Syllabus Malone PDF

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THE UNIVERSITY OF TEXAS AT ARLINGTON School of Social Work Semester/Year: Fall 2020 Course Title: Treatment of Children and Adolescents Course Prefix/Number/Section: SOCW 5358/001 Instructor Name: Pamela A. Malone, Ph.D., LCSW-S, Fellow in Thanatology Faculty Position: Assistant Professor in Practice Faculty Profile: https://mentis.uta.edu/explore/profile/pamela-malone Phone Number: 512-444-8889 Email Address: [email protected] Office Hours: By appointment Day and Time of Class (if applicable): Online Location: Online Equipment: A laptop computer with wireless capability or equivalent is required for all SSW classes.

A. Mandatory Face Covering Policy All students and instructional staff are required to wear facial coverings while they are on campus, inside buildings, and in classrooms. Students that fail to comply with the facial covering requirement will be asked to leave the class session. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center's front desk, or in their department. Students who refuse to wear a facial covering in class will be asked to leave the session by the instructor, and, if the student refuses to leave, they may be reported to UTA's Office of Student Conduct. B. Description of Course Content Overview of the literature which describes physical, psychological, and cultural characteristics unique to childhood and adolescence. Attention then turned to treatment principles, and the specification of procedures for the amelioration of problems common to children and adolescents. Co-requisite: SOCW 5311. C. Student Learning Outcomes The Council of Social Work Education requires that accredited social work programs follow the CSWE Educational Policy and Standards (EPAS) comprised of nine core competencies as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Demonstrate Ethical and Professional Behavior Engage Diversity and Difference in Practice Advance Human Rights and Social, Economic, and Environmental Justice Engage in Practice-informed Research and Research-informed Practice Engage in Policy Practice Engage with Individuals, Families, Groups, Organizations, and Communities Assess Individuals, Families, Groups, Organizations, and Communities Intervene with Individuals, Families, Groups, Organizations, and Communities Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Specifically, while the course addresses all competencies, 1 through 9, it mainly focuses on Competencies 4, 7, 8, and 9.

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Competency 4: Engage in Practice-informed Research and Research-informed Practice Advanced social workers in mental health/substance abuse use advanced cognitive and affective processes to search, appraise, select for application the most up to date evidence and evolving practice guidelines in the assessment and interventions with mental health/substance abuse clients. Advanced social workers in mental health/substance abuse develop effective models, programs, policies and interventions and assess their effectiveness. Advanced social workers in mental health/substance abuse use valid and reliable assessments for identifying client problems, risk and protective factors, vulnerability and resilience factors, and consequences for various individuals and groups. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Advanced social workers in mental health/substance abuse will be able to describe the structure of the DSM-5 and conduct an assessment informed by cognitive and affective processes using the DSM-5 criteria and structure. Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Advanced social workers in mental health/substance abuse describe empirically validated and theoretical causes, advanced assessment methods, and the most effective interventions treatments informed by cognitive and affective processes for a variety of disorders: mood, anxiety, cognitive, substance abuse, sexual, eating, psychotic. Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Advanced social workers in mental health/substance abuse contribute to the theoretical knowledge base in the area of mental health/substance abuse through practice-based research and use evaluation of the process and/or outcomes to develop best practices informed by cognitive and affective processes. D. Required Textbooks and Other Course Materials Painter, K. & Scannapieco, M. (2015). Understanding the mental health problems of children and adolescents. Oxford Press. ISBN: 9780190616427 UTA web access for DSM-5 https://ebookcentral-proquest-com.ezproxy.uta.edu/lib/utarl/detail.action?docID=1811753 ***If this link does not work, you can easily find the e-book typing in Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in the search bar that appears when you first enter the library webpage.*** E. Additional Recommended Textbooks and Other Course Materials Sadock, B.J., Sadock, V.A., & Ruiz, P. (2015). Kaplan & Sadock’s Synopsis of psychiatry. (11th ed.). Baltimore: Walters Kluwer. Spence, T.T., DiNitto, D.M., & Straussner, S.L. (Eds.). (2001). Neurobiology of addictions: Implications for clinical practice. New York: The Haworth Press, Inc. Szuchman, L.T. & Thomlison, B. (2007). Writing with style: APA style for social work. Belmont, CA.: Brooks/Cole. REFERENCE TEXTS: Guyatt, G. & Rennie, D. (Eds.). (2002). Users’ guide to the medical literature: essentials of evidencebased clinical practice. Chicago: AMA Press; OR Moore, R. A.& McQuay, H.(2006). Bandolier's little book of making sense of the evidence. Oxford, U.K.: Oxford University Press; OR Gambrill, E. (2006) Social work practice: A critical thinker’s guide. 2nd ed. NewYork: Oxford.

