CFD 671: Counseling Theories and Techniques for Children and Families
Department of Child and Family Development ~ College of Education
Instructor: Lisa Linder, Ph.D.
Classroom: LSS 246
Office Location: EBA 422A
Office Hours: Tuesday 5:30-6:30, Wednesday
2:30-3:30, or by appointment
Email: llinder@mail.sdsu.edu
Best mode to contact me out of class
Phone: (760) 689-2070
I will only be available by phone during
business hours. Leave a voicemail if I am
unavailable with your contact number
and question so I can call you back with
the appropriate information.
COURSE DESCRIPTION
CFD 671 is designed strictly to prepare graduate students for clinical work with young children and their
families. The focus on the course will be on learning the therapeutic skills that serve as the foundation for
early childhood mental health treatment. We will discuss evidenced based programs (EBPs) and
treatment modalities for early childhood. Students will role-play with peers and practice the therapeutic
skills live with young children. Throughout the course of the semester we will engage in peer reflective
supervision and feedback to support each student in enhancing their reflective capacity.
LEARNING OUTCOMES
TOPICS TO BE STUDIED
1. Evidenced Based/Informed
Programs for Early Childhood
Mental Health Treatment
LEARNING OUTCOMES
Students will be able to describe intervention strategies
and techniques from various evidenced based programs
for early childhood including but not limited to, Play
Therapy, Child-Parent Psychotherapy, Floortime/DIR, and
Parent-Child Interaction Therapy,
2. Therapeutic skills
Students will be well versed in a variety of therapeutic
skills that are specific to early childhood mental health.
Students will be able to successfully demonstrate skills
one-on-one with a child.
3. Reflective Capacity and
Supervision
Students will practice observing a peer, taking notes, and
providing feedback. Students will provide a peer with
reflective supervision and receive reflective supervision
from a peer demonstrating an understanding of the
principles of reflection and reflective supervision.
REQUIRED TEXT
Lieberman, A.F. & VanHorn, P. (2005). Don’t hit my mommy! A manual for childparent psychotherapy for young witnesses of family violence. Washington, DC:
ZERO TO THREE Press.
Davis, A., Isaacson, L., & Harwell, M. (2014). Floortime strategies to promote
development in children and teens: A user’s guide to the DIR® model. Brookes
Publishing Company.
Landreth, G. L. (2012). Play Therapy: The Art of the Relationship, Taylor &
Francis.
Additional readings will be posted on blackboard. These will be differentiated in the course schedule with
a BB:
EXPECTATIONS
This course will require you to keep up with readings on a weekly basis. We will move fast through
concepts so that we can rehearse and practice them live. I might do some lecturing on complex or
important ideas and to support integration of the reading material, but students should not expect me to
lecture on reading material. Assigned readings are meant as discussion points for our class time and an
instructional basis from which to practice clinical skills. Therefore, reading MUST be completed before
each class.
My goal is to provide you with an engaging classroom experience that involves applied problem solving
and active engagement with the course material. Accordingly, you can expect me to alter the class
plan/adapt our course to fit the class’s needs and ensure you receive the greatest benefit from this
course. I will offer you respectful and timely feedback both through written and oral methods. I will treat
you as adult learners. This means that I will respect your ability to be responsible, manage your time, and
I will treat each of you with the utmost respect. Treating you with respect means that I will be honest and
provide constructive feedback when/if your behavior or progress is not up to the standards of the
master’s program.
As adult learners, I expect that you will participate and engage in class, engage with your peers, and
engage with me in a respectful manner. I will expect that you have completed readings and assignments
prior to class and engage in graduate-level writing. This course may push you outside your comfort zone
and I hope that you will approach this discomfort with courage and an open mind. I encourage and expect
you to question what you read, hear, and see. I also hope that you will talk with me about any struggles
you are having with the course content as they arise.
ACADEMIC HONESTY
The University adheres to a strict policy regarding cheating and plagiarism. These activities will not be
tolerated in this class. Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). Any
cheating or plagiarism will result in failing this class and a disciplinary review by Student Affairs.
Examples of Plagiarism include but are not limited to:
 Using sources verbatim or paraphrasing without giving proper attribution (this can include
phrases, sentences, paragraphs and/or pages of work)
 Copying and pasting work from an online or offline source directly and calling it your own
 Using information you find from an online or offline source without giving the author credit
 Replacing words or phrases from another source and inserting your own words or phrases
 Submitting a piece of work you did for one class to another class
If you have questions on what is plagiarism, please consult the policy
(http://www.sa.sdsu.edu/srr/conduct1.html) and this helpful guide from the Library:(
http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious holiday or participate in
required religious functions must notify the faculty member in writing as far in advance of the
holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to
the faculty member. Students will not be penalized for missing class due to religious obligations/holiday
observance. The student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is
unable to complete classes because of military activation may request complete or partial administrative
unrestricted withdrawals or incompletes depending on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of
this policy may result in disciplinary action, including termination of employees or expulsion of students.
