EARLY CHILDHOOD PSYCHOPATHOLOGY

Transcription

1 Syllabus EARLY CHILDHOOD PSYCHOPATHOLOGY Last update HU Credits: 2 Degree/Cycle: 2nd degree (Master) Responsible Department: early childhood graduate program Academic year: 0 Semester: 1st Semester Teaching Languages: Hebrew Campus: Mt. Scopus Course/Module Coordinator: Professor Cory Shulman Coordinator cory.shulman@mail.huji.ac.il Coordinator Office Hours: Wednesdays 12:00-13:00 Teaching Staff: Prof Cory Shulman page 1 / 5

2 Course/Module description: The course will deal with issues related to using the term "psychopathology" in very young children, such as how professionals can determine that there is a problem at such a young age. We will discuss the types of problems which are found in young children and the difficulties in diagnostic ascertainment at these ages. In this course we will address issues related to psychopathology in young children, diagnostic tools for early detection of these problems, understanding the parents role in early childhood psychopathology, and the implications for policy and service provision as part of the health system. Focus on syndromes in infancy and early childhood such as autism spectrum disorders, intellectual impairment, eating disorders, sleep disorders and post-traumatic stress syndrome in young children. Course/Module aims: To provide an understanding of the unique issues involved in infant and early childhood psychopathology. To understand the diagnostic systems in use today with young children. To become familiar with several syndromes which are evident in early childhood. To understand the positive and negative implications of an early diagnosis. To recognize the importance of multi-disciplinarian work in early childhood psychopathology. Learning outcomes - On successful completion of this module, students should be able to: Define psychopathology in early childhood and identify the uniqueness of psychopathology at these ages. Describe the two main diagnostic systems (ICD and DSM) and discuss the ramifications of using these systems with young children, and then discussing the 0-3 diagnostic system. Identify the history, diagnostic criteria, methods of assessment and recommended intervention techniques for at least three syndromes of early childhood. Delineate policy changes consistent with the need for service development for young children with mental health issues. Attendance requirements(%): 80% Teaching arrangement and method of instruction: Each lesson will begin with a frontal lecture regarding the weekly topic, continue with a debate regarding an issue of definition, diagnosis or treatment. Viewing videos of young children and their families coping with psychopathology in early childhood will provide examples page 2 / 5

3 of the theoretical material presented in class. Course/Module Content: 1. Typical socio-emotional development in the early years; understanding abnormality in early childhood. 2. Clinical classification according to DSM and 0-3 systems. 3. Assessment. 4. Diagnosis. 5. Regulatory disorders. 6. Sleeping disorders. 7. Feeding and eating disorders and failure to thrive. 8. Trauma 9. Aggression and behavior problems. 10. Anxiety and depression in early childhood. 11. Disorders of attention. 12. Autism spectrum disorders. 13. Principles of early childhood intervention. 14. selected topics in policy regarding infant and early childhood psychopathology. Required Reading: Emde, R. N., Bingham, R. D., & Harmon, R. J. (1993). Classification and the diagnostic process in infancy. Zeanah, C. H., Boris, N. W., & Scheeringa, M. S. (2006). Psychopathology in infancy. Journal of Child Psychology and Psychiatry, 38(1), Keren, M., Feldman, R., & Tyano, S. (2003). A fiveyear Israeli experience with the DC: 03 classification system. Infant Mental Health Journal, 24(4), Sameroff, A., Seifer, R., & McDonough, S. (2004). Contextual contributors to the assessment of infant mental health. In R. DelCarmen-Wiggins & A. Carter (eds.). Handbook of infant, toddler, and preschool mental health assessment (pp ). Oxford: Oxford University Press. Miron, D., Lewis, M.L., & Zeanah, C.H. (2009). Clinical use of observational procedures in early childhood. In CH Zeanah (Ed.). Handbook of infant mental health-third edition (pp ). New York: The Guilford Press. Bron, T. I., van Rijen, E. H., van Abeelen, A. M., & Lambregtsevan den Berg, M. P. (2012). Development of regulation disorders into specific psychopathology. Infant Mental Health Journal, 33(2), Owens, L. J., France, K. G., & Wiggs, L. (1999). REVIEW ARTICLE: Behavioural and cognitive-behavioural interventions for sleep disorders in infants and children: A review. Sleep Medicine Reviews, 3(4), Chatoor, I. (2002). Feeding disorders in infants and toddlers: diagnosis and treatment. Child and adolescent psychiatric clinics of North America. Chu, A. T., & Lieberman, A. F. (2010). Clinical implications of traumatic stress from page 3 / 5