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F. Descriptions of Major Assignments and Examinations Below is a brief description of the assignments and examinations for this course. For a full description, instructions, and a rubric of each assignment and examination, please visit our course site Canvas. Assignments: 1. Discussion Posts. Students will respond to a discussion board question(s) for a series of modules. The question(s) will be related to assigned readings and/or videos watched. There will be a total of 12 discussion post assignments. 2. Brain and Psychosocial Development assignment: Students will have to explain the expected brain development during childhood and adolescence, as well as explain development characteristics and milestones of childhood and adolescence. 3. Screening tools group assignment: In groups, students will have to identify, describe, and assess an evidence-based screening tool for diverse disorders in children and adolescents. 4. Video and Reading Analysis Part 1: Students will identify signs, symptoms, and causes of schizophrenia in children and adolescents. Theywill also identify, describe, and assess evidence-based screening tools for schizophrenia in children and adolescents. 5. Video and Reading Analysis Part 2: Students will compare, contrast, and apply various pharmacological and psychosocial treatment alternatives for schizophrenia in children and adolescents. Examinations 1. Mid Term Case Conceptualization Paper Students will provide a well thought out case conceptualization of a child and an adolescent. You will select a case of a child and a case of an adolescent. Cases of each and a set of questions will be available in Canvas. All assignments are posted online. Hard copies will not be accepted. All assignments, except the discussion board posts, should be typed in a Word document, double-spaced, following A.P.A. bibliographic style (however, the reference list/bibliography may be single spaced), use at least a 12-point font, and have at least 1 inch left and right, top and bottom margins. Graduate-level grammar, syntax, and spelling are expected for all submissions. Some students may find it helpful to receive assistance from the library or from the School's Writing Resources Office https://www.uta.edu/ssw/student-resources/writing-resources/index.phpn. In addition, the instructor is available to answer any questions. G. Attendance At The University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students' academic performance, which includes establishing course-specific policies on attendance. However, while UT Arlingtondoes not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients "begin attendance in a course." UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or engagement online via Canvas. This data is reported to the Department of Education for federal financial aid recipients. Information specific to modality and meeting times for this course are provided in the section below. I will not be establishing course-specific policies on attendance. Attendance is required to perform well in this course. Since there are weekly quizzes, students are expected to be reading more or less on a weekly basis course materials. Students are expected to make readings and submit assignments and examinations on time. Please keep in mind, that students with poor attendance and who are not well engaged in with the course, will sometimes get a lower grade at the end of the semester.

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H. Grading Assignments Discussion Posts (12 @ 2 points) Brain and Psychosocial Development

Points 24 points 2 points

Screening tools group assignment (5 @ 5 points) Video and Reading Analysis Part 1

25 points 10 points

Video and Reading Analysis Part 2

9 points

Group Assignment: Assessment, Screening, and Treatment of Substance Use Disorders Midterm Case Conceptualization Paper

10 points 20 points

Total

100 points

General grading criteria for written work include logical development of concepts, thoroughness, critical thinking and clarity of written expression, application of course content and independent research, and appropriateness of the product to the assignment given. Students are advised to maintain back-up copies of all assignments kept on computer disks, networks or hard drives. In most cases, expect the professor to grade assignments within 2 weeks of the due date. If you have questions about your grade, check the grade book online. Please, do not ask when grades will be assigned before the 2-week period. The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of university students and severely limits the professor’s ability to discuss grades over the internet or phone. Consequently, the professor discusses grades in person. Do not email professor about your grades from an email account other than MavMail. Calculating your grade after ALL assignments have been graded: Find the “Total” (max points=100) column in Canvas Grade Center and see where that number falls in the following grading scale below. Grade Range 90-100 A 80-89 B 70-79 C 60-69 D below 59 F Suggestions for earning a good grade: The professor welcomes questions regarding course materials. Here is how to get the most out of asking questions: • First, read and view the assigned material • Second, ask your question regarding the course materials through an email to the professor or via Canvas. The course materials, assigned readings, and this syllabus are all you require to earn a higher grade in this class. Read all these materials carefully. The syllabus provides you with directions for completing the assignments and a calendar in the course outline showing you when each assignment is due. Additionally, you will find the grading rubrics that will be used to assess your major assignments on Canvas. This will help guide your work and understand your professor’s expectations. It is recommended that you check the rubric before turning in your assignments to ensure you have covered all areas. It is also recommended that students seek guidance and editorial assistance from their peers, and/or UTA’s Writing Center. Each week, you should: 1. Check Canvas to read the announcements, complete/submit assignments, monitor your threads and download course materials posted by the instructor. 2. Complete your readings; supplemental readings are noted in the course outline in this document and are available on Canvas. 3. Complete the assignments for each week. These are designated in the course outline in this document. Assignments will be submitted via Canvas by 11:59 PM on the due date. Assignment links will be available in the “Assignments” tab in the main menu on Canvas. NO ASSIGNMENTS WILL BE ACCEPTED VIA EMAIL. 4. Evaluate whether you understand the course. If you have questions about the course materials, then please email your questions to the professor via Canvas. An Incomplete (“I”) grade may be assigned only in relation to (1) an emergency and/or hardship situation, and (2) when the completed portion of the student’s work in the course is passing quality. A request, for an “I”, must be discussed with the instructor prior to the final week of classes. Class participation includes regularly accessing the course online, constructive interaction with peers and contributions to discussions, thoughtful questions, and timely completion of assignments. Actions that undermine your participation and compromise the sense of intellectual and practice community negatively affect your grade. Actions that undermine your participation include but are not 4

