The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP8401
Child Therapy & Adolescent Psychotherapy
Spring 2012
Faculty information
Faculty Name: Myra M. Lawrence, Psy.D.
Campus: Chicago
Contact information:
Office phone: (312)777-7689; Alt phone: 630-571-1110
Fax: 630-571-5751 and 708-524-0777
E-mail: mlawrence@argosy.edu; myra.m.lawrence@gmail.com
Office Hours: Monday 9:00-9:30 a.m., and 12:00-1:00 p.m Tuesday 9:00-10:30 a.m.,
and 12:00-1:00 p.m. Wednesday 12:00-1:00 p.m.
Course Catalogue Description
This course provides an overview of theory and techniques in child and adolescent
psychotherapy. While the overall orientation views child and adolescent problems within a
context of the family system, the course focuses on a range of interventions and approaches,
including play therapy, problem-focused cognitive and behavioral techniques, and the interface
of group work,individual treatment, and family therapy. Attention is given to the relationship of
developmental tasks and treatment strategies, as well as the cultural frameworks that impact
interventions.
Course Pre-requisites:
PP6201- Master’s Practicum I
PP7020- Child and Adolescent Development
PP8203- Practicum III
Required Texts
Axline. Dibs in Search of Self. Ballantine Books. ISBN:345339258
Hughes, D.A. Building the Bonds of Attachment. Jason Aronson. ISBN: 765702371
Siegel, Daniel J. Siegel, Daniel J. The Guilford Press. ISBN: The Guilford Press
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
Course length: 15 weeks
Contact Hours: 45 hours
Credit Value: 3 credit hours
Course Objectives
Course Objective
Demonstrate an understanding of the theory,
technique and research relevant to child and
adolescent psychotherapy
Program Goal
Goal 1Intervention
Goal 5 Scholarship
Method of Assessment
Assignment #1
Assignment #2
Assignment #3
Assignment #4
Assignment #1
Assignment #2
Assignment #3
Demonstrate an integration and synthesis of
empirically bound practices, common factors,
systemic-based and process-oriented treatments
and techniques.
Goal 1Intervention
Demonstrate technical, theoretical and applied
competency with sand tray techniques, play
therapy, and interactive interpretation.
Apply and integrate human diversity factors that
apply to children and adolescents with particular
emphasis on cultural frameworks that impact
psychotherapy interventions.
Goal 1Intervention
Assignment #1
Assignment #2
Goal 1Intervention
Goal 2 - Diversity
Assignment #2
Assignment #3
Assignment #4
Evidence Based Practice
All topics and readings are based on evidence-based practices as substantiated by research with
respect to each specific treatment approach. Further, readings and treatment approaches are
endorsed by the Association for Play Therapy which supports an evidence-based approach to
play therapy with children and adolescents.
For further information about evidence-based approaches to child and adolescent treatment
please review these web sites:
http://www.ebbp.org/index.hml
http://www.ebbp.org/index.hml
http://www.a4pt.org
http://www.a4pt.org
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, groupwork, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for instructional
engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.
Purpose/Overview:
Play, child therapy and adolescent psychotherapy will be explored focusing on non-directive
play approaches: sand tray techniques, dynamic play therapy modalities and interactive
interpretations, each grounded in evidence-based practice*. The materials will be presented in
the context of understanding the development of attachment relationships and the ways in which
children, adolescents and their parents are able to construct coherent narratives that integrate life
experience. Therefore, the ways in which therapists support the development of attachment
relationships and behaviors will be highlighted. Consideration of presenting issues, treatment
alliances, rapport, work with parents, and how to formulate and present interventions will be an
ongoing part of class discussions. Particular attention will be addressed to a psychodynamic
understanding of child therapy, play therapy, treatment of abused children, and trans-cultural
issues as these pervasively impact treatment with ethnic minority children and
Adolescents. Broad considerations pertinent to working with parents and consulting with school
and other professionals will be outlined and practiced.
Assignments
Assignments will include opportunities to lead class discussions with your study group, teach
one segment of a class on a topic of your choice, and write one academic and one
academic/clinical paper. An emphasis on scholarship and accurate use of APA citation and
publication guidelines is required. Regular participation in which you relate your clinical
experiences to topics under discussion and demonstrate familiarity with each week’s readings is
expected. All assignments will be due on the date specified unless extraordinary circumstances
exist.
