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Syllabus

Master of Social Work

SSWO 633 Social Work Practice with Children, Adolescents, and Families – Summer 2022

Credits - 3

Description

This elective focuses on the challenges and capacities of children, adolescents, parents and caregivers that come to our attention in clinical social work practice across diverse settings. Students explore and critically analyze a range of theories used to explain child and adolescent development and caregiving structures. Particular attention is given to theories of attachment, caregiving, relationship and neurobiology. Focus is also placed on the social and institutional policies and dominant cultural attitudes that determine the distribution and access to social resources that affect child and family well-being. Interdisciplinary models of practice, including the development of networks and partnerships between social workers and other child-centered professionals are covered. Methods of building relationships with children, adolescents and caregivers are explored as are specific child-centered techniques including art and play therapy. Must be enrolled in: Master of Social Work.

Materials

Required readings:

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

  1. Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
  2. Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
  3. Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
  4. Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
  5. Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
  6. Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
  7. Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

Course Objectives:

Upon successful completion of this course, students will:

  1.  Demonstrate knowledge of early childhood social science research, early brain development, and adverse childhood experiences and their influence on children’s health including their social, emotional, relational and cognitive development; (Program Outcomes: 6)

  2. Demonstrate and apply knowledge of social policies and how they influence the choice of practice models and interventions in practice with diverse adolescents, children and their families; (Program Outcomes: 1, 3)

  3. Articulate and apply a range of theories for practice with children, adolescents, and families that are relational and empowering, and recognize interdependent and systemic aspects of child/family-centered interventions; (Program Outcomes: 1, 3)

  4. Demonstrate the ability to critically analyze theories and approaches used for child-centered assessments and interventions; (Program Outcomes: 4, 6)

  5. Demonstrate knowledge and skills for building partnerships with families that are collaborative, empowering, and sustaining; (Program Outcomes: 3, 5)

  6. Articulate and apply reflexive and decision-making knowledge and skills to examine ethical dilemmas that arise when working with the conflicting needs of children and adults within families, and also the conflicting goals and priorities of families and social institutions; (Program Outcomes: 4, 7)

  7. Demonstrate leadership and apply knowledge and skills for building community partnerships when working with children, adolescents, and families across multi-level systems; (Program Outcomes: 5)

  8. Utilize Reflexivity including examination of belief systems, life experiences, and assumptions that influence all aspects of practice with children, adolescents, and families. (Program Outcomes: 1, 7)

Assignments

Full assignment requirements, rubrics, and due dates for all learning activities are provided in the course.

Whole Class Discussions

You will be asked to post one initial response to a Discussion Question each week, and then make a minimum of 2 peer response comments per week. Postings must meet the criteria for substantiveness to earn the maximum points available.

Journals

Your weekly journal is a place for you to communicate your own personal reactions to the material presented in the weeks and cumulatively throughout the course. There will be some prompts to help you, but it is your space to write what is coming up for you.

Part 1: Agency Assessment

In Week 4, you will use case information supplied throughout the course to complete your agency’s assessment using the Child Psychosocial Assessment form provided in the course.

Part 2: Reflection

In Week 4, after completing your Agency Assessment, you will switch gears back to being an analytical social work student and assess the agency form.

Play Therapy Assignment

In Week 5, you will plan a play therapy session with the course’s client Vee. You will then write a paper answering specific questions and detailing the reasoning behind the play therapy session as planned.

Children’s Paper

In Week 7, you will submit a research paper focusing on gaps in services for children and/or on issues related to children that result in insufficient or poorly executed service and care.

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoint ValuePercentage of Grade
Acknowledgment of Academic Engagement1 point1%
Weekly Discussions32.5 points (10 discussions, 3.25 points each)32.5%
Journals10 points (8 journals, 1.25 each)10%
Part 1: Agency Assessment Assignment12 points12%
Part 2: Reflection Assignment4 points4%
Play Therapy Assignment16.5 points16.5%
Children's Paper Assignment24 points24%

Schedule

All times refer to Eastern Time (ET). Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by Saturday at 11:59 PM ET, unless otherwise noted.

