PSY-7504-Rifkin

** CSPP ** **One Beach Street, Suite 100** **San Francisco****, CA 94133** ** 415-955-2100 **
 * ALLIANT** **INTERNATIONAL UNIVERSITY**

COURSE INFORMATION FORM
= = =** School: California School of Professional Psychology **=
 * Course Title: Theory and Technique of Clinical Practice: Child Treatment **
 * Course Number: PSY 9501 **
 * Units: 3 **
 * Term & Year: Fall 2008 **

Day/Time: Tuesday 2:10 – 5:00
=** INSTRUCTOR: Lori Rifkin, Ph.D. **= **OPEN TO YEAR LEVEL**: **G-1 & G-2** The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum. This is a didactic course to prepare for or coincide with the practicum experience. In this course students begin to develop clinical skills and knowledge. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course helps in the fulfillment of the following PsyD program learning [|[DA1]]     : A. To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention B. To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society C. To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry D. To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth E. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives: Goal 1: To Prepare Students to be effective professional Psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings. 2. Objective: To integrate research findings and clinical literature with clinical practice. 3. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population 4. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations Goal 3: To Prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity. 7. Objective: To develop and understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice This course represents the one piece of students’ in-house clinical training, before or during the practicum experience. **A. COURSE DESCRIPTION**: Theory and Technique of Clinical Practice: Child Treatment This section of the course offers in-depth study of psychotherapy with children and adolescents within a psychodynamic, developmental and relational framework. The course will include normative child development from infancy through adolesence, play theory, assessment and treatment of this population in a clinical setting, the different phases and challenges of working with children and their families, as well as collaborative work with parents and others. Readings, lectures and discussions are focused on these topics while integrating issues of culture, gender, class and ethnicity to prepare students to work with a diversity of clients. Students participate in discussions, role play clinical situations, develop their observational abilities and begin to develop clinical case presentation skills as they present a case or select a related topic to explore and present to the class. **B. ** By the end of this course, students will have an increased awareness of child development and the role of play in childhood. They will have a clear framework for clinical assessment of children and their families. They will have a beginning foundation of knowledge and perspective to help them with the challenges of collaborating with parents and others involved in the lives of their clients. They will have an understanding of the process of child psychotherapy and the particular challenges of working with children, adolescents and their families. They will be introduced to the formulation and presentation of clinical cases using psychodynamic theory and multicultural perspectives. They will become aware of clinical issues such as transference, countertransference and resistance. They will become more aware of issues involved in working cross culturally, and how culture, gender, and ethnicity affect the psychotherapy process. Specifically, upon completion of the course, students will be: 1. able to observe the behavior of children in a more nuanced way. 2. able to assess and formulate a client's problems in a manner that is both responsive to the client's unique presenting issues and circumstances and internally consistent within a psychodynamic theoretical framework. 3. able to discuss clinical case material orally and in writing in a manner that a) reflects the ability to plan and carry out a psychodynamic course of treatment; b) is conversant with alternative models and explanations from different psychodynamic schools of thought; as well as; C) with the limitations of particular theoretical viewpoints or write about and present orally to the class on a topic related to psychodynamically oriented clinical work with children or teens.  4. become aware of those issues on which s/he needs additional supervision or consultation, not just for case management, but to deal with the relationship factors in therapy.   5.  able to articulate the effects of trauma, age, gender, race, class, and ethnicity on individual development and on the development of the therapeutic relationship.  **D. INSTRUCTIONAL STRATEGY**:  This course is a clinical seminar discussion class. Class activities consist of discussion of assigned readings, role plays, and of student’s presentations of clinical case material or related topics. Discussion takes place in the seminar group as a whole (class size is limited to 12) and in smaller discussion groups. For discussions of case presentations and readings the class will sometimes break out into small groups of 4 to 6, with discussion questions to explore before returning to the larger group to share and discuss perspectives. This class will integrate multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development. International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country. Readings, class discussion and assignments address these issues. F. **DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:** While a considerable part of the class will be a lecture format, sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to others learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors. Students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based [|[DA5]]     : - the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it; - the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases; - the student’s willingness to contribute to class discussion. The class is designed using small group discussion to help facilitate class participation. If speaking in class is difficult for you please inform the instructor and work with her around satisfying this requirement. Please work with the instructor as needed to help you meet this requirement.