Assignment #1 – 10 Points. Teaching Opportunity
Due on week you are assigned to teach a 30 minute class segment. Please select a topic that
focuses on approaches to treating one of the following presenting problems or approaches to
treatment. Self-mutilation; substance abuse; eating disorders; bereavement; divorce; school
phobia; eneuresis/encopresis; self-regulatory disorders; selective mutism; Asperger’s syndrome,
youth violence; pre-teen and teen sexual precocity, filial therapy, dyadic therapy, EMDR, etc.
[You may select another topic, but you are encouraged to select material for presentation that is
not included in the class syllabus]
Prepare a written description of your topic [3 – 5 pages maximum] to be distributed to all class
participants. You will be given 30 minutes to teach this material to the class. The intentions of
this assignment are 1) to provide everyone an opportunity to teach, and 2) to introduce a broader
variety of topics for class consideration and discussion than can be offered in the syllabus.
Identify and notify me about the topic on which you will present by Week # 2. You will each
then be assigned a week later in the semester during which you will present your material.
Assignment #2 Mid-term – 35 Points. Due Week #7
The mid-term paper is intended to establish the foundation for your final paper where you will
prepare a clinical case analysis of a child or adolescent you are or have previously treated. The
final paper is expected to emphasize your work with a particular type of disorder or your
selection of a particular treatment approach that you used with this patient. Therefore, for the
mid-term paper, you will prepare a 6 – 8 page academic paper [using appropriate scholarly
references and applying APA style as described in the most current Publications Manual] that
describes either the childhood disorder of the patient with whom you are working or the
treatment approach that is being offered. Please be sure to select the most material available in
the literature to describe the disorder or the treatment approach.
This paper will be evaluated with respect to conceptual integration of related materials, your
ability to establish a clear perspective on the disorder or treatment approach selected, your ability
to incorporate current and/or best known materials that pertain to your topic, and your ability to
prepare a paper that complies with APA standards.
Assignment #3 – Final Paper 45 Points. Due Week #13
Select a treatment case of a child or adolescent for presentation. Thoroughly describe the
background information and a synopsis of central treatment elements. Review this material with
respect to 1) the diagnosis, its manifestations and characteristics (in general and in this case) and
2) the treatment approach/intervention employed (be specific and cite examples). Analyze and
discuss the success and/or limitations of the approach you applied in working with this client. In
this paper you want to demonstrate sound conceptual understanding of the therapy process and
its elements.
Assignment #4 – 10 Points. Due the weeks your group presents to the class
There will be four working groups with approximately three (3) students in each group. You are
not expected to outline the chapters or articles we are reading. Rather, your group is expected to
introduce the main concepts and primary issues and present these as these relate to treatment
issues with which you are familiar (e.g., patients you are or have treated, issues that you believe
we should be thinking about in psychotherapy, etc.). Your role is not to read to the class but to
facilitate class discussion about the material we are reading.
Evaluation – Grading Criteria
As noted in each description of the assignments, your work will be evaluated with respect to the
range and depth of relevant sources reviewed and analyzed for each assignment. Your capacity
to identify and meaningfully link related perspectives, theoretical constructs, and clinical
material will serve to demonstrate the level of conceptual sophistication at which this work is
understood. Particularly for assignments 1 and 2, which are primarily academic papers, be sure
to select for inclusion the ideas of those authors who are considered expert in the topics which
you are addressing. We will discuss this consideration in class.
Assignment TAble
Week
1
1/13
Topic
Introduction to
Child Therapy
Readings
Axline, V.M. Dibs in search of self.
Fosha, D. “Affect and transformation”, Ch. 1.,
pp. 13 – 32.
Hughes (2009). “Understanding
Inersubjectivity”, Ch. 3, pp. 33 – 54.
2
1/20
Group A
3
1/27
Group B
Engagement
Process/ Play
Process/Treatmen
t Alliance with
Children and their
Parents/Ethnic &
Cultural
Considerations/
[This topic will
be addressed each
week throughout
the semester].
Siegel, D.J., “Attachment”, Ch. 3, pp. 67 –
120, [in The developing mind].
Axline, V.M. Play therapy, 3-50; 62-69; 73-75
[Principles of non-directive play therapy and
elements involved in the attachment process].
Fosha, D. “Attachment through the lens of
affect”, Ch. 2, pp. 33 – 48; and “The goodenough caregiver and the opticmal dyadic
process”, Ch. 3, pp. 49 – 70
Sandler, et al., “Treatment alliance”, Ch. 5, pp.
