Psychology 655
Seminar in Psychotherapy
Treatment of Children and Adolescents

Instructor:	Douglas W. Nangle, Ph.D.			Office: 	343-A Corbett Hall
Class Time:	Thursdays 9:00-12:00				Office Hours:  By Appointment
Class Room:	Child & Family Room, PSC			Phone: 	581-2045
								
Required Texts and Additional Readings

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed.). New York: The Guilford Press.

Chorpita, B.F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders. New York: The Guilford Press.

Weisz, J.R., & Kazdin, A.E. (Eds.) (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.). New York: The Guilford Press. 

The Instructor will make a set of all additional required readings available.

Course Overview and Objectives

National surveys indicate that as many as 13-20% of children have a mental disorder and that less than half of them receive treatment in any given year. Even for those fortunate enough to get services, there is no guarantee that the treatment received is effective. Identifying effective treatments and ensuring that more children get them are clear national health priorities. 

Despite consensus that the traditional modes of treatment, psychotherapy and medication, are more effective than no treatment, there are many gaps in the existing knowledge base. For example, although most children receiving psychotherapy improve more than those with no treatment, we do not know enough about which therapies work best for which conditions. Another example is the lack of safety and effectiveness data for the majority of prescribed medications. Yet another example is the shortage of controlled research targeting combined pharmacological and psychosocial treatments.     
	
Over the past two decades, the American Psychological Association (APA) has taken strides to fill some of the knowledge gaps related to psychotherapy. In 1995, APA Division 12 (Clinical Psychology) established a task force charged with promoting treatments delivered by psychologists and this group published criteria for identifying a list of empirically-supported treatments for particular disorders. A number of treatments were found to be either well-established (i.e., demonstrated to be superior to alternative treatment using adequate methodology, replicable) or probably efficacious (i.e., demonstrated to be superior to no treatment, replicable).  Over the years, the EST movement gathered momentum, but encountered strong criticism as well. 

More recently, the APA shifted its focus more toward an evidence-based practice in psychology (EBPP) approach, similar to that embraced by the field of medicine. EBPP is broader than EST and seeks “to integrate best available research with clinical expertise in the context of patient characteristics, culture, and preferences.” Even with this shift in focus, most of the previously voiced criticisms and challenges remain. For example, some of the identified challenges include the need to target more conditions; address real-world complexities, such as comorbidity; test treatments in actual clinical practice conditions; better incorporate developmental findings; identify effective mechanisms of change, and facilitate transportability and dissemination.   
	
This course is designed to introduce students to the core knowledge base and practical skills needed to understand and deliver evidence-based psychotherapy services to children and adolescents. Covered in the course are the conceptual foundations of major psychotherapy models, psychotherapy effectiveness, and evidence-based treatments (EBT) for a variety of disorders and presenting concerns. Practical instruction in implementation is also targeted. In addition to carrying out an actual EBT intervention, students learn and practice several core skill sets (i.e., contingency management, exposure, and cognitive strategies) common to various EBT treatment packages. Students also attend online workshops offering 20 contact hours of professional training in the implementation of two widely cited EBT’s.  

Specific Course Objectives

•	Introduce students to the conceptual foundations of the major models of psychotherapy (i.e., psychoanalytic, interpersonal, behavior therapy, cognitive therapy, family therapy, and integrative). 
•	Familiarize students with attempts to evaluate the effectiveness of psychotherapy with children and adolescents.
•	Introduce students to the evidence-based practice approach.  
•	Introduce students to the modular therapy approach and its implementation with childhood anxiety disorders. 
•	Introduce students to some of the core EBT elements (i.e., praise and rewards, modeling, relaxation training, and activity scheduling). 
•	Introduce students to the state-of-the-art treatments for a range of specific disorders and clinical problem areas (i.e., attention-deficit/hyperactivity disorder, conduct problems, anxiety disorders, depression, autism, trauma, and anorexia nervosa).
•	Provide “online” instruction (20 contact hours) in the implementation of two widely cited EBT’s: Coping Power (John Lochman) and ACTION (Kevin Stark).   
•	Familiarize students with the basic skills needed to implement an evidence-based behavioral parent training program.  
•	Familiarize students with identified core skill sets common to many EBT’s (i.e., contingency management, exposure, and cognitive strategies).
•	Provide structure and feedback for the in-depth review of the empirical treatment literature (i.e., published treatment studies) for student-selected disorders or clinical problem areas affecting children and/or adolescents. 

