this course
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COUN 525 Summer 2013 Dr. Michael Juda

2.
Counselors stress quality programs aligned with professional and state standards that produce exemplary results. a.
While New Mexico does not outline specific competencies for counselors who work with children and adolescents, we will look at the competencies for school counselors, based on the American School Counseling Association (ASCA) mental health standards.
3.
Counselors integrate theoretical knowledge into the world of practice through field-based experiences and reflection. a.
Students in the class are required to observe human behavior in- and out- of fieldbased experiences and reflection
4.
Counselors possess the skills and knowledge to effectively collaborate with parents, professionals-both within and across schools and agencies-and other community stakeholders. a.
Each student is required to understand the need for good consultation and collaboration skills as well as intervention strategies in order to work well with their clients and their families.
5.
Counselors advocate for equitable access and model thoughtful, effective, integrated use of technology resources. a.
The use of technology during this class may included I-TV satellite two-way classroom between Silver City and GGSC; as well as email correspondence; videos and internet web sites.
Mission Statements
Facilitating Active, Participatory Decision Making

The major role of the counselor who works with children and youth will be to make sure everyone in the child's system is involved in the care and well-being of the child leading to on-going and constant participatory decision making
Maximizing opportunities for Student Thinking and Achievement
1.
Students are asked to consider their interest and ability to work with such an integral population by considering their skills, their personality and their future career goals.
2.
Students are asked to consider the developmental needs of children, youth and their families as paramount for their future.
3.
Students will be asked to participate in hands-on activities that will stretch their abilities and thinking.
Competencies
CACREP Standards (Council for Accreditation of Counseling and Related Educational
Programs Revised Standards):
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COUN 525 Summer 2013 Dr. Michael Juda

Section II G: 3 - Human Growth and Development - Studies that provide an understanding of the nature and needs of persons at all developmental levels and multicultural contexts, including the following: a. Theories of individual and family development and transitions across the life span; b. Theories of learning and personality development, including current understandings about neurobiological behavior.
New Mexico State Board of Education Counseling Competencies:
Competency 2 - Coordinate activities with colleagues, clients and/or parents.
Competency 3 - Demonstrate a range of necessary skills in counseling.
Competency 5: Principles of individual, family and group counseling.
Competency 6: Ethical standards of the counseling profession.
Student Outcomes
1.
An understanding of common child and adolescent mental health problems, how they are typically manifested at different ages, and an appreciation of developmentally appropriate treatment plans.
2.
Enhanced knowledge of the specific developmental stages of infants, children and adolescents.
3.
Knowledge of major counseling techniques appropriate for child and adolescent clients.
4.
Multicultural sensitivity in working with families and their children.
COUN 525 … CRN 30232
Summer 2013
Instructor Contacting the Instructor Office Hours
Dr. Michael Juda
Work: 505-722-3389
Cell: 505-488-3313 email: judam@wnmu.edu
As arranged for each individual request
Required Texts:
Kronenberger, W. G. (2001). The Child Clinician’s Handbook . (2 nd
Ed .)
Needham Heights, MA: Allyn & Bacon, Incorporated.
[ISBN # 9780205296217]

Plus required handouts and materials provided by the instructor.
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COUN 525 Summer 2013 Dr. Michael Juda

Recommended Texts:
Vernon, A. (2009). Counseling Children and Adolescents (4 th Ed.)
Denver, CO: Love Publishing Company.
Day, S.X. (2008) Theory and Design in Counseling and Psychotherapy (2 nd
Ed.) CA:
Brooks/Cole, Cengage Learning
American Psychiatric Association, DSM-IV-TR (4th ed.). Washington: American
Psychiatric Association. * (students should not purchase this text because it will very soon be supplanted by the DSM-V. However, access to a DSM-IV will be useful in this course.
Class Sessions: The following schedule is subject to change according to student needs, the pace of learning critical material, and weather. All classes will meet at the WNMU Gallup center, 5:30 – 9:00 PM, room C
Date
Topics Assignments Due
Monday, Jul 08, 2013
5:30 – 9:00 PM
Tuesday, Jul 09, 2013
5:30 – 9:00 PM
Thursday, Jul 11, 2013
5:30 – 9:00 PM
Monday, Jul 15, 2013
5:30 – 9:00 PM
Tuesday, Jul 16, 2013
5:30 – 9:00 PM
Introductions – business issues
Review syllabus and assignments
Introduction of developmental issues, child psychopathology, and their interface with treatment planning and counseling
Professional development for Child and Adolescent counselors: work settings, certifications, ethics and values

