Wake Forest University Department of Counseling

CNS 746: Counseling Children
Spring-1 2025


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Erin Binkley

Email: binkleee@wfu.edu

Course Description

This course explores theory, techniques and issues to provide specialized knowledge and skills training in counseling children and adolescents. Students will learn to assess behavior and incorporate developmentally, ethnically, legally, and gender appropriate strategies and techniques to meet the needs of counseling children and adolescents. Students will examine various theoretical, behavioral, and play therapy techniques for counseling children and adolescents.

Course Objectives

Upon completion of this course, students will be able to:

Course Materials

Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Textbooks


Additional Materials

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Assignments

Assignments focus on developmental milestones, child counseling, child misbehavior, habit forming, the value of reading to children, solutions-oriented counseling, play therapy skills, developing group planning, and identifying and leveraging resources for mental illness. Each assignment has a distinct prompt and requires a written submission.

Assignment 1.1: Personal Timeline (CACREP 3.C.11)

Students will plot a personal timeline from birth through until 15 years from present day, indicating developmental milestones, important people, major successes, and unexpected complications. Students will include their greatest accomplishment so far, a hurdle they anticipate, and all the supports they have in life.

Assignment 1.2: Counseling a Child (CACREP 5.H.11,14)

Students will write a script as though they were having a counseling session with a child. Students may either write both sides of the dialogue or they may exchange papers with a classmate who could write for the child.

Assignment 2.1: Child Misbehavior (CACREP 5.H.11,14)

Students will review the sections on "Goals of Misbehavior and Interventions for the Four Goals of Misbehavior" in their textbook, watch one of the 3 videos available to determine what the goal of misbehavior might be, prepare a script of a session between a counselor and the misbehaving child using the four "Could it be?" questions, and determine a corrective procedure to use with this child.

Assignment 3.1: Handout (CACREP 5.H.11,14)

Students will select a habit they would like to increase, then they will break that habit into three parts and complete the Goal Attainment Guide with one of their classmates working as the counselor. This assignment is not graded.

Assignment 4.1: Reading (CACREP 5.H.14,15)

Students will read a children’s book to someone and ask for that person’s reactions to the book. This assignment is not graded.

Assignment 5.1: SFBC Script Writing (CACREP 5.H.11,14,15)

Students will write a script of a counseling session using the steps of SFBC, including the "Daughtree and Grant" five questions or steps for solution-oriented counseling.

Assignment 5.2: Play Therapy Skills (CACREP 5.H.11,14,15)

Students will create a skill development activity about Play Therapy to be presented to their classmates. Students will first pick one of the "Basic Skills of Play Therapy" from their texts to focus on, then record the activity using Zoom.

Assignment 6.1: Group Plan (CACREP 5.H.14-19)

Students will create a unit plan that includes five to six lessons designed to teach groups of parents or children using a provided outline.

Assignment 7.1: Mental Illness Resources (CACREP 5.H.10,12)

Using some select websites, students will compile files to use with parents, teachers, and other adults who are concerned about a situation that might involve mental illness in a young person.

Discussions (CACREP 5.H.6,14,15)

Discussions draw on instructional materials, reflective prompts, and different therapy techniques. Students are expected to post their initial posts by Day 4 and respond to at least 2 of their classmates' posts by Day 7 of each applicable week.

Final Exam (CACREP 5.H.6,11,12,15-19)

The Final Exam is a timed, 80-question test. For the Final Exam, students will answer multiple-choice and matching questions. The exam will become available on Week 7 Day 5 at 12:05 a.m. and will become unavailable on Week 7 Day 7, at 11:59 p.m.

Student Learning Objectives/Key Performance Indicators

There are four signature assignments for this course, including two video recordings and two self-assessment papers, that are to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. Both video recordings and self-assessment papers will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO)/key performance indicator (KPI) monitoring. For program evaluation and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcomes on which you will be evaluated for the video recordings and self-assessment papers are I.b: Students possess awareness of themselves and an ability to self-evaluate and V.a.: Students demonstrate their use of evidence-based counseling strategies and techniques to develop and sustain therapeutic relationships.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Assignments 391 60%
Discussions 65 10%
Final Exam 194 30%
Total 650 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

AI Policy

The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:

The use of generative AI tools is not permitted for the following activities:

Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF) If you are uncertain about whether you can use AI in any other instance, please ask your instructor.

