Section outline

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    bmc.SOWK.B565.001.4W2.S24

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    Clinical Social Work Practice with 

    Children and Adolescents  

      

    The purpose of this course is to provide an overview of clinical social work practice with children and adolescents.  In an effort to provide both a rigorous conceptual foundation for clinical social work practice in this area, and an overview of the dimensions of practice with this population, this course will be organized around three units of focus: assessment, commonly encountered clinical issues, and clinical interventions.  Additionally students will be exposed to the cognitive, developmental, ecological, and cultural dimensions of practice that make practice with this population so challenging and rewarding; these dimensions will be the “lenses” through which we view the three units.  The first unit will focus on assessment issues, starting with the developmental, cultural, and ecological issues that are necessary to frame the clinician’s assessment.  We will explore issues of history taking, and initial clinical interviews with younger children, school aged children, and adolescents, as well as with parents and entire families.  We will also discuss issues pertaining to psychological assessments, diagnosis, and intervention planning.  The second unit will explore four clinical domains frequently encountered in work with children and adolescents: childhood trauma and abuse, and the concept of resilience; internalizing disorders with an emphasis on anxiety and depression; externalizing disorders; learning disabilities and school difficulties.  We will explore common intervention strategies with each diagnostic cluster, with an emphasis on individual work, as well as medication issues. The third unit will focus on the three major modalities of clinical intervention other than working with individuals: family therapy, group therapy, and ecological interventions with natural systems, larger groups, and institutional programs.  Each week will introduce an overview of some of the technical issues encountered in each of these modalities, as well as present practical information on the “ways and whys” of clinical work with children and adolescents. 

               



    • Announcements Forum
    • Announcements Forum
    • Syllabus, Clinical Social Work Practice with Children and Adolescents SS II S, 2023 File DOCX

      rev. 6/17/2023

      52.0 KB · Uploaded 05/5/24, 17:08
    • An Asynchronous Learning Activity Before the Course Convenes URL
      Students must
      Mark as done

      This is a voluntary activity get participants thinking about this course.

      The video documentary "Teenage".  This video activity is offered as a voluntary activity so set the tone for the course and to let people get into the mode of learning remotely.  Watch this only if interested.  It is quite good.

      "Teenagers didn't always exist. They had to be invented. As the cultural landscape around the world was thrown into turmoil during the industrial revolution, and with a chasm erupting between adults and youth, the concept of a new generation took shape. Whether in America, England, or Germany, whether party-crazed Flappers or hip Swing Kids, zealous Nazi Youth or frenzied Sub-Debs, it didn't matter - this was a new idea of how people come of age. They were all "Teenagers."

      A hypnotic rumination on the genesis of youth culture from the end of the 19th century to the first half of the 20th, TEENAGE is a living collage of rare archival material, filmed portraits, and diary entries read by Jena Malone, Ben Whishaw, and others. Set to a a shimmering contemporary score by Bradford Cox (Deerhunter / Atlas Sound), TEENAGE is a mesmerizing trip into the past and a riveting look at the very idea of "coming-of-age."


    • Announcement- Class Time Forum
      This course will meet for 150 minutes each session, rather than 180 due to the difficulties inherent in a class time that lengthy (on selected days we may end earlier still for the same reasons).  This time will be made up through the asynchronous activities that are expected to be done, but at a time that works best for participants.  Please note that most of these activities precede the related discussion topic so are best done in the order prescribed.
    • Announcements Forum
    • Announcements Forum
    • Course Objectives Forum

      Course Objectives:

      In this course students will:

      1)    Develop a framework for clinical practice with children and adolescents that is informed by cognitive, developmental, cultural, and ecological perspectives.

      2)    Learn about and develop skills in assessment approaches, including history taking, structured and unstructured clinical assessments, family assessments, diagnostic nomenclature, and psychological testing. 

      3)    Develop a working understanding of the four major clinical intervention modalities for this population: individual therapy, family therapy, group therapy, and ecological interventions. 

      4)    Begin to develop an understanding of the technical issues encountered within the four major intervention modalities, and the indications for and limits of each modality.