 * Room: TBA **
 * Contact: lrifkinphd@comcast.net, (415) 485-1976 **
 * Grading: Letter grades **
 * I. RATIONALE: **
 * II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT: **
 * PURPOSE OF THE ** [|[DA2]]     :
 * C. SPECIFIC LEARNING ** [|[DA3]]     :
 * E. Class Component on Multicultural and International ** [|[DA4]]     ** : **
 * Class Participation **

Child Observation
Within the first few weeks of class students are required to do a written observation of a child, children interacting together or an adult/child interaction. The student will then present the observation to the class orally. The write up should be no more than 5 pages using a size 12 font. Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [|[DA6]]. Written work should be carefully thought through and proofread. It will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see **C. Specific Learning** [|[DA7]]   ) and course content. The oral presentation and discussion of the observation will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content. Students will write a 7 – 10 page paper of size 12 font describing a case they are currently working with or a topic related to the course that they would like to explore, reflect on and present to the class. Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [|[DA8]]. As with the child observation paper, this paper will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see **C. Specific Learning** [|[DA9]]   ) and course content. The oral presentation and discussion of the written case or topic will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content. Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards) In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade A & B = Credit with no concern or no serious [|[DA10]] C= Marginal pass or “some concern” D/F = fail or serious concerns Grade Percentage Distribution: Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. See #5 in “IV. Policies and Procedures” section. Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. It is not assumed that students enter this class with knowledge of psychotherapy theory or clinical work with children. Preferably students have taken one child development course but this is not always the case. Students who complete assigned readings, attend class, and participate in class discussion; no matter their entry level in understanding psychoanalytic concepts, should be able to acquire a good grasp of theory. There will be a considerable amount of lecture time to present theory and technique, integrating psychodynamic theory with developmental issues and relational approaches to clinical work. Readings will generally be at a beginning level but often assume some understanding of psychoanalytic principles on the part of the reader. Class, small group discussion, role plays and lectures will provide opportunity for clarification and learning of theory and technique. III. COURSE READINGS AND MATERIALS:   (reserve copy: RJ503 G74 2003) ** IV. ****POLICIES AND** [|[DA11]]   : The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).  <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Alliant <span style="font-family: 'Times New Roman','serif';"> International University <span style="font-family: 'Times New Roman','serif';">, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. **//The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.//** The University reserves the right to use plagiarism detection software. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Times New Roman','serif';">If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Alliant <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> International University <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: [|http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf] or contact the University Ombudsperson at rkunard@alliant.edu. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> **<span style="font-family: 'Calisto MT','serif';"> --- SYLLABUS --- ** <span style="font-family: 'Calisto MT','serif';"> **<span style="font-family: 'Calisto MT','serif';">THEORY AND TECHNIQUE OF CLINICAL PRACTICE: CHILD TREATMENT ** <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Fall Semester, 2008 ** **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Alliant ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> University **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">California ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> School ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> of Professional Psychology ** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Lori Rifkin ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Ph.D. ** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt; msotabcount: 4;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(reserve copy: RJ503 G74 2003) <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">COURSE REQUIREMENTS ** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">WEEKLY SCHEDULE OF TOPICS: ** <span style="font-family: 'Calisto MT','serif';"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **Welcome and introductions** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __Relational Child Therapy__, Chapter 9--- Play in Child Treatment, pp. 187-214; Chapter 10 --- Transference and Counter-Transference in Child Therapy, pp. 218 – 226. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">S. Cooper and L. Wanerman. Chapter 6 - Toys and Play, in __Children in Treatment__, Brunner/Mazel, Inc. NY, 1977, pp.102-108. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **Roles and Tasks of the Therapist in Treatment with Children and Teens ** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> H. Coppolillo. Chapter 6 --- Diagnostic Interviews: An Overview, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 97-115. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif';"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">S. Fraiberg, et. al. Ghosts in the Nursery: Psychoanalytic Approach to the Problems of Impaired Infant-Mother Relationships, in __Selected__ __Writings of Selma Fraiberg__, Ed. by Louis Fraiberg, pp. 164-196, <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> A. Lieberman, et. al. Angels in the Nursery: the Intergenerational Transmission of Benevolent Parental Influences, in __Infant Mental__ __Health__, Vol. 26 (6), pp. 504-520, 2005. