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Psy 251: Behavior Disorders of Childhood
Summer 2005
Instructor: Laurie Kaufman
Class time: Monday, Wednesday, Thursday, 10:00am-1:00pm, Dewey 100
Office Hours: by appointment
Office: 331 John Dewey Hall
Email (the best way to reach me): [email protected]
Course Description
This course will provide a broad survey of what is considered to be disordered or abnormal
behavior in children. Emphasis will be placed on clinical work with children, adolescents, and
their families. We will study various behaviors, symptoms, syndromes and illnesses, including
theeories concerning etiology and treatments. We will study the developmental pathways and
risk and protective factors that influence the course and outcomes of development (why some
children continue to have problems in adolescence and adulthood and others do not).
Readings
The course text is available at the bookstore: Mash, E.J. & Wolfe, D.A. (2004). Abnormal Child
Psychology, 3rd Edition. Belmont, CA: Wadsworth. Additional readings will be made available
when they are assigned.
Course Grades and Evaluation
Course grades will be based on the following; there will be no extra credit options. Students are
expected to attend all classes, to complete assigned readings before class, and to participate in
class.
1. Reading responses (40%): Every class students will turn in a typed response to that day’s
required & optional reading. The purpose in writing the response is to critically evaluate that
week’s information and make sense of that information in light of what you have already
learned. Responses will be graded √+, √, or √- (100, 90, or 80, respectively) based on the focus
on scientific fact (not personal opinion or experience), the thoughtfulness and effort, and the
clarity of writing. See the last page of the syllabus for example. Responses should explore 1-2
different issues from the reading and should be ¾ - 1 page in length (double-spaced, 12-pt font,
normal margins). There are 11 responses assigned; only 10 will be counted (there is no extra
credit for doing 11). No emailed responses accepted. 10 points off for each day late.
Ideas for responses:
a) questioning how a disorder develops (importance of causal factors)
b) similarities and differences between disorders
c) difficulties in diagnosing a disorder
d) proposing a research study
e) highlighting a gap in our knowledge of a disorder
f) questioning the effectiveness of a treatment
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2. Rough draft of paper (20%): See guidelines for the paper below. 10 points off for each day it
is late.
3. Paper (40%): You will develop a paper during the course of class meetings. Paper topic and
rough draft are due in the weeks before the paper. Throughout the first week of class, think about
areas that interest you and develop a topic that highlights one specific aspect of child behavioral
disorders. This paper can take the form of a review of the literature or a proposed study. You
need to read and cite at least 5 journal articles (2000-2005) in addition to any books or your text.
Use APA style. Your paper will be 5-8 pages in length (double-spaced, 12-pt font, normal
margins). 10 points off for each day it is late.
Extra Help
Students are encouraged to meet with the instructor with specific questions, general concerns, or
to discuss their interest in the course topics. If you are concerned about your performance in the
class – and you are keeping up with course readings and attending classes - see the instructor for
help.
Missed Classes
Let the instructor know as early as possible if you have to miss a class - at least the week before
the class you will miss. You will need to borrow notes from another class member and you will
be responsible for any changes to the syllabus announced in class.
Disability Accommodations
Students requiring special assistance due to a disability are asked to contact the instructor during
the first week of classes so that accommodations can be arranged.
Causal Factors (for class discussions & responses)
1. Genetics/Temperament
2. Child Characteristics (physical such as gender, age, race or psychological)
3. Family Characteristics (SES, #siblings, 2 parents vs. single parent)
4. Family Stress (conflict, parent mental illness, antisocial personality, physical illness)
5. Parenting (warmth/positive dimension, structured/discipline dimension)
6. Peers
7. School
8. Community (neighborhood, rural/urban)
9. Culture (race, ethnicity, across countries)
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Schedule of Topics, Readings, and Exams (subject to change).
Date
Week 1
5/23
Introduction & Issues in Abnormal Child Psychology
Chapter 1
5/25
Theories and Causes, Research, Assessment, Diagnosis*
Chapter 2, 3 & 4 (p73-97)
5/26
Attention-Deficit Hyperactivity Disorder (ADHD)*
Chapter 5
Week 2
5/30
No class – Memorial Day
6/1
Conduct Disorders and Antisocial Behavior*
6/2
Paper topic due *
Week 3
6/6
Topic
Reading
Chapter 6
Chapter 7
Anxiety Disorders*
Guest lecture on PTSD: Anka Vujanovic
6/8
Mood Disorders*
Chapter 8
6/9
IQ and Mental Retardation*
Chapter 9
Week 4
6/13
Rough draft due
6/15
Chapter 10 and 11
Autism, Developmental Disorders, Schizophrenia,
Communication and Learning Disorders*
Guest lecture on school evaluations: Katie Kennedy
6/16
Health-Related Disorders, Eating Disorders*
Week 5
6/20
Chapter 12 and 13
Child Abuse & Neglect, Prevention & Treatment*
Chapter 14, 4 (p98-107)
Guest lecture on working with kids: Lee Rosen
6/22
Prevention & Treatment*
6/23
Paper due
* response due in class
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Sample Response
May 23, 2005
Chapter 1
TREATING CHILDREN AND RISK VS. RESILIENCE
Treatment with children is inherently different from therapy with adults because children
are not referring themselves for treatment. In nearly all cases their parents or teachers decide
their behavior is abnormal or problematic and refer them for treatment. The definition of a
psychological disorder requires that an individual has distress over her behavior or thoughts, but
with a child it is often the parents or teachers who are distressed at the child’s behavior and refer
her for treatment. The child might be resistant to treatment or confused as to why she is in
treatment. For example, the case study of Georgina illustrates the distress of her mother and
therapist regarding Georgina’s obsessive and compulsive symptoms. A child may not realize her
behavior is abnormal, dysfunctional, or treatable. Treatment may have to include the parents, too,
in order to change the child’s behavior or keep the child safe.
Children are strongly influenced and shaped by the events that happen to them, such as
poverty or parents’ divorce or an illness. However, as Mash and Wolfe describe using the
examples of Raoul, Jesse, and Oprah, resilience factors can help children overcome risk factors.
What resilience factors are needed to overcome a single risk factor? An interesting study would
be to follow an incoming kindergarten class, recording the internal and external risk and
resilience factors throughout the children’s early lives, and following up with the children later
as they turn 18. Likely, the children with more supportive, stable families would be better able to
overcome risk factors such as financial problems or illness or a violent event.
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