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University's policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: The Counseling Process (January 13 – January 19)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: A Child's World

Read the following in the Counseling Children Textbook:

  • Chapter 1, Introduction to a Child's World

None

 None None

Lesson 2: Understanding Children

Meets CACREP Standard(s): 3.C.11, 5.H.6

Read the following in the Counseling Children Textbook:

  • Chapter 2, Developmental and Cultural Considerations

Discussion 1.1: Reflection (Initial Post Due Day 4, Reply Posts Due Day 7)

Assignment 1.1: Personal Timeline (Due Day 7)

 None

Lesson 3: Counseling Overview

Meets CACREP Standard(s): 5.H.11,14

Read the following in the Counseling Children Textbook:

  • Chapter 3, The Counseling Process

None

Assignment 1.2: Counseling a Child (Due Day 7)

 None

Week 2: Effective Approaches (January 20 – January 26)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Child-Centered Counseling

Meets CACREP Standard(s): 5.H.14

Read the following in the Counseling Children Textbook:

  • Chapter 6, Person-Centered Counseling

Discussion 2.1: Reflection (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Lesson 2: Child-Centered Play Therapy

Meets CACREP Standard(s): 5.H.14,15

Read the following in the Counseling Children Textbook:

  • pp. 201-204

Landreth, G.L., Ray, D.C., & Bratton, S.C. (2009). Play therapy in elementary schools. Psychology in the Schools, 46(3), 281-289.

Discussion 2.2: Child-Centered Play Therapy (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Lesson 3: Adlerian Counseling Theories

Meets CACREP Standard(s): 5.H.11,14

Read the following in the Counseling Children Textbook:

  • Chapter 11, Individual Psychology

None

Assignment 2.1: Child Misbehavior (Due Day 7)

 None

Week 3: Behavioral and Reality Therapy (January 27 – February 2)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Behavioral Counseling

Read the following in the Counseling Children Textbook:

  • Chapter 8, Behavioral Counseling

None

None

 None

Lesson 2: Goal Attainment Scaling

Meets CACREP Standard(s): 5.H.11,14

Read the following in the Counseling Children Textbook:

  • pp. 98-101

None

Assignment 3.1: Handout (Due Day 7)

 None

Lesson 3: Reality Therapy

Meets CACREP Standard(s): 5.H.14,15

Read the following in the Counseling Children Textbook:

  • Chapter 9, Reality Therapy: Counseling with Choice Therapy

Discussion 3.1: Reality Therapy Questions (Initial Post Due Day 4, Reply Posts Due Day 7)

None

 None

Week 4: Rational Emotive and Cognitive Behavior Therapy (February 3 – February 9)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Rational Emotive Behavioral Therapy

Read the following in the Counseling Children Textbook:

  • Chapter 12, Rational Emotive Behavioral Therapy

None

None

None

Lesson 2: Cognitive Behavioral Therapy

Read the following in the Counseling Children Textbook:

  • Chapter 13, Cognitive-Behavioral Therapy

None

None

None

Lesson 3: Positive Psychology

Meets CACREP Standard(s): 5.H.14,15

Seligman, M. & Steen, T. (2005) Positive psychology progress. American Psychologist, 60(5), 410–421.

Seligman, M., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions (PDF). Oxford Review of Education, 35(3), 293–311.

Positive Psychology Center - Frequently Asked Questions

Discussion 4.1: Perceptions (Initial Post Due Day 4, Reply Posts Due Day 7)

None

None

Lesson 4: Using Books in Counseling Children

Meets CACREP Standard(s): 5.H.14,15

None

None

Assignment 4.1: Reading (Due Day 7)

None

Week 5: Solution-Focused Brief Counseling and Play Theory (February 10 – February 16)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Solution Focused Brief Counseling

Meets CACREP Standard(s): 5.H.11,14,15

Read the following in the Counseling Children Textbook:

  • Chapter 10, Brief Therapy

None

Assignment 5.1: SFBC Script Writing (Due Day 7)

 None

Lesson 2: Play Therapy Skills

Meets CACREP Standard(s): 5.H.11,14,15

Read the following in the Counseling Children Textbook:

  • Chapter 17, Play Therapy
 None Assignment 5.2: Play Therapy Skills (Due Day 7) None

Lesson 3: Integrating Puppets

Carter, R. S. (1998). The selection and use of puppets in counseling. Professional School Counseling, 1(5), 50.

 None None None

Week 6: Group Counseling and Counseling Children with Special Needs (February 17 – February 23)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Group Counseling with Children

Meets CACREP Standard(s): 5.H.14-19

Read the following in the Counseling Children Textbook:

  • Chapter 18, Group Counseling with Children

None

Assignment 6.1: Group Plan (Due Day 7)

 None

Lesson 2: Working with Parents

Sommers-Flanagan, J. (2012). Seven tips for working effectively with parents. Counseling Today.

None

None

 None

Lesson 3: Children with Special Needs

Read the following in the Counseling Children Textbook:

  • Chapter 20, Counseling with Children with Disabilities

None

None

 None

Week 7: Mental Health in Children and Adolescents (February 24 – March 2)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Mental Health in Children and Adolescents

Meets CACREP Standard(s): 5.H.6,10,11,12,15-19

None

None

Test 7.1: Final Exam (Opens Day 5, Closes Day 7)

Assignment 7.1: Mental Illness Resources (Due Day 7)

 None
For a list of image credits for this course, visit the CNS746 Credits Page.