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EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (Graduate) Mondays 1:00-4:00Pm

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EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (Graduate) Mondays 1:00-4:00Pm Pediatric Psychology Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm Professor: Erin M. Rodriguez, Ph.D. Office: SZB 254E Phone: (512) 471-0283 Email: [email protected] Office Hours: By appointment Overview. The goal of this seminar is to examine current research and practice in pediatric psychology. This includes biological, psychological, and social foundations of pediatric conditions, as well as lifespan health conditions related to development in childhood; pediatric health disparities and impact on public health; research methods used in the field; current research findings; the status of empirically supported methods of assessment and treatment; and critical issues facing the field. The first half of the semester will be devoted to general principles of pediatric psychology, while the second half will focus on disease-specific topics (e.g., cancer, asthma, diabetes, obesity), including developmental processes of risk and resilience and prevention/intervention for these conditions. Note about Students’ Level of Training. The enrollment composition of this course has students at different levels of experience with, training in, and knowledge of psychological research and practice. This includes undergraduate students and graduate students from different fields of study. As such, some course requirements have been tailored to meet individual students’ developmental levels and experience with clinical practice. Recommended Textbook. There is no required textbook for the course. Weekly readings will be drawn from relevant professional journals. However, the following text may provide background information and additional information of interest on each of the topics we will cover this semester: Roberts, M. C., & Steele, R. G. (Eds.). (2017). Handbook of pediatric psychology, 5th Edition. New York: Guilford Press. Required Readings and Course Structure. Weekly course meetings will focus on discussion of selected readings from peer-reviewed journals assigned for each week. Weekly readings for the course will include comprehensive review articles and two or more empirical papers. One to three review articles will be required each week. In addition, each week there will be a selection of empirical articles (descriptive/risk factor articles and intervention articles). Students will choose at least 2 empirical articles (typically 1 descriptive/risk factor article and 1 intervention article) to read. Additional articles are occasionally noted for your interest but are not required. Students are expected to complete the readings and come to class prepared to discuss them each week. Canvas site. The course syllabus and other course materials are available on the Canvas website for the class. Students will be responsible for obtaining the readings; all are available online or through the UT library system. Pediatric Psychology 2 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432 Assignments and Grades. Course grades will be based on five assignments. Undergraduate-level students should complete assignments from the Undergraduate Level list. Most graduate students should complete assignments from the Graduate Level list. However, depending on level of experience/background in psychology, some graduate students may wish to complete the Undergraduate Level option for assignments. Any graduate student wishing to complete the Undergraduate Level option for assignments should speak with the instructor and get prior approval before proceeding. Assignment Undergraduate Level Graduate Level Percent of Grade 1 Class participation, including Class participation, including 25 attendance and responses to attendance weekly comprehension questions 2 Short Paper 1 Synthesis Presentation & 20 Discussion 1 3 Synthesis Presentation & Synthesis Presentation & 20 Discussion 1 Discussion 2 4 Final Paper Synthesis Presentation & 20 Discussion 3 5 Personal Health Change Activity, Personal Health Change Activity, 15 Log, and Summary Log, and Summary Total 100 Deadlines for Assignments. Powerpoint presentations for in-class presentations should be uploaded to Canvas by the end of the day the day before they are presented in class (i.e., by the end of the day on Sunday). All other assignments must be uploaded to Canvas by the end of the day on the due date listed. Each day an assignment is late following the due date will result in a deduction of 5 percent of the grade for that assignment. All assignments should follow the guidelines described in the APA Style Manual – 6th Edition. Undergraduate-level assignments: Class Participation, Attendance, and Punctuality. Students are expected to actively participate in class. This includes contributing to the class discussion, active listening, and appropriate use of electronic devices during class. Please do not use cellphones during class and please limit laptop use to note taking and other activities directly related to the class. Students are also expected to attend and arrive on time for all classes. Please notify me in advance if you are unable to attend a class, and arrange to make up the work you missed. Excessive absences or lateness (i.e., more than two times over the course of the semester) will impact your class participation grade. Pediatric Psychology 3 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432 Weekly Comprehension Questions: As part of regular class participation, students will submit their responses to a question provided by the instructor regarding the readings each week. The purpose of the comprehension questions is to enhance students’ understanding and critical evaluation of the weekly readings and to initiate ideas for discussion during class. Responses must be submitted to Canvas at least 24 hours before the beginning of class (i.e., Sundays at 1pm) to receive full credit. Responses submitted after the deadline will receive half credit. Short paper (1.5 - 2 pages). A fundamental skill is the ability to read research, understand methodology and data analysis, and identify both the strengths and limitations of research on pediatric psychology. For the short paper assignment, I will provide a list of articles from which to select the article (articles will be taken from the syllabus). Write a short (1.5 - 2 pages) paper summarizing the research question, study methodology, data analytic approach, key findings and the strengths and weaknesses of the study. The goal of this assignment is to increase students’ critical analysis of research findings. This paper is due by the end of the day on October 7. Synthesis Presentation & Discussion. Each week two or more students will have the responsibility to present on the findings of the assigned readings and lead a discussion to synthesize the themes and implications of the findings. The goal of this assignment is to increase students’ skills in summarizing and interpreting empirical research findings, link research findings to overarching course themes, and consider the clinical and policy implications of research. The presentation should include the following components: 1) Summaries of Empirical Articles. Give a powerpoint presentation which includes 1 slide for each empirical article assigned for the week (total of 3-5 slides in the presentation). The slide for each article should summarize the Results and Conclusions of the study. This presentation is meant to summarize (and remind) the class of the findings of each study. The presentation should be brief (under 10 mins.) to reserve sufficient time for class discussion (see below). 2) Synthesis and Discussion. The presenters should facilitate a class discussion of the week’s topic, integrating research findings with overarching course themes, critically considering study results, and exploring the implications of research findings for practice and policy. Presenters should use strategies to facilitate active participation in class discussion. This may involve incorporating an interactive class activity, such as a role-play demonstration of an intervention, presenting a case vignette related to the week’s topic, sharing an audio/video clip about the week’s topic, designing a team activity for the class, or creating an individual reflection exercise for students. Additional strategies to facilitate discussion include a gallery walk, snowball discussion, pinwheel discussion, debate, and Socratic seminar. For more information on strategies to facilitate class discussions, see Pediatric Psychology 4 Fall 2019 EDP 376T 7-PEDIATRIC PSYCHOLOGY #10529 (undergraduate) EDP 382E 12-PEDIATRIC PSYCHOLOGY #10615 (graduate) Mondays 1:00-4:00pm, SZB 432 • https://www.cultofpedagogy.com/speaking-listening-techniques/ • https://teachingcenter.wustl.edu/resources/active- learning/discussions/discussion-strategies/ • https://ctl.yale.edu/EffectiveClassDiscussions • Note: *If you include an audio or video file in your activity, you must include accurate captions or a transcript of the audio/video. Pre-presentation meeting: Students are encouraged to schedule a brief pre-presentation meeting with the instructor to review the contents of their planned presentation and discussion activities. Typically, these meetings help facilitate comprehension of the articles and refine the presentation. These meetings should be scheduled at least
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