CPSY 642 - Child and Family Interventions - W10

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Instructor: Gregory M. Fosco, Ph.D., Child and Family Center, University of Oregon
Phone: 346-5123 Email: gfosco@uoregon.edu
Course time: Mondays 9-11:50 at the Child and Family Center on 12th and Charnelton

Course objectives:

This doctoral seminar provides an intensive overview of an ecological approach to child and family mental health interventions and an overview of the scientific literature on intervention effectiveness. This seminar is designed for individuals interested in pursuing training that integrates developmental, family systems, and clinical intervention perspectives. Introductory lectures provide an overview of ecological and family systems approaches to child and family intervention, and later lectures focus more narrowly on modalities of treatment, treatment of specific child problems, and evaluating empirical support interventions. This course is designed to present and integrate effective clinical practice with research guidelines on best practices. An ecological perspective on intervention science provides a framework to bridge individually oriented interventions to those that emphasize relationships, groups, and community contexts.

This doctoral seminar also prepares students in the Counseling, School, and Clinical Psychology programs for advanced training in the Child and Family practicum offered through all 3 programs and housed at the Child and Family Center.

Student goals:

1. Learn about theoretical frameworks guiding ecological, family systems, and child therapy modalities
2. Learn the skills and information necessary for case conceptualization and treatment planning
3. Learn how to identify, obtain, evaluate, and implement empirically supported interventions with children and families
4. Learn critical thinking skills and develop therapeutic identity around working with children and families
5. Explore practical issues related to working with children and families
6. Prepare for placements working with children and families

Course requirements:
Attendance and participation: 20%
Therapy Process Paper (due 1/11/09): 10%
Manual Selection (due 1/18/09): 5%
EST Manual Paper #1: 20%
Scholarly review of an empirical study 10%
EST Manual Paper #2: 25%
Therapy Process Reflection Paper (due 3/15/09): 10%

1. Participation: Attend each class and participate in weekly class discussions. An important part of this class is demonstrating that you are striving to have a complex understanding of child and family intervention models, evaluation, and practice. Show this through your ability to understand the readings, integrate findings into your therapeutic framework, and participating in discussions.

2. Therapy process paper: I am interested in a brief summary of your expectations around working with children and families. The paper should acquaint me with your background working with families (approx. 1 paragraph), but mostly focus on your interests for the future, what aspects you anticipate to be challenging, intimidating, or interesting, as well as the strengths you bring to child/family work as an individual and therapist. This paper should be 2-3 pages, double-spaced.
Due 1/11/09 - turn in during class

3. Manual Selection Homework. You are to select the treatment manual that you will use for your two papers this quarter and submit for approval. I would like to see: 1) that you have identified the manual, and 2) have access to the manual (have copy of manual, have ordered manual ILL or purchase, etc). I also recommend that you verify that there are empirical evaluations of this manual.
Due 1/18/09 - email by this date, or submit paper copies 1/19/09

4. Empirically Supported Treatment Manual Paper #1.
This portion of the EST manual assignment is to summarize the treatment program and the theory/rationale for this approach, with the goal of familiarizing yourself with an intervention, and the theoretical framework from which it functions. To accomplish this, you are expected to provide:

a. A summary of the treatment program, including: the treatment population targeted, what presenting concerns are addressed with this treatment, who participates/attends sessions, number of sessions/duration of treatment, and summaries of the content of each session.
b. A description of the theoretical model/orientation that guides this treatment: how does this model effect change in child outcomes? What are the mechanisms of change?
c. Finally, include your subjective reactions to this treatment program - how does this treatment fit with your own theoretical orientation? Do these sessions appear face valid? Would you feel comfortable utilizing this program?
d. Note - this paper requires 2-4 references, one of which is the treatment manual. You must provide proof that you have obtained a copy of this manual by the due date.