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> J. Simmons. Chapter 8 - Interviewing the Parents in __Psychiatric Examination of Children,__ Lea & Febiger, PA, 1981, pp.183-193. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> F. Allen. The Beginning Phase of Therapy, in __Child Psychotherapy__, Ed. by M. Haworth, 1964, pp. 87-121. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> J. Simmons. Chapters 3 & 4 - Individual Interviews with the Child and The Mental Status Report, in __Psychiatric Examination of__ __Children,__ Lea & Febiger, PA, 1981, pp. 64-100. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Relational Child Psychotherapy __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Chapter 8 --- Assessment and Treatment Planning, pp. 153-183. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">S. Cooper and L. Wanerman. Chapter 5 – Practice and Protocol, in __Children in Treatment__, Brunner/Mazel, Inc. NY, 1977, pp. 84 - 93. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">H. Coppolillo. Chapter 8 --- Organizing Diagnostic Data: Models of the Parent, Ego Psychology, and Topography, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 147-173. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">H. Coppolillo. Chapter 9 --- Classification, Diagnostic Understanding, and Recommendations, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 175-203. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **Presenting your findings to the Parents Working Collaboratively with Parents** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">S. Cooper and L. Wanerman. Chapter 11 – Understanding and Working with Parents, in __Children in Treatment__, Brunner/Mazel, Inc. NY, 1977, pp. 181 - 188. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">S. Cooper and L. Wanerman. Chapter 3 – Special Aspects of Treatment of Children & Chapter 4 – Questions Beginners Ask, in __Children in Treatment__, Brunner/Mazel, Inc. NY, 1977, pp. 65 - 83. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">H. Coppolillo. Chapter 11 --- Beginning the Therapy, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 235-264. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> H. S. Bloch. Chapter 9 --- Assessment and Therapy, in __Adolescent__ __Development, Psychopathology and Treatment__, International Universities Press, Inc., 1995, pp. 259-284. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt; msotabcount: 1;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">H. Coppolillo. Chapter 12 --- The Middle Phase of the Therapeutic Process, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 265-286. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">C. Sarnoff. Psychotherapeutic Strategies, in __Psychotherapeutic Strategies in Late Latency Through Early Adolescence__, Jason Aronson, NJ., 1987, pp. 185-221. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> One of the following Chethik chapters: <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">M. Chetnik. Treatment of the Neurotic Child: The Younger Patient, in __Techniques of Child Therapy: Psychodynamic Strategies__, The Guilford Press, 1989, pp. 107-134. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Or <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">M. Chetnik. Treatment of the Neurotic Child, in __Techniques of Child Therapy: Psychodynamic Strategies__, The Guilford Press, 1989, pp. 70-105. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **Page Six** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">H. Coppolillo. Chapter 12 --- The Middle Phase of the Therapeutic Process, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 286-307. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Termination ** <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> H. Coppolillo. Chapter 13 --- Termination of Treatment, in __Psychodynamic Psychotherapy with Children,__ IUP, Madison, 1987, pp. 309-333. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> R. Gillman. Termination in Psychotherapy with Children and Adolescents, in __Saying Goodbye: A Casebook of Termination in__ <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __Child and Adolescent Analyses and Therapy__, Ed. by A. Schmukler, The Analytic Press, 1991, pp. 339-354. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 14pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> I. R. Canino & Spurlock, J., Chapter 2 --- History-taking, in __Culturally Diverse Children and Adolescents__, Guilford Press, NY., 2000, pp. 47-75. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Rodriguez, C., Chapter 3--- Culturally Sensitive Psychological Assessment, in __Culturally Diverse Children and Adolescents__, Guilford Press, NY., 2000, pp. 84-93. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> G. Johnson-Powell. Chapter 1 - A Portrait of America’s Children: Social, Cultural, and Historical Context, pp.3-33 and Chapter 17 – The Culturologic Interview: Cultural, Social, and Linguistic Issues in the Assessment and Treatment of Children, in __Transcultural Child Development__, John Wiley & Sons, Inc., 1997, pp. 349-353, 362. <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">
 * Case Write Up or paper on a topic related to course material **
 * Course Grading System: **
 * Class Discussion 40% **
 * Oral Presentations 20% **
 * Written Work 40% **
 * Ethical, Legal, and Professional Standards of Care **
 * Behavioral Expectations **
 * Students Familiarity with Psychodynamic Theory **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">REQUIRED TEXTS: N. Altman, et. al., __Relational Child Psychotherapy__. Other Press, New York, 2002 **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(reserve copy: RJ504 R45 2002)
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> S. Greenspan, __The Clinical Interview of the Child__. American Psychiatric Publishers, Inc. 2003 **
