PLEASE NOTE: This is a DRAFT syllabus for information purposes ONLY.

University of Vermont College of Education and Social Services The Counseling Program Course Identification Name of Course: EDCO 291 Z5 Counseling Youth with Special Needs CRN : 60810 Credits: 1 Semester: Summer 2012 Location: Mann Hall, Room Date and time: June 25 and 26, 9:00 am - 4:00 pm each day Instructor: Julie Reville, LCMHC, NCC Contact info: 802-734-0777, julie.reville@uvm.edu Course Information This course is an introduction to understanding the challenges and effective ways of counseling a diverse population of youth with special needs. Specific challenges include understanding and counseling youth with Asperger’s Syndrome, speech/ language and learning disabilities, ADHD, physical disabilities, and those with medical issues. Cultural considerations and issues of diversity that add another layer of complexity to these students will also be addressed. Students will also learn effective ways of dealing with teasing and bullying, as this is a common theme and challenge among youth with special needs. Prerequisites: Students in the Counseling Program, MA or MS in Counseling, Social Work or related field Instructional Methods used in class: Students will meet course objectives through reading, discussion, group activities and role plays, film and completion of class assignments. Course requirements Attendance: Students are expected to be present in class at all times due to the interactive and hands on nature of the class. Students will have time to complete assignments and group work in class, so readings will be the only assignment overnight on the 25th. There will be a final paper due later in the summer. Required Reading requirements: Required Texts: Marshak. L. , Dandereau, C. , Prezant, F., L’Amoreaux, N. The school counselors’ guide to helping students with disabilities (Jossey Bass Teacher). (2010) John Wiley & Sons: San

Francisco. Recommended Texts: Cook, M & Weldon, K. (2006). Counseling kids with emotional and behavioral problems in the schools. Love Publishing Company: Denver. CO. Edwards, M & Davis, H. (1997). Counselling children with chronic medical conditions. BPS Books: Leicester, UK. Paxton, K & Estay, I. (2007). Counselling people on the autism spectrum: A practical manual. Required Articles and short chapters: Managing Negative Feelings in Children Using Empathy and Other Techniques”, Adina Soclof, MS CCC-SLP, www.speechpathology.com/articles/managing-negative-feelings-in-children1447 Counseling In Language Intervention: Building Effective Relationships, Shari Robertson, www.speechpathology.com/articles//counseling-in-language-intervention-building-1224#page-6 Goodman, Trudy, “Working with Children: Beginner’s Mind,” pg. 197-219. In Mindfulness and Psychotherapy, Ed. Germer, C, Siegel, R., and Fulton, P. (2005), The Guilford Press: New York. Hooker, K. & Fodor, I. Teaching Mindfulness to Children, (2008). Gestalt Review, 12 (1): 7591. Access at http://www.mindfuleducation.org/mindfulnessforchildren.pdf Article on social thinking by Michelle Garcia Winner - http://www.socialthinking.com/what-issocial-thinking/michelles-blog/503-overview-of-social-thinking-teachings Article and examples of social stories by Carol Gray at http://www.thegraycenter.org/socialstories/what-are-social-stories Ukrainetz, T.(1998) Stickwriting stories: A quick and easy narrative representation strategy. Language, Speech, and Hearing Services in Schools, Vol.29 197-206 October 1998. Winslade, J. & Monk, G. (1999). “Doing Narrative Counseling: A Step by Step Guide,”. P20-32. Narrative counseling in schools. Corwin Press, Inc: Sherwood Oaks, CA.

Paper/Project: Students are required to write a 5-7 pg paper on a topic of their choice that relates to counseling students with special needs. Topic must be approved by the instructor. Due date for the project is July 15, 2012. Grading system: Students will be evaluated on the following:

Class participation - 25% Group assignments - 25% Project -50% Academic Honesty Statement All faculty and students are required to be familiar with and adhere to the academic honesty policy and procedures delineated in the most recent edition of the Cat's Tale.

Course structure Monday, June 25, 2012 9:00- 9:20 Introduction to course and review of syllabus 9:20-10:30 Brief review of characteristics and issues of major populations of youth with special needs Asperger's/ NLD ADHD Language and Learning Disabilities Physical Disabilities Chronic Illness 10-10:30 Developmental issues (Erikson). Building relationship. What it is like to have a disability? Video clips and guest speakers 10:30 Break 10:45 – 11:15 Addressing grief and loss issues (Luterman). See clip on video. 11:15 – 12:30 Counseling strategies for use with youth with special needs (narrative therapy, cognitive-behavioral strategies, stick stories, social stories). Examples: (E.G., M.B., A.R.) Get into groups and create a social story for case example. 12:30 - 1:00 LUNCH BREAK 1:00-2:15 Strategies, continued. Emotional and Behavioral issues. 2:15-2:30 Break 2:30 – 4:00 Sound and Fury film and discussion and activity with case examples to discuss in class.

Homework: Articles assigned to read for class tomorrow. Tuesday, June 26, 2010 9:00-10:00 Discuss and answer questions about readings assigned last night and yesterday’s materials. Continue and finish reviewing specific strategies for working with students with Asperger’s Syndrome, ADHD, LD, physical disabilities, chronic illness. Discuss sensory integration issues. Advocating for students and review of IEP and 504 issues from text. 10:00-11:30 Dealing with anxiety and depression: how does anxiety present in these students? Review of helpful books and workbooks for students. Mindfulness work with kids and video clips: discuss chapter on mindfulness with kids and review mindfulness programs, such as Inner Kids, by Susan Kaiser Greenland. Group exercise with case studies, and brainstorming on how to create a mindfulness group for anxious kids. 11:00-12:30 Review of using narrative therapy with students with special needs: practical applications and group work in class (4 station with narrative therapy exercises to practice). 12:30-1:00 TAB program for teasing and bullying 1:00 – 1:30 LUNCH BREAK 1:30 – 2:30 Using motivational interviewing and solution focused therapy (video clip) in case study exercises. 2:30-2:45 Break 2:45 -3:45 Discussion and exercise on creating social skill and friendship groups – some strategies. 3:45 -4:00 Discuss paper project due and wrap up.