EDUC 635 Psychotherapy with Children and Adolescents Syllabus
Spring 2010, Monday 4:15-6:50 pm
Room #WPH B26
Instructor: Hiroshi M. Sasaki, Ph.D.
Office: WPH 1005
Phone: 562-756-6211
Masters Office: WPH 602 Phone: 213.740.3255
E-mail: antihiro@charter.net
Office Hours: M 3-4
Hours: M-F 9-7pm
Rossier School of Education Theme:
“The Rossier School of Education focuses on redefining excellence in urban education through
research, teaching and service in the areas of leadership, learning, accountability and diversity.”
Course Overview
Counseling children and adolescents requires knowledge and skills that are qualitatively different
from those required for counseling adults. A review of diagnoses unique to children, as well as
disorders that manifest differently in children than in adults is provided. Therapeutic issues unique
to children will be discussed. Effective interventions for children and adolescents will be
demonstrated and practiced.
Course Objectives
1. Students will identify presenting issues most commonly found in child and adolescent
clients.
2. Students will demonstrate knowledge of psychiatric disorders that are unique to children
and adolescents.
3. Students will articulate how some clinical disorders manifest in children through symptoms
that are different from those found in adults with the same diagnosis.
4. Students will be able to discuss and demonstrate empirically validated interventions that are
effective in treating childhood disorders and clinical issues.
5. Students will conceptualize child clients utilizing appropriate forms and sources of
information, as well as critical thinking based on sound counseling theory and empirically
validated intervention.
6. Students will articulate an understanding of multicultural issues that are embedded in
working with children and their families.
7. Students will demonstrate an awareness of the appropriateness of including or excluding
others in the treatment of a child client.
8. Students will explain how their chosen theoretical orientation will be effective in working
this children and adolescents.
9. Students will demonstrate an understanding of the laws and ethics that apply to the
treatment of children and adolescents in the state of California, and how those guidelines
will affect their work with their clients.
10. Students will demonstrate self-evaluation skills, writing skills, oral presentation skills, and
critical thinking skills.
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Course Requirements
Class Involvement and Participation (10%):
Students’ professionalism/preparation, attendance, and active participation in the class are critical
to students’ learning and success in the class. The interactive nature of the class encourages the
sharing of individual ideas and reactions related to the course content. Students who miss class or
are late to class, without a documented excuse, will lose 3 points per occurrence from their total
grade.
Quizzes (10%):
Expect impromptu quizzes at the beginning of class based on the reading or material covered
previously in class. Students who miss the class or come late will not be able to make up these
quizzes. Absences excused prior to class will be taken into consideration should a quiz be given
that day.
Oral Presentation—Application of intervention to case study (30%):
Students will choose an intervention (PCIT, play therapy, CBT, etc., but not TF-CBT) of interest
covered in class. Your dyad or triad will read journal articles, manuals, and any other supporting
materials, as well as view any available video demonstrations to gain an in-depth understanding of
that intervention and therapeutic approach with children. If you attend an in-person training or
participate in an online training for this type of intervention, you will receive extra credit on their
assignment. Choose a case vignette (movie clip, pop culture relationship, a vignette of students’
own choosing) to which they will apply this intervention. Present the case, and an in-class
demonstration of the intervention, lasting no more than 30 minutes. The presentation should
include: 1) demographic information about the client, including important developmental
information (milestones reached, etc.); 2) pertinent family information and history family stressors
(who lives with child, changes in home environment, support systems, psychiatric histories, etc.); 3)
relevant physical health information; 4) presenting issues; 5) appropriate diagnosis or
categorization of clients’ problem/situation; 6) conceptualization using students’ theoretical
orientation; 7) goals with client (and family, if appropriate—include information about who will be
included in treatment [family members, school personnel, etc.]); 8) explanation of intervention to
be used and any strategies from theoretical orientation embedded in that intervention; 9)
demonstration of intervention in role play; and 10) realistic prognosis for the client.
