CDF 342

DEPARTMENT OF FAMILY AND CONSUMER SCIENCES

BURRIER 102, (859) 622-3445

Chair: Dr. Diane Leggett

Spring 2007

Burrier 401, Tuesday/Thursday 9:30 a.m. to 10:45 a.m.

Dr. Susan Grey Smith

(859) 263-2487 daytime office

email: Ssmith@eku.edu

CDF 342 - CHILD AND ADOLESCENT DEVELOPMENT

• TEXT:

Aries, Elizabeth (Ed.) (2001). Adolescent Behavior: Readings & Interpretations. USA: McGraw-Hill/Dushkin.

• COURSE OBJECTIVES:

The student will:

• describe the historical and social forces affecting the experiences of children and adolescents in the USA.
• discover and discuss current sources analyzing the social and political issues of adolescence.
• identify and analyze the relative contributions of family, peers and social institutions in identity formation of children and adolescents.
• analyze differences in children’s and adolescent’s experiences resulting from socioeconomic, racial and ethnic differences.

• COURSE REQUIREMENTS:

• Class activities missed due to absence may not be made up and all late work is to be submitted to the department office in Burrier 102. All assignments must be completed on time. Late work will be accepted only if the instructor has agreed to an extension before the assignment is due.
• Drop box for student work : There is a “drop box” in the main office where students may leave work and messages for faculty. Students must write the name of the faculty member on the item and date/time stamp it to show when it was left. The drop/time stamp is kept on the table near the drop box. Office staff will deliver the items to faculty mailboxes periodically during the day. If the item is too large for the drop box, office stall will provide assistance.
• Students will read daily assignments and respond to pre-class writing questions listed at the end of the assignment in Aries. Class discussion will proceed from student responses to these questions. Students must be in class in order to submit the writing assignment for the day. The two lowest grades may be dropped. Assignment is worth 200 points.
• Students will prepare an annotated bibliography chosen from periodicals (approved by the instructor) of five analytic articles addressing an issue from the course. Assignment is worth 100 points.
• Students will prepare a five-page paper, with a thesis, an outline, and a minimum of the five references (contained in the annotated bibliography) cited in APA style, and present it as part of a panel discussion of the issue they have explored throughout the semester. Papers will be worth 50 points. Students will be graded individually on their presentations for a total of 25 points, for a total of 75 points for this assignment.
• Instructions for students using the FCS computer lab : The FCS computer lab is to be used only by students in FCS Department classes and majors in the Department. Students will enter and exit the lab through the door in the office hallway, show their class schedule and EKU ID, and sign in and out. This is a quiet work area so cell phones use is prohibited and quiet conversation is expected.
• Grades will be awarded on the following scale:

A 338-375 points

B 300-337 points

C 263-299 points

D 226-262 points

F <225 points

If there is any student in this class who is in need of academic accommodations and who is registered with the Office of Services for Students with Disabilities, please make an individual appointment with the course instructor to discuss accommodations. Upon individual request, this syllabus can be made available in alternative forms. If any student who is not registered with the Office of Services for Students with Disabilities has need of academic accommodations, please contact the Office directly either in person, 1 st floor of the Turley House, or by phone, 622-1500.

• COURSE SCHEDULE

Jan. 16 T Introduction to course

Jan. 18 Th The teenager as a cultural invention Bakan, 3-17

Jan. 23 T Physical maturation and culture Mitterauer, 17-24

Jan. 25 Th Social roles Benedict, 27-36

*Sign up for topic and panel presentation

Jan. 30 T Cross-cultural comparison Cote, 47-59

Feb. 1 Th Puberty Steinberg, 80-95

Feb. 6 T Emotional maturation and culture Larson & Richards, 63-71

Feb 8 Th Adolescent egocentrism Elkind, 106-115

*Draft of first annotated bibliography

entry due and list of all sources

Feb. 13 T Cognitive development and Harter, 115-127

self-concept

Feb. 15 Th Ego identity Marcia, 149-160

Feb. 20 T Ethnic identity Phinney & Rosenthal, 180-201

Feb. 22Th Ghetto youth Jones & Newman,

*Draft of second annotated 231-249

bibliography due, thesis, outline of paper

Feb. 27 T Gender Gurian, 285-294

March 1 Th Video: Tough Guise

March 6 T Sexual harassment in school Orenstein, 294-307

March 8 Th Family relations Steinberg, 352-371

March 13 and 15 SPRING BREAK

March 20 T Family life cycle Prosen et.al., 343- 352

March 22 Th Peer culture Brown et al., 394-410

March 27 T Friendships Hartup, 374-394

*First draft of paper due

March 29 Th Adolescents and schooling Eccles et al., 432- *Completed annotated bibliography 452

due

April 3 T Adolescent employment Steinberg et al., 452-474

April 5 Th Gangs Vigil, 478-488

April 10 T Adolescent pregnancy and Coley el al., 515- parenthood 542 *Second draft of paper due

