KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (9/23/2013)
Course Number/Program Name SW 8726 – Clinical Practice with Adolescents
Department Social Work and Human Services
Degree Title (if applicable) MSW
Proposed Effective Date Spring 2014
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
II.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
SW 8726
Course Title Social Work Practice With Adolescents
Class Hours
3 ____Laboratory Hours Credit Hours____0____
Prerequisites SW 7702
Description (or Current Degree Requirements)
___
___
___
___
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____ SW 8726 _______________________________
Course Title ____ Clinical Practice with Adolescents _____________
Class Hours
3____Laboratory Hours_____0____Credit Hours__3______
Prerequisites Completion of 1st year Foundation MSW Courses
Description (or Proposed Degree Requirements)
Course Description
This course will seek to expand students’ understanding of adolescence and the social
environment, to include cultural issues and systems that impact adolescents and their
development. While the course will rely on developmental, cognitive behavioral and family
systems theories, additional theoretical perspectives will also be addressed. Students will be
introduced to various settings in which adolescents are typically seen (schools, mental health
clinics, family agencies, and in-patient/residential sites). Students will learn to apply theory to
practice via case discussions and analysis, and in-class role-plays in an effort to refine their
assessment and treatment skills. Special attention will be paid to issues of race, gender,
ethnicity, and class, alongside the interplay between trends in teen culture and society.
III.
Justification
This course is developed as a progression to SW 8715 Clinical Practice with Children,
which focuses on working with children, aged birth to 13, and their families. SW 8726
Clinical Practice with Adolescents will focus specifically on ages 14-19. SW 8726 is
needed for students to develop specific skills to work with adolescents.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Lisa Johnson
Text: McKenzie, F.R. (2008). Theory and practice with adolescents: An applied
approach. Chicago: Lyceum.
Prerequisites:
Completion of 1st year Foundation MSW Courses
Objectives:
Students will:
1.
Develop a broad view of adolescence and apply different theoretical perspectives to their
assessment and treatment.
2.
Demonstrate familiarity with treatment modalities proven to be effective with
adolescents.
3.
4.
5.
Demonstrate increased cultural competency with adolescent clients and identify the
practice implications of different cultural influences that impact treatment.
Demonstrate increased understanding of different social environments in which
adolescent clients live and how to intervene effectively within these environments.
Demonstrate an understanding of assessment and treatment of various adolescent
symptomatology (depression/anxiety, eating disorders, suicidal ideation, self-mutilation)
Instructional Method
The primary class method will be lectures, classroom discussion, group project, and DVD
materials. Students will be expected to have read material before each class meeting and be
prepared to discuss reading assignments.
Students will not be able to participate in experiential exercises and class discussions unless they
are present. Therefore, class attendance and participation is imperative.
Method of Evaluation
Students will be expected to complete 2 papers, a group project, and take a final exam. Students
will also be expected to participate in discussion and role plays.
V.
Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
Amount
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
MSW Program
SW 8726
Clinical Practice with Adolescents
3 class credit hours
Spring 2014
Regular
n/a
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
KENNESAW STATE UNIVERSITY
WELLSTAR COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK AND HUMAN SERVICES
SW 8726
Clinical Practice with Adolescents
Dr. Lisa B. Johnson, LCSW, HS-BCP
Instructor
Meeting Time
TBD
Semester Credits
3 Credit Hours
Email Address
Ljohn120@kennesaw.edu
Phone Number
678-797-2165
Office
Prillaman Hall, Room #3319
Office Hours
Mondays 8:30am-9:30am; 10:45am-12:00pm and 1:00pm3:00pm; Tuesdays 10:30am-12:00pm; Wednesdays 8:30am9:30am and 10:45am-12:00pm or by appointment
Course Description
This course will provide a basic theoretical framework for understanding the complex
phenomenon of adolescents, ages 14-19, which will guide assessment and treatment
interventions. While the course will rely on developmental, cognitive behavioral and family
systems theories, additional theoretical perspectives will also be addressed. Students will be
introduced to various settings in which adolescents are typically seen (schools, mental health
clinics, family agencies, and in-patient/residential sites). Students will learn to apply theory to
practice via case discussions and analysis, and in-class role-plays in an effort to refine their
assessment and treatment skills. Special attention will be paid to issues of race, gender,
ethnicity, and class, alongside the interplay between trends in teen culture and society.
