Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.Plymouth State UniversityUniversity System of New HampshireCO 5780.01 –Working with Youth and SystemsSummer 2021, 3 CreditsOnline; Monday and Thursday, 3:30 – 6:30 pmZoom Information: or: Stephen Flynn, Ph.D.Email: [email protected]: (603) 535-3221Office: Hyde Hall, Room 227Mailing Address: 17 High St. MSC 23, Plymouth, NH 03264Office Hours: By AppointmentCatalog DescriptionThis course is designed to help students develop basic approaches, techniques, and advocacy forcounseling children and adolescents. The course emphasizes student conceptualization ofcommon issues, pathology, and behavior that occur in youth and the application of therapeuticskills and techniques to utilize when intervening. The course also emphasizes the therapeuticinvolvement of significant others with children in a variety of systems. Required course forstudents in the school counseling, marriage and family therapy, and school psychology programs.Prerequisite: CO 5010 or SY 6010, CO 5260, CO 5050, CO 5020, or permission of the instructor.Content Areas Developmental perspectives of working with children and adolescents Play and its importance as a tool counseling children and adolescents An overview of individual and systemic techniques Counseling practices: individual, group and experiential practice. Special Issues in counseling children and adolescents Consulting with varied subsystems when working with children and adolescents: parents,administrators, teachers, physicians, etc. Ethical issues in counseling minors Multicultural considerations of counseling youthPerformance-based Objectives: Students will know or be able to:1) Understand contemporary mental health issues affecting youth2) Demonstrate effective case conceptualization skills in working with youth, techniques aimedat creating meaningful/positive change in youth, utilize effective observational skills, andmaintaining an effective therapeutic alliance3) Develop and implement effective child/adolescent counseling plans that demonstrate skills inassessment, management, technology use, and an awareness and sensitivity for issues ofdiversity4) Understand the roles of teachers, counselors, administrators, parents, students, andcommunity resource personnel in planning a developmental counseling program5) Demonstrate behavior and attitudes consistent with the roles and ethical expectancies of aprofessional child and adolescent counselor6) Understand the process of consultation with parents and other professionals within the schooland community for the purpose of assisting children utilize supervision in a constructivemanner for continued personal and professional growthCO 5780 –Working with Youth and SystemsPage 1

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.7) Understand empirically validated therapies designed to enhance the mental health of youthMethods of InstructionThe following methods of instruction may be used in order to facilitate learning of this class:lecture, PowerPoint, videos, classroom presentations, group activities, discussion, discussionboards, and individual or group presentations. This list is not intended to be all-inclusive, butrather a sample of methods that may be utilized throughout the term.i.Most Classes: Most classes incorporate: Discussion, discussion board, Kaltura, Zoom,activities designed to understand certain skills at a cognitive level, supervisory and peerfeedback, and group process of the experience.ii. Practice: This is a class where you will be learning many new skills. The more you canpractice, the faster you will improve. While it is important to understand the material inthe text, it is crucial that you be able to demonstrate the required skills.Required Texts:Byrd, T. R., & Erford, T. B. (2013). Applying Techniques to Common Encounters in SchoolCounseling: A Case-Based Approach. PearsonVernon, A. (2019). Counseling Children and Adolescents, 5th Edition. Cognella AcademicPublishingHighly Suggested Reading:American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders(5th ed.). Washington, DC: Author.Recommended Reading:AAMFT. (2005). Clinical Updates for Family Therapists: Research and Treatment Approachesfor Issues Affecting Today's Families Volume 1. AAMFT, Alexandria, VA,AAMFT. (2005). Clinical Updates for Family Therapists: Research and Treatment Approachesfor Issues Affecting Today's Families Volume 2. AAMFT, Alexandria, VA.AAMFT. (2008). Clinical Updates for Family Therapists: Research and Treatment Approachesfor Issues Affecting Today's Families Volume 3. AAMFT, Alexandria, VA.AAMFT. (2011). Clinical Updates for Family Therapists: Research and Treatment Approachesfor Issues Affecting Today's Families Volume 4. AAMFT, Alexandria, VA.Axline, V. (1969). Play therapy. New York: The Random House Publishing Group.Boutot, E.A. & Hume K. (2010). Beyond time out and table time: Today’s applied behavioranalysis for students with autism. Council for Exceptional Children, Division on Autismand Developmental Disabilities (DADD). Retrived ICServlet?accno ED543014Everything Autism. Token Economy. [Video file]. Retrieved from fMa k-ToC5UFrick, P., & Lahey, B. (1992). Familial risk factors to oppositional defiant disorder and conductdisorder: Parental. Journal of Consulting & Clinical Psychology, 60(1), 49.Gitlin-Weiner, K., Schaefer., C., & Sandgrund, A. (Eds.). (2010) Play Diagnosis and Assessmentvol. II. New York: John Wiley.Hughes, D. (1997). Facilitating developmental attachment. Northvale, NJ: Jason Aronson.CO 5780 –Working with Youth and SystemsPage 2