Internet search exercise and report

Institutional problem-solving exercises
Mood Disorders: typical presentation per age group, developmental considerations

DSM issues -

Incidence, prevalence, diagnosis for Mood
Disorders
Intellectual / Cognitive Development

Introduction to the matrix of dev/problem/treatment decision making
Play therapy, expressive therapies for children and adolescents, child/client-centered counseling

Guest presenter (topic TBA)
Chapter 1 in
Kronenberger
Assigned handouts and readings
Chapters 5 in
Kronenberger
Assigned handouts and readings
Reaction Paper for weeks 1 through 3
Assigned handouts and readings
Thursday, Jul 18, 2013
5:30 – 9:00 PM
Working with Families, consultation with parents, family therapy basics, ethics and confidentiality working with family members
* The Midterm Exam will start at 5:30 PM and cover all material and readings July 8 through July 16
Midterm Exam*
Assigned handouts and readings
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COUN 525 Summer 2013 Dr. Michael Juda

Monday, Jul 22, 2013
5:30 – 9:00 PM
Tuesday, Jul 23, 2013
5:30 – 9:00 PM
Thursday, Jul 25, 2013
5:30 – 9:00 PM
Fundamentals of emotional and social development Assigned handouts and readings
A nxiety Disorders , Post Traumatic Stress Disorders Chapters 6 in
Kronenberger
Reaction Paper #2 and Matrix
Common presenting problems of early to middle childhood
Review Chapters 4, 7, and 8 in Kronenberger
Monday, Jul 29, 2013
5:30 – 9:00 PM
Early, Middle, and Late Adolescent development , developmental variability in adolescence, common presenting problems in this age group
Tuesday, Jul 30, 2013
5:30 – 9:00 PM
Disruptive Behavior Disorders
ODD, Delinquency
, Conduct Disorders, Chapters 3 in
Kronenberger
Assigned handouts and readings
Thursday, Aug 01, 2013
5:30 – 9:00 PM
Developmental considerations, indications, contraindications of other therapies : CBT, Behavioral,
Adlerian, others
Classroom
Presentations of APA
Paper Topics
Monday, Aug 05, 2013
5:30 – 9:00 PM
Last Day of Class
Remaining Paper Classroom Presentations
Final Examination will begin at 8:00 PM
Tuesday, Jul 06, 2013
5:30 – 9:00 PM
Make Up Day if
Needed
Make Up Day if Needed
Assessment/Evaluation and Grading Scale:
Requirement Explanation
Reaction Papers 2 x 50 points 100 points
Points
Final Examination
APA Paper due
NA
Percentages
20.0 %
Mid Term Examination 1 x 100 points 100 points 20.0 %
Final Examination
Multimedia classroom presentation on APA Paper Topic
Research Paper – APA Style
Grading Scale :
1 x 100 points
1 x 50 points
1 x 150 points
Totals
100 points
50 points
150 points
500 points
Assigned handouts and readings
20.0 %
10.0 %
30.0 %
100 %
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COUN 525 Summer 2013 Dr. Michael Juda

