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Child Psychopathology Psychology 1270 Fall Term, 2016 Professor: Jennifer S

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Child Psychopathology Psychology 1270 Fall Term, 2016 Professor: Jennifer S Child Psychopathology Psychology 1270 Fall Term, 2016 Professor: Jennifer S. Silk 4429 Sennott Square 412‐624‐1312 [email protected] Office Hours: by appointment Class Meetings: Tu/Th 4:00 – 5:15 PM; Lawrence Hall, Room 232 Undergraduate TA: Emily Hutchinson, [email protected]; 4515 Sennott Square Course Objectives: The goal of this course is to provide you with a thorough understanding of child psychopathology. We will describe and define common disorders of childhood, and will discuss risk and protective factors, contextual factors, and the etiology, course and treatment of child psychopathology from a developmental perspective. You will develop critical thinking skills, an ability to critically examine research in this subject area, and an understanding of the controversies regarding current research and practice in child clinical psychology. Expectations: This is an upper level course for Psychology majors. My expectation is that you have mastered the relevant material from Introductory Psychology, Research Methods, Developmental Psychology and Abnormal Psychology. We will be discussing abnormal or atypical development, which means that we will set it in the context of normal developmental milestones and processes. Additionally, we will be drawing conceptual and developmental linkages with adult psychopathology, meaning that your knowledge of such issues from Abnormal Psychology will be important. I expect you to come to class prepared to discuss the reading material associated with each lecture. Requirements 1. Examinations: There will be three examinations throughout the term. These will each count for 20% of your grade, and will end up counting for 60% of your grade in total. There will not be a cumulative final exam. Exams will include multiple choice, true or false, and short‐answer questions. Exams cannot be made up without a written doctor’s note or other clear evidence that you missed the exam because of an authentic emergency. All make‐up tests will be essay tests. 2. Papers: There will be two writing assignments. In the first assignment, you will be asked to review the research on a risk factor for child psychopathology (due Oct 4th). In the second assignment, you will be asked to construct a case history focusing on of the disorders that we study in the second half of the course (due Dec 1st). Each assignment will be worth 30 points for a total of 30% of your grade. Instructions for these papers will be handed out in class. Papers will be 4‐5 pages in length. 3. Class Attendance and Participation: Students are expected to attend class and to participate in class discussions. Attendance will be taken at each class. Ten percent (10%) of your grade will be based on attendance and participation in class discussions. Attending class and remaining quiet throughout class will not be sufficient to earn a high grade on this component of your grade. Furthermore, if you miss class repeatedly, do not participate in class discussions, do not pay attention, or come late, this behavior will be considered in computing your grade. Cell phone and non‐class related computer or tablet use during class will be noted and will detract from your participation grade. Please also note that lectures will cover material not necessarily included in the readings, and students will be responsible for all material presented at lectures. Copies of PowerPoint slides from lectures can be found on CourseWeb the morning of each lecture. 4. Pop Quizzes: Two pop quizzes will be held at unannounced times for extra credit points. These will be based entirely on the assigned readings for that week. Each quiz is worth 5 points. Pop quizzes can increase your final grade up to 2 full percentage points (i.e. 89% to 91%). The best way to earn these points is to keep up on the readings. Summary of class requirements and grading: Three exams @ 20% each = 60% Two writing assignments @ 15% each = 30% Class participation = 10% Two pop quizzes count as bonus points toward final grade (can raise grade 2 percentage points, i.e. A‐ to A) Course Materials Required Text: Abnormal Child Psychology (6th edition) by Eric J. Mash and David A. Wolfe (Wadsworth, Cengage Learning). You may purchase the ePack through the Pitt Bookstore at http://pitt.verbacompare.com/comparison?id=44555#. This includes the printed text + access to the eBook and CourseMate study tools. The bookstore price of $176.22 for the bundle is a significant discount off of the list price of $326. To access the eBook, go to www.cengagebrain.com and enter your access code (which you will receive via the bookstore with your purchase of the package), and then enter the course key: CM‐9781305261884‐0000076. If you prefer to purchase or rent the book through other venues, please make sure to get the 6th edition, as there are critical changes