(optional)

April 12 Th Sexual identity Toleman, 310-321

April 17 T Sexual deviancy Bb assignment

April 19 Th Eating disorders Brumberg, 546-563

April 24 T Video: Still Killing Us Softly

April 26 Th *First panel presentation (papers are due when presentations are made)

May 1 T *Second panel presentation

May 3 Th *Third panel presentation

May 8 T Final *Fourth panel presentation

 

 

 

FAM 658

Department of Family Studies

FAM 658 - ADOLESCENT DEVELOPMENT

Fall 2004

INSTRUCTOR: Susan Grey Smith, Ph.D., LMFT

Glencairn Marriage & Family Therapy Center

501 Darby Creek Rd, Suite 67

www.glencairnmft.com

dr.smith@glencairnmft.com

263-4687

COURSE DESCRIPTION:

This course will provide a graduate level survey of adolescent development reflecting multidimensional research within contexts, diversity, and application. A multidisciplinary approach will explore adolescents from differing perspectives including anthropology, sociology, medicine, political science, education, and psychology along with the family social science. Learning will take place through reading, discussion, and projects. The structure of the class will be a collaborative approach and you will be expected to be a responsible adult learner.

LEARNING OBJECTIVES:

1. Understand the bases of the developmental changes young people experience.
2. Appreciate diversity of individuals, families, communities, and cultures that texture development.
3. Recognize the role played by the context, or ecology, of human development (e.g. the family, peer group, schools, communities, the media and culture).
4. Understand the ways that knowledge about adolescent development may be applied to promote positive development among teenagers.

TEXT:

• Lerner, R. (2001). Adolescence: Development, diversity, context, and application . New York: Prentice Hall.

• Style guide for all written assignments: APA Publication Manual, 5 th edition

COURSE REQUIREMENTS:

1. Attendance and participation . Attend class regularly and engage in organized insightful class discussions. The assigned readings will be completed prior to each class in order to discuss the material in an intelligent and informed manner.

1. Discussion leader . You will lead a discussion of some of the textbook chapters. Although each student is expected to read the entire course text, each of you will be primarily responsible for leading a discussion of the chapters you are assigned. You will prepare a handout on the chapters you have been assigned that outlines the main points of the chapter and discuss how this material can be used in your particular discipline. The discussion should assist the class to focus expressly on the topic for the day. Pose several thoughtful questions that challenge class participants to apply their own analytic skills to the discussion. Supplement your discussion with at least three (3) resources in contained in the text (30-45 minutes).

1. Journal article . From a juried professional journal select a new (2001-present) research article that relates to adolescent development from any discipline. Complete a written critique of the article and provide a copy for each student and myself. Provide a synthesis that covers the major points of the article followed by a critique. The critique should be a thoughtful commentary on the article highlighting its strength, weaknesses, utility, etc. I will give you an outline for critiquing the article. Be prepared to present your review to the class (30-45 minutes) and allow time for discussion.

1. Structured Interview . Conduct a structured interview with an adolescent on a topic within the course content. You may also choose to use a questionnaire along with the interview. Select a chapter topic and develop a set of interview questions and then collect data from your subject by asking the questions and administering the questionnaire. Record his/her answers either on paper as a narrative or transcript, video, or audio tape recording. If you use electronics you will be responsible for getting the equipment to the classroom and returning it. I will give you an outline for constructing a set of questions for the interview as well as instruction on the use of questionnaires. Bring your research questions and data to class and present them to your colleagues. Allow time for discussion (30-45 minutes).

