1. COURSE INTRODUCTION PSY 6606

2. S. KATHLEEN KRACH, PH.D. Syllabus Review

3. Syllabus Review: Resources Website (http://spectrum.troy.edu/~kkrach/)http://spectrum.troy.edu/~kkrach/  PowerPoints  Podcasts BlackBoard  Quizzes  Assignments  Discussion Boards LiveText  Accreditation Textbook and Pdfs.  Reinforce learning  Aid in mini-projects and quizzes

4. Syllabus Review: Content Counseling theories related to children and adolescents. Human development and behaviors, especially for pre-school and school-age populations. Consultation models Coordination, placement, and referral procedures. Common child and adolescent disorders. Children/adolescents with special needs and exceptional children. Legal and ethical considerations with children and adolescents. Family and other issues that affect children and adolescents. Multicultural and diversity considerations with children and adolescents.

5. Syllabus Review: Grades 5%: Discussion posts (2 per lecture) [Blackboard Discussions] 5%: Attendance 25%: Case Study* [Part 1: Blackboard; Part 2: LiveText] 20%: Developing a Crisis Management Plan* [Blackboard] 40%: Online Quiz Grades (10% each) [Blackboard Exams/ Quizzes] 5%: Comprehensive Exam

6. Case Study Student Directions: Prepare a case study reporting on an individual child/ adolescent developmental concern, problem and/or disorder. This will include assessment, prevention and intervention strategies. Prior to beginning the case study, obtain parental permission to interview the child/adolescent, teachers, and others involved in assessment, prevention and interventions strategies involving the child/adolescent. The student will submit the completed case study in LiveText for instructor’s evaluation. The parent permission form signed by guardian/parent will not be submitted in LiveText. The student will provide the signed form for the instructor to view. Responses to this assignment must follow correct grammar and APA guidelines. Student Directions: Prepare a case study reporting on an individual child/ adolescent developmental concern, problem and/or disorder. This will include assessment, prevention and intervention strategies. Prior to beginning the case study, obtain parental permission to interview the child/adolescent, teachers, and others involved in assessment, prevention and interventions strategies involving the child/adolescent. The student will submit the completed case study in LiveText for instructor’s evaluation. The parent permission form signed by guardian/parent will not be submitted in LiveText. The student will provide the signed form for the instructor to view. Responses to this assignment must follow correct grammar and APA guidelines.

7. Case Study Part 1 Identify and describe the problem, developmental concern or disorder of the child/ adolescent. Include the following: Atypical growth and development Health/wellness Language Ability Level Multicultural Issues Factors for resiliency on learning and development Account for multiple factors in the child/adolescent case Assess suicide risk and substance abuse (both child/adolescent and family) Assess other academic, career and personal/social issues

8. Case Study Part 2 Describe the prevention, intervention and/or treatment plan. Include the following: Ways to cope with environment Therapeutic interventions Parental involvement School involvement Other prevention, intervention strategies Specify school or non-school setting for planned prevention, intervention or treatment

9. School-Based Crisis Management Plan Students will be directed to develop a crisis management plan in a school setting for each of the following situations: a natural disaster, a school intruder, and a grief scenario. Plans will include: 1.roles and training of personnel 2.research-based and flexible plans 3.plans for communication, ensuring security and safety, and follow-up. Students will be directed to develop a crisis management plan in a school setting for each of the following situations: a natural disaster, a school intruder, and a grief scenario. Plans will include: 1.roles and training of personnel 2.research-based and flexible plans 3.plans for communication, ensuring security and safety, and follow-up.

10. Due Dates Due dates for all projects will be on your syllabus. Quizzes are open from 10PM from the first day until 10PM of the second day (24 hour period). Discussion posts are due at the end of each week for the lectures from that week. THESE DUE DATES MAY CHANGE FOR HOLIDAYS. PLEASE CHECK YOUR SYLLABUS!

