THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course: SOWO 841: Child Mental Health: Theory & Practice
Semester: Fall 2011
Course website: Blackboard or Sakai, TBA
Location and Time: TTK Building room 102, Mondays from 9-11:50 am
Instructor: Gael D.E. McCarthy, Ph.D., L.C.S.W
School of Social Work Office: TTK Building, TBA
Phone: 919-403-0349 or 919-219-3449 (cell)
Email: gael.mccarthy@gmail.com;
Office Hours: Mondays from 12-2pm or by appointment in person or via SKYPE
Course Description:
This course presents knowledge and theories from various disciplines to understand mental
health and well-being in children and their families with an emphasis on gaining practice skills.
Course Objectives:
Upon completion of the course, students will:
1. Apply concepts and theories from biology, psychology, sociology, and other disciplines to
understand child development and disorders common to this age group;
2. Demonstrate how diversity issues such as race/ethnicity, culture, poverty, education, sexual
orientation, and geography affect children and their families, and their relevance for
assessment, treatment, and case supervision and management;
3. Describe the relationship between child development and practice models in use with
children and their families;
4. Articulate key diagnostic, treatment, and prevention issues associated with the mental health
care needs of children and their families;
5. Apply evidence-based social interventions designed to strengthen parent-child relationships;
6. Examine child mental health social work practice in a variety of direct practice settings and
systems, including child welfare;
7. Explain the continuum of care represented by the child mental health service network;
8. Understand the legal framework in which children and their parents/caregivers seek
treatment and the implications of this framework for practice;
9. Demonstrate competence in professional documentation and communication of clinical
material.
For each disorder covered, the course will review what is known about the phenomenology of
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the disorder, its prevalence, risk factors, co-morbidity with other disorders, issues related to
diversity, etiology and developmental trajectory. DSM-IV criteria are examined for each
disorder. Finally, the course will identify important theory that can guide practice in terms of
assessment, goals, and designing/implementing effective programs of prevention and treatment.
Required Texts:
 Sadock, B. J. & Sadock, V. A. (2009). Concise textbook of Child and Adolescent
Psychiatry. Wolters Kluwer – Lippincott Williams & Wilkins: Philadelphia, PA.
 Supplemental readings are available on Blackboard , Sakai, or through UNC libraries
databases.
 Additional supplementary readings may be recommended or assigned at the discretion of
the instructor.
Accommodations for Students with Disabilities
Students with disabilities, which affect their participation in the course, should notify the
instructor if they wish to have special accommodations in instructional format, examination
format, etc., considered. Accommodations and services are provided by Disability Services
(Voice/TDD 962-8300; 966-4041). Learning Disability Services (962-7227) provides supportive
services for students with learning disabilities and attention-deficit/hyperactivity disorders.
Policy on Academic Dishonesty
Academic dishonesty is contrary to the ethics of the social work profession, unfair to other
students, and will not be tolerated in any form. All written assignments should include the
following signed pledge: “I have neither given nor received unauthorized aid in preparing this
written work.”
Policy on Unexcused Absences
Attendance and participation points obtained through the weekly quizzes contribute substantially
to final grades. Students missing 3 classes (or more) may receive an L for the course, because it
is not possible to meet course requirements for learning objectives with that level of absenteeism.
Students are responsible for obtaining from their classmates ALL announcements, instructional
information, and handouts for class sessions they miss.
Policy on Incomplete and Late Assignments
A grade of Incomplete is given on rare occasions when there is sufficient reason to warrant it. It
is the student’s responsibility to initiate a conversation with the instructor to request an
Incomplete.
Late assignments are strongly discouraged. In case of a dire, life-threatening emergency, a late
assignment may be accepted at the discretion of the instructor. If permission for late submission
is not granted before breaking a deadline, the grade will automatically be reduced 10%, and
another 10% reduction will occur each day (including weekends).
Teaching Methods
Class sessions will include a combination of lecture, discussion, videos, student/guest
presentations, and activities.
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Assignments and Guidelines
All written assignments must be typed and follow APA format. Several writing resources are
posted on the website. Students should also refer to the following:
 American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC.
