PP 8711- CHILD MALTREATMENT
3 Credits
Myra Leifer, Ph.D.
Phone: 312-777-7690
Email:
Fall, 2009
Thursday 12:30 – 3:15
Office hours:
By Appointment – Tuesday 1-4pm and TBA
SHORT FACULTY BIO: Dr. Leifer is Professor of Clinical Psychology at Argosy University Chicago. She has worked extensively with abused children and adolescents and their families. She conducts research in the areas of Child Maltreatment and Early Intervention and has published widely in these areas. She has been the recipient of grants from the National Institute of Mental Health, the Department of Children and Family Services and private foundations. Dr. Leifer provides consultation to several agencies working with maltreated children and their families.
COURSE CATOLOGUE DESCRIPTION: This course examines the etiological factors, theoretical issues, diagnostic and treatment methods and research in the area of child abuse and neglect.
Course Length: 15 weeks
Contact Hours: 3.0
Credit Value: 3.0
Technology: Argosy University encourages the use of technology throughout the curriculum. This course uses some or all of the following: video tapes, CD’s, DVD’s, overheads, etc. Examples of hardware/software you might need access to for the course include: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Program Outcomes:
The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical
Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
COURSE OBJECTIVES:
Upon successful completion of this course, students should be able to:
1) Analyze the multiple etiological factors associated with child maltreatment. This meets Goal 4 – Scientific foundations and Goal 5 Scholarship – and is assessed with weekly readings and discussions, exams, and the final paper.
2) Recognize the nature of different forms of child maltreatment including physical, emotional, sexual abuse, and child neglect. This meets Goal 4 Scientific foundations and Goal 5 Scholarship – and is assessed with weekly readings and discussions, videotaped presentations, exams and final paper.
3) Identify and evaluate appropriate interview techniques and measures used to assess maltreated children and their families. This meets Goal 1 – Assessment – and is achieved in weekly readings and discussions, case presentations, and exams.
4) Compare and critically evaluate a range of treatment approaches and evidence based clinical practices used for working with maltreated children and their families. This meets Goal 2-Intervention – and is achieved in weekly readings and discussions, videotaped case presentations, exams and the final paper.
5) Identify the influence culture, ethnicity, class and gender have upon the contexts in which maltreatment occurs. This meets Goal 3- Diversity – and is assessed with readings and discussions, videotaped case presentations, exams and the final paper.
6) Critically evaluate the research and preventative methods in this field. This meets Goal 4 – Scientific foundations and Goal 5 – Scholarship and is achieved in weekly readings and discussions, exams and the final paper.
7) Examine and integrate a range of theoretical models used to conceptualize the impact of abuse and trauma upon children and their families. Analyze the impact of abuse upon cognitive, biological, and social-emotional development. This meets Goal 4-Scientific foundation and Goal 5-Scholarship and is achieved in weekly readings and discussions, case presentations, exams and final paper.
COURSE REQUIREMENTS:
Paper: A paper focusing on an empirically based literature review on any topic relevant to the field of maltreatment is required. The paper is due Week 14. A one page summary of your paper is due on Week 4. Papers should be written APA style and not exceed 20 pages. Grading criteria will include:
Clarity of writing and thinking
Adequacy of the literature review
Adequacy of application of theoretical, research and clinical material to the development of the paper
Critical evaluation and integration of the material
Application to diagnosis and treatment
Exam: A midterm take home exam consisting of a case study presented for analysis will be given out on Week 6 and returned on Week 8 A final take home exam will be given out on Week 11 and due on Week 13.
Grades:
Exams = 60% of total grade
Paper = 30% of total grade
Class Participation = 10% of total grade
No late papers will be accepted unless due to extraordinary circumstances.
COURSE GRADING CRITERIA
Grades in the A range indicate that a student demonstrates superior mastery of course material. This requires a working knowledge of factors relevant to child maltreatment. Informed descriptions of findings from research and narrative literature and well-organized, well-written papers that demonstrate sophisticated conceptual analyses and a thorough integration of relevant perspectives distinguish papers in the A range.