from the 5th edition. A copy of the book is also available on 2 hour/overnight reserve at Hillman Library. Other Materials All assigned case studies and journal articles will be posted on CourseWeb. These are required reading. Lawrence Hall 232 is an active learning classroom. Students and faculty can share and project digital content in real‐time from their personal electronic devices using Mersive's Solstice wireless content collaboration software. Please download the free “Solstice” app from Google Play or the Apple store onto any phone or tablet that you plan to bring to class. If you will be using a laptop in class you can download software for Mac or PC from https://www.mersive.com/download/. Note to all students from the Office of the Provost: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact your professor and the Office of Disability Resources and Services, 216 William Pitt Union, 412 648‐ 7800/412 383‐7355, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course. Academic Integrity All students are expected to be familiar with and adhere to the University of Pittsburgh policies on academic integrity, found at the following link: http://www.pitt.edu/~provist/ai1.html. Cheating, plagiarism, or any other violation of academic integrity principles will not be tolerated. Any student suspected of a violation will be subject to all disciplinary proceedings. Date Topic Readings Note: 8/30 1. Course Overview/history ‐‐‐ 9/1 2. Defining Abnormal Behavior CH 1 9/6 3. Theories and Causes I: Developmental Psychopathology and CH 2 Environment 9/8 4. Theories and Causes II: Emotion, Fraire & Ollendick. (2015). Anxiety and oppositional Cognition, and the Brain defiant disorder: A transdiagnostic conceptualization. Clinical Psychology Review. 9/13 5. Brain Structure and Function in Child Hastings & Guyer. (2014). The physiological Psychopathology underpinnings of child psychopathology. Child Psychopathology: From Infancy to Adolescence. pages 84‐ 96 ONLY 9/15 6. Diagnostic Classification: DSM‐5 CH 4 Section 4.1, 4.2, 4.3 ONLY Schneider (2015). Classification of children's psychological problems: Pseudoscience or fundamental part of the healing process? Child Psychopathology 9/20 7. Alternative Classifications/ Insel et al. Research domain criteria (RDoC): Toward a Assessment Methods new classification framework for research on mental disorders. The American Journal of Psychiatry. Visit RDoC website: http://www.nimh.nih.gov/research‐ priorities/rdoc/development‐and‐definitions‐of‐the‐rdoc‐ domains‐and‐constructs.shtml 9/22 8. Intro to ADHD CH 8 9/27 9. ADHD Correlates and Causes Schneider case histories p. 300‐303. 9/29 NO CLASS Finish Paper 1/start studying for Exam 1 10/4 10. ADHD Treatment Sonuga‐Barke et al. (2013) Nonpharmacological Paper 1 Due interventions for ADHD: Systematic review and meta‐ analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry. Steiner et al. (2014). Neurofeedback training for ADHD: Sustained improvements from a randomized control trial. Pediatrics. 10/6 Exam 1 10/11 11. Intro to Conduct Problems: ODD & CH 9 CD DSM Casebook 15.1 Kyle 10/13 12. Conduct Problems: Characteristics, Blair, Leibenluft, & Pine. (2014). Conduct disorder and Bring Paper 1 Course and Causes callous–unemotional traits in youth. The New England Bullet points to Journal of Medicine. class 10/18 NO CLASS 10/20 13. Treatment and Prevention of ODD Shaw. (2013). Future directions for research on the Guest Expert: & CD development and prevention of early conduct problems. Dr. Lindhiem Journal of Clinical Child and Adolescent Psychology. Replace with lindheim chapter? 10/25 14. Characteristics of Depression in CH 10 Youth 10/27 15. Theories of Child and Adolescent Wilmshurst ‐ case 16 Depression Silk et al. (2014). Increased neural response to peer rejection is associated with adolescent depression and pubertal development. Social Cognitive and Affective Neuroscience. 11/1 16. Bipolar Disorder and Disruptive Johnson & McGuinness. (2014). Disruptive Mood Mood Dysregulation Disorder Dysregulation Disorder: A new diagnosis in the DSM‐5. Journal of Psychosocial Nursing & Mental Health Services. Bipolar case history: Wilmshurst ‐ case 18 ‐ Jenny Sloan: The All‐American Girl, 11/3 17. Treatment of Depression and Jimenez et al. (2009). Clinical case study: CBT for Guest Lecture: Bipolar Disorder depression in a Puerto Rican adolescent. Depression and Nina Hotkowski, Anxiety LCSW Goldstein. (2015). Evidence‐based psychotherapeutic approaches for the treatment of youth with bipolar disorder. In Martín Gomar, Javier Mandil & Eduardo Bunge (Eds.), Handbook of Cognitive Behavioral Therapy with Children and Adolescents. 11/8 Exam 2 11/10 18. Trauma and PTSD CH 12 Wilmshurst ‐ case 21 ‐ Juan Hernandez: The Crash 11/15 19. Intro to Child Anxiety Disorders CH 11 11/17 20. Characteristics and Causes of Child Drake & Ginsburg. (2012). Family factors in the Anxiety development, treatment, and prevention of childhood anxiety disorders. Clinical Child and Family Psychology Review.
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