COURSE:
SOWO 841: Child Mental Health:
Theory & Practice
SEMESTER:
Fall 2013
COURSE WEBSITE:
TBA
LOCATION AND TIME:
Mondays 9:00-11:50 am
TTK Building Room 226
INSTRUCTOR:
Suzy Johnson, LCSW
School of Social Work
Office: TTK Building, Rm. 563C
Phone: 919-638-1371
Email: susanjk@email.unc.edu
Office Hours: Mondays from 12-2pm or by appointment
COURSE DESCRIPTION:
This course presents knowledge and theories from various disciplines to understand mental
health and wellbeing 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 setting
and systems, including child welfare;
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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 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. Philadelphia, PA: Wolters Kluwer – Lippincott Williams & Wilkins.
Additional supplementary readings will be available on Sakai or through 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.
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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. Guest speakers are tentative and subject to change.
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 edition). Washington, DC.: Author.
 Quizzes: Each class session will begin with a brief discussion on the assigned readings
for that session. This is how attendance and participation are graded for this course
thus they cannot be made up at a later time. Three quizzes will be given over the course
of the semester and will cover reading/class content from the preceding two or three
weeks. Quizzes and participation together 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 will lead a 15 minute discussion on diagnosis of
the case and critical issues for treatment. One week after their case presentation, each
student will submit a 4-6 page clinical summary of the case, following the guideline
presented by the instructor. This assignment is worth 35% of the total course grade.
 Group Project: The final exam consists of a group presentation and paper. Students
will write a 6-8 page comprehensive clinical assessment using the current diagnostic
system. The paper will consist of identification of the presenting concern, family history,
developmental history, symptomatology, additional factors impacting the client,
diagnosis, and treatment recommendations. You will then identify treatment goals
based on the theoretical approach you have identified. Each group will then present
their paper to the class in a 30 minute discussion. This will be worth 45% of your total
grade.
EVALUATION OF STUDENT PERFORMANCE:
The following factors are considered when determining the grade earned by each student in this
course:


An “H” is awarded to students whose work reflects “clear excellence” as defined by the
Graduate School. “Clear excellence” means exceeding “P-level” requirements in two
ways: (a) analysis & evaluation of class practice, and (b) extensive use of scholarly
literature.
A “P” will be awarded for completion of all requirements as set forth in this syllabus and
with none of the deficiencies noted above. A “P” as defined by the Graduate School
signifies entirely satisfactory work.
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

An “L” will be assigned when a student has excessive absences or tardiness from class
without justifiable reason and fails to participate in class discussions and activities. An
inability to produce written work that demonstrates graduate-level skills, (e.g. excessive
spelling, punctuation, grammatical, and citation errors) will also adversely affect a
student’s grade. Students are expected to use a 12-point font and the reference style of
the Publication Manual of the American Psychological Association.
An “F” will be assigned for failing to complete any of the above-mentioned requirements
as set forth in this syllabus. Total score for all assignments completed that fall below a
grade of 70 also will result in a course grade of “F”.
Points:
94-100
80-93
70-79
<69
Grade:
H
P
L
F
COURSE OUTLINE:
Week 1: August 26 - Introduction to Course
 Review syllabus and assignments
 Class/Instructor Introductions
 Theory & Practice
 Shift toward EBP
Required Readings:
1. Sadock & Sadock (2009) Chapters 1 and 19
2. “Teaching evidence-based practice toward a new paradigm for social work education,”
http://rsw.sagepub.com/content/13/2/234
3. AACAP Official Action:“Practice parameters for the psychiatric assessment of children &
adolescents” [No authors listed] (1997) J Am Acad Child Adolesc Psychiatry; Oct: 36;
(10 Supp): 4S-20S
September 2- Happy Labor Day! No class next week!
Week 2: September 9 - Child Mental Health Assessment and Treatment
 Class Discussion
 DSM Multiaxial Assessment vs. DSM V Assessment
 Implementing Evidence-Based Treatment
 Brief overview of theory
 Case study demonstration
Required Readings:
1. Sadock & Sadock (2009) Chapter 8
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2. AACAP Official Action: “Practice parameter for the assessment & treatment of children
and adolescents with oppositional defiant disorder,” [No authors listed] (2007) J Am
Acad Child Adolesc Psychiatry; January 46(1): 126-141.
Week 3: September 16 - Disruptive Behavior Disorders
 Class Discussion
 Case presentations
 Services in the Community: Working Effectively with Parents
 Guest Speaker: PCIT of the Carolinas
Required Readings:
1. Sadock & Sadock (2009) Chapter 7
2. Eiraldi, R.B., Mautone, J A., Power, T.J. (2011) NIH Public Access: “Strategies for
implementing evidence-based psychosocial interventions for children with ADHD,” Child
Adolesc Psychiatry Clin N Am; January 21(1): 145-159.
