Child & Adolescent Therapy
HPC 6290
Spring Semester 2009 Section 101
Tuesdays 2:00pm – 4:50pm
Edwin Duncan Hall Room 225
Instructor: Dr. Barbara A. Scarboro
Office:
101-C Edwin Duncan Hall
Telephone: B (828) 262-6044 or M (704)516-2949
E-Mail
scarboroba@appstate.edu
Office Hours: Please refer to attached sheet.
REQUIRED TEXT AND REFERENCE
Pledge, D.S. (2004). Counseling adolescents and children: Developing your own clinical
style. Belmont, California: Brooks/Cole Publishing Company. (ISBN:
0534573797).
Vernon, A., & Clemente, R. (2005). Assessment and intervention with children and
adolescents: Developmental and multicultural approaches. (2nd edition).
Alexandria, VA: American Counseling Association. (ISBN: 1556202393)
SUPPLEMENTAL REFERENCE
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th edition). Washington, DC: American Psychological
Association.
COURSE CATALOG DESCRIPTION
The application of child development and counseling theories to the practice of
counseling children and adolescents. Focus will be on clinical practice, diagnostic skills,
play and art therapy, family systems interventions, parent training programs, and
behavioral interventions.
COURSE STRUCTURE
Child and Adolescent Therapy will have didactic and experiential components
requiring each student to be familiar with the readings and participate in discussion,
group activities and presentations. Confidentiality and respect govern all written and
verbal information and feelings shared during the class extending through the
conclusion of class. Professionalism, empathy, listening, and self-disclosure are
inherent in discussion and working on group projects; thus, requiring each student to
develop a greater awareness of self-awareness, multiculturalism (e.g., ethnicity/race,
sexual orientation, religious/spiritual affiliation, age, abilities, socioeconomic status). The
impact multicultural issues have on counseling children, adolescents and their families
will emphasized in the course. The goal of the course is to prepare students to provide
culturally sensitive and professional counseling services to children and adolescents in
various school and mental health settings.
COURSE OBJECTIVES/EXPECTED OUTCOMES
These objectives/outcomes are in fulfillment with Council for Accreditation of Counseling
and Related Programs (CACREP, 2001) as noted in parenthesis.
Students in the course will demonstrate knowledge and skills related to understanding
and application of the following:
 Basic ideas of child development to counseling children and adolescents from
diverse cultural and family backgrounds(CACREP-II-K-2 and K-3; Standards for
School Counseling Programs III-C-2-e and Standards for Community Counseling
Programs III-C-1) ;
 Systemic, biopsychosocial assessments of problems experienced by children
and adolescents (CACREP II-K-7-h,I; Standards for School Counseling
Programs III-2-d,e,f,g,h and Standards for Community Counseling Programs IIIC-3);
 Various techniques for working with children and their families including play
therapy, parent training programs, and behavioral interventions (CACREP II-K-5a,b,c,g; Community Counseling Programs III-C-7);
 Ethical and legal considerations in counseling children and
adolescents(Standards for Community Counseling Programs III-A 4);
 Begin to integrate counseling theories toward the development of a personal
theory of counseling with children and adolescents (CACREP II-K-1).
GRADING
Each of the course requirements will be weighted as follows:





Article Review (1)
Observation/Interview Report (1)
Midterm
Group Presentations
Final Examination
A = 94 -100
A- = 90 - 93
B+ = 86 - 89
20% of Total Grade
20% of Total Grade
20% of Total Grade
20% of Total Grade
20% of Total Grade
B =
B- =
C+ =
C =
C- =
F =
83 - 85
80 - 82
76 - 79
73 - 75
70 - 72
Below 70
Note: Grade point totals cannot be raised, but can be lowered at the instructor’s
discretion. Students will be notified prior to any adjustments.
COURSE REQUIREMENTS TO BE COMPLETED AND SUBMITTED
1. Article Reviews: Identify the setting, specific challenge/issue and population of
children/teens that you have an interest in counseling. Select one (1) articles from
professional journals related to the identified challenge, setting and population for
review. Focus on new ideas, counseling theory, and recommendations presented in
the articles that are applicable to working with your identified population. Review
should be one to two pages per article. In your review, please cover the focus,
summary of research, main concepts or approach, findings, recommendations, and
how you will use information in your work as a counselor working with adolescents.
2. Observation/Interview: Complete one (1) contact with an area agency or private
practitioner providing children and adolescent counseling services. Obtain prior
approval with the appropriate administrator to complete one (1) observation and
brief interview with the counselor/therapist that you will observe. Observation and
interview should be for a minimum of three (3) hours. Information from the
observation/interview will be integrated into class discussion, as well as a one to two
page reflection paper due on the dates listed in the Tentative Course Outline.