GRADING:

Class attendance and participation = 100

Discussion leader and handout = 100

Qualitative adolescent interview = 100

Journal article critique = 100

____

400 points

360 - 400 = A

320 - 359 = B

280 - 319 = C

240 - 279 = D

Below 240 = F

TOPIC AND ASSIGNMENT SCHEDULE:

August 30 Introductions, structure for the class, intro to subject

September 6 Labor Day, no class

September 13 Lore, theories and study of adolescence Chapters 1

Susan & 2 & Appendix

September 20 Puberty and the biology of adolescence Chapter 3

Lead class

Journal article

Interview

September 27 Families Chapter 8

Lead class

Journal article

Interview

October 4 Sexuality Chapter 10

Lead class

Journal article

Interview

October 11 Cognitions and intelligence Chapter 4

Lead class

Journal article

Interview

October 18 Morals Chapter 5

Lead class

Journal article

Interview

October 25 Schools & education Chapter 11

Lead class

Journal article

Interview

November 1 Identity Chapter 6

Lead class

Journal article

Interview

November 8 Peers Chapter 9

Lead class

Journal article

Interview

November 15 Problem behaviors Chapter 13

Lead class

Journal article

Interview

November 22 Launching Chapter 15

Lead class

Journal article

Interview

November 29 Contemporary adolescent Chapter 12

Lead class

Journal article

Interview

December 6 Roles & work Chapter 7

Lead class

Journal article

Interview

December 13 Potentials & public policy Chapter 14

Lead class

Journal article

Interview

 

 

FAM 502: FAMILIES AND CHILDREN UNDER STRESS

University of Kentucky, Spring 2005

Tuesday 6:00-8:30 p.m.

INSTRUCTOR

Susan Grey Smith, Ph.D.

501 Darby Creek Road, Ste. 67

859-263-4687

dr.smith@glencairnmft.com

Office hours after class, e-mail, and by appointment

COURSE DESCRIPTION

An investigation of the stressors and crises experienced by families and examination of family members’ adaptation and coping efforts. Special attention is given to prevention, management, and enrichment strategies. Implications for practitioners will be drawn from conceptual frameworks and recent research. Prerequisite: FAM 401 (University of Kentucky Bulletin).

LEARNING OUTCOMES

Students who successfully complete the course will be able to:

• Explain how a typical crisis develops using crisis theory models
• Describe typical maturational and situational crises and how they are resolved
• Describe/demonstrate methods of stress management and prevention
• Analyze a family crisis and make specific recommendations for systemic intervention

REQUIRED TEXTS

Boss, P. (2002). Family stress management: A contextual approach (2 nd ed.).

Thousand Oaks, CA: Sage.

McKenry, P. C., & Price, S. J. (eds.). (2000). Families and change: Coping with

stressful events and transitions (2 nd ed.). Thousand Oaks, CA: Sage.

COURSE REQUIREMENTS

1. Class attendance and participation: Attendance is essential to class participation so you are expected to attend all class sessions. Be prepared to participate in class discussions by raising questions and issues, responding to questions, and engaging other students in discussion. Participation is highly valued and will be evaluated on a weekly basis. After one absence your final grade will automatically be lowered one letter grade for every additional unexcused absence. Criteria for excused absences are listed in the Student Rights and Responsibilities Handbook.
2. Reading must be completed as assigned prior to each class session throughout the semester. If you do not participate in class discussions and activities in an informed manner, I will assume that you have not completed the assigned reading material and your participation grade will be lowered accordingly.
3. Exams will be given midterm and final. Make-up exams will only be given to students with documented excused absences (see Student Rights and Responsibilities Handbook). Make-up exams may differ in format from those taken during scheduled exam times.
4. Special topic project will consist of a topic of your selectionto be approved by Dr. Smith before spring break. At the time of approval you will sign up for a date to present your report.
5. Lead class discussion on McKenry and Price chapter(s) assigned to you. You will do a brief presentation of the material and lead class discussion on the topic and chapter material. A chapter outline that includes five questions to stimulate class discussion should be handed in the day you lead discussion.

Assignments will be thoroughly discussed and explained during class. Students are responsible to contact classmates for missed lecture notes, class handouts, and explanations of assignments. All assignments should be typed and prepared according to APA guidelines. Handwritten/printed papers will not be accepted. Papers should be handed in within the class session that it is due in order to be “on time.” All other papers are “late” (except in case of documentation as outlined above). Grades on late papers and assignments will be reduced by 5% for each day (not class session) late.