Course Weeks

Week 1: Apr 27 – May 3
Week 2: May 4 – May 10
Week 3: May 11 – May 17
Week 4: May 18 – May 24
Week 5: May 25 – May 31
Week 6: Jun 1 – Jun 7
Week 7: Jun 8 – Jun 14
Week 8: Jun 15 – Jun 19

Week 1: Child & Family Practice: Research, Reflexivity & Relationship

Readings and Multimedia

  • Week 1 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapters 1, 2, & 5.
  • Bhola, P. & Raguram, A. (2016). Ethical Issues in Counseling and Psychotherapy Practice: Walking the Line. Springer. Chapter 3.
  • Brill, M. & Nahmani, N. (2017). The Presence of Compassion in Therapy. Clinical Social Work Journal, 45(1), 10-21.
  • Pender Greene, M. & Blitz, L. V. (2012). The Elephant Is Not Pink: Talking about White, Black, and Brown to Achieve Excellence in Clinical Practice. Clinical Social Work Journal, 40(2), 203-212.
  • Lowe, C. (2016). The Professional’s Influence within the Client System: Exploring Counter-Transference and Adult Attachment within the Therapeutic Relationships with Children Experiencing Abuse and Their Caregivers. Journal of Social Work Practice, 30(1), 59-68.
  • Lanier, P. (2020). Racism Is an Adverse Childhood Experience (ACE). Jordan Institute for Families.
  • National Association of Social Workers. (2015). Standards and Indicators for Cultural Competence in Social Work Practice. Standards 3 & 4.
  • Benuto, L. T., Gonzalez, F. R., & Singer, J. (2020). Handbook of Cultural Factors in Behavioral Health: A Guide for the Helping Professional. Springer. Chapter 7.
  • Child Welfare Information Gateway. (2019). Mandatory Reporters of Child Abuse and Neglect.
  • Nadine Burke Harris on the Impact of Childhood Adversity video.
  • Earning Trust: Relationship Building with Vulnerable Young People video.
  • Recognizing Compassion Fatigue, Vicarious Trauma, and Burnout in the Workplace video.
  • Adverse Childhood Experiences (ACEs) website.

Whole Class Discussion

  • Video Introduction
  • Week 1 Discussion

Assignment

  • Week 1 Journal

Week 2: Attachment, Trauma, Childhood Loss, and Violence

Readings and Multimedia

  • Week 2 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapters 3, 10, 11, and 12.
  • Dixon, L., Perkins, D. F., Hamilton-Giachritsis, C., & Craig, L. A. (2017). The Wiley Handbook of What Works in Child Maltreatment: An Evidence-Based Approach to Assessment and Intervention in Child Protection. Wiley. Chapter 6.
  • Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in Children and Youth: A Review. Children and Youth Services Review, 34(12), 2295-2303.
  • Feldman, R. (2016). The Neurobiology of Human Attachments. Trends in Cognitive Sciences, 21(2), 80-99.
  • Teicher, M. H., Samson, J. A., Anderson, C. M., & Ohashi, K. (2016). The Effects of Childhood Maltreatment on Brain Structure, Function and Connectivity. Neuroscience, 17(10), 652-666.
  • Flynn, S. (2020). Theorizing Disability in Child Protection: Applying Critical Disability Studies to the Elevated Risk of Abuse for Disabled Children. Disability & Society, 35(6), 949-971.
  • Maguire-Jack, K., Font, S. A., & Dillard, R. (2020). Child Protective Services Decision-Making: The Role of Children’s Race and County Factors. American Journal of Orthopsychiatry, 90(1), 48-62.
  • Kokaliari, E. D., Roy, A. W., & Taylor, J. (2019). African American Perspectives on Racial Disparities in Child Removals. Child Abuse & Neglect, 90, 139-148.
  • Child Welfare Information Gateway. (2018). Acts of Omission: An Overview of Child Neglect.
  • Child Welfare Information Gateway. (n.d.). Preventing Child Abuse and Neglect webpage.
  • Child Welfare League of America. (n.d.). CWLA History.
  • United Nations. (1959). Declaration of the Rights of the Child.
  • Post Traumatic Stress Disorder video.
  • ReMoved video.
  • Remember My Story video.
  • The Attachment Theory: How Childhoods Affects Life video.
  • The Strange Situation – Mary Ainsworth video.
  • Still Face Experiment: Dr. Edward Tronick video.
  • John Bowlby: Attachment Theory Across Generations video.