45 – 56; “Fantasies and expectations”, Ch. 7,
pp. 62 – 66, and “Insight and selfobservation”, Ch. 8, pp. 67 – 73.
Siegel, D.J. “Integration”, Ch. 9, pp. 301 –
337.
Play
Chethik, M., “General characteristics of the
Therapy/Evidence child patient”, Ch. 1, pp. 5 – 27; and “The
-based
Central Role of Play”, Ch. 3, pp. 48-70.
practice/beginnin
g play therapy
Kazdin, A.E., & Weisz, J.R. (1998).
“Identifying and developing empirically
supported child and adolescent treatments”, pp.
139 – 193.
Landreth, G. “Beginning the relationship: The
child’s hour”, Ch. 9, pp. 153 – 182, and “The
Playroom and Materials”. Ch. 7, 109-130.
4
2/3
Group C
Becoming a
therapist:
Listening,
responding,
O’Conner, K. (2005). “Addressing diversity
issues in play therapy”, pp. 566 – 573.
Dozier, M., and Bates, B.C. (2006).
“Attachment state of mind and the treatment
relationship”, Ch. 7, pp.167 - 180.
Assignments
mindsight,
contingent
communication,
attachment,
and mental
models/critical
thinking skills
Kobak, R., and Esposito, A. (2006). “Levels of
processing in parent-child relationships:
Implications for clinical assessmenty and
treatment”, pp. 139 - 166.
Lewis, et al., “Between stone and sky”, Ch. 8,
p. 165 – 190; and, “A walk in the shadows”,
Ch. 9, pp. 191– 226.
Siegel, D.J., “Interpersonal connections”; “The
development of mindsight: minds creating
minds”, Ch. 8, pp. 276b– 300, and, pp. 199 –
207, in The developing mind.
Siegel and Hartzell, “How we remember:
Experience shapes who we are”, Ch. 1, pp. 13
– 38; “How we feel: Emotion in our internal
and interpersonal worlds”, Ch. 3., p. 57 – 79;
“How we communicate: Making connections”,
Ch. 4, pp. 80 – 100; and, “How we attach:
Relationships between children and
parent”, Ch. 5, pp. 101 – 121.
5
2/10
Group D
The role of
attachment in
play and
psychotherapy
Terr, L. 2008. “An idealized parent, or even a
lesser god”, Ch. 1, pp. 13 - 37; “A real
person”, Ch. 4, pp.72 - 93; and, “Waiting
games”, Ch. 6, pp.113 - 125.
Cooper, et al., “The circle of security
intervention”, Ch. 6, 122- 151, [in Berlin et al.,
eds.] *Gabel, Oster and Pfeiffer. Difficult
Moments in Child Psychotherapy .
Holmes, J. “Attachment theory and the
practice of psychotherapy”, Ch. 8, 149-176;
and “Attachment theory and psychiatric
disorder”, Ch. 9, pp. 177-199.
Hughes, D. Facilitating Development
Attachment. “Introduction”, Ch. 1, 1-10;
“Attachment: Theory and Research”, Ch. 2,
11-34; “Integrative psychotherapy for
developmental attachment in children”, Ch. 4,
49-76; and “Parental participation”, Ch. 5, 7792.
Hughes (2009), “Recognize your own
6
2/17
Group A
The Floor Time
Approach
[plan role play
practice to
demonstrate floor
time principles
and exercises]
Video “Techniques of
Play Therapy” –
Nancy Boyd
Webb video, 50
minutes
7
2/24
Group B
Sandtray Theory
attachment history”, Ch. 4, pp. 55 -67.
Hughes (2009), “Reducing attachment
resistance”, Ch. 10, pp. 175 – 194.
* [Suggested readings – these are interesting
case examples]
Greenspan, S.I. The essential partnership.
“Floor Time: From the ground up”, Ch. 3, pp.
19-62.
Greenspan, S.I. and Weider, S. “The Six
Milestones”, Ch. 5, pp. 91 - 105; “The Floor
Time Approach”, Ch. 8, 121-131; “Floor Time
I: Attention, Engagement and Intimacy –
Helping a child become interested in the world
and connect with people:, 132-158:
Floor Time II: Two Way Communication –
Helping a child communicate with gestures
and expressions”, Ch. 10, 160-189:
“Floor Time III: Feelings and Ideas: Helping a
child develop and express feelings and ideas”,
Ch. 11,190-230
“Floor Time IV: Logical Thinking: Helping a
child connect ideas and develop a logical
understanding of the world”, Ch. 12, 231-292.