Contact the Office of Employee Relations and Compliance:
(http://www.oerc.sdsu.edu/discrimharasstoc.html) if you feel another student or an SDSU employee is
harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the course, and requires
the careful application of professional judgment. A student wishing to appeal a grade must first meet with
the instructor who assigned the grade to try to resolve the dispute. If the dispute cannot be resolved
directly with the course instructor, contact the Office of the Ombudsman at SDSU Student Affairs at:
http://www.sa.sdsu.edu/ombuds/index.html.
EDUCATIONAL RESOURCES
BLACKBOARD ACCOUNT
All students are required to have a Blackboard account. https://blacboard.sdsu.edu/webapps/login/
STUDENTS WITH DISABILITIES
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt
of your accommodations, you should contact Student Disability Services as soon as possible. Please note
that accommodations are not retroactive, and that accommodations based upon disability cannot be
provided until you have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
Additional Support for Your Learning:
Outside of my office hours, students wishing assistance with course work may use the Mentor Center
located in the Department of Child and Family Development – Room 409 in the Education Business
Administration Building at SDSU.
COURSE/GRADE BREAKDOWN
ASSIGNMENT BREAKDOWN
Assignment
Skill Evaluation
Reflective Journal Entries
Peer feedback logs
Reflective Supervision Videos
Supervision of Supervision
Participation &
Professionalism
Number of assignment
2 x 25 points each
10 x 5 points each
5 x 5 points each
2 x 25 points each
1 x 25 points each unit
75 points
Total Points
50
50
30
50
25
75
TOTAL POSSIBLE
280
COURSE ASSIGNMENTS
Negative TB Test:
Much of the course will take place within a preschool where students will practice therapeutic skills. Due
to the setting, students are REQUIRED to provide the professor evidence of a negative TB test by the
second week of class. If a student has received a positive test in the past and is required to receive a chest
X-ray as proof of negative TB test they will be given an additional week to complete the X-ray with
permission from the professor. Other than this situation, no student be allowed to continue in the course
without proof of a negative TB test by the second week of class.
Participation & Professionalism:
This course will move fast and there is significant reading to keep up with. We will be learning and
applying content simultaneously and therefore students must be engaged in their reading and in the class
discussions. As we will be going into the community and representing SDSU and the LPCC program in the
department of Child and Family Development every student will be held to very high standards of
professionalism. To support students in achieving this high level of professionalism and classroom
engagement, points will be awarded to those based on evidence of professionalism and participation. 3
or more unexcused absences from the course throughout the semester will result in a grade of F
in the course.
Participation:
Little to no participation in class discussions will result in loss of participation points on the day in
question. Evidence that the student has not completed their readings and therefore is not able to
participate in class discussions will result in loss of participation points for the day in question.
Due to the nature of this class, attendance and promptness are crucial to your success and to that
of your peers. It is difficult to be an active and thoughtful participant when you arrive late to class.
Therefore, points will be deducted if a student if more than 5 minutes late.
Professionalism:
Professionalism includes appropriate clothing, respectful behavior, and active and thoughtful
participation. Tardiness to off site classes at EES negatively impacts your feedback partner and
will result in a deduction in participation points. If a student is sick or unable to attend class they
should notify the professor of their absence at least 24 hours in advance. If this occurs on a day we
are at EES, the student will need to communicate with their feedback partner as well as the
professor regarding their absence. If a student notifies the professor and when appropriate their
partner they will only lose half of points for that day as they evidenced professional and respectful
behavior. If they do not notify the professor or their partner, the student will lose the participation
points for that day.
Exceptions to a student losing their participation points include, but are not limited to, documentation of
participation in a university sponsored event or documentation of a university-approved excused
absences (e.g., death of close family member or hospitalization).
Participation Points = 75 points
Skill Evaluation:
Students will be observed twice throughout the semester by the professor. On the day of observation the
student will be asked to select two skills that they are going to work on during the observation session.
The professor will observe a 10-minute period of interaction between the student and the child. The
professor will provide either verbal or written feedback on how the student did on their chosen skills and
recommendations for future.
25 points per skill evaluation = 50 points
Reading Reflection:
Students will be required to submit 10 reflective journal entries. The entries are a time and place for the
student to reflect on the readings and how they apply to the student’s practicum and their one-on-one
practice with EES children. Additionally, students should pose one question they had regarding the
reading as preparation for the class discussion. Student must list page numbers of the reading within
their journal to highlight which parts of the readings they are referring to. Students may also use these
entries to communicate how they are feeling about the course, skills, and any areas of struggle they
would like to communicate with the professor.