      5)    Develop an awareness of the cognitive, emotional, and cultural factors behind school failure and learning disabilities, and some intervention approaches specific to this population. 

      6)    Examine the various types of trauma encountered by children and its developmental impact.

      7)    Develop a working familiarity with the concept of resiliency and how this concept can inform clinical practice with children and adolescents. .

      8)    Critically analyze prevailing assessment and intervention approaches used in clinical work with children and adolescents in terms of their relevance to minority and economically disadvantaged populations.

      9)    Explore the issues of sexuality, drug and alcohol experimentation and abuse, and

      violence, frequently encountered in clinical work with adolescents.

      10)   Develop an understanding of depression and melancholia, and anxiety, and how they manifest in                 

      children and adolescents, along with differential diagnostic issues.       
    • Required Texts- all other reading uploaded to Moodle Forum
      Required Texts:

      Bromfield, R. (2007) Doing Child and Adolescent Psychotherapy. Jason Aronson, Inc. (available through Tripod)

      Perry, B., and Szavalitz, M., (2007) The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook Child Psychiatrist's Notebook--What Traumatized Children Can Teach Us About Loss, Love, and Healing. Basic Books.

      Webb, N. B. (2019) Social Work Practice with Children, 4th Edition. The Guilford Press. (Third Edition, 2011, is available through Tripod- most chapters are the same).

    • Personal Introduction Forum

      I am requesting each participant to write a short biographical introduction in order to expedite the first class.  Please include your name, why you are taking this course, particular areas of interest relative to working with youth, relevant background, last year's field placement/this year's field placement, and any personal information you care to share in order to promote an atmosphere of sharing and relative informality.  

    • Forum for responses to the weekly readings/ asynchronous learning assignments. This is Assignment #1 for the course. This first forum is for Sessions #1 and #2 (06/24 & 06/27)- other forums below.

      Assignment #1.  In order to facilitate discussion of the assigned readings, participants are expected to upload to the Moodle discussion board one question and/or comment/reaction directly related to the readings (ideally these questions should be uploaded by 10 am the day of the class).  These could be a specific clarifying question arising from confusion regarding something read, a general question expanding on an aspect of the reading, an argument or disagreement with something the author said, a statement of agreement emphasizing a particular point, etc.  The posted responses will be read in advance of each class and will be used to guide part of the subsequent discussion for that evening.  Additionally participants are expected to upload to the Moodle discussion board one question or reaction from that week’s asynchronous learning activity. 

      Please upload your questions/comments/reactions onto this Forum so that we can all benefit from your thoughts and queries.  Participants are encouraged to respond to each others comments on this forum.


    • Forum for Sessions #3 and #4 (07/01 and 07/03).)

      Please upload reactions/questions/comments for Sessions #3 and #4, and the Asynchronous Learning Activity #2 (three videos on ACE's and Childhood Trauma) onto this forum.  There will be a different forum for each week of the class- 5 forums total.

    • Forum for Sessions #5 and #6 (07/08 and 07/11).

      Please upload reactions/questions/comments for Sessions #5 and #6, and the Asynchronous Learning Activity #3 (Suicide Assessment) onto this forum.  There will be a different forum for each week of the class- 5 forums total.

    • Forum for Sessions #7 and #8 (07/15 and 07/18). )

      Please upload reactions/questions/comments for Sessions #7 and #8, and the Asynchronous Learning Activity #4 (Far From the Tree) onto this forum.  There will be a different forum for each week of the class- 5 forums total.

    • Forum for Sessions # 9 and #10 (07/22 and 07/25)

      Please upload reactions/questions/comments for Sessions #9 and #10, and the Asynchronous Learning Activity #5 (videos on ecologically oriented interventions) onto this forum.  There will be a different forum for each week of the class- 5 forums total.

