• American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.

• House, A. (1999). DSM-IV diagnosis in the schools. New York: Guilford.

• Kearney, (1998).  Casebook in child behavior disorders.  Belmont: Brooks/Cole.

• LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals. New York, NY: Lexington Books.

This advanced graduate course will include an examination of current professional and research issues related to individual, group, family therapy, and preventive interventions with children and adolescents experiencing emotional and/or behavioral difficulties. Professional issues, including ethical concerns, cultural sensitivity, psychopharmacology, empirically validated treatments, and assessment of treatment efficacy will be addressed. DSM-IV diagnostic systems will be presented. Advanced topics in diagnoses that have likely not been covered in previous coursework will be included. Current professional and research literature will be used to guide discussion regarding best practice of therapeutic interventions for children and adolescents.

Objectives

1--Students will develop further expertise in counseling skills with children and adolescent clients and their families through individual, group, and family modalities.

2--Students will have a broader understanding of special issues which bring this population to therapy.

3--Students will develop special expertise in one particular area of choice related to counseling children and adolescents.

4--Students’ ability to accurately diagnose disorders of children and adolescents, using DSM-IV, will increase.

5--Students’ familiarity with empirically validated treatments, the current debate, and the treatment manuals available will increase. They will, therefore, become better consumers of the treatment literature.

6--Students will be further socialized in the field as evidenced by their deeper appreciation of professional issues, including diversity concerns.

Course Format

This course will be conducted in a seminar format. This means that students are expected to participate actively and take some responsibility for determining the content and process of the class. You will be teaching and learning from each other. Each week we will focus on a general topic (as outlined below), and a set of relevant readings will be assigned. Some of these readings will be assigned from the required textbooks listed above; others will be available on reserve in the Psychology Resource Center (DeGarmo 55). Reading lists will be distributed at least one week in advance.

Weekly Assignments

In preparation for each class, you are expected to complete the assigned readings and prepare a 1-2 page (typed) reaction paper that reflects your thoughts about the readings. One copy should be anonymous (in other words, don’t put your name on it anywhere), and will be read by one of your peers at the beginning of class. The other copy will have your name at the top and will be turned in to me at the end of each class.

Student Presentations

During the second half of the course, each student will conduct some independent library research on a topic of his or her choice (generally, the topic will be related to one of general areas of focus corresponding to the last seven weeks of the class - these topics are listed below in bold). The student will prepare an annotated bibliography on the topic and deliver an oral presentation to the class.

Week I - Course Overview

Week II - Classification and diagnosis (DSM-IV overview and related issues)

Week III - Externalizing problems

Week IV - Internalizing problems

Week V - Developmental, learning, and cognitive difficulties

Week VI - Personality disorders, addictive behaviors, eating disorders (Guest speaker - Dr. Rosal)

Week VII - Assessment of treatment efficacy: Single case design (Guest speaker - Dr. Critchfield)

Week VIII - Psychopharmacology (student presentation)

Wek IX - Family-based interventions (student presentation) Arlene

Week X - Interventions with adolescents (student presentation) Rebecca

Week XI - Interventions with young children (student presentation) Julia & Dawn

Week XII - Preventive interventions

Week XIII - Suicide and crisis intervention (student presentation) Christine

Week XIV - System-wide interventions

Required Readings:

(1) House (1999). DSM-IV diagnosis in the schools. Pages 1-38, 177-204 (Introduction, Part I, & Part III).

(2) APA (1994). DSM-IV. Pages xv-35, and 843-849 (Introduction, pages 1-35, and Appendix I).

* (3) APA (1994). DSM-IV Casebook. Pages 415-417 ("A child is crying" - Example of multiaxial diagnosis, plus some sample reports of diagnostic interviews with hospitalized adolescents).

**(4) Jensen, P.S. & Hoagwood, K. (1997). The book of names: DSM-IV in context. Development and Psychopathology, 9, 231-249.

**(5) Novins, D.K., Bechtold, D.W., Sack, W.H., Thompson, J., Carter, D.R., & Manson, S.M. (1997). The DSM-IV outline for cultural formulation: A critical demonstration with American Indian children. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1244-1251.