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.Jernberg, A. (1979). Theraplay: A new treatment using structured play for problem children andtheir families. San Francisco: Jossey-Bass.Kazdin, A.E. (2005). Parent Management Training: Treatment for Oppositional, Aggressive, andAntisocial Behavior in Children and Adolescents. New York: Oxford PressKing, G., Williams, L., & Hahn Goldberg, S. (2017). Family-oriented services in pediatricrehabilitation: A scoping review and framework to promote parent and family wellness.Child: Care, Health & Development, 43(3), 334-347. doi:10.111/cch.12435MTA Cooperative Group. (1999). 14-Month Randomized Clinical Trial of TreatmentStrategies for Attention Deficit Hyperactivity Disorder. Archives of GeneralPsychiatry, 56, 1073-108Thompson, R. (1996). Attachment theory and research, In Lamb, M. (Ed.), Child and adolescentpsychiatry: A comprehensive textbook. Baltimore, MD: Williams & Wilkins.Trump, C. E., Pennington, R C., Travers, J. C., Ringdahl, J. E., Whiteside, E. E., Ayres K. M.(2018). Applied behavioral analysis in special education: Misconceptions and guidelinesfor use. Teaching Exceptional Children, 50(6). 281-393.Other Course Readings (available via Canvas or via Lamson Library on-line)The following web sites are required viewing:American Counseling Association (ACA): http://www.counseling.orgAmerican Association for Marriage and Family Therapy (AAMFT): https://www.aamft.orgNational Board of Certified Counselors (NBCC): http://www.nbcc.orgNew Hampshire School Counseling Association (NHSCA) Hampshire Association for Marriage and Family Therapy (NHAMFT):http://www.nhamft.orgNew Hampshire Mental Health Counseling Association (NHMHCA): Hampshire Licensure Board: Mental Health Counseling Association (AMHCA) performance evaluation criteria and procedures:1). Participation in weekly discussion board activities (25%)For each week of class there is a discussion forum related to the weekly reading in theApplying Techniques to Common Encounters in School Counseling: A Case-Based Approach.These questions are located within the “discuss” tab on Canvas and are to be completed priorto our class meeting (see schedule for more specifics). Students will be expected toparticipate in all discussions. Participation in the discussions means that students are requiredto attempt to fully answer one discussion board question from the discussion forum. Studentsare required to provide appropriate citations and a full reference when providing apotential answer to a question. Students must respond to the discussion board associated witha given class before the class meeting (see the time frames on the Canvas course shell). At theend of the course the instructor will literally count the amount of meaningful answers thestudent has posted for each week. When you are responding directly to one of Dr. Flynn'squestions please put a number after the letter that corresponds with the question posed. Itshould look like this “A 4” on the post subject line. Lastly, please do not wait to the end ofevery cycle to answer the question (i.e., answer throughout the week). Dr. Flynn willcomment on discussion topics within student groups throughout the week. In addition, he willprovide group members a formative evaluation regarding the quality of answers andparticipation in online discussion board work at the midpoint of the semester and asummative evaluation for each student at the end of the course. Remember to only hit reply toDr. Flynn’s posts if you are providing a formal answer to one of the questions. For anyadditional questions or thoughts please submit in a new thread format within the particulardiscussion board.CO 5780 –Working with Youth and SystemsPage 3

