SOWO 844
Fall 2013
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number: SOWO 844
Course Title: Adolescent Mental Health: Theory and Practice
Semester and Year: Summer 2013
Instructor: Betsy (Sarah E.) Bledsoe-Mansori
Office Hours: by appointment
E-mail: bledsoe@email.unc.edu
Telephone: 919-843-6543
Course Description:
This course is a seminar on adolescent mental health covering both the social context of
adolescent mental health problems and intervention theories and skills to address those
problems. It covers assessment, practice theories, and evidenced-based interventions.
Course Objectives:
1. Understand the context for adolescent development in the 21st century and how that
context inhibits or promotes mental health symptoms and disorders.
2. Identify myths and assumptions about adolescents that get in the way of accurate
diagnosis and treatment.
3. Understand the legal framework in which adolescents and their parents seek treatment
and the implications of this framework for practice.
4. Consider the impact of difference on how we understand particular symptoms and
disorders in adolescents.
5. Understand the role of the family in intervention with adolescents.
6. Describe in detail selected evidence-based practice models for working with adolescents
around specific mental health problems and to be able to match these intervention models
to appropriate mental health problem areas.
7. Be able to engage adolescents and their parents in particular treatment models.
8. Be able to use specific skills associated with particular models to intervene with
adolescents and their families.
Skills To Be Acquired In This Class:
1. The ability to go beyond information gathering to create a nuanced assessment and
treatment plan for an adolescent and their family;
2. The ability to consider and identify cultural understandings of illness that may impact
treatment;
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3. The ability to identify evidence-based treatments for particular disorders;
4. The beginning ability to employ various evidenced-based treatments that will be helpful
to the child or family system.
Required Texts:
All of the books listed below are available at the student bookstore, although you may be able to
get them at an online bookstore.
1. Krakauer, J. (2007). Into the Wild. Anchor Press. ISBN-10: 0307387178
This is the first book we will read. You should come to our second class on
September 10th having read the entire book (that allows you 2 weeks to read the book because
September 3rd is Labor Day, a holiday, and class does not meet that day).
2. Perry, B.D., & Szalavitz, M. (2006). The boy who was raised as a dog and other stories from
a child psychiatrist’s notebook: What traumatized children can teach us about loss, love, and
healing. Basic Books: New York, New York. ISBN-10: 1572247037
3. Grandin, T., & Scariano, M. M. (1996). Emergence: Labeled autistic. Warner Books.
ISBN-10: 0446671827.
4. Laser, J.A., & Nicotera, N. (2011). Working with adolescents: A guide for practitioners.
Guilford Press ISBN-10: 1609180356
5. Canada, Geoffrey (2010). Fist, Stick, Knife, Gun. Beacon Press.ISBN 0-8070-0423-5
6. One book of your own choosing addressing some aspect of the cultural context of adolescent
development or clinical assessment and treatment of adolescents. Some suggested books are:
General Interest
Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them. Anchor
Books. ISBN: 0-385-49932-9
Kindlon, D., & Thompson, M. (2000). Raising Cain: Protecting the emotional life of boys.
Ballantine Books. ISBN 9078-0-345-43485-2
Shandler, S. (1999). Orphelia speaks: Adolescent girls write about their search for self. Harper
Perennial. ISBN 0-06-095297-0
Simmons, R. (2002). Odd girl out: The hidden culture of aggression in girls. Harcourt. ISBN:
0-15-602734-8
Simmons, R. (2010). The curse of the good girl: Raising authentic girls with courage and
confidence. Penguin Press. ISBN 978-0-14-311798-8
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SOWO 844
Fall 2013
Ward, J. (2002 ) The skin we’re in: Teaching our teens to be emotionally strong, socially
smart, and spiritually connected. Fireside,Simon & Schuster. ISBN-10: 0684859297
Weill, C.L. (2009). Nature’s choice: What science reveals about the biological origins of sexual
orientation. Routledge: New York, New York. ISBN-10: 0-7890-3475-5.
Clinical
Cohen, J.A., Mannario, A.P., & Deblinger, E. (2006). Treating trauma and traumatic grief in
children and adolescents. New York: Guilford Press. ISBN-13:978-1-59385-308-2.
Eisen, E.R., & Schaefer, C.E. (2005). Separation anxiety in children and adolescents: An
individualized approach to assessment and treatment. Guilford Press: New York, New York.
ISBN-10: 159385482X
James, B. (1989). Treating traumatized children: New insights and creative interventions.
New
York: Free Press. ISBN: 0-669-20994-5
Kazdin, A.E. and Weisz, J.R. (Eds.). (2003). Evidenced-based psychotherapies for children and
adolescents. New York: Guilford Press. ISBN: 1-57230-683-1
Mufson, L. Dorta, K.P., Moreau, D., & Weissman, M. (2004). Interpersonal psychotherapy for
depressed adolescents (2nd Ed.). New York: Guilford Press. ISBN: 1-59385-042-5.
