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THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 801, Section 001 Monday 2:00-4:50
Room 300 TTK
COURSE TITLE: Child and Adolescent Health & Mental Health Spring, 2008
INSTRUCTOR:
Gael D.E. McCarthy, Ph.D.
Dep’t of Psychiatry & Behavioral Sciences
Box 104424 Duke University Medical Center
Durham, NC 27710-104424
Office phone: 919 419-3474, ext. 232
Home phone: 919 403-0349
Email: gael.mccarthy@duke.edu
OFFICE HOURS: Monday 5:00 to 6:00 or by appointment on Mondays from 9:00 through
1:30.
COURSE DESCRIPTION: This course reviews theories and research that serve as a
foundation for assessing and serving children with serious health problems, physical disabilities,
and mental disorders.
EXPANDED DESCRIPTION: This is an Advanced Curriculum human behavior course that
builds on normal human development taught in the prerequisite Foundation Curriculum human
behavior course SOWO 103. Therefore, it is assumed that the student will be able to contrast
developmentally typical behaviors with atypical behaviors found in mental disorders or that
might result from a serious or chronic health condition, and to distinguish problems of living
within a normal range from the difficulties children might experience in a physical or mental
disorder. This course examines only those health and mental disorders that typically have an
onset from birth to 18 years. While mental disorders are individually assessed, it is the
perspective of this course that the impact of a mental disorder is experienced at least within the
family and community. Additionally, there will be considerable effort throughout the course to
examine how a particular diagnosis might be misunderstood and misapplied to vulnerable
populations and how to avoid this practice. Assessing mental disorders puts clinicians in a
powerful position with clients, a position fraught with ethical issues and potential dilemmas.
Therefore, specific ethical content in this class will focus on topics related to: (a) determining
whether a child really has a mental disorder or just a problem in living such as a developmental
stage problem, (b) being sure that if the child is different from the majority population that such
difference has been understood and appreciated rather than diagnosed, and (c) being sure that
cultural content is considered objectively in the assessment process.
COURSE OBJECTIVES: The course will cover research and theoretical issues surrounding the
psychosocial assessment and treatment of problems of health and mental health with the goal of
assisting students to:
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Articulate a generic formulation of disability and serious illness and a biopsychosocial
perspective on disorders of childhood and adolescence
Understand the advantages, limitations and ethical implications of categorical and
dimensional approaches to the diagnosis of common disorders of childhood and adolescence
such as exemplified in the DC 0-3R, DSM IV-TR, the BASC and the CBCL.
Conceptualize the diagnosis and treatment of physical and mental disorders within a
developmental framework that also involves consideration of culture, ethnicity, gender,
sexual orientation, and socio-economic status.
Identify and differentiate the signs and symptoms of mental disorders that usually are first
diagnosed in infants, children, and adolescents and interpret them ethically in the evaluation
of social work clients.
Know the psychosocial and developmental implications of serious and life threatening acute
or chronic illness for children, adolescents and their families.
Specific Course Objectives.
By the end of this course the student will be able to:
1. Demonstrate an understanding of the complex issues involved in defining both mental
health and mental disorders;
2. Analyze the strengths and weaknesses of using the Diagnostic and Statistical Manual of
Mental Disorders in assessment of children’s behaviors;
3. Appreciate and be able to use appropriately content on race, ethnicity, gender, age,
socioeconomic status, sexual orientation, stage of development in the assessment of
mental and emotional well-being;
4. Identify and differentiate the signs and symptoms of mental disorders that usually are first
diagnosed in infants, children, and adolescents and apply them ethically to the evaluation
of social work clients;
5. Recognize and appreciate the impact of a mental disorder not only on the life of the child
who is experiencing it, but also on the family and community in which the child lives;
6. Recognize risk and resiliency factors associated with mental disorders; and
7. Demonstrate an understanding of the methodological basis of the genetic evidence in
health and mental health and be able to articulate the ethical issues involved in sharing
predictors with children and families.
REQUIRED TEXTS/READINGS:
Mash, E.J., & Barkley, R. A. (Eds.). (2003). Child psychopathology (2nd ed). New York:
Guilford Press.