Required Text
McKenzie, F.R. (2008). Theory and practice with adolescents: An applied approach. Chicago:
Lyceum.
DVD’s will be shown from HBO’s “In Treatment” that demonstrate simulated treatment
sessions with adolescents. (seasons 1 and 2)
Course Objectives
Students will:
1.
Develop a broad view of adolescence and apply different theoretical perspectives to their
assessment and treatment.
2.
Demonstrate familiarity with treatment modalities proven to be effective with
adolescents.
3.
Demonstrate increased cultural competency with adolescent clients and identify the
practice implications of different cultural influences that impact treatment.
4.
Demonstrate an increased understanding of different social environments in which
adolescent clients live and how to intervene effectively within these environments.
5.
Demonstrate an understanding of assessment and treatment of various adolescent
symptomatology (depression/anxiety, eating disorders, suicidal ideation, self-mutilation)
Course Methods
The Major class method will be lectures, classroom discussion, group project, and DVD
materials. Students will be expected to have read material before each class meeting and be
prepared to discuss reading assignments.
Students will not be able to participate in experiential exercises and class discussions unless they
are present. Therefore, class attendance and participation is imperative.
COURSE EXPECTATIONS
Attendance Policy- Students are expected to attend each and every class and to arrive on time.
Roll will be taken regularly. Be aware that tardiness will also affect your final grade. Please turn
off all cell phones and pagers during class. Students may use laptop computers to take notes or
to follow PowerPoint presentations. Anyone caught using email, Facebook, twitter, instant
messaging or any other similar site or activity during class will be asked to put away their
computers and will not be allowed to use them for the rest of the semester.
Make-up Policy- Make-up work, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. The professor reserves the right to determine the format
of any make-up exam.
Incomplete Policy- Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
Assignments Policy- All written assignments are due by the start of class. Late assignments
(after class starts) will be penalized as follows: 1(starting after class starts)-2 days (-10%), 3-4
days (-20%), 5-7 days (-30%), 7+ days not accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the cover
page, reference pages or appendices. For all assignments: References counted as ‘required’
include ONLY peer reviewed journal articles or book chapters published from a scholarly press
(such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask if you are not sure]).
Other references may be utilized; however, they do not count as a required reference.
COMMUNICATION WITH STUDENTS - All communications will be sent ONLY to your
KSU e-mail address and you should check it at least weekly. I will send all enrolled students
occasional e-mail updates on course-related information (e.g., course Web site updates and
additions, last minute class cancellations, etc.). If you have not activated your KSU e-mail, you
should do so as soon as possible. Information on activating and using your KSU e-mail can be
found at http://students.kennesaw.edu. I also strongly encourage students to use e-mail as an
immediate way of communicating with me. I will return emails, typically within 48 from when
they were received, between the hours of 9:00am-4:00pm on normal business days. If you
contact me on a weekend, holiday, or break I will try to return your email on the next business
day. As a general guide, I will also try to return drafts and papers within a week.
ACADEMIC INTEGRITY STATEMENT
The high quality of education at Kennesaw State University is reflected in the credits and
degrees its students earn. All assignments that take place in and out of the classroom must be
your own work and original for this course. The protection of these high standards is crucial
since the validity and equity of the University's grades and degrees depend upon it. Any student
found to have violated any KSU academic honesty regulation after a hearing before a university
hearing panel or before the Vice President for Student Success and Enrollment Services (or
his/her designee) shall be suspended for at least one semester, unless the student persuades the
deciding body that the circumstances of his or her behavior substantially mitigate the gravity of
the violation. These regulations are designed to assist students in (1) developing appropriate
attitudes about, and (2) understanding and following the university’s standards relating to
academic honesty. The regulations protect students by helping them avoid committing
infractions that may compromise the completion of their KSU degrees or damage their
reputations.
Forms of Academic Dishonesty





Plagiarism and Cheating: No student shall receive, attempt to receive, knowingly give or
attempt to give unauthorized assistance in the preparation of any work required to be
submitted for credit as part of a course (including examinations, laboratory reports, essays,
themes, term papers, etc.). When direct quotations are used, they should be indicated, and
when the ideas, theories, data, figures, graphs, programs, electronic based information or
illustrations of someone other than the student are incorporated into a paper or used in a
project, they should be duly acknowledged.
