Course Name: Child & Adolescent Psychopathology

Course number: PP 7330

Course name: Child & Adolescent Psychopathology

Spring 2010

Wednesdays, 12:30 – 3:15

INSTRUCTOR:

Mirjam Quinn

PHONE:

773-474-9840

EMAIL:

REQUIRED TEXTS:

Title / Child Psychopathology
Author(s) / Mash, E.J., & Barkley, R.A.
Copyright / 2002
Publisher / Guilford Press
ISBN / 978-1-57230-609-7
Edition / Second
Title / The Child Clinician’s Handbook
Author(s) / Kronenberger, W.G., & Meyer, R.G.
Copyright / 2000
Publisher / Allyn & Bacon
ISBN / 978-0205296217
Edition / Second
Title / Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision)
Author(s) / American Psychiatric Association
Copyright / 2000
Publisher / American Psychiatric Publishing, Inc
ISBN / 0890420254
Edition

This Course Requires the Purchase of a Course Packet: YES NO

Argosy University

COURSE SYLLABUS

PP 7330

Child & Adolescent Psychopathology

Wednesdays, 12:30 – 3:15

Spring 2010

Faculty Information

Faculty Name: Mirjam Quinn, Ph.D.

Campus: Chicago

Contact Information: 773-474-9840;

Office Hours: TBA

Short Faculty Bio: I earned my Ph.D. in clinical psychology at PurdueUniversity in 2007. I am interested in the development of identity and self-concept across the lifespan, women’s issues, child and adolescent development, international psychology, mindfulness, and parenting issues. I’ve enjoyed working with children, adults, and families from diverse backgrounds in a variety of settings, including schools, university clinics, community agencies, college counseling centers, hospitals, and private practice. My most recent research project investigated the relationships between teachers’ self-concepts and their relationships with their students. In addition to teaching at Argosy, I work at a private practice in Naperville.

Course Description

This course examines the major psychopathologies of childhood. Various theories for the etiologies of child psychopathology are considered, and the implications for diagnosis, consultation, and treatment are addressed.

Course Prerequisites:None.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Course Objectives

The general purpose of this course is to facilitate an understanding of developmental psychopathology and related principles addressing the range of processes and underlying mechanisms that result in the emergence, escalation, and maintenance of psychopathological adaptation in children and adolescents. In addition, this course aims to strengthen the critical thinking and conceptual skills necessary to formulate comprehensive case formulations, accurate psychological diagnoses, and informed treatment plans for child and adolescent clinical populations.

The specific goals of this course are to help students:

(1)learn the historical contexts, core symptoms, situational and contextual factors, associated developmental impairments, and critical diagnostic issues for a range of clinical presentations and DSM-IV TR categories;

(2)strengthen a frame of reference for evaluating healthy adaptive functioning and recognizing the signs and manifestations of psychopathology in children and adolescents;

(3)master models of developmental risk and resiliency;

(4)become aware of the most contemporary research on child and adolescent psychopathology;

(5)gain familiarity with a range of theories utilized to conceptualize developmental psychopathology;

(6)learn and apply comprehensive, research-based conceptual frameworks to aid in accurate diagnosis and the formulation of treatment interventions that meld contemporary research within a context of ecological validity

(7)think about how to use and apply mental health prevention strategies in community-wide settings

Upon completion of this course, students will posses the ability to accurately conceptualize a number of complex diagnostic presentations in childhood and adolescence. Additionally, students will be able to generate accurate, comprehensive, and collaborative treatment plans for a vast range of clinical presentations, including: developmental and learning disorders, emotional and social disorders, behavior disorders, and eating and health-related disorders.

Required Readings

Books:

American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision). Arlington, VA: American Psychiatric Publishing, Inc. ISBN: 0890420254.

Mash, E.J., & Barkley, R.A. (2002). Child Psychopathology (2nd Edition). New York: Guilford Press.

Kronenberger, W.G., & Meyer, R.G. (2000). The Child Clinician’s Handbook (2nd Edition). Allyn & Bacon.