A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 59% and below
Brief Description of Examinations and Assignments: (also consult other provided rubrics)
Reaction Paper # 1 (50 points) due July 15, 2013, 5:30 PM (hardcopy + digital attachment)
This is a subjective response of the student to the materials covered during the initial three class meetings. In particular, the student’s current thoughts, feelings, concerns, and hopes about counseling children and adolescents will be addressed. The student’s current understanding of professional development, ethics, and professional values must be addressed. This Reaction
Paper will be no less than 3 double-spaced typed pages (10 or 12 point type) but may be marginally longer if warranted. A scoring rubric will be provided by the second week of class.
Midterm Examination (100 points) July 18, 2013, 5:30 PM
Multiple-choice and short answer format. The examination will cover all assigned readings and assigned handouts, all presentations and discussions to date. The examination is designed to require approximately one hour to complete – but students will have extra time if needed.
Reaction Paper # 2 (50 points) due July 23, 2013, 5:30 PM (hardcopy + digital attachment)
This is a subjective response of the student to the materials covered during class on July 15, 16,
18, and 22. Included in this paper will be a decision matrix leading to a simple treatment plan for a 10 year old child with apparent mood disorder and mild mental retardation. This Reaction
Paper will be no less than 3 double-spaced typed pages (10 or 12 point type) but may be marginally longer if warranted. A scoring rubric will be provided by July 18.
APA style research paper on a hypothetical case (150 points) due Aug 05, 2013, 5:30 PM
A more complete scoring rubric will be provided for this paper by July 16. This paper will address a hypothetical child counseling situation from among a list of such situations provided by the instructor. The paper will speculate on what developmental issues are most likely to evident in the chosen sample case, how these developmental issues might impact the expression and manifestation of the presenting problem, and a reasonable treatment plan for the chosen case given these issues. The paper should be no less than 8 pages long and include appropriate references and bibliography.
Classroom Presentation of Research Paper Topic (50 points) due Aug 01 or Aug 05
The student will present their paper topic using any multimedia means they wish, clearly explain their views on the case, developmental issues, and how this leads to the chosen treatment plan.
Students may have between 15 and 30 for this presentation depending on class enrollment and available time. A complete scoring rubric will be provided.
Final Examination (100 points) Aug 05, 2013, 8:00 PM
Multiple-choice and short answer format. The examination may cover any assigned readings and assigned handouts, all presentations and discussions to date but will predominantly cover
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COUN 525 Summer 2013 Dr. Michael Juda

materials presented and read since the midterm exam. The examination is designed to require approximately one hour to complete – but students will have extra time if needed.
Other Expectations: In order to facilitate learning for all enrolled students, students:
1.
Will not use cell phones during class and will leave phones on vibrate
2.
Will not text in class on any device
3.
Will not access the internet during class on any device unless authorized
4.
Attendance:
Students are expected to come to every class prepared and ready to participate in a professional manner. This includes (a) coming to class and (b) returning from breaks on time. It is very important that the student attends each class session. Missing one or more class sessions that have not been excused by the instructor will reduce the course grade by 10% at the end of the semester. This is in accordance with the WNMU Attendance
Policy (p. 62 of the 2006 - 2007 catalog). The instructor will consider excused absences
ONLY for unavoidable critical events. a.
Examples of a legitimate excuse include illness or accident, family crisis, car failure, or similar unavoidable and unforeseeable events - not poor planning. b.
Students should contact the instructor prior to a missed class via the work number, cell number, and e-mail address noted above. If the instructor cannot be reached prior to class time to obtain an excuse, the student should call GGSC and leave an appropriate message. c.
If a Course Incomplete is given, it is the student’s responsibility to complete the work according to the parameters of the deadline (see university catalog). d.
Students are responsible for all material for any missed class. Students will not earn class participation points for any missed class.
5.
Assignments (Late Work):
All assignments are due on the dates indicated on the syllabus. Ten percent of the grade is deducted for that assignment for each business day that the assignment is late. If a student is absent when an assignment is due, it is the student’s responsibility to turn in the work the following business day. Students should not wait until the next class to turn in late work as this will substantially decrease the grade. Late assignments should be emailed to the instructor’s email address above. In case of email problems, students can physically deliver or fax the late assignment to the office (505-722-3195). Each student is responsible for maintaining copies of all completed assignments. Submission of a complete digital copy of the assignment by the specified due date/time is acceptable for all Reaction papers and APA Research papers. Submit digital copies to judam@wnmu.edu
6.
Instructor Feedback for Written Assignments: students should submit a digital copy of the assignment in order to receive comprehensive feedback for that assignment. This is easily done by emailing a file (.docx, .doc, or .odt format) to the instructor’s email: judam@wnmu.edu
. Students will then receive the file back with instructor’s notes.
7.
Office Hours: as arranged for each individual request. Students should make such requests at least 48 hours in advance. All meetings will be held at Gallup campus offices.
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COUN 525 Summer 2013 Dr. Michael Juda

