PP 8711- Child Maltreatment
3 Credits
Myra Leifer, Ph.D.
Phone: 312-777-7690
Email:
Fall, 2008
Thursday
Office hours:
By Appointment – Tuesday 1-4pm and TBA
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:
MISSION STATEMENT
The Doctoral program in Clinical Psychology at Argosy University/ American School of Professional Psychology-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/ American School of Professional Psychology-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:
Ø The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment.
Ø The development of mental health practitioners who understand the biological, psychological and sociological bases of human functioning.
Ø The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals.
Ø The preparation of mental health practitioners capable of expanding the role of psychologists within society.
Ø The education of psychologists capable of working with other disciplines as part of a professional team.
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 7 and returned on Week 8 A final take home exam will be given out on Week 14 and due on Week 15..
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 1-9/4
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 – 9/11
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, PTSD, 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 3-9/18
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 4-9/25
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- 10/2
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- 10/9 NO CLASS
Week 7-10/16
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 8- 10/23
PSYCHOLOGICAL ASSESSMENT OF ABUSE RELATED ISSUES
EXAM DUE Objectives: 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, Chapter 5, Assessment of dysregulation; Chapter 6,
Evaluation of sexual behavior problems; Chapter 7,Assessment
of self perception; Chapter 8, Summary.
Kolko, D. & Srenson, C. (2002). Assessing and treating physically abused children and their families. Thousand Oaks, CA: Sage, Chapter 4.
Week 9- 10/30
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, 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 10- 11/6
TREATMENT ISSUES: ATTACHMENT AND CULTURAL FACTORS
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.
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- 11/13
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. (E.) (2006) Helping abused and traumatized children. NY; Guilford Press,
Chapter 4, Expressive Therapies; Chapter 5, 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.
Week 12- 11/20
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
Cohen,J., Mannarino,A., & Deblinger, E. (2006) Treating trauma and traumatic grief in
Children. NY: Guilford Press. Chapter 3, The TBF-CBT Model; Chapter 5, Cognitive Coping and processing; Chapter 6, The trauma narrative.
Week 13- 11/27- THANKSGIVING! ENJOY!!
Week 14- 12/4
TREATMENT: FAMILY ISSUES - PREVENTION
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: The Chicago Doula Projecr: PBS Frontline, 2003.
Readings:
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.
Gil, E.(2006) Helping abused and traumatized children. NY:
Guilford Press. Chapter 6, Family therapy and family play therapy,
APSAC Handbook, Chapter 21, Child abuse prevention
Week 15-12/11
EXAM DUE, NO CLASS!
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