Course Form
I. Summary of Proposed Changes
Dept / Program
Psychology
Prefix and Course #
Course Title
Principles of Child Interventions
Short Title (max. 26 characters incl. spaces)
Child Interventions
Summarize the change(s) proposed
New course addition
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Cameo Borntrager
Phone/ email :
X5191
cameo.borntrager@umontana.edu
Program Chair/Director: Nabil Haddad
Other affected programs
Dean:
PSYX 535
Date
9/4/10
Chris Comer
Are other departments/programs affected by this
Please obtain signature(s) from the
modification because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
NO
Common Course Numbering Review: Does an equivalent course exist elsewhere YES
in the MUS? Do the proposed abbreviation, number, title and credits align with
existing course(s)? Please indicate equivalent course/campus 
X
http://mus.edu/transfer/CCN/ccn_default.asp
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
G 535 (PSYX 535) Principles of Child Interventions 3 cr.(R-12) Offered every term. Prerequisite: graduate
standing in the clinical psychology program and consent of instructor. Review of clinical research and
methodology in youth mental health. Specific treatment interventions are explored for the practitioner and
also may serve as a valuable base for engaging in psychological consultation with youth and families.
Justification: How does the course fit with the existing curriculum? Why is it needed?
This course was successfully implemented as an experimental 595 course focused on child interventions. It is
needed as the primary course on therapy with youth and families for graduate students focusing on youth
mental health.
Are there curricular adjustments to accommodate teaching this course?
No
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by the
Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
YES
NO
X
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number
From:
Level U, UG, G
Change
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
From:
To:
Repeatability
Cross Listing
(primary program
initiates form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed to UG.
Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
This is course is required for graduate students
in the clinical and school psychology programs.
With the hiring of a new faculty member
specializing in youth and families, this course
can be offered permanently.
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
PSYX 631: Principles of Child Interventions
Autumn Semester, 2010
Monday, Wednesday 9:10a-10:30a
Skaggs 303
Instructor: Cameo Borntrager, Ph.D.
Office: Skaggs 202
Contact Information: Cameo.Borntrager@umontana.edu
406.243.5191
Office Hours: by appointment
In accordance with University of Montana’s mission to provide equal educational opportunities for
all students, necessary accommodations for students with disabilities will be made whenever
possible. If you require accommodations, please provide written information regarding your
disability from the Disability Services as soon as possible so that accommodations can be made.
Course Description. This course provides an intensive introduction to evidence-based
psychological treatments for a variety of problems facing children and families in clinical settings.
There will be a particular emphasis on cognitive-behavioral and behavioral approaches. Although it
is not all-inclusive, treatment of several conditions such as anxiety disorders, depression, conduct
and attention problems, thought disorders, and trauma will be covered. We will also discuss child
abuse reporting and some research on dissemination and implementation science. Our focus will
be primarily practical, though we will afford attention to scientific issues.
Required Readings
Student subscription to the “PracticeWise Evidence-Based Services (PWEBS) Database” and
“PracticeWise Practitioner's Guide”*
*Additional readings assigned & provided via email/Blackboard*
Required Resources
American Psychological Association. (2001). Publication Manual of the American Psychological
Association. Washington, DC: American Psychological Association.
*New APA manual out (6th edition)*
Suggested Readings
Chorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders. New
York, NY, US: Guilford Press.
Policy on Absences. As active participation is central to this course, only one absence during the
semester will be excused (you will, however, be accountable for that class session’s assignment).
For a second absence, students will be assigned a book on an evidence-based treatment to read
and critique. Except in extraordinary circumstances, a third absence will result in a grade reduction
(or an incomplete until the missed sessions can be made up in a subsequent semester).
Grading
The majority of your grade will be based on class participation and active participation in role-plays
(70%). There will be one writing assignment included in your grade as well (30%). Students are
expected to finish all assignments by the specified deadlines. Because of the active engagement
required in class activities, it will be very apparent if you did not do the assigned reading. The
penalty for late assignments is 10% of the grade for each day late. The instructor reserves the right
to assign due dates for work necessary to remove an ‘incomplete’ grade.