Unauthorized Access to Official University Materials: No student shall take or attempt to
take, steal or in any unauthorized manner otherwise procure, gain access to, alter or destroy
any material pertaining to the conduct of a class (including tests, examinations, grade change
forms, grade rolls, roll books, laboratory equipment, University grade records in written or
computerized form, etc.), library or other academic resource material.
Misrepresentation, Fabrication, Falsification of University Records or Academic Work:
No student shall knowingly provide false information in completing University forms or
applications (including admissions forms, scholarship applications, time sheets, use of false
or counterfeit transcripts, etc.) or in any work submitted for credit as part of a course.
Multiple Submissions: Submissions of substantial portions of either written or oral
academic work that has previously earned credit, when such submission is made without
instructor authorization.
Complicity in Academic Dishonesty: Intentionally or knowingly contributing to the
academic dishonesty of another.
These examples of academic dishonesty shall not be construed to be comprehensive, and
infractions will be dealt with on an individual basis according to university policies and
procedures. It is the obligation of each student to assist in the enforcement of academic
standards.
See: The KSU Student Code of Conduct: http://www.kennesaw.edu/scai/code_of_conduct.shtml
When students plagiarize they do not possess the knowledge or understanding that they claim to
have (and for which they plan to receive credit). Giving credit to other people’s genius is the
best reflection on the student, for it demonstrates your scholarship, knowledge, and influences.
Using outside sources to develop ideas about a topic shows that the writer understands what
experts in the field have written. You must, however, give credit to the sources of your
inspiration. If you use any texts or websites that have inspired your answers, please cite them
directly, preferable with parenthetical documentation and an attached Works Cited Page.
Enforcement: This policy is strictly enforced. Please note, the instructor reserves the right to
randomly select any paper and/or assignment that are turned in for a grade for plagiarism review.
Plagiarism review consists of running your paper/assignment through various search engines and
databases at my disposal in order to check for “borrowed” or “bought” information. If you are
found in violation of academic dishonesty, then you will be subject to the enforcement policies
and procedures, as outlined by Kennesaw State University and the Department of Social Work
and Human Services, pertaining to academic dishonesty. Any student found guilty of cheating
or plagiarizing, in any form or to any degree, will automatically FAIL this course. All
infractions will be handled according to University Policy as outlined in the KSU Student Code
of Conduct and per the authority of the Office of Student Conduct and Academic Integrity.
Students may be subject to additional academic disciplinary action by the Department of Social
Work and Human Services & the Wellstar College of Health and Human Services. All records
pertaining to actionable grievances will be retained in the student’s academic file and on record.
NOTE: Any student(s) found to have copied another student’s work will be treated as
plagiarists, and any student(s) involved will face the possibility of expulsion from this class.
Know that the faculty, me included, takes academic dishonesty very seriously. If you feel
compelled or pushed to commit an infraction or are unsure of an assignment please seek
immediate help from the Department Chair, Dr. Monica Nandan or the instructor of record.
DISABILITY SERVICES
In compliance with applicable disability law, qualified students with a disability may be entitled
to reasonable accommodation. Any student with a documented disability (hidden or visible)
needing academic adjustments, including classroom or test accommodations is requested to
notify the instructor within the first two weeks of the course. Verification from KSU disAbled
Student Support Services is required. All discussions and documentation will remain
confidential.
Ms. Nastassia Sanabria
disAbled Student Support Services
James V. Carmichael Student Center Addition – 2nd Floor, Suite 267
770.423.6443
8:00 am to 7:00 pm (Monday thru Thursday)
8:00 am to 5:00 pm (Friday)
Other times by special arrangement
The KSU Writing Center
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly
writing assistants work with you throughout the writing process on concerns such as topic
development, revision, research, documentation, grammar, and mechanics. Rather than edit your
paper for you, writing assistants will help you learn strategies to become a better writer on your
own. For more information or to make an appointment (appointments are strongly encouraged),
visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building.
Medical Condition, including H1N1
If you have a medical condition that may affect your performance, attendance or grades in this
class and for which you wish to discuss accommodations of class-related activities, such as
testing, or schedules will need proper verification from the KSU Health Clinic.