    • Assignment #2 Annotated Bibliography/Movie Review- Due Monday, July 8
      Opened: Monday, July 1, 2024, 6:01 PM
      Due: Monday, July 8, 2024, 6:01 PM

      Each class participant is expected to submit by Session #5 one of two possible written assignments- student choice:

      a)  An annotated bibliography containing at least three references.  Each reference should be at least two paragraphs in length.  The first paragraph should be a brief summary of the reference, describing the issues addressed and the thrust of the author’s position.  The second paragraph should discuss the relevance of this reference to the course as a whole, as well as pertinent clinical issues, questions raised or answered for you personally, applicability to practice, etc.  Additional paragraphs may be needed to adequately review the article.

      The references should be directly related to clinical social work with children and adolescents, and should be articles from professional journals, or chapters of books at least 8 pages in length, or one of the recommended therapy videos on Kanopy (see list below in the addendum https://brynmawr.kanopy.com/category/389).  One of the references should relate directly to issues around working with specific ethnic or social minorities.  The other two references should be of your choosing, on a topic of interest to you.  I would be happy to recommend suggestions or point people in particular directions if you would like.  One of them can be from the recommended reading list above. 

                                                            or

       

      b)  View one of the popular movies on contemporary adolescents and children (listed in the addendum) and write a review.  The review should be 3-4 pages long, including a brief plot overview/summary and a discussion of its relevance (or lack thereof) to this course.  Particular focus should be on issues surrounding how this film might reflect upon clinical social work interventions with youth populations.

       

    • Movie and Documentary list for Assignment #2- Annotated Bib or Movie Review File DOCX
      Students must
      Mark as done

      Here is a list- some of the first are really not truly contemporary although I deem them still worthy of viewing.  I suggest that you watch and review a film that you have not viewed before.

      32.4 KB · Uploaded 05/5/24, 17:08
    • Videos on Therapy with Youth File DOCX
      Students must
      Mark as done

      Videos on Kanopy and Youtube- links included.

      25.7 KB · Uploaded 05/5/24, 17:08
    • Assignment #3 Research Paper due Session #8 Thursday, July 18
      Opened: Monday, July 1, 2024, 11:00 PM
      Due: Thursday, July 18, 2024, 11:00 PM

      Each class participant is expected to write an academic research paper (6 – 10 pages) on a topic related to clinical social work with children and adolescents using at least three references (one of which may also be from the annotated bibliography).    

      The paper must be completed by Session #8, and written according to article publication guidelines.  The possible topics are quite varied, although I suggest some aspect of clinical work with children and adolescents that has not been covered elsewhere in the course, such as treatment of specific anxiety disorders of childhood, issues around medication, cognitive-behavioral therapy around specific diagnoses, effects of divorce and blended families, a review of diagnostic categories or populations not discussed, GLBTQ adolescents, substance abuse issues with adolescents, counter-transference issues, etc.  Hopefully it will be a topic of interest to you.  Again I am available to help people think of topic areas.  Due to the paper being submitted late in the semester, and that there are 18 taking the class, it is very possible that the responses to the paper will be given to you by email after the end of the class.

    • Plain Text Readings Folder
    • Center on Media and Child Health Internet Briefs- Internet and Brain Deveopment File PDF

      Three research brief summaries from the Center on Media and Child Health  of Boston's Children's Hospital

    • Center on Media and Child Health Internet Briefs- Internet Addiction File PDF

      Three research brief summaries from the Center on Media and Child Health  of Boston's Children's Hospital

    • Center on Media and Child Health Internet Briefs- Internet and Depression File PDF

      Three research brief summaries from the Center on Media and Child Health  of Boston's Children's Hospital

    • ACE Study Overview File

      The Adverse Childhood Experiences Study (ACE Study) is a research study conducted by Kaiser Permanente and the Centers for Disease Prevention and Control.   Participants were recruited to the study between 1995 and 1997 and have been in long-term follow up for health outcomes. The study has demonstrated an association of adverse childhood experiences (ACEs or childhood trauma) with health and social problems across the lifespan.

    • Course Evaluation SOWK-B565-001 Clin.SWPract.-Child./Adol. URL
      Students must
      Mark as done

      All- please fill out this evaluation before Thursday August 5th at 10 pm.