Trauma Focused Cognitive Behavioral Therapy (TF-CBT) Training (10%):
In addition to being exposed to various theoretical modalities for working with children and
adolescents, students are required to complete Trauma Focused Cognitive Behavioral Therapy (TFCBT) for childhood sexual abuse training, available for free at http://tfcbt.musc.edu/. This will take
approximately ten (10) hours: students will be expected to have completed the training by the last
day of class; proof of completion may be submitted by printing out a copy of certificate of
completion. TF-CBT is an empirically supported therapy developed by Cohen, Mannarino, &
Deblinger (2006), combining principles of cognitive behavior therapy and trauma treatment. While
successful completion of this training does NOT mean that you are "certified" to deliver TF-CBT
or are competent in the use of TF-CBT, you will leave this course with a powerful set of tools to
use for supervised interventions with distressed children and their families.
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Literature Review Paper (40%):
Students will prepare a 5-6 page paper that reviews the literature regarding the efficacy of their
intervention of choice (students can use the same intervention they chose for their presentation, if
they choose). Papers should include: 1) a brief history of the development and evolution of the
intervention (including who developed the intervention, why, and how it has been used over the
years, etc.); 2) What populations and presenting problems are addressed using this intervention and
why; 3) What does the literature say about outcomes using this intervention (e.g., is it effective,
statistical differences, clinical significance, etc.; 4) Students’ conclusions about the effective and
ethical use of this intervention in practice. Six to Seven peer reviewed journal articles (at least
three of which with experimental designs—random assignment, control groups, etc.) should be
included in this paper.
Extra-Credit:
Proof of attendance of an in-person training or participation in an online training of on one of the
interventions covered in class (in addition to TF-CBT for childhood sexual abuse). Acceptable
proof is a certificate of completion from a reputable continuing education course, along with a 2
page write-up of your experience and your conclusions about the intervention. If you enjoyed the
training in TF-CBT for childhood sexual abuse, you can choose to complement your experience
with a 6-hour training in TF-CBT for childhood traumatic grief (accessible from the TF-CBT
training site: after successful completion of the TF-CBT training, click on the CTGWeb tab).
Upcoming trainings will be announced throughout the semester.
Textbooks and other materials
Required:
Axline, V. (1964). Dibs in search of self. NY: Ballantine.
Bronson, P., & Merryman, A. (2009). Nurtureshock: New thinking about children. NY: Hatchette.
Geldard, K., & Geldard, D. (2008). Counselling children: A practical introduction. 3rd edition.
London: Sage.
Webster-Stratton, C. (2005). The Incredible Years: A troubleshooting guide for parents of children
aged 2-8 years. Revised edition.
Wilmshurst, L. (2005). Essentials of child psychopathology (Essentials of behavioral science
series). Hoboken, NJ: Wiley. (available free via USC’s e-books)
Recommended:
Axline, V. (1979). Play therapy. NY: Ballantine.
Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2006). Treating Trauma and Traumatic Grief in
Children and Adolescents. NY: Guilford.
Lieberman, A. F., & Van Horn, P. (2008). Psychotherapy with infants and young children:
Repairing the effects of stress and trauma on early attachment. NY: Guilford.
Class Participation
Small group discussions will occur at every class meeting and students are expected to participate
fully in them. Students are also encouraged to ask questions and actively participate in both planned
and impromptu class discussions so long as the discussion forwards the purpose of the class. Effort
invested during class time will reduce the effort necessary outside class.
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Grading
Quizzes
Class Participation and Professionalism
Completion of CF-CBT training and write-up
Oral presentation—Application of Intervention to Case Study
Theoretical Orientation Paper
Extra Credit
A = 94%-100%
B- = 80%-83%
A- = 90%-93%
C+ = 77%-79%
B+ = 87%-89%
C = 74%-76%
% of grade
10.0%
10.0%
10.0%
30.0%
40.0%
(2.5%)
100.0%
B = 84%-86%
C- = 70%-73%
A Note Regarding Sample Psychological Testing Materials
Ethical counselors maintain the security of tests and other testing materials (ACA Ethics Code,
E.10), just as ethical psychologists have a mandate to protect test materials (APA Ethics Code,
9.11). Students will be provided with some sample child assessment materials. You are asked
return all sample testing materials, unless you believe these will be helpful to you in the future and
you will be able to maintain test security (i.e., shredding them if you are finished, not showing them
to non-professionals, not using them without proper training and supervision).