Whole Class Discussion

  • Week 2 Discussion

Assignments

  • Week 2 Journal

Week 3: Working with Parents and Caregivers

Readings and Multimedia

  • Week 3 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapter 6.
  • Lange, B. C. L., Callinan, L. S., & Smith, M. V. (2019). Adverse Childhood Experiences and Their Relation to Parenting Stress and Parenting Practices. Community Mental Health Journal, 55(4), 651-662.
  • Tuttle, A. R., Knudson-Martin, C., & Kim, L. (2012). Parenting as Relationship: A Framework for Assessment and Practice. Family Process, 51(1), 73-89.
  • Parra-Cardona, J., López-Zerón, G., Villa, M., Zamudio, E., Escobar-Chew, A., & Domenech Rodríguez, M.,M. (2017). Enhancing Parenting Practices with Latino/a Immigrants: Integrating Evidence-Based Knowledge and Culture according to the Voices of Latino/a parents. Clinical Social Work Journal, 45(1), 88-98.
  • Sousa, D. A., Luze, G., & Hughes-Belding, K. (2014). Preferences and Attitudes toward Progress Reporting Methods of Parents from Diverse Backgrounds. Journal of Research in Childhood Education, 28(4), 499-512.
  • Ashdown, B. K., & Faherty, A. N. (2020). Parents and Caregivers across Cultures: Positive Development from Infancy through Adulthood. Springer. Part II Childhood: Parenting Far from the Tree: Supportive Parents of Young Transgender and Gender Nonconforming Children in the United States.
  • Bailey, S. J., Letiecq, B. L., Visconti, K., & Tucker, N. (2019). Rural Native and European American Custodial Grandparents: Stressors, Resources, and Resilience. Journal of Cross-Cultural Gerontology, 34(2), 131-148.
  • Stephens, T. N. (2021). Distinguishing Racism, Not Race, as a Risk Factor for Child Welfare Involvement: Reclaiming the Familial and Cultural Strengths in the Lived Experiences of Child Welfare-Affected Parents of Color. Genealogy (Basel), 5(1), 11.
  • Walz, A., Wang, M., & Bianchini, J. (2019). Parental Perspectives on Successful Parent Education and Behavioral Intervention. International Journal of Developmental Disabilities, 65(5), 359-367.
  • Wrestling Ghosts: One Young Mother’s Journey of Recovery video.
  • Parents of Children with Mental Illness video.
  • Time to Talk – A Parent’s Perspective on Children’s Mental Illness video.

Whole Class Discussion

  • Week 3 Discussion

Assignment

  • Week 3 Journal

Week 4: Case History

Readings and Multimedia

  • Week 4 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapter 4.
  • Boyd-Webb, N. (2019). Social Work Practice with Children (4th ed.). Guilford Press. Chapters 4 & 5.
  • Middleton, M., Kelley, A., & Gleason, M. M. (2017). Clinical Assessment of Young Children. Child and Adolescent Psychiatric Clinics of North America, 26(3), 441-454.
  • Benuto, L. T., Gonzalez, F. R., & Singer, J. (2020). Handbook of Cultural Factors in Behavioral Health: A Guide for the Helping Professional. Springer. Chapters 6 and 29.
  • Black, J. M. & Conway, A. (2018). The Utility of Neuroscience for Social Work Research and Practice with Children and Adolescents. Journal of the Society for Social Work and Research, 9(2), 261-284.
  • Case History Example.
  • Cohen, K. (2010). Child Assessment Factors.
  • Generalized Milestones in Child Development.
  • Piaget’s Theory of Development video.
  • Erikson’s Theory of Development video.
  • Mental Status Exam video.
  • Prenatal Development video.

