CNE 591 Rev. 5/8/02
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CNE 591, CHILD AND ADOLESCENT COUNSELING
Course CNE 591 is a required course for students desiring to be Licensed Professional
Counselors and an elective for students in the School Counseling Program
College of Education and Applied Science
Department of Educational Leadership & Counseling
Instructor:
Rebecca A. Robles-Piña, Ph.D.
Teacher Education Center, Rm. 330
P.O. Box 2119/Sam Houston State University
Phone – 936-294-1118; Fax – 936-294-3886
e-mail – edu_rar@shsu.edu
Office Hours: two hours before class and by appointment
Text/Readings:
American Psychiatric Association. (2000) Diagnostic & statistical manual
of mental disorders (text revision (DSM-IV-TR). Washington, DC:
Author.
Jongsma, Jr. A.E., Peterson, L.M, & McInnis, W. P. (2002). The child
and adolescent psychotherapy treatment planner. New York, NY: John
Wiley & Sons, Inc.
Taublieb, A. B. (2000). A-Z Handbook of Child and Adolescent Issues.
Boston, MA: Allyn and Bacon.
Course Description:
The purpose of this course is to (1) identify mental health disorders that
affect children and adolescents and (2) write treatment plans that are
based on developmentally appropriate cognitive, social, and emotional
theories.
Moreover, this course is designed to meet course objects as well as the
professional standards specified by the Council for Accreditation on
Counseling & Related Educational Programs (CACREP) and educational
organizations (State Board for Educator Certification – Standards for the
School Counselor Certification [SBEC] and National Council for
Accreditation of Teacher Education [NCATE]).
The class calendar will note how the class activity, topic, or assignments
will fulfill the objectives or standards required. The course objectives are
outlined below.
CNE 591 Rev 5/8/02
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Course Objectives - Students will:
1. Identify, discuss, and assess mental health disorders that primarily affect children and
adolescents.
2. Identify, discuss, and assess how cultural considerations may affect the interpretation of
mental health disorders.
3. Identify, discuss, and assess behaviors associated for specific mental health disorders.
4. Develop Case Studies that elucidate a variety of mental health disorders.
5. Develop treatment plans that define behaviors and short-and long-terms goals.
6. Develop treatment plans that provide interventions from a variety of theoretical
approaches for use in individual, group, and family counseling.
7. Develop a treatment plan that meets the DSM-IV-TR diagnostic criteria.
8. Develop a treatment plan that includes recommended pharmacological interventions to
be used for a variety of mental health disorders.
9. Develop conceptual frameworks for mental health disorders and treatment plans using a
variety of technology (internet, discussion boards, Blackboard, Power Point, e-mail,
electronic data bases).
10. Apply effective consultation strategies when working with parents, teachers, legal
officers, and others who are connected to children and adolescents.
11. Apply legal and ethical considerations to counseling with children and adolescents.
Standards Matrix:
Dates/Assignme
nts
June 5, 2002
A-Z - “A & B”
TP – Those
applicable.
June 12, 2002
A-Z – “ C, D, E”
TP – Those
applicable.