Course Format

The course objectives will be pursued via lecture and discussion in class meetings, clinical practice modules, and a variety of out-of-class assignments. About 60% of class time will be devoted to lecture, readings, discussions, and student presentations. The principal format for lecture periods will be Instructor-facilitated discussion, though students will be asked to summarize and lead class discussions on particular readings. The remaining 40% of class time will be devoted to clinical practice modules. The first group of clinical practice modules will focus on preparation and review for the parent-training sessions. The second group will target fundamental skills including contingency management, exposure, and cognitive strategies. Out-of-class assignments include preparation, practice, and implementation of the parent-training intervention; and attendance at the two online training workshops. During the parent-training intervention (5 or 6 weeks), students should expect to spend one morning per week outside of the class period carrying out the sessions. After the parent-training intervention has been completed, the online workshops will begin and these will require about 20 total hours of out-of-class time to be distributed across the scheduled 6 week period.       

Overview of Course Requirements

	Class Presentations and Participation

This course is designed as very much “participatory” one. All of the material and exercises should be of interest and applied value. Students are expected to complete all of the readings within the week preceding the class meeting on which they are due. General class participation (i.e., presenting readings, participating in discussions, taking part in exercises, etc.) will be graded on a 50 point scale and periodic feedback will be provided throughout the semester.  

In addition to more general class participation and annotated bibliography presentation, the following are also required. 

1.	Psychotherapy model presentation. Each student will prepare a 30 minute presentation on a major psychotherapy approach based on an assigned chapter. The structure of the presentation should be as follows: (a) brief history overview (about 5 minutes); (b) major aspects of the view of personality and pathology (5 minutes); (c) key aspects of approach to psychotherapy (15 minutes); and (d) brief summary of case example (5 minutes).  

2.	EBT presentations. Each student will prepare two 20 minute presentations; each summarizing one of the EBT’s covered in the course text. The structure of the presentation should be as follows: (a) overview of the treatment model (about 5 minutes); (b) characteristics of the treatment program (10 minutes); and (c) evidence of effectiveness (5 minutes).   

3.	Assigned readings. As described above, students will be asked to present and lead discussions on particular readings throughout the semester. In preparing these, students are asked to keep in mind that their classmates have already done the reading. The goal is to summarize key points, raise issues for discussion, and perhaps lead the group during discussion.

	Manual-Based Parent Training

Using the Defiant Children manual as a guide, students will conduct a six week parent training intervention. The core areas covered will be (1) introducing the program, (2) increasing positive attention, (3) increasing compliance and independent play, (4) implementing a point system, (5) time out, and (6) anticipating and handling future behavior problems. 

To do this:

1.	The Instructor will select a team leader, a position that will rotate in an equitable manner across the sessions. The team leader is responsible for coordinating the session and assigning specific responsibilities to other students on the team. The team leader must also submit a task analyzed overall session plan the week prior to the actual session.  Performance will be evaluated with this plan in mind.  

2.	Each student will be assigned a specific role and responsibilities and must submit a task analyzed plan for enacting that assigned role the week prior to the actual session.  Performance will be evaluated with this plan in mind.   

3.	The Instructor may not be able to attend all of the sessions. As such, the team leader must coordinate the videotaping of each session. This will require assigning another student to that role. These videotapes must be brought into class the following week in time for review during the clinical practice module. On the day of review, the team leader must fast forward the tape to a 20 minute section most in need of feedback.    

Online EBT Training

Each student will attend the two required online workshops. The two workshops are offered as part of a collaborative effort between APA Division 53 (Society of Clinical Child & Adolescent Psychology) and Florida International University to disseminate effective child therapies (http://effectivechildtherapy.fiu.edu/professionals).  

•	Intervention with Aggressive Children: The Coping Power Program (John Lochman)
•	Cognitive Behavioral Treatment for Depressed Youth and their Parents presented by (Kevin Stark)

The two workshops provide about 20 hours of professional education. Group viewing times will be arranged, probably in 2 to 3 hour segments distributed across the scheduled 6 week period. Attendance at all viewing sessions and review of any accompanying materials is required.  

	Annotated Bibliography

Each student will complete an annotated bibliography on the treatment of a selected disorder or clinical problem area affecting children and/or adolescents. After obtaining Instructor approval for the topic area, each student must gather and summarize 20 relevant intervention studies (actual intervention studies, primary sources). Students may have to refine or expand their selected topic areas according to the available literature. The review of each intervention study should begin with the APA-style reference and not go beyond one page--double-spaced, 12 point font size. 