      Thanks,

      Tom

    • Syllabus- Clin SW Prac with C & A Summer, 2024 File DOCX

      revised June 3, 2024

      55.2 KB · Uploaded 06/3/24, 12:05
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    Class Session #1: Monday, June 24, 2024, 2:00 – 4:30 pm.

    Topic: Introduction to the Course

    A.    Brief introductions.

    B.     Overview of the course and syllabus and a discussion of the class assignments

    Topic:  Clinical Social Work with Children and Adolescents- An Overview

    A.      A brief history of social work with youth.

    B.      The changing social ecology of childhood and adolescence in the United States

    -The impact of socio-economic factors

    -The impact of new media

    C.     Some thoughts around the training of child and adolescent clinicians.  The essential knowledge base of clinical social work with youth.  The three major theoretical paradigms.

    Topic: An overview of the developmental-ecological approach to the biopsychosocial       

                assessment of youth.

    1. Development and maturation in children.
    2. The potential impact of poverty and family stress on normal development and maturation.

    Required Reading:

                Boyd-Webb, N. (2019) Chapters 1 and 2.

                Perry, B. (2007) Introduction; Chapter 1, “Tina’s World”.

                -"Teenagers are telling us that something is wrong with America- Adolescents live at the fault lines of a culture                         exposing our weak spots” Jamieson Webster in New York Times Sunday Opinion (Special devoted to issues                           pertaining to mental health in America), October 26, 2022.

                -"Teens Are in Crisis- Here's Why".  A New York Times YouTube video, April, 2022.

                Recommended:

                -Jenkins, H., Ito, M., boyd, d. (2016) “Youth culture, youth practices”, in Participatory   Culture in a Networked Era.                Polity Press, Malden, MA. on Moodle.                                                                                                                                        -Julian, K. “Why are Young People Are Having Less Sex”, The Atlantic, December,2018

    -Thompson, D. “Why American Teens Are So Sad- Four forces are propelling the rising rates of depression among young people.”  The Atlantic, April 11, 2022.

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    Asynchronous Learning Activity #1

    Video-taped Lecture

    Topic: The Diagnostic Assessment of Children.

    -Taking a developmental history.

    -Understanding the role of temperament and the importance of a sleep history.

    -Culturally attuned assessment of children.

    -Framework for the systematic assessment and engagement with a child.

     Structured Interviews vs. Unstructured Interviews.

    -Problem behaviors and psychopathology from a developmental perspective.

    -Use of behavior scales and psychological testing.

                  Supporting Reading:

    -Bromfield, Chapters 1 & 2.

    -Luginbuehl, M., and Kohler, W.C. (2009) "Screening and Evaluation of Sleep Disorders in Children and Adolescents". Child Adol Psychiatr Clin N Am. Oct, 18(4):825-38

    -Rettew, D. (2014)  Child Temperament- New Thinking About the Boundary Between Traits and Illness.   Chapters 1 and 2.

     

     

    • "Screening and Evaluation of Sleep Disorders in Children and Adolescents" File

      Luginbuehl, M., and Kohler, W.C. (2009) . Child Adol Psychiatr Clin N Am. Oct, 18(4):825-38


    • Child Temperament File PDF

      Child Temperament- New Thinking About the Boundary Between Traits and Illness.  David Rettew MD  Chapters 1 & 2.

      1.7 MB · Uploaded 06/25/24, 14:06
    • Power Point Presentation File PPTX
      Students must
      Mark as done

      The Diagnostic Assessment of School Aged Children.  The Voice over presentation is available in the Panopto Box to the right on the Moodle platform, or through the link below:

      https://brynmawr.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ae0d651a-49d7-4845-a72c-b02700e612dc

      4.0 MB · Uploaded 05/5/24, 17:08
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    Session #2: Thursday, June 27, 2024 2 - 4:30 pm

    Topic:  Questions and reactions to the PowerPoint

    Topic:  Engaging children in individual therapy     

    A.    Understanding play in the context of clinical work

    B.    The idea of ongoing assessment with children

    C.    Relational therapies.

    D.    Cognitive-behavioral approaches.

    Readings:

    Required:

    Boyd-Webb, N. (2019) Chapter 7.