The required text is available at the Health Affairs bookstore. Other required readings are listed
by the class sessions and will be available either online or though instructor handouts, a few
through the Blackboard website for the course (https://blackboard.unc.edu), or through e-
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reserves. The DSM-IV-TR is recommended, but not required, for the course. The DC 03R will
be a useful reference for very early childhood disorders.
TEACHING METHODS
A variety of formats will be used to help students master research, assessment, classification
systems, and other information on physical and mental health. Students are expected to attend all
classes and to be prepared to take part in discussions. Most classes will include a lecture or
lecture/discussion component, and one or more reinforcement or application exercises (focused
discussion, small or full group activity, video, case study discussion). Efforts will be made to
make connections between this course and the foundation courses SoWo103 and 102.
The course starts with a discussion of definitions and conceptions of health and mental health. It
then progresses through the most common mental health and health disorders of childhood and
adolescence. Topics covered (not all in precise chronological order) are:
(a) Health and mental health of infants and toddlers;
(b) Mental retardation;
(c) Pervasive developmental disorders;
(d) Learning and communication disorders;
(e) Attention-deficit hyperactivity disorder;
(f) Behavior disorders;
(g) Anxiety disorders;
(h) Post traumatic stress disorder;
(i) Depression;
(j) Chronic physical illness;
(k) Maltreatment;
(l) Health and mental health issues in adolescence;
(m) Substance abuse.
For each disorder covered, the course will review what is known about the phenomenology of
the disorder, its prevalence, risk factors, co-morbidity with other disorders, etiology and
developmental course. Themes of the course that will be discussed in relation to each disorder
include: the relationship between physical and mental health; the environmental vs. individualbased aspects of etiology, symptoms, and consequences; developmental influences on definitions
and manifestations of disorder; cultural and gender factors; impact of an individual’s disorder on
the family; and problem- vs. intervention-oriented assessment. Although this is not a practice
course on treatment of childhood disorders, it does address questions of how theory and
assessment provide insights for setting goals and designing programs of prevention and
treatment.
GRADING
The School of Social Work uses an evaluation system of Honors (H), Pass (P), Low Pass (L),
and Fail (F). For this class, the numerical value of an H ranges from 94 - 100; a P is 80 - 93; an L
is 70 - 79. The final grade will be determined as follows:
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Assignment
Attendance, preparation & contributions to discussions
6 Review Quizzes
Case Study Presentation
Final Examination
Total
Points Toward Final Grade
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42 (7 points per quiz)
25
25
100
DESCRIPTION OF CLASS ASSIGNMENTS
Attendance, Preparation, and Participation. This score is based on the amount and quality of
participation in class discussions and exercises, and includes regular attendance. Attendance and
participation will be assessed each class session. NOTE: If a student misses more than 2 class
sessions for any reason, it will not be possible for the student to earn an “H” grade for the course.
Review Quizzes. There will be six short quizzes. The quizzes will be given at the beginning of
class and will focus primarily on the material in the textbook --and especially instructorprepared handouts -- and will be related to the DSM-IV TR and other relevant criteria
regarding incidence, prevalence, etiology and treatment considerations of disorders. Topics to be
covered in the six quizzes are:
Quiz 1 (February 11) Issues in Contemporary Diagnosis of Child/Adolescent Disorders;
Infant and Toddler & Mental Retardation Disorders
Quiz 2 (February 25) Pervasive Developmental Disorders, Learning and Communication
Disorders
Quiz 3 (March 10) ADHD, ODD, Conduct/ Disruptive Behavior Disorders
Quiz 4 (March 24) Mood Disorders –Anxiety, Depression, Bipolar and Cyclothymic
Disorders
Quiz 5 (April 7) Chronic Illness and Eating Disorders
Quiz 6 (April 21) Post-traumatic Stress Disorder and Child/Adolescent Maltreatment
Presentation. Each student will be given a case study to work with. On his or her assigned
presentation day, the student will present a 10-minute case summary to the class. Class members
will offer ideas as to the appropriate 5-axis diagnoses based on the case summary. Then, the
presenter will present his or her initial conclusions as to the 5-axis diagnoses and lead a
discussion about them. The discussion should include a number of possible diagnoses (e.g., those
that the presenter or class members considered or ultimately made), why some potential
diagnoses were ruled out, and why one or more diagnoses emerged as most relevant. The
discussion should cover all 5 axes, even those that do not appear to be involved (e.g., indicating
v71.09 – no diagnosis). By the beginning of the following class, the presenting student will turn
in a written summary and justification of the final diagnoses for the case based on his or her
formulation and any changes made as a result of the class discussion if the class discussion leads
the presenter to modify his/her assessment. The summary should have a cover page with the
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student’s name, the case study name, and the honor code pledge. After the cover page there
should be the 5-axis diagnosis using the Multiaxial Evaluation Report Form (posted on the
course’s Blackboard website), followed by approximately 3- 5 double-spaced pages of text
justifying the diagnosis. No references are required. Further instructions and templates for the
case summary presentation and write-up will be provided.