The goal is not to simply summarize each study, but to critically analyze it in a way that makes each word count. Perhaps the best way to go about the review is to have a standardized set of criteria or questions (the generation of which may come from your review process) that are applied to each study.

Each student will give a 40-minute presentation of his/her annotated bibliography for the class. The presentation should provide an overview of the topic area and highlight the major findings of the literature review. Prior to the presentation, each student will distribute copies of his/her annotated bibliography to the Instructor and other students (for this purpose, smaller fonts, single spacing, and double-sided copies are acceptable).     

Assignments, Projected Due Dates, and Grading

Assignment								Date			Points 

Class participation							NA			  50
Psychotherapy model presentation					TBA			  20
EBT presentation #1							TBA			  20 
EBT presentation #2							TBA			  20
Annotated Bibliography
Topic selection						9/19			  M	
Annotated bibliography presentation				12/5 or 12/12		  40
Annotated bibliography 					12/9			200
Parent Training
Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #1 (*Leader plan)		TBA	  	 	 M
Performance PT #1						TBA			CB

Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #2 (*Leader plan)		TBA	  	 	 M
Performance PT #2						TBA			CB

Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #3 (*Leader plan)		TBA	  	 	 M
Performance PT #3						TBA			CB

Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #4 (*Leader plan)		TBA	  	 	 M
Performance PT #4						TBA			CB

Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #5 (*Leader plan)		TBA	  	 	 M
Performance PT #5						TBA			CB

Assignment of team leader 				 	TBA			 M
Assignment of individual tasks				TBA			 M
Parent training session plan #6 (*Leader plan)		TBA	  	 	 M
Performance PT #6						TBA			CB

Online Training
	Workshop #1							10/31-11/14		M
	Workshop #2							11/21-12/12		M 

Grading

This course presents grading challenges because of the mix of individual, performance-based, and group assignments. In addition to the typical point value grades, there are assignments that are mandatory (M) or competency-based (CB). Assignments graded M and CB must be completed in a satisfactory manner in order to pass the course. If a student does not complete a competency-based (CB) assignment to an acceptable degree of proficiency, he/she will have to remediate the deficiency. Failure to complete M and CB assignments in an acceptable manner can lead to course failure or a grade of incomplete. Class participation will be graded on a 50 point scale and students will be given periodic feedback throughout the semester on their performance and ways to improve if necessary.

Providing a student has completed all M and CB assignments, a grade will be assigned based on the percentage of total point earned with half grades assigned. There are 350 points available. 

Course Schedule
 
September 5th   	Course Introduction/Psychotherapy Models
 
Psychoanalytic psychotherapies

Safran, J.D. (2014). Psychoanalytic psychotherapies. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 19-54). New York, NY: Cengage Learning. 

Interpersonal psychotherapy

Verdeli, H. (2014). Interpersonal psychotherapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 339-372). New York, NY: Cengage Learning.

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Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 1-48). New York: The Guilford Press.                                              
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September 12th 	Psychotherapy Models                                                                   

Behavior therapy

Antony, M.M. (2014). Behavior therapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 193-229). New York, NY: Cengage Learning. Cognitive therapy

Cognitive therapy

Beck, A.T., & Weishaar, M.E. (2014). Cognitive therapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 231-264). New York, NY: Cengage Learning.

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Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 49-86). New York: The Guilford Press.

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September 19th 	Psychotherapy Models  

Family therapy

Goldenberg, I., Goldenberg, H., & Goldenberg Pelavin, E. (2014). Family therapy. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 373-409). New York, NY: Cengage Learning.

Integrative psychotherapies

Norcross, J.C., & Beutler, L. E. (2014). Integrative psychotherapies. In D. Wedding & R.J. Corsini (Eds.), Current psychotherapies (10th ed., pp. 499-532). New York, NY: Cengage Learning.

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Clinical practice module #1/Parent training: Why children misbehave 

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 87-99). New York: The Guilford Press.

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September 26th   	Effectiveness/Evidence-Based Practices

Effectiveness

Casey, R.J., & Berman, J.S. (1985). The outcome of psychotherapy research with children. Psychological Bulletin, 98, 388-400.