 * <span style="font-family: 'Times','serif'; mso-fareast-font-family: Times; msofareastfontfamily: Times; msolist: Ignore;">1. **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Policies Related To Class Attendance, Lateness, Missed Exams or Assignments __<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">2. **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Responsibility to Keep Copies __<span style="font-family: 'Times New Roman','serif';">
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">3. **__<span style="font-family: 'Times New Roman','serif';">Respectful Speech and Actions __<span style="font-family: 'Times New Roman','serif';">
 * <span style="font-family: 'Times','serif'; mso-fareast-font-family: Times; msofareastfontfamily: Times; msolist: Ignore;">4. **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Academic Code of Conduct and Ethics __<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">
 * <span style="font-family: 'Times','serif'; mso-fareast-font-family: Times; msofareastfontfamily: Times; msolist: Ignore;">5. **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Evaluation of Students’ Professional Development and Functioning __
 * <span style="mso-bidi-font-family: Monaco; mso-fareast-font-family: Monaco; msobidifontfamily: Monaco; msofareastfontfamily: Monaco; msolist: Ignore;"> 6.  **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Disability Accommodations Request __
 * <span style="font-family: 'Times','serif'; mso-fareast-font-family: Times; msofareastfontfamily: Times; msolist: Ignore;">7. **__<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Policy on Course Requirements During Religious Holidays __<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">8. **__<span style="font-family: 'Times New Roman','serif';">Resources for Obtaining Tutoring or Other Student Support Services __<span style="font-family: 'Times New Roman','serif';">
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">9. **__<span style="font-family: 'Times New Roman','serif';">Problem Solving Resources __<span style="font-family: 'Times New Roman','serif';">
 * <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">10. **__<span style="font-family: 'Times New Roman','serif';">IRB policy [if applicable] __
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">REQUIRED TEXTS: N. Altman, et. al., __Relational Child Psychotherapy__. Other Press, New York, 2002 **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(reserve copy: RJ504 R45 2002)
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> S. Greenspan, __The Clinical Interview of the Child__. American Psychiatric Publishers, Inc. 2003 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Regular attendance and participation Discussion of Readings **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Child Observation (4 - 5 pages): Due September 23 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Write Up of a Psycho-dynamically Oriented Case or Paper on a Topic of Interest **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> (8 – 10 pages; 20 - 30 minute presentations): Due November 4 **
 * <span style="font-family: 'Calisto MT','serif';">Week 1, August 26 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Course Overview and Assignments **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Play and Children **
 * <span style="font-family: 'Calisto MT','serif';">Week 2, September 2 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Overview of Play Therapy **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Different Approaches to Play Therapy **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Setting up the Playroom **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Toys Projective Tools Sand Tray **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> What Makes a Playroom Therapeutic **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">E, Erikson. Chapter 6, Toys and Reasons, in __Childhood and Society__, W.W. Norton & Co., NY, 1963, pp. 209-234.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Page Two **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(Optional) **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> B. Bettelheim. The Importance of Play, in __The Atlantic Monthly__, March, 1987.
 * <span style="font-family: 'Calisto MT','serif';">Week 3, September 9 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Overview of the Evaluation Process **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Readings: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> O.O. James. Chapter 25- Materials and Settings and Case Presentations. in __Play Therapy: A__ __Comprehensive Guide__, 1977, pp. 75-84 and 243-249.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(Optional) **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> K. O’Connor. Chapter 6 - Beginning Treatment, in __The Play Therapy Primer__, John Wiley & Sons, Inc., NY, 1991, pp. 235-248.
 * <span style="font-family: 'Calisto MT','serif';">Week 4, September 16 **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt; msotabcount: 2;"> <span style="font-family: 'Calisto MT','serif'; font-size: 14pt;"> <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Initial Process of Evaluation **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Parent Sessions --- Engaging parents/Establishing an Alliance/ **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Gathering Information **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Preparation of the Child **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Collateral Contacts **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **__<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">The Clinical Interview of the Child __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Chapter 7--- Interviewing the Parents: Selected Comments, pp. 235-250.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Page Three **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(Optional) **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> J. Simmons. Chapter 1 - Preparing the Child and Initiating the Interview, in __Psychiatric Examination of Children,__ Lea & Febiger, PA, 1981, pp. 1-25.