Activities
Introductions & Expectations
Syllabus
o Concept Maps & Word
Webbing
o Develop Case Study
o Treatment Plans – How
to Develop
o Evaluation
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Performance
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
Assessment
Standards:
 CO = Course
Objectives
 CA = CACREP
 SB = SBEC
 NC = NCATE
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CNE 591 Rev 5/8/02
June 19, 2002
A-Z - “F, G, H”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Present Concept
Map
Present Case
Study
Present Treatment
Plan
June 26, 2002
A-Z - “I, J, K”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
July 3, 2002
A-Z - “L, M, N”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
July 10, 2002
A-Z - “O, P, Q”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
July 17, 2002
A-Z - “R, S. T”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
Assessment
3
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CNE 591 Rev 5/8/02
July 24, 2002
A-Z - “U, V, W, Z”
TP – Those
applicable
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Present Concept
Map
Present Case
Study
Present Treatment
Plan
July 31
Complete any
Unfinished letters
o Concept Maps & Word
Webbing
o Case Studies
o Treatment Plans
o Evaluation Based on
Case Study
Assessment
Present Concept
Map
Present Case
Study
Present Treatment
Plan
4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
CO= 1-11
CA = 2 a – f; 5f;
7h;8e
A 7-11; B 2-3;
C1a, C2 d-f
SB = I-5-8; II 3, 8 ;
II 1,3; IV 2; V3; VI
– 2,3
NC = 1, 2, 4
Assessment
Web addresses for standards:
CACREP : http://www.counseling.org/cacrep/2001standards700.htl
SBEC: Standards for the School Counselor Certificate
http://info.sos.state.tx.us/pub/plsql/readtac$ext.TacPage?sl=R&app=9&p_di
r=&p_rloc=&p_tloc
NCATE: http://www.ncate.org
Course Format, Course Content, Course Requirements, Expectations, Evaluation
The class will be conducted to assess individual as well as group performance. The format will
be divided into 3 sections.
Section I. Students will present a conceptual map and a case study for a specific assigned topic
from A-Z Handbook of Child and Adolescent Issues. Requirements are:
_____ Provide copies of concept map(s) and case study to each class member
_____Models for Concept Maps will be illustrated the first class meeting. They must
include:
_____Knowledge of concept (student knows material well enough to explain; does not
read)
_____Illustrates concept in brief symbols or words
_____Appropriate intonation (presents with enthusiasm)
_____ Uses a variety of technological sources for presentation (internet, Blackboard,
Power Point, videos, etc.)
Models for case studies will be presented first class meeting. Case studies must include:
_____ Cultural considerations (ethnicity, language, nationality, gender)
_____ Pharmacological considerations
_____Academic Achievement (IQ measures, grades, criterion tests, standardized tests)
CNE 591 Rev 5/8/02
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_____Social Considerations (SES, free and reduced lunch, parent occupation)
_____Use 4 –axis consideration (intrapersonal issues, interpersonal issues, stressors,
and coping mechanisms)
Section II. Students will work in groups to develop treatment plans for the case studies
provided. The treatment plans must include:
_____Use of format on pg. 9-10 of The Child and Adolescent Treatment Planner
_____Behavioral definitions, long and short-term goals, objectives, and interventions
_____A variety of theoretical perspectives
_____A variety of individual and group perspectives.
_____ Cultural specific interventions
_____ Recommendations to parents, teachers, legal officers, and others
_____Consideration of ethical and legal perspectives for the client
_____Consideration of developmental perspectives (cognitive, social, emotional)
_____Diagnosis using DSM-IV-TR criteria
_____Pharmacological considerations
Section III. Students will be assessed to test their ability to individually apply knowledge learned
by developing a treatment plan based on a case study. Case studies tested will be those
discussed in the previous class period.
Evaluation: You will be evaluated on your ability to meet the requirements stipulated by each
activity (concept map = 10 points, case study = 10 points, treatment plan = 10 points,
assessment = 20 points). The points will be determined by your ability to meet the expectations
stipulated for each assignment, as noted above. A total of 50 points will be acquired per class
for a total of 450 points. Late assignments will result in a letter grade reduction per each 24hour period. The breakdown of grades will be the following:
A = 405-450
B = 449- 360
C = 359 – 315
<315 = F
Disability Statement:
Students with a disability that affects their academic performance are expected to arrange for a
conference with the instructor in order that appropriate strategies can be considered to ensure
that participation and achievement opportunities are not impaired. The physically impaired may
contact the Director of the Counseling Center as chair of the Committee for Continuing
Assistance for Disabled Students by telephone (extension 1720).
Attendance Policy:
In the summer term, students may be excused one absence (one class period). Subsequent
absences will result in one letter grade reduction per class missed.