**(6) Widiger, T.A., Frances, A.J., Pincus, H.A., Ross, R., First, M.B., & Davis, W., (eds.) (1997). DSM-IV Sourcebook, Volume 3. Preface & Chapter 42 (Cultural considerations in the classification of mendal disorders in children and adolescents by Canino et al.).
 

* Attached to this reading list

** On reserve in Room 55
 

Optional readings. The following are readings that I think you may have had assigned in previous courses (such as PD-II). You may want to review them if you've read them before, or, if you have not seen them before and would like to read them, I have copies in my office that I can lend to you:

(7) Achenbach, T.M. & McConaughy, S.H. (1996). Relations between DSM-IV and empirically based assessment. School Psychology Review, 25, 329-341.

(8) Kratochwill, T.R. & McGivern, J.E. (1996). Clinical diagnosis, behavioral assessment, and functional analysis: Examining the connection between assessment and intervention. School Psychology Review, 25, 342-355.

(9)Scotti, J.R., Morris, T.L., McNeil, C.B., & Hawkins, R.P. (1996). DSM-IV and disorders of childhood and adolescence: Can structural criteria be functional? Journal of Consulting and Clinical Psychology, 64, 1177-1191.

Required Readings:

*(1) House (1999). DSM-IV diagnosis in the schools. Pages 39-59 (Overview of Part II & chapter 4).

(2) APA (1994). DSM-IV. Pages 39-53 (mental retardation & learning disorders), 78-94 (ADHD, conduct disorder, ODD), 175-183 (substance dependence & substance abuse), 328-332 (manic episode), 335-338 (hypomanic episode), 609-612 (intermittent explosive disorder), 623-627 (adjustment disorders). It is not necessary to read all of these sections word for word. Look them over, and read any that interest you.

(3) LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals. Pages 170-199 (chapter 6) & 240-277 (chapter 8).

*(4) Kearney (1999). Casebook in child behavior disorders. Pages 1-14 (chapter 1), 74-88 (chapter 6) & 104-118 (chapter 8).

*(5) Weiss, B., Catron, T., Harris, V. & Phung, T.M. (1999). The effectiveness of traditional child psychotherapy. Journal of Consulting and Clinical Psychology, 67, 82-94.
 

Optional Reading:

*(1) Dishion, T.J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755-764.
 

*Available outside my office

Required Readings:

*(1) House (1999). DSM-IV diagnosis in the schools. Pages 60-101 (chapter 5).

(2) APA (1994). DSM-IV. Pages 317-391 (Mood Disorders), 393-444 (Anxiety Disorders), 445-469 (Somatoform disorders), & 477-491 (Dissociative Disorders). It is not necessary to read all of these sections word for word. Look them over, and read any that interest you.

(3) LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals. Pages 5-40 (chapter 2), 343-397 (chapter 11).

*(4) Kearney (1999). Casebook in child behavior disorders. Pages 15-29 (chapter 2 - social anxiety/withdrawal), 30-44 (chapter 3 - depression) & 176-190 (chapter 13 - effects from sexual abuse).

*(5) Kendall, P.C. & Southam-Gerow, M.A. (1995). Issues in transportability of treatment: The case of anxiety disorders in youths. Journal of Consulting and Clinical Psychology, 5, 702-708.

*(6) Berliner, L. & Saunders, B.E. (1996). Treating fear and anxiety in sexually abused children. Child Maltreatment, 1, 294-309.

*Available outside my office

Required Readings:

*(1) House (1999). DSM-IV diagnosis in the schools. Pages 125-147 (chapter 8) &148-162 (chapter 9), 163-171 (chapter 10), & 172-176 (chapter 11).

(2) APA (1994). DSM-IV. Pages 37-78 (mental retardation, learning disorders, motor skills disorder, communication disorders, pervasive developmental disorders); 123-163 (delirium, dementia, and amnestic and other cognitive disorders); 273-314 (schizophrenia and other psychotic disorders); and 629-672 (personality disorders). It is not necessary to read all of these sections word for word. Look them over, and read any that interest you.

*(3) Kearney (1999). Casebook in child behavior disorders. Pages 89-103 (chapter 7 - learning disability), 148-161 (chapter 11 - Autism/Mental Retardation), & 162-175 (chapter 12 - Pediatric Conditions).

*(4) Linehan, M.M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. Pages 3-27 (chapter 1) & 97-119 (chapter 4).