11. Specific Class Rules: Krach Absence Policy: In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing assignments on time, and contributing to class discussion and exploration of ideas. In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice Chancellor and Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site. Absence Policy - Krach: Students are responsible for information presented in each class (even classes missed). Students are expected to make up missed classes in order to be prepared. Absence Policy – Krach – Cell Phone/ Texting: The use of a cell phone during class will result in an absence for that class date in your record. Use of a computer during class for anything unrelated to the course will also result in an absence. Exceptions may be made in an emergency situation if discussed prior to class.

12. Specific Class Rules: Krach Professionalism: In all interactions with the professor as well as any other personnel, professionalism will be maintained at all times. Professionalism refers to 1) Manner of dress; 2) Handling conflict (e.g., behind closed doors, in person, and with respect); 3) Preparation (e.g., read prior to class, have materials needed for the class day); 4) Confidentiality (e.g., within the class, within the schools, etc.); 5) Self-awareness (e.g., know what you don’t know, know when to get supervision, know when to ask for consultation, etc.). Ethics: All students studying in the field of psychology and counseling are responsible for knowing and behaving under the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct. If you are unaware of what is state on the code, it can be found at: http://www.apa.org/ethics/code/index.aspx

13. Specific Class Rules: Krach Incomplete Policy – Krach: Students must REQUEST an incomplete prior to the last week of class. An incomplete request form (available from Dr. Krach) must be completed. To obtain an incomplete for this class, students must have a legitimate reason for not being able to complete the work. In addition, over 70% of the course work must already be completed with a passing grade prior to the incomplete. It is the STUDENT’S responsibility to notify the professor as soon as an emergency happens. Notification of an emergency later than 10 days after the event (unless the student is physically incapable of doing so) is considered negligent on the part of the student, and no accommodations can be made.

14. THOMPSON & HENDERSON (2011): CHAPTER 3 The Counseling Process

15. Approaches to Counseling Copyright 2007 Brooks/Cole, a division of Thomson Learning 1. Thoughts 2. Actions 3. Emotions 4. Combination of categories

16. Common Ingredients of Successful Treatments Copyright 2007 Brooks/Cole, a division of Thomson Learning A helping relationship that is based on collaboration, trust, a mutual commitment to the counseling process, respect, genuineness, positive emotions, and a holistic understanding of the client

17. Common Ingredients of Successful Treatments Copyright 2007 Brooks/Cole, a division of Thomson Learning A safe, supportive, therapeutic setting Goals and direction A shared understanding of the concerns that will be addressed and the process to be used Learning Encouragement Clients’ improved ability to name, express appropriately and change their emotions

18. Common Ingredients of Successful Treatments Copyright 2007 Brooks/Cole, a division of Thomson Learning Clients’ improvement in identifying, assessing the validity of, and changing their thoughts Clients’ increased ability to gauge and change their actions, as well as acquire new, more effective behaviors to promote coping, impulse control, positive relationships, and sensible emotional and physical health (Seligman, 2006, 11)

19. Lazarus’ BASIC ID model (problem areas often treated in counseling) Copyright 2007 Brooks/Cole, a division of Thomson Learning B Behavior: actions A Affect: emotions & moods S Sensation/School: senses, education I Imagery: mental pictures C Cognition: thoughts I Interpersonal relationships: interactions with others D Drugs/Diet: health

20. Keat’s HELPING model (problem areas often treated in counseling ) Copyright 2007 Brooks/Cole, a division of Thomson Learning H Health issues E Emotions L Learning problems P Personal relationships I Imagery N Need to know G Guidance

21. Counseling Theories Copyright 2007 Brooks/Cole, a division of Thomson Learning Affective Person-centered counseling Gestalt therapy Behavior Behavioral counseling Reality therapy Brief counseling Individual psychology

22. Counseling Theories Copyright 2007 Brooks/Cole, a division of Thomson Learning Cognitive Rational-emotive behavioral therapy Cognitive behavioral therapy Psychoanalytic counseling Transactional analysis Systemic Intervention Family therapy Consultation, collaboration, teamwork