Final Exam. A final take-home essay exam will be handed out on the last day of class and will be
due at noon on the day of the course’s university-scheduled final exam. Final exams may be
submitted via attached files in email [PREFERRED] or in hardcopy by the due date. The
instructor will confirm receipt of exams. Students are responsible for ensuring their exams have
been received and should not assume they have been received until they receive confirmation.
POLICY ON UNEXCUSED ABSENCES
It is important and expected that students attend class and be on time. Attendance and
participation contribute substantially to final grades. Absences may be excused by the instructor
for illness or an emergency. Absences for other reasons (e.g., vacations, weddings or
commitment ceremonies, continuing education opportunities, being behind at work or in other
classes) may contribute negatively to the student’s final participation score. IN NO CASE CAN
A GRADE OF “H” BE AWARDED IF A STUDENT MISSES MORE THAN 2 CLASSES.
Students should request an excused absence before class, if possible, or as soon as possible after
the absence if it was unanticipated. Because the class meets on Mondays, a call to the instructor
at (919) 403-0349 by 9:00 a.m. on the day of absence may be the best way to notify about
unanticipated absences. Students are responsible for obtaining from their classmates ALL
announcements, instructional information, and handouts for class sessions they miss. Videos are
an important part of the course content and may need to be checked out from Sarah Naylor or
instructor for viewing if shown on the day of an absence.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Any request for a delay of any assignment must be discussed prior to the due date scheduled for
the assignment, unless there is an unpredictable illness or emergency involved. Two options are
available for late assignments: (a) an extended deadline may be approved with no penalty for an
illness or emergency; or (b) an extended deadline may be given along with a late penalty for nonillness or non-emergency circumstances. A busy work schedule, vacation plans, a friend’s
wedding or commitment ceremony, overlapping due dates with other coursework, last-minute
printer or computer failures, unsaved files that were lost, etc., are circumstances for which an
extension-with-penalty may be negotiated.
It is expected that all the requirements for the course will be met within the time allowed for the
semester. If the student meets unavoidable obstacles to meeting that time frame, the student
should discuss the circumstances with the instructor to determine if an initial grade of Incomplete
(INC) would be appropriate. University guidelines will be followed.
POLICY ON ACADEMIC DISHONESTY
Academic dishonesty is contrary to the ethics of the social work profession, unfair to other
students, and will not be tolerated in any form. Any questions about what constitutes academic
dishonesty should be discussed with the instructor. Not knowing that a behavior constituted
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dishonesty does not absolve a student from responsibility. Most likely, the whole class will
benefit from any questions a student has about academic dishonesty, so don’t be afraid to ask.
Students can also refer to the APA Publication Manual (5th Ed.), the School of Social Work
Manual, and the School of Social Work Writing Guide (available on the School’s website) for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. Hardcopy assignments should contain a signed pledge, stating, “I have neither
given nor received unauthorized aid in preparing this work.” Emailed assignments should
include the pledge in type. In keeping with the UNC-CH Honor Code, if reason exists to believe
that academic dishonesty has occurred, a referral will be make to the Office of the Student
Attorney General for investigation and further action as required. Students in the class who are
aware of academic dishonesty on the part of classmates are expected to inform the instructor.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
The instructor will make any necessary and appropriate accommodations for students with
disabilities. To obtain disability-related academic accommodations, students with disabilities
must contact the instructor and the Department of Disability Services as soon as possible. The
Department of Disability Services can be reached at 919-962-8300 (Voice/TDD) or
http://disabilityservices.unc.edu.