*(5) White, M.J., Nichols, C.N., Cook, R.S., & Spengler, P.M. et al. (1995). Diagnostic overshadowing and mental retardation: A meta-analysis. Journal of Mental Retardation, 100, 293-298.

Required Readings:

(1) House (1999). DSM-IV diagnosis in the schools. Pages 102-113 (chapter 6) &114-124 (chapter 7).

(2) APA (1994). DSM-IV. Pages 94-110, 114-115, 175-272, 539-550, 551-607, & 609-621. It is not necessary to read all of these sections word for word. Look them over, and read any that interest you.

(3) LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals. Pages 200-239 (chapter 7), 278-306 (chapter 9).

*(4) Kearney (1999). Casebook in child behavior disorders. Pages 45-59 (chapter 4 - eating disorder), 60-73 (chapter 5 - elimination disorder), & 119-133 (chapter 9 - substance abuse).

*(5) MacCoun, R.J. (1998). Toward a psychology of harm reduction. American Psychologist, 53, 1199-1208.

*(6) Epstein, L.H., Valoski, A., Wing, R.R., & McCurley, J. (1994). Ten-year outcomes of behavioral family-based treatment for childhood obesity. Health Psychology, 13, 373-383.
 
 

Optional Reading:

* (1) Becker, A.E., Grinspoon, S.K., Klibanski, A., & Herzog, D.B. (1999). Eating Disorders. The New England Journal of Medicine, 340, 1092-1098.
 
 

* Available outside my office

** Attached to this reading list

Required Readings:

*(1) Kazdin, A.E.  (1982).  Single-case research designs: Methods for clinical and applied settings.  New York: Oxford University Press.  Pages 76-102 (Chapter 4 - Experimentation, valid inferences, and pre-experimental designs), pages 103-125 (Chapter 5 - Introduction to single-case research and ABAB designs), pages 126-151 (Chapter 6 - Multiple-baseline designs).

*(2) Kazdin, A.E. & Weisz, J.R.  (1998).  Identifying and developing empirically supported child and adolescent treatments.  Journal of Consulting and Clinical Psychology, 66, 19-36.

*(3) Eyberg, S.M., Schuhmann, E.M., & Rey, J.  (1998).  Child and adolescent psychotherapy research: Developmental issues.  Journal of Abnormal Child Psychology, 26, 71-82.

*(4) Weiss, B.  (1998).  Annotation: Routine monitoring of the effectiveness of child psychotherapy.  Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 943-950.

Optional Reading:

*(1) Kazdin, A.E.  (1982).  Single-case research designs: Methods for clinical and applied settings.  New York: Oxford University Press.  Pages 152-171 (Chapter 7 - Changing-criterion designs), pages 172-199 (Chapter 8 - Multiple-treatment designs), pages 200-229 (Chapter 9 = Additional design options).

*(2) Weisz, J.R. & Hawley, K.M.  (1998).  Finding, identifying, refining, and applying empirically supported treatments for children and adolescents.  Journal of Clinical Child Psychology, 27, 206-216.

*(3) Weisz, J.R., Huey, S.J., & Weersing, V.R.  (1998).  Psychotherapy outcome research with children and adolescents: The state of the art.  Advances in Clinical Child Psychology, 20, 49-91.

*(4) Weisz, J.R., Weiss, B., Han, S.S., Granger, D.A., & Morton, T.  (1995).  Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies.  Psychological Bulletin, 117, 450-468.

* Available outside my office

Required Readings:

*(1) Albee, G.W. & Gullotta, T.P.  (1997).  Primary prevention's evolution.  In G.W. Albee & T.P. Gullotta (Eds.),  Primary Prevention Works. Issues in children's and families' lives, Vol. 6. (pp. 3-22). Thousand Oaks, CA: Sage.

*(2) Gullotta, T.P.  (1997).  Operationalizing Albee's incidence formula.  In G.W. Albee & T.P. Gullotta (Eds.), Primary Prevention Works. Issues in children's and families' lives, Vol. 6. (pp. 23-37). Thousand Oaks, CA: Sage.

*(3) Olds, D.  (1997).  The prenatal/early infancy project: Fifteen years later.  In G.W. Albee & T.P. Gullotta (Eds.). Primary Prevention Works. Issues in children's and families' lives, Vol. 6. (pp. 41-67). Thousand Oaks, CA: Sage.

