Children and Youth -
This is a web enhanced class. Click here to go to weekly assignments links.
The preclass assignment is to have read Pipher before class starts. There is also a Saturday outing at the Lincoln Marsh Teams Course on June 30th, from 9:30 until 12:30. Plan for this. These are both requirements!!
COURSE DESCRIPTION
This course will examine
family life with children and youth, and survey techniques, both for individual
and systemic counseling. An understanding of children's problems from a
family systems as well as an individual perspective will be covered. Course
work will focus on assessment of family life with children and youth, as
well as treatment techniques as they apply to contemporary issues i.e.,
school personnel, social service professionals, and family).
Because computers and the Internet's
World Wide Web are now basic tools for graduate students of counselor education
as well as counselors themselves, COUN415 seeks to foster and enhance skills
related to the use of technology for accessing and using information and
for communicating with colleagues. This is a cyber sylibus, intended
to save our natural resources. You may download it for your convenience.
PREREQUISITES:
Candidacy or permission of the instructor.
Coun 420 is recommended.
REQUIRED TEXTS:
Pipher, M. (1996). The Shelter of Each Other: Rebuilding our Families.
New York: Ballantine Books.
Orton, G. O. (1997). Strategies for Counseling with Children and their
Parents. Pacific Grove, CA: Brooks/Cole.
Vernon, A., (1993). Counseling Children and Adolescents. Denver:
Love.
COURSE OBJECTIVES
The objectives of this course are to help
the student acquire:
1. knowledge of what family life is like with
children and youth present;
2. understanding the struggles of parenthood;
3. knowledge of the historical development
of the specialty, and current trends and practices.
4. knowledge and initial application of processes,
major theories, and techniques of individual, group, family, counseling
with children and youth;
5. knowledge of the legal system surrounding
children and youth, and the ethics surrounding this work;
6. experience in interacting with a child
(6-11)and a adolescent (12-18) and their family systems;
7. experience in testing and evaluating a
child.
COURSE REQUIREMENTS
1. Interactional-Assessment Papers.
Students will produce two Interactional-Assessment Papers. The first will
be with a latency aged child (ages 6 until 12) and his/ her family, and
the second with an adolescent and his/her family. The student will observe
and work with a child and an adolescent for 2 sessions using ideas gleaned
from class. The student will also observe the clients' immediate family
system for 1 session. The student will prepare a plan of action (description
of how you plan to work with and interact with the subject), interview
and work with the subjects, and write a report on these contacts. The report
should include (a) a description of the interview, (b) placement of the
subject in a developmental perspective using at least three models, (c)
after interviewing the family system with the child/youth present, develop
a two generational genogram related to intergenerational child rearing
practices, (d) investigate other systems, i.e., school, friends, church
or synagogue, past or present contacts with counselors or other professionals
that are recursive relationships of importance and include them both in
the genogram section, but in the body of the report, (e) outline and discuss
pertinent issues about which you might hypothesize relative to the subjects'
observed interaction, (f) develop a hypothetical treatment plan for any
future contacts if this was a real counseling situation, to include intervention
strategies and work with other systems, and (g) a concluding summary. The
student will also administer the Coopersmith Self- Esteem Inventory to
the latency aged child, and with the adolescent you will administer two
of the following: (1) The Beck Depression Scale, (2) Career
Self-Asssessment Inventories, (3) the Keirsey (Meyers Briggs -Like) both
of which are found at: http://www.neiu.edu/~counoff/careerweblinks.htm
and/or a depression scale on-line at http://www.med.nyu.edu/Psych/screens/depres.html,
and incorporate that information into that report. Each Interaction-Assessment
Paper is to be from 5 to 10 pages, double spaced with references to document
that material covered in class or assigned as reading, is integrated
with case material.
NOTE: Written permission from the parent or guardian (form found on the last page of this sylibus ) is required prior to any contact with the child or adolescent. Click here to go to Permission to Administer Test and Interact with and Observe Form.
2. In groups, design and prepare a class presentation of a developmentally appropriate counseling program for children or youth and their systems. The group will assume that the rest of the class and the instructor are a school board, town meeting, or agency board and that your job is to convince us of the need and efficacy of your proposed program.
3. Having read the Pipher book, write a reaction paper of at least three pages, to what you have read. This is due the second week of class.