Role Play. A major determinant of your course grade will be preparation for class and active,
thoughtful participation in class (35%). Students will take part in frequent role-play exercises
during class, for which the therapist and client will be selected by the instructor. Role-plays will
occur either in small groups or a single dyad will perform in front of the class.
Final Role Play. A final video-taped role-play and accompanying self-critique will account for 35%
of your course grade. Each student will serve as a therapist conducting a cognitive-behavioral
therapy session with a “patient” presenting with a semi-scripted problem. After the session,
participants will prepare a detailed critique of their own performance, with time-codes for specific
strengths and weaknesses, as cognitive-behavioral therapists. Session videos and self-critiques will
be submitted to the instructor by DECEMBER 13, 2010, the last day of class. The grade for this
portion of the class will be based on both the skills shown during session and the thoughtfulness
and accuracy of participants’ own commentaries on their performances.
Written Assignment. The “Not Quite Ready for the Evidence Base” (NQR) or “Potentially Harmful
Treatment” (PHT) writing assignment will account for 30% of your final grade. For the “NQR” or
“PHT” writing assignment, you will select a treatment approach that we do not discuss much or at
all in the course, usually one with a more limited (or even no) evidence base (e.g., a level 5
treatment according the Blue Menu). A few rules: The treatment must be specified for a particular
child/adolescent problem (e.g., diagnostic category like depression or bipolar disorder, problem
like delinquency, attachment difficulties, or self-injurious behaviors, etc.). The treatment could be
one that appears promising from early research; however, you may also choose a treatment that is
well-known and yet not well-studied. You may also choose a treatment that is considered ‘risky’ or
potentially harmful as indicated by either the Blue Menu or the Lilienfeld article (Lilienfeld, 2007).
Your selection must be approved by the course instructor BY SEPTEMBER 27, 2010. Once you are
“cleared”, the assignment involves several steps:
1.
Describe the treatment in detail so that it is clear you understand what the approach involves. Ideally, you will
be able to describe the “course” of treatment—that is, how treatment would “appear and feel” to a
client/family. As examples, you should be able to answer the following questions to the extent that this
information is available (this list is NOT exhaustive; keep in mind that you may need to contact authors
directly and any correspondence should go through the course instructor BEFORE sending):
a.
What treatment strategies are involved?
b.
Who is involved in the treatment?
c.
How does the treatment begin?
d.
How is it designed to conclude?
2.
Discuss the theoretical basis of the treatment, including your understanding of the rationale for using the
treatment for the population. What are the proposed mechanisms of action? Which theory (or theories) does
the treatment draw on? Why does the treatment fit the problem area?
3.
Present the evidence base for the treatment, providing a thorough examination of the data about the
treatment. The evidence base will obviously include clinical studies that test the efficacy of the treatment. You
may also want to review any basic research that would support the use of the approach. As an example, are
there studies suggesting that the proposed mechanisms of action are relevant to the problem area?
4.
Analyze/critique the evidence base. Consider the study methods, including internal and external validity
concerns, measurement issues, ethical concerns, and when needed, statistical analyses. A consideration of
the evidence base with regard to diverse populations is warranted.
5.
Identify future directions for research on the treatment approach. What would it take to take the treatment to
the next level? Should the treatment be taken to the next level (i.e., if a treatment is ‘risky,’ according to the
Blue Menu, that would suggest that some children are helped by the treatment and some are not—what
would be required to improve the treatment so that it is empirically based and ethical, if at all?)
The length of the paper will not affect its score. Though most papers will be between 10-15 pages,
there is no required length. I fully expect that papers will vary greatly in their length depending on
the evidence available for a particular treatment. Please know that I will NOT worry about the
paper’s length when grading. Instead, I will focus on whether you have completed the task
described above in a thoughtful and scholarly manner and all writing MUST adhere to APA
Publication Manual standards. Attention to your prose is important, too; organization, grammar,
and clarity will matter in determining your final score.