Weekly Quizzes. Each class session will begin with a brief quiz on the assigned readings for that
session and course material covered in the previous class. This is how attendance and
participation are graded for this course thus they cannot be made up at a later time. Students can
refer to class notes, handouts, and assigned readings while taking the quizzes. Quizzes will
comprise 20% of your overall grade.
Case Study Presentation and Write Up. Each student will be responsible for presenting a case
study to the class and leading a 15 minute discussion on diagnosis of the case (multiaxial
assessment) and critical components/issues for treatment. One week after the presentation, the 46 page write up of the case (diagnosis and implications for practice) will be due. This assignment
is worth 35% of the course grade. Detailed instructions and a grading rubric for the presentation
and write up are provided on Blackboard.
Special Assignment. In lieu of class and quiz on November 28, students will complete one of the
three options described in the syllabus and will write a 2-3 page summary and reflection. Be sure
to identify implications for your practice. This assignment is worth 10% of your grade and is due
on November 28 by 5pm (can be emailed).
Final Exam. The final exam consists of a group presentation and paper. Students will write a 6-8
page paper in which you describe a client including the presenting problem/symptoms and a
multi-axial assessment. You will then identify and describe a relevant theory and explain how
the theory guides your intervention with the client. The goals and course of treatment
(therapy/intervention) will be described in depth. Each element of the paper will be presented to
the class in a 30 minute group presentation. The final is worth 45% of your total course grade,
and is due on November 28 or December 5, again in email as an attached Word or docx
document. Detailed directions and a grading rubric are available on in the software management
package for the course, either Blackboard or Sakai.
Assignments and Course Performance Assessment:
Quizzes
Case Presentation/write-up
Special Assignment
Final Exam/Paper
Course Total
20%
30%
10%
40%
100%
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Grading System:
Points
<69
70 - 79
80 - 93
94 - 100
Grade
F
L
P
H
Course Outline
Week 1: August 29 - Introduction to Course
 Review syllabus and assignments
 McCarthy introduction
 Client & Family
 Context and Setting
 Interventions: EBP vs. Promising Practices
Assignments:
 None
Readings:
 None
*Happy Labor Day!
Week 2: September 12 - Child MH Assessment & Treatment
 DSM and Multiaxial Assessment
 Theory-guided practice
 Case study presentation demonstration
Assignments:
 Quiz
Readings:
 Sadock & Sadock (2009). Ch. 1 and 19
 Intro to the DSM
 NIMH (2009). Treatment of Children with Mental Illness: FAQs
o http://www.nimh.nih.gov/health/publications/treatment-of-children-with-mentaldisorders/index.shtml
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Week 3: September 26 – ADHD





Quiz
Case presentations
Readings:
Sadock & Sadock (2009). Ch. 7
Kaduson, H. G. (2006). Short-term play therapy for children with AD/HD. In H. G.
Kaduson & C. E. Schaefer (Eds.) Short-term Play therapy for Children (pp.101-142).
New York: Guilford Press.
Week 4: October 3- Disruptive Behavior Disorders
Assignments:
 Quiz
 Case presentations
Readings:
 Sadock & Sadock (2009). Ch. 8
 Brown University Child & Adolescent Psychopharmacology Update, (2007). Review
finds several medication options for disruptive behavior disorders. Vol. 9 Issue 7, p1-7.
 Riviere, S. (2006). Short-term play therapy for children with disruptive behavior
disorders. In H. G. Kaduson & C. E. Schaefer (Eds.) Short-term Play therapy for
Children (pp.51-70). New York: Guilford Press.
Services in the Community: Working Effectively with Parents
**Guest Speaker or instructor may present about PCIT
Week 5: October 10- Pervasive Developmental Disorders
Assignments:
 Quiz
Readings:
 Sadock & Sadock (2009). Ch. 6
 Altiere, M. J. & Von Kluge, S. (2009). Searching for acceptance: Challenges encountered
while raising a child with autism. Journal of Intellectual & Developmental Disability, 34,
142-152.
 Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., Hepburn, S.
(2009). Cognitive-behavioral group treatment for anxiety symptoms in children with
high functioning autism spectrum disorders. Focus on Autism and Other Developmental
Disabilities, 24, 27-37.
 Gaultney, P. (2008). I got that autistic kid. In D. Brodey (Ed.) The Elephant in the
Playroom (pp. 115-119). New York: Plume.
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Week 6: October 10- Mood & Anxiety Disorders
Assignments:
 Quiz
 Case presentations
Readings:
 Sadock & Sadock (2009). Ch. 14 and 15
 Newman, E. (2006). Short-term play therapy for children with mood disorders. In H. G.
Kaduson & C. E. Schaefer (Eds.) Short-term Play therapy for Children (pp.71-100).New
York: Guilford Press.
 Kaduson, H. G. (2006). Release play therapy for children with PTSD. In H. G. Kaduson
& C. E. Schaefer (Eds.) Short-term Play therapy for Children (pp.3-21).New York:
Guilford Press.
Week 7: October 17- Mental Retardation and Elimination Disorders
Assignments:
 Quiz
 Case presentations
Readings:
 Sadock & Sadock (2009). Ch. 2 and 11
 Blanchett, W. J. (2006). Disproportionate representation of African American students in
special education. Educational Researcher, 35, 24-28.
 Mastson, J. L. & LoVullo, S. V. (2009). Encopresis, soiling and constipation in children
and adults with developmental disability. Research in Developmental Disabilities, 30,
799-807.
Week 8: October 24- Infant Mental Health: Feeding Disorders and RAD
Assignments:
 Quiz
 Case presentations
Readings:
 Sadock & Sadock (2009). Ch. 9 and 12
 Bayer, J. K., Hiscock, H., Morton-Allen, E., Ukoumunne, O. C., & Wake, M. (2007).
Prevention of mental health problems: Rationale for a universal approach. Archives of
Disease in Childhood, 92, 34-38.
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Week 9: October 31 Physical Abuse, Sexual Abuse, Neglect
 Quiz
 Case presentations
Readings: Instructor developed handouts
Week 10: November 7 Services in the Community: Working Effectively with Parents
Assignments:
 Quiz
 Case presentations
Readings: TBA
Week 11: November 14- Services in Schools: Working Effectively with GLBTQ Youth
**Guest Speaker
Assignments
 Quiz
 Case Presentations
Readings:
 . Sadock & Sadock (2009). Ch. 3 & 5


C. Ryan, D. Huebner, R.M. Diaz, & J. Sanchez. (2009). Family rejection as a predictor of
negative health outcomes in White and Latino Gay, Lesbian, and Bisexual Young Adults.
Pediatrics, 123, 2007-3524.
Stern, R. (2008). My friends are waiting for me. In D. Brodey (Ed.) The Elephant in the
Playroom (pp. 127-133). New York: Plume.
**Week 12: Tic Disorders and Medication - November 21
 Readings re Tic Disorders:

Sadock & Sadock (2009). Ch. 10 Special Assignment:
 In lieu of class quiz, please view the video listed below and write a 2-3 page summary
and reflection. Be sure to identify implications for your practice. This assignment is
worth 10% of your grade and is due on November 28 by 5pm (should be emailed).
 Special Assignment re: Medication
o Watch the Video: The Medicated Child
http://www.pbs.org/wgbh/pages/frontline/medicatedchild/
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Week 13: November 28- Early Onset Schizophrenia and Class Presentations
Assignments:
 Quiz
Readings:
 Sadock & Sadock (2009). Ch. 16
 Carver, L. (2008). My other half. In D. Brodey (Ed.) The Elephant in the Playroom (pp.
31-37). New York: Plume.
 Shaw, P. & Rapoport, J. L. (2006). Decision making about children with psychotic
symptoms: Using the best evidence in choosing a treatment. American Academy of Child
and Adolescent Psychiatry, 45, 1381-1386.
