Child & Adolescent Psychopathology

PP 7330 C1 (8064)

Child & Adolescent Psychopathology

Spring 2008

INSTRUCTOR:

Ben Gorvine

PHONE:

312-777-7708

EMAIL:

FAX:

ALT PHONE:

847-570-5661

REQUIRED TEXTS:

Title / Developmental Psychopathology and Family Process: Theory, Research, and Clinical Implications
Author(s) / Cummings, E.M., Davies, P.T., & Campbell, S.B.
Copyright / 2002
Publisher / Guilford Press
ISBN / 157230779X
Edition
Title / Child and Adolescent Psychopathology: A Casebook
Author(s) / Wilmshurst, L.
Copyright / 2003
Publisher / Sage Publications
ISBN / 0761927816
Edition
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

PP 7330 C1 (8064) – Child & Adolescent Psychopathology

The AmericanSchool of Professional Psychology at ArgosyUniversity, Chicago Campus

Spring 2008

Wednesdays, 12:30 PM – 3:15 PM, Rm. TBA

Faculty: Ben Gorvine, Ph.D.

E-mail:

Office Phone: 312-777-7708

Home Phone: 847-570-5661 (no calls after 10 PM, please!)

Office Hours: Rm. #1337 – Mondays, 10:00 AM – 12:30 PM; Thursdays, 12:30 PM – 4:30 PM,

and by appointment

Short faculty bio: Dr. Gorvine, a graduate of the clinical psychology program at the University of Michigan is an assistant professor in the Clinical Psychology Program. Prior to coming to the Illinois School of Professional Psychology, he taught for two years in the Psychology department at AuroraUniversity, and trained as a postdoctoral clinical fellow at the Family Institute at NorthwesternUniversity. He currently maintains a clinical practice as an affiliated psychotherapist at the Family Institute at Northwestern in Evanston. His research interests include fathers in poverty and young children's social development.

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 also addressed.

Course Prerequisites:None.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes for the Doctoral and Master’s Programs in Clinical Psychology

The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners.ArgosyUniversity, Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills

In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

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 comprehensive, theory-driven conceptual frameworks to aid in accurate diagnosis and the formulation of treatment interventions that meld contemporary research within a context of ecological validity.

Upon completion of this course, students will posses the ability to accurately conceptualize a myriad 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.

Cummings, E.M., Davies, P.T., & Campbell, S.B. (2002). Developmental Psychopathology and Family Process: Theory, Research, and Clinical Implications. New York: Guilford Press. ISBN: 157230779X.

Wilmshurst, L. (2003). Child and Adolescent Psychopathology: A Casebook. Thousand Oaks, CA: Sage Publications. ISBN: 0761927816.

Readings to be distributed:

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.

Sonuga-Barke, E.J. (1998). Categorical models of childhood disorder: A conceptual and empirical analysis. Journal of Child Psychology & Psychiatry & Allied Disciplines, 39 (1), 115-133.

Sroufe, L.A. (1990). Considering Normal and Abnormal Together: The essence of developmental psychopathology. Development and Psychopathology, 2, 335-347.

Other readings may be distributed throughout the course of the semester.

General Goals and Expectations

My goals and expectations for you:

My goal for all of you taking this course is for you to, at the end of this course, acquire skill and knowledge in the area of developmental psychopathology, know what it means to “think like a developmental psychopathologist,” and have an understanding of the breadth of the field of developmental psychopathology with particular reference to family process. This course will not and cannot be an exhaustive review of the entire field of developmental psychopathology, but it will give you a good beginning sense of the range and content of this area. I am particularly interested in two things: (1) conveying to you my love for and excitement about the field of developmental psychopathology and, consequently, sparking your interest in learning more about this area above and beyond this course, and (2) helping you to further hone your critical thinking skills, and seeing each of you apply these skills to the area of developmental psychopathology.

