CHILDHOOD OCD: RESEARCH AND CLINIC

Transcription

1 Syllabus CHILDHOOD OCD: RESEARCH AND CLINIC Last update HU Credits: 4 Degree/Cycle: 2nd degree (Master) Responsible Department: School of Education Academic year: 1 Semester: Yearly עברית Languages: Teaching Campus: Mt. Scopus Course/Module Coordinator: dr. Joop Meijers Coordinator msjoop@mail.huji.ac.il Coordinator Office Hours: Wednesday on request Teaching Staff: Dr. Joop Meijers page 1 / 7

2 Course/Module description: The focus of this seminar is the in-depth learning and understanding of the main theories, research and treatment methods of anxiety problems in general and obsessive-compulsive disorder in particular, in children and youngsters. Course/Module aims: 1. Learn and understand the theoretical and clinical-research background of anxiety problems in general and OCD in particular, in children and youngsters. 2. Understand in depth the main theories underlying the treatment of anxiety problems in general and OCD in particular. 3. Learn about and understand the evidence-based treatment techniques for OCD with an emphasis on Cognitive-Behavior Therapy 4.Understand the continuity between normal and abnormal forms of intrusive thoughts. 5.Learn to develop a research question, plan and execute a research project and write a seminar paper on the research. Learning outcomes - On successful completion of this module, students should be able to: 1. To know and understand in depth the phenomenology and psychopathology of OCD including diagnosis and assessment. 2. To know and understand the main theories about the development and maintenance of OCD. 3. To know and understand the main evidence-based treatment manuals and models for OCD in children and youngsters. 4.To learn how to develop a relevant research question or questions and to plan a research project. Attendance requirements(%): 80 Teaching arrangement and method of instruction: 1. reading articles (mostly English). 2. Lectures (mainly in the first semester). 3. Group-discussions. 4. Audio-visual presentations. 5. Learning treatment manuals. 6.Weekly homework assignments. Course/Module Content: page 2 / 7

3 First semester Week 1: Get to know OCD. What it is. Watch video in which children talk about their OCD. Followed by group-discussion. Week 2: Our own personal OCD. Clinical diagnosis according to DSM-5. Spectrum disorders. week 3: Scrupulosity: A case of religious OCD. week 4: Cognitive theories about the development of OCD. week 5: Intrusive thoughts in people with and without psychopathology. Week 6: Research on intrusive thinking. Week 7: The role of socialization in the development of OCD. Week 8: Mindfulness and OCD. Week 9: The psychodynamic approach to OCD. Week 10: Clinical research on the treatment of children with OCD. Week 11: A case study of a therapy with a youngster suffering from OCD. Week 12; 'The House of OCD'. A movie about a novel, intensive treatment of people with OCD. Week 13: 'Exposure' as the central ingredient of all OCD-therapies. week 14/15: Discussing participants'proposals for their seminar paper and preparing the second semester. Second semester: During the second semester, each individual student (or couple) will work on his/her research project. Each session the participants will present the results of their reading, the development of their ideas and the progress of their research. Each participant contributes to the seminar by reading and then orally presenting to the group topics of interest, related to the research. In the first sessions of the second semester the participants will review the literature, and present a synopsis of their reading. Each participant will also choose an article and send this article to the other participants who will then read the article and discuss it in class. In the middlephase of the second semester participants will report on the issues, challenges, problems, progress of their research. During the final stage of the seminar each individual or couple will present his seminar in full. page 3 / 7

4 Following are examples of recommended research topics:.the assessment of intrusive thoughts in children. the difference between scrupulosity and fulfillment of religious precepts (mitsvot)..exaggerated responsibility, intrusive thinking and compulsions in non clinical populations..how do non-clinical samples cope with intrusive thoughts.the difference between rituals and compulsions. the relationship between OCD and obsessive personality. OCD and meta-cognition in children Each participant will choose his seminar in coordination with the course-lecturer. In the second semester, the seminar will be based exclusively on the contributions of the participants in the form of presentations and discussions. This means that each participant will be actively involved and will have to contribute actively to the seminar. Another requirement: most of the articles and audio-visual material will be in English. In addition, part or all of the lectures and discussion may be in English as well. Therefore, mastery of spoken and written English is a necessary condition for attending this seminar. Required Reading: * compulsory Abramowitz, J. S. (2002). Treatment of Obsessive Thoughts and Cognitive Rituals Using Exposure and Response Prevention: A Case Study. Clinical Case Studies, 1(1), Barlow, D. H. (2000). Unraveling the mysteries of Anxiety and its Disorders From the Perspective of Emotion Theory. American Psychologist, 55(11), Benazon, N. R., Ager, J., & Rosenberg, D. R. (2002). Cognitive behavior therapy in treatment-naive children and adolescents with obsessive-compulsive disorder: an open trial. Behaviour Research and Therapy, 40(5), Chansky, T. E. (2000). Freeing your child from Obsessive-Compulsive Disorder. New York: Three Rivers Press. page 4 / 7

