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Course: SOWO 841: Child Mental Health: Theory & Practice PROVISIONAL SYLLABUS
(the final syllabus will be provided to you by week 2!)
Semester: Fall 2012
Course website: Sakai or Instructor
Location and Time: TTK Building room 500, Mondays from 9-11:50 am
Instructor: Elissa N. Baldwin, Ph.D., L.C.S.W
School of Social Work Office: TTK Building, TBA
Phone: 919-673-8287 (office), 919-539-2698 (cell)
Email: ebaldwin99@gmail.com
Office Hours: Mondays after class, or by appointment in person, via
Telephone, 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:

Apply concepts and theories from biology, psychology, sociology, and other disciplines to understand child development and disorders common to this age group;

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;

Describe the relationship between child development and practice models in use with children and their families;

Articulate key diagnostic, treatment, and prevention issues associated with the mental health care needs of children and their families;

Apply evidence-based social interventions designed to strengthen parent-child relationships;

Examine child mental health social work practice in a variety of direct practice settings and systems, including child welfare;

Explain the continuum of care represented by the child mental health service network;

Understand the legal framework in which children and their parents/caregivers seek treatment and the implications of this framework for practice;
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
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 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 Sakai, through UNC libraries databases, or copies will be provided to students in class.

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).
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Teaching Methods
Class sessions will include a combination of lecture, discussion, videos, student/guest presentations, and activities.
Assignments and Guidelines
All written assignments must be typed and follow APA format. Students should refer to the following:

American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC.

Written assignments should be emailed to Dr. Baldwin by no later than the due date, and should be in Microsoft Word/.doc/.docx format, in “unlocked” format as comments will be inserted into your document and returned to you via email.
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 4-
6 page write up of the case (diagnosis and implications for practice) will be due. This assignment is worth 30% of the course grade. Detailed instructions and a grading rubric for the presentation and write up will be provided on Sakai or by the instructor.
Special Assignment. In lieu of class and quiz on November 26 th
, students will complete the assignment outlined in the syllabus for this date, 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 26 th
by 5pm (can be emailed). Please note there are still assigned readings for November 26 th
!
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 40% of your total course grade, and is due on November 19 or December 3, again in email as an attached Word or docx document. Detailed directions and a grading rubric will be made available by the instructor.
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Assignments and Course Performance Assessment:
Quizzes 20%
Case Presentation/write-up 30%
Special Assignment 10%
Final Exam/Paper 40%
Course Total 100%
Grading System:
Points Grade
<69 F
70 - 79 L
80 - 93 P
94 - 100 H
Course Outline
Week 1: August 27 - Introduction to Course

Review syllabus and assignments

Baldwin introduction

Class introductions/desires

Client, Family, Context, & Setting

Start review of Multiaxial Diagnosis & begin discussion of child/family evaluation (if time allows).
Assignments:

None
Readings:

Sadock & Sadock (2009). Ch. 1

Bromfield, R. (1999). Doing child and adolescent psychotherapy: The ways and whys.
New York, NY: Jason Aronson/Rowman & Littlefield Publishers. (Chapter 3, The Not
So Magic of Therapy: How Therapy Works – provided via email by instructor).
*Happy Labor Day!* NO CLASS ON MONDAY, SEPTEMBER 3 rd
Week 2: September 10 - Child MH Evaluation/Assessment & Treatment

DSM and diagnosis

Providing Comprehensive Child/Family Evaluations in Context

Theory-guided practice
Assignments:

Quiz
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Readings:

Sadock & Sadock (2009). Ch. 19

Altman, N., Briggs, R., Frankel, J., Gensler, D., & Pasqual, P. (2002). Relational Child
Psychotherapy. New York, NY: Other Press. (Culture & Socioeconomic Status,
Psychopathology from a Relational Viewpoint: pp. 92-132)

(please skim, a resource for your practice): NIMH (2009). Treatment of Children with
Mental Illness: FAQs o http://www.nimh.nih.gov/health/publications/treatment-of-children-with-mentaldisorders/index.shtml
Week 3: September 17 - Working Effectively with Parents
Assignments:

Quiz

Case Presentations
Readings:

Applegate, J.S. & Shapiro, J.R. (2005). Neurobiology for clinical social work: Theory and practice. New York, NY: WW Norton & Company. (Chapter 6: Vulnerable Dyads, the Quality of Early Caregiving Relationships).

Novick, K. & Novick, J. (2005). Working with parents makes therapy work . New York,
NY: Jason Aronson . (Ch. 4, Recommendations, Setting the Frame, & Working Conditions,
43-68)

(SKIM, focusing on clinical aspects/implications of this study): Kazdin, A.E., Whitley,
M. & Marciano, P. (2006). Child-therapist and parent-therapist alliance and therapeutic change in the treatment of children referred for oppositional, aggressive, and antisocial behavior. Journal of Child Psychology and Psychiatry, 47 (5), 436-445. doi:10.1111/j.1469-7610.2005.01475.x
Week 4: September 24 – Infant Mental Health & Attachment Theory

Quiz

Case presentations

Readings:

Sadock & Sadock, Ch. 12 (Ch. 9 optional)

Applegate, J.S. & Shapiro, J.R. (2005). Neurobiology for clinical social work: Theory and practice. New York, NY: WW Norton & Company. (Chapter 5: Attachment, the
Relational Base of Affect Regulation).