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.*Remember to apply both in text citations and a reference section for each post*(Related CACREP SC Standards: SC 5.G.3.h, SC 5.G.3.h)(Related CACREP Core Standards: Core 5.b.)2). Group Presentation on Disorder & Empirically Validated Treatment (50% of Grade):For this assignment you will demonstrate an ability to integrate an empirical treatmentmodality/research with clinical practice to develop an educational presentation for the class.Students will form groups and present a 1-hour Zoom-based Power Point presentation on aDSM-5 Diagnosis commonly found in children and adolescents. Describe basic informationfound in the DSM including: Diagnostic features, age of onset, subtypes, prevalence, anddiagnostic criteria. In addition, you must report on the familial/relational factors associatedwith each disorder. For example, children with oppositional defiant disorder often have facedparental rejection or hostility. You may choose from the following common disorders:Autism spectrum disorder, intellectual disorder, conduct disorder, oppositional defiantdisorder, disruptive mood dysregulation disorder, ADHD, depression, separation anxietydisorder, alcohol and drug use, specific phobia, anorexia nervosa, bulimia nervosa, obsessivecompulsive disorder, and body dysmorphic disorder. After thoroughly reviewing the commonchildhood/adolescent disorder the group must present a Power Point presentation on aempirically validated clinical approach for problems of childhood and adolescents. Potentialtreatment approaches include (but are not limited to): applied behavioral analysis, playtherapy, parent management training, functional family therapy, multisystemictherapy, brief structural and strategic family therapy, the life skills training program,the strengthening families program, filial therapy, resilient peer treatment, behavioraltherapy, cognitive behavioral therapy, sandtray/sandplay, adventure based therapy,and therapeutic day care. The treatment modality must be applied to the disorder youpreviously presented on. Specifically, throughout your presentation on the modality youmust weave into your discussion information on how to treat child/adolescent with thepreviously reviewed disorder. Please note, your treatment approach does not have to bespecifically designed for the disorder your group presents on, however it cannot be a modalitydesigned for something very specific and applied to a different diagnosis/issue. For example,a treatment for addictions would not be applied to children suffering from ADHD, howeverfamily therapy and play therapy could be applied to children with attachment issues.Below are the points you need to address in your group presentation on treatment modality:1. DSM 5 InformationAge of onsetSubtypesPrevalenceDiagnostic criteriaFamilial/relational factors2. Name of TreatmentWho developed the treatmentWhen was it developedWhat was treatment initially developed to address3. Theory behind the modalityDiscuss theory or theories are behind the approachWhat is considered family and individual health or wellnessCO 5780 –Working with Youth and SystemsPage 4

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.What is considered family and individual dysfunctionWhat ages is the treatment meant forWho is involved in the treatment4. The interventions created or utilizedName and describe the major interventions discovered within this modalityRelate these interventions in a case example using the disorder reviewed earlier5. Reference SectionAll related references need to be included with appropriate APA styleStudent group will submit a comprehensive outline with detailed information on what they arepresenting on. This will be more comprehensive than a copy of the PowerPoint presentation.In addition, each group will send all members of class an electronic copy of the mostprominent study of the treatment modality of your choice. The PowerPoint, outline, and studyneed to be placed in the course drop box by 11:59pm the night before the grouppresentations. Students will present on the Zoom platform. Please note that it is essential thatstudents look to original literature for this presentation (not comprehensive textbooks). Also,all drop box documents must be in the original format.3). Cumulative Final Exam (25%)Questions will come from the readings in the Vernon text. A study guide of importantconcepts will be handed out 1 week before the exam. The important concepts sheet will onlysupply a foundational level of terms. Those students who wish to achieve excellence in theexam will need to read all materials and study beyond what is stated on the importantconcepts sheet. The exam will be located in Canvas under the “quiz” tab. Exam will beavailable from 8 am to 10pm on the test day (see calendar for specifics). The exam willinclude 50 multiple choice/true and false questions (worth 2 points each). Students will begiven 2 minutes to answer each test question (i.e., this is a 100-minute test). If for somereason you fail to take the online exam within the given time frame you will be given thescore of 0.(Related CACREP SC Standards: SC 5.G.2.b, SC 5.G.3.h)Grading ScaleGrades are determined based upon the following scale.A (95 and up)A- (90-94)B (87-89)B (83-86)B- (80-82)C (77-79)C (73-76)C- (70-72)F (69 and below)All assignments must be completed and handed in on time in order to pass the course.The instructor reserves the right to revise this syllabus at any time in the termCO 5780 –Working with Youth and SystemsPage 5