KSU Health Clinic
House 52 - Appointment Clinic
1000 Chastain Rd. House
Kennesaw, GA 30144
Tel - 770-423-6644
Open Monday-Thursday - well visit appointments only
Fridays - open for walk-in sick visits
Mental Health and Counseling Issues
We all are subject to or experience the stresses of life. As your Instructor, I am not licensed to
handle these issues. However, we offer services on campus that are not only available to you,
but are completely confidential. KSU Student Success Services – Counseling and Psychological
Services a resource available to you. If you are interested in services, please contact them at:
Student Success Services
Main office location: Second Floor of Kennesaw Hall, Room 2401
Office hours: Monday-Thursday
8:00 am - 7:00 pm and Friday 8:00 am -5:00 pm
To make an appointment-- phone 770-423-6600.
Weather Policy
Please check the home page of the Kennesaw State University (www.kennesaw.edu) for
announcements about weather related advisories that affect the campus and check D2L for class
content and assignments.
Food/Eating – Prillaman Hall
Please understand that this is a new facility and we are trying to keep our space as nice as
possible. Therefore, no food or eating is permitted in the classroom. You may have a drink in
the classroom provided it is in an enclosed container/water bottle. (No open containers or cups
will be permitted). There are designated spaces in the building where food/eating are allowed.
Please respect this policy and thank you for your understanding regarding this matter.
Internet & E-mail Policy
All students enrolled in this course are required to maintain a working email address during the
class. All notices pertaining to the class will be given out via E-mail. You will need a working
Internet connection to access D2L. D2L hosts supplemental and support information for this
course.
For technology problems, including D2L, contact Student Technology Services at
http://its.kennesaw.edu/students.htm or
Email: studenthelpdesk@kennesaw.edu
Telephone: 770-499-3555
Walk-in Help at the Lab in BB475
CRITERIA FOR STUDENT EVALUATION
A total of 100 percent is possible in the course and will be distributed as follows:
Assignment #1
100%
Assignment #2
100%
Assignment #3
100%
Final Evaluation
100%
Course grades will be assigned on the basis of:
A = 89.5% or greater
B = 79.5% - 89.49%
C = 69.5% - 79.49%
Week 1
Introduction to the course
 Faculty/Student introductions
 Syllabus review
 Definition of Adolescence
 Move Toward Independence/Second Separation/Individuation
 Societal and peer Influences on adolescents (drugs, dating, sexuality)
 Creating a safe place for adolescents to talk to you
Required Reading:
Blos, P. (1962). On Adolescence: A Psychoanalytic Interpretation. New York: Free Press of
Glencoe. (chapters 1 & 2)
Week 2
Theoretical Underpinnings in Adolescent practice
 Physical development
 Piaget’s Cognitive development
 Kholberg’s Moral development
 Erikson’s Identity/Lifespan development
Required Reading:
Theory and practice with adolescents: An applied approach - Chapter 1
Week 3
Developing a Biopsychosocial Assessment for adolescents


Assessment and intervention planning
Basic practice skills in one’s work with adolescents
Required Reading: Theory and practice with adolescents: An applied approach - Chapters 2-3
Week 4
Application of theories to practice
 CBT – case example
 Family systems theory – case example
Required Reading: Theory and practice with adolescents: An applied approach -Chapter 4
 Assignment 1 Due
Week 5
Application of theories continued
 Psychodynamic/Attachment/Relational Theories – case example
 Narrative and solution focused theories – case example
 Neuroscience – case applications
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 4
Week 6
School Settings
 Bullying/cyber bullying
 Peers/Relationships
 Teen pregnancy
 Academic stresses
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 9
Week 7
Adolescents and family issues
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Divorce, remarriage, and reconstituted families
Death of a parent during adolescence
Classroom Discussion
o DVD: In Treatment: Season 2, (Case of Oliver; caught in the middle of parents
devastating divorce)
Required Reading:
Teyber, E. (2001). Helping children cope with divorce. San Francisco: Jossey Bass.
 Assignment 2 Due
Case analysis: The Case of Henry: A Latino child with separation anxiety
Week 8
Acting out in adolescence
 Self injury
 Eating disorders
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 11
Manley, R.S., Leichner, P. (2003). Anguish and despair in adolescents with eating disorders:
Helping to manage suicidal ideation and impulses. Crisis: The Journal of Crisis
Intervention and Suicide Prevention, 24(1), 32-36.