4. Take part in a teams course experience. If you are unable to make the date, you will be required to either produce a 5 page research paper based on the concepts of the teams experience (experiential education), or find a teams course experience somewhere else, and with permission of the facility, observe a group participating, and then write a three page paper based on your observations.
EVALUATION: The course grade is based
upon the following:
1. Interaction-Assessment paper of a child
25% of grade determined by content and quality.
2. Interaction-Assessment paper of an Adolescent
25% of grade determined by content and quality.
3. Final group presentation 25% of grade
determined by content and quality.
4. Two quizes will each be worth 5% of grade (total 10%).
5. Piper paper 5% of grade.
6. Teams course assignment is 10% of grade.
100 - 95 = A, 94 - 85 = B, 84 - 75 = C, Below 74 = Fail
COURSE OUTLINE
Some Saturday during the beginning of the semester, the class will participate
in a High and Low Ropes Teams Challenge Course to understand firsthand
how an experiential teams challenge course works, and the potential it
has for working with children and youth and their family systems.
Because this course changes
topics determined by current events and by the availability of guest speakers,
students are advised to go to the weekly
assignments links.
Class Topic Readings
May 24, 2001
1. Introduction to course -
Current developmental theories of families,
Link on development
children and adolescents. History of
the child
House-Tree-Person
guidance and youth services movement.
Pertinent
Kinetic House-Tree-Person
counseling outcome research and family process
Kinetic Family Drawing
Children and their families in School and Agency Settings
2. May 31, 2001
Infants and Toddlers, bring in pictures
of
Developmental family life, research on
yourself as a baby or toddler -
early childhood and family life
Discussion of Piper - paper due
Vernon, Ch. 1, & Orton, Ch. 1.
Ethics and laws re: youth work
Contrasting views of DSM-IV and
Handouts - Combrink-Graham, 1992
and Systems Theory
Handout - to be returned
The Coopersmith Self-Esteem Inventory
3. June 7, 2001
Play Therapy: puppets, dolls
Vernon, Ch. 2, 3, & 4
Art Therapy with Kids - Bring in an old sock,
needle and thread.
4. June 14, 2001
Quiz
Play Therapy - video
Consultation in Schools
- video
5. June 21, 2001 -
Developing a Developmental
Counseling
Vernon 5 & 12
Problems associated with childhood
Psychiatric and family systems models
First Paper due
6. June 28, 2001
DCFS and Laws
Youth at Risk
Vernon 9 and 10
http://www.neiu.edu/~jkedward/risk.htm
Check out the National Institute on the Education
of At-Risk Students
at: http://www.ed.gov/offices/OERI/At-Risk/
then go to: http://www.neiu.edu/~jkedward/violence2.htm
7. June 30, 2001
- Teams course
8. July 5, 2001
- Pay back day for teams course day
9. July 12, 2001
- Gangs - Guest Speaker Julia Garcia, MA.
and Suicide,
Vernon 11 and Orton 10
10. July, 19, 2001
- Other problems of Children at Risk -
Handout
Types of Groups, Cutting behavior, ODD
Children
Guest Speakers Jill Murchi and
Julie Milne
Orton 11
11. July 26, 2001
- Group Research Day -
.
12. August 2, 2001
Groups present
The End
Alternative's for serious Behaviorally Disturbing
Edwards, Heath, & Todd, 1993;
Children - Family Work
Orton Chs. 1, 2, & 3
Interaction-Assessment paper Discussion of
papers of a child due Vernon,
Ch. 7
discussion
Orton, Chs. 4, 5, & 6
Adolescents and their Families
6. Field Trip to Residential
Orton, Chs. 7, 8
Treatment Facility
Edwards & Nejedlo, 1991.
7. Typical Problems of Teens -
Pregnancy - family strife
Experiential Education
and
Counseling in Schools
11. Eating Disorders and Suicide
ODD -
Family stresses
12. Group Research day
13. Interaction-Assessment paper Discussion
of adolescent
of an adolescent due
14. Multidisciplinary staffing,
Vernon, Ch. 11
Individualized
Educational Plans -
Involving the
whole system
15. Teams courses payback day
16. Final presentations
Bibliography
World Wide Web sites of interest
Child Development - http://idealist.com/children/
Play therapy - http://www.playtherapy.org/
Parenting -
http://www.KSU.edu/wwparent/begin.html
Art Therapy - http://www.io.org/~Phansen/
Books and Journal Articles
Ariel, S. (1992). Strategic family play therapy. New York:Wiley.
