HPC 6290 Davis
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HPC 6290: Child & Adolescent Therapy
The Department of Human Development & Psychological Counseling
Appalachian State University
Spring 2010
Instructor:
Office:
Phone:
Email:
Office Hours:
Keith M. Davis, Ph.D., NCC, NCLSC
101A Edwin Duncan Hall
(828) 262-6915
daviskm@appstate.edu
by appointment
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.
Development of the Professional Counselor as an Inviting and Reflective DecisionMaker:
HPC 6290 is a didactic and experiential course intended to provide students with
knowledge of counseling children and adolescents, the counseling profession, ethical
guidelines, standards of practice, professional associations, trends, and approaches.
Students will participate in class presentations, discussions, and class exercises while
respecting each other’s disclosures as voluntary and owned by the person who selfdiscloses.
Multicultural Focus:
HPC 6290 involves discussions regarding the influence of cultural dynamics such as
ethnic/racial status, age, economic status, special needs, English as a second language or
other language group, immigration status, sexual orientation, gender identity/expression,
gender, family type, religious/spiritual identity and appearance within the process of the
counseling profession. Development of professional and personal sensitivity and
responsiveness to diversity will be encouraged.
HPC 6290 Davis
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Course Objectives and Competencies:
1. Demonstrate awareness of yourself and others within the context of assessment,
diagnosis, and counseling with children and adolescents.
2. Demonstrate knowledge and skills in comprehensive assessment and diagnosis with
children and adolescents.
3. Demonstrate an understanding of counseling dynamics and the stages of
development that the counseling relationship progresses through.
4. Identify the major theoretical approaches and techniques to counseling children and
adolescents.
5. Identify counseling methods, conditions for growth, and strategies for the process of
counseling children and adolescents.
6. Demonstrate application of ethical and legal standards of assessment, diagnosis,
treatment, and counseling with children and adolescents.
7. Demonstrate knowledge of counseling strategies and interventions for working with
diverse populations.
8. Demonstrate knowledge of the influence of the socio-cultural context of individuals.
9. Demonstrate through your attendance and participation your professional development
and commitment to working with children and adolescents.
Course Requirements:
1. Quizzes: Understanding how to work with children and adolescents in a therapeutic
capacity begins with basic knowledge in child and adolescent developmental issues and
strategies. At the beginning of each class, students will be given a 10-question quiz
pertaining to the assigned readings for that particular class. The quizzes will consist of
general questions with multiple guess answers. Responses will be immediately collected.
Those who are tardy for, or not present for, the quiz will NOT be permitted to make the
quiz up or have extra time. Please, don’t ask the instructor for exceptions! The
instructor will drop the lowest quiz score.
2. In Class Assignments: There will be several in-class assignments (e.g., case studies,
case conceptualizations, videos, surveys, group work, discussions) throughout the
semester. In-class assignments will be determined based on the nature of the class needs
as the semester develops.
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3. Attendance + Participation + Personal Integrity = Professional Development and
Readiness for the Counseling/Therapeutic Profession: Given the interactive nature of
this course through in-class assignments and participation, as well as the extensive
reading assignments, attendance is necessary and mandatory in order to develop
knowledge of counseling children and adolescents (please see attendance policy for HPC
6290).
Participation in HPC 6290 includes:
a. On-time attendance and preparation for each class.
b. Having completed readings prior to class.
c. Turning in all work when it is due.
Personal integrity includes:
a. All of the above.
b. Subjective observations on how students interact with other students, faculty, and staff.
c. Subjective observations on how students navigate the processes and procedures of the
course and overall program.
Both your attendance and participation in HPC 6290, as well as your personal integrity,
demonstrates your commitment to the counseling and/or therapeutic profession,
professional readiness, respect for your education, respect for your colleagues and
classmates, and most importantly respect for yourself as a developing professional. Thus,
the instructor may deduct points from a student’s final grade when this level of
professionalism has not been reflected in meeting the requirements for HPC 6290 as
outlined in this syllabus.
Please note: Any assignment not turned in at the designated classroom due date and
time will result in ONE letter grade reduction for each day late. Assignments not
turned in within three days after the designated classroom due date and time will
NOT BE ACCEPTED and result in a failing grade for that assignment.
Attendance Policy for HPC 6290:
Due to the interactive nature of the information presented through in-class activities,
discussions, readings, and lectures, it is required that you regularly attend class. Because
of the high degree of importance placed on these core learnings, you can only be absent
from ONE class meeting without incurring a reduction of 5 percentage points being
subtracted from your final grade for EACH absence after one (however, there will be a
point reduction if an assignment is missed or not turned in on the date missed). More than
three absences will result in a failing grade for HPC 6290, regardless of academic good
standing. Tardiness, early leaves, or “extended breaks” will be noted and accrued toward
absences. If you know you will be absent from a class meeting, please inform me
personally through a meeting, email, or phone message. Above all else, I want to know
you’re safe! Additionally, in the event that medical reasons, death in a family, or any
other unforeseeable circumstance will result in you missing more than 3 classes, you will
be advised to drop the course and take it at a time more convenient for you (i.e., there
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will be no Incompletes given by the instructor, nor make-up assignments for missed
classes; equally, there are no excused absences for any reason after the allowed one).