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.Tentative ScheduleDateReading/Class FormatAssignments Due5/10INTRODUCTIONS;ZOOM: CLASS OVERVIEWKALTURA: ATTACHMENT (ATTACHMENT DB)Welcome LetterSyllabusByrd & Erford Chpts. 1 & 25/13KALTURA: MOOD & BEHAVIORAL DISORDERS INYOUTHDB: SOCIAL JUSTICE & SMALL GROUPS FOR YOUTHWITH ADHDDB TIME FRAME 5/13-5/16Vernon Chpt. 1 & 10Byrd & Erford Chpts. 3-6Discussion Board5/17ZOOM: INDIVIDUAL COUNSELINGDB: SPIRITUALITY & ENGLISH LANGUAGELEARNERSDB: DB TIME FRAME 5/17-5/19Vernon Chpt. 2 & 11Byrd & Erford Chpts. 7-11Discussion Board5/20KALTURA: CREATIVE ART INTERVENTIONSDB: GIFTED CHILDREN & COLLEGE ACCESSDB TIME FRAME 5/20-5/23Vernon Chpt. 3Byrd & Erford Chpts. 12-15Discussion Board5/24ZOOM: PLAY THERAPYDB: BULLYING & RELATIONAL VIOLENCEDB TIME FRAME 5/24-5/26GROUP A PRESENTATIONVernon Chpts. 4Byrd & Erford Chpts. 16-21Discussion BoardGroup A Presents5/27KALTURA: POSTMODERN THERAPIESDB: ISOLATION, ANXIETY, DEPRESSION, ANDDEFIANTDB TIME FRAME 5/27-5/30Vernon Chpts. 5Byrd & Erford Chpts. 22-26Discussion Board5/31NO CLASS: MEMORIAL DAYDB: UNDERSTANDING SELF-INJURY & DIVORCEDB TIME FRAME 5/31-6/2Vernon Chpt. 6Byrd & Erford Chpts. 27-31Discussion Board6/3KALTURA: CHILDREN WITH EXCEPTIONALITIESDB: UNDERSTANDING SUBSTANCE ABUSE &PHYSICAL ABUSEDB TIME FRAME 6/3-6/6Vernon Chpts.7 & 8Byrd & Erford Chpts. 32-36Discussion Board6/7ZOOM: COUNSELING CHILDREN FROM DIVERSEBACKGROUNDSDB: UNDERSTANDING SEXUAL AND EXTREMEISSUESDB TIME FRAME 6/7-6/9GROUPS B AND C PRESENTVernon Chpt. 9Byrd & Erford Chpts. 37-41Discussion BoardGroups B and C Present6/10KALTURA: SMALL GROUP WORKDB: UNDERSTANDING CRISIS AND DISASTER WORKDB TIME FRAME 6/10-6/13Vernon Chpts. 12 & 13Byrd & Erford Chpts. 42Discussion BoardCO 5780 –Working with Youth and SystemsPage 6

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.6/146/18 – 6/21ZOOM: UNDERSTANDING ETHICAL ISSUESGROUP D PRESENTATIONFINAL EXAMVernon Chpt. 14Byrd & Erford Chpt. 43-45Group D PresentsPrepare for final examFinal Exam (available between 6/206/21)*Final exam is based on the readingfrom your Vernon book*DB DISCUSSION BOARD TOPIC(S)BD BRIEF DISCUSSIONCourse/Academic PoliciesAdd/Drop DeadlineIt is the student’s responsibility to review the semester add/drop process and dates.Adds/drops are done online. Late add on requires an instructor's permission.Statement of ExpectationsPlymouth State University’s Marriage and Family Therapy program is charged with thetask of preparing individuals to become therapists in a variety of settings and to assumepositions of leadership in the field. In order to fulfill these responsibilities, facultyevaluate students based on their academic, professional, and personal qualities. The PSUCESP department attempts to establish a learning community where students can developprofessionally. This is done by providing an environment in which students’ rights andresponsibilities are respected, and by respecting the dignity and worth of each student.A student’s progress in the program may, however, be interrupted for failure to complywith academic standards or if a student’s interpersonal or emotional status interferes witheducation/training and client care related to requirements for self and others. Forexample, in order to ensure proper training and client care, a counselor-in-training mustabide by relevant ethical codes and demonstrate professional knowledge, technical andinterpersonal skills, professional attitudes, and professional character. These factors areevaluated based on one’s academic performance and one’s ability to convey warmth,genuineness, respect, and empathy in interactions with clients, classmates, staff, andfaculty. Students should be able to demonstrate the ability to accept and integratefeedback, be aware of their impact on others, accept personal responsibility, be able toexpress feelings appropriately, and evidence professional judgment in decision makingrelative to issues and situations encountered in the program.Excused Absence Policy and Class AttendancePlymouth State University students are held accountable for meeting all courserequirements, which may include both in-class and out-of-class experiences, as well asCO 5780 –Working with Youth and SystemsPage 7

