Child and Adolescent Psychopathology (CAMS-UA 101) Course Outline & Syllabus

Transcription

1 Child and Adolescent Psychopathology (CAMS-UA 101) Course Outline & Syllabus While psychopathology courses are commonplace among undergraduate psychology curricula, courses focusing on child and adolescent psychopathology are relatively rare. More novel still is the opportunity to receive instruction in child and adolescent psychopathology from practicing psychiatrists and psychologists at an internationally renowned clinical and research center. Through lecture presentations and discussions, this course will focus on disease etiology, epidemiology, phenomenology, nosology, and diagnosis. We will engage students in a critical review of common child and adolescent psychopathology and challenge social and cultural assumptions of what constitutes normal vs. pathological behavior, cognition, and emotion. The course will meet twice weekly, using a combined approach of lecture and recitation. Each student will complete one practicum by participating with a clinician (psychiatrist or psychologist) in the evaluation of a child or adolescent patient at the NYU Child Study Center. Students will also complete one response paper, requiring them to diagnose a character in a popular book, in addition to two written examinations. Time/Location: Lecture: Tuesday & Thursday, 11:00 AM 12:15 PM Instructors: Jess P. Shatkin, MD, MPH ( , jess.shatkin@nyumc.org) and Lori Evans, PhD ( , lori.evans@nyumc.org) Teaching Assistant: Nicole Aujero ( , nicole.aujero@nyumc.org) Textbook and Readings: The textbooks for the course will be: (1) Treating Child & Adolescent Mental Illness by Jess P. Shatkin, MD, MPH, 2009; and (2) the Diagnostic and Statistical Manual of Mental Disorders, 5 th ed. (DSM-5), American Psychiatric Association, Readings will otherwise be comprised of primary sources drawn from the rich literature of psychology and psychiatry. Session: Course Topic Primary Instructor Assigned Reading 1 & 2 Introduction to the study of Shatkin Primary Text (Shatkin): Preface, A Note about Clinical child & adolescent psychopathology Studies (pp. xiii xviii), & Chapter 1 (pp. 1 17) DSM-5: Preface (pp. xli xliv), Introduction, Use of the Manual (pp. 5 24), Assessment Measures & Cultural Formulation (pp ) AACAP Workforce Brochure, 2013 Child & Adolescent Psychopathology 1

2 Torrey et al: More Mentally Ill Persons are in Jails and Prisons than Hospitals Carlat: 45,000 More Psychiatrists, Anyone? Weinberger, Elvevag, Giedd: The Adolescent Brain: A Work in Progress Fuller: Into the Mystery of the Adolescent Mind Henig: What is It About 20-somethings? Begin sign-ups for evaluation visits at the NYU Child Study Center (check s) Hand-in completed HIPAA form (posted on NYU Classes) 3 & 4 Orientation to Psychiatric Shatkin DSM-5: Glossary of Technical Terms (pp ) Diagnosis and Nosology Spiegel: The Dictionary of Disorder HERI: The American Freshman Parry: Cough Disorder DSM Allegory Frances: DSM-5 in Distress 5 Diagnostic Clinical Evaluation & Shatkin Shatkin: Child Psychiatry Clinical Evaluation Template Mental Status Examination 6 & 7 Neuropsychological and Psycho- Evans Reschly: Psychological Testing in Educational educational testing Classification and Placement 8 & 9 Learning Disorders/ Evans Primary Text (Shatkin): Chapters 4, 5 & 6 (pp. 57 Intellectual Disability (MR) 92) DSM-5 (pp & 66 74) Review: Sample IEP & What is Section 504? Autism Spectrum Disorders Shatkin Primary Text (Shatkin): Chapter 7 (pp ) DSM-5 (pp ) NPR, Autism, an Alien View of Social Brains When Carl Met George: and Child & Adolescent Psychopathology 2

3 Kanner: Autistic Disturbances of Affective Contact Donvan & Zucker: Autism s First Child Brauser: Autism and MMR Vaccine, an Elaborate Fraud 13 In Class MIDTERM EXAM Attention Deficit- Evans Primary Text (Shatkin): Chapter 2 (pp ) Hyperactivity Disorder DSM-5 (pp ) Turtel: The Myth of ADHD Armstrong: ADHD in Children: One Consequence of the Rise of Technologies and Demise of Play? Carroll: 1 in 10 US Kids has ADHD 16 Externalizing Disorders Evans Primary Text (Shatkin): Chapter 3 (pp ) DSM-5 (pp ) Mood Disorders Shatkin Primary Text (Shatkin): Chapter 10 & 11 (pp ) DSM-5 (pp ) Leiby: A Couch Tom Cruise Won t Jump On Shields: War of Words Sherman: Dear Mr. Cruise: Meet My Daughter Neill: Tom Cruise is Dangerous and Irresponsible DeAngelis: Suicide on Campus Miller: Anything but Child s Play Carlson & Chang: MedScape Bipolar Controversy Anxiety Disorders Evans Primary Text (Shatkin): Chapter 9 (pp ) DSM-5 (pp ) Henig, Understanding the Anxious Mind (NYT) Substance Use Disorders Shatkin Primary Text (Shatkin): Chapter 13 (pp ) DSM-5 (pp ) Child & Adolescent Psychopathology 3

