PP 8711

Child Maltreatment

Fall 2007 – Summer 2008

INSTRUCTOR:

Myra Leifer, Ph.D.

PHONE:

312-777-7690

EMAIL:


ALT PHONE:

773-667-3666

REQUIRED TEXTS:

Title / The APSAC Handbook of Child Maltreatment
Author(s) / Briere, J. et al., Eds
Copyright / (2002).
Publisher / Thousand Oaks, CA: Sage Publications, Inc
ISBN / 0-7619-1992(paperback)
Edition / Second Edition.
Title / Psychological assessment of sexually abused children and their families.
Author(s) / Friedrich, W.N.
Copyright / (2002)
Publisher / Thousand Oaks, CA: Sage Publications, Inc
ISBN / 0-7619-0311 (paperback)
Edition

This Course Requires the Purchase of a Course Packet: YES NO

PP 8711- Child Maltreatment

3 Credits

Myra Leifer, Ph.D.

Phone: 312-777-7690

Email:

Fall, 2007

Thursday 1:00-3:45 PM

Office hours:

Thursday 3:45-5:00 PM

Or By Appointment

COURSE OBJECTIVES:

The purpose of this course is to provide students with the knowledge relevant to understanding the causes of maltreatment, and the psychological consequences for the development of the child. The course seeks to provide the student with an understanding of the issues involved in the assessment and treatment of child abuse victims. Discussion of relevant research, theory and clinical practice will be emphasized.

COURSE COMPETENCIES:

Upon successful completion of this course, students should be able to:

1)Understand the multiple etiological factors associated with child maltreatment

2)Be aware of the nature of different forms of child maltreatment including physical, emotional, sexual abuse, and child neglect

3)Understand the appropriate use of measures to assess maltreated children

4)Be aware of treatment approaches for working with maltreated children and their families

5)Understand the cultural contexts in which maltreatment occurs

6)Be aware of research and preventative methods in this field

ACCOMODATIONS FOR STUDENTS WITH DISABILITIES:

It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

ACADEMIC DISHONESTY/PLAGIARISM STATEMENT:

The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.

DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY:

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 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.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • 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.
  • 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.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • 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 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 13. 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 7. A final take home exam will be given out on Week 14 and due on Week 15.

Grades:

Exams = 40% of total grade

Paper = 40% of total grade

Discussant and Class Participation = 20% 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.

Recommended Texts: *

*Gil, E. (1991). The healing power of play: Working with abused children. NY: The Guilford Press, pp. 37-82.

*On reserve in library

COURSE OUTLINE

Week 1-9/6

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:

Finkelhor, D., Omrod, R., Turner, H., and Humby, S (2005). The victimization of children and youth: A comprehensive national survey. Child Maltreatment, 10, 5-25.

APSAC Handbook, Introduction.

Week 2-9/13No class

Week 3- 9/20

THEORECTICAL 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, PTSD, ecological theory and the traumagenic model.

Methods: Lecture and discussion

Videotape: When the bough breaks, PBS Frontline, June 1995.

Readings:

Alexander, P. (1992). Application of attachment theory to the study of sexual abuse. Journal of Consulting and Clinical Psychology, 60, 185- 195.

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 4-9/27

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

Week 5-10/4

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, Chapters 1,4,5,6.

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 6- 10/11

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:

Finkelhor, D. & Browne, A. (1985). The traumatic impact of sexual abuse: A conceptualization. American Journal of Orthopsychiatry, 55, 530-541.

Fontes, L.A. (2005). Physical discipline and abuse. In L.A. Fontes, Child Abuse and Culture, 108-134.

APSAC Handbook, Chapters 2, 12, 13, 15.

Week 7- 10/18

PSYCHOLOGICAL ASSESSMENT – ATTACHMENT

EXAM DISTRIBUTEDObjectives: 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, 2, 3, 4

Week 8- 10/25

PSYCHOLOGICAL ASSESSMENT OF ABUSE RELATED ISSUES

EXAM DUEObjectives: To discuss assessment of specific issues related to child abuse including problems of dysregulation, sexual behavior problems and self perception. Assessment of physically abused children.

