1 PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Counselor Education Preparing professionals to meet our diverse communitys life-long

educational needs

COUN 555 COUNSELING CHILDREN AND YOUTH Instructor: Susan Halverson Westerberg Office: 504A Phone: 503-725-8106 e-mail: halversons@pdx.edu
DEPARTMENT POLICY STATEMENT: The counseling profession requires a high level of personal integrity, self-awareness, and personal maturity. Demonstrating professionalism in classroom behavior, as well as being present and engaged in classroom activities, is expected at all times as a graduate student in Counselor Education. Students are expected to attend all class meetings; however, one absence is not considered excessive. Students whose beliefs, religious practices, or lifestyles may conflict with class attendance from time to time should discuss such issues with the course instructor at the beginning of the term. If possible, arrangements should be made to make up missed attendance-related assignments and experiences. It is up to the student and instructor to negotiate a satisfactory solution with respect to absences. Students and faculty are expected to maintain an atmosphere in which controversial issues, germane to the subject matter, can be examined and discussed. In exercising this freedom of expression, faculty and students are expected to exercise appropriate restraint and show respect for the opinion of others. The Counselor Education Department seeks to balance providing care and support, high expectations, and opportunities for participation in meaningful activities. All students are expected to participate in constructing a respectful learning environment in the classroom. Arrive to class on time, stay for the entire class, come back from breaks on time, turn off cell phones, etc. Be mindful of what might detract from the learning experience of students and faculty alike (e.g., talking to fellow students during lecture). All students in the Department must demonstrate behavior that is consistent with the Ethical Standards put forth in 2005 by the American Counseling Association: http://www.counseling.org/resources/ethics.htm Failure to do so can result in termination from the program. Demonstrating effective ethical and professional conduct is extremely important and will be monitored and reviewed by the faculty throughout your time in the program in order to assess your development as a

Term: Summer 2011 Location: ED 408 Time: T TH 9:15 12:30 Office hours: TBA

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professional counselor. Formal occasions for feedback in this regard occur following First Year Student Reviews (May of each year) and during Practicum and Internship. Concerns and deficiencies will be brought to your attention and used by faculty in assessing your overall academic/ professional progress in the Department. Deficiencies which are not corrected will be cause for disciplinary action which may include termination from the Department. If you require special accommodations, due to a disability, during the duration of the course (such as note takers, interpreters) or the final exams week (such as extra time, use of a computer) please notify the instructor at your earliest convenience. The instructor will coordinate with you and the Disability Resource Center to facilitate getting any needed supports
Course Description This course emphasizes a theoretical overview of growth and development of children and youth. Particular emphasis will be on translating theory into practice through a person-environment interaction conception of counseling, consultation, and educational intervention in school and clinical settings. Course Purpose

The purpose of the course is to identify the special counseling needs of children and adolescent youth. Counseling techniques from different theories, appropriate for this population, will also be explored and practiced. Children are part of a number of different systems; family, school, etc. Examination of these systems and how they may intersect more successfully will be explored.
Required Reading Materials Text: Henderson, D., & Thompson, C.L. (2011) Counseling Children 8thed. Brooks/Cole: Belmont, CA.

Recommended Resources: Axline, V. M. (1947). Play therapy. Cambridge, MA: Houghton Mifflin. Labovitz Boik, B. & Goodwin, E.A. (2000). Sandplay therapy. New York, NY: W.W. Norton & Company Landreth, G.L. (1991). Play therapy: The art of the relationship. PPA, Accelerated Development. Ray, D.C. (2011). Advanced Play Therapy. New York, NY: Taylor and Francis Group LLC