4 25 26 Eating Disorders Shatkin Primary Text (Shatkin): Chapter 14 (pp ) DSM-5 (pp ) Psychotic Disorders Shatkin Primary Text (Shatkin): Chapter 12 (pp ) DSM-5 (pp ) FINAL EXAM 10 11:50 AM Examinations and Grades: Grades will be based upon a written midterm examination (30%), a midterm paper (30%), one response paper (10%), and a written final examination (30%). Midterm and Final Examinations: Students will complete a 75-minute midterm and a 100-minute final examination. Examinations will be composed of multiple choice, matching, and short answer questions based upon the material covered in class, on the slides, and in the readings. The final examination is not cumulative. Midterm Paper: Students will complete a formal write-up (not to exceed 7 single-spaced, type written pages) of the psychiatric examination in which they participate. (Students are required to sign HIPAA confidentiality forms, but no human subjects authorization is required.) All midterm papers are due within 14 days of the scheduled evaluation visit. All observed evaluations will take place at the NYU Child Study Center (One Park Avenue, 7 th Floor, between 32 nd and 33 rd Streets) at various times throughout the week. We recognize that on occasion students may have to miss a class to attend an evaluation session at the Child Study Center. Evaluation visits will begin mid-february. Please arrive 15 minutes prior to your scheduled evaluation time, and let the receptionist know that you are a CAMS student and are there to observe the Furman Evaluation. Please be certain to change the names, birthdates, schools, etc, of the patients you see so that they cannot be easily identified in your paper (e.g., use pseudonyms, change birthdates but not ages, invent names for the schools, etc.). Three sample clinical evaluations written in the required format can be found under the Assignments tab within Resources on NYU Classes. Please review this format closely and address all areas. If you do not have information from a certain domain (e.g., collateral reports ), simply keep the heading and report that no information was available in that domain. Hand in a hard copy of your paper once completed. DO NOT SEND IT BY . *You will be ed throughout the semester directly by the course TA regarding times and dates available for viewing clinical evaluations. Child & Adolescent Psychopathology 4

5 Response Paper: Students will choose from one of five novels and write a brief (approximately 4 5 double-spaced, typed pages) report in defense or opposition of the suggested diagnosis of the main character (as listed below). Students should describe their clinical observations and then support them by referencing DSM-5 criteria. You may choose from the following novels: Novel Author Suggested Diagnosis of Main Character 1. It s a Funny Kind of Story Ned Vizzini Major Depressive Disorder 2. The Curious Incident of the Dog in the Night-time Mark Haddon Autism Spectrum Disorder 3. Less Than Zero Bret Easton Ellis Substance Use Disorder 4. Ordinary People Judith Guest Posttraumatic Stress Disorder 5. The Butcher Boy Patrick McCabe Schizophrenia The paper should summarize cogently the struggle of the main character in one paragraph only. The remainder of the paper should focus on the diagnosis. Does s/he meet criteria for the diagnosis we have suggested on the syllabus? Support your assertion with symptoms described in the novel and clarify further if indicated. For example, if you think the character suffers from an autistic spectrum disorder, let us know which level of impairment (e.g., Level 1, 2 or 3); or if you believe that the character is depressed but does not meet criteria for Major Depressive Disorder but rather Persistent Depressive Disorder, let us know why. You can reference the novel, our texts, and articles, in addition to incorporating direct quotes, if you wish to further substantiate your point. The papers will allow you to practice your diagnostic skills as you observe how mental illness is portrayed in popular literature. Please hand in a hard copy. DO NOT SEND IT BY . Quality of Written Work: Your papers will be graded on both the content of what you say and the manner in which you express yourself. In the field of mental health, communication between practitioners, patients, and families is of the utmost importance, so we are expecting you to strive for clarity in your written work. Incomplete thoughts and frequent syntactical and grammatical errors (e.g., run-on sentences, fragments, reference errors, etc.) interfere with our ability to understand your ideas and analysis (which in practice can have serious consequences for an individual receiving treatment) and will, consequently, result in a lowering of your grade. Please review the document, CAP Evaluation Reports Common Errors, under the Assignments tab within Resources on NYU Classes before writing your paper. Policy on Late Submissions: Late papers will be accepted. However, grades on all late papers will be lowered by 1/3 for each day they are late (e.g., from an A- to a B+ on late day #1, from a B+ to a B on late day #2, etc.). Under no circumstances will any papers be accepted after the date of the final exam. Papers received after this date will not be graded and will receive a score of zero. Students requesting an exemption from the late submission policy must present a written note from a school Dean, Academic Advisor, or personal physician (e.g., not the student s parent or family member) justifying the late submission, which will then be considered by the instructors. Child & Adolescent Psychopathology 5