EVALUATION

The final grade for the course will reflect attendance and class participation as well as the scores earned on papers, projects, and presentations. Points will as assigned as follows:

Class attendance/participation 100 points

Lead class readings discussion 100

Special topic project 100

Mid term exam 100

Final exam 100

Total 500 points

Students are required to complete both exams, the special topic project, and the class discussion presentation in order to earn a grade of “C” or better for the course. Upon completion of all assignments grades will be determined as follows:

450 – 500 points = A

400 – 449 points = B

350 -- 399 points = C

300 – 349 points = D

299 and below = F

COURSE POLICIES

1. Reasonable accommodations will be made. If you have a special need please inform me no later than the end of the second class meeting.

1. Classroom etiquette includes all of the following:
• Arrive on time
• Remain present for the entire class period. If you leave class early without notifying me in advance, it will result in an absence
• Turn pagers and cell phones off during class
• Show respect for others by your speech, behavior, and body language
• Do not bring children to class

1. Writing skills are important. It is assumed that all students can communicate effectively using standard written English. Assignments are designed to sharpen academic writing skills as well as to foster critical thinking. Your papers will be evaluated for grammar, punctuation, spelling, sentence structure, capitalization, and organization of ideas. The Writing Lab in the Young Library has been established to help students with writing skills. Use it if you need it.

1. Academic standards will be upheld. As a member of the academic community you are expected to produce your own scholastic work. When using outside sources, be sure you give credit for ideas and information taken from others. The penalty for cheating is an “F” for the course.

SPECIAL TOPIC PROJECT

Each student should identify a topic of special interest relating to the scientific study of stress or crisis in families. The issue should be of significance to both scholars and to the larger society and should have potential for direct application to families and children. The presentation should review the literature based on theoretical and research articles beyond those assigned. Each presentation should have an integrated review of 10-12 articles from juried journals. The specific guidelines are detailed below. You will orally present your project report in class. Presentations need not be limited to a lecture/discussion format. When speakers or media are used, the student should give adequate topical introductions. Students are responsible for arranging all audio-visual equipment.

Handout outline. To aid in the understanding of the project, each student should prepare a 3-4 page fact sheet to be shared with class members. The handout outlineshould begin with a cover page that includes the title of your presentation, your name, addresses and phone numbers of guest speakers, date of presentation, etc. The following is a suggested outline guide.

• Description of the stressor event
• Demographics
• Definitions
• Key issues, effects on the individuals in the family as well as the family as a whole
• Sources of Stress—why is the family in crisis?
• Healthy coping strategies
• What is typically done to resolve this crisis/stressor?
• What are the family resources that contribute to resolution?
• Identify the community resources that have been used effectively.

The handout should include a separate page labeled “References” where you will list the journal articles that you review alphabetically and include all quotations and ideas cited using APA style guide from the Publication Manual of American Psychological Association. (5 th ed.). (Example--Book: Author. (year). Title. City and state: Publisher. Journal article: Author. (year). Title. Journal, volume, pages.).

Your grade will be based on the depth and breadth of the content of your special topic project and your use of teaching aids (e.g. blackboard, overheads, handouts, role playing, videos, guest speakers, etc.). Be creative. Make the project interesting to class members as well as useful and informative. The project content should go beyond other class material using 10-12 scholarly references. Your grade will be based upon creativity, the level of class discussion, quality and integration of references, and response that your individual presentation generates as well as the quality of the accompanying handout.

SUGGESTED SPECIAL TOPICS FOR PROJECT

• Dual career families
• Unemployment
• Multi-cultural families
• Adoption
• Divorce
• Special needs children
• Eating disorders
• Family member with mental illness
• Family member with serious physical illness, i.e. AIDS, cancer, etc.
• Adolescent substance abuse
• Adolescent pregnancy
• Homeless families with children
• Sexual abuse and sexual exploitation
• Parental substance abuse and alcoholism
• Living in poverty
• Parental incarceration
• Single parent families
• Gay and lesbian families
• Pushing children to excel at an early age
• Children with ADHD
• Spiritual well being of families in crisis
• Blended families
• Acculturation
• Family violence
• Dealing with an elderly parent
• Marital affairs
• Grandparents raising grandchildren
• Spouse addicted to internet pornography

LEAD CLASS DISCUSSION ON McKENRY AND PRICE READING

Each week a topic pertaining to family stress and coping will be addressed by the McKenry and Price readings. Topics include marital distress, parenting, aging, death and grief, physical and mental health, family violence, adolescent substance abuse, divorce, stepfamilies, culture and ethnicity, finances, and GLB families. Review the chapter assigned to you and be prepared to briefly present your review to the class (20 min., don’t read them but present in a conversational way). Presentations should include a thoughtful commentary on the chapter highlighting its strengths, weaknesses, utility, etc.

