Child Psychopathology Psychology 1270 Spring Term, 2015

Transcription

1 Child Psychopathology Psychology 1270 Spring Term, 2015 Professor Daniel S. Shaw 4101 Sennott Square Class Meetings: T-Th 9:30-10:45 AM at 349 Cathedral of Learning Office Hours for Dr. Shaw: Friday 12:00-2:00 PM, and by appointment Course Objectives: The goal of this course is to provide you with a thorough understanding of child psychopathology framed from a developmental psychopathology perspective. This means that we will review common disorders of childhood, risk and protective factors as well as contextual factors associated with these disorders, and the etiology, course and outcomes of child psychopathology, all from a developmental perspective. By the end of the course, you should have a thorough understanding of this literature, an ability to critically examine research in child psychopathology, and an understanding of the controversies regarding current research and practice. Expectations: As this is an upper level course for Psychology majors, my expectation is that you have mastered the relevant material from Introductory Psychology, Research Methods, Developmental Psychology and Abnormal Psychology. A basic understanding of normal developmental milestones and processes is needed because we will be discussing abnormal or atypical development, which can only be fully appreciated in the context of what is typical. Similarly, an understanding of adult psychopathology is needed because we will be building on some of the basic concepts that you learned in Abnormal Psychology. Having Developmental Psychology will also be helpful in understanding and appreciating the emergence and persistence of certain types of problem behavior in childhood. Requirements 1. Examinations: There will be four examinations throughout the term. These will each count for 40 points, and will end up counting for 60% of your grade. Exams will include multiple choice questions, true or false questions, and short essays. An optional final exam will be given during the week of finals for students would prefer to substitute this exam grade in place of a lower one. Exams cannot be made up without a written doctor s note or other clear evidence that you missed the exam because of an authentic emergency. 2. Writing Assignments: There will be two writing assignments, one that deals with externalizing disorders (i.e., ADHD, ODD, CD; due March 3rd), and one that deals with Autism or Internalizing Disorders (due April 12th). Each assignment will be worth 30 points for a total of 30% of your grade. Topics for these papers will be based on supplementary readings, class discussions, and videotapes shown in class. Papers will be 5 pages in length.

2 3. Class Attendance and Participation: Students are expected to attend class and to participate in class discussions. Ten percent (10%) of your grade will be based on participation in class discussions. Attending class and remaining quiet throughout class will not be sufficient to earn a high grade on this component of your grade. Furthermore, if you miss class, do not participate in class discussions, or in other ways do not act responsibly (e.g., texting during class, sleeping in class), this behavior will be considered in computing your grade. 4. Pop Quizzes: Two pop quizzes will be held at unannounced times. Each quiz is worth 5 points, with 2 points awarded for being there on the day of the quiz. Summary of class requirements and grading: Three (out of a possible 4) 20% each = 60% Two writing 15% each = 30% Class participation = 10% Two pop quizzes count as bonus points (can increase grade up to 5%) Readings Required Text: Abnormal Child Psychology (6 th edition) by Eric J. Mash and David A. Wolfe (Wadsworth, Cengage Learning). You may purchase the e-book or e-chapters of the 6 th edition online at A copy of the book is available on reserve in Hillman Library. Note using the 5 th edition of the textbook will also be acceptable. All assigned journal articles will be posted on CourseWeb. Part I: Introductory Issues Models of Developmental Psychopathology, Risk Factors, Assessment and Classification, Research Methods, History of Child Psychopathology Tuesday, January 6 th : Lecture 1 Introduction and overview of course and course requirements, history of child psychopathology Thursday, January 8 th : Lecture 2 Defining abnormal behavior in children Textbook - Chapter 1 - Introduction Landsford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus K. et al. (2005). Physical discipline and children s adjustment: Cultural normativeness as a moderator. Child Development, 76,

3 Tuesday, January 13 th : Lecture 3 Developmental psychopathology perspective, risk and resilience, contextual influences Textbook - Chapter 2 - Theories and Causes Thursday, January 15 th : Lecture 4 Environmental and genetic influences on the development of problem behavior; gene x environment interactions, parenting practices Readings: Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11, Choe, D., Shaw, D. S., Hyde, L. W., & Forbes E. E. (2014). Punitive discipline interacts with MAOA in African American and Caucasian men s antisocial behavior. Clinical Psychological Science, 2, Tuesday, January 20 th : Lecture 5 Environmental and genetic influences continued Thursday, January 22 nd : Lecture 6 Family influences continued divorce and remarriage and children s adjustment Amato, P. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage and Family, 72, Tuesday, January 27 th : Lecture 7 Family and genetic influences continued: Maternal depression and child problem behavior Textbook - Chapter 12 - Trauma and Stressor-Related Disorders Pollack, S. (2008). Mechanisms linking early experience and the emergence of emotions: Illustrations from the study of maltreated children. Current Directions in Psychological Science, 17, Thursday, January 29 th : Lecture 8 Classification and Diagnosis - DSM IV and moving to DSM V Textbook - Chapter 4 - Assessment, Diagnosis, and Treatment