Weisz, J.R., Jensen-Doss, A., & Hawley, K.M. (2006). Evidence-based youth psychotherapies versus usual clinical care: A meta-analysis of direct comparisons. American Psychologist, 61, 671-689.

Weisz, J.R., Weiss, B., Han, S.S., Granger, D.A., & Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117, 450-468.

Empirically-supported treatments

Ollendick, T.H., King, N.J., & Chorpita, B.F. (2006). Empirically supported treatments for children and adolescents. In P.C. Kendall (Ed.), Child and adolescent therapy: Cognitive and behavioral procedures (pp. 492-520). New York: The Guilford Press.

Evidence-based practices 

American Psychological Association. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.

American Psychological Association Task Force on Evidence-Based Practice with Children and Adolescents. (2008). Disseminating evidence-based practice for children & adolescents: A systems approach to enhancing care (pp. 5-27; 34-40). Washington, DC: Author.

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Clinical practice module #2/Parent training: Pay attention!

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 100-107). New York: The Guilford Press.

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October 3rd  	Diversity, Dissemination, and Other Challenges

Diversity 

Huey, S. J. Jr., & Polo, A.J. (2010). Assessing the effects of evidence-based psychotherapies with ethnic minority youths. In J.R.Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 451-465). New York, NY: The Guildford Press. 

Malgady, R.G. (2010). Treating Hispanic children and adolescents using narrative therapy. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 391-400). New York, NY: The Guildford Press. 

Dissemination

American Psychological Association Task Force on Evidence-Based Practice with Children and Adolescents. (2008). Disseminating evidence-based practice for children & adolescents: A systems approach to enhancing care (pp. 41-46; 51-70). Washington, DC: Author.

Kazdin, A.E. (2008). Evidence-based treatments and delivery of psychological services: Shifting our emphases to increase impact. Psychological Services, 5, 201-215. 

Other Challenges

Weisz, J.R., & Kazdin, A.E. (2010). The present and future of evidence-based psychotherapies for children and adolescents. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 557-572). New York, NY: The Guildford Press. 

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Clinical practice module #3/Parent training: Increasing compliance and independent play

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 108-116). New York: The Guilford Press.

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October 10th 	Attention-Deficit/Hyperactivity Disorder

Molina et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined type ADHD in a multisite study. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 484-500.

Van Der Oord, S., Prins, P.J.M., Oosterlaan, J., & Emmelkamp, P.M.G. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis. Clinical Psychology Review, 28, 783-800.

Pelham, W.E., Gnagy, E.M., Greiner, A.R., Waschbusch, D.A., Fabiano, G.A., & Burrows-MacLean, L. (2010). Summer treatment programs for attention-deficit/hyperactivity disorder. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 277-294). New York, NY: The Guildford Press. 

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Clinical practice module #4/Parent training: When praise is not enough

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 117-127). New York: The Guilford Press.

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October 17th 		Conduct Problems

Lochman, J.E., Boxmeyer, C.L., Powell, N.P., Barry, T.D., & Pardini, D.A. (2010). Anger control training for aggressive youths. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 227-242). New York, NY: The Guildford Press. 

Henggeler, S.W., & Schaffer, C. (2010). Treating serious antisocial behavior using multisystemic therapy. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 259-276). New York, NY: The Guildford Press. 

Zisser, A., & Eyberg, S.M. (2010). Parent-child interaction therapy and the treatment of disruptive behavior disorders. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 179-193). New York, NY: The Guildford Press. 

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Clinical practice module #5/Parent training: Time out! 

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 128-142). New York: The Guilford Press.

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October 24th  		Anxiety/Introduction to the Modular Approach  		

Anxiety disorders

Franklin, M.E., Freeman, J., & March, J.S. (2010). Treating pediatric obsessive-compulsive disorder using exposure-based cognitive-behavioral therapy. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 80-92). New York, NY: The Guildford Press. 

Kendall, P.C., Furr, J.M., & Podell, J.L. (2010). Child-focused treatment of anxiety. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 45-60). New York, NY: The Guildford Press. 

Watson, H.J., & Rees, C.S. (2008). Meta-analysis of randomized, controlled trials for pediatric obsessive-compulsive disorder. Journal of Child Psychology and Psychiatry, 49, 489-498. 

Modular Approach

Chorpita, B.F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders (pp. 3-52). New York: The Guilford Press.

Chorpita, B.F., & Daleiden, E.L. (2009). Mapping evidence-based treatments for children and adolescents: Application of the ditillation and matching model to 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 77, 566-579. 