Reflection papers will be due prior to the start of the class period. There are 15 weeks and only 10
reflection entries due. Students may choose when they would like to submit the reflection papers and
when they would not. There will be no make up reflective journal entries. Journal entries must be at
least 400 words. They will be completed on blackboard in the journaling tool.
5 points per reflective journal entry = 50 points
Peer Feedback:
Students will be expected to choose a peer feedback partner for the semester. Students will meet with
their peer feedback partner following each live interaction with EES children. Students are expected to
meet for at least 30 minutes following the interaction (15 minutes per student). You and your peer
feedback partner will provide feedback regarding the strengths demonstrated and suggestions for
improvement on specific skills demonstrated during the interaction. Each student will write up a
feedback session log to submit to the professor. Log example will be provided.
Dyads will be observed at least once throughout the semester during their feedback session to ensure the
observer and the observed are interacting in a professional manner and that the observer is providing
thoughtful and constructive feedback in a sensitive manner. Points will be deducted from feedback log if
observer is not engaging in the aforementioned behaviors.
5 points per log = 30 points total
Reflective Consultation:
Students will be partnered with a peer to provide reflective consultation. This will be a different student
than your peer feedback partner. Two 30-minute sessions per student will be required during the
semester. Both will be video-tapped and given to the professor for review. The due dates for video
submission can be found in the course schedule. Consultants will need to complete post consultation
reflection questions to submit on blackboard.
Videos of reflective consultation 20 points each
= 40 points
Post consultation reflection questions 5 points each = 10 points
Total Assignment points
= 50 points
Supervision of Consultation:
Each student will be expected to meet with the professor towards the end of the semester for supervision
of consultation. The professor and the consultant will watch parts of the video selected by the consultant
that highlight both strengths and an area for improvement in their reflective consultation. The goal of this
supervision is to support students in reflecting on the evolution from sueprvisee to supervisor, the role of
the reflective supervisor, and the role of consultation.
Supervision of consultation = 25 points
COURSE SCHEDULE
Week Date Course Topic
1
1-20 Introduction to course
 Course requirements
 Course structure
 Assignments
2
1-27 Discuss
 Play therapy readings
Reading & Assignments Due
PROOF OF NEGATIVE TB DUE!
Play Therapy Chapters 1-4
Presentation from EES
3
2-3
4
2-10
Discuss:
 Play therapy readings
Giving & Receiving feedback
Reflective supervision
CLASS at EES
Practice play therapy
techniques
Play Therapy Chapter 10
BB: Reflective Consultation Reading
Play Therapy Chapter 9
Floortime Introduction, Core Methods A,
Session Feedback Log Due w/in 24 hrs
Week Date Course Topic
5
2-17 CLASS at SDSU
Discuss
 Play therapy readings
 Floortime Readings
6
2-24 CLASS at EES
- Practice Floortime Methods
7
3-2
CLASS at SDSU
- Discuss Floortime
readings
- Discuss Play Therapy
8
3-9
CLASS at EES
- Practice play therapy or
flooritme
9
3-16 CLASS at SDSU
- Discuss PCIT readings
- Discuss CPP readings
- Discuss Play Therapy
Reading & Assignments Due
Floortime Core Methods B
10
3-23
Floortime: Reducing Problem Behaviors
Appendix
Play Therapy Chapter 11
Session Feedback Log Due w/in 24 hrs
11
12
3-30
4-6
13
4-13
CLASS at EES
- Limit setting & problem
behavior practice if
possible
- Practice PRIDE skills
Spring Break – NO CLASS
CLASS at SDSU
- Discuss Termination &
Saying goodbye
- Review goodbye
activities
CLASS at EES
- Prepare for termination
14
4-20
Don’t Hit My Mommy Section 1
BB: Angels in the Nursery
15
4-27
16
5-4
CLASS at SDSU
- Discuss Play therapy
- Discuss CPP readings
CLASS at EES
- Termination activities
CLASS at SDSU
17
5/1- Appointments for
5/13 Supervision of Reflective
Consultation
Floortime Capacity 1, 2, & 3
Session Feedback Log Due w/in 24 hrs
Floortime Capacity 4, 5, & 6
Play Therapy Chapter 6
Reflective Consultation Video 1 Due
Reflective Consultation Log 1 Due
BB: PCIT, CDI Teaching Skills
Session Feedback Log Due w/in 24 hrs
Play Therapy Chapter 5
BB: Reflective Supervision Reading
Play Therapy Chapter 15
BB: Termination
Play Therapy Chapter 12
Session Feedback Log Due w/in 24 hrs
Break from reading – open topic journal entry
Session Feedback Log Due w/in 24 hrs
Don’t Hit My Mommy Section 2
Reflective Consultation Video 2 Due prior to meeting
with professor.
Reflective Consultation Log 2 Due prior to meeting
with professor.