Written reflection should minimally include professional background information
of the practitioner, theoretical approach, services offered, agency information,
recommendations for professional development, and best practices related to
experiences.
3. Midterm: Multiple choice, short answer, and essay format.
4. Group Presentation: Select a topic related to counseling children/adolescents. Meet
with other presenters in your group and develop an outline of the group
presentation. Outline must be turned in to the instructor on due date for
presentation topic approval. Present research-based information to include class
participation and evaluation/feedback of the presentation. Websites may be used as
a supplement to your presentations, but cannot be the most used resource for
information. References should include books, journal articles, and other
professional sources. Creativity, technology, and handouts are required for a
professional presentation. Suggested group presentation topics include, but are not
limited to the following:
 Play Therapy
 Art Therapy
 Positive Behavioral Intervention Strategies (PBIS)
 Family Counseling/Interventions
 Cognitive Behavioral Therapy
 Adolescent Substance Abuse Prevention, Intervention or Treatment
 Eating Disorders Treatment
 Self-Mutilation/Cutting Disorders
 Anger Management
 Suicide Prevention
 Internet Safety
 Counseling Children and Adolescents with Exceptionalities.
Other topics as approved by the instructor.
5. Final Examination: Comprehensive multiple choice, short answer, and essay format.
Examinations. Each class participant will complete a written midterm and final
examination, as scheduled.
Professional Responsibilities. Each class participant will be expected to read all
assignments before class and participate in class discussions. All students are expected
to contact administrators at area children/adolescent facilities at the beginning of the
semester to schedule observations. Please dress professionally for your observation
unless otherwise suggested by facility personnel. Each student will be expected to
complete the required research for article reviews and group presentation assignments.
Students are expected to complete all assignments on time formatted according to APA
standards. All work must be typed and professionally presented for feedback. Students
are allowed to use laptops in class for note taking, but cannot use laptops during class
for use not related to current class discussion (i.e., surfing web or checking email).
Failure to comply will result in the loss of the privilege to use your laptop in class. Cell
phones and pagers should not be answered and be turned off or placed on silent during
class. Please call and discuss any concerns or circumstances prior to any due dates.
Attendance. Students are expected to attend classes regularly. Only one absence is
allowed with prior notification provided to the instructor. Failure to notify the instructor
prior to missing class may result in the loss of five (5) points to the final semester grade.
Notification can be communicated via telephone, email, or in person. Missing more than
one (1) class will result in an additional ten (10) points per absence from the final
semester grade.
Inclement Weather Policy. In the event of inclement weather, this class will not meet if
the Wataugua Public Schools are dismissed early or closed. This applies to teacher
workdays as well. A voice message regarding the status of class will be left on my office
phone greeting by 11:00am and no later than two (2) hours prior to class time. An email
will also be sent to each student with the same notification. Make up days for absences
due to inclement weather closing other than those designated by Wataugua Public
School inclement weather schedule (i.e., personal safety decision or instructor deems
weather conditions are too dangerous) will be addressed per occurrence.
Student Conduct and Academic Integrity. Students are expected to be familiar with
and adhere to policies and procedures outlined in the Appalachian State University
Code of Conduct and Academic Integrity booklet. Please refer to the ASU Handbook or
website for requirements: http://studentconduct.appstate.edu/
"Academic Integrity Code for the policy and "Forms" for the "Academic Integrity Forms"
that you will need if you are dealing with a potential violation of the Code. Be sure you
understand the policy and procedure, which is very specific. Feel free to contact Dave
Haney, Vice Provost for Undergraduate Education at haneydp@appstate.edu or x2070, or
Judy Haas, Director of the Office of Student Conduct at haasjm@appstate.edu or x2704 if
you have questions.”
Accommodating Students with Special Learning Needs. The Americans with
Disabilities Act of 1990 requires ASU to provide “reasonable accommodations to any
individual who advises the University of a physical or mental disability.”
“Appalachian State University is committed to making reasonable accommodations for
individuals with documented qualifying disabilities in accordance with the American with
Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those
seeking accommodations based on a substantially limiting disability must contact and
register with The Office of Disability Services (ODS), 224 D.D. Dougherty at
http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals
will meet with ODS staff to discuss eligibility and appropriate accommodations.”
Students with a documented disability in need of accommodations should also notify the
Department Chairperson and the instructor to discuss the same. Please arrange a
meeting during the first week of class or as early as possible.
Reich College of Education Conceptual Framework. Please visit the following
website to become familiar with the principles and framework conceptualizing the
preparation
of
professionals
in
education.
Visit
http://www.ced.appstate.edu/about/conceptualframework/
Other Related Issues.
 The instructor reserves the right to adjust or change the syllabus during the
course with two (2) weeks prior notice to students.
 Each student is encouraged to become familiar with professional organizations
and licensure requirements (local, state, national) for specific areas of
concentration within the counseling field.