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Clinical practice module #6/Anticipating and handling future behavior problems

Barkley, R.A. (2013). Defiant children: A clinician's manual for assessment and parent training (3rd ed., pp. 143-160). New York: The Guilford Press.

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October 31st  		Depression/Modular Approach (cont.)

Clarke, G.N., & DeBar, L.L. (2010). Group cognitive-behavioral treatment for adolescent depression. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 110-125). New York, NY: The Guildford Press. 

Jacobson, C.M., & Mufson, L. (2010). Treating adolescent depression using interpersonal psychotherapy. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 140-158). New York, NY: The Guildford Press. 

Stark, K.D., Streusand, W., Krumholz, L.S., & Patel, P. (2010). Cognitive-behavioral therapy for depression: The ACTION treatment program for girls. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 93-109). New York, NY: The Guildford Press. 

Treatment for Adolescents with Depression Study (TADS) Team. (2009). The Treatment for Adolescents with Depression Study (TADS): Outcomes over 1 year of naturalistic follow-up. American Journal of Psychiatry, 166, 1141-1149. 

Modular approach (cont.)

Chorpita, B.F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders (pp. 81-111). New York: The Guilford Press.

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Clinical practice module #7/ Fundamentals of child behavior modification

Gelfand, D.M., & Hartmann, D.P. (1984). Child behavior analysis and therapy (2nd ed., pp. 89-167). New York: Pergamon.

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*ONLINE WORKSHOP: Intervention with Aggressive Children: The Coping Power Program

November 7th 	Other Disorders/Core Elements 

Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2010). Trauma-focused cognitive-behavioral therapy for traumatized children. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 295-311). New York, NY: The Guildford Press. 

Robin, A.L., & le Grange, D. (2010). Family therapy for adolescents with anorexia nervosa. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 345-358). New York, NY: The Guildford Press. 
Smith, T. (2010). Early and intensive behavioral intervention in autism. In J.R. Weisz & A.E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 312-326). New York, NY: The Guildford Press. 

Core elements
 
Nangle, D.W., Hansen, D.J., Grover, R.L., Kingery, J.N., & Suveg, C. (in preparation). Praise and rewards. In Core elements of evidence-based treatments for internalizing disorders in children and adolescents. New York, NY: The Guilford Press.  

Nangle, D.W., Hansen, D.J., Grover, R.L., Kingery, J.N., & Suveg, C. (in preparation). Modeling. In Core elements of evidence-based treatments for internalizing disorders in children and adolescents. New York, NY: The Guildford Press.   

*ONLINE WORKSHOP: Intervention with Aggressive Children: The Coping Power Program (John Lochman)

November 14th  	Exposure/Core Elements (cont.) 			 		 

Core elements

Nangle, D.W., Hansen, D.J., Grover, R.L., Kingery, J.N., & Suveg, C. (in preparation). Relaxation training. In Core elements of evidence-based treatments for internalizing disorders in children and adolescents. New York, NY: The Guildford Press. 

Nangle, D.W., Hansen, D.J., Grover, R.L., Kingery, J.N., & Suveg, C. (in preparation). Activity scheduling. In Core elements of evidence-based treatments for internalizing disorders in children and adolescents. New York, NY: The Guildford Press. 

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Clinical practice module #8/Fundamentals of exposure  

Chorpita, B.F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders (pp. 53-80). New York: The Guilford Press. 

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*ONLINE WORKSHOP: Intervention with Aggressive Children: The Coping Power Program (John Lochman)

November 21st  	Cognitive Strategies			 

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Clinical practice module #9/Fundamentals of cognitive therapy with children 

Friedberg, R.D., & McClure, J.M. (2002). Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts (pp. 34-102). New York: The Guilford Press.

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*ONLINE WORKSHOP: Cognitive Behavioral Treatment for Depressed Youth and their Parents (Kevin Stark)
				
November 28th 		Thanksgiving Break

				NO CLASS

December 5th   		Student presentations

Annotated bibliography presentations/Topics to be announced

*ONLINE WORKSHOP: Cognitive Behavioral Treatment for Depressed Youth and their Parents (Kevin Stark)

December 12th   		Student presentations	

Annotated bibliography presentations/Topics to be announced

*ONLINE WORKSHOP: Cognitive Behavioral Treatment for Depressed Youth and their Parents (Kevin Stark)

December 18th  		Finals Week