You also have the option of turning in an outline to me prior to completing your written
assignment. I strongly encourage this, as it will allow you the chance to make necessary thematic
or editorial changes and increase the likelihood that you will meet all of the requirements for your
final paper. If you choose to complete an outline, these are due to me BY OCTOBER 18, 2010. The
final paper is due DECEMBER 6, 2010.
Date
08/30/09
09/01/10
Topic and Associated Readinga, b
Introductions;
Becoming an Evidence-Based Therapist: CBT Basics and Common Elements Model
Syllabus Review
Developmental Psychopathology Model
Blue Menu
Becoming an Evidence-Based Therapist: CBT Basics and Practice Element Model
Chorpita, B. F., Daleiden, E., & Weisz, J. R. (2005). Identifying and selecting the
common elements of evidence based interventions: A distillation and matching
model. Mental Health Services Research, 7, 5-20.
09/06/10
09/08/10
Kazdin, A. (2008). Evidence-based treatment and practice: New opportunities to
bridge clinical research and practice, enhance the knowledge base, and improve
patient care. American Psychologist, 63, 146-159.
NO CLASS: LABOR DAY HOLIDAY
Becoming an Evidence-Based Therapist: CBT Basics and Practice Element Model
Daleiden, E., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement
strategies supporting large-scale implementation of evidence based services. Child
and Adolescent Psychiatric Clinics of North America, 14, 329-349.
09/13/10
Chorpita, B. F., & Daleiden, E. (2009). Mapping evidence-based treatments for
children and adolescents: Application of the Distillation and Matching Model to
615 treatments from 322 randomized trials. Journal of Consulting and Clinical
Psychology, 77, 566-579.
Cognitive-Behavioral Case Conceptualization and Non-Specifics
Lilienfeld, S. (2007). Psychological treatments that cause harm. Perspectives on
Psychological Science, 2, 53-70.
09/15/10
9/20/10
09/22/10
Jackson, K., & Hodge, D. (2010). Native American youth and culturally sensitive
interventions: A systematic review. Research on Social Work Practice, 20, 260-270.
Anxiety 1: Self Monitoring / Psychoeducation
Chorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety
disorders. New York, NY, US: Guilford Press. Pages 130-150; 168-187
Anxiety 2: Cognitive
Anxiety 2: Exposure I, OBTAIN INSTRUCTOR APPROVAL FOR WRITING
ASSIGNMENT (9/27/10)
Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: Exposure to
corrective information. Psychological Bulletin, 99(1), 20-35.
Olatunji, B., Deacon, B., & Abramowitz, J. (2009). The cruelest cure? Ethical issues
in the implementation of exposure-based treatments. Cognitive and Behavioral
Practice, 16, 172-180.
09/27/10 Anxiety 2: Exposure II
09/29/10- Childhood Trauma
10/04/10
Amaya-Jackson, L., & DeRosa, R. (2007). Treatment considerations for clinicians in
applying evidence-based practice to complex presentations in child trauma.
Journal of Traumatic Stress, 20, 379-390.
Chaffin, M., Hanson, R., Saunders, B., Nichols, T., Barnett, D., Zeanah, C., Berliner,
L., Egeland, B., Newman, E., Lyon, T., Letourneau, E., & Miller-Perrin, C. (2006).
Report of the APSAC Task Force on attachment therapy, reactive attachment
disorder, and attachment problems. Child Maltreatment, 11, 76-89.
10/06/10
De Arellano, M., Waldrop, A., Deblinger, E., Cohen, J., Kmett Danielson, C., &
Mannarino, A. (2005). A community outreach program for child victims of
traumatic events: A community-based project for underserved children. Behavior
Modification, 29, 130-155.