Week 14: December 5- Class Presentations & Course Evaluations
Assignments:
 Quiz
 Final exam due
Sowo 841: Case Study Assignment Description and Grading Rubric
For this assignment each student will be responsible for presenting a case study to the class and
leading a 15 minute discussion on diagnosis of the case (multiaxial assessment) and critical
components/issues for treatment. One week after the presentation, the 4-6 page write up of the
case including diagnosis and implications for practice will be due. This assignment is worth 30%
of the course grade.
Case Presentation:
 The case study presentation is worth 5% of your grade and is due on the date you signed
up for. Present the case information that was provided to you by the instructor (this
should take no more than 5 minutes). Stick to the facts, and don’t give hints about your
diagnosis.
 Class members will complete a Multiaxial Evaluation Form and turn in it after your
initial presentation. Please bring enough copies for the class.
 Lead a discussion about the possible diagnoses. Ask class members what they think the
best Axis I (or II) diagnosis is and why. Ask how they ruled out other possible diagnoses.
 Present your multiaxial diagnosis and defend it or consider modifying it based on the
input of the class.
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

Identify major issues for treatment consideration and discuss critical components for
your practice with this case (type of interventions, setting for treatment, and important
individuals to be involved).
Your case presentation and discussion should not exceed 15 minutes total.
Case Write-Up:
The written summary is worth 25% of your overall grade and is due at the beginning of class the
week after your presentation. The 4-6 page stapled paper should include the following:
1. A cover page with your name, date, the case study name, and your honor pledge.
2. A completed Multiaxial Evaluation Form. The form does not have to be typed, but should be
neat.
 Focus on current presenting problems when making a diagnosis
 Only include details most relevant for understanding or treating the disorder
3. Present your diagnostic summary and justification. This should include:


A discussion of one or more diagnoses that were partly supported by the case information
(or other diagnoses related to your diagnosis)
Identify the diagnosis (or diagnoses) that emerged as the best choice(s) for each Axis
o Provide supporting evidence for each of the DSM-IV criteria
o Mention any additional case study information or details that would have
strengthened your diagnosis or your confidence in the diagnosis.
4. Identify major issues for treatment consideration (setting, overall goals, who will be involved
in treatment, etc.) and discuss critical components for your practice with this case.
Case Study Presentation & Write-up Rubric
Points
Case Presentation
5
Multiaxial evaluation form
5
Diagnostic summary and justification
10
9
Treatment consideration and critical components
10
Sowo 841: Final Exam Description– Child Mental Health Intervention
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The course final exam consists of a group paper and presentation. Students will work in groups
to write a 6-8 page paper in which you describe a client including the child’s presenting
problem/symptoms and a multi-axial assessment. You will then identify and describe a relevant
theory (that helps to explain cause and treatment) and explain how the theory guides your
intervention with the client. The goals and course of treatment (therapy/intervention) will be
described in depth. All elements of the assignment will be presented by the group to the class in
30-40 minutes. The final is worth 40% of your total course grade, and is due on November 28 or
December 5.
The paper/presentation should consist of the following sections:
1. Client’s Presenting Problem & Diagnosis: This should include brief description of client
history and current functioning/symptoms. Include issues of diversity and their relevance
to current symptomology and functioning. Include your diagnosis and a Multiaxial
assessment. (5 points)
2. Etiological Theory: Describe a theory that helps to explain the cause and/or function of
the mental health problem. Identify how this theory guides treatment with the client. (5
points)
3. Goals and Intervention: List treatment goals and describe an empirically supported
intervention (1 or more) likely to promote mental health for the client. Be sure to include
information about previous effectiveness of the intervention, the intervention setting(s),
and critical participants and their roles in treatment. Finally, identify any major barriers
that could potentially impede the success of the treatment and describe your precautions
against those effects. (15 points)
4. References and Writing: Your paper should be based on at least 6 professional journal
readings (readings other than those assigned during the semester). (3 points). Your paper
should be clearly written, void of basic grammatical errors and presented in APA format.
(5 points)
5. Class Presentation: Each member of the group should actively participate in the
presentation. Each element described above should be included. (10)
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