Week 9
Treatment of adolescents who have experienced sexual trauma
 Rape
 Incest
 Classroom Discussion
o Case of Elizabeth: An Asian American Adolescent Resolving Rape Trauma
Week 10
Hospitalization and Medication
 Inpatient and partial psychiatric hospitalization
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 11
Week 11
Treatment of adolescents who are self-destructive
 Self-mutilation/cutting,
 Suicidal ideations
 Classroom Discussion
o DVD: In Treatment: Season 1, (Case of Sophie; teenager with suicidal
tendencies)
 Assignment 3 Due
Week 12
Substance Abuse/Dependency
Treatment of adolescents with drug and alcohol abuse
Treatment Models:
 CBT
 Developmental
 Social Learning Theory
 Disease Model
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 12
Week 13
Gay, Lesbian, Bi-sexual and Transgender Adolescents (GLBT)
 Theories of Gender Development
 Gender Identity formation
 Gay, Lesbian, Bisexual, and Transgender Adolescents

Classroom Discussion:
o Case of Jonathan: Finding a Sense of Self as he comes to Terms with his Gay
Identity and Borderline Personality
Required Reading: Theory and practice with adolescents: An applied approach – Chapter 13
DSM IV or V – Borderline personality disorder
Morrow, D.E. (2004). Social work practice with gay, lesbian, bisexual and transgender
adolescents. Families in Society, 85(1), Jan-Mar, 91-99.
Week 14
Adolescents with bi-racial backgrounds
 Culturally competent practice
 Context of Identity formation
 Classroom Discussion:
o Case of Allie: Resolving her Bulimia and Finding a Positive Bi-racial Identity
Required Reading: Theory and practice with adolescents: An applied approach - Chapter 8
Class discussion:
Week 15
Final Class
 Comments regarding the course
 Therapist self-disclosure
 Important Issues to Consider in Treating Adolescents
 Final Comments by Professor
Required Reading:
Gaines, R. (2003). Therapist self-disclosure with children and adolescents. Journal of Clinical
Psychology, 59(5), 569-580.
Week 16
Comprehensive Final Exam
ASSIGMENTS:
1. Write a 4-5 page paper choosing a developmental theory from Chapter 1 of the required
text. Describe how this theory impacts adolescent growth and development. Sources
outside of the chapter reading should be used to develop your ideas.
2. Case Analysis (5-7 pages) - A case summary and process vignette of Henry will be
provided by the instructor. Your paper needs to address the following areas:





The formulation of a brief diagnostic summary of Henry, clearly identifying a
primary working diagnosis.
Identification of the reason(s) for Henry’s separation anxiety.
A description of the theoretical framework used by the therapist with Henry, and
if you agree or disagree with the theory and why.
Identification of a theoretical orientation you would use to guide your assessment
and interventions.
Exploration of the following clinical and cultural dimensions as it applies to
Henry:
 race, ethnicity, class and/or poverty;
 cultural issues/considerations
 the impact of school and/or other outside systems
 family factors that impact Henry’s behavior
 issues regarding attachment (for both Henry and his mother)
3. Group paper assignment due: to be designed by instructor
Cover and reference pages are not included in your page count. Papers must follow APA 6th
edition guidelines and course material must be integrated. Please cite readings from the course.
References counted as “required” include ONLY peer reviewed journal articles or book
chapters published from a scholarly press.
BIBLIOGRAPHY AND SUGGESTED READINGS:
Blais, J. (2008) Chatting, befriending, and bullying: Adolescent internet experiences and
associated psychological outcomes. Dissertation Abstracts International, Section B: The
Sciences and Engineering, 69(12-B), 7850.
Blos, P. (1962). On Adolescence: A Psychoanalytic Interpretation. New York: Free Press of
Glencoe.
Brandell, J.R. (1992). Countertransference in Psychotherapy with Children and Adolescents.
Northvale, NJ: Jason Aronson.
Bleiberg, E. (2001). Treating Personality Disorders in Children and Adolescents: A Relational
Approach. New York, NY: The Guilford Press.
Browning, D.L., Ed. (2008). Adolescent Identities: A Collection of Readings. New York:
Analytic Press.
