Borntrager, Cameo

English

University of Montana

University of MontanaScholarWorks at University of MontanaSyllabi Course Syllabi1-2014PSYX 535.01: Principles of Child InterventionsCameo BorntragerUniversity of Montana - Missoula, cameo.borntrager@umontana.eduLet us know how access to this document benefits you.Follow this and additional works at: https://scholarworks.umt.edu/syllabiThis Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted forinclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contactscholarworks@mso.umt.edu.Recommended CitationBorntrager, Cameo, "PSYX 535.01: Principles of Child Interventions" (2014). Syllabi. 2437.https://scholarworks.umt.edu/syllabi/2437PSYX 535: Principles of Child Interventions Spring, 2014 Tuesday, Thursday 3:10p-4:30p Skaggs 303Instructor: Cameo Borntrager, Ph.D.Office: Skaggs 362Contact Information: Cameo.Borntrager@umontana.edu 406.243.5191 Office Hours: by appointmentIn accordance with University of Montana's mission to provide equal educational opportunities for all students, necessary accommodations for students w ith disabilities will be made whenever possible. If you require accommodations, please provide written information regarding your disability from the Disability Services as soon as possible so that accommodations can be made.Course Description. This course provides an intensive introduction to evidence-based psychological treatments, treatm ent planning, and treatm ent components for a variety of problems facing children and families in clinical settings. There will be a particular emphasis on cognitive-behavioral and behavioral approaches, given that the youth evidence base primarily consists o f these modalities across problem areas. Although it is not all-inclusive, treatm ent of several conditions such as anxiety disorders, depression, disruptive behavior problems, psychosis, and trauma will be covered. There will also be a focus on dissemination and implementation science as it pertains to the development of evidence-based treatm ent for youth. Our focus will be primarily practical, though we will afford attention to scientific issues.Required ResourcesStudent subscription to the "PracticeWise Evidence-Based Services (PWEBS) Database," "PracticeWise Practitioner's Guide," "PracticeWise Clinical Dashboards," and MATCH-ADTC (all parts of a full student subscription)Additional readings assigned & provided via email or Moodle Suggested ReadingsChorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders. New York, NY, US: Guilford Press.Policy on Absences. As active participation is central to this course, only one absence during the semester will be excused (you will, however, be accountable for that class session's assignment). For a second absence, students will be assigned a book on an evidence-based1treatm ent to read and critique. Except in extraordinary circumstances, a third absence will result in a grade reduction (or an incomplete until the missed sessions can be made up in a subsequent semester).GradingA major proportion of your grade will be based on class participation and active participation in role-plays (50%). There will be one presentation included in your grade as well (30%). The remainder o f your grade will be based on coming up w ith and submitting two reaction questions to facilitate discussion, based on the readings, per class in which readings are assigned (20%). Students are expected to finish all assignments by the specified deadlines. Because of the active engagement required in class activities, it will be very apparent if you did not do the assigned reading. The instructor reserves the right to assign due dates for work necessary to remove an 'incomplete' grade.Role Play. A major determinant of your course grade will be preparation for class and active, thoughtful participation in class (30%). Students will take part in frequent role- play exercises during class, for which the therapist and client will be selected by the instructor. Role-plays will occur either in small groups or a single dyad will perform in fron t of the class. In order to be prepared for role-plays, students will be expected to review practice guides prior to the class and reference them in class.Final Role Play. A final video-taped role-play and accompanying self-critique will account for 20% of your course grade. Each student will serve as a therapist conducting an evidence-based therapy session w ith a "client" presenting with a semi-scripted problem. After the session, participants will prepare a detailed critique o f the ir own performance, w ith time-codes for specific strengths and weaknesses. Session videos and self-critiques will be submitted to the instructor by the last day of class. The grade for this portion of the class will