Schore, J.R. & Schore, J.N. (2008). Modern attachment theory: The central role of affect regulation in development and treatment. Clinical Social Work Journal, 36 (1), 9-20,
DOI: 10.1007/s10615-007-0111-7
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Week 5: October 1 – 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 6: October 8 - Disruptive Behavior Disorders
Assignments:

Quiz

Case presentations
Readings:

Sadock & Sadock (2009). Ch. 8

Twemlow, S.W., Sacco, F.C., & Williams, P. (1996). A clinical and interactionist perspective on the bully-victim-bystander relationship. Bulletin of the Meninger Clinic,
60 (3), 296-313.
THEN, CHOOSE ONE OF THE FOLLOWING (be prepared to report on the reading to the class!):

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.

Twemlow, S.W., Fonagy, P., & Sacco, F.C. (2004). The role of the bystander in the social architecture of bullying and violence in schools and communities. Annals New
York Academy of Science, 1036: 215-232.

(intervention) Twemlow, S.W., Fonagy, P., & Sacco, F.C. (2005). A developmental approach to mentalizing communities: II. The Peaceful Schools experiment. Bulletin of the Menninger Clinic, 69( 4), 282-304.

Greene, R.W. The Explosive Child . New York, NY: Harper. (Ch. 3: Lagging Skills &
Unresolved Problems, pp. 21-47).
Week 7: October 15 - Mood Disorders
Assignments:

Quiz

Case presentations
Readings:

Sadock & Sadock (2009). Ch. 14

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
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York: Guilford Press.

Altman, N., Briggs, R., Frankel, J., Gensler, D., & Pasqual, P. (2002). Relational Child
Psychotherapy. New York, NY: Other Press. (Love & Identification Between Parent &
Child: pp. 77-85)
Week 8: October 22 - Anxiety Disorders & Trauma
Assignments:

Quiz

Case presentations
Readings:

Sadock & Sadock (2009). Ch. 15

Cohen, J.A., Mannarino, A.P., Berliner, L, & Deblinger, E. (2000). Trauma focused cognitive behavioral therapy for children and adolescents: An empirical update. Journal of Interpersonal Violence, 15 (11), 1202-1223.

Applegate, J.S. & Shapiro, J.R. (2005). Neurobiology for clinical social work: Theory and practice. New York, NY: WW Norton & Company. (Chapter 8: Neurobiology
Applied, Affect Dysregulation & Its Treatment).
Week 9: October 29 - Pervasive Developmental Disorders
***GUEST SPEAKER: PSYCHOLOGICAL TESTING (Lauren Formy-Duval, PsyD)***
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.
Week 10: November 5 - Mental Retardation and Elimination Disorders
Assignments:

Quiz

Case presentations
Readings:
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
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 11: November 12- Community Based Work, Working Effectively with GLBTQ
Youth
Assignments

Quiz

Case Presentations
Readings:

Sadock & Sadock (2009). Ch. 3 & 5 (Skim)

Miller-Shea, S. (AAPCSW Newsletter, Spring 2012) Clearing the Kitchen Table: Home-
Based Parent-Infant Psychotherapy

Stern, R. (2008). My friends are waiting for me. In D. Brodey (Ed.) The Elephant in the
Playroom (pp. 127-133). New York: Plume.

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.

Ryan, C. (2001). Counseling lesbian, gay and bisexual youths. In A. R. D’Augelli &
Patterson, C. J. (Eds .) Lesbian, gay, and bisexual identities and youth: Psychological perspectives , (pp. 224 – 250). New York, NY, US : Oxford University Press.
Week 12: November 19- 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 13: Tic Disorders and Medication - November 26 – NO CLASS
Readings re Tic Disorders :

Sadock & Sadock (2009). Ch. 10
Special Assignment re: Medication:

In lieu of class quiz, please view the video listed below and write a 2-3 page summary
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Week 14: December 3 - Class Presentations & Course Evaluations
Assignments:

Quiz

Final exam due 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).

Watch the Video: The Medicated Child http://www.pbs.org/wgbh/pages/frontline/medicatedchild/
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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. Present the case information (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.

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 to Dr. Baldwin via email before class the week after your presentation. The 4-6 page 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.
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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
Case Presentation
Points
5
Multiaxial evaluation form
Diagnostic summary and justification
5
10
Treatment consideration and critical components 10
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Sowo 841: Final Exam Description– Child Mental Health Intervention
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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