Methods: Lecture and discussion

Videotape: False Testimony of Children

Readings:

Friedrich, Chapters 5,6,7,8

Kolko, D. & Srenson, C. (2002). Assessing and treating physically abused children and their families. Thousand Oaks, CA: Sage, Chapter 4.

Week 9- 11/1

PSYCHOLOGICAL ASSESSMENT- INTERVIEWING AND CULTURAL ISSUES

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, Chapters 9, 10

Friedrich, Chapters 9, 10

Fontes, L.A. (2005). Assessing diverse families for child maltreatment. In L.A. Fontes, Child Abuse and Culture, NY: Guilford.

Week 10- 11/8

TREATMENT ISSUES: ATTACHMENT AND CULTURAL FACTORS

Objectives: To discuss therapy with abused children.

Methods: Lecture and discussion

Videotape: Techniques of Play Therapy, Nancy Boyd Williams, NY: GuilfordPublications.

Readings:

APSAC Handbook, Chapters 8,9,10,11

Chaffin, M., et al. (2006). Report of the APSA task force on attachment therapy, reactions to attachment disorders and attachment problems. Child Maltreatment, 11, 76- 89.

Cohen, J., Deblinger, E., Mannarino, A., & de Arellano, M. (2001). The importance of culture in treating abused and neglected children. Child Maltreatment, 6, 148-157.

Skowron, E. & Reineman, D. (2005). Effectiveness of psychological interventions for child maltreatment; A meta-analysis. Psychotherapy, 42, 52-71.

Week 11- 11/15

TREATMENT ISSUES: PLAY THERAPY

Objectives: To discuss therapy for sexually abused children.

Methods: Lecture and discussion

Videotape: Eliana Gil, Play Therapy with Abused Children

Readings:

Gil, E. (1991). The healing power of play: Working with abused children. NY: The Guilford Press, pp. 37-82.

Pearce, J.W. & Pezzot-Pearce, T. (1997). Helping children express their feelings and thoughts about maltreatment. In J. Pearce and T. Pezzot-Pearce, Psychotherapy of abused and negrected children. NY: Guilford, pp. 233-272.

APSAC Handbook, Chapter 24

Week 12- 11/22- THANKSGIVING! NO CLASS. ENJOY!!

Week 13- 11/29

TREATMENT ISSUES: COGNITIVE BEHAVIORAL APPROACHES

Objectives: To discuss children’s attributions about their abuse and cognitive-behavioral approaches to treatment.

Methods: Lecture and discussion

Videotape: Beyond Belief

Readings:

Celano, M., Hazzard, A., Cambell, S. & Lang, S. (2002). Attribution retraining with sexually abused children: Review of techniques. Child Maltreatment, 7, 65-76.

Kolko, D. & Svenson, S. (2002). Assessment and treatment of the physically abused child. Thousand Oaks, CA: Sage. Chapter 5.

Kolko, D., Woel, D., Thomas, G., & Torres, E. (2004). Cognitive-behvioral treatment for adolescents who sexually offend and their families. Journal of Child Sexual Abuse, 10, 1 157-192.

Cohen, J., Mannarino, A., Berliner, L., & de Arellano, M. (2001). Trauma focused behavioral therapy in children and adolescents. Journal of Interpersonal Violence, 15, 120, 2-1223.

Week 14- 12/6

TREATMENT: FAMILY ISSUES

EXAM DISTRIBUTED

Objectives: To identify familiar and inter-generational factors relevant to child abuse. To discuss the implications of these factors for treatment.

Method: Lecture and discussion

Videotape: Parental Rights: PBS Frontlins, 2003.

Readings:

Elliot, A. & Carnes, C. (2001). Reactions of non-offending parents to the sexual abuse of their child: A review of the literature. Child Maltreatment, 6, 314- 331.

Leifer, M., Kilbane, T., Jacobson, T., & Grossman, G. (2004). A three-generational study of transmission of risk for sexual abuse. Journal of Child and Adolescent Psychology, 33, 662-672.

Debilnger, E. & Heflin, A. (1996). Treating sexually abused children and their non-offending parents. Chapters 1 & 2. Thousand Oaks, CA: Sage Publications.

Week 15

EXAM DUE, NO CLASS!

1