1. Glasser, W. (1989). Reality Therapy: A New Approach to Psychiatry. Harper Collins.

2. O'Hanlon, B. (1999). Do One Thing Different. William Morrow & Co.

3. Beck, J. (1995). Cognitive Therapy: Basics and Beyond. Guilford Press.

4. Other selected readings as assigned.

1. To gain an understanding of the various emotional, behavioral, psychological, social, and interpersonal problems that children and adolescents may encounter.
2. To understand the ethical and legal issues involved in providing psychotherapeutic services, including issues of confidentiality.
3. To learn how these problems, both within the individual as well as contextual variables, may be inter-related and to be able to choose the best psychotherapeutic intervention based on the given concern.
4. To become familiar with the accepted psychotherapeutic theories and techniques available to practitioners and gain some experience applying these techniques through role play or a practicum case.
5. To understand how behavior, affect, and cognition are impacted by normal developmental processes.
6. To understand basic principles of behavior change within the behavioral, social, affective, and adaptive domains.
7. To understand how a child's diversity broadly defined can impact the conceptualization of a child's problem or the efficacy of intervention.
8. To understand the explicit link between assessment and intervention. As such, students will learn what psychotherapeutic model or techniques are most appropriate based on various assessment information.
   

Grading
Students' grades will be determined by the following:

Final grades are as follows:

Course Requirements

Therapy Case Presentation - Students will give a presentation regarding the therapy case that they have been involved in during the semester. The presentation should cover 1) appropriate background information (brief) 2) conceptualization of the child's problem 3) goal(s) for therapy 4) primary method of intervention chosen 5) discussion of critical "turning points" in therapy ("turning points" does not mean that point at which the child was suddenly "fixed", these "turning points" can be a point when the therapeutic relationship was cemented, when a minor change in the child's point of view took place, etc.). Presentations should last approximately 15-20 minutes. A power point presentation and handouts for the class (without identifying information) are required. Presentations will be graded on 1) Content (clarity, depth, and breadth) 2) Level of interpretation 3) Quality of handouts 4) Presentation style.

Therapy Report Forms - Therapy report forms are to be completed after each therapy session that the student engages in. Students will maintain their report forms together in a binder and bring them to weekly supervision. Failure to complete a therapy report form on time will result in a 10 point deduction for each occurrence.

Class and Role Play Participation - Class participation is a large part of the student's grade in this course because of its importance on the entire class experience. Students will also be frequently asked to participate in role-playing exercises during class, which are designed to illustrate various psychological theories and their psychotherapeutic techniques. Students are not expected to mimic 100% "correct" technique during role-plays, but are expected to put forth sincere effort.

PsychotherapyPresentation - Students will pair up and videotape a role-play of a 20-30 minute counseling session. Students will either be role-playing the child/adolescent client or therapist. Students that role-play the client are responsible for creating the personality of the client as well as the current problem(s). These students MUST NOT share this conceptualization of the client with the student therapist (in order to increase the level of reality in the role-play). A ½ page written description of the client's personality and problem(s) must be turned in with the videotape. Student therapists will model a particular therapeutic model (reality therapy, etc.) during the role-play. Both students will also turn in a ½ -1 page reflection on the videotape noting the strengths and weaknesses of the student therapist during the role-play. The videotape will be viewed by the class on the last day that the therapeutic model is presented in class. Students will be given full credit for the assignment provided full and sincere effort is given. Videotaping should occur between the 1st and 2nd class focused on a particular model.

Final Case Study - Students will receive a written case study. For the case study, students should choose two of the psychological theories of therapy presented in class (e.g. Cognitive Therapy) and describe the following: 1) the conceptualization of the child's problem (what is its origin) and 2) method of treatment based on the psychological theory. The report should be 4-6 pages long (double-spaced), and is due at the end of the semester.

Course Schedule
The following dates regarding course material will be followed generally. However, the dates for scheduled exams are firm. Students are expected to have read the assigned chapter before class.

1. From SIUE homepage, click on "library".
2. At bottom of page, click on "Course Reserves".
3. From the instructor pull down menu, select my name.
4. Choose the appropriate "line" which contains the reading.
5. Click on the URL at the bottom of the page.
   

1. Perfect class attendance is expected. Any student needing to be absent due to an emergency should contact the instructor as soon as possible regarding the absence. More than one absence may result in the student's removal from the class.
2. Students will engage in approximately one hour of therapy per week with a client to be assigned by the student's practicum supervisor. While students are not responsible for missing therapy due to the client's absence, they are responsible for their own attendance at the school to assure therapy takes place weekly. Related to this, students will attend supervision meetings with the instructor for approximately 30 minutes every other week (to be scheduled individually after classes begin). Failure to meet this requirement may result in a lowered grade in the course or removal from the course.

Department of Psychology Policy on Incomplete Grades, Pass-No Credit Option, and Withdrawal
It is a student's responsibility to officially withdraw from a course through the Enrollment Office by the dates set by the University if the student is not intending to complete the course. Students who do not withdraw and have not completed the course will receive an E. Only under special circumstances a faculty member may agree to give a student an Incomplete (INC) grade in order to allow the student to complete the remaining work for the course not later than the end of the following semester. An INC is never automatic but must be approved by the Instructor. If an instructor agrees to give a student an INC grade, the instructor and the student will fill out a form (Memorandum of Incomplete Grade) indicating why an INC is being given. This form will be on file in the instructor's office and if the work is not completed by the specified time, the grade will be changed from INC to F.