Reinecke, M.A., Dattilio, F.M., & Freeman, A. (eds). (2003). Cognitive therapy with children
and adolescents.
Rolland, J.S. (1994). Families, illness, & disability: An integrative treatment model. New York:
Basic Books. ISBN: 0-465-02915-9. 5
Ryan, C. & Futterman, D. (1998). Lesbian and gay youth: Care and counseling. New York:
Columbia University Press. ISBN: 0-231-11191-6
Teaching Methods
To be enjoyable, our class should be interactive. Comfort and cohesion in this class will be
created by interactions that reflect social work values. You are encouraged to state your point of
view. At the same time, please keep in mind that supportive learning conditions are created and
fostered by listening to the ideas and beliefs of others and reflecting upon those which may be
different from your own. Your contributions to making this a safe and respectful classroom
environment are appreciated. Attending and participating in class are important.
Class Assignments
A. Assignment 1: This assignment is completed September 10th (Class 2) and worth 12
points. This assignment will consist of reading the Jon Krakauer book, Into the Wild,
participating in a discussion of the book during class on September 10th and then completing
an in-class writing exercise on the book that day. You will want to read the book carefully so that
you can respond to questions about it. The questions will be fairly general, so that I do not
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expect a lot of rote memorization. Group A will lead a 20-30 minute discussion of this book (see
below).
B. Assignment 2: This assignment is due September 24th (Class 4) and is worth 12 points. To
complete this assignment, you will read the Bruce Perry book, “The boy who was raised as a
dog…”, participate in a class discussion of this book on September 24th, and then complete an
in class writing exercise about the book that day. I will also be passing out two case studies
having to do with the classic cases of Genie and The Wild Boy of Aveyron, which you should
read prior to Class. Group B will lead a 20-30 minute discussion of this book during class that
day.
C. Assignment 3: This assignment is due October 8th (Class 6) and is worth 12 points. To
complete this assignment, you will read the Temple Grandin book, “Emergence: Labeled
autistic,” participate in a class discussion of this book on October th, and then complete an in
class writing exercise about the book that day. Group C will lead a 20-30 minute discussion
of this book during class that day.
D. Assignment 4: This assignment is due by the end of the semester December 3rd and is
worth 12 points. For this assignment, you will prepare annotated notes on the Working with
Adolescents textbook. There are several options available for completing this assignment. You
can annotate the textbook as you read it, taking notes and writing comments and questions in
the margins as you read and then turning the book into me when you are done for review by me.
Alternatively, you can prepare typewritten notes and questions about your reading and turn
those into me. This will be graded essentially as a pass/fail assignment. I simply will be checking
to make sure that you have read the textbook. The notes need not be voluminous. One page of
notes per chapter would be fine. If you have any concerns about how you are doing with your
note taking, check with me and I will provide necessary feedback.
This assignment will be turned in during an individual appointment with the instructor.
E. Special Assignment: This assignment is due November 5th (Class 10) and is worth 15
points. There will be no class session on October 29th. To ensure appropriate learning
about adolescent mental health and critical contextual factors challenging or promoting it,
a special assignment will be completed in lieu of class time and participation.
Students have the option to complete one of 2 alternatives for the Special Assignment. Students
are asked to identify their choice in Class 6/October 8th.
open 12 step meeting and a written reaction paper 3-4
pages in length, following provided guidelines (see me).
Media Resource Center
http://www.lib.unc.edu/house/mrc/ and a written reaction paper 3-4 pages in length, following
provided guidelines (see me).
F. Assignment 5: This assignment is due November 19th (Class 12) and is worth 12 points. To
complete this assignment, you will read the Canada book, “Fist, stick, knife, gun” participate in
a class discussion of this book on November 19th, and then complete an in-class writing exercise
about the book that day. Group D will lead a 20-30 minute discussion of this book during class
that day.
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Fall 2013
G. Assignment 6: This assignment is due December 3rd (Class 14) and is worth 15 points.
For this assignment, you will prepare a brief (2-4 page) review of the book you personally
selected to read for this class and will submit the book review on the last day of class. You will
also make a 5-minute in-class presentation about the book describing the author, intended
audience, and basic points of the book.
Attendance and Classroom Participation: Attendance and classroom participation are
very
important to me and will be worth up to 10 points. If you are a shy person and it is hard for you
to speak up in class, that is fine, but please do let me know. I consider attendance very
important and hope you will only miss class for dire personal or important professional reasons.
If you have to miss class for one of these reasons, please let me know so that I am aware of these
circumstances.