Due: 2/8/09 - turn in during class (Max 12 pages, double spaced, APA)

5. Scholarly review of an empirical study.
Students will review 1 article, either from the reading list or a reference to be used in the EST Manual Paper #2. This project should emulate the peer-review process. This article review should follow the guidelines below.

a. It must be an empirical article
b. Write up a 2-3 page, double spaced review of the research content including:

i. summary of study: goals, methods, & findings (~1pg.)
ii. strengths and weaknesses of research from your perspective
iii. ways to improve the study: design problems, measurement, operational definitions, etc.
iv. a decision about whether the study merits publication or not (provide rationale for decision)

Flexible Due Date: choose an article from class, or from your paper. No later than 2/15/09

6. Empirically Supported Treatment Manual Paper #2.
Following the summary in Paper #1, you are to critically evaluate the therapy manual based on the empirical literature available, using 5 references which may not include the manual or theoretical paper. To critically evaluate this program, you should utilize 5 or more references to:

a. Examine the quality and quantity of the empirical support for this treatment program, answering important questions: has this model been tested with the ages it is designed for? Adequate samples? Replication? What approaches to evaluating the treatment were used (e.g., RCT vs. with-in group designs), are there good longitudinal follow-up studies (pre-post vs. 3 mo follow-up, vs. 2 year follow-up).
b. One reference should include a published practice parameter related to the treatment in question. This may include practice parameters around family interventions, youth depression/suicide, youth ODD, CD, ADHD, etc. If there is not a “perfect match” then utilize practice parameters that are relevant to your intervention program. You are to evaluate whether the treatment follows established guidelines for practice parameters or not, and how that impacts the quality of treatment.
c. Evaluate whether the treatment program meets criteria for evidence based practice. Example resources include: Strengthening America’s Families (www.strengtheningfamilies.org), and NREPP (www.nrepp.samhsa.gov). You may 1) report how the manualized treatment has been rated by external reviewers, or use their criteria to rate the program yourself. Provide explanation for rating, regardless.

DUE: 3/1/09; Maximum length: 10 pages (double spaced, APA format)

7. Therapy Process Reflection Paper: This assignment serves as a book-end to your initial self-reflection. Please write about salient issues you thought about this quarter, learned, and how issues in this class have factored into the way you will approach work with children and families.

Grades will be computed on a standard scale:
90% or more = A, 80-89% = B, 70=79% = C, etc.

Support for students:

If you have a documented disability and anticipate needing accommodations in this course please make an appointment with the instructor during the first week of the term. Please request that the Counselor for Students with Disabilities send a letter verifying your disability. The current counselor is Hilary Gerdes at 346-3211. Disabilities include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities.

The University of Oregon is an equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act.

Inclement Weather Policy

It may snow, sleet, and rain ice from the sky this winter. I will email all of you in the morning before class if class is canceled. I will also contact Pamela and let her know.

There is no textbook for this course, because you are expected to obtain a treatment manual for your course project. Weekly readings are available on the CFC website for download.

Course content and weekly schedule

**Week 1 Jan. 5th

Introduction to Course, overview of family systems conceptualization of problems

Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press.

Minuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.

**Week 2 Jan 12th

Family Systems Theory and Practice

Minuchin, S., Nichols, M. P., & Lee, W-Y. (2007). Introduction: A four-step model for assessing families and couples. In S. Minuchin, M. P. Nichols, & W.-Y. Lee, Assessing families and couples: From symptom to system. Boston: Allyn & Bacon.

Hogue, A., Dauber, S., Samuolis, J., & Liddle, H. A. (2006). Treatment techniques and outcomes in multidimensional family therapy for adolescent behavior problems. Journal of Family Psychology, 20, 535-543.

Beach, S. R. H., Kogan, S. M., Brody, G. H., Chen, Y.-F., Lei, M.-K., & Murry, V. M. (2008). Change in caregiver depression as a function of the Strong African American Families Program. Journal of Family Psychology, 22(2), 241-252.

Huey, S. J., Jr., & Polo, A. J. (2008). Evidence-based psychosocial treatments for ethnic minority youth. Journal of Clinical Child & Adolescent Psychology, 37(1), 262-301.

Applied Readings: Becoming a Family Therapist
Patterson et al., 2009: Ch 1 and 7

Week 3 Jan 18th - MLK day no class

**Week 4 Jan 25th - Evidence for Family Therapy

Curtis, N. M., Ronan, K. R., & Borduin, C. M. (2004). Multisystemic treatment: A meta-analysis of outcome studies. Journal of Family Psychology, 18(3), 411-419.

