Dr. Shaw- Spring 2015 - University of Pittsburgh

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Child Psychopathology
Psychology 1270
Spring Term, 2015
Professor Daniel S. Shaw
4101 Sennott Square
412-624-1836
casey@pitt.edu
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.
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) exam @ 20% each = 60%
Two writing assignments @ 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 (6th edition) by Eric J. Mash and David A. Wolfe
(Wadsworth, Cengage Learning). You may purchase the e-book or e-chapters of the 6th edition online
at http://www.cengage.com/wadsworth. A copy of the book is available on reserve in Hillman Library.
Note using the 5th 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 6th: Lecture 1
Introduction and overview of course and course requirements, history of child psychopathology
Thursday, January 8th: Lecture 2
Defining ‘abnormal behavior’ in children
Reading: 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, 1234-1246.
Tuesday, January 13th: Lecture 3
Developmental psychopathology perspective, risk and resilience, contextual influences
Reading: Textbook - Chapter 2 - Theories and Causes
Thursday, January 15th: 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, 191-195.
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, 591-601.
Tuesday, January 20th: Lecture 5
Environmental and genetic influences continued
Thursday, January 22nd: Lecture 6
Family influences continued – divorce and remarriage and children’s adjustment
Reading:
Amato, P. (2010). Research on divorce: Continuing trends and new developments. Journal of
Marriage and Family, 72, 650-666.
Tuesday, January 27th: Lecture 7
Family and genetic influences continued: Maternal depression and child problem behavior
Reading: 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,
370-375.
Thursday, January 29th: Lecture 8
Classification and Diagnosis - DSM IV and moving to DSM V
Reading: Textbook - Chapter 4 - Assessment, Diagnosis, and Treatment
Tuesday, February 3rd: Lecture 9
Goals of assessment and diagnosis
Thursday, February 5th
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 10th: Lecture 10
Reading: Textbook - Chapter 8 - Attention Deficit Hyperactivity Disorder (ADHD)
ADHD: definition and diagnosis, case examples
Thursday, February 12th: Lecture 11
ADHD: Clinical considerations, etiology, course and outcome; DSM V criteria
Tuesday, February 17th: 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, 649-657.
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, 484-500.
Thursday, February 19th: Lecture 13
Clinical description and diagnostic issues in oppositional and aggressive behavior; DSM criteria
Reading: Textbook - Chapter 9 - Conduct Problems
Tuesday, February 24th: Lecture 14 – 1st 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, 378-389.
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, 851–854.
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, 418-428.
Thursday, February 26th – no class – time to work on 1st paper assignment
Tuesday, March 3rd: Lecture 15 – 1st writing assignment due
Etiology, course, pathways, and risk factors linked to conduct problems: Part 2
“The Trouble with Evan”
Thursday, March 5th: Lecture 16
Prevention and treatment of conduct problems
March 8-15 - Spring Recess
Tuesday, March 17th: 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 19th: Lecture 17
Clinical description, definitional, developmental, and diagnostic issues of internalizing disorders
Reading: Textbook - Chapter 10 - Mood Disorders
Tuesday, March 24th: 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, 237-239.
Kovacs, M., Joormann, J., & Gotlib, I. H. (2008). Emotion (dys)regulation and links to
depressive disorders. Child Development Perspectives, 2, 149-155.
Thursday, March 26th: Lecture 19
Maternal depression and child adjustment
Reading:
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.
Tuesday, March 31st: Lecture 19
Treatment of adolescent depression
Reading:
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, 122-131.
Thursday, April 2nd: Lecture 20
Anxiety Disorders: Definitional issues and DSM-V subtypes; treatment
Reading: Textbook - Chapter 11 - Anxiety Disorders
Tuesday, April 7th: Lecture 21
Clinical description of autism spectrum disorders
Reading: Textbook - Chapter 6 - Autism Spectrum Disorders and Childhood-Onset Schizophrenia
Thursday, April 9th: Lecture 22 – 2nd writing assignment distributed
Diagnostic criteria for DSM-V; theories of autism; genetic risk; treatment approaches
Reading:
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, 256-266.
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, 828843.
Tuesday, April 14th
Third Exam - includes mood and anxiety disorders and autism (Chapters 10, 11, and 6 of textbook,
relevant casebook chapters, and supplemental readings)
Saturday, April 25th 8 - 9:50 AM
FINAL EXAM (optional)
Cumulative Exam - includes all material covered in class. All questions will be multiple choice.
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,
412 648-7800/412 383-7355, 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: http://www.pitt.edu/~provist/ai1.html.
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.
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