Grades in the B range indicate that a student demonstrates adequate/sound mastery of the course material. This requires a fundamental familiarity with relevant factors that impact child maltreatment and a paper that addresses the central and most important factors relevant to the topic selected for review and analysis.
Grades in the C range indicate that a student demonstrates inadequate/poor mastery of course material. A sketchy, incomplete paper and/or exam, constricted, limited consideration of ideas that are relevant to a thorough review and analysis of the topic selected for presentation, poor organization of ideas, and significant writing difficulty that interferes with clear expression of ideas may be factors that result in a grade of C.
REQUIRED READINGINGS AND REFERENCES:
Briere, J. et al., Eds. (2002). The APSAC Handbook of Child Maltreatment. Second Edition. Thousand Oaks, CA: Sage Publications, Inc. ISBN: 0-7619-1992 (paperback)
Friedrich, W.N. (2002). Psychological assessment of sexually abused children and their families. Thousand Oaks, CA: Sage. ISBN: 0-7619-0311 (paperback)
Packet of Readings.
COURSE OUTLINE
Week 1-9/10
INTRODUCTION TO THE FIELD
Objectives: To provide an overview of the field of child abuse. To review the scope and nature of child abuse and discuss its prevalence. This session will also review reporting procedures.
Methods: Lecture and discussion.
Videotape: Scared Silent, Arnold Shapiro, 1993.
Readings:
APSAC Handbook, Introduction.
Week 2 – 9/17
THEORETICAL MODELS
Objectives: To review theoretical models that are useful for understanding the nature and impact of child abuse. The models to be discussed include attachment theory, ecological theory and the traumagenic model.
Methods: Lecture and discussion
Videotape: Parental Rights, PBS Frontline, June 2003.
Readings
Ciccheti, D. & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children’s development. Psychiatry, 56, 96-118.
Week 3-9/24
THE CONSEQUENCES OF ABUSE - INFANT ABUSE
Objectives: To review the research documenting the impact of abuse on the development of the child. To review abuse and neglect in infancy.
Methods: Lecture and discussion
Videotape: The brain: Effects of childhood trauma.
Readings:
Trickett, P. & McBride-Chang, C. (1995). The developmental impact of different forms of child abuse and neglect. Developmental Review, 15, 311-337.
Glaser, D. (2000). Child abuse and neglect and the brain- A review. Journal of Child Psychology and Psychiatry, 41, 97-116.
APSAC Handbook, Chapter 7, Munchausen by proxy syndrome
Week 4-10/11
NEGLECT AND PSYCHOLOGICAL ABUSE, DOMESTIC VIOLENCE
ONE PAGE SUMMARY OF PAPER DUE
Objectives: To discuss the specific forms of psychological abuse and neglect and domestic violence, their common and differential impacts and implications of these for assessment and treatment. To discuss the association of child abuse with domestic violence and substance abuse.
Methods: Lecture
Videotape: The trouble with Evan. PBS Frontline.
Readings:
APSAC Handbook, Chapter 1, Child Neglect; Chapter 4, Psychological
maltreatment; Chapter 5, Child maltreatment and substance abuse; Chapter 6,
abuse and domestic violence
.
Busch, S. & Lieberman, A. (2007). Attachment and trauma: An integrated approach to treating children exposed to family violence. In D. Oppenheim and D. Goldsmith, Attachment Theory and Clinical Work with Children. NY: Guilford
Week 5- 10/8
PHYSICAL AND SEXUAL ABUSE
Objectives: To discuss physical and sexual abuse and their impact on the child.
Methods: Lecture and discussion
Videotape: Who Killed Adam Mann
Readings:
Fontes, L.A. (2005). Physical discipline and abuse. In L.A. Fontes, Child Abuse and Culture, 108-134.
APSAC Handbook, Chapter 2, Physical abuse; Chapter 3,
Sexual abuse. Chapter 11, Adults, adolescents and
children who abuse children. Chapter 15, Child fatalities.