    Bromfield, R. (2007) Chapters 3, 4, 5, 6, 7, 8, and 9.

    Kendall, P. (2018) “Working with youth” in Cognitive Therapy with Children and Adolescents- A casebook for clinical practice, 3rd Ed.   The Guilford Press.

    Edwards-Leeper, L., Leibowitz, S., & Sangganjanavanich, V. F. (2016). Affirmative practice with transgender and gender nonconforming youth: Expanding the model. Psychology of Sexual Orientation and Gender Diversity, 3(2), 165–172. https://doi.org/10.1037/sgd0000167


    • Bromfield online trhough Tripod URL
      Students must
      Mark as done

      R. Bromfield Doing Child and Adolescent Psychotherapy


    • Working with Youth- P. Kendall File

      from Cognitive Therapy with Children and Adolescents- A Casebook of Clinical Practice 3rd Edition, 2018

    • Affirmative practice with transgender and gender nonconforming youth: Expanding the model. URL
      Students must
      Mark as done

      Edwards-Leeper, L., Leibowitz, S., & Sangganjanavanich, V. F. (2016).  Psychology of Sexual Orientation and Gender Diversity, 3(2), 165–172

      You will need to enter your BMC email address and the article download will be emailed to you.

    • Notes on Session #2 File DOCX

      Relational Psychotherapy with School-aged Children rev. 6/21/2023

      27.2 KB · Uploaded 05/5/24, 17:08
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    Session #3: Monday, July 1, 2024 2 - 4:30 p.m.

    Topic: The Diagnostic Assessment of Adolescents.

    1. Adolescence viewed in a historical context.
    2. Culturally attuned assessment of adolescents.
    3. Stages of adolescent development and associated issues.

    Topic:  Engaging adolescents into a therapeutic process.

    A.    The attitude and posture of the clinician.

    B.    Handling issues of confidentiality and problem behaviors.

    C.    Managing resistant and hard-to- engage youth.

    D.    Cognitive-behavioral therapy with teens.

    Readings:      

    Required:

    -Bromfield, R. (2005) Teens in Therapy Chapters 1-6, pp. 1-60.

    -Bromfield, R. (2007) Chapter 16.

    -Breland-Noble, A.M., Burriss, A., and Poole, H.K. (2010) Engaging depressed African-American adolescents in treatment:  lessons from the AAKOMA Project.  Jour Clin Psychol, 66 (8)  doe: 10.1002/jclp.20708.

    -Peterman, J., Settipani, C., Kendall, P. (2014) "Effectively engaging and collaborating with children and adolescents in cognitive behavioral therapy sessions" in Sburlati, E., Lyneham, H., Schniering, C., and Rapee, R. (eds), Evidence-based CBT for Anxiety and Depression in Children and Adolescents:  A Competencies-based Approach.  John Willey and Sons.

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    Asynchronous Learning Activity #2: Three videos on ACE’s and Childhood Trauma


    -How Childhood Trauma Affects Health Across a Lifetime with Nadine Burke Harris, MD and Soren Gordhamer    

    -How Do We Stop Childhood Adversity from Becoming a Life Sentence with Benjamin Perks     

    -You're going to be okay: healing from childhood trauma with Katy Pasquariello | from TEDxYouth@AnnArbor   

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    Session #4: Wednesday, July 3, 2024 2 - 4:30 p.m.

    Topic: Crisis, Trauma and Abuse, and Resiliency

    1. Questions and reactions to the videos.
    2. Definitions of crisis and trauma- Herman’s Trauma and Recovery.
    3. Post-traumatic stress syndrome in children and adolescents.
    4. The psychological concept of resiliency and transcendence.

    Readings:

    Required:

    -Boyd-Webb, N. (2019) Chapter 14

    -Perry, B. Chapters 8, 9 and 10.

    -Nader, K. (2015) Assessment of the child following crisis. in Boyd-Webb, N. Play Therapy with Children in Crisis 4th Ed.  Guilford Press.

