<p> Argosy University – Chicago Campus CHILD AND ADOLESCENT COUNSELING PC6440 3 CREDITS Summer 2008</p><p>COURSE SYLLABUS</p><p>Instructor: Katherine Howard, (Doctoral Candidate - EdD Counseling Psychology; Counselor Education and Supervision), MSM, MAPC, LPC Office Phone: (847) 598-6836 Emergency: (630) 531-0559 E-mail #: [email protected] or [email protected] </p><p>Office Hours: Given that this is a weekend course, the instructor is available during breaks and after class for appointments. Individual appointments can be made by calling during normal office hours to schedule (or by emailing). </p><p>Class Meeting Schedule</p><p>First Weekend – Friday 05/16/08 (6:00 – 9:00) Saturday 05/17/08 (9:00 – 5:00) Sunday 05/18/08 (9:00 – 4:00)</p><p>Second Weekend – Friday 06/06/08 (6:00 – 9:00) Saturday 06/07/08 (9:00 – 5:00) Sunday 06/08/08 (9:00 – 4:00)</p><p>MASTER OF ARTS IN COMMUNITY COUNSELING MISSION STATEMENT:</p><p>The Master of Arts in Community Counseling Program has been designed to provide students with a sound foundation for eventual practice of professional community-based counseling. The program introduces students to basic counseling skills that integrate individual and group theoretical foundations of professional psychology into appropriate client interaction and intervention skills. The program emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional counselors who are committed to the ethical provision of quality services.</p><p>COURSE DESCRIPTION: PC6440 Child And Adolescent Counseling - Howard</p><p>This course provides an overview of theory and techniques in child and adolescent counseling psychotherapy. While an overview orientation views child and adolescent problems within a context of the family system, the course focuses on a range on interventions and approaches including play therapy, problem-focused cognitive and behavioral techniques and the interface with group work, individual treatment and family therapy. Attention is given to the relationship of developmental tasks and treatment strategies as well as cultural frameworks that impact intervention.</p><p>COURSE PREREQUISITES:</p><p>None</p><p>Instructor Bio Katherine Howard holds a Master of Arts in Professional Counseling and a Master of Science in Management. Katherine is finishing her Doctorate in Education; Counseling Psychology with a concentration in Counselor Education and Supervision. Katherine is a Licensed Professional Counselor in the State of Illinois. </p><p>Katherine Howard is an expert in the field of managing personal change; especially in the field of the transitions in a woman's life. For the past 10 years, Katherine has lead many Internet support forums dealing with issues ranging from parenting to anxiety and depression support. The organizational skills involved have been learned over the years and Katherine enjoys sharing those skills with others. Katherine actively shares her passion for life skills though articles and e-books aimed at today’s busy woman. She has edited books in mass print and provides ghost writing services to well-known publications.</p><p>Katherine Howard is an expert in the field of assessment and program evaluation. As a Director of Assessment, Evaluation and Institutional Effectiveness at The Illinois Institute of Art-Schaumburg, Katherine maintains the accrediting standards for the College and for each of the programs offered. </p><p>Katherine is a dynamic speaker and instructor. In a light-hearted and often amusing manner, Katherine is able to present wide array of personal and professional skill building topics. In the field of counseling, Katherine brings her 15 years of teaching experience and her knowledge of the field alive to the students in a hands-on, realistic manner. Her commitment to upholding the dignity and respect of the clients, ethics of the profession, and the professional conduct of the counselor are evident along with the knowledge and skills that students will learn under her guidance.</p><p>I. TIME SCHEDULE: Summer 2008 </p><p>II. FORMAT: PC6440 Child And Adolescent Counseling - Howard</p><p>The information for this course will be covered through a combination of mini-lectures, class discussion, audio/visual presentations, case studies, experiential/didactic exercises, and student presentations.</p><p>An essential element of this course is the creation and maintenance of an experiential learning environment in which students can be self-reflective, while, at the same time, receiving constructive feedback from the instructor, and peers. Crucial to this end is the commitment of all class participants to interacting with each other with respect and genuineness.</p><p>III. PROGRAM OUTCOMES </p><p>The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).</p><p>Program Outcome One: Professional Identity Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.</p><p>Program Outcome Two: Social and Cultural Diversity Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling. </p><p>Program Outcome Three: Human Growth and Development Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors. </p><p>Program Outcome Four: Career Development Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.</p><p>Program Outcome Five: Helping Relationships Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services. PC6440 Child And Adolescent Counseling - Howard</p><p>Program Outcome Six: Group Work Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.</p><p>Program Outcome Seven: Assessment Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.</p><p>Program Outcome Eight: Research and Program Evaluation Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.</p><p>Program Outcome Nine: Communication Skills Competency 1. Communicate clearly and effectively, both orally and in writing. Program Outcome Ten: Interpersonal Effectiveness (IE) Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.</p><p>IV. COURSE OBJECTIVES:</p><p>By the end of this course students will be able to:</p><p>1. Understand and apply core theory and research regarding issues pertinent to clinical work with children and adolescents to case material.</p><p>2. Understand appropriate cultural contexts that affect the clinical relationship specific to working with children and adolescents as well as demonstrate counseling techniques in a multicultural sensitive manner within the therapeutic relationship with this population. </p><p>3. Articulate the relevant ethical issues that apply to clinical work with children and adolescents. Demonstrate effective ways to handle such issues when they arise in the clinical setting. PC6440 Child And Adolescent Counseling - Howard</p><p>4. Articulate and understand the range of counseling and consultation services that are possible when working with children and adolescents (e.g. urban and community counseling agencies, private practice, etc.).