be based on both the skills shown during session and the thoughtfulness and accuracy of participants' own commentaries on their performances.Presentation. For your in-class presentation, you will select a treatm ent approach that we do not discuss in the course, usually one w ith a more limited (or even no) evidence base (e.g., a level 5 treatment). A few rules: The treatm ent must be specified for a particular child/adolescent problem (e.g., diagnostic category like depression or bipolar disorder, problem like delinquency, attachment difficulties, or self-injurious behaviors, etc.). The treatm ent could be one that appears promising from early research; however, you may also choose a treatm ent that is well-known and yet not well-studied. In your presentation, you should discuss the extant research on the protocol or technique, and your audience should come away from your presentation with a good understanding of how to do the treatment, as well as any critiques o f the protocol/technique that you may have revealed or developed during your research.2Your selection must be approved by the course instructor BY MARCH 4, 2014. Once you are "cleared", the assignment involves several steps:1. Describe the  tre a tm e n t in d e ta il so th a t it is clear you understand w h at the  approach involves. Ideally, you will be able to  describe the  "course" o f tre a tm e n t— th a t is, how  tre a tm e n t w ould  "appear and fee l" to  a c lien t/fam ily . As exam ples, you  should be able  to  answ er th e  fo llow ing  questions to  th e  e x ten t th a t this in fo rm ation  is available (this list is NO T exhaustive; keep in m ind th a t you m ay need to  contact authors d irectly  and any correspondence should go through  th e  course instructor BEFORE sending):a. W h a t tre a tm e n t strategies are  involved?b. W h o  is involved in th e  tre a tm e n t?c. H ow  does th e  tre a tm e n t begin?d. H ow  is it designed to  conclude?2. Discuss the  theo re tica l basis o f  the  tre a tm e n t, including your understanding o f the  ra tionale  fo r using th e  tre a tm e n t fo r th e  population . W h a t are  th e  proposed  m echanism s o f action? W hich th eo ry  (or theories) does th e  tre a tm e n t d raw  on? W h y  does th e  tre a tm e n t f it  th e  problem  area?3. Present the  evidence base fo r  the  tre a tm e n t, providing a thorough exam ination  o f th e  data about the  tre a tm e n t. The evidence base will obviously include clinical studies th a t tes t th e  efficacy o f th e  tre a tm e n t. You m ay also w a n t to  rev iew  any  basic research th a t w ould  support the  use o f th e  approach. As an exam ple, are  th e re  studies suggesting th a t the  proposed m echanism s o f action are re levant to  th e  p roblem  area?4. Iden tify  a t  least one progress m on ito ring  m easure re levan t to  the tre a tm e n t. If  the  tre a tm e n t is m ean t to  im prove 'a tta c h m e n t re lationships,' fo r exam ple, w h a t is an observable, m easurable ind icator o f progress in the  tre a tm e n t.5. A n alyze /c ritiqu e  the evidence base. Consider th e  study m ethods, including internal and external va lid ity  concerns, m easu rem en t issues, eth ical concerns, and w hen  needed, statistical analyses. A consideration o f th e  evidence base w ith  regard to  diverse populations is w arran ted .6. Iden tify  fu tu re  directions fo r  research  on th e  tre a tm e n t approach. W h a t w ou ld  it take  to  take  th e  tre a tm e n t to  th e  next level? Should th e  tre a tm e n t be taken  to  the  next level (i.e., if a tre a tm e n t is 'risky,' th a t w ould  suggest th a t som e children are  helped by th e  tre a tm e n t and som e are n o t— w h a t w ould  be required  to  im prove  th e  tre a tm e n t so th a t it is em pirically  based and eth ical, if a t all?)Your presentation should be approximately 20-25 minutes in length, INCLUDING 5 minutes of Q&A. Part of your grade fo r this presentation will include time management. Remember that this is a professional presentation and please be3respectful of your peers, and all o f the ir hard work as well, by treating it as such. The presentation will represent 30% of your final grade.Reaction Questions. For classes for which there are assigned readings, you will be required to do the readings and come up w ith one thoughtful question per reading that arose as a result of your completing the readings. These questions will also be used at the instructor's discretion to facilitate in-class discussion. Though much of the class is very practically-oriented, understanding the history, empirical research, and causal mechanisms underlying specific treatm ent approaches or modalities is critical to effectively execute