[In The child with special needs].
Boik, B.L., and Goodwin, E.A. “Setting up a
Sandplay Space”, 1-51.
Bradway, K. et al. “Variations on a theme by
Lowenfeld: Sandplay in focus”. 3-20; “The
developmental psychology of sandplay”, Ch.
3, 39-92, and “Developmental stages in
children’s sand world’s”, Ch. 4, 93-100.
Homeyer, L.E., and Sweeney, D.S., “Sandtray:
A practical manual”.
8
Storytelling and
Hunter, L.B. Images of resiliency. “The
sandplay process: Why it works”, Ch. 3, 28 43;“Sewing on their own shadow”, 45-57; and
“The heroic journey”, Ch. 8, 58-67.
Lowenfeld, M. Understanding children’s
sandplay. “Introduction”, 1-26.
De Socio, J.E. (2005). “Assessing self-
3/3
Group C
9
3/10
Group D
10
3/17
Group A
11
3/24
Group B
Narrative
Therapy
Techniques
Sandtray and
Narrative
Storytelling to
promote secure
attachment
Treatment
approaches for
specific
disorders/Challen
ging clinical
encounters
Gender and
treatment issues/
Treating
adolescents
Video “Play
Therapy” – Gary
Landreth video,
50 minutes
development through narrative approaches in
child and adolescent psychotherapy”, pp. 53 –
61.
Lawrence, M., et al., (2005), “Introduction:
The Playfulness of Storytelling”, pp. 1 – 11.
Nichols, M., Lacher, D., and May, J.
“Parenting with stories: Creating a foundation
of attachment for parenting your child”, pp. 2 –
40.
Siegel, D.J., and Hartzell, M. “How we
perceive reality: Constructing the stories of our
lives”, Ch. 2, pp. 29 – 56 in Parenting from the
inside out.
Chethik, M., Ch’s 4-9, pp. 71-192. (These
readings include selections on treating
neurotic, borderline,narcissistically disturbed,
character pathology and young patients).
Greene, R. The Explosive Child. “The Waffle
Episode”; “Terrible Beyond Two”, “Pathways
to Inflexibility – Explosiveness”, 1-57; “The
Truth about Consequences”, Ch. 5, 88-102;
“Clear the Smoke”,Ch. 6, 103-132; and
“Basket Case”, Ch. 7, 133-172.
Popolos & Popolos. “Voices from the front”,
Ch. 1, pp. 3 - 25; “Ch. 3, “Pathways to
inflexibility-explosiveness” pp. 27 - 57; ;
symptom checklist in “How to find a good
therapist”, Ch. 3, 61-73; and “The
psychological dimensions”, Ch. 7, 170-193.
Josselyn, “Become herself: Identify,
individuation and intimacy”, 10 - 27.
Kendon and Thompson. Raising Cain. “The
road not taken: Turning boys away from their
inner life”, Ch. 1, 1-20; “Thorns among rose:
The struggle of young boys in early
education”, Ch. 2, 21-50; “The high cost of
hard discipline”, Ch. 3, 51-71; and, “The
culture of cruelty”, Ch. 4, 72 - 93.
Lawrence, M., Condon, K., Jacobi, K., and
Nicholson, E. (2006), “Play therapy techniques
for girls displaying social aggression”, pp. 212
12
3/31
Group C
Attachment
Therapy
Approaches
- 237.
Pollack, Wm. Real Boys. Inside the world of
boys: Behind the mask of masculinity”, Ch. 1,
3-19; “The stories of shame and the haunting
trauma of separation”, Ch. 2, 20-51; “Real
boys: The truths behind the myths”, Ch. 3, 5264; “Action love: How boys relate”, Ch. 4, 6577; and, “Being different: Being gay”.
Hughes, D. Building the Bonds of Attachment.
Read through – it’s extremely descriptive and
informative.
Metaphors/derivat Prat, R., (2001). “Imaginary hide and seek”,
e meanings of
Journal of Child Psychotherapy, 27, No. 2, 175
play interactions
– 196.
Sandler, et al. “Part Three: The child’s modes
of expression”, Ch’s 12-19, pp. 117-181; and
“The aims of treatment”, Ch. 25, pp. 251-256.
Sandler, J. “Resistance”, Ch. 6, 57-61;
“Transference”, Ch. 10, pp. 78 – 104; “Other
uses of the therapist”, Ch. 11, pp. 105 – 114;
and “Physical contact and gratification”, Ch.
