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  2. Therapeutic Practice with Children and Adolescents [COU2102]

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Therapeutic Practice with Children and Adolescents

  • Unit Code

    COU2102

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to issues relating to working with children and adolescents. It will include a study of developmental issues and their application in the therapeutic context, legal and ethical frameworks within which child and adolescent therapists operate and the specific theoretical understandings and skills required for working with these populations.

Equivalent Rule

Unit was previously coded TPR2102

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the legal and ethical frameworks for working with children and adolescents.
  2. Discuss and critically analyse issues related to the developmental tasks of children and adolescents at various stages of growth.
  3. Effectively assess the needs of children and adolescents in the therapeutic setting.
  4. Employ a variety of approaches for engaging, and working therapeutically, with children and adolescents.
  5. Identify and develop skills in assessing, risks for children and adolescents, including in areas of physical and sexual abuse, substance abuse, developmental delay and early achievement of developmental milestones.

Unit Content

  1. Approaches to assessing the therapeutic needs of children and adolescents.
  2. Approaches to working with children and adolescents; child and adolescent focus as opposed to child and adolescent inclusion.
  3. Developmental psychology and its application to therapeutic work with children and adolescents.
  4. Establishing rapport with children and adolescents: considerations and skills.
  5. Ethical and legal issues in working with children and adolescents, including issues involving informed consent to participate, voluntary participation, the role of parents and others in the therapeutic alliance, and responding to risk factors.
  6. Responding to evidence of risk: reporting, contracting and protecting.
  7. Skills in engaging, and working, with children and adolescents, including the use of projective techniques, art therapy, doll and sand play, narrative approaches.

Additional Learning Experience Information

Lectures, seminars, tutorials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationCase study period: Therapeutic intervention with a child or adolescent20%
ReportCase study: Therapeutic intervention with a child or adolescent30%
ExaminationFinal Examination50%
ONLINE
TypeDescriptionValue
PresentationCase study period: Therapeutic intervention with a child or adolescent20%
ReportCase study: Therapeutic intervention with a child or adolescent30%
ExaminationFinal Examination50%

Text References

  • ^ Kegerreis, S. (2010). Psychodynamic counselling with children and adolescents. Hampshire: Palgrave Macmillan.
  • Wadell, M. (1998). Inside lives: Psychoanalysis and the growth of the personality. London: Duckworth Publishers.
  • Neven, R., S. (2010). Core principles of assessment and therapeutic communication with children, parents and families. London: Routledge.
  • Garbarino, J., Stott, F.M., & The Faculty of the Erikson Institute. (1992). What children can tell us; Interpreting and evaluating critical information from children. San Francisco: Jossey-Bass.
  • Bromfield, R. (2007). Doing child & adolescent psychotherapy: Adapting psychodynamic treatment to contemporary practice (2nd ed.). New Jersey: John Wiley & Sons.
  • Combrinck-Graham, L. (Ed.). (2006). Children in family contexts: Perspectives on treatment. New York: The Guildford Press.
  • Geldard, K. & Geldard, D. (2008). Counselling children: A practical introduction (3rd ed.). London: Sage Publications.

Journal References

  • Family Matters
  • Journal of Early Childhood Research
  • Child and Family Social Work
  • Childhood
  • Childrenz Issues
  • Clinical Child Psychology and Psychiatry

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU2102|1|1

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Therapeutic Practice with Children and Adolescents

  • Unit Code

    COU2102

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to issues relating to working with children and adolescents. It will include a study of developmental issues and their application in the therapeutic context, legal and ethical frameworks within which child and adolescent therapists operate and the specific theoretical understandings and skills required for working with these populations.

Equivalent Rule

Unit was previously coded TPR2102

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the legal and ethical frameworks for working with children and adolescents.
  2. Discuss and critically analyse issues related to the developmental tasks of children and adolescents at various stages of growth.
  3. Effectively assess the needs of children and adolescents in the therapeutic setting.
  4. Employ a variety of approaches for engaging, and working therapeutically, with children and adolescents.
  5. Identify and develop skills in assessing, risks for children and adolescents, including in areas of physical and sexual abuse, substance abuse, developmental delay and early achievement of developmental milestones.

Unit Content

  1. Approaches to assessing the therapeutic needs of children and adolescents.
  2. Approaches to working with children and adolescents; child and adolescent focus as opposed to child and adolescent inclusion.
  3. Developmental psychology and its application to therapeutic work with children and adolescents.
  4. Establishing rapport with children and adolescents: considerations and skills.
  5. Ethical and legal issues in working with children and adolescents, including issues involving informed consent to participate, voluntary participation, the role of parents and others in the therapeutic alliance, and responding to risk factors.
  6. Responding to evidence of risk: reporting, contracting and protecting.
  7. Skills in engaging, and working, with children and adolescents, including the use of projective techniques, art therapy, doll and sand play, narrative approaches.

Additional Learning Experience Information

Lectures, seminars, tutorials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationCase study period: Therapeutic intervention with a child or adolescent20%
ReportCase study: Therapeutic intervention with a child or adolescent30%
ExaminationFinal Examination50%
ONLINE
TypeDescriptionValue
PresentationCase study period: Therapeutic intervention with a child or adolescent20%
ReportCase study: Therapeutic intervention with a child or adolescent30%
ExaminationFinal Examination50%

Text References

  • ^ Kegerreis, S. (2010). Psychodynamic counselling with children and adolescents. Hampshire: Palgrave Macmillan.
  • Neven, R., S. (2010). Core principles of assessment and therapeutic communication with children, parents and families. London: Routledge.
  • Geldard, K. & Geldard, D. (2008). Counselling children: A practical introduction (3rd ed.). London: Sage Publications.
  • Combrinck-Graham, L. (Ed.). (2006). Children in family contexts: Perspectives on treatment. New York: The Guildford Press.
  • Bromfield, R. (2007). Doing child & adolescent psychotherapy: Adapting psychodynamic treatment to contemporary practice (2nd ed.). New Jersey: John Wiley & Sons.
  • Wadell, M. (1998). Inside lives: Psychoanalysis and the growth of the personality. London: Duckworth Publishers.
  • Garbarino, J., Stott, F.M., & The Faculty of the Erikson Institute. (1992). What children can tell us; Interpreting and evaluating critical information from children. San Francisco: Jossey-Bass.

Journal References

  • Journal of Early Childhood Research
  • Family Matters
  • Clinical Child Psychology and Psychiatry
  • Childrenz Issues
  • Child and Family Social Work
  • Childhood

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU2102|1|2