4 Tuesday, February 3 rd : Lecture 9 Goals of assessment and diagnosis Thursday, February 5 th First Exam - includes all material covered so far (Chapters 1, 2, 4, and 12 of textbook plus supplemental articles) Part II - Externalizing Problems - Attention Deficit Hyperactivity, Oppositional, and Conduct Disorders Tuesday, February 10 th : Lecture 10 Textbook - Chapter 8 - Attention Deficit Hyperactivity Disorder (ADHD) ADHD: definition and diagnosis, case examples Thursday, February 12 th : Lecture 11 ADHD: Clinical considerations, etiology, course and outcome; DSM V criteria Tuesday, February 17 th : Lecture 12 Treatment of ADHD Readings: Wells, K. et al. (2006). Treatment related changes in objectively measured parenting behaviors in the MTA study. Journal of Consulting and Clinical Psychology, 74, Molina, B. et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined type ADHD in a multi-site study. Journal of the American Academy of Child and Adolescent Psychiatry, 48, Thursday, February 19 th : Lecture 13 Clinical description and diagnostic issues in oppositional and aggressive behavior; DSM criteria Textbook - Chapter 9 - Conduct Problems Tuesday, February 24 th : Lecture 14 1 st writing assignment distributed Etiology, course, pathways, and risk factors to conduct problems: Part 1 Readings: Select from 2 of the 3 readings below Frick, P. J. (2012). Developmental pathways to conduct disorder: Implications for future directions in research, assessment, and treatment. Journal of Clinical Child and Adolescent Psychology, 41, Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W. et al. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297,

5 Shaw, D. S. (2013). Future directions for research on the development and prevention of early conduct problems. Journal of Clinical Child and Adolescent Psychology, 42, Thursday, February 26 th no class time to work on 1 st paper assignment Tuesday, March 3 rd : Lecture 15 1 st writing assignment due Etiology, course, pathways, and risk factors linked to conduct problems: Part 2 The Trouble with Evan Thursday, March 5 th : Lecture 16 Prevention and treatment of conduct problems March Spring Recess Tuesday, March 17 th : Second Exam Second Exam - includes ADHD and oppositional and conduct disorders (Chapters 8 and 9 of textbook, relevant casebook chapters, and supplemental readings) Part III: Internalizing Disorders and Autism Spectrum Disorders Thursday, March 19 th : Lecture 17 Clinical description, definitional, developmental, and diagnostic issues of internalizing disorders Textbook - Chapter 10 - Mood Disorders Tuesday, March 24 th : Lecture 18 Adolescent depression family issues, sex differences, suicide Readings: Nock, M. K. (2009). Suicidal behavior among adolescents: Correlates, confounds and (the search for) causal mechanisms. Journal of the American Academy of Child and Adolescent Psychiatry, 48, Kovacs, M., Joormann, J., & Gotlib, I. H. (2008). Emotion (dys)regulation and links to depressive disorders. Child Development Perspectives, 2, Thursday, March 26 th : Lecture 19 Maternal depression and child adjustment Goodman, S. H., Rouse, M. H., Connell, A. M., Broth, M. R., Hall, C. M., & Heyward, D. (2011). Maternal depression and child psychopathology: A meta-analytic review. Clinical Child and Family Psychology Review, 14, 1-27.

6 Tuesday, March 31st: Lecture 19 Treatment of adolescent depression Diamond, G. et al. (2010). Attachment-based family therapy for adolescents with suicidal ideation: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 49, Thursday, April 2nd: Lecture 20 Anxiety Disorders: Definitional issues and DSM-V subtypes; treatment Textbook - Chapter 11 - Anxiety Disorders Tuesday, April 7th: Lecture 21 Clinical description of autism spectrum disorders Textbook - Chapter 6 - Autism Spectrum Disorders and Childhood-Onset Schizophrenia Thursday, April 9 th : Lecture 22 2 nd writing assignment distributed Diagnostic criteria for DSM-V; theories of autism; genetic risk; treatment approaches Ozonoff et al. (2010). A prospective study of the emergence of early behavioral signs of autism. Journal of the American Academy of Child and Adolescent Psychiatry, 49, Damiano, C. R., Mazefsky, C. A., White, S. W., & Dichter, G. S. (2014). Future directions for research in autism spectrum disorders. Journal of Clinical Child and Adolescent Psychology, 43, Tuesday, April 14 th Third Exam - includes mood and anxiety disorders and autism (Chapters 10, 11, and 6 of textbook, relevant casebook chapters, and supplemental readings) Saturday, April 25 th 8-9:50 AM FINAL EXAM (optional) Cumulative Exam - includes all material covered in class. All questions will be multiple choice.

7 Note to all students from the Office of the Provost: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact your professor and the Office of Disability Resources and Services, 216 William Pitt Union, / , as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course. Academic Integrity All students are expected to be familiar with and adhere to the University of Pittsburgh policies on academic integrity, found at the following link: Cheating, plagiarism, or any other violation of academic integrity principles will not be tolerated. Any student suspected of a violation will be subject to all disciplinary proceedings. Lectures: Attendance at lectures is strongly encouraged. Lectures will cover material not necessarily included in the readings. Copies of PowerPoint slides from lectures can be found on CourseWeb. Students are responsible for all material presented at lectures.