You will notice that in the required readings for the course, there is a de-emphasis on the “disorder of the week” approach. While we will indeed focus on the key characteristics and important information about different disorders, it is also my intent for you to come away from this course with a framework and theoretical perspective that will provide a structure for you to think about child and adolescent psychopathology as you move forward in your careers. While you may want to invest in a book like the Mash & Barkley Child Psychopathology as a resource for your future reference, I think it is less valuable for us to take a DSM approach to child & adolescent psychopathology, and more valuable instead to provide you with a set of critical thinking tools that you can take forward as clinicians (you can always look up the diagnostic criteria in a reference text!).

To best achieve these goals I expect that you will come to class prepared to critique and analyze the class material and readings. I would like you to consider the possibility that no assumption is beyond question, that no theory should escape critical scrutiny. I think that you will find that as we view the course material with a critical eye, it will be fun, intellectually fulfilling, and beneficial to your training as clinicians. While there will be times during the courses where I will lecture on the material to provide you with background, this is, first and foremost, a graduate seminar. As such, I encourage and expect active engagement during class. The expectation is that you will be an active participant throughout the term. Given the length of time for each class session, we will never have a class where you will just be sitting and listening to me talk for the entire time.

My ground rule for those times that we are engaged in class discussion is that we all respect each other and each other’s point of view. I hope that we can all make an effort to listen to each other’s comments courteously without interrupting, and to respond to each other in a mature and thoughtful manner. This will help us all get the most out of the course.

Finally, I expect for each of you to make an effort throughout the course to make your needs, concerns, and any other feedback that you might have known to me. This course, like many things in life, is a work in progress, and I am open to your thoughts and suggestions about what is and is not working for you and your learning. Most importantly, I need to know if you have special needs or circumstances that are impacting your performance or completion of work for the course. I am willing to be flexible and accommodating of special circumstances, but can only reasonably do so if you keep me informed about what it is that you need.

What you can expect of me:

I am committed to making this course not only educational and a good training experience, but a fun and positive experience as well. To that end, just as I expect for each of you to make efforts over the course of the semester to communicate your needs and concerns to me. In addition to the time that we spend together in class, I do my best to make myself available to you for help and consultation outside of class time. In addition to my regularly scheduled office hours (posted above), I am always happy to make other times to meet with you, as my schedule allows, and I am more than happy to speak with you by phone or answer questions via e-mail. It is fine to call me at home, but please limit calls to before 10 PM.

Besides my availability and interest in getting to know each of you, you can expect that I am interested in your feedback and input about the course, and I am open to comments, both positive and negative, about how your experience is going. I cannot guarantee that I will be able to resolve every complaint in the way that you might hope, but I can guarantee that I will listen to your concerns and make every effort to find a satisfactory resolution.

Finally, you can expect that I am deeply committed to your learning here at the IllinoisSchool. You may find there are times in class when you have a question that I cannot answer on the spot, but you can expect that when I do not know the answers, I will do my best to work with you to find the answers. It is not just a cliché to say that, as your instructor, I will also be learning from each of you throughout the course.

Course Requirements and Assignments

Please note: A syllabus is a work in progress and is subject to revisions and changes. However, any changes that I make will not be arbitrary or a surprise to you, but rather will be discussed and explained.

1. / Attendance/class participation – Regular attendance and class participation is expected of everyone in the class. You should come to class prepared to discuss the assigned readings in a thoughtful, considered manner. You will notice that participation comprises a significant portion of your course grade. This is because your active participation in discussions and activities will help you to get the most out of this class. You will be evaluated on the quality of your class participation.
I do also expect everyone to actively participate to the best of their ability. For those of you who know that you are uncomfortable with talking in class, please make a point of making some time to come and meet with me so we can work together on ways for you to become more involved in our group discussions. I do consider active listening to be a component of participation as well, so even when you are not actively talking in class, you are expected to be actively engaged in listening to the comments and thoughts of others.
Class absences will lower your grade.Please contact me in advance if you must miss a class.Absences require you to submit a 2-page reaction paper the following week on the content covered that week.More than two absences for any reason will jeopardize your ability to pass the course.
2. /

Post case questions/conceptualizations – Most weeks during the semester, you will be completing a reading from the Wilmshurst Child & Adolescent Psychopathology: A Casebook. On any three of these dates of your choice, you will be required to turn in a written summary of your responses to case conceptualization “post-case” questions. Typically, there are 4-5 post-case questions provided; you may pick any 2-3 of these. Your written summary should be in the range of 3 or 4 pages (double-spaced, times 12-point).