Provide a brief (1 page single spaced) written review to me that covers the major points of the chapter including a synopsis of its strengths and weaknesses and a discussion of how the material can be used in your particular discipline. Include at least five questions to stimulate class discussion.

TENTATIVE COURSE SCHEDULE

DATE TOPIC ASSIGNMENT

January 18 Introduction to course Go over syllabus

Discuss presentations

Assign chapters

January 25 Families coping with problems Boss: preface, Ch.

and change. 1

McKenry & Price: preface, Ch. 1 ________________

February 1 Marital distress Boss: Ch. 2

Sabatelli & Chadwick: Ch. 2 ________________

February 8 Challenges of parenting Boss: Ch. 3

Newman: Ch. 3 Katie C.

Understanding parental stress

Peterson & Mathieson: Ch. 4 Casandra B.

February 15 Aging and adaptation Boss: Ch. 4

Davey: Ch. 5 ________________

Coping with death and grief

Murray: Ch. 6 Sue B.

February 22 Physical illness Boss: Ch. 5-6

Campbell: Ch. 7 Jana C.

Mental illness and families

Gavazzi & Schock: Ch. 10 Jill H.

March 1 Violence in the family Boss: Ch. 7-8

Gelles: Ch. 8 Tina F.

Adolescent substance abuse

Farrell & Barnes: Ch. 9 Sarah Beth B.

March 8 Return Midterm Exam

Divorce as a family stressor Boss: Ch. 9

Demo, Fine & Ganong: Ch. 12 Sandra B.

Remarriage

Crosbie-Burnett & McClintic: Ch. 13 Brooke J.

March 15 Spring Break

March 22 Black American families Boss: Ch. 10

Murray: Ch. 14 Trish C.

Immigrant families

Balcazar & Qian: Ch. 15 Whitney S.

March 29 Economic stress Boss: Ch. 11

Fox & Bartholomae: Ch. 11 ________________

Families and the gay community

Wilcox & Allen: Ch. 16 ________________

April 5 Fayette County School Spring Break

April 12 Special Topic Presentations

Topic: Eating disorders Presenter: Jill H.

Topic: Effects of single parenthood on children Presenter: Brooke J.

Topic: Adolescent substance abuse Presenter: Sarah Beth B.

Topic: Parental substance abuse Presenter: Emily L.

April 19 Special Topic Presentations

Topic: Adolescent pregnancy Presenter: Trish C.

Topic: Divorce Presenter: Whitney S.

Topic: International adoption Presenter: Katie C.

Topic: Spiritual well-being of families in crisis Presenter: Katie W.

April 26 Special Topic Presentations

Topic: Homeless families with children Presenter: Sue B.

Topic: Grandparents raising grandchildren Presenter: Sandra B.

Topic: Family violence Presenter: Tina F.

Topic: Financial impact of illness of the family Presenter: Jana C.

May 3 Special Topic Presentations

Topic: Adoption Presenter: Cassandra B.

Topic: _____________________________ Presenter: _________________

Topic: _____________________________ Presenter: _________________

 

 

 

FAM 776 Proseminar in MFT: Children and Adolescents in Therapy

October 14 & 28, 2005

INSTRUCTOR: Susan G. Smith, Ph.D., LMFT

501 Darby Creek, Suite 67

Lexington, KY 40509

(859) 263-4687

dr.smith@glencairnmft.com

COURSE DESCRIPTION:

This course is an exploration of common problems bringing children and adolescents to therapy, theoretical and developmental perspectives used to guide therapy, and ways systemic therapists involve and use families as a resource. We will also discuss ethical issues in treating minors with systemic therapies.