 * <span style="font-family: 'Calisto MT','serif';">Week 5, September 23 **//<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">- ////<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Child Observation Due //<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Initial Diagnostic Sessions with the Child **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Mental Status Exam for Children **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __The Clinical Interview of the Child__, Chapter 2 --- Framework for Systematic Observation of the Child, pp. 35-74 and Chapter 5 - Conducting the Interview, pp.167-186.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">(Optional) **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> S. Greenspan. Chapter 10 --- Developmental Considerations in Diagnosis, Psychopathology and Psychotherapy with Children, in __The Development of the Ego__, International Universities Press, Inc., Madison, WI., 1989, pp. 299-316.
 * <span style="font-family: 'Calisto MT','serif';">Week 6, September 30 ****//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">--- //**//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Student Discussion of Child Observations**---** //<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Observational Frames/Assessment Temperament **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Parenting Styles **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __The Clinical Interview of the Child__, Chapter 3 --- Chronological Age- and Phase-Appropriate Illustrations for Each Observational Category, pp. 75-98.
 * <span style="font-family: 'Calisto MT','serif';"> Page Four **
 * <span style="font-family: 'Calisto MT','serif';">Week 7, March 4 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Normative Development and Psychopathology, Disturbances of Behavior **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Developing a Dynamic Formulation **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Diagnostic Considerations **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> G. Johnson-Powell. Table 17-3 --- A Guide to Diagnostic Assessment of Childhood Behaviors, in __Transcultural Child Development__, John Wiley & Sons, Inc., 1997, pp. 354-360.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> (Optional) **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Group for the Advancement of Psychiatry. Chapter 7, The  Developmental Stages, in __The Process of Child Therapy,__ Brunner Mazel Publishers, NY, 1982, pp. 121-148.
 * <span style="font-family: 'Calisto MT','serif';">Week 8, October 7 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **__<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Relational Child Psychotherapy __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Chapter 14 --- Including Parents in Psychotherapy, pp. 287-310.
 * <span style="font-family: 'Calisto MT','serif';">Week 9, October 14 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Beginning Phase of Therapy --- Getting Started **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __Relational Child Psychotherapy__, Chapter 11 --- Launching the Therapy with the Child, pp. 231-252.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Page Five **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Week 10, October 21 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Working with other Professionals **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> **Working with Adolescents**
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Readings: **__<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Relational Child Psychotherapy __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Chapter 15 --- The Therapist in The  Child’s Larger World, pp. 311-335.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Week 11, October 28 **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> The Ongoing Work **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Transference Counter-transference Resistance **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Readings: **__<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Relational Child Psychotherapy __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Chapter 10 --- Transference and  Countertransference in Child Treatment, pp. 215 – 218; 226–230;    Chapter 12 --- Interaction in Child Psychotherapy. pp. 253-268;  Chapter 13 --- Using Countertransference and Participation in Handling Impasses, pp. 267-282.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Week 12, November 4 ****//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Student Papers Due by Today //**
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Interpretation Therapeutic Change First Student Presentation **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **__<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Relational Child Psychotherapy __<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">, Postscript on Endings, pp. 367-370.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Week 13, November 18 ****//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">--- //**//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Student Presentations--- //<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __Relational Child Psychotherapy__, Chapter 16 --- Therapeutic Action, pp. 337-366.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Week 14, November 25 ****//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">--- //**//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Student Presentations--- //
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Working with Ethnic Diversity Developing Cultural Competency **
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">Readings ****<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;">: **<span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> __Relational Child Psychotherapy__, Chapter 8 --- Cultural and Socioeconomic Influences, pp. 92-102.
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt;"> Week 15, December 2 ****//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">--- //**//<span style="font-family: 'Calisto MT','serif'; font-size: 14pt;">Student Presentations--- //
 * <span style="font-family: 'Calisto MT','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> Wrap Up/Course Review/Evaluations **

 [|[DA1]] These are the outocmes the program identified for the course in their APA self study.  [|[DA2]] Needs to be stated as a learning outcome: Students will be able…  [|[DA3]] These are the instructor’s own learning outcomes for the course.  [|[DA4]] A CSPP addition to the model syllabi format.  [|[DA5]] Listing of specific criteria for evaluation of class participation.  [|[DA6]] Specific policy regarding late assignments.  [|[DA7]] Relationship between course specific learning outcome and evaluation/grading criteria.  [|[DA8]] Specific policy regarding late assignments.  [|[DA9]] Relationship between course specific learning outcome and evaluation/grading criteria.  [|[DA10]] This is the CSPP System for letter grading.  [|[DA11]] List Policies and Procedures as they are listed on the Syllabus Template.