Grades
All Master’s degree students should be submitting B, B+ or A- work. Students receiving a C,
should consult their professors immediately for feedback about making significant changes in their
approach to their courses. Students receiving a D or below are not working at the graduate level,
and should seriously consider whether their current life circumstances are conducive to successfully
completing a Master’s degree at this time. Master’s level students should not expect to get an A as
a matter of course. A’s are reserved for outstanding achievement, reflecting exceptional
understanding, insight, and writing (i.e., profound command of the course content with an
exceptionally high level of scholarship and excellence). Only a few students will receive A’s at this
level because you have reached a new, and much higher, standard of performance at the master’s
level, and there is always room to improve. If you receive an A in a class, you know you have gone
far above and beyond what is expected of you. If you receive a B, you have met our expectations.
Writing Skills
All papers should be professional documents, written in scholarly language. They should be typewritten, in APA format, with sub-headings. Make sure you address all parts of the assignment.
Please have a colleague give you feedback on writing errors and clarity before you turn it in. Your
grade will be affected by your demonstration of writing skills (e.g., clarity, grammar, syntax,
insight, mastery of course content, use of APA style, etc.). If you know writing is a challenge for
you, please use the writing center on campus to help you develop this skill early in your program
and before you submit your papers. You can also use online writing centers found at
http://owl.english.purdue.edu/internet/owls/writing-labs.html. If your paper does not meet the
appropriate standards for graduate level writing, you will be docked 10% of the total points for the
assignment, and may be required to provide proof of use of the writing center for all future papers
in this course.
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Late Assignments
In order to be fair to everyone in class, assignments should be turned in within the first 10 minutes
of class on the date they are due. Any assignments turned in after that point will lose one full letter
grade (10%), and an additional 10% for every week they are late, unless the student has been
excused by the instructor. Please inform the instructor before class if you must miss class or if an
assignment will be late, due to an emergency. Whenever possible, students should arrange to have
their work turned in on time by one of their colleagues or via e-mail. If this is not possible, in the
case of documented excusable absence, students may make arrangements with the instructor to
make up missed work or turn in late assignments. If an emergency situation prevents students from
completing all requirements in the course, students should see the instructor about how to proceed
with retaking the course at a better time. Students should provide written documentation to validate
emergencies (e.g., doctor’s note).
Students must hand in all assignments by the end of the final exam time in order to receive a
passing grade for this course. If all assignments are not handed in, students will receive a failing
grade for the course regardless of how they well they did on other assignments.
Academic Accommodations
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in
the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday
through Friday. The phone number for DSP is (213) 740-7766.
Incompletes
IN – incomplete (work not completed because of documented illness or some other emergency
occurring after the twelfth week of the semester; arrangements for the IN and its removal should be
initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed
incomplete.
Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the
instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to
the department the work remaining to be done, the procedures for its completion, the grade in the
course to date and the weight to be assigned to the work remaining to be done when computing the
final grade. A student may remove the IN by completing only the portion of required work not
finished as a result of documented illness or emergency occurring after the twelfth week of the
semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN
by re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN.
Individual academic units may have more stringent policies regarding these time limits. If the IN is
not removed within the designated time, the course is considered “lapsed,” the grade is changed to
an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a
Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned
will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.
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Academic Dishonesty (http://www.usc.edu/student-affairs/SJACS/acadresources.html)
Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without
appropriate acknowledgment. Paraphrasing (putting the material in your own words, etc.) is
usually acceptable as long as the original reference is cited, and you do not imply that the ideas or
thoughts are your own. You must always use quotation marks and a citation when using someone
else’s words verbatim.
Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the
use of any dishonest, deceptive, or fraudulent means. Action will be taken if an instructor suspects
a student of cheating.
When working with other students, be sure you turn in your own original work with your own
original thoughts. Each student’s work should be unique and reflect his/her own thought processes.
Spring 2010 Course Schedule
Reading Key: A = Axline; B= Bronson; G = Geldard; W = Wilmhurst; WS = Webster-Stratton; BB =
available on BlackBoard. Recommended readings are in parentheses ().