Auerswald, E.H. (1988). Epistemological confusion and outcome
research. In Lyman Wynne, (ed). The state of the art in family therapy
research: Controversies and recommendations. New York: Family Process
Press.
Axline, V.M. (1969). Play Therapy. New York: Ballantine
Axline, V.M. (1967). Dibs: In search of self; personalitydevelopment
in play therapy. New York: Ballantine Books.
Azarnoff, P.A., & Flegal, S. (1975). A pediatric play program: Developing
a therapeutic play program for children in
medical settings. Springfield, IL:
Thomas.
Barkely, R.A. (1990). Attention-Deficit Hyperactive Disorder. New
York: Guilford Press.
Benson, M.J., Shindler-Zimmerman, T., & Martin, D. (1991). Accessing
children's perceptions of their family: Circular questioning revisited.
Journal of Marital and Family Therapy, 17, 363-372.
Bradway, K. (1990). Sandplay studies: Origins, theories, and practice.
Boston: Sigo Press.
Braverman, S., Hoffman, L., & Szkrumelak, N. (1984). Concomitant use
of strategic and individual therapy in treating a family. American Journal
of Family Therapy, 12, 29-38.
Cattanach, A. (1992). Play therapy with abused children. Philadelphia,
PA.: Jessica Kingsley.
Chasin, R., & White, T.B. (1989). The child in family therapy: Guidelines
for active engagement across the age span. In Lee Combrinck-Graham, (ed).
Children
in Family Context. New York: Guilford Press.
Combrinck-Graham, L. (1989) (ed). Children in Family Context. New
York: Guilford Press.
Combrinck-Graham, L. (1989). Family models of childhood psychopathology.
In Lee Combrinck-Graham, (ed). Children in Family Context. New York:
Guilford Press.
Combrinck-Graham, L. (1991). On technique with children in family therapy:
How calculated should it be? Journal of Marital and Family Therapy,
17, 373-377.
Combrinck-Graham, L. (1986). Family treatment for childhood anxiety disorders.
In J. Hansen (Ed.), The family therapy collection: Vol. 18. Treating
young children in family therapy (pp. 85-95). Rockville: Aspen Publishers.
Dennison, S.T., & Glassman, C.K. (1987). Activities for children
in therapy: A guide for planning and facilitating therapy with troubled
children. Springfield, IL.: Thomas.
Dryfoos, J.G. (1990). Adolescents at risk. New York: Oxford University
Press.
Edwards, J.K., Heath, A.W., & Todd, T.C. (1993). The relationship of
family therapy to inpatient psychiatric care. In M. Squire, C. Stout, &
D.H. Ruben (Eds.) Current advances in inpatient psychiatric care: A
handbook. London: Greenwood.
Edwards, J.K., & Reinke, L., (1990). Ten ways for a family therapist
to generate failure while dealing with children and adolescents. Journal
of Systemic and Strategic Therapy, 8, 31-33.
Edwards, J.K. (1994). Children in residential treatment: How many, what
kind ? Do we really know ? In G. Northrup (Ed.), Applied Research in
Residential Treatment, New York: Haworth Press.
Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional
and behavioral concerns. Child and Family Behavior Therapy, 10,
33-46.
Fine, A.H., & Fine, N.M. (1988). Therapeutic recreation for exceptional
children: Let me in, I want to play. Springfield, IL.: Thomas.
Fine, P. (1982). Play and family therapy as core skills for child psychiatry:
Some implications of Piaget's theory for integrations in training and practice.
Child
Psychiatry and Human Development, 13, 79-96.
Garbarino, J., Guttmann, E., & Seeley, J.W. (1986). The psychologically
battered child. San Francisco, CA: Jossey Bass.
Gurney, L.F. (1991). Parents as partners in treating behavior problems
in early childhood settings. Topics in Early Childhood Special Education,
11, 74090.
Hart, R. (1991). Therapeutic play activities for hospitalized children.
St. Louis: Mosbey Year Book.
Jernberg, A.M. (1979). Theraplay: A new treatment using structured play
for problem children and their families. San Francisco: Jossey-Bass
Pub.