Even during the weeks when you are not submitting your written summary, you should still plan on bringing your reactions and questions to the readings and casebook selection for classroom discussion.

(Assesses course objectives 2, 3, 5 & 6.)
3. / Group presentation – Groups of 3 will provide a multi-media, multi-method presentation (i.e., make use of film clips, PowerPoint, role plays, fake newscasts, improvisation, etc.). Each group will focus on important issues and topics pertinent to Child and Adolescent Psychopathology. You will form your groups on the first day of class and have some opportunity to begin consider topic possibilities. Presentations should focus on providing practical clinical information to your colleagues on the topic chosen.
Presentation groups will be asked to provide a seminal article/chapter for the class to review the week prior to the presentation. Presentations should include handouts for the class (a summary of key points for people to “take away” with them, as well as an annotated bibliography on the topic – this is in addition to the article/reading that you will distribute beforehand), and should be about 60 minutes in length.
Presentations should consider the topic from a cross-cultural perspective using a broad definition of culture that includes (but is not limited to) such factors as race, ethnicity, gender, and socioeconomic status.
To earn presentation points you must fulfill the following criteria:
• Take an active role in planning and presenting the activity.
• Design a presentation that is interactive. Try to avoid exclusively lecturing (providing some background is fine but talking “at” the class should not be the majority of the presentation); get the class involved! Be creative in coming up with ways to present your topic in an interesting and informative format. Ultimately, your presentation should be both substantive in terms of content (and include diversity issues), and creative in terms of format.
• The presentation should take about 50-60 minutes of class time,
• Be well-prepared and organized.
• Prepare an informative handout for the class that can serve as a useful resource and that is a “digest” of the critical elements of your presentation.
Your grade for the group presentation will be comprised of two components – an individual component which reflects your specific contribution to the group, and a group component, which is an overall group grade based on the overall presentation, where every member of the group gets the same grade.
I am available to groups to meet before their presentations to discuss their plans and ideas, and I encourage you to make use of me as a resource in designing your presentation,
GROUP PRESENTATION TOPIC DUE WEDNESDAY, 2/6.
PRESENTATIONS IN CLASS ON WEDNESDAY 3/26, 4/2, AND 4/9.
See addendum #1 for presentation tips and addendum #2 for grading criteria.
(Assesses course objectives 1, 3, 4 & 5).
4. / Literature reviewpaper – You will complete an APA style paper on a topic pertinent to Child & Adolescent Psychopathology. While no absolute page requirement is set, it is expected that most papers will fall between 12 and 20 pages in length.
Papers will include a thorough review of the literature (comprehensive, but not exhaustive) on a selected topic, but will not consist solely of a review of the existing literature. The literature review should include between 10-14 sources, 5-7 of which must be peer reviewed empirical/research articles directly related to the topic of your choice. The remaining 5-7 sources may be scholarly books, commentaries from academic journals, and other literature reviews or meta-analyses on the topic. You are expected to provide an integration of the literature in a manner that demonstrates your knowledge of the content, synthesizes the material, and critically evaluates the literature.
Topics are not restricted to material covered in class and you are encouraged to choose a topic that you find exciting and engaging. Papers will be graded for APA style. Topics must be approved by the instructor.
More specific assignment guidelines are provided in addendum #3. General APA guidelines are available in addendum #4. Tips for writing research reviews are included in addendum #5, and the grading rubric for the paper is attached in addendum #6.
LIT REVIEW TOPIC DUE WEDNESDAY 2/27. FINAL PAPER DUE WEDNESDAY, 4/16.
(Assesses course objectives 1, 3, 4, 5 & 6).

Grading

Child & Adolescent Psychopathology

PP 7330 C1 (8064) – Child & Adolescent Psychopathology

The AmericanSchool of Professional Psychology at ArgosyUniversity, Chicago Campus

Spring 2008

Recommended Readings

General Goals and Expectations

Even during the weeks when you are not submitting your written summary, you should still plan on bringing your reactions and questions to the readings and casebook selection for classroom discussion.