Bonus Point Opportunities: During some class sessions, I will hand out readings that can
be
turned in later for bonus points that are added to your point total. Bonus point readings are
worth one point each and must be read and highlighted/underlined and notes recorded on
them.
Grading System
The points received for each assignment will be totaled to determine the final grade.
110 and above H+
94 -109 H
80 – 93 P
70 – 79 L
69 and below F
Policy on Incomplete Grades and Late Assignments: Assignments should be completed
on time. If a situation arises that prohibits you from completing the assignment on time, a
request for an extension must be made in advance of the due date. Approved extensions will not
affect the grade. Any unapproved delays, or assignments completed after an approved extension
date, will begin to accrue a 1-point reduction every 24 hours that the assignment is late. No
make-up exams will be given unless the student has an emergency. If the student is allowed to
take a make-up exam, the exam may be in a different format or have different questions than
the regular exam. If you face unavoidable obstacles, discuss the circumstances with me and we
will decide together whether a grade of incomplete should be considered. Incomplete grades will
be given only in compliance with University policy.
Policy on Academic Dishonesty: Please refer to the APA Style Guide, The SSW Manual,
and the SSW Writing Guide for information on attribution of quotes, plagiarism and
appropriate
use of assistance in preparing assignments. All written assignments should contain a signed
pledge from you stating that, "I have not given or received unauthorized aid in preparing this
written work."
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action as required.
Policy on Accommodations for Students with Disabilities
Students with disabilities that affect their participation in the course and who wish to have
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special accommodations should contact the University’s Disabilities Services at the beginning of
the semester and provide documentation of their disability. Disabilities Services will notify the
instructor that the student has a documented disability and may require accommodations.
Students should discuss the specific accommodations they require (e.g., changes in
instructional format, examination format) directly with the instructor.
Policy on the Use of Electronic Devices in the Classroom
Students are asked to silence cellular phones and pagers during class time. Your PDA’s and
smart phones should remain in your purse, backpack, coat pocket, etc. It is not appropriate to
update your calendar, surf the web, text other people, do Sudoku, tweet, or otherwise
disengage during class. If you have an extenuating situation that means you will likely be
receiving a phone call that you must take during class, please let me know in advance.
Course Outline
Class 1/ Introduction 08/27/12
Topics:
Introduction to the course
Review of Syllabus
Introductions
Group Assignments
DVD: THE LOST CHILDREN OF ROCKDALE COUNTY, FRONTLINE DOCUMENTARY
Required Readings for Class 2:
1. Working with Adolescents: A guide for practitioners: Forward (xiii-xviii) and Chapter 1:
Challenges in Clinical Work with Adolescents: An Overview (pp. 3-13).
2. Krakauer, J. Into the wild. Read the entire book by Class 2. You will have two weeks to read it
and it is a relatively short and quick read.
Class 2/ Into the Wild 09/10/12
Topics:
Group A led discussion of Into the Wild
In-class writing exercise on Into the Wild
Challenges in Clinical Work with Adolescents
The Push-Pull of Adolescent Development
Resilience in Adolescence
Required Readings for Class 3:
1. Working with Adolescents: A Guide for Practitioners: Chapter 2: The Push-Pull of
Adolescent Development (pp. 14-35).
2. Read one-half of The boy who was raised as a dog
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Fall 2013
Class 3/ Contextual Factors in Adolescent Development 09/17/12
Topics:
The Context of Adolescent Development
The Family Context
The School Context
The Neighborhood Context
Mass Media and Technology Influences
Protective Factors
Required Readings for Class 4:
1. Working with Adolescents: A Guide for Practitioners: Chapter 3: Resilience in Adolescence
(pp. 36-50).
2. Read the second half of The boy who was raised as a dog.
3. Read the classic case studies: Innocence Lost: the Story of Genie and The Wild Boy of
Aveyron: The Story of Victor (I will distribute).
Class 4/The Boy Who was Raised As A Dog 09/24/12
Topics:
Group B led discussion of The Boy Who Was Raised As A Dog
In- Class Writing exercise for the The Boy Who Was Raised As A Dog
Discussion of the Rain Man, The Elephant Man, Helen Keller and the Issue of Resilience
Trauma, Disability and its Aftermath
DVD: THE LOST BOYS OF SUDAN
Required Readings for Class 5:
Working with Adolescents: A Guide for Practitioners: Chapter 10: Substance Abuse. (pp. 163179).