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.both individual and group-based activities. Students must therefore realize that they areexpected to attend all regularly scheduled meetings of courses in which they are enrolled.Instructors outline attendance policies and explain the effect multiple absences have onfinal grades–whether or not unexcused absences will be used in computing grades–in thecourse syllabus. Course syllabi are distributed during the first class meeting, postedonline, or can be requested from the instructor in advance. In classes that use onlineclassroom management software (such as Canvas), online student activity is recorded andmay be used to determine participation. Instructors maintain records to show theattendance policy is being followed. Students are urged to recognize the importance ofparticipation in class activities and to be aware that grades may be affected by absencesor lack of participation during online coursework. Instructors shall determine the classattendance policies and to decide whether to allow students to make up missed work forunexcused absences. Unless the course instructor states otherwise, students shouldassume that there will be academic consequences for every absence deemed unexcusedby the instructor. Please click here review the entire PSU excused absence policyGrading Standards and PoliciesFair and equitable grading reflects values to which all members of the Plymouth StateUniversity community commit themselves. Grades are used to assess the relative extentto which students achieve course objectives in all for-credit courses at PSU. Academicfreedom allows instructors (1) to determine course objectives, within the bounds ofestablished curricula, and the means by which a student’s mastery of those objectives willbe evaluated, and (2) to evaluate the quality of work on individual exams or assignments.Students have the right to challenge evaluations of their work, and hence instructors areaccountable with regard to providing and explaining all relevant grades and gradingcriteria. Grading challenges are of two kinds. Those that question the accuracy of gradesare resolved by means described under Grade Appeals. Questions related to the policy orprocess of making assignments and determining the final grade are addressed byStandards for Fair Grading. Please click here to review the entire PSU fair grading policy.Incomplete GradesAn instructor may decide to enter a grade of incomplete (IC) on a student’s record ifunusual circumstances prevent completion of the course on time, and a minimalproportion of the total class work needs to be completed. This agreement is finalized ona Request for a Grade of Incomplete form and submitted to the Registrar’s Office by theinstructor when final grades are due. The course must be completed by the date specifiedby the instructor, by the end of three academic terms, or by the student’s graduation,whichever comes first. If the course is not completed by the expiration of this period, agrade of F will be recorded unless the instructor has stipulated a different grade on therequest form. A student may not enter field experiences or graduate with an incompleteon his or her transcript. Additionally, a student with an outstanding incomplete in acourse may not register again for that course.Late AssignmentsConsistent with graduate level expectations, all assignments are expected on their duedates. However, exceptions to this rule may be made due to circumstances beyond thecontrol of students such as family emergencies, illness, injury, power outages, computerCO 5780 –Working with Youth and SystemsPage 8

Marriage and Family Therapy/Counseling Programs Stephen Flynn, Ph.D.malfunctions, accidents and other situations. Because of these potentialities, students areadvised to complete their assignments in advance of the due date. Also, students shouldback up their work so that computer crashes will not delay assignments. If possible, thestudent should request an extension for the assignment from the instructor before theassignment is due. If this is not possible, the student should contact the instructor as soonas possible after the due date. If an extension is granted, the assignment should besubmitted no later than one week from the due date. In cases where the reason for thedelay may require a longer time period to complete, the decision to allow a longerextension will be made on a case-by-case basis. Students may be asked to providedocumentation to verify their request for an extension. Assignments that are handed inbeyond the due date for which no extension is granted will not be accepted and will resultin a failing grade for the assignment.PSU Academic Integrity PolicyAcademic integrity is the foundation of the pursuit of knowledge. All members of theacademic community are expected to be dedicated to the pursuit of knowledge in anhonest, responsible, respectful, and ethical manner. Every violation of academic integrityis an affront to the academic community. Violations of academic integrity make fairevaluation impossible and cast doubt upon the seriousness with which students accept theresponsibility of acquiring an education. Please click here to review the entire PSUAcademic Integrity PolicyADA StatementPlymouth State University is committed to providing students with documenteddisabilities equal access to all university programs and facilities. If you think you have adisability requiring accommodations, you should contact Campus Accessibility Services(CAS), located in Speare 210 (535-3300) to determine whether you are eligible for suchaccommodations. Academic accommodations will only be considered for students whohave registered with CAS. If you have a Letter of Accommodation for this course fromCAS, please provide the instructor with that information privately so that you and theinstructor can review those accommodationsComputer and Cell Phone Use in the ClassroomComputers and cell phones may be brought into the classroom but their use should beappropriate. Computers should be limited to academic class-related uses. Duringspeaker presentations, videos and student presentations, they should not be open. Cellphones play an important role in emergency situations but they should be kept on vibrateand not be used for receiving or sending text messages during the class meeting.Writing: Use Times Roman 12 point font and APA style (except for providing anabstract) for all papers in the Counselor Education program.CO 5780 –Working with Youth and SystemsPage 9

Counseling Children and Adolescents, 5th Edition. Cognella Academic Publishing Highly Suggested Reading: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Recommended Reading: AAMFT. (2005). Clinical Updates for Family Therapists: Research and Treatment Approaches