Course Requirements
1. Developmental /Theory Activity/Group presentation Students will work in groups and give a 60-minute presentation to the class. The presentation will consist of an overlay of theories of child and adolescent development with the chosen theory. Then the application of this synthesis by creating a series of group session plans when working with two different developmental levels. (i.e, 4th grade group for boys with aggression problems using Adlerian theory and a group for 10th graders with the same issues using that theory,) Sharing copies of your concrete hands on work with the class will provide everyone with a handy set of materials for use in their schools or in their practice when working with children and adolescents. We will upload them to TK20 so everyone has access to your creations. Make sure your uploads include a brief overview of the theory and the developmental level objectives. Create a portable children and youth kit for this class. Continue to add to your take-along kit for working with children and families. You will use it in your practicum or internship experience and it is helpful to have a place to put those things you will use in play therapy or sand tray therapy. Attached is a list of possible items you may want to include. Attendance. As a cognitive constructivist teacher, I expect you to learn much from each other and our class dialogue. Each of you is an individual with a wealth of personal and career experiences that can benefit others as you share that experience. Deeper thinking and new ideas are fostered by this interaction as well. Therefore missing class is a loss that cannot be made up by reading or projects .How does this affect your grade? Grades will be adjusted when class is missed.

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CACREP Program standards addressed in this course. School counselors are expected to know: The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling An understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede, student academic, career, and personal/social success and overall development How to coordinate, collaborate, refer, and facilitate team-building with teachers, parents, support personnel, and community resources to promote program objective and facilitate successful student development and achievement of all students How to integrate the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development How to promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate How to create individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career, and personal/social development Approaches to peer facilitation of students, including peer helper, peer tutor, and peer mediation programs Developmental approaches to assist students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to post secondary education, and career options) Facilitate constructive partnerships with parents, guardians, families, and community systems, family systems and school systems and how they interact to influence the students and affect each system Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs Couples Marriage and Family Counselors are expected to know: Marital, couple, and family life cycle dynamics, healthy family functioning, family structures, and development in a multicultural society, family of origin and intergenerational influences, cultural heritage, socioeconomic status, and belief systems; Human sexuality issues and their impact on family and couple functioning, and strategies for their resolution Societal trends and treatment issues related to working with diverse family systems (e.g., families in transition, dualcareer couples, and blended families). Family systems theories and other relevant theories and their application in working with couples and families, and other systems (e.g., legal, legislative, school and community systems) and with individuals Interviewing, assessment, and case management skills for working with individuals, couples, families, and other systems; and implementing appropriate skill in systemic interventions Preventive approaches for working with individuals, couples, families, and other systems such as pre-marital counseling, parenting skills training, and relationship enhancement Specific problems that impede family functioning, including issues related to socioeconomic disadvantage, discrimination and bias, addictive behaviors, person abuse, and interventions for their resolution

Course Outcomes Students will be able to: Identify theories and stages of child and youth development Expand understanding of techniques appropriate for working with children and youth and their families Practice and demonstrate understanding by modeling leadership and instruction Identify how children and families systems work Use reflection to guide and inform practice Collect ideas, artifacts, tools to use in working with children, adolescents and their families Evaluation 70 points 15 points 15 points ----------100 points Presentation of Developmental overlay with theory including handouts Children and youth portable kit Attendance

Grading Scale o o o o o

A 93-100 points B 85-92 C 77-84 F Student earns less than 77 I: Student does not complete coursework within time line. Grade will be dropped to a B grade if all work is completed at a satisfactory level.

Grade Descriptors A = This work is characterized by critical application of theory and strategies, critical thinking, imagination, and visible growth. All work is completed on time. The work includes an understanding of differences in culture, gender, ethnicity, etc. Journal reflections demonstrate a reflective professional who is learning and growing the art and craft of counseling. Papers are written in APA style with no errors. The student comes to class prepared: readings are completed with thought; data is collected; reflections are probing; there is a willingness to honestly risk, question, and interact with peers. B = This work is characterized by thoroughness and thoughtfulness. Absent is the critical, analytical, and imaginative thinking of the A work, yet there is evidence of growth, risk, and application. The student comes prepared to class: readings are complete, data is collected; reflections are thoughtful, group participation is supportive. C = This work is general and summative in nature. Due dates are barely met (some may be missed). The student is either ill prepared for class or the readings have been rushed and reflections are summaries rather than critically reflective. D = Work is missing; due dates are not made; participation is poor; there are absences from class. Any of these characteristics may lower grades.