Kissel, S. (1990). Play therapy: A strategic approach. Springfield,
IL.: Thomas.
Kooij, R.V., & Hellendoorn, J. (1985). Play, play therapy, play
research: International symposium. Berwyn, PA: Swets North America.
Krall, V. (1989). A play therapy primer: Therapeutic approaches to children
with emotional problems. New York: Human Science Press.
Landreth, G.L. (1982). Play therapy: Dynamics of the process of counseling
with children. Springfield, IL.: Thomas.
McMahon, L. (1992). The handbook of play therapy. New York: Routledge.
Mishne, J.M. (1986). Clinical work with adolescents. New York: The
Free Press.
Moustakas, C., (1973). Children in Play Therapy. New York: Jason
Aronson, Inc.
Mufson, L., Moreau, D., Weissman, M.M., & Klerman, G.L. (1993). Interpersonal
psychotherapy for depressed adolescents. New York: Guilford Press.
Nemiroff, M.A., Annunziata, J., & Scott, M. (1990). A child's first
book about play therapy. Washington, DC: American Psychological Association.
Nickerson, E.T. (1986). Integrating the child into family therapy. The
remaking of a for-adults-only orientation. International Journal of Family
Psychiatry, 7, 59-69.
O'Connor, K. J. (1991). The Play Therapy Primer: An integration of theories
and techniques. New York: John Wiley & Sons.
O'Connor, K.J. (1983). Handbook of play therapy. New York: Wiley.
Peck, M.L., Farberow, N.L., & Litman, R.E. (Ed.) (1985). Youth suicide.
New York: Springer Pub.
Rubin, P.B., DaCrosse, M.A., & Tregay, J. L. (1989). Play with them:
Theraplay groups in the classroom: A technique for professionals who work
with children. Springfield, IL.: Thomas.
Ryce-Menuhin, J. (1991). Jungian sandplay: The wonderful therapy. New York:
Routledge.
Schaefer, C.E. (1993). The therapeutic powers of play. Northvale, N.J.:
J. Aronson.
Schaefer, C.E. (1988). Innovative interventions in child and adolescent
therapy. New York: Wiley.
Schaefer, C.E., & Reid, S.E. (1986) (ed.) Game Play: Therapeutic use
of childhood games. New York: Wiley
Schaefer, C.E. & O'Connor, K. J. (Eds), (1983). Handbook of Play Therapy.
New York: John Wiley & Sons.
Singer, D.G. (1993). Playing for their lives:
Helping troubled children through play therapy. New York: The Free Press.
Stein, M.D., & Davis, J.K. (1982). Therapies for adolescents. San Francisco
CA: Jossey-Bass.
Sugar, M. (Ed.), (1993). Female adolescent development. New York: Brunner
Mazel.
Vernon, V., (1993). Counseling children and adolescents. Denver: Love Publishing
Co.
Wachtel, E.F. (1987). Family systems and the individual child. Journal
of Marital and Family Therapy, 13, 15-25.
Webb, N.B. (1991). Play therapy with children in crisis: A casebook for
practitioners. New York: Guilford Press.
White, M. (1985). Fear busting and monster taming: An approach to the fears
of young children. Dulwich Centers Review, 29-34.
White, M. (1984). Pseudo-encopresis: From avalanche to victory, from vicious
to virtuous cycles. Family Systems Medicine, 2, 150-160.
Winnicott, D.W. (1977). The Piggle: An account of the psychoanalytic treatment
of a little girl. New York: International Universities Press, Inc.
Northeastern
Illinois University
Department
of Counselor Education
5500
N. St. Louis Ave.
Chicago,
IL 60625
Permission to Administer
Test and Interact with and Observe
I give my permission for (Counseling-in-Training) ____________________________________ to administer
the following tests to my child: _____________________________________________________________________
______________________________________________________________________________________________
(child's name) ______________________________________.
I also give my permission for the Counselor-in-training to interact with
him/her in activities during at least three, one or two hour periods to
gain understanding of counseling relationships with children and their
families, to fulfill the course requirements of the course Counseling Children
and Youth and their Systems, in the Department of Counselor Education at
Northeastern Illinois University. Parents or the child may revoked
this permission at any time by informing the student involved or by contacting
the professor at the number below.