Group Therapy with Children
Stein, B., Jaycox, L., Kataoka, S., Wong, M., Tu, W., Elliot, M., & Fink, A. (2003). A
mental health intervention for schoolchildren exposed to violence: A randomized
controlled trial. JAMA, 290, 603-611.
10/11/10
Weiss, B., Caron, A., Ball, S., Tapp, J., Johnson, M., & Weisz, J. (2005). Iatrogenic
effects of group treatment for antisocial youth. Journal of Consulting and Clinical
Psychology, 73, 1036-1044.
Depression 1: Psychoeducation / Problem-Solving
10/13/10
Weisz, J., Thurber, C., Sweeney, L., Proffitt, V., LeGagnoux, G. (1997). Brief
treatment of mild-to-moderate child depression using primary and secondary
control enhancement training. Journal of Consulting and Clinical Psychology, 65,
703-707.
Depression 2: Activity Selection
10/18/10
Depression 3: Relaxation / Secret Calming / Talents & Skills, OPTIONAL FINAL
PAPER OUTLINE DUE TO INSTRUCTOR
10/20/10- Depression 4: Positive Self / Cognitive BLUE & FUN
10/25/10
10/27/10 Depression 5: Three-Step Plan / Wrap-Up
11/01/10- Disruptive Behaviors 1: Engaging Parents / Psychoeducation-Parent
11/03/10
Eyberg, S., Nelson, M., & Boggs, S. (2008). Evidence-based psychosocial treatments
for children and adolescents with disruptive behavior. Journal of Clinical Child and
Adolescent Psychology, 37, 215-237.
Henggeler, S., Schoenwald, S. , Liao, J. , Letourneau, E., & Edwards,
D. (2002). Transporting efficacious treatments to field settings: The link between
supervisory practices and therapist fidelity in MST programs. Journal of Clinical
Child & Adolescent Psychology, 31, 155-167.
Nix, R., Bierman, K., McMahon, R., & The Conduct Problems Prevention Research
Group. (2009). How attendance and quality of participation affect treatment
response to parent management training. Journal of Consulting and Clinical
Psychology, 77, 429-438.
11/08/10- Disruptive Behaviors 2: One on One Time / Praise / Active Ignoring
11/10/10
11/15/10 Disruptive Behaviors 3: Effective Instructions / Time Out I
11/17/10 Disruptive Behaviors 3: Time Out II
11/22/10 Disruptive Behaviors 5: Rewards / Daily Report Card
11/24/10 NO CLASS: THANKSGIVING HOLIDAY
11/29/10 Childhood Psychosis
Schiffman, J., Chorpita, B., Daleiden, E., Maeda, J., & Nakamura, B. (2008). Service
profile of youths with schizophrenia-spectrum diagnoses. Children and Youth
Services Review, 30, 427-436.
12/01/10- Child Abuse Reporting
12/06/10
Geller, J., & Srikameswaran, S. (2006). Treatment non-negotiables: Why we need
them and how to make them work. European Eating Disorders Review, 14(4), 212217.
12/08/10
Kalichman, S. C. (1999). Mandated reporting of suspected child abuse: Ethics, law,
& policy. Washington, DC: American Psychological Association. Chapter 1-3, 7
Dissemination and Implementation of Evidence-Based Practices
McHugh, R. K., & Barlow, D. (2010). The dissemination and implementation of
evidence-based psychological treatments. American Psychologist, 65, 73-84.
Schiffman, J., Becker, K., & Daleiden, E. (2006). Evidence-based services in a
statewide public mental health system: Do the services fit the problems? Journal of
Clinical Child and Adolescent Psychology, 35, 13-19.
Steinfeld, B., Coffman, S., & Keyes, J. (2009). Implementation of an evidencebased practice in a clinical setting: What happens when you get there?
Professional Psychology: Research and Practice, 40, 410-416.
12/13/10 LAST DAY OF CLASS
*******FINAL ROLE-PLAY TAPES & CRITIQUES DUE*******
aPractitioner Guides for EACH practice element are required readings
bSubject to revision
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 11-2009