Liddle, H. A., Rowe, C. L., Dakof, G. A., Henderson, C. E., & Greenbaum, P. E. (2009). Multidimensional family therapy for young adolescent substance use: Twelve-month outcomes of a randomized controlled trial. Journal of Consulting and Clinical Psychology, 77(1), 12-25.

Brody, G. H., Murry, V. M., Kogan, S. M., Gerrard, M., Gibbons, F. X., Molgaard, V., et al. (2006). The strong African American Families Program: A cluster-randomized prevention trial of long-term effects and a mediational model. Journal of Consulting and Clinical Psychology, 74(2), 356-366.

Schulz, M. S., Cowan, C. P., & Cowan, P. A. (2006). Promoting healthy beginnings: A randomized controlled trial of a preventive intervention to preserve marital quality during the transition to parenthood. Journal of Consulting and Clinical Psychology, 74, 20-31.

Szapocznik, J., & Prado, G. (2007). Negative effects on family functioning from psychosocial treatments: A recommendation for expanded safety monitoring. Journal of Family Psychology, 21, 468-478.

Recommended (not required):
Josephson, A. M., & AACAP Work Group on Quality Issues. (2007). Practice parameter for the assessment of the family. Journal of the American Academy of Child & Adolescent Psychiatry, 46(7), 922-937.

**Week 5 Feb 1 Ecological Models of Family Intervention: EcoFIT model
(Beth Stormshak, Ph.D.)

Connell, A. M., Dishion, T. J., Yasui, M., & Kavanagh, K. (2007). An adaptive approach to family intervention: Linking engagement in family-centered intervention to reductions in adolescent problem behavior. Journal of Consulting and Clinical Psychology, 75(4), 568-579.

Hill, N. E., Bromell, L., Tyson, D. F., & Flint, R. (2007). Developmental commentary: Ecological perspectives on parental influences during adolescence. Journal of Clinical Child and Adolescent Psychology, 36, 367-377.

Schroeder, C. S., & Gordon, B. N. (2002). Divorce. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 440-465). New York: Guilford.

Applied Reading: Feedback with Families: Sharing good/bad news
Dishion, T. J., & Stormshak, E. A. (2007). Mobilizing change with the Family Check-Up. In T. J. Dishion & E. A. Stormshak, Intervening in children’s lives: An ecological, family-centered approach to mental health care. Washington, DC: American Psychological Association.

**Week 6 :Feb 8th - Parent Training Models - Externalizing Problems

Schroeder, C. S., & Gordon, B. N. (2002). Disruptive behavior. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 331-376). New York: Guilford.

Schroeder, C. S., & Gordon, B. N. (2002). Attention-deficit/hyperactivity disorder. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 377-416). New York: Guilford.

Kumpfer, K. L., & Alvarado, R. (2003). Family-strengthening approaches for the prevention of youth problem behaviors. American Psychologist, 58, 457-465.

Molina, B. S. G., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Bitiello, B., Jensen, P. S., et al. (2009). MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child and Adolescent Psychiatry, 48(5), 484-500.

Applied Reading: Working with Parents in Parent Training
Dishion, T. J., & Stormshak, E. A. (2007). The ecology of the child and family therapist. In T. J. Dishion & E. A. Stormshak, Intervening in children’s lives: An ecological, family-centered approach to mental health care. Washington, DC: American Psychological Association.

Week 6, continued, Optional readings:
Brinkmeyer, M. Y., & Eyberg, S. M. (2003). Parent-child interaction therapy for oppositional children. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 204–223). New York: Guilford.

Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, 33, 279-291.

**Week 7: Feb 15th Individual Models, Youth Internalizing Problems

Schroeder, C. S., & Gordon, B. N. (2002). Fears and anxieties. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 262-301). New York: Guilford.

Schroeder, C. S., & Gordon, B. N. (2002). Depression. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 377-416). New York: Guilford.

Kendall, P. C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., & Suveg, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76(2), 282-297.