Week
Date Topic
Readings (due before class)
Assignments due
1/11
1
Briere Video: “Therapy with Adolescent
Note: videos will be available on
Trauma Survivors”
BlackBoard starting 1/11
Video intro: syllabus, goals, requirements.
1/18 MLKJr Day – NO CLASS
2
W: Ch.1 & 3
Discuss Briere
G: Ch.1 to 8
video on BB
Psychotherapy with children
discussion board
Issues unique to childhood mental health
1/25 Legal & ethical considerations
3
W: Ch.2
(Quiz will cover
G: Ch.9 to 16
two weeks all
Child counseling skills
BB: Minor Consent
reading to date)
(Sign-up for presentations)
B: Preface, Intro, Ch.1
2/1 Empirically Supported Treatments vs.
W: Ch.5, 6, 9, 13 & 14
4
Common Factors Research. Cultural
BB: Castelnuovo, 2004
considerations. Childhood disorders: Mood, (BB: Seligman, 1995)
eating, anxiety & PTSD.
B: Ch.3
2/8 Childhood disorders: ADHD, Somatoform,
W – 4, 7, 8, 10
5
Attachment, substance abuse, behavior,
BB: Elim. Disorder chapters
elimination. Intro to Dibs.
B: Ch. 2
2/15 Presidents’ Day Holiday – no class
A: Ch.1-6
6
B: Ch.4-5
2/22 Childhood Disorders: Pervasive
W – 11 & 12
7
developmental disorders, mental retardation, A: Ch.7-12
learning disabilities
B: Ch.10
(BB: Sattler - FBA)
3/1 Interventions: Play Therapy, part 1.
8
BB: Van Velsor, 2004.
Oral
Presenations:
The Child’s Worldview
BB: Oaklander, 1997.
Child-Directed Play
A: Ch. 13-16
G: 17 &18
WS: Intro, Ch.1
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Spring 2010 Course Schedule, cont’d
9
10
11
12
Reading Key: A = Axline; B= Bronson; G = Geldard; W = Wilmhurst; WS = Webster-Stratton; BB =
available on BlackBoard. Recommended readings are in parentheses ().
3/8 Interventions: Play Therapy, part 2.
A: Ch. 17-24
OP:
G: 19 to 28
Art Therapy and Gestalt Art Therapy
WS: Ch.2
B: Ch.9
(BB: Ray et al, 2001)
3/15  SPRING BREAK 
3/22 Interventions: Play and Behavioral Therapy
WS: Ch.3 to 10
OP:
Integration, part 1: The Incredible Years (IY) G: Ch.29 to 31, & p. 269-306
B: Ch.8
3/29 Interventions: Play and Behavioral Therapy
WS: Ch. 11 to end
OP:
Integration, part 2: IY, continued; ParentBB: Bell & Eyberg, 2004
Child Interaction Therapy (PCIT)
(BB: Brinkmeyer & Eyberg)
VIDEO: Intensive Behavioral Therapy for
B: Ch.6
Autism
4/5 Interventions: Cognitive Behavioral Therapy, BB: TF-CBT Brief
OP:
part 1: TF-CBT, CBT for Anxiety
(BB: Cohen et al, 2000)
BB: Coping Cat
B: Ch.7
13
4/12
Interventions: Cognitive Behavioral Therapy,
part 2: Integrated Therapy for Complex
Trauma; Dialectical Behavioral Therapy
BB: Briere, ITCT [A or C]
BB: DBT chapter
PAPER DUE
OP:
14
15
15
4/19
4/26
Child-Parent Dyadic Psychotherapy
Interventions: Multisystemic Therapy
Motivational Interviewing
BB: Lieberman & Van Horn
BB: Henggler & Lee, 2003
BB - M.I.
(BB: Miller, 1995: MET)
OP:
TF-CBT due
OP:
No Final Exam
Note: Readings are subject to change/update, particularly in the last five weeks. However, rest
assured that you will have plenty of notice; if necessary, a revised syllabus will be posted on
BlackBoard.
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