LEARNING OBJECTIVES:

1. Describe common problems that bring children and adolescents to therapy, including the current research about specific DSM disorders.
2. Demonstrate an understanding of family therapy theoretical perspectives used in treating children, adolescents and their families.
3. Demonstrate an understanding of developmental issues and how child and adolescent development informs assessment and treatment.
4. Demonstrate an understanding of the importance of involving parents in treatment, barriers to involvement (including ethical issues), and ways to overcome parental resistance.
5. Describe ways to assess child, adolescent, and family dynamics within theoretical and developmental frameworks.
6. Develop treatment plans for children and adolescents that involve family members and larger systems.
7. Select interventions and techniques that identify and build on child, adolescent and family competencies and strengths.
8. Describe specific activities and techniques that involve subsystems as well as the whole family in therapy sessions.

COURSE TEXTS:

Bailey, C.E. (Ed.) (2000). Children in therapy: Using the family as a resource.

New York: W. W. Norton & Company.

Werner-Wilson, R. J. (2001). Developmental-Systemic Family Therapy with

Adolescents. Binghamton, New York: The Haworth Clinical Practice Press, Inc.

COURSE REQUIREMENTS:

1. Attendance and participation. Attendance at all class sessions and active participation in these sessions are a requirement of the course.

1. Required Reading. Bailey (2000) and Werner-Wilson (2001).

1. Discussion Leader. You will lead a discussion of an integrated examination of a content area that includes text chapters. You may choose whether you wish to focus on a child or adolescent, just make sure you identify your client’s age in the description. Although each student is expected to have read the entire text, each of you will be primarily responsible for leading a discussion on your assignment. It is your job to select and integrate the chapters from the texts relating to your assignment into your presentation. Extra credit will be given if you choose to incorporate readings in addition to the texts. Prepare an outline on your assignment including the following points:

1. Your own preferred theoretical perspective(s)
2. Presenting problem with a description of the child and family. Be sure to include the age of the child.
3. Relevant developmental perspective(s)
4. Assessment rationale and focus of treatment including goals and objectives
5. Systemic structure of the treatment focusing on which subsystems will be seen i.e. child, child & dad, parents, whole family, child & sibs, etc. and rationale
6. Interventions and techniques
7. References (5 points for each reference you include and integrate in addition to the 2 texts)

COURSE GRADING:

Class attendance & participation 100

Outline 200

Leading assigned discussion 100

Total 400 points

350- 400 = A 250- 299 = C

300- 349 = B Below 250 = E

EXAMPLE of a POSSIBLE AGENDA

Friday, October 14

Introduction, syllabus, housekeeping

Topic: Child and adolescent sexuality – Dr. Smith

Lunch

Topic: Mood disorder Matt

Topic: Developmental disorder Allison

Friday, October 29 topic: Adolescents in therapy (Werner-Wilson text)

Housekeeping

Topic: Behavior disorder Eric

Topic: Divorce Christie and Dr. Smith

Lunch

Topic: Family violence Cameron

Topic: Adolescent substance abuse Kara

ASSIGNMENTS:

Topic content (presenting problem)

Mood disorder (anxiety, depression) Matt

Developmental disorder (ADHD, Attachment Disorder) Allison

Behavior disorder (ODD, Conduct Disorder) Erik

Divorce/blended families Christie

Family violence (child physical and sexual abuse) Cameron

Teenage substance abuse or suicide Kara

Child and adolescent sexuality Dr. Smith

Topic processes (assessment and intervention strategies to include in your presentation)

Theoretical applications (solution-focused, narrative, structural, play, etc.)

Individual development (cognitive, emotional, identity, social, self-esteem, etc.)

Family life cycle (new families with young children, school-age children, adolescents, stage transitions)

Involving parents and important others

How to get children and adolescents to talk/participate

The following assignments are made as an example of how I want the class process to go without knowing you or your interests. You can change these assignments any way you like, including the topics if you think there is enough info in the texts to cover it. You may narrow or broaden the topic within the larger content area. Just let me know by Tuesday, Oct. 4 of a preferred topic and time.

DR. SMITH’S RESOURCES

Agassi, M. & Heinlen, M. (2000). Hands are not for hitting. Minneapolis, MN: Free Spirit

Publishing.

Begun, W. W. (1996) Ready to use social skills lessons and activities for grades 7-12.

West Nyak, NY: The Center for Applied Research in Education.

Bloomquist, M. L. (1996). Skills training for children with behavior disorders: A parent

and therapist guidebook. New York: Guilford Press.

Canter, L., Canter, M. (1996). No more bedtime battles: Simple solutions to bedtime

problems. Santa Monica: Lee Canter and Associates.

