PSYCH 343 - Child Psychopathology
Fall 2013
Section 1: 177 TLRB on W from 4:00 pm - 6:30 pm
Name: Jared S. Warren, Ph.D.
Office Phone: 801-422-5600
Office Location: 291 TLRB
Office Hours: Mondays 1:00-2:50, and by appointment
Email:
Course Information
Description
This course will review the etiology, assessment, diagnosis, and treatment of common psychological disorders and developmental issues in children and adolescents. Consistent with the developmental psychopathology perspective, this course will examine child psychopathology within the context of normal developmental processes, exploring the influence and interaction of multiple factors that may lead to the emergence of behavioral and emotional problems. The majority of this course will focus on the defining features, associated characteristics, prevalence, course, theories, causes, and treatments associated with disorders or circumstances for which children and adolescents are most often referred for psychological services, including: Attention-Deficit Hyperactivity Disorder (ADHD), conduct problems, anxiety disorders, mood disorders, developmental and learning disorders, eating disorders, health-related conditions, and child maltreatment. This course is likely to be beneficial for all students who interact with or are interested in children and adolescents. Students pursuing careers related to developmental psychology, clinical child psychology, school psychology, special education, or pediatrics will find this course particularly useful. For students preparing for careers working with children and adolescents with emotional and behavioral problems, the content of this course will provide a critical foundation for future training and education.
Materials
Image / Item / Vendor / Price (new) / Price (used)/ Abnormal Child Psychology Required
by Mash, Eric J
Cengage Learning; Edition 5
ISBN: 9781111834494 / BYU Bookstore / 260.70 / 195.55
/ Casebook in Child Behavior Disorders - Optional
by Kearney, Christopher A.
Cengage Learning; Edition 5
ISBN: 9781133490715 / BYU Bookstore / 102.70 / 77.05
Note: 3rd or 4th Edition of the Casebook could be used.
Learning Outcomes
1. Etiology, assessment, diagnosis, and treatment
Students will identify and describe the etiology, assessment, diagnosis, and treatment of common psychological and developmental disorders in children and adolescents.
Measurement: Multiple choice exams, quizzes.
2. Current issues in child psychopathology
Students will demonstrate familiarity with current issues in child psychopathology.
Measurement: Presentations, short writing assignments.
3. Become familiar with the biological, psychological, and socio-cultural variables typically associated with the development and maintenance of childhood disorders, including major risk and protective processes.
Classroom Procedures
Learning Activities:
A variety of methods will be used to achieve the learning outcomes of this course. The greatest proportion of class time will follow a lecture/discussion format. Students are expected to be active contributors to the class by keeping up with the assigned readings and participating in class discussions. Given that learning outcomes are improved through the use of active learning strategies, some of our time together will be devoted to small group discussions, in-class assignments, class demonstrations, and other activities. Videos and real case vignettes (modified to protect confidentiality) will be presented and discussed in class to provide a clearer understanding of the complex and intriguing ways in which child psychopathology is expressed. Additional resources for students will be provided through BYU Learning Suite. Class time will be used primarily to emphasize key points and issues, evaluate and debate opposing perspectives, explore practical applications of concepts, and review important issues that may not be adequately addressed in the textbook. Although diligent attendance and active class participation will be crucial for success, a complete and careful study of assigned readings will also be necessary to obtain a fundamental understanding of the issues covered in this course.
Course Requirements:
Each student will be required to take three (3) exams in the BYU testing center, and approximately 6-8 in-class quizzes over the course of the semester. Attendance is required, and points will be awarded for completion of in-class assignments. Students are expected to maintain the highest standards of academic and personal conduct.
Examinations: Two regular exams and a final exam will be given in the testing center. The final exam will be comprehensive, but will emphasize material presented since the last exam. Exams will test material covered in assigned readings and class lectures/discussions. While all material from the texts may be included in the exams, content discussed in class will have a greater likelihood of appearing on the exams. The exams will follow a multiple-choice format, and a study guide and/or sample exam questions will be available before each exam.
Quizzes: Approximately 6-8 unannounced brief quizzes will be given at the beginning of class. These quizzes will cover basic material presented in assigned readings and/or class lectures and discussions, and will usually follow a True/False or multiple-choice format. No make-up quizzes will be given; however, the lowest quiz score will be dropped, and students can also earn points through extra credit assignments.