22, pp. 192-198
13
4/7
Group D
Psychotherapy
with abused and
neglected
children
Spiegel, S. “Metaphor”, Ch. 2, pp. 26-47.
Gil, E. “The abused child: Treatment issues”,
Ch. 1, pp. 1-25; and, “The child therapies:
Application in work with abused children”,
Ch. 2, pp. 26-36; and, “The treatment of
abused children”, Ch. 3, pp. 37-82.
Hughes, D. [2009]. “Communicate”, Ch. 6, pp.
103 – 120; “Relate Emotionally”, Ch. 7, pp.
121 – 139; and, “Reflect”, Ch. 8, pp. 141 –
156.
James, B. “What is trauma?”, Ch. 1, pp. 1-2;
and, “Critical aspects of treatment”, Ch. 2, pp.
3-20;and, “Traumagenic states to be
considered in treatment planning”, Ch. 3,
pp.21-38; The dissociatively disordered
Child”, and Ch. 22, pp. 101-116.
Perry, B.D., and Szalavitz, M. (2006). “Skin
14
4/14
No Group
hunger”, Ch. 4, pp. 81 - 98; and, “The boy who
was raised as a dog”, Ch. 6, pp. 125 - 154.
Termination/Cons Cangelosi, D. “Saying goodbye in child
ultation with
psychotherapy: Planned, unplanned and
teachers and
premature endings”, [selected readings pp. 5 –
parents
11; 15 – 33; 57 – 71; 75 – 90;127 – 155].
Spiegel, S. “Termination of treatment”, Ch. 10,
pp. 194-214; and, “Termination of treatment”,
Ch. 25, pp.241-250.
Wright, et al., “Partners in Therapy”, Ch. 2, pp.
13-30; and, “Factors outside the TherapistClient Relationship”, Ch. 4, pp.30-102.
Grading Criteria:
Grading Requirements
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Grading Scale
10%
35%
45%
10%
100%
A
AB+
B
BC+
C
CF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
BIBLIOGRAPHY
Allen, J.G., and Fonagy, P. (2006). Handbook of mentalization-based treatment. New York: John
Wiley & Sons, Inc.
Axline, V.M. (1964). Dibs in search of self. NY: Ballantine Books.
Axline, V.M. (1947). Play therapy. NY: Ballantine Books.
Berlin, L.J., Ziv, Y., Smaya-Jackson, L., and Greenberg, M.T. (Eds.). (2005). Enhancing early
attachments. Duke Series in Child Development and Public Policy. N.Y.: Guilford Press.
Boik, B.L. and Goodwin, E.A. (2000). Sandplay therapy. NY: W.W. Norton & Co.
Bradway, K., Signell, K.A., Spare, G.H., Steweard, C.T.R., Stewart, L.H., and Thompson
(18981; 1990).
Sandplay studies. Boston, MA: SIGO Press.
Cangelosi, D. Saying goodbye in child psychotherapy: Planned, unplanned, and premature
endings. Northvale, N.J.: Jason Aronson Inc.
Chethik, M. (1989). Techniques of child therapy: Psychodynamic strategies. New York: The
Guildford Press.
DeSocio, J.E. (2005). “Assessing self-development through narrative approaches in child and
adolescent psychotherapy”. Journal of child and adolescent psychiatric nursing, 18, (2), 53 – 61.
Fosha, D. [2009]. The transforming power of affect: A model for accelerated change. N.Y.:
Basic
Books.
Gabel, S., Oster, G. and Pfeffer, C. (1988). Difficult moments in child psychotherapy. New
York:
Plenum Medical Books Co.
Gambrill, E. (2005). Critical thinking in clinical practice; Improving the accuracy of judgments
and decisions (2nd ed.). Hoboken, NJ: Wiley and Sons.
Gil, E. (1991). The healing power of play. New York: The Guilford Press.
Green, R. (1998). The explosive child. NY: Harper Collins.
Greenspan, S. and Greenspan, N.T. (1989). The essential partnership. How parents and children
can meet the emotional challenges of infancy. NY: Penguin Books.
Greenspan, S. and Wieder, S. (1998). The child with special needs. Reading, MA: Perseus
Books.
Homeyer, L.E., and Sweeney, D.S. (1998). Sandtray: A practical manual.
Hughes, D. {2009]. N.Y.: _Attachment-focused parenting: Effective strategies to care for
children.N.Y.: W.W. Norton & Co.