*(4) Irvine, A.B., Biglan, A., Smolkowski, K., Metzler, C.W., & Ary, D.V.  (1999).  The effectiveness of a parenting skills program for parents of middle school students in small communities.  Journal of Consulting & Clinical Psychology, 67, 811-825.

*(5) Meyers, A.B. & Landau, S. (2000). Preventing early sexual behavior: Sociopolitical issues and the design of empirically-supportable school-based interventions. In K. Minke & G. Bear (Eds.), Preventing school problems - promoting school success: Strategies and programs that work  (pp. 299-336).  Bethesda, MD: National Association of School Psychologists.

(6) LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals.  Pages 126-169 (chapter 5 - Social Skills Training) & pages 307-342 (chapter 10 - Developmental Facilitation Groups for Children of Divorce: The Elementary School Model).
Optional Readings:

Optional Readings:

*(1) Winter, M.M. & McDonald, D.S.  (1997).  Parents as teachers: Investing in good beginnings for children.  In G.W. Albee & T.P. Gullotta (Eds.), Primary Prevention Works. Issues in children's and families' lives, Vol. 6. (pp. 119-144). Thousand Oaks, CA: Sage.

*(2) Hightower, A.D.  (1997).  Primary mental health project.  In G.W. Albee & T.P. Gullotta (Eds.), Primary Prevention Works. Issues in children's and families' lives, Vol. 6. (pp. 191-212). Thousand Oaks, CA: Sage.

* Available outside my office

Required Readings:

*(1) Wiener, J.M., Jaffe, S.L., Goldstein, G.A., & Justice, L.R.  (1996).  Historical overview of child and adolescent psychopharmacology.  In Diagnosis and psychopsychopharmacology of child and adolescent disorders.  (pp.  3-69).

*(2) Miller, G.A. & Ebert, L.  (1988).  Conceptual boundaries in psychophysiology.  Journal of Psychophysiology, 2, 13-16.

*(3) Brown, R.T., Dingle, A. & Landau, S.  (1994).  Overview of psychopharmacology in children and adolescents.  School Psychology Quarterly, 9, 4-25.
 

Optional Readings:

*(1) Botterton, K.  & Geller, B.  (1993).  Disorders, symptoms, and their pharmacotherapy.  In Werry, J.S. & Aman, M.G. (Eds.).  Practitioner's guide to psychoactive drugs for children and adolescents. (pp. 179-201).  New York: Plenum Medical.

*(2) DuPaul, G.J. & Kyle, K.E.  (1995).  Pediatric pharmacology and psychopharmacology.  In Handbook of pediatric psychiatry.  (pp. 741-758).

*(3) Littrel, J. & Ashford, J.B.  (1995).  Is it proper to discuss medications with clients?  Professional Psychology: Research and Practice, 26, 238-244.

*(4) Greenhill, L.L., Halperin, J.M., & Abikoff, H.  (1999).  Stimulant Medications.  Journal of the American Academy of Child and Adolescent Psychiatry, 38, 503-512.
 
 

* Available outside my office

Required Readings:

**(1) Brock, S.E., Sandoval, J., & Lewis, S.  (1996).  Preparing for crises in the schools: A manual for building school crisis response teams.  Brandon, VT: Clinical Psychology Publishing Company.  Chapter 8 - Crisis Counseling (pp. 135-176).

*(2) Dyregrov, A., Wikander, A.M.B., & Vigerust, S.  (1999).  Sudden death of a classmate and friend: Adolescents' perceptions of support from their school.  School Psychology International, 20,  191-208.

*(3) Goldman, S., & Beardslee, W.R.  (1999).  Suicide in children and adolescents.  In D.G. Jacobs, (Ed.), The Harvard Medical School guide to suicide assessment and intervention (pp.417-442).

*(4) Safren, S.A., & Heimberg, R.G.  (1999).  Depression, hopelessness, suicidality, and related factors in sexual minority and heterosexual adolescents.  Journal of consulting and clinical psychology, 67, 859-866.
 

Optional Reading:

*(1) Rosenberg, J.I.  (1999).  Suicide prevention: An integrated training model using affective and action-based interventions.  Professional Psychology: Research and Practice, 30, 83-87.
 