treatm ent techniques and be able to provide rationales for their use. Reaction questions will comprise 20% of your final grade. Reaction questions will be due by the start of class (can be emailed or hard copy). Make sure you have your questions on hand as well in order to reference them for discussion.NOTE ABOUT GRADING:The Policy and Procedures Manual: Section V. C. 5, page 17 on "Progress in the Program" states the following:It is the course instructor's prerogative to assign a grade of incomplete (I) in special circumstances. The student must have the consent of the course instructor to obtain an "I". The University rules dictate that an "I" will revert to whatever alternate grade the instructor assigned w ithin one year of the grade assignment-if the deficient work had not been completed by then. However. It is the expectation of our graduate program that an "I" be made-up for w ithin one semester. Undue delay in completing the course requirements may be used by the instructor as a factor in grading the completed work. Incompletes indicate lack o f progress: They will be considered in student evaluations as well as in assistantship assignments.Topic and Associated Readings301/28/14 Introductions;Becoming an Evidence-Based Therapist: What Does It Mean to Be Evidence- Based and the Common Elements ModelSyllabus ReviewGetting registered & level system in PracticeWise 01/30/14 Becoming an Evidence-Based Therapist: CBT Basics and Practice Element ModelEvidence-Based Services System ModelChorpita, B. F., Daleiden, E., & Weisz, J. R. (2005). Identifying and selecting the common elements of evidence based interventions: A distillation and matching4model. M ental Health Services Research, 7, 5-20.Kazdin, A. (2008). Evidence-based treatm ent and practice: New opportunities to bridge clinical research andpractice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146-159.02/04/14 Becoming an Evidence-Based Therapist: CBT Basics and Practice Element ModelDaleiden, E., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence based services.Child and Adolescent Psychiatric Clinics o f North America, 14, 329-349.Chorpita, B. F., & Daleiden, E. (2009). Mapping evidence-based treatments for children and adolescents: Application o f the Distillation and Matching Model to 615 treatments from 322 randomized trials. Journal o f Consulting and Clinical Psychology, 77, 566-579.02/06/14 Cognitive-Behavioral Case Conceptualization, Treatment Non-specifics, and Embracing DiversityJackson, K., & Hodge, D. (2010). Native American youth and culturally sensitive interventions: A systematic review. Research on Social Work Practice, 20, 260- 270.Chorpita, B., Bernstein, A., Daleiden, E., & The Research Network on Youth Mental Health. (2008). Driving with roadmaps and dashboards: Using information resources to structure the decision models in service organizations. Administration & Policy in M ental Health, 35, 114-123. DOI: 10.1007/sl0488-007-___________ 0151-x_________________________________________________________________02/11/14 Navigating PracticeWise ToolsTreatment Process Resources (Process Guides)Weisz, J., Chorpita, B., Palinkas, L., Schoenwald, S., Miranda, J., Bearman, S.K., Daleiden, E., Ugueto A., Martin, J., Gray, J., Alleyne, A., Langer, D., Southam- Gerow, M., Gibbons, R., & the Research Network on Youth Mental Health (2012). Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives o f General Psychiatry, 69, 274-282.Chorpita, B., Weisz, J., Daleiden, E., Schoenwald, S., Palinkas, L., Miranda, J., Higa- McMillian, C., Nakamura, B., Austin, A.A., Borntrager, C., Ward, A., Wells, K., Gibbons, R., & the Research Network on Youth Mental Health (2013). Long-term outcomes for the Child STEPs randomized effectiveness trial: A comparison of modular and standard treatm ent designs w ith usual care. Journal o f Consulting and Clinical Psychology, doi: 10.1037/a0034200502/13/14 NO CLASS -  CAMEO AT CANS ASSESSMENT TRAINING02/18/14 Anxiety 1:Self Monitoring/Monitoring02/20/14 Anxiety 2:Psychoeducation for anxiety /  Cognitive02/25/14 Anxiety 3:Exposure 1 & Exposure II (Stepping back without backing down)Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99(1), 20-35.Olatunji, B., Deacon, B., & Abramowitz, J. (2009). The cruelest cure? Ethical issues in the implementation o f exposure-based treatments. Cognitive and Behavioral Practice, 16, 172-180.03/04/14 Trauma 1:Personal Safety Skills /  Trauma NarrativeDe Arellano, M., Waldrop, A., Deblinger, E., Cohen, J., Kmett Danielson, C., & Mannarino, A. (2005). A community outreach program for child victims of traumatic events: A community-based project for underserved children. Behavior Modification, 29, 