limited to failure to submit assignments in a timely manner, posting contents that are not supported by readings, not logging in at least twice weekly online and not using critical thinking skills. Students are expected to keep track of their performance throughout the semester and seek guidance from available resources (including the instructor) if their performance drops below satisfactory levels; see “Student Support Services,” below. I. Make-Up Exams Examinations and assignments are not accepted past due dates unless arrangements are made with instructor PRIOR to the due date. In these cases, late assignments may be accepted under extreme circumstances and at the discretion of the instructor. Points may be deducted. Note: In an online class, web outages due to weather and other foreseeable circumstances severely impede your ability to complete assignments. In planning your time online to complete assignments, check the forecast for inclement weather and plan accordingly. Most weather events that compromise your web access are foreseeable and should be planned for accordingly.

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J. Course Schedule

MODULE

DUE

TOPIC

READINGS/ASSIGMENTS

Review course syllabus & course expectations Introductions Overview of youth development Due: Discussion Post #1

Read Painter & Scannapieco chapters 1 & 2; DSM-5 Sections I and III; Materials online

9/5/20

Mental health, trauma, and the brain Due: Discussion post #2

Read Painter & Scannapieco chapter 3; Materials online

Module 3

9/12/20

Depressive disorders Due: Discussion post #3 Due: Group Assessment of Screening Tools #1

Read Painter & Scannapieco chapter 4; DSM-5 Section II; Materials online

Module 4

9/19/20

Treatment of depressive disorders Due: Discussion post #4

Read Painter & Scannapieco chapter 5; Materials online

9/26/20

Anxious disorders Due: Discussion post #5 Due: Group Assessment of Screening Tools #2

Read Painter & Scannapieco chapter 6; DSM-5 Section II; Materials online

10/3/20

Treatment of anxious disorders Due: Discussion post #6

Read Painter & Scannapieco chapter 7; Materials online

10/10/20

Attention deficit disorder Due: Discussion post #7 Due: Group Assessment of Screening Tools #3

Read Painter & Scannapieco chapter 8; DSM-5 Section II; Materials online

10/17/20

Treatment of attention deficit disorder Due: Discussion post #8 Due: Midterm – Case Conceptualization Paper

Read Painter & Scannapieco chapter 9; Materials online

10/24/20

Conduct disorder and oppositional defiant disorder Due: Discussion post #9 Due: Group Assessment of Screening Tools #4

Read Painter & Scannapieco chapter 10; DSM-5 Section II; Materials online

10/31/20

Treatment of conduct disorder and oppositional defiant disorder Due: Discussion post #10

Read Painter & Scannapieco chapter 11; DSM-5 Section II; Materials online Read Painter & Scannapieco chapter 12; Materials online

11/14/20

Bipolar disorder Due: Discussion post #11 Due: Group Assessment of Screening Tools #5 Treatment of bipolar disorder Due: Discussion post #12

11/21/20

Schizophrenia Due: Video and Reading Analysis Part 1

Read Painter & Scannapieco chapter 14; DSM-5 Section II; Materials online

11/28/20

Treatment of schizophrenia Due: Video and Reading Analysis Part 2

Read Painter & Scannapieco chapter 15; Materials online

Module 1

8/29/20

Module 2

Module 5

Module 6

Module 7

Module 8

Module 9

Module 10

Module 11

Module 12 Module 13

Module 14 Module 15

11/7/20

12/5/20

Read Painter & Scannapieco chapter 13; Materials online

Substance abuse co-occurrence with mental health issues Read Painter & Scannapieco chapters Children and adolescents with mental health issues and the 16; DSM-5 Section II; Materials online education system Due: Group Assignment Assessment

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. K. Expectations for Out-of-Class Study Beyond the time required to attend each class meeting, students enrolled in this course should expect to spend at least an additional 6

three hours (for each hour of class or lecture per week) of their own time in course-related activities, including reading required materials, completing assignments, preparing for assignments and exams, and reviewing online content, etc. L. Grade Grievances See BSW Program Manual at: http://www.uta.edu/ssw/academics/bsw/student-manual.php Or MSW Program Manual at: http://www.uta.edu/ssw/_documents/msw/msw-program-manual.pdf M. Student Support Services UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to [email protected], or view the information at http://www.uta.edu/universitycollege/resources/index.php. The IDEAS Center (2nd Floor of Central Library) offers free tutoring to all students with a focus on transfer students, sophomores, veterans and others undergoing a transition to UT Arlington. To schedule an appointment with a peer tutor or mentor email [email protected] or call (817) 272-6593. The UT A...