Week 4: September 23 - ADHD
 Quiz
 Class Discussion
 Case Presentations
Required Readings:
1. Sadock & Sadock (2009) Chapters 14 & 15
2. Ollendick, T.H., Selligman, L.D. (2011) NIH Public Access: “Cognitive behavioral therapy
for anxiety disorders in youth,” Child Adolesc Psychiatry Clin N Am; April 20(2): 217238.
Week 5: September 30 - Anxiety and Mood Disorder
 Class Discussion
 Case Presentations
Required Readings:
1. Sadock & Sadock (2009) Chapters 6 & 10
2. Flessner, Ph.D (2011) NIH Public Access: “Cognitive behavioral therapy for childhood
repetitive behavior disorders: Tic disorders and trichotillomania,” Child Adolesc
Psychiatry Clin N Am; April 20(2): 319-328.
Week 6: October 7 - Pervasive Developmental Disorders & Tic Disorders
 Class Discussion
 Case Presentations
Required Readings:
1. Sadock & Sadock (2009) Chapters 9 & 12
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2. AACAP Official Action: “Practice parameter for the assessment & treatment of children
and adolescents with reactive attachment disorder of infancy and early childhood,” [No
Authors Listed] (2005) J Am Acad Chil Adolesc Psychiatry; 44(11): 1206-1219.
Week 7: October 14 - Infant Mental Health: Feeding Disorders and Reactive Attachment
Disorder
 Class Discussion
 Case Presentations
 Guest Speaker: Donna Potter, LCSW, Assessing children for RAD
Required Readings:
1. Sadock & Sadock (2009) Chapters 2 and 11
Week 8: October 21 - Mental Retardation & Elimination Disorders
 Quiz
 Case Presentations
Required Readings:
1. AACAP Official Action: “Practice parameter for psychiatric consultation to schools,” [No
Authors Listed] (2005) J Am Acad Child Adolesc Psychiatry; 44(10): 1068-1084.
Week 9: October 28 - Working Effectively in the Community: Social Work Practice in the
School Setting
 Class Discussion
 Case Presentations
 Guest Speaker: Donna Newberne, LPCS, Center for Child & Family Health
Required Readings:
2. Sadock & Sadock (2009) Chapter 20
3. AACAP Official Action: “Practice parameter for child & adolescent forensic evaluations,”
[No Authors Listed] (2011) J Am Acad Child Adolesc Psychiatry; 50(12): 1299-1312.
4. Cicchetti, D., Toth, S.L. (2013) “A developmental psychopathology perspective on child
maltreatment,” Child Maltreatment; 18 (135): 134-139
http://cmx.sagepub.com/content/early/2013/07/25/1077559513497420
Week 10: November 4 - Child Abuse & Neglect
 Class Discussion
 Case Presentations
 Guest Speaker: Scott Snider, LCSW, Child Abuse & Neglect Medical Evaluation Clinic
Required Readings:
1. Levine, D.A. (2013) “Office-based care for lesbian, gay, bisexual, transgender, and
questioning youth,” Pediatrics; 132: e297-e313
http://pediatrics.aappublications.org/content/132/1/e297.full.html
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Week 11: November 11 – Cultural Competency: Working Effectively with LGBTQ
 Class Discussion
 Case Presentations
 Guest Speaker: TBA
Required Readings:
1. AACAP Official Action: “Practice parameter for the assessment and treatment of children
and adolescents with posttraumatic stress disorder,”.[No Authors Listed] (2010) J Am
Acad Child Adolesc Psychiatry; 49(4):414 – 430.
Week 12: November 18 - Childhood Maltreatment and the Impact of Trauma on the Brain
 Quiz
 Case Presentations
Required Readings: None
Week 13: November 25 - Differential Diagnosis
 Class Discussion
 Case Presentations
 Guest Speaker: Dr. Cherry Chevy, Child Psychiatrist, Differential Diagnosis
Required Readings: None
Week 14: December 2 – Class Presentations & Course Evaluation
 Final Project Due
ASSIGNMENT DESCRIPTIONS
Case Study:
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.
1. 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.
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2. Present your multiaxial diagnosis and defend it or consider modifying it based on the
input of the class.
3. 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 Multiaxial Diagnostic presentation:
3. Focus on current presenting problems when making a diagnosis
4. Details most relevant for understanding and treatment of the disorder
4. Present your diagnostic summary and justification. This should include:
a. A discussion of one or more diagnoses that were partly supported by the case
information (or other diagnoses related to your diagnosis)
b. Identify the diagnosis (or diagnoses) that emerged as the best choice(s) for each
Axis
c. Provide supporting evidence for each of the DSM-IV criteria
d. Mention any additional case study information or details that would have
strengthened your diagnosis or your confidence in the diagnosis.
e. 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.
Grading Rubric
Case Study Presentation & Write-up Rubric
Points
Case Presentation
5
Multiaxial evaluation form
5
Diagnostic summary and justification
10
Treatment consideration and critical components
10
Sowo 841: Final Project 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
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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 25 or
December 2.
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 symptomatology 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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