     -Everstine, E., and Everstine, L. (1989) Sexual Trauma in Children and Adolescents.  Brunner/Mazel.  Chapters 3 and 4

    Recommended:

    -Perron, B.E., and Hiltz, B.S. (2006) Burnout and secondary trauma among forensic interviewers of abused children.   Child and Adolescent Social Work Journal, Vol. 23, No. 2.



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    Session #5: Monday, July 8, 2024 2:00 – 4:30 p.m. Annotated bibliography or Movie Review due!

    Annotated bibliography or Movie Review due!

    Topic:  Internalizing Disorders in Children and Adolescents

    Topic: Depression, Anxiety, Non-suicidal self injury behavior.

    A.  Theories of depression, and how depressive symptoms appear in children and                              

           adolescents.

    B.   Anxiety disorders.

    C.   Treatment approaches:  Psychodynamic/Relational, Cognitive-Behavioral,          

           Family Systems.

    D.   Medication.

    E.   Non- suicidal self-injury and the therapeutic management

    Readings:

    Required:

    -Gosch, E., Brookland, R., Wolelnsky, M. (2018) "Treatment of generalized anxiety disorder" in Kendall, P. (ed). Cognitive Therapy with Children and Adolescents- A Casebook for Clinical Practice, Third Edition.  The Guilford Press.

    -Kam-Shing, Y. (2006).  A strengths perspective in working with an adolescent with self-cutting behavior.   Child and Adolescent Social Work, 23(2), 134-144.

    -“The Mystifying Rise of Child Suicide”, by Andrew Solomon.  The New Yorker, April 4, 2022.  A family tragedy sheds light on a burgeoning mental-health emergency.  https://www.newyorker.com/magazine/2022/04/11/the-mystifying-rise-of-child-suicide

    -Stewart, S.M., Simmons, A., and Habibpour, E. (2012).  Treatment of culturally diverse children and adolescents with depression. Journal of Child and Adolescent Psychopharmacology, 22(1) pp. 72-79. 

    Recommended:

    Kate Julian, The Atlantic, May, 2020,  "What Happened to American Childhood?  Childhood in an Anxious Age."


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    Asynchronous Learning Activity #3: Suicide Assessment & Medicating Serious Mood Disorders in Children


    -Suicide Risk Assessment in Children and Adolescents- Using the Evidence 

    Dr. Tyler R. Black MD, FRCPC  https://www.youtube.com/watch?v=K1VOX5h-pU4&t=9s

        38 minutes

    -The Medicated Child

    PBS Frontline- 2008 

    https://www.pbs.org/wgbh/frontline/film/medicatedchild/   55 minutes

    also recommended:

    -Suicide Assessment and Formulation in Kids and Teens:  An Evidence-based Approach

       66 minutes

    -How to Talk to a School Aged Child about a Suicide Attempt in the Family[TH1]  

      19 minutes

     [TH1]

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    Session #6: Thursday, July 11, 2024 2:00 – 4:30 p.m.

    Topic:  Questions and discussion of the videos- with emphasis on suicide assessment

    Topic:  Externalizing Disorders

    A.     Temperament and Resilience

    B.     ADHD, Impulsivity, and Anger

    C.     Oppositional Defiant Disorder, Conduct Disorder, and Delinquency

    D.     Adolescent Sexuality and Drug Use/Abuse

    Readings:

    Required:

    -Boyd-Webb, N. (2019) Chapter 13.

    -Bromfield, R. (2007) Chapter 17.

    Belendiuk, K.A., Riggs, P. Treatment of Adolescent Substance Use Disorders. Curr Treat Options Psych 1, 175–188 (2014). https://doi.org/10.1007/s40501-014-0016-3-

    -Smith, D.K., Leve, L.D., and Chamberlain, P. (2006).  Adolescent girls’ offending and health risking sexual behavior:  The predictive role of trauma.  Child Maltreatment, 11, 346-353.

    Recommended:

    Hagerty, Barbara Bradley “When Your Child is a Psychopath" The Atlantic June, 2017 issue 

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    Session #7: Monday, July 15, 2024 2:00 – 4:30 p.m.

    Topic: Clinical Social Work with learning disabled children and adolescents.