 
 

* Available outside my office

Required Readings:

*(1) Reineke, M.A.  (1993).  Outpatient treatment of mild psychopathology.  In Tolan, P.H. & Cohler, B.J.  (Eds.)  Handbook of clinical research and practice with adolescents.  New York: John Wiley & Sons.  (pp. 387-410).

*(2) Crosby, C.A. & Reppucci, N.D.  (1993).  The legal system and adolescents. In Tolan, P.H. & Cohler, B.J.  (Eds.)  Handbook of clinical research and practice with adolescents.  New York: John Wiley & Sons.  (pp. 281-303).

*(3) Radkowsky, M. & Siegel, L.J.  (1997).  The gay adolescent: Stressors, adaptations, and psychosocial interventions.  Clinical Psychology Review, 17, 191-216.

(4)  Kearney (1999).  Casebook in child behavior disorders.  Pages 104-118 (chapter 8 - Conduct Disorder/Aggression).& 191-204 (chapter 14 - mixed case).
 

Optional Reading:

*(1) Arnett, J.J.  (1999).  Adolescent storm and stress reconsidered. American Psychologist, 54, 317-326.

* Available outside my office

Required Readings:

(1) LeCroy, C. W. (1994). Handbook of child and adolescent treatment manuals.  Pages 41-91 (chapter 3 - Psychological Competence-Based Therapy  for Young Children and their Parents).

*(2) Foote, R., Eyberg, S., & Schuhmann, E.  (1998).  Parent-child interaction approaches to the treatment of child behavior problems.  Advances in Clinical Psychology, 20, 125-151.

*(3) Ramey, C.T. & Ramey, S.L.  (1998).  Early intervention and early experience.  American Psychologist, 53, 109-120.
 

Optional Readings:

*(1) Schuhmann, E.M., Foote, R.C., Eyberg, S.M., & Boggs, S.R.  (1998).  Efficacy of Parent-Child Interaction Therapy: Interim report of a randomized trial with short-term maintenance.  Journal of Clinical child psychology, 27, 34-45.

*(2) Funderburk, B.W., Eyberg, S.M., Newcomb, K., McNeil, C.B., Hembree-Kigin, T., & Capage, L.  (1998).  Parent-child interaction therapy with behavior problem children: Maintenance of treatment effects in the school setting.  Child and Family Behavior Therapy, 20, 17-38.
 
 
 

* Available outside my office

Required Readings:

(1) Kearney (1999).  Casebook in child behavior disorders.  Pages 134-147  (chapter 10 - family conflict/noncompliance).

(2) LeCroy, C.W. (1994). Handbook of child and adolescent treatment manuals.  Pages 92-125 (chapter 4 - Problem-Solving Communication Training).

* (3) Schoenwald, S.K., Henggeler, S.W., Brondino, M.J., & Donkervoet, J.C.  (1997).  Reconnecting schools with families of juvenile offenders.  In Swartz, J.L. & Martin, W.E. (Eds).  Applied ecological psychology for schools within comunities: Assessment and intervention. (pp. 187-205). Mahwah, NJ, USA: Lawrence Erlbaum Associates, Inc.

* (4) Carlson, C. (1998).  Multiple family group therapy.  In Stoiber, K.C. & Kratochwill, T.R. (Eds).  Handbook of group intervention for children and families.  (pp. 268-279).  Needham Heights, MA: Allyn & Bacon.
 
 
 
 

* Available outside my office

* (1) Plas, J.M. (1984). Systems psychology in the schools. New York: Pergamon Press. Pages 85-144 (chapters 7-10).

*(2) Boegli, R.G., & Wasik, B.H. (1978). Use of the token economy system to intervene on a school-wide level. Psychology in the schools, 15, 72-78.

*(3) Bushell, D., Jr. (1978). An engineering approach to the elementary classroom: The behavior analysis follow-through project. In A.C. Catania & T.A. Brigham (Eds.), Handbook of applied behavior analysis: Social and instuctional processes (pp. 525-563). New York: Irvington.

*(4) Greenwood, C.R., Dinwiddie, G., Bailey, V., Carta, J.J., Dorsey, D., Kohler, F.W., Nelson, C., Rotholz, D., & Schulte, D. (1987). Field replication of classwide peer tutoring. Journal of applied behavior analysis, 20, 151-160.
 
 
 
 
 
 
 
 

* Available outside my office