I also understand that all testing material is done as part of this course
requirement and does not indicate professional services. Also, if
my child is of legal age, he/she may ask that all information is confidential
and need not be disclosed to parents, except with his/her permission.
________________________________
parent signature date
________________________________
child signature date
________________________________
witnessed by
Dr. Jeffrey K. Edwards
Clinical Coordinator
Department of Counselor Education
Northeastern Illinois University
Chicago, IL
773-442-5541
Notes from the Class Powerepoint Presentations and other things of interest. Click on the week to go to information for that session.
Week One Week Two Week Three Week Four Week Five Week Six
Teams Course Week
Seven Week Eight
Week Nine
Week Ten
Week Eleven
Week One First
evening's lecture notes click
here.
May 24, 2001
Week Two You may
go to: http://www.neiu.edu/~jkedward/toddlers.htm
May 31, 2001
Week Three Play Therapy
June 7, 2001
Click here for powerpoint presentation
Click
her for the note of the Power Point Presentation
Week Five - First Interactional Assessment
Paper due
June 21, 2001
Children
and Youth -
Week Six
June 28, 2001 - Go tohttp://www.neiu.edu/~jkedward/risk.htm
When you have looked at the statistics, write down your thoughts and feelings
and be prepared to discuss them in class.
June 30, 2001 - Teams Course at Lincoln
Marsh, Wheaton, IL
Adventure Counseling, and teams course. Note the pay back day was on
7/5/01. We will meet at 9:30, (be there early) at the
Wheaton park District's Lincoln Marsh Teams Course on Harrison St.
To find the teams course, you will need to consult your
map given in class, but it is located at the end of Harrison St. 12
blocks East of County Farm Road. Harrison is between the
Northwestern Train tracks and Jewell Road, between Wheaton and Winfield.
We will be going through the course for four
hours, and you are invited to come to my house afterwards for lunch.
This will be a pot luck, and I will provide the hamburgers
and hotdogs. Wear old cloths, and leave your jewelry at home.
Cost is to be determined prior to the adventure.
Outdoor adventure counseling, for more information go to:
http://www.aee.org/
Week Seven Pay back day for Lincoln
Marsh Teams Course
July 5, 2001
Week Ten Research and Library
Day,
July 25, 2001
Week Eleven - Last day of class -- Group Projects
Due, Party!!!
August 2, 2001
Fini
Class
Topic
Readings
1. Introduction to course -
Current developmental theories of families,
Link on development
children and adolescents. History of
the child
House-Tree-Person
guidance and youth services movement.
Pertinent
Kinetic House-Tree-Person
counseling outcome research and family process
Kinetic Family Drawing
Children and their families in School and Agency Settings
2. Infants and Toddlers, bring in pictures
of
Developmental family life, research on
yourself as a baby or toddler -
early childhood and family life
Discussion of Piper - paper due
Vernon, Ch. 1, & Orton, Ch. 1.
Ethics and laws re: youth work
Contrasting views of DSM-IV and
Handouts - Combrink-Graham, 1992
and Systems Theory
The Coopersmith Self-Esteem Inventory
Handout - to be returned
3. Play Therapy: puppets, dolls
Vernon, Ch. 2, 3, & 4
Art Therapy with Kids - Bring in an old sock,
needle and thread.
Developing a Developmental Counseling
Vernon 5 & 9
Program in Schools
Family Developmental concerns A
model for parental
involvement that
treats Enuresis and Encopresis
White, 1994;1985
4. Alternative's for serious Behaviorally Disturbing
Edwards, Heath, & Todd, 1993;
Children - Family Work
Orton Chs. 1, 2, & 3
Interaction-Assessment paper Discussion of
papers of a child due Vernon,
Ch. 7
discussion
Orton, Chs. 4, 5, & 6
Adolescents and their Families
6. Field Trip to Residential
Orton, Chs. 7, 8
Treatment Facility
Edwards & Nejedlo, 1991.
7. Typical Problems of Teens -
Pregnancy - family strife
Experiential Education
and
Counseling in Schools
11. Eating Disorders and Suicide
ODD -
Family stresses
12. Group Research day
13. Interaction-Assessment paper Discussion
of adolescent
of an adolescent due
14. Multidisciplinary staffing,
Vernon, Ch. 11
Individualized
Educational Plans -
Involving the
whole system
15. Teams courses payback day
16. Final presentations