Inclement Weather Policy:
It snows in Boone! In the event of inclement weather, class will be cancelled ONLY if
ASU closes. Keep in mind that you are allowed ONE absence without incurring a
reduction in attendance points. Thus, use your own discretion when deciding not to attend
classes throughout the semester when inclement weather is not an issue. Classes
cancelled due to ASU closing for inclement weather will be made up at the end of the
semester on designated days, which are stated in the course syllabi.
Academic Integrity:
The tenants of Appalachian State University’s Academic Integrity Code will be enforced
throughout this course including but not limited to assignments and activities (in and
outside of class). For more information on the Academic Integrity Code please refer to:
http://www.academicaffairs.appstate.edu/resources/integrity/code.html
Student Accommodations:
Appalachian State University is committed to making reasonable accommodations for
individuals with documented qualifying disabilities in accordance with the Americans
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) at www.ods.appstate.edu or calling
at 828.262.3056. Once registration is complete, individuals will meet with ODS staff to
discuss eligibility and appropriate accommodations.
Evaluation and Grading:
Short Quizzes:
In-Class Assignments/Participation:
Attendance, Participation, and Integrity:
30%
30%
40%
Total:
100%
Grading Scale:
A =
A- =
B+ =
B =
B- =
95-100
90-94
86-89
83-85
80-82
C+ =
C =
C- =
F =
76-79
73-75
70-72
Below 70
HPC 6290 Davis
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Required Texts:
Diagnostic and statistical manual of mental disorders (4th ed. text revision). (2000).
Arlington, VA: American Psychiatric Association.
Sax, L. (2007). Boys adrift: The five factors driving the growing epidemic of unmotivated
boys and underachieving young men. New York: Basic Books.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids cool counseling:
User-friendly approaches with challenging youth (2nd ed.). Alexandria, VA:
American Counseling Association.
Vernon, A., & Clemente, R. (2005). Assessment and intervention with children and
adolescents: Developmental and multicultural approaches (2nd ed.). Alexandria,
VA: American Counseling Association.
Additional readings will be assigned by the instructor.
Other Considerations:
You are now entering into the counseling profession. As part of this profession, you are
STRONGLY encouraged to join and support your professional association(s).
Helpful Websites:
American Counseling Association
North Carolina Counseling Association
American School Counselor Association
North Carolina School Counselor Association
American Association for Marriage & Family
Therapists
www.counseling.org
www.nccounseling.org
www.schoolcounselor.org
www.ncschoolcounselor.org
http://www.aamft.org/
I look forward to working with each of you this semester and want your learning
experiences to be as meaningful as possible. My students are very important to me and I
encourage and invite each student to visit me during regularly scheduled office hours,
make an appointment, call, or email me with any concerns. It is important to me for all
students to help create a learning environment where they feel comfortable and respected.
Please do not allow your cell-phones to interrupt class time (this includes not texting
during class). The instructor respectfully asks that you deactivate cell-phones before
class. Thanks!!
HPC 6290 Davis
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Tentative Schedule of Topics
Date
Jan. 13
Jan. 20
Topic
Introductions and Class Orientation
Survey
Survey Discussion
Family Systems Theory
Ecological Theory & Parent Education Strategies
Quiz #1
Jan. 27
Readings
Development Issues in Counseling Children & Adolescents
Davis article
Hinkle & Wells
Ch. 7 SF & SF
Ch. 1 SF & SF
Ch. 1 V & C
Quiz #2
Feb. 3
Methods of Developmental Assessment
Methods of Multicultural Assessment
Early Childhood: Assessment & Intervention
Establishing Rapport, Gathering Information,
and Informal Assessment
Quiz #3
Ch. 2 V & C
Ch. 3 V & C
Ch. 5 V & C
Feb. 10
Middle Childhood: Assessment & Intervention
Quiz #4
Ch. 6 V & C
Feb. 17
Early Adolescence: Assessment & Intervention
Resistance Busters
Quiz #5
Ch. 7 V & C
Ch. 3 SF & SF
Feb. 24
Mid-Adolescence: Assessment & Intervention
Rapid Emotional Change Techniques
Behavioral, Cognitive, & Interpersonal Change
Quiz #6
Ch. 8 V & C
Ch. 4 SF & SF
Ch. 5 SF & SF
Mar. 3
Assessment and Management of Suicidal Behavior
Sexual Minority Youth
Ch. 2 SF & SF
Ch. 8 SF & SF
McFarland article
Cooley article
Quiz #7
Mar. 10
Mar. 17
NO CLASS: SPRING BREAK
Play Therapy, Art Therapy, and Expressive Arts Therapy
Mar. 24
Introduction to the DSM-IV-TR
Use of the DSM-IV-TR
Multiaxial Assessment
Quiz #8
Mar. 31
Learning Disorders
Pervasive Developmental Disorders
Boys Adrift
Quiz #9
pp. xxiii – xxxvii DSM
pp. 1-12 DSM
pp. 27-37 DSM
pp. 49-56 DSM
pp. 69-134 DSM
Chpts. 1-5 Sax
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Tentative Schedule of Topics
Date
Topic
Readings
Apr. 7
Mood Disorders
Boys Adrift
Quiz #10
pp. 345-428 DSM
Chpts. 6-8 Sax
Apr. 14
Mood Disorders
Quiz #11
pp. 429-484 DSM
Apr. 21
Make Up (if necessary)
Apr. 28
Make Up (if necessary)