In-class Assignments: In-class assignments will include a variety of activities designed to help students process and apply concepts addressed in this course. In-class assignments will include individual writing assignments, group problem-solving activities, informal class presentations, and other learning activities. Full credit will be given for thoughtful participation in these assignments. Missed in-class assignments cannot be made up; however, one assignment may be missed without penalty.
Extra Credit: Up to 15 total extra credit points may be earned over the course of the semester. Five extra credit assignments of up to 3 points each may be completed by reading empirical articles related to child psychopathology in a scholarly journal (e.g., Journal of Clinical Child and Adolescent Psychology, Journal of Abnormal Child Psychology, Journal of Pediatric Psychology, Developmental Psychopathology, Journal of the American Academy of Child and Adolescent Psychiatry, Child Development, etc.) and writing a 2-3 page reaction to the article. Articles chosen should report empirical research findings or review the scientific literature on a topic relevant to the course. The 2-3 page (double-spaced) reaction paper should summarize the purpose and main findings of the study, and provide your evaluation/critique and reaction to the article. Email submissions are preferred. You must attach a copy of the article (or send link by email) to receive credit. A maximum of two extra credit assignments may be turned in during the same month, and no extra credit will be accepted after December 12th.
Grade Weighting
/ Weight /Exam 1 (Chapters 1-5) / 20%
Exam 2 (Chapters 6-8, 10-11) / 20%
Final Exam (Comprehensive, but emphasizing Chapters 12-14) / 20%
Quizzes / 20%
In-Class Assignments / 20%
Total / 100%
Grading Scale
A / 94-100 / B- / 80-83.9 / D+ / 67-69.9A- / 90-93.9 / C+ / 77-79.9 / D / 64-66.9
B+ / 87-89.9 / C / 74-76.9 / D- / 60-63.9
B / 84-86.9 / C- / 70-73.9 / E / 59.9 and lower
Tips for Success
You are likely to do well in this course if you:
• Complete the assigned readings before every class.
• Miss no more than one class during the semester.
• Frequently and thoughtfully participate in class discussions.
• Establish study groups with other students in the class to review for exams.
• Make use of office hours (to get help, consult with me on your future goals and plans, or just chat about whatever interests you).
Schedule
Date / Topics / AssignmentsW - Sep 04 / Introduction and Overview
Theories and Causes of Abnormal Child Development / (M&W: Mash & Wolfe
CB: Kearney Casebook)
M&W, Chapters 1 and 2
W - Sep 11 / Research Strategies / M&W, Chapter 3
W - Sep 18 / Assessment, Diagnosis, and Treatment / M&W, Chapter 4
CB, Chapter 1
W - Sep 25 / Attention-Deficit/Hyperactivity Disorder (ADHD) / M&W, Chapter 5
CB, Chapter 6
W - Oct 02 / No Class
Exam 1: Chapters 1-5: Oct 3-5; late day with fee Oct 7
W - Oct 09 / Conduct Problems / M&W, Chapter 6
CB, Chapter 8
W - Oct 16 / Conduct Problems (cont.)
Anxiety Disorders / M&W, Chapter 7
W - Oct 23 / Anxiety Disorders (cont.) / CB, Chapter 2
W - Oct 30 / Mood Disorders / M&W, Chapter 8
CB, Chapter 3
W - Nov 06 / Autism Spectrum Disorders
/ M&W, Chapter 10
CB, Chapter 11
W - Nov 13 / Communication and Learning Disorders
Exam 2: Chapters 6-8, 10-11: Nov 14-16; late day with fee Nov 18 / M&W, Chapter 11
CB, Chapter 7
W - Nov 20 / Health-Related and Substance Use Disorders / M&W, Chapter 12
CB, Chapter 12
W - Nov 27 / No Classes
W - Dec 04 / Eating Disorders and Related Conditions / M&W, Chapter 13
CB, Chapter 4 (5 if 4th ed.)
W - Dec 11 / Child Maltreatment
Comprehensive Final Exam: Emphasizing Chapters 12-14: Dec 16-20 (testing center) / M&W, Chapter 14
CB, Chapter 13
University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.
Inappropriate Use Of Course Materials
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures, audio and video recordings, etc.) are proprietary. Students are prohibited from posting or selling any such course materials without the express written permission of the professor teaching this course. To do so is a violation of the Brigham Young University Honor Code.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010
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