Cassidy, J., & Shafer, P.R., Eds. (2008). Handbook of Attachment: Theory, Research, and
Clinical Applications. New York: Guilford Press.
Chazan, S.E. (1995). The Simultaeous Treatment of Parent and Child. New York: Basic
Books.
Cohen, E. (2003). Playing Hard at Life: A Relational Approach to Treating Multiply
Traumatized Adolescents. Hillsdale, NJ: The Analytic Press.
Frankel, Richard, (1998) The Adolescent Psyche. New York: Routledge.
Gaines, R. (2003). Therapist self-disclosure with children and adolescents. Journal of Clinical
Psychology, 59(5), 569-580.
Goldberg, D., Evans, P., Hartman, D. (2001). How adolescents in groups transform themselves
by embodying institutional metaphors. Clinical Child Psychology and Psychiatry, 6(1),
93-107.
Gullotta, T.P., & Adams, G.R., Eds. (2005). Handbook of Adolescent Behavioral Problems:
Evidence Based Approaches to Prevention and Treatment. New York: Springer Press
Levy-Warren, M.H. (1996). The Adolescent Journey: Development, Identity Formation, and
Psychotherapy. Northvale, NJ: Jason Aronson.
Manley, R.S., Leichner, P. (2003). Anguish and despair in adolescents with eating disorders:
Helping to manage suicidal ideation and impulses. Crisis: The Journal of Crisis
Intervention and Suicide Prevention, 24(1), 32-36.
Malekoff, A. (2004). Group Work with Adolescents: Principles and Practice (2nd Ed.). New
York: Guilford Press.
Morrow, D.E. (2004). Social work practice with gay, lesbian, bisexual and
transgender adolescents. Families in Society, 85(1), Jan-Mar, 91-99.
Peake, K., Epstein, I., Medeiros, D., (Eds). (2005). Clinical and Research Uses of an
Adolescent Mental Health Intake Questionnaire: What Kids Need to Talk About.
Binghamton, NY: Hayworth Social Work Practice Press
Pellman, R., McDonald, R., Anson, S. (1977). The van: A mobile approach to services for
adolescents. Social Casework, 58(5), 268-275.
Poa, Edward. (2006). Trapped In transition: The complex young adult patient, Bulletin of the
Menninger Clinic, 70(1), Winter, 29-52.
Ruggiero, I. (2006). Consultation in adolescence: Hurried, terminable interminable. The
International Journal of Psychoanalysis, 87(2), 537-554.
Selekman, M.D. (1993). Pathways to Change: Brief Therapy Solutions with Difficult
Adolescents. New York: The Guilford Press.
Smith, C., & Nylund, D. (1997). Narrative Therapies With Children and Adolescents. New
York: Guilford Press.
Strauss, M. B. (2007) Adolescent Girls in Crisis, New York: Norton
Tubman, J. G., Wagner, E. F., Gil, A. G., & Pate, K. N. (2002). Brief motivational intervention
for substance-abusing delinquent adolescents: Guided self-change as a social work
practice innovation. Health and Social Work, 27(3), 208-212.
Teyber, E. (2001). Helping children cope with divorce. San Francisco: Jossey Bass.
Zack, S.E., Castonguay, L.G., & Boswell, J.F. (2007). Youth working alliance: A core clinical
concept in need of empirical maturity. Harvard Review of Psychiatry, 15(6), 278-288.
HS 8726: Clinical Practice with Adolecents
The syllabus acts a contract between you and me. You should use this document as your first guide/reference for
questions related to this course. Please read it carefully, prior to the start of this course. It contains a great deal of
information. You are asked to sign the memorandum of understanding at the end of this document as testament to
your understanding of the content herein. Please note, if for any reason that you do not agree with the information
and requirements discussed within this document and are unable to sign, then you will be asked to withdraw from
the course.
MEMORANDUM OF UNDERSTANDING
I understand that this syllabus acts as a contract of understanding between the professor and me. I have read this
contract and understand what is required of me during the duration of this course. I agree to abide by the content
herein.
Student Signature: __________________________________ Date: ___________________
Contact Information
Student Name: ________________________________________________________________
Address: _____________________________________________________________________
City: _________________________
State: _________________
Zip: ___________________
Home, Cell or Work Phone Number: _______________________________________
E-mail: ________________________________________________________________________