Counseling Children and Youth Schedule

Date Tuesday June 21 Topics Overview Child and Adolescent Development Choose groups Assignments Chapter 1 Introduction to a Childs world Chapter 2 The Counseling Process Due

Thursday June 23

Play Therapy Video

Tuesday June 28

Filial therapy, Art therapy Sand tray Sand Tray and play therapy practice at Helen Gordon CDC Add one presentation here 2 Presentations Helen Gordon CDC for sand tray We will meet in 408 and go over to HGCDC together Chapter 7 Gestalt Therapy Chapter 8 Behavioral Therapy

Thursday June 30 Tuesday July 5

Thursday July 7

2 Presentations Chapter 9 Reality Therapy (Choice) Chapter 10 Brief Counseling Bonnie Badenoch 10:30 - 12

Tuesday July 12

Chapter 11 Individual Psychology 2 Presentations Chapter 12 Rational-Emotive Behavioral Therapy

Thursday July 14

1 Presentations Display of Child Play kits.

Chapter 13 Cognitive Behavioral

6 Lesson Planning Process

Name: __________________________ Age/Grade Level:______________ Topic___________________________ Preparation: Purpose/rationale for the lesson: Why are you teaching this lesson? Learning Objectives for the lesson: What do you expect the learners to know and/or accomplish as a result of participating in this lesson? Developmental level of students: What are the characteristics that let you know what developmental levels the students are functioning on? Whose developmental theories are you using? How are your activities and choice of objectives tied to the students developmental level? Time Allotted: ________________

Key Questions: What are the key questions you will raise with these students?

Materials/Resources Needed: What materials, pictures, puppets, etc. will you use?

Procedures: Overview of the lesson and time estimate for each component
Anticipatory set: Introduction how will you grab students attention and get them set for learning? Body of the lesson: Major items or activities in the order they will occur Key concepts and how theyre presented Modifications/adaptations (includes disabilities as well as talents) Closure: How will you bring the lesson to a close? Assessment: Evaluation of student learning: How will you determine what progress the students have made toward accomplishing the learning objective? Reflection on the process: (to be completed after the lesson is taught) What worked well? What would you do differently? How could you improve the lesson? Next steps/follow-up? (This step can be accomplished by writing in your journal after your presentation.)

Presentations Group 1
1 2 3 4

Group 5

Group 2
1 2 3 4

Group 6

Group 3
1 2 3 4

Group 7

Group 4
1 2 3 4

Categories for Sand Tray Tools

People Babies, Children, and adults Different ethnicities Familiar and foreign Old and young People in action doing various tasks Police, fire & rescue workers Furniture Common household items Food Houses, towers, churches Temples, shops Domestic and foreign Old and new Land air, water Old, new Rescue and helper Military Contemporary soldiers and weapons Historical soldiers and armaments Land, sea, air Wild and domestic Unicorn Pegasus, dragon Archetypal horses (pure white, blue) Dinosaurs Magicians, fairies, wizards Fairy tale, cartoon characters Superheroes and villains Mystic figures King, queen prince princess Cube sphere circle square triangle pyramid sun moon stars Jewels, glass marbles, beads, gold chains, treasure chests gifts Skeletons, gravestones, coffins, Bones, monsters, dark & scary figures People and artifacts from different traditions, eastern and western Fire, Ice, windmill, waterwheel, well, balloon, flag, shovel Rocks, shells, wood, Trees, shrubs, flowers, greenery Fruits and vegetables Fencing, bridges, road and traffic signs, telephone Tiles, sticks, clay, paper, string, glue

Household Furnishings

Architecture

Vehicles

Military Animals Magical creatures Ancient creatures Magical people

Archetypal figures

Shadow and death figures Religious and spiritual figures Elements Items from nature

Connectors and dividers Building and craft materials

Tools for play therapy

Art and creative Markers, crayons, pencils Drawing paper, construction paper, etc Mask making materials, collage making (magazines, pictures) Paint, craft stuff (feathers, etc) Lincoln logs, blocks, etc Drums, cymbals, wood flutes, etc. Nerf balls, etc Microphone, puppets, doctor kit Bop ball, guns pots, pans, dishes, food, baby bottles Dress up clothes, Checkers, board games

Construction Items Musical instruments Sport/physical Expressive Aggressive Nurturing/Cooking Drama Play Games

List of Ice Breakers

Whistling in the dark Electricity Paper bag skit Back draw Group juggling Rainstorm Find partners and tell a story about the picture Adverb challenge: I pass this pen underhandedly,