    A.     The definition of learning disabilities- the assumption of central nervous system dysfunction.               

    B.    Psychological processes associated with learning disabilities.

    C.    The impact of trauma on cognitive development.

    D.    Difficulties in reading, writing, mathematics, executive functioning and attention.

    E.    Non-verbal Learning Disability, Pervasive Developmental Disorders, and Asperger’s Syndrome

    F.     The role of school social workers- consultant, clinician, and ombudsman

    G.    Treatment issues with learning disabled youth.

    Readings:

    Required:

    -Dane, E. (1990) Painful Passages- Working with Children with Learning Disabilities.  NASW Press.  Chapters 1 and 2.

    -Palombo, Joseph, (2002) The therapeutic process with children with learning disorders. Psychoanalytic Social Work, 8:3-4, 143-168.

    Recommended:

    Bromfield, R. (2007) Chapter 14.

    Palumbo, J. (2011) Executive function conditions and self-deficits in Heller, N.R. and Gitterman, A. Mental Health and Social Problems: A social work perspective. Routledge, Chapter 13, pp. 282-312.


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    Asynchronous Learning Activity #4: Far From the Tree, a video based on the book by Andrew Solomon of the same title:

      Solomon’s startling proposition in Far from the Tree is that being exceptional is at the core of the human condition—that difference is what unites us. He writes about families coping with deafness, dwarfism, Down syndrome, autism, schizophrenia, or multiple severe disabilities; with children who are prodigies, who are conceived in rape, who become criminals, who are transgender. While each of these characteristics is potentially isolating, the experience of difference within families is universal, and Solomon documents triumphs of love over prejudice.  1 hour and 33 minutes.

    • Far From the Tree- the video URL
      Students must
      Mark as done

      Based on the NY Times bestselling book by Andrew Solomon, Far from the Tree examines the experiences of families in which parents and children are profoundly different from one another in a variety of ways.

      Instructions- click on the icon in the upper left corner (the green globe on the paper).  This will take you to the Tripod link.  Under View Online heading click "View full text in collection" in the box and this will bring you to the video on Alexander Street.  Hit the play button, and then enjoy.

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    Session #8: Thursday, July 18, 2024 2:00 – 4:30 p.m. Short Research Paper Due!

    Short Research Paper Due!

    Topic:  Working with Parents and the Family.

    1. Working with parents:  the child guidance model.
    2. Discussion of Far From the Tree video
    3. Combined integrated therapy:  bringing parents/family into sessions.
    4. Family therapy:  indications/contra-indications, and specific techniques.

    Readings:                

    Required: 

    -Boyd-Webb, N. (2019) Chapters 6 and 11

    -Bromfield, R. (2007) Chapters 11, 12, and 13.

    -Frankel, H., and Frankel, S. “Family Therapy, Family Practice, and Child and Family Poverty:  Historical Perspectives and Recent Developments”.  Journal of Family Social Work, Vol. 10, No. 4, 2006.

    -Julian, Kate “What Happened to American Childhood?”  The Atlantic.  May, 2020.



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    Session #9: Monday, July 22, 2024 2:00 – 4:30 p.m.

    Topic:  Group work with children and adolescents.

    A.    Types of groups:  structured/unstructured; time-limited/open-ended; groups in context.

    B.    A brief discussion of therapeutic play groups with latency aged children.

    C.    School based groups:  Do’s and Don’ts

    D.    Craig Stevens, Ph.D.  “Feedback Groups in Schools”.

    E.    An overview of the “ways and whys” of adolescent therapy groups- office based.

    Readings:

    Required: 

    Boyd-Webb, N. (2019)   Chapter 8.

    Shechtman, Z.  (2007)  Group Counseling and Psychotherapy with Children and Adolescents:  Theory, Research, and Practice.  New Jersey:  Lawrence Erlbaum Associates.  Chapters 2 & 4, pp. 16-29, and 42-54.

    Meeks, J. with Bernet, W.  (2002)  The Fragile Alliance.  Robert E. Krieger Publishing Co   Chapter 9, “Group psychotherapy of the adolescent”, pp. 211 – 238.