Clark, L. (1985). SOS Help for parents: A practical guide for handling common everyday

behavior problems. Bowling Green, KY: Parents Press.

Cobain, B. (1998). When nothing matters anymore: A survival guide for depressed

teens. Minneapolis, MN: Free Spirit Publishing.

Curtis, J. L. & Cornell, L. (1998). Today I feel silly and other moods that make my day.

China: Harper

Diamond, S. A. (1985). Helping children of divorce: A handbook for parents and

teachers. New York: Schocken Books.

Edwards, S. D. (1999). How to handle a hard to handle kid: A parents guide to

understanding and changing problem behaviors. Minneapolis, MN: Free Spirit Publishing.

Egeberg, G. (1998). My feelings are like wild animals. New Jersey: Paulist Press.

Freeman, J., Epston, D., & Lobovits, D. (1997). Playful approaches to serious

problems: Narrative therapy with children and their families. New York:

W. W. Norton.

Gil, E. (1991). The healing power of play. New York: Guilford Press.

Gil, E. & Johnson, T. C. (1993). Sexualized children: Assessment and treatment of

sexualized children and children who molest. Rockville, MD: Launch Press.

Gottman, J. (1997). Raising an emotionally intelligent child. New York: Simon &

Schuster.

Greene, R. W. (2001). The explosive child. New York: Harper Collins.

Greenlee, S. (1992). When someone dies. Atlanta, GA: Peachtree Publishers.

Harris, R. H. (1994). It’s perfectly normal: A book about changing bodies, growing up,

sex, and sexual health. Cambridge, MA: Candlewick Press.

Hautzig, D. & Wickerstrom, S. (2000). Little witch’s bad dream. New York: Random

House.

Holyoke, N. (1999). Help! A girl’s guide to divorce and stepfa1`milies. Middletown, WI:

Pleasant Company.

Jongsma, A. E., Jr., Peterson, L. M., & McInnis, W. P. ((2000). The child

psychotherapy treatment planner. New York: John Wiley & Sons.

Jongsma, A. E., Jr., Peterson, L. M., & McInnis, W. P. ((2000). The adolescent

psychotherapy treatment planner. New York: John Wiley & Sons.

Khalsa, S. (1996). Group exercises for enhancing social skills & self-esteem. Sarasota,

FL: Professional Resource Press.

Kroen, W. C. (1996). Helping children cope with the loss of a loved one. Minneapolis,

MN: Free Spirit Publishing.

Loiselle, M. B., & Wright, L. B. (1997). Shining through: puling it together after sexual

abuse. Brandon, VT: Safer Society Press.

MacFarlane, K., & Cunningham, C. (1996). Steps to healthy touching. Charlotte, NC:

Kidsrights.

Mack, A. (1989). Dry all night: The picture book technique that stops bedwetting. USA:

Little, Brown and Company

Mayer, M. (1998). There’s something there! Three bedtime classics. New York: Barnes

and Noble, Inc.

McBratney, S. & Jeram, A. (1995). Guess how much I love you. Cambridge, MA:

Candlewick Press.

Morris, R. J. & Kratochwill, T. R., (Eds.) (1998). The practice of child therapy.

Needham Heights, MA: Allyn & Bacon.

Post, B. (2002). For all things a season: An essential guide to a peaceful parent/child

relationship. Oklahoma: M. Brynn Publishing.

Romain, T. (1997). Bullies are a pain in the brain. Minneapolis, MN: Free Spirit

Publishing.

Rosenberg, D. R., Holttum, J., Ryan, N. & Gershon, S. (1998). Pocket guide for the

textbook of pharmacotherapy for child and adolescent psychiatric disorders.

New York: Brunner Mazel.

Ryan, G. D., Lane, S. L. (1991). Juvenile sexual offending. USA: Lexington Books.

Schloemer, F. & Cornette, C. L. (1990). Just one more bird. USA: National Juvenile

Detention Association and Eastern Kentucky University.

Shimberg, E. F. (1999). Blending families: A guide for parents, stepparents,

grandparents and everyone building a successful new family. New York: Berkley Books.

Offerman, L. & Moroney, T. (1999). Little teddy bear’s happy face sad face. Brookfield,

CT: Millbrook Press.

Wilt, J. & Hergenroeder, E. (1978). Surviving fights with your brothers and sisters.

Waco, TX: Educational Products Division.

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