23. Copyright 2007 Brooks/Cole, a division of Thomson Learning FEELINGS THINKING BEHAVIOR SELF

24. Copyright 2007 Brooks/Cole, a division of Thomson Learning OBSERVABLE UNOBSERVABLE What Questions Behavior Antecedents Consequences Plans Goals Why Questions Needs Motivation Feelings Thoughts Problem Causes Behavior and Consequences 1 New Behavior and Consequences 2 A Feelings State B New Feelings C New Feelings

25. Preparing for the Interview Copyright 2007 Brooks/Cole, a division of Thomson Learning Relaxed environment Comfortable furniture Promptness Attentive

26. Copyright 2007 Brooks/Cole, a division of Thomson Learning Seating Arrangements for Counseling Children #1 DESK Counselor’s Chair Child’s Chair

27. Copyright 2007 Brooks/Cole, a division of Thomson Learning Seating Arrangements for Counseling Children #2 Counselor’s Chair Child’s Chair

28. Copyright 2007 Brooks/Cole, a division of Thomson Learning Seating Arrangements for Counseling Children # 3 TABLE Counselor’s Chair Child’s Chair

29. Considerations During the First Interview Copyright 2007 Brooks/Cole, a division of Thomson Learning Questions children may have about counseling Understanding resistance Steps to overcoming resistance Goals and Observations Building a therapeutic alliance Structure Explain confidentiality and the counseling process Investigate expectations

30. General Model for Counseling Copyright 2007 Brooks/Cole, a division of Thomson Learning Step 1: Defining the problem through active listening. Step 2: Clarifying the child’s expectations Step 3: Exploring what has been done to solve the problem. Step 4: Exploring what new things could be done to solve the problem. Step 5: Obtaining a commitment to try one of the problem-solving ideas. Step 6: Closing the counseling interview

31. Questions Counselors Ask Copyright 2007 Brooks/Cole, a division of Thomson Learning What does the counselor need to know about counseling records? How much self-disclosure is appropriate for counseling? What type of questions should the counselor use? How can silence be used in counseling? Should counselors give advice or information?

32. Questions Counselors Ask Copyright 2007 Brooks/Cole, a division of Thomson Learning How does the counselor keep the client on task during the counseling session? What limits should be set in counseling? What about the issue of confidentiality? Is this child telling me the truth? What can be done when the interview process becomes blocked?

33. Questions Counselors Ask Copyright 2007 Brooks/Cole, a division of Thomson Learning When should counseling be terminated? How can counseling be evaluated? How do professional counselors work with managed health care?

34. Goal-attainment scaling Copyright 2007 Brooks/Cole, a division of Thomson Learning Goals established cooperatively Goals in measurable terms between “What I have” and What I would like to have” Priorities identified Levels of attainment monitored throughout counseling Graph to show weekly progress

35. Goal Attainment Scale Scale attainment level Scale 1Scale 2Scale 3Scale 4Scale 5 Most unfavorable counseling outcome (-2) Less than expected success with counseling (-1) Expected level of counseling success (0) More than expected success with counseling (+1) Most favorable counseling outcome expected (+2) Copyright 2007 Brooks/Cole, a division of Thomson Learning

36. Counselors and Managed Health Care Copyright 2007 Brooks/Cole, a division of Thomson Learning Advantages of Managed Behavioral Health Care Efficiency Accountability Professional recognition Challenge to succeed outside the traditional medical model and managed health care. Disadvantages of Managed Behavioral Health Care Limitations on treatment, time, and cost.

37. Effective treatment plans (Davis, 1998) Copyright 2007 Brooks/Cole, a division of Thomson Learning Step 1: Problem Identification Step 2: Problem Definition Step 3: Goal Development Step 4: Measurable Objectives Step 5: Creating Interventions Step 6: Diagnosing