Course Requirements and Assignments

1. Attendance and Participation. Weekly attendance is mandatory. If you miss more than two classes for any reason, you will earn a failing grade. Please inform me in advance if you must miss a class due to special circumstances. You are responsible for completing the required readings each week prior to arriving in class. Please note that you are also expected to participate in each class period. You will be graded not only on the quantity of your participation, but also on the quality. This means that your class contributions should be relevant, respectful, and sensitive to worldviews different than your own.
2. Midterm. Your midterm will consist of two parts – Part 1 will require you to provide 5-axis diagnoses for individuals presented in several case conceptualizations. Part 2 will require you to discuss the book “There Are No Children Here” by Alex Kotlowitz in the ecological framework discussed during the first two class sessions.
3. Case conceptualization. Your final paper will consist of a case conceptualization in which you will choose a character in a book (I will provide a list of choices for you during the third week of class). After reading the book, you will use the descriptive information provided in the book to write a case conceptualization. Sample reports will be provided in class. Included in the case conceptualization will be:
4. a discussion of the individual’s presenting difficulties within the framework of a psychological theory (you may choose any theoretical orientation that has been well-supported by the literature; please clear your choice of orientation with me by Week 6),
5. A discussion ofecological factors impacting the person’s functioning,
6. A delineation of the strengths the person presents with and how these could be used within the therapeutic context,
7. A DSM-IV diagnosis, and
8. A research-supported treatment plan

Grading

Attendance/participation is worth 12 points. Please note that late papers will not be accepted.Your final grade is determined by the total accumulated points using the grading scale indicated below.

AssignmentPossible points Grading Scale

A / 93 – 100
A- / 90 – 92
B+ / 87 – 89
B / 83 – 86
B- / 80 – 82
C+ / 77 – 79
C / 73 – 76
C- / 70 – 72
D / 60 – 69
F / 59 or lower
Attendance/participation / 34
Midterm / 33
Final / 33

Total100

Library

Library Resources:ArgosyUniversity’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, ArgosyUniversity’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: ArgosyUniversity’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at

University Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, ArgosyUniversity requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). WashingtonDC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the ArgosyUniversity catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at ArgosyUniversity is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” ( an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of ArgosyUniversity to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The ArgosyUniversity Statement Regarding Diversity

ArgosyUniversity prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

Technology Statement

ArgosyUniversity encourages the use of technology throughout the curriculum.

This course may use the following: videotapes/DVD’s, online syllabus, PowerPoint.

