Course syllabus Third-cycle courses and study programmes This is a translation of a Swedish document. In the event of a discrepancy, the Swedish-language version shall prevail. Developmental Psychopathology: Developmental and Clinical Perspectives, 15 credits Utvecklingspsykopatologi: utvecklings- och kliniska perspektiv, 15 högskolepoäng Course Code/Codes 35PS053 Subject Area Psychology School/equivalent School of Law, Psychology and Social work Valid from 2016-06-10 Approved 2016-06-10 Revised Approved by Translation to English, date and signature Head of School 1 Course content This course examines the field of developmental psychopathology with a focus on research methodology and clinical implications. An important feature of the course is to develop a good knowledge of the field and therefore there is a focus on research practices and issues in this field. Students will explore the meaning of terminology used and the methodology employed in research to have a basis for evaluating research articles and understanding current conceptions of normative, non-normative and clinically problematic behavior. Critical thinking in examining theoretical models as well as in interpreting the results reported in scientific papers will be promoted. The first module concerns basic theories and approaches to developmental psychopathology. Here terminology and approaches as well as trajectories distinguishing psychological adjustment from maladjustment highlighted. The focus is the role of development from infancy through adulthood. A second module addresses clinical implications. Students will explore various psychological problems and current theories of how e.g. anxiety, depression, somatoform, and the typical co-morbidity develop by examining the individual and learning processes involved. Modern clinical applications such as emotion regulation processes and the transdiagnostic approach are in the forefront. A third module will focus on the development of conduct disorders and how this development may relate to criminal behavior. An in-depth look at how individual and environmental factors influence the development of antisocial and conduct disorders will be in focus. Finally, the course will culminate in presentations by students on specific areas in the field. 2 Outcomes 2.1 The course in relation to the doctoral programme 1 (5)
The course shall primarily refer to the following intended learning outcomes for third-cycle courses and study programmes as described in the Higher Education Ordinance, i.e. the doctoral student shall demonstrate: Knowledge and understanding - advanced and up-to-date specialised knowledge in a limited area of this field (part of outcome 1) - familiarity with the methods of the specific field of research in particular (part of outcome 2) Competence and skills - the capacity for scholarly analysis and synthesis (part of outcome 3) - the capacity to review and assess new and complex phenomena, issues and situations autonomously and critically (part of outcome 3) - the ability to identify and formulate issues with scholarly precision critically, autonomously and creatively (part of outcome 4) - the ability to review and evaluate research and other qualified tasks (part of outcome 4) - the ability to identify the need for further knowledge (outcome 7) - the capacity to support the learning of others (part of outcome 8) Judgement and approach - specialised insight into the possibilities and limitations of research, its role in society and the responsibility of the individual for how it is used (outcome 10) The intended learning outcomes are listed in the same order as in the general syllabus for the programme. 2.2 Intended course learning outcomes To obtain a passing grade, the doctoral student shall demonstrate: On completion of the course, the PhD student should be able to understand, describe and reason about: - The main concepts concerning a developmental approach to psychopathology and good mental health - The main implications of a developmental approach for clinical application - Research methodology and issues - The link between individual, environmental, and psychological factors and the development of psychological health and psychopathology - Implications for promoting good psychological health and preventing psychopathology 3 Reading list and other teaching material The following course readings and teaching material will be used on the course: Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic. New York: Guilford Press (ca 400 pages). Cicchetti, D., & Cohen, D. J. (Eds.) (2006). Developmental psychopathology, Vol. 1: Theory & method (2nd ed.). Cicchetti, D., & Cohen, D. J. (Eds.) (2006). Developmental psychopathology, Vol. 3: Risk, disorder, and adaptation (2nd ed.). (Total of 2700 pages) Selected chapters, 1000 pages) Kring, A. M., & Sloan, D. M. (2010). Emotion Regulation and Psychopathology: A Transdiagnostic Approach to Etiology and Treatment. New York: Guilford Press (ca 400 pages). 250 pages. Journal articles 2 (5)
Allen, Laura B., McHugh, R. Kathryn och Barlow, David H. (2008) Emotional disorders: A Unified protocol. In Barlow, D. H. (Editor) Clinical Handbook of Psychological Disorders New York: Guilford Press, pages 216-249. Carvalho, J. P., & Hopko, D. R. (2011). Behavioral theory of depression: Reinforcement as a mediating variable between avoidance and depression. Journal of Behavior Therapy and Experimental Psychiatry, 42(2), 154-162. Cicchetti, D., & Toth, S. L. (2009). The past achievements and future promises of developmental psychopathology: The coming of age of a discipline. Journal of Child Psychology and Psychiatry, 50, 16-25. Cichetti, D., & Tucker, D. (1994). Development and self-regulatory structures of the mind. Development and Psychopathology, 6, 533-549. Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291. Gross, J. J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: One or two depends on your point of view. Emotion Review, 3(1), 8-16. Hankin, B. L., Oppenheimer, C., Jenness, J., Barrocas, A., Shapero, B. G., & Goldband, J. (2009). Developmental origins of cognitive vulnerabilities to depression: Review of processes contributing to stability and change across time. Journal of clinical psychology, 65(12), 1327-1338. Lewis, M. (2000). Toward a development of psychopathology: Models, definitions, and prediction. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of Developmental Psychology (2nd ed., pp. 3-22). Linton, S. J. (2002). Why does chronic pain develop? A behavioral approach. In S. J. Linton (Ed.), New avenues for the prevention of chronic musculoskeletal pain and disability (pp. 67-82). Amsterdam: Elsevier Science. Marcus, D. K., Gurley, J. R., Marchi, M. M., & Bauer, C. (2007). Cognitive and perceptual variables in hypochondriasis and health anxiety: A systematic review. Clinical Psychology Review, 27(2), 127-139. Masten, A. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 277-238. Moffitt, T. E., Caspi, A., & Rutter, M. (2006). Measured gene-environment interactions in psychopathology: Concepts, research strategies, and implications for research, intervention, and public understanding of genetics perspectives on psychological science. Perspectives on Psychological Science, 1, 5-27. Nigg, J. (2006). Temperament and developmental psychopathology. Journal of Child Psychology, and Psychiatry, 47, 395-422. Noyes, R., Stuart, S. P., & Watson, D. B. (2008). A reconceptualization of the somatoform disorders. Psychosomatics, 49(1), 14-22. Olatunji, B. O., & Wolitzky-Taylor, K. B. (2009). Anxiety sensitivity and the anxiety disorders: A meta-analytic review and synthesis. Psychological Bulletin, 135(6), 974. Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12, 265-296. Shields, C., & Murphy, K. (2011). Selective Attention and Health Anxiety: Ill-Health Stimuli are Distracting for Everyone. Cognitive therapy and research, 35(3), 241-252. Waller, E., & Scheidt, C. E. (2006). Somatoform disorders as disorders of affect regulation: a development perspective. International Review of Psychiatry, 18(1), 13-24. 3 (5)
Witthöft, M., & Hiller, W. (2010). Psychological approaches to origins and treatments of somatoform disorders. Annual Review of Clinical Psychology, 6, 257-283. Additional literature (about 500 pages) may be added at the time of the course. 4 Teaching formats Teaching on the course takes the following format: The course will be conducted in a series of seminars on the PhD level where attendance is required. The student is expected to read the assigned literature, prepare for discussions and participate actively in the seminars. Students will also be asked to lead at least one seminar. In addition, there will be a mini conference where students will present their term project. 5 Examination The course is assessed through an examination consisting of the components listed below. The individual components are not graded separately but together they provide the basis for assessment and grading. The examination will consist of: 1. active participation in the seminars. 2. lead a seminar with a presentation and discussion. 3. to write a paper - either a review of a particular developmental outcome or a research proposal with mock results. 4. present a verbal presentation or poster e.g. of your course paper (3). For examinations consisting of several examination components, the following applies: If during the course it is concluded that a doctoral student is unable to complete a certain examination component, the examiner may set a substitute assignment provided that circumstances do not reasonably allow for the course component to be completed at a later date during the run of the course. 6 Grades Examinations on third-cycle courses and study programmes are to be assessed according to a twograde scale with either of the grades fail or pass (local regulations). The grade shall be determined by a teacher specifically nominated by the higher education institution (the examiner) (Higher Education Ordinance). To obtain a passing grade on examinations included in the course, the doctoral student is required to demonstrate that he/she attains the intended course learning outcomes as described in section 2.2. Alternatively, if the course consists of multiple examinations generating credit, the doctoral student is required to demonstrate that he/she attains the outcomes that the examination in question refers to in accordance with section 5. A student who has failed an examination is entitled to a retake. If an examination consists of several examination components, and a student fails an examination component, the examiner may, as an alternative to a retake, set a make-up assignment with regard to the examination component in question. 4 (5)
A doctoral student who has failed an examination twice for a specific course or course element is entitled, upon his/her request, to have another examiner appointed to determine the grade. 7 Admission to the course 7.1 Admission requirements To gain access to the course and complete the examinations included in the course, the applicant must be admitted to a doctoral programme at Örebro University. The student must have completed basic coursework in psychology or its equivalent as a prerequisite. 7.2 Selection Selection between applicants who have been admitted to doctoral programmes at Örebro University and who otherwise meet the admission requirements as listed above is made according to the following order of precedence: Any remaining course places will be offered to research students from other higher education institutions. If no other selection criteria are specified in this section, priority shall be given to applicants with a lower number of course credits left before the award of their degree over applicants with a higher number of remaining course credits. Should two or more students have equal number of credits, selection will be done through the drawing of lots. This also applies within any selection groups listed unless otherwise stated. 7.3 Other applicants than doctoral students admitted at Örebro University Other applicants than doctoral students admitted at Örebro University may be given access to the course on the grounds of provisions for and/or agreements regarding contracted courses, joint degrees, national graduate schools or cooperation in other respects with other universities. Any decisions on what such other applicants may be given access to the course are made separately and on the basis of the provisions and/or agreements that occasion the student to apply for the course. For participation in the course in other respects, the same provisions shall apply as for doctoral students admitted to Örebro University. 8 Transfer of credits for courses, study programmes and other experience Provisions on the transfer of credits can be found in the Higher Education Ordinance and on the university s webpage. 9 Other information Transitional provisions --- 5 (5)