Stice, E., Rohde, P., Seeley, J. R., & Gau, J. M (2008). Brief cognitive behavioral depression prevention program for high-risk adolescents outperforms two alternative interventions: A randomized efficacy trial. Journal of Consulting and Clinical Psychology, 76, 595-606.

Applied Reading: Evaluating therapies: when is it good enough?
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.

Weisz, J. R., Jensen-Doss, A., & Hawley, K. M. (2006). Evidence based youth psychotherapies versus usual clinical care: A meta-analysis of direct comparisons. American Psychologist, 61(7), 671-689.

**Week 8: February 22nd Abuse and trauma (Dana Smith, Ph.D., OSLC)

Schroeder, C. S., & Gordon, B. N. (2002). Sexuality and sexual problems. In C. S. Schroeder & B. N. Gordon, Assessment and treatment of childhood problems (2nd ed., pp. 217-261). New York: Guilford.

Cohen, J. A., Mannarino, A. P., Murray, L. K., & Igelman, R. (2006). Psychosocial interventions for maltreated and violence exposed youth. Journal of Social Issues, 62(4), 737-766.

Fosco, G. M., DeBoard, R. L., & Grych, J. H. (2007). Making sense of family violence: Implications of children’s appraisals of interparental aggression for their short- and long-term functioning. The European Psychologist, 12, 6-16.

Smith, D. K., Leve, L. D., Chamberlain, P. (2006). Adolescent girls’ offending and health risking sexual behavior: The predictive role of trauma. Child Maltreatment, 11, 346-353.

Applied Reading: Domestic Violence Screening
Schacht, R. L., Dimidjian, S., George, W. H., & Berns, S. B. (2009). Domestic violence assessment procedures among couple therapists. Journal of Marital and Family Therapy, 35, 47-59.

**Week 9: March 1st - Autism/Aspergers treatment (Mary Ann Winter-Messiers)

Rogers, S. J. & Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-38.

Read: DSM-IV description of Asperger’s Disorder

Chapter to be provided by Mary Ann Winter-Messiers

**Week 10: March 8th - Interpersonal and group models - (skill training, coping skills, play therapy) Lecturer: Beth Stormshak, Ph.D.

Fraser, M. W., Galinsky, M. J., Smokowski, P. R., Day, S. H., Terzian, M. A., Rose, R. A., et al. (2005). Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade. Journal of Consulting and Clinical Psychology, 73(6), 1045-1055.

Dishion, T. J., & Dodge, K. A. (2005). Peer contagion in interventions for children and adolescents: Moving towards an understanding of the ecology and dynamics of change. Journal of Abnormal Child Psychology, 33, 395-400.

Lochman, J. E. & Wells, K. C. (2004). The Coping Power Program for preadolescent aggressive boys and their parents: Outcome effects at 1-year follow-up. Journal of Consulting and Clinical Psychology, 72(4), 571-578.

Kam, C.-M., Greenberg, M. T., & Kusche, C. A. (2004). Sustained effects of the PATHS curriculum on social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12, 66-78

Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376-390.

Hall, T. M., Kaduson, H. G., & Schaefer, C. E. (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33(6), 515-522.

**Week 11: Wrap-Up, Reflections
No readings assigned this week: just bring yourselves and thoughts on the quarter!

Summary of Weekly Class Meetings



Special Topic

Assignments Due


Syllabus, Overview, Systems Principles

Medical vs. Systems Models



Family Systems Theory and Practice

Becoming a Family Therapist

1.Therapy Process Paper


MLK – No Class


2. Manual Selection


Evidence for Family Therapies/Family Therapy Techniques

Your “hot buttons”
Who to interview?



The EcoFIT Model
Beth Stormshak, Ph.D.

Feedback with Families: Sharing good/bad news



Parent Training Models – Externalizing Problems

Working with Parents in PMT

EST Manual #1


Internalizing/Interpersonal Process

Evaluating therapies: when is it good enough?

Article Review


Abuse/Trauma – Dana Smith, Ph.D.

Domestic Violence Screening



Autism/Aspergers – Mary Ann Winter Messiers

Therapist as therapy vs. Treatment protocols

EST Manual #2


Individual and Group Models
Beth Stormshak, Ph.D.




10:15-12:15 Wrap up, Reflections


Therapy Process Reflection