Whole Class Discussion

  • Week 4 Discussion

Assignments

  • Week 4 Journal
  • Part 1: Agency Assessment
  • Part 2: Reflection

Week 5: Working with Young Children

Readings and Multimedia

  • Week 5 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapter 7.
  • Kendall, P. C. (2017). Cognitive Therapy with Children and Adolescents (3rd ed.). Guilford Publications. Chapter 1.
  • Scalzo, C. (2018). Therapy with children: An Existential Perspective. Taylor and Francis. Chapter 2.
  • King, P. K. (2017). Tools for Effective Therapy with Children and Families: A Solution-Focused Approach. Routledge. Chapter 3.
  • Greco, L. A., & Hayes, S. C. (2008). Acceptance and Mindfulness Treatments for Children and Adolescents: A Practitioner’s Guide. New Harbinger Publications. Chapter 2.
  • O’Connor, K. (2005). Addressing Diversity Issues in Play Therapy. Professional Psychology, Research and Practice, 36(5), 566-573.
  • Shen, Y. (2016). A Descriptive Study of School Counselors’ Play Therapy Experiences with the Culturally Diverse. International Journal of Play Therapy, 25(2), 54-63.
  • Abblet, M. (2010). Things We Need You to Know: Tuning In to the Voice of Troubled Kids. Psychology Today.
  • Trauma and Play Therapy: Holding Hard Stories video.
  • Separation Anxiety Disorder video.
  • Child-Centered Play Therapy: A Clinical Session video.
  • Rethinking Challenging Kids – Where There’s a Skill There’s a Way video.
  • Senko, K., & Bethany, H. (2019). PLAY THERAPY: An illustrative case opens in new window. Innovations in Clinical Neuroscience, 16(5-6), 38-40.

Whole Class Discussion

  • Week 5 Discussion

Assignments

  • Week 5 Journal
  • Play Therapy Assignment

Week 6: Working with Adolescents

Readings and Multimedia

  • Week 6 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapter 8.
  • Adams, M., Bell, L. A., & Griffin, P. (2018). Readings for Diversity and Social Justice (4th ed.). Section 7: Introduction, Understanding Adultism: A Key to Developing Positive Youth-Adult Relationships, An Immediate End to the Criminalization and Dehumanization of Black Youth Across All Areas of Society Including, but Not Limited to, Our Nation’s Justice and Education Systems, Social Service Agencies, Media, and Pop Culture, & Allies to Young People: Tips and Guidelines on How to Assist Young People to Organize.
  • Pettit, J. W., Buitron, V., & Green, K. L. (2018). Assessment and Management of Suicide Risk in Children and Adolescents. Cognitive and Behavioral Practice, 25(4), 460-472.
  • Austin, A., & Austin, A. (2018). Transgender and Gender Diverse Children: Considerations for Affirmative Social Work Practice. Child and Adolescent Social Work Journal, 35(1), 73-84.
  • Opara, I., Weissinger, G. M., Lardier, D. T., Lanier, Y., Carter, S., & Brawner, B. M. (2021). Mental Health Burden among Black Adolescents: The Need for Better Assessment, Diagnosis and Treatment Engagement. Social Work in Mental Health, 19(2), 88-104.
  • Carballo, J. J., Llorente, C., & Kehrmann, L. (2019). Psychosocial Risk Factors for Suicidality in Children and Adolescents. European Child and Adolescent Psychiatry.
  • Substance Abuse and Mental Health Services Association (SAMSHA). SAFE-T Assessment Suicide Assessment Five-Step Evaluation and Triage.
  • A Conversation with Gender Non-Conforming, Gender Non-Binary Youth video.