Tentative Course Schedule

Date / Topic / Reading
Jan 13 / Introduction; “Normal” development / Coll, C.G., Ackerman, A., & Cicchetti, D.(2000). Cultural influences on developmental processes and outcomes: Implications for the study of development and psychopathology. Development and Psychopathology,12(3), 333-356.
Hudziak, J.J., Achenbach, T.M., Althoff, R.R., & Pine, D.S. (2007). A dimensional approach to developmental psychopathology. International Journal of Methods in Psychiatric Research, 16, S16-S23.
Jan 20 / Risk & Resilience; Cultural Considerations / Barkley & Mash (B&M), chapter 1
Prilleltensky, I., & Nelson, G. (2000). Promoting child and family wellness: Priorities for psychological and social interventions. Journal of Community and Applied Social Psychology, 10. 85 – 105.
Jan 27 / Attachment & Prenatal Substance Exposure / Boekamp, John R. (2008). Reactiveattachmentdisorder in young children: current perspectives on diagnosis and treatment. Brown University Child & Adolescent Behavior Letter, 24(8), 1-7
Becker-Weidman, Arthur; Hughes, Daniel (2008). Dyadic Developmental Psychotherapy: an evidence-based treatment for children with complex trauma and disorders of attachment.Child & Family Social Work, 13(3), 329-337
Feb 3 / Trauma, Abuse, & Neglect / Mash & Barkley, 7
Morgos, Dorothy; Worden, J. William; Gupta, Leila. Omega(2008). Psychosocial Effects of War Experiences among Displaced Children in Southern Darfur. Journal of Death & Dying, 56(3), p229-253
Luthra, Rohini; Abramovitz, Robert; Greenberg, Rick; Schoor, Alan; Newcorn, Jeffrey; Schmeidler, James; Levine, Paul; Nomura, Yoko; Chemtob, Claude M.. (2009): Relationship Between Type of Trauma Exposure and Posttraumatic Stress Disorder Among Urban Children and Adolescents.Journal of Interpersonal Violence, 24(11), 1919-1927
Kellogg, N.D. (2009): Clinical Report — The Evaluation of SexualBehaviors in Children.Pediatrics, 124(3), 992-998
Feb 10 / Anxiety & Elimination Disorders / Mash & Barkley, 6
Kronenberger, 6 & 4
Albano, Anne Marie; Kendall, Philip C.. (2002): Cognitive behavioural therapy for children and adolescents with anxiety disorders: clinical research advances.International Review of Psychiatry, 14 (2), 129-134
Feb 17 / Mood Disorders / Mash & Barkley, 5
Kronenberger, 5
Smith, D.H. (2007). Controversies inChildhood Bipolar Disorders. Canadian Journal of Psychiatry, 52(7),407-408
McDougall, T (2009): Nursing Children and Adolescents With Bipolar Disorder: Assessment, Diagnosis, Treatment, and Management.Journal of Child& Adolescent Psychiatric Nursing, 22(1), 33-39
Feb 24 / AD/HD, ODD, CD / Mash & Barkley, Chapters 2 & 3
Kronenberger, 2 & 3
Johnston, C.; Seipp, C.; Hommersen, P.; Hoza, B.; Fine, S. (2005). Treatment choices and experiences in attention deficit and hyperactivity disorder: relations to parents’ beliefs and attributions.Child: Care, Health & Development, 31(6), 669-677
Bagwell, Catherine L.; Brroke S. G. Molina; Kashdan, Tood B.; Pelham, Jr., Willam E.; Hoza, Betsy (2006). Anxiety and Mood Disorders in Adolescents With Childhood Attention-Deficit/Hyperactivity Disorder.Journal of Emotional & Behavioral Disorders, 14(3), 178-187
Mar 3 / Developmental disabilities & learning disabilities / Mash & Barkley, 9 & 12
Kronenberger, 10, 11, 12
Rellini, E.; Tortolani, D.; Trillo, S.; Carbone, S.; Montecchi, F (2004). Childhood AutismRating Scale (CARS) and Autism Behavior Checklist (ABC) Correspondence and Conflicts with DSM-IV Criteria in Diagnosis of Autism.Journal of Autism & Developmental Disorders, 34(6), 703-708
Yu, Jennifer W.; Buka, Stephen L.; McCormick, Marie C.; Fitzmaurice, Garrett M.; Indurkhya, Alka(2006). Behavioral Problems and the Effects of Early Intervention on Eight-Year-Old Children with LearningDisabilities.Maternal & Child Health Journal, 10(4), 329-338
Mar 10 / Thought disorder / Mash & Barkley, 10
Eggers, C., Bunk, D., & Krause, D. (2000). Schizophrenia with onset before the age of eleven: Clinical characteristics of onset and course. Journal of Autism and Developmental Disorders, 30(1).
Askenazy, Florence L.; Lestideau, Karine; Meynadier, Anne; Dor, Emmanuelle; Myquel, Martine; Lecrubier, Yves (2007).Auditory hallucinations in pre-pubertal children.European Child & Adolescent Psychiatry, 16(6), 411-415
Mar 17 / Sleep disorders / Christodulu, Kristin V.; Durand, V. Mark (2004). Reducing Bedtime Disturbance and Night Waking Using Positive Bedtime Routines and Sleep Restriction.. Focus on Autism & Other Developmental Disabilities,19(3), 130-139
Mar 24 / Sexuality & Gender Identity / Radkowsky & Siegel (1997). The gay adolescent: Stressors, adaptations, and psychosocial interventions. Clinical Psychology Review, 17 (2), 191 – 216.
Mallon, Gerald P.; Aledort, Nina; Ferrera, Michael (2002). There's No Place Like Home: Achieving Safety, Permanency, and Well-Being for Lesbian and Gay Adolescents in Out-of-Home Care Settings.ChildWelfare, 81(2), 407-439.
Mar 31 / Grief & Loss / Braver, S., Ellman, I., & Fabricius, W. (2003). Relocation of children after divorce and children’s best interests: New evidence and legal considerations. Journal of Family Psychology, 17(2), 206 – 219.
Hames, C. (2003). Helping infants and toddlers when a family member dies. Journal of Hospice and Palliative Nursing, 5(2). 103 – 110.
McClatchy, Irene Searles; Vonk, M. Elizabeth; Palardy, Gregory(2009). The Prevalence of Childhood Traumatic Grief—A Comparison of Violent/Sudden and Expected Loss.Journal of Death & Dying, 59(4), 305-323
Apr 7 / Eating disorders & health-related issues / Kronenberger, 8
Esparó, G.; Canals, J.; Jané, C.; Ballespí, S.; Viñas, F.; Domènech, E.. (2004). Feeding problems in nursery children: prevalence and psychosocial factors.Acta Paediatrica, 93(5), 663-668
Hamilton, J.D. (2007). EatingDisorders in Preadolescent Children.Nurse Practitioner, 32(3), 44-48.
Apr 14 / Wrapup and review