IMPORTANT NOTES :
Disability Services at WNMU: Services for students with disabilities are provided through the
Academic Support Center’s Disability Support Services Office in the Juan Chacon Building,
Room 220. Some examples of the assistance provided are: audio materials for the blind or dyslexic, note takers, readers, campus guides, audio recorders, a quiet testing area, and undergraduate academic tutors (available to all WNMU students). In order to qualify for these services, documentation must be provided by certified health care professionals. Disability
Support Services forms are available in the Academic Support Center. The Disability Support
Services Office, in conjunction with the Academic Support Center, serves as Western New
Mexico University’s liaison for students with disabilities. The Academic Support Center’s
Disability Support Services Office can be contacted by phone at (575) 538-6400 or e-mail at dss@wnmu.edu
.
Communication Policy Statement regarding official email : WNMU’s policy requires that all official communication be sent via Mustang Express. As a result, all emails related to your enrollment at WNMU and class communication – including changes in assignments and grades – will be sent to your wnmu.edu email address. It is very important that you access your Mustang
Express e-mail periodically to check for correspondence from the University. If you receive most of your email at a different address you can forward your messages from Mustang
Express to your other address.
Example: Martin Classmember was assigned a WNMU email address of classmemberm12@wnmu.edu
but Martin would rather receive his emails at his home email address of martinclass@yahoo.com
Martin would follow the direction provided at http://www.wnmu.edu/campusdocs/direction%20for%20forwarding%20email.htm
WNMU Policy on Email Passwords: WNMU requires that passwords for access to all of the protected software, programs, and applications will be robust, including complexity in the number of characters required, the combination of characters required, and the frequency in which passwords are required to be changed. Minimum complexity shall include:

Passwords shall contain at least six (6) characters.

Passwords shall contain at least one capital (upper case) letter, and at least one symbol
(numbers and characters such as @ # $ % & *).

Passwords shall be changed at least every 90 days .
(8/6/08)
Academic Integrity Policy and Procedures: Each student shall observe standards of honesty and integrity in academic work as defined in the WNMU catalog. Violations of academic integrity include “any behavior that misrepresents or falsifies a student’s knowledge, skills or ability with the goal of unjustified or illegitimate evaluation or gain” (WNMU Faculty
Handbook, 2008). Generally violations of the academic integrity include cheating and plagiarism. Refer to the catalog pages 60-61 for definitions.
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COUN 525 Summer 2013 Dr. Michael Juda

Penalties for infractions of academic integrity in this class are as follows:
The student will fail the class if the instructor determines that the plagiarism was intentional. If the plagiarism is determined to be unintentional, the instructor optionally may have the student repeat the assignment with a 10% reduction in grade.
Cheating: “using or attempting to use unauthorized materials…and unauthorized collaboration with others, copying the work of another or any action that presents the work of others to misrepresent the student’s knowledge” (WNMU Faculty Handbook, 2008).
The student will fail this class if it is determined that they have cheated on an examination or any assignment.
Class Procedures for Inclement Weather:
The schedule and procedures in this course are subject to change in the event of extenuating circumstances. If you think classes may be cancelled due to weather conditions, call WNMU-
GGSC at 505-722-3389 and listen to local radio stations, TV channel 7 or 4, as well as check http://ggsc.wnmu.edu
for a news update on the home page. You might also check Blackboard for a faculty news announcement.
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COUN 525 Summer 2013 Dr. Michael Juda