     


     



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    Asynchronous Learning Activity #5: Some final videos focusing on some ecologically oriented interventions- watch what looks interesting to you.

     Required *.

    1)     What adolescents need to thrive.  Charisse Nixon TED Talk   29 minutes

    2)    FIND (Filming Interactions to Nurture Development), Center on the Developing Child, Harvard University     6 min.

    https://developingchild.harvard.edu/innovation-application/innovation-in-action/find/ 

    3)     Providence Talks- a video introduction   2 min. 16 sec. *

    4)     Every Kid needs a champion.  Rita Pierson TED Talk  7 min 48 sec. *

    5)    The Land:  An Adventure Play Documentary   22 minutes  *

    https://brynmawr.kanopy.com/video/land-0

    6)    School of the Future.  A PBS NOVA education documentary  2 hours

    http://www.pbs.org/wgbh/nova/education/school-future/home/

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    Session #10: Thursday, July 25, 2024 2:00 – 4:30 p.m.

    Topic:  Ecological interventions for children and adolescents.

                A.  Discussion of the videos.

    -School based interventions.

    -Parenting skills programs and workshops.

    B.    Other innovative programs.

    -Playgrounds and Therapeutic Adventure programs

    -Providence Talks

    C.     Foster Care/Residential Programs/Early Intervention.

    Topic:  Termination

    A.  Issues around termination.

    B.  Surviving as a clinician, or how to work with children over the long haul.

     

    Readings:

    Required: 

    -Boyd-Webb, N. (2019) Chapters 9 and 10.

    -Bromfield, R. (2007) Chapters 14 and 19.

    -Talbot, M. (2015) “The Talking Cure” The New Yorker.  January 15.

    Recommended:

    -Perry, B. (2007). Chapters 3, 6, 7, and especially 11. 

    -Lowry, A,. "The War on Poverty is Over.  Rich People Won. "  The Atlantic, May 14, 2023.     

     

    Readings:

    Required: 

    -Boyd-Webb, N. (2019) Chapters 9 and 10.

    -Bromfield, R. (2007) Chapters 14 and 19.

    -Talbot, M. (2015) “The Talking Cure” The New Yorker.  January 15.

    -Shaefer, H.L., and Edin, K. J. “How To End Extreme Child Poverty.” The Atlantic, June, 2021.

    Recommended:

    -Perry, B. (2007). Chapters 3, 6, 7, and especially 11. 


    • Bromfield through Tripod Chapters 14 and 19 URL
    • The Talking Cure- Providence Talks URL

      The Talking Cure. 
      The poorer parents are, the less they talk with their children.  The mayor of Providence is trying to close the "word gap".




    • How To End Extreme Child Poverty URL
      Students must
      Mark as done

      Buried deep in the latest pandemic stimulus package is a transformative idea for helping families.



    • THE WAR on POVERTY IS OVER. RICH PEOPLE WON. URL

      Also consider reading this recent book review.      
      The sociologist Matthew Desmond believes that being poor is different in the U.S. than in other rich countries.
      By Annie Lowrey  May 14, 2023

    • Course Evaluation!!! Assignment
      Opened: Tuesday, November 8, 2022, 11:00 PM
      Due: Tuesday, November 15, 2022, 11:00 PM

      Faculty members will distribute the course evaluation form for each of their courses to the students during the last week of classes via the course Moodle page.  Students will complete the form and promptly upload the form or mail the printed form to the Provost’s Office.  The course evaluation forms are attached for posting to the course Moodle page.

       

      Students will be instructed on the course evaluation form to name the course evaluation form file using the course number (i.e., CHEM B103 001, CHEM B103 00A, SOWK B595 001, SOWK B595 002).  Here is the weblink to upload the completed course evaluation form via Qualtrics:  Summer 2020 Course Evaluation.

       

      If your students wish to mail the course evaluation form, the mailing address for the GSSWSR and Post-Bacc course evaluations is: Office of the Provost, Bryn Mawr College, 101 N. Merion Avenue, Bryn Mawr, PA 19010.