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Transcript
Psy 251A: Behavior Disorders of Childhood Fall 2005 Instructor: Laurie Kaufman Class time: Tuesday and Thursday, 9:30-10:45am, 212 Dewey Office Hours: by appointment Office: 408 Dewey (upstairs from Psy 109/110 office) 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 theories concerning the development of problems 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). Required Readings Mash, E.J. & Wolfe, D.A. (2004). Abnormal Child Psychology, 3rd Edition. Belmont, CA: Wadsworth. Additional required and optional articles will be assigned. Assignments 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. Assignments are to be printed out before class and handed in during class. No emailed assignments will be accepted. 10% is deducted for each day an assignment is late. 1. Reading response (40%): Every class students will turn in a two part typed assignment that includes a) a response to that day’s reading and b) a citation of a peer-reviewed journal article for future reading. See example on last page of syllabus. a) Response to reading: explore 1-2 different issues from the reading, ¾ - 1 page in length (double-spaced, 12-pt font, normal margins). 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. There are 11 responses assigned; only 10 will be counted (there is no extra credit for doing 11). Ideas for responses: - questioning how a disorder develops (importance of causal factors) - similarities and differences between disorders - difficulties in diagnosing a disorder - proposing a research study - highlighting a gap in our knowledge of a disorder - questioning the effectiveness of a treatment b) Citation: use PsycInfo or Google Scholar to locate a psychology journal article from 2000-2005 relating to that week’s topic. Read the full abstract of a journal article. At the end of 1 your reading response, include both the citation in APA format and a one-sentence summary of what the researchers found (i.e. how the variables they were studying are related). 2. Rough draft of paper (20%): See guidelines for the paper below. Your rough draft can be either a well-developed outline or a written-out paper. Examples will be provided. 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 weeks of class, think about areas that interest you and develop a topic that highlights one specific aspect of child behavioral disorders. This paper is in the form of a literature review/introduction to an article. 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). Searching for Journal Articles PsycINFO – Psychology’s database of journal articles http://library.uvm.edu/articles/psychology.html and click on PsycINFO (or uvm webpage, Libraries, Find Articles & More, Subject List, Psychology, PsycINFO). Results come up with most recent first. Try combining 2 or 3 terms, limiting to 2000-05, peer-reviewed, human, English, local holdings. Advantage over Google Scholar: all psychology articles, can limit to locally held, certain years, peer-reviewed. Tip: Be specific enough or combine terms to get under 100 results. Google Scholar – Popular search engine of all journal articles http://scholar.google.com Enter search terms. Results come up in order of how often they’re been cited. Either get the abstract or full text off the web or enter the authors’ names & date into PsycINFO. Advantage over PsycINFO: get most important papers first. Tip: Search Google Scholar to get the big names in the field, plug those into PsycINFO. ______________________________________________________________________________ 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. Class assignments will not be accepted if absences are not excused (e.g. Dean’s note for illness). 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. 2 Schedule of Topics, Readings, and Exams (subject to change). Date Topic Week 1 8/30 Introduction 9/01 Issues in Abnormal Child Psychology Week 2 9/06 Theories and Causes of Abnormal Child Behavior* 9/08 Research in Child Psychopathology Week 3 9/13 Assessment & Diagnosis of Abnormal Behavior* 9/15 Week 4 9/20 Attention-Deficit Hyperactivity Disorder (ADHD)* 9/22 Guest speaker: Aaron Vaughn, ADHD Week 5 9/27 Conduct Disorders and Antisocial Behavior* 9/29 Week 6 10/04 No class – Rosh Hashanah 10/06 Anxiety Disorders*, PAPER TOPIC DUE Week 7 10/11 Anxiety Disorders 10/13 No class – Yom Kippur Week 8 10/18 Mood Disorders* 10/20 Guest speaker: Aaron Rakow, “Raising Healthy Children” Week 9 10/25 IQ and Mental Retardation* 10/27 Week 10 11/01 Autism and Pervasive Developmental Disorders* 11/03 ROUGH DRAFT DUE Week 11 11/08 Communication and Learning Disorders* 11/10 Guest speaker from Pine Ridge School Week 12 11/15 Health-Related Disorders* 11/17 Eating Disorders Week 13 11/22 Child Abuse and Neglect* 11/24 No Class - Thanksgiving Week 14 11/29 Prevention and Treatment 12/01 Week 15 12/6 FINAL PAPER DUE Reading Chapter 1 Chapter 2 Chapter 3 & Chapter 4, (p73-97) Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 4 (p98-107) * = response due 3 Sample Response August 30, 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. 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. Luthar, S.S. (2004). Children's exposure to community violence: Implications for understanding risk and resilience. Journal of Clinical Child & Adolescent Psychology, 33(3), 499-505. Children living in violent communities would benefit from less violence and positive adult support. 4