Whole Class Discussion

  • Week 6 Discussion

Assignments

  • Week 6 Journal

Week 7: Collaborative Work with Providers: State Agencies, Hospitals, and Schools

Readings and Multimedia

  • Week 7 Lecture
  • Case Files
  • Boyd Webb, N. (2011). Social Work Practice with Children (3rd ed.). Guilford Press. Chapter 3.
  • Lieberman, A. F., & Horn, P. V. (2008). Psychotherapy with Infants and Young Children: Repairing the Effects of Stress and Trauma on Early Attachment. Guilford Publications. Chapter 9.
  • Rafeedie, J., Hudson, S. M., Deavenport-Saman, A., Rao, S., Rogers, K., & Roberts, S. (2019). Decision-Making in Foster Care: A Child-Centered Approach to Reducing Toxic Stress in Foster Children. Children and Youth Services Review, 96, 10-16.
  • Rumping, S., Boendermaker, L., & Ruyter, D. J. (2019). Stimulating Interdisciplinary Collaboration among Youth Social Workers: A Scoping Review. Health & Social Care in the Community, 27(2), 293-305.

Whole Class Discussion

  • Week 7 Discussion

Assignments

  • Week 7 Journal
  • Children’s Paper

Week 8: Childhood Mental Illness and Neurodiversity 

Readings and Multimedia

  • Week 8 Lecture
  • Case Files
  • Cohen Konrad, S. (2020). Child and Family Practice: A Relational Perspective (2nd ed.). Oxford University Press. Chapter 9.
  • Kranz, P. L., & Lund, N. L. (1979). A Dilemma of Play Therapy Termination Anxiety in the Therapist. Teaching of Psychology, 6(2), 108-110.
  • Gutheil, I. A. (1993). Rituals and Termination Procedures. Smith College Studies in Social Work, 63(2), 163-176.
  • Felton, E. M. & Polowy, C. I. (2015) Termination: Ending the Therapeutic Relationship-Avoiding Abandonment. National Association of Social Workers.
  • Ballentine, K. L. (2019). Understanding Racial Differences in Diagnosing ODD versus ADHD Using Critical Race Theory. Families in Society: The Journal of Contemporary Social Services, 100(3), 282-292.
  • Kozlowska, K., & Elliott, B. (2017). Don’t Forget the Siblings: School-Aged Siblings of Children Presenting to Mental Health Services Show At-Risk Patterns of Attachment. Clinical Child Psychology and Psychiatry, 22(2), 245.
  • Zeleke, W. A., Hughes, T. L., & Drozda, N. (2019). Disparities in Diagnosis and Service Access for Minority Children with ASD in the United States. Journal of Autism and Developmental Disorders, 49(10), 4320-4331.
  • Hodes, M., Gau, S. S., & De Vries, P. J. (2018). Understanding Uniqueness and Diversity in Child and Adolescent Mental Health. Elsevier Science & Technology. Chapter 9.
  • How Autism Freed Me to Be Myself video.
  • I Am Not a Monster: Schizophrenia video.
  • Autism Spectrum Disorder: Severe video.
  • Disruptive Mood Dysregulation Disorder video.
  • Suicide Assessment A video.
  • Suicide Assessment B video.
  • Surviving with a Mental Illness video.
  • Centers for Disease Control and Prevention. Children’s Mental Health webpage.
  • Centers for Disease Control and Prevention. What Are Childhood Mental Disorders? webpage.
  • Centers for Disease Control and Prevention. Symptoms and Treatments webpage.
  • Centers for Disease Control and Prevention. Improving Access to Care webpage.

Whole Class Discussion

  • Week 8 Discussion 1
  • Week 8 Discussion 2

Assignment

  • Week 8 Journal

Student Resources

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.