5 *Clark, D. A. (Ed.). (2005). Intrusive Thoughts in Clinical Disorders: Theory, Research and Treatment. New York London: the Guilford Press. From his book chapters 1 (1-30) and 6 ( ). *Franklin, M. E., Tolin, D. F., March, J. S., & Foa, E. B. (2001). Intensive cognitive behavior therapy for pediatric OCD: A case example. Cognitive and Behavioral Practice, 8, *Franklin, M.E., Rynn, M.A., Foa, Edna, B., March, J.S. (2004). Pediatric Obsesive- Compulsive Disorder. In: T.H.Ollendick and J.S.March (Eds.). Phobic and Anxiety Disorders in Children and Adolescents. Oxford: Oxford University Press. Freeston, M. H., Rheaume, J., & Ladouceur, R. (1996). Correcting faulty appraisals of obsessional thoughts. Behaviour Research and Therapy, 34(5-6), Freeston, M. H. (2001). Cognitive-Behavioural Treatment of a 14-year -old teenager with Obsessive-Compulsive Disorder. Behavioural and Cognitive Psychotherapy, 29, Frost, R. O., & Steketee, G. (Eds.). (2002). Cognitive Approaches to Obsessions and Compulsions: Theory, Assessment and Treatment. Amsterdam, Boston : Pergamon. *Huppert,J.D.,and Siev, J. (2010). Treating Scrupulosity in Religious Individuals Using Cognitive-Behavioral Therapy. Cognitive and Behavioral Practice,17, Hyman, B. M., & Pedrick, C. (1999). The OCD Workbook. Oakland (CA): New Harbinger Publications. Kozak, M. J., & Foa, E. B. (1997). Mastery of Obsessive-Compulsive Disorder: A Cognitive-Behavioral Approach: Therapist Guide. San Antonio: The Psychological Corporation (Harcourt, Brace and Company). (the book has been translated into Hebrew). March, J. S., & Mulle, K. (1998). OCD in Children and Adolescents: A Cognitive- Behavioral Treatment Manual. New-York: The Guilford Press. McGinn, L. K., & Sanderson, W. C. (1999). Treatment of Obsessive-Compulsive Disorder. Northvale, New-Jersey, London: Jason Aronson Inc. Ollendick, T. H., King, N. J., & Muris, P. (2002). Fears and Phobias in children: Phenomonology, epidemiology and etiology. Child and Adolescent Mental Health, 7, Ollendick, T. H., King, N., J, & Chorpita, B. F. (2006). Empirically Supported Treatments for Children and Adolescents. In P. C. Kendall (Ed.), Child and Adolescent Therapy: Cognitive-Behavioral Procedures (pp ). New-York, page 5 / 7

6 London: the Guilford Press. *(POTS), (2004). Cognitive-Behavior Therapy, Sertraline, and their Combination for Children and Adolescents with Obsessive-Compulsive Disorder: The POTS Randomized Controlled Trial. Journal of the American Medical Association, 292(16), *Rachman, S and De Silva, P. (1978). Abnormal and Normal Obsessions. Behaviour Research and Therapy, 16, *Rachman, S. (1997). A cognitive theory of obsessions. Behaviour Research and Therapy, 35(9), Rachman, S. (2002). Fears born and bred: Non-associative fear acquisition? Behaviour Research and Therapy, 40, Rapoport, J. L. (1989). The Boy Who Couldn't Stop Washing: The Experience and Treatment of Obsessive-Compulsive Disorder. New-York: E.P. Dutton. Rassin, E. and Muris, P. (2007). Abnormal ad Normal Obsessions: A Reconsideration. Behaviour research and Therapy, 45,5, * Salkovskis, P. M., Forrester, E., & Richards, C. (1998). Cognitive-behavioural approach to understanding obsessional thinking. The British Journal of Psychiatry. Supplement(35), *Salkovskis, P. M., Shafran, R., Rachman, S., & Freeston, M. H. (1999). Multiple Pathways to inflated responsibility beliefs in obsessional problems: possible origins and implications for therapy and research. Behaviour Research and Therapy, 37, Schwartz, J. M. (1996). Brain Lock: Free Yourself from Obsessive-Compulsive Disorder. New-York: Regan Books. Steketee, G. S. (1993). Treatment of Obsessive Compulsive Disorder. New-York and London: The Guilford Press. Additional Reading Material: none Course/Module evaluation: End of year written/oral examination 0 % Presentation 0 % page 6 / 7

7 Powered by TCPDF ( Participation in Tutorials 0 % Project work 0 % Assignments 0 % Reports 0 % Research project 50 % Quizzes 0 % Other 50 % Additional information: The student will take an active part in the seminar: he/she will have to be present,and actively contribute to the discussions and questions to be raised. The final mark (tzioen) for the seminar will be based on active participation ( questions, discussions, assignments, presence) 50% and the seminar paper (50%). The student is allowed to miss 2 out of 14/15 classes each semester, on the condition that he/she will always notify me beforehand he/she will not be able to attend. Additional absence or absences not notified beforehand, will reduce the final mark by 10% page 7 / 7