4 birth to age five. Annual Review of Clinical Psychology, 6, Guedeney, A. (2007). Withdrawal behavior and depression in infancy. Infant Mental Health Journal, 28(4), Boris, N. W., Zeanah, C. H., Larrieu, J. A., Scheeringa, M. S., & Heller, S. S. (1998). Attachment disorders in infancy and early childhood: A preliminary investigation of diagnostic criteria. American Journal of Psychiatry, 155(2), Volkmar, F., Chawarska, K., & Klin, A. (2005). Autism in infancy and early childhood. Annual Review of Psychology, 56, Emde, R., & Robinson, J. (2000). Guiding principles for a theory of early intervention: A developmental-psychoanalytic perspective. Handbook of early childhood intervention, 2, Johnston, K., & Brinamen, C. (2005). Integrating and adapting infant mental health principles in the training of consultants to childcare. Infants & Young Children, 18(4), Additional Reading Material: Baron-Cohen, S., Cox, A., Baird, G., Swettenham, J. O. H. N., Nightingale, N. A. T. A. S. H. A., Morgan, & Charman, T. O. N. Y. (1996). Psychological markers in the detection of autism in infancy in a large population. The British Journal of Psychiatry, 168(2), Benoit, D., & Coolbear, J. (1998). Posttraumatic feeding disorders in infancy: Behaviors predicting treatment outcome. Infant Mental Health Journal, 19(4), DeGangi, G. A., DiPietro, J. A., Greenspan, S. I., & Porges, S. W. (1991). Psychophysiological characteristics of the regulatory disordered infant. Infant Behavior and Development, 14(1), Egger, H. L., & Emde, R. N. (2011). Developmentally sensitive diagnostic criteria for mental health disorders in early childhood: The diagnostic and statistical manual of mental disordersiv, the research diagnostic criteriapreschool age, and the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early ChildhoodRevised. American Psychologist, 66(2), Emde, R. N., Bingham, R. D., & Harmon, R. J. (1993). Classification and the diagnostic process in infancy. Feldman, R., Keren, M., Gross-Rozval, O., & Tyano, S. (2004). Motherchild touch patterns in infant feeding disorders: relation to maternal, child, and environmental factors. Journal of the American Academy of Child & Adolescent Psychiatry, 43(9), Keenan, K., & Wakschlag, L. S. (2002). Can a valid diagnosis of disruptive behavior disorder be made in preschool children?. American Journal of Psychiatry, 159(3), Lieberman, A. F. (2007). Ghosts and angels: Intergenerational patterns in the transmission and treatment of the traumatic sequelae of domestic violence. Infant Mental Health Journal, 28(4), Loukas, A., Zucker, R. A., Fitzgerald, H. E., & Krull, J. L. (2003). Developmental page 4 / 5

5 Powered by TCPDF ( trajectories of disruptive behavior problems among sons of alcoholics: Effects of parent psychopathology, family conflict, and child undercontrol. Journal of Abnormal Psychology, 112(1), 119. LundqvistPersson, C. (2001). Correlation between level of selfregulation in the newborn infant and developmental status at two years of age. Acta Paediatrica, 90(3), Manikam, R., & Perman, J. A. (2000). Pediatric feeding disorders. Journal of Clinical Gastroenterology, 30(1), Wetherby, A. M., Brosnan-Maddox, S., Peace, V., & Newton, L. (2008). Validation of the InfantToddler Checklist as a broadband screener for autism spectrum disorders from 9 to 24 months of age. Autism, 12(5), Zero to Three (Organization). (1994). Diagnostic classification, 0-3: diagnostic classification of mental health and developmental disorders of infancy and early childhood. Natl Center for Clinical. Zero to Three, Z. T. (2005). Diagnostic classification of mental health and developmental disorders of infancy and early childhood: Revised edition (DC: 0-3R). Zero To Three Press, Washington, DC. Course/Module evaluation: End of year written/oral examination 0 % Presentation 0 % Participation in Tutorials 0 % Project work 70 % Assignments 20 % Reports 0 % Research project 0 % Quizzes 0 % Other 10 % Other Additional information: Active participation in the discussions in class is 10% of the final grade. page 5 / 5