Hughes, D.A. (1998). Building the bonds of attachment. Awakening love in deeply troubled
children.Northvale, NJ: Jason Aronson, Inc.
Hughes, D.A. (1997). Facilitating developmental attachment. Northvale, NJ: Jason Aronson, Inc.
Hunter, L.B. (1998). Images of resiliency. Troubled children create healing stories in the
language of sandplay. Palm Beach, FL: Behavioral Communications Institute.
James, B. Treating traumatized children. Lexington Books, Lexington, MA: D.C. Heath & Co.
Josselyn, R. (1987). Finding herself. San Francisco: Jossey-Bass Publishers.
Kazdin, A.E. and Weisz, J.R. (1998). Identifying and developing empirically supported child and
adolescent treatments. Journal of Consulting and Clinical Psychology.66, pp. 19 – 36.
Kindlon, D. and Thompson, M. (1999). Raising Cain. NY: Ballantine Books.
Landreth, G. (1991). Play therapy: The act of the relationship. Muncie, Indiana: Accelerated
Development Inc., Publishers.
Lawrence, M., Condon, K., Jacobi, K., and Nicholson, E. (2006 in press). “Play therapy
techniques treating social aggression”. In Schaefer, C. and Kadusen, (Eds.) Contemporary Play
Therapy. New York: The Guilford Press.
Lawrence, M., and Jacobi, K. (2005). The playfulness of storytelling: A manual of interactive
techniques. Oak Brook, IL.: Shared Vision, Inc.
Lewis, T., Amini, F., and Lannon, R. (2001). A general theory of love. N.Y.: Vintage Books, a
division of Random House.
Lowenfeld, M. (179; 1999). Understanding children’s sandplay. Lowenfeld’s world technique.
Cambridge, England: Margaret Lowenfeld Trust.
Nichols, M., Lacher, D., and May, J. (2002). Parenting with stories: Creating a foundation of
attachment for parenting your child. Deephaven, MN: Family Attachment and Counseling Center
of Minnesota.
Nording, Wm. J. and Guerney (1999). “Typical stages in the child-centered play therapy process.
The Journal for the Professional Counselor, 14, (1), Spring, 17-24.
O’Connor, K. (2005). “Addressing diversity in play therapy”. Professional Pyschology: Research
and Practice. 36, (5), 566 – 573.
Pollack, Wm. (1998). Real boys. N.Y.: Henry Hold & Co.
Popolos, D. and Popolos, J. (1999). The bipolar child. NY: Broadway Books.
Prat, R. (2001). “Imaginary hide and seek”. Journal of Child Psychotherapy, 27, (2), 175 – 196.
Russ, S.W. (2004). Play in child development and psychotherapy: Toward empirically supported
practice. Mahwah, N.J.: Lawrence Erlbaum, Associates, Publishers.
Sandler, J., Kennedy, H. and Tyson, R.L. (1980). The technique of child psychoanalysis:
Discussions with Anna Freud. Cambridge: Harvard University Press.
Siegel, D.J., and Hartzell, M. (2003). Parenting from the inside out. N.Y.: Jeremy P.
Tarcher/Penguin.
Siegel, D.J. (1999). The developing mind. N.Y.: The Guilford Press.
Spiegel, S. (1989). An interpersonal approach to child therapy. New York: Columbia University
Press.
Terr, L. (2008). Magical moments of change. New York: W.W. Norton & Company.
Wright, E. and Ruisman, L. (1986) Experiential psychotherapy with children. Baltimore: The
John Hopkins University Press.
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Academic Policies: Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty
and integrity during the learning process, Argosy University requires that the submission of all
course assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted using
the Publication Manual of the American Psychological Association, 5th Edition (2001).
Washington DC: American Psychological Association (APA) format. Please refer to Appendix
A in the Publication Manual of the American Psychological Association, 5th Edition for thesis
and paper format. Students are encouraged to purchase this manual (required in some courses)
and become familiar with its content as well as consult the Argosy University catalog for further
information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy: It is the policy of Argosy University to make
reasonable accommodations for qualified students with disabilities, in accordance with the
Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations,
the student must notify the Director of Student Services. Procedures for documenting student
disability and the development of reasonable accommodations will be provided to the student
upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity: Argosy University prepares students
to serve populations with diverse social, ethnic, economic, and educational experiences. Both the
academic and training curricula are designed to provide an environment in which students can
develop the skills and attitudes essential to working with people from a wide range of
backgrounds.