</p><p>5. Apply core theory and research regarding the nature and needs of children and adolescents as they transition between developmental stages.</p><p>6. Other objectives specific to the interests of the particular professor…</p><p>CACREP Section J.1.a., 2.a., b., c., d., 3., a., b.; Community Counseling Section A.4, C. 2, 3, 4, 7; and Program Outcomes IE</p><p>V. TEXTS:</p><p>This Course Requires the Purchase of a Course Packet: YES NO</p><p>A. Required text for this course.</p><p>Title Children in Therapy: Using Family as a Resource. Author(s) Bailey, C, Everett Copyright Publisher W.W. Norton & Company, NY. ISBN 0-393-70485-8 Edition</p><p>Title A Comprehensive Guide to Child Psychotherapy Author(s) Brems, Christine. Copyright Publisher Waveland Press ISBN 1-57766-365-9 Edition 2nd Edition</p><p>VI. Reading</p><p>Prior to the first weekend you will read: </p><p> Brems, Chapters 1, 3, 5-7  Bailey, Chapters 1-3, 6-12 </p><p>Prior to the second weekend you will read: </p><p> Brems, Chapters 2, 4 & 13  Bailey Chapters 17 PC6440 Child And Adolescent Counseling - Howard</p><p>VII. REQUIREMENTS FOR THE COURSE:</p><p>A. Attendance and classroom discussions/participation. You will be assessed through various aspects of your participation in the class: enthusiasm in taking part in class discussion, sharing of your experience, and providing constructive feedback to your fellow classmates, sincerity in self-exploration exercises, and other in-class activities. </p><p>B. Online discussions/participation. Each week during the term, students will complete an online assignment that corresponds to that week’s reading. The format of these online assignments and activities may vary. Basically, students will be asked to respond to activities or discussion questions each week. LATE POSTINGS WILL RECEIVE ZERO POINTS. To receive full credit for that week’s assignment, students will provide one thoughtful posting of their own as well as thoughtful responses to other students’ postings. Students’ online performance will be assessed according to the qualities of their responses to both the activities and to discussion questions. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression relevant to the issue under discussion.</p><p>C. Child/Adolescent Experiential Exercise: Students will either audio or videotape themselves interacting with a child or adolescent. Preferably, the interaction will involve utilizing play or a game with children. With adolescents, you may choose some type of age –appropriate game/activity, or you may choose to focus on a discussion format with the adolescent regarding favored activities, or pertinent school/peer issues. If you are currently at a setting where you are treating children and adolescents, you may utilize a tape of a session. Please refrain from using last names of the individuals on the tape that you present, whether they are seen in a clinical context or not. Please refrain from taping your own children. The parents/legal guardian of the child you select must sign an Argosy consent form (see attached). If the child is 12 years old or older, she/he must also sign the consent. Do not tape DCFS wards. Do not tape children whose parents are legally divorced or separated unless both parents sign the consent. Please choose no more than 5-7 minutes of the tape to show to the class. You may show various segments of the tape by “skipping around” the tape during your presentation. </p><p>D. Child/Adolescent Experiential Treatment Paper: In addition to the presentation of the tape, you will need to prepare a written analysis (5-7 pages) in APA style of your interaction with the subject. Critically discuss in the paper what you learned about the subject, highlighting developmental issues and themes that you noted in your interaction. Also process what you could have done better or any difficulties you may have had. </p><p>E. Topical Presentation: Students will prepare a 10-15 minute presentation, which focuses on specific clinical techniques/approaches that are relevant for children and adolescents. Students may also wish to present on the treatment of a specific PC6440 Child And Adolescent Counseling - Howard</p><p> population. Topics will be rewarded on a first come basis but please have your topic picked no later than the end of class on Sunday, January 19. Please be prepared to field questions about your presentation at the end of your presentation. You may feel free to use audio-visual materials with your presentation. Handouts are expected and will constitute part of the grade. </p><p>Attendance and in class Participation 15% Online Discussion/Participation 15% Child/Adolescent Experiential Exercise 20% Child/Adolescent Experiential Treatment Paper 20% Topical Presentation 30%</p><p>Grading will follow the Guidelines presented in the Student Handbook and the School Catalogue</p><p>Grading Scale 100 to 93% = A 92 to 90% = A- 89 to 88% = B+ 87 to 83% = B 82 to 80% = B- 79 to 78% = C+ 77 to 73 = C 72 to 70 = C- 69 & below = F</p><p>Disability Statement: It is the policy of Argosy University, Schaumburg Campus 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 to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students 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. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodation in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors. </p><p>Academic Dishonesty/Plagiarism The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by the student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be PC6440 Child And Adolescent Counseling - Howard academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.</p><p>If you are unsure what constitutes plagiarism, visit the following web site: http://www.turnitin.com/research_site/e_home.html. Argosy University routinely submits student papers to Turnitin.com for Originality Reports. Papers submitted to Turnitin are checked against published works, content on the Internet, and every other paper submitted to Turnitin. </p><p>APA Style http://owl.english.purdue.edu/handouts/research/r_apa.html </p><p>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. </p><p>Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html. </p><p>In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians. </p><p>Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/ PC6440 Child And Adolescent Counseling - Howard</p><p>Argosy University – Chicago Campus CHILD AND ADOLESCENT COUNSELING PC6440 3 CREDITS Summer 2008</p><p>COURSE SYLLABUS</p><p>I have read and understand this syllabus. I understand that I am responsible for fulfilling its requirements and following its guidelines.</p><p>______Sign Name Date</p><p>______Print Name</p>