,
Week 6 - 10/15
PSYCHOLOGICAL ASSESSMENT – ATTACHMENT
EXAM DISTRIBUTED Objectives: To review the aims and theoretical models of assessment of abused children. To discuss attachment related assessment.
Methods: Lecture and discussion.
Videotape: Mother-child interactions.
Readings: Friedrich, Chapters 1, Purposes of the psychological
Evaluation; Chapter 2, Theoretical framework for assessment;
Chapter 3, Variability in sexually abused children; Chapter 4,
Attachment related assessment.
Week 7 - 10/22
PSYCHOLOGICAL ASSESSMENT OF ABUSE RELATED ISSUES Objectives: To discuss assessment of specific issues related to child abuse .
Methods: Lecture and discussion
Videotape: False Testimony of Children
Readings:
Friedrich, Chapter 5, Assessment of dysregulation; Chapter 6,
Evaluation of sexual behavior problems; Chapter 7,Assessment
of self perception; Chapter 8, Summary.
Kolko, D. & Svenson, C. (2002). Assessing and treating physically abused children and their families. Thousand Oaks, CA: Sage, Chapter 4.
Courtois, C. (2008) Complex trauma, complex reactions:
Assessment and treatment. Psychological Trauma: Theory,
Research, Practice and Policy, vol 5, No. 1, 86-100.
Week 8 - 10/29
PSYCHOLOGICAL ASSESSMENT- INTERVIEWING AND CULTURAL ISSUES
EXAM DUE
Objectives: To discuss methods of interviewing abused children.
Methods: Lecture and discussion.
Videotape: The Clinical Interview, NY: Guilford Publications
Readings:
Shapiro, J. (1991). Interviewing children about psychological issues associated with sexual abuse. Psychotherapy, 28, 55-66.
APSAC Handbook, Chapter 18, Interviewing children in and out of court. Chapter 23,
Cultural issues.
Friedrich, Chapter 9, A case example; Chapter 10, The language of distress – ongoing
assessment.
Fontes, L.A. (2005). Assessing diverse families for child maltreatment. In L.A. Fontes, Child Abuse and Culture, NY: Guilford.
Week 9 - 11/5
TREATMENT ISSUES: ATTACHMENT
Objectives: To discuss therapy with abused children.
Methods: Lecture and discussion
Videotape: When the bough breaks. PBS, Frontline, June 1995.
Readings:
APSAC Handbook, Chapter 8, An integrated model of psychotherapy for abused
children
Alexander,P. (1992). Application of attachment theory to the study of sexual abuse.
Journal of consulting and Clinical Psychology, 60, 185-195.
Chaffin, M., et al. (2006). Report of the APSAC task force on attachment therapy, reactions to attachment disorders and attachment problems. Child Maltreatment, 11, 76-
89.
Skowron, E. & Reineman, D. (2005). Effectiveness of psychological interventions for child maltreatment; A meta-analysis. Psychotherapy, 42, 52-71.
Week 10 - 11/12
TREATMENT ISSUES: PLAY THERAPY – IS TREATMENT NECESSARY?
Objectives: To discuss therapy for sexually abused children.
Methods: Lecture and discussion
Videotape: Eliana Gil, Play Therapy with Abused Children
Readings:
Gil, E. (E.) (2006) Helping abused and traumatized children. NY; Guilford Press,
Chapter 4, Expressive Therapies; Chapter 7, Special Issues.
APSAC Handbook, Chapter 8, An integrated model of
therapy for abused children. Chapter 9. Treating sexually
abused adolescents. Chapter 10 Treating adult survivors.
Oellerich, T. (2007) Rethinking provision of psychotherapy to children/adolescents
labeled “Sexually Abused”. International Journal of Behavioral and Consultation
Therapy, 3, 123 – 144.
Week 11 - 11/19
TREATMENT ISSUES: COGNITIVE BEHAVIORAL APPROACHES
EXAM DISTRIBUTED
Objectives: To discuss children’s attributions about their abuse and cognitive-behavioral approaches to treatment.