2. Read the first half of the book: Emergence: Labeled autistic.
Class 5/ Adolescent Substance Abuse 10/01/12
Topics:
Epidemiology of Adolescent Substance Abuse
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Assessment and Diagnosis of Adolescent Substance Abuse
Types of Drugs That Are Used
Poly Drug Use and Psychiatric Comorbidity
Consequences of Adolescent Drug Use
Risk Factors for Adolescent Drug Use
Prevention of Adolescent Drug Use
Treatment of Adolescent Drug Use
Guest Speaker
Required Readings for Class 6:
1. Working with Adolescents: A Guide for Practitioners: Chapter 4: Internal Assets and
Individual Attributes Associated with Healthy Adolescent Outcomes (pp. 51-70) and Chapter 5:
The Family Environment (pp. 71-93).
2. Read the second half of the book: Emergence: Labeled autistic.
Class 6/ Emergence: Labeled Autistic 10/08/12
Topics:
Brief Discussion of Autism Spectrum Disorders/Pervasive Developmental Disorders
Group C Led Discussion of Emergence: Labeled autistic
In Class Writing Exercise for Emergence: Labeled autisitc
Guest Speaker
*Identify Special Assignment Alternative Choice
Required Readings for Class 7:
1. Working with Adolescents: A Guide for Practitioners: Chapter 11: Sexual Orientation and
Gender Identity Development (pp. 180-199).
2. Chapter 5: Gestational Neurohormonal Theory (pp. 49-55) in Nature’s Choice: What Science
Reveals about the Biological Origins of Sexual Orientation by Cheryl L. Weill. Instructor will
distribute.
Class 7/ Adolescent Sexuality and Gender Identification 10/15/12
Topics:
Epidemiology of Adolescent Sexual Behaviors
Sexual Orientation
Gender Identity Development
STDS
Teen Pregnancy
Concerns About Appearance
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SOWO 844
Fall 2013
Guest Speaker
Required Readings for Class 8:
1. Working with Adolescents: A Guide for Practitioners: Chapter 13: Sexual Behaviors, Sexually
Transmitted Diseases Including HIV/AIDs, and Pregnancy (pp. 219-235).
2. Read the first half of the book: Fist, stick, knife, gun
Class 8 / Violence, Aggression, and Antisocial Behavior 10/22/12
Topics:
Bullying/Cyper-Bullying
Aggression/Bullying in Girls
Youth Violence
Relationship Violence
Gangs/Firearms
Required Readings for Class 9:
1. Working with Adolescents: A Guide for Practitioners: Chapter 14: Delinquency (pp. 236249).
2. Working with Adolescents: A Guide for Practitioners: Chapter 15: The Joys of Working with
Adolescents (pp. 250-262).
3. Read the second half of the book: Fist, stick, knife, gun
NO CLASS 10/29/12
SEE SPECIAL ASSIGNMENT
Class 9 /Fist, Stick, Knife, Gun 11/05/12
Topics:
Group D led Discussion of Fist, stick, knife, gun
In-Class writing exercise for Fist, stick, knife, gun
School Performance and Problems
Drop Out and Truancy
Gifted Adolescents
Mood Disorders
Suicide
Required Readings for Class 10:
1. Working with Adolescents: A Guide for Practitioners: Chapters 4-6: (pp. 51-112).
2. Working with Adolescents: A Guide for Practitioners: Chapter 12: (pp. 200-218).
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CLASS 10/ Mood and Anxiety Disorders in Adolescents 11/12/12
Topics:
LD/ADD/OD/CD
OCD
PTSD
SAD
GAD
Social Phobia
Selective or Elective Mutism
Required Readings for Class 11:
1. Working with Adolescents: A Guide for Practitioners: Chapters 7-9: (pp. 113-162). Prepare to
turn in your notes for this book or the annotated book sometime between class weeks 11-14.
CLASS 11/ Other Mental Health Problems 11/19/12
Topics:
Early Onset Schizophrenia
Developmental Disabilities
Motor Skills Disorder: Developmental Coordination Disorder
Tic Disorders
Eating Disorders
Self-Mutilation/Cutting Behavior
Adjustment Reactions to Divorce, etc.
Additional Conditions that May be a Focus of Clinical Attention
Required Readings for Class 12:
1. Read one half of a book of your choice on adolescents.
CLASS 12/ Health Problems of Adolescents 11/26/12
Topics:
Obesity
Diabetes
Kidney Disease, Asthma, Epilepsy and other chronic illnesses
Coping with the Death of Parents, Sibling, Friends, Classmates
Emerging Threats to Health
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SOWO 844
Fall 2013
Guest Speaker
Required Readings for Class 13:
1. Finish Reading the book you selected and prepare a 5 minute presentation of it for next week
and a 2-4 page book review.
CLASS 13/ School Problems of Adolescents 12/03/12
Topics:
Preparing for a Career and Economic Independence
Entrepreneurship
1. Turn in the book review on the book you selected.
2. All students will present their 5-minute book reviews.
3. Complete course evaluations and review course
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