130-155.Chaffin, M., Hanson, R., Saunders, B., Nichols, T., Barnett, D., Zeanah, C., Berliner, L., Egeland, B., Newman, E., Lyon, T., Letourneau, E., & Miller-Perrin, C. (2006). Report of the APSAC Task Force on attachment therapy, reactive attachment disorder, and attachment problems. Child Maltreatment, 11, 76-89.03/06/14 Trauma 2: Developmental trauma & CBITS***INSTRUCTOR APPROVAL OF PRESENTATION TOPIC DEADLINEvan der Kolk, B. (2005). Developmental trauma disorder: Toward a rational diagnosis for children w ith complex trauma histories. Psychiatric Annals, 35, 401- 408.Borntrager, C., Chorpita, B., Higa-McMillan, C., Daleiden, E., & Starace, N. (2013). Usual care for trauma-exposed youth: Are clinician-reported therapy techniques evidence-based? Children & Youth Services Review, 35, 133-141.Morsette, A., Swaney, G., Stolle, D., Schuldberg, D., van den Pol, R., & Young, M. (2009). Cognitive Behavioral Intervention for Trauma in Schools [CBITS]: School- based treatm ent on a rural American Indian reservation. Journal o f Behavior Therapy and Experimental Psychiatry, 40, 169-178.J 03/11/14 Depression 1:6Psychoeducation for Depression/ Self-Monitoring/MonitoringWeisz, J., Thurber, C., Sweeney, L., Proffitt, V., LeGagnoux, G. (1997). Brief treatm ent o f m ild-to-moderate child depression using primary and secondary control enhancement training. Journal o f Consulting and Clinical Psychology, 65, 703-707.03/13/14 Depression 2:Problem Solving/Activity Selection03/18/14 Depression 3:Relaxation /  Secret Calming03/20/14 Depression 4:Positive Self /  Cognitive for Depression Depression 5:Maintenance & Relapse Prevention03/25/14 Disruptive Behaviors 1:Engaging Parents /  Psychoeducation for Disruptive Behavior-Parent (Learning About Behavior -  MATCH)Eyberg, S., Nelson, M., & Boggs, S. (2008). Evidence-based psychosocial treatments for children and adolescents w ith disruptive behavior. Journal o f Clinical Child and Adolescent Psychology, 37, 215-237.Garland, A., Haine-Schlagel, R., Accurso,E., Baker-Ericze'n, M. (2012). Exploring the effect o f therapists' treatm ent practices on client attendance in community- based care fo r children. Psychological Services, 9, 74-88.03/27/14 Disruptive Behaviors 2:Attending Skills /  Active IgnoringNix, R., Bierman, K., McMahon, R., & The Conduct Problems Prevention Research Group. (2009). How attendance and quality of participation affect treatment response to parent management training. Journal o f Consulting and Clinical Psychology, 77, 429-438.Weiss, B., Caron, A., Ball, S., Tapp, J., Johnson, M., & Weisz, J. (2005). Iatrogenic effects of group treatment for antisocial youth. Journal o f Consulting and Clinical Psychology, 73, 1036-1044.04/01-03/14SPRING BREAK!04/08/14 Disruptive Behaviors 3:Effective Instructions /  Rewards /  Response Cost04/10/14 Disruptive Behaviors 4: Time Out 1 & Time Out II704/15/14 Childhood PsychosisSchiffman, J., Chorpita, B., Daleiden, E., Maeda, J., & Nakamura, B. (2008). Service profile of youths with schizophrenia-spectrum diagnoses. Children and Youth Services Review, 30, 427-436.04/17/14 Dissemination and Implementation of Evidence-Based PracticesSchiffman, J., Becker, K., & Daleiden, E. (2006). Evidence-based services in a statewide public mental health system: Do the services fit the problems? Journal o f Clinical Child and Adolescent Psychology, 3 5 ,13-19.Steinfeld, B., Coffman, S., & Keyes, J. (2009). Implementation o f an evidence- based practice in a clinical setting: What happens when you get there? Professional Psychology: Research and Practice, 40, 410-416.04/22/14 Dissemination and Implementation of Evidence-Based Practices cont'dSoutham-Gerow, M., Rodriguez, A., Chorpita, B., & Daleiden, E. (2012). Dissemination and implementation o f evidence-based treatments for youth: Challenges and recommendations. Professional Psychology: Research and Practice, 43, 527-534.Lyon, A., Borntrager, C., Nakamura, B., & Higa-McMillan, C., (2013). From distal to proximal: Routine educational data monitoring in school-based mental health. Advances in School M ental Health Promotion, 6, 263-279. doi:10.1080/1754730X.2013.832008 04/24/14 FLEX DAY04/29/14 STUDENT PRESENTATIONS05/01/14 STUDENT PRESENTATIONS05/06/14 STUDENT PRESENTATIONS05/08/14 STUDENT PRESENTATIONS____________ LAST DAY OF CLASS______________________________________________________05/12- FINAL EXAM WEEK16/14 * * * * * * *  pi NAL ROLE-PLAY TAPES & CRITIQUES DU E BY 05/14/14* * * * * * *aPractitioner Guides for EACH practice element are required readings, though they are not eligible for your reaction question assignment bSubject to revision by instructor

PSYX 535.01: Principles of Child Interventions

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PSYX 535.01: Principles of Child Interventions

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