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READINGS AND COURSE OUTLINE
Week 1/January 14): Introduction to Health and Mental Health and Contemporary Issues
in Diagnosis of Child/Adolescent Disorders; Assessment Tools for Diagnosis; Capacities of
Infants, and Approaches to Fostering Infant Attachment.
Introduction to opposing approaches to health and mental health and themes of the course.
Students are encouraged to read (or start reading) the first chapter of the Mash/Barkley text if
possible. Videos related to infant capacities will be shown in class. Sign-up for case study
presentation dates. Instructions for presentation assignments.
N.B.: No class on January 21, Martin Luther King’s birthday holiday.
Week 2/January 28: Heath and Mental Health of Infants & Toddlers
The developmental systems perspective. Early development and psychological functioning;
Failure to thrive, Other feeding disorders, Feeding and elimination disorders; Attachment
disorders; Separation anxiety; Infant mortality, Prematurity.
Assigned Reading:
Mash, E. J. & Dozois, D.J.A. (2003). Child psychopathology: A developmental-systems
perspective. Chapter 1 (pp. 3-71) in Mash, E. J. & Barkley, R. A.
Lyons-Ruth, K., Zeanah, C. H., & Benoit. D. (2003). Disorder and risk for disorder during
infancy and toddlerhood. Chapter 13 (pp. 589-631) in Mash, E. J. & Barkley, R. A.
Peterson, L., Reach, K., Grabe, S. (2003). Health-related disorders. Chapter 16 (pp.716—749 in
Mash, E. J. & Barkley, R. A. Read the sections on the following topics; NOFTT, pp.
719-721; Phenylketonuria, pp. 723-724; Elimination Disorders, pp. 725-727; and Sleep
Disorders, pp. 727-729)
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Feeding and eating disorders of infancy or early childhood, pp. 103-108.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Elimination disorders, pp. 116-121.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Other disorders of infancy, childhood, or adolescence, pp. 121-134.
Week 2/ February 4: Mental Retardation – etiology, classification, & health and mental
health issues
Classification of mental retardation. Genetic and environmental causes. Fetal Alcohol Syndrome,
Down syndrome, fragile-X syndrome. Case presentations.
Assigned Reading:
Hodapp, R. M. & Dykens, E. M. (2003). Mental retardation (Intellectual disabilities). Chapter 11
(pp. 486-519) in Mash, E. J. & Barkley, R. A.
Cohen, W. I. (1996). Healthcare guidelines for individuals with Down syndrome. [Classroom
handout]
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American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington: author. (pp. 1-10, 27-37).
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders ( 4th
ed.). Washington: author. Mental retardation, pp. 41-49.
Week 3/ February 11: Pervasive Developmental Disorders
Autistic disorder, Rett’s disorder, Asperger’s disorder, and Childhood disintegrative disorder.
Quiz 1 on disorders of infancy and toddlerhood and mental retardation. Case presentations.
Assigned Readings:
Klinger, L. G., Dawson, G., and Renner, P. (2003). Autistic disorder. Chapter 9 (pp. 409 -454) in
Mash, E. J. & Barkley, R. A.
Go to the following website: http://www.autism-society.org/ Click on “Understanding
Autism” (at the top of the page); Read the links “What is Autism,” “Education,” and
“Living with Autism” and be prepared to discuss.
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Pervasive developmental disorders, pp. 69-84.
Week 4/ February 18: Learning and Communication Disorders
Case presentations.
Assigned Reading:
Lyon, G. R., Fletcher, J. M., Barnes, M. C. (2003). Learning disabilities. Chapter 12 (pp. 520586) in Mash, E. J. & Barkley, R. A.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington: author. Learning disorders, pp. 49-56.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington: author. Communication disorders, pp. 58-69.
Week 5/ February 25: Disruptive Behavior Disorders: 1) Attention-Deficit Hyperactivity
Disorder
Theory and models, diagnosis, culture. Quiz 2 on pervasive developmental disorders; learning
and communication disorders. Case presentations.
Assigned Readings:
Barkley, R. A. (2003). Attention-Deficit/Hyperactivity Disorder. Chapter 2 (pp. 75-143) in
Mash, E. J. & Barkley, R. A.
Corresponding DSM-IV-TR Readings (optional):
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American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Attention deficit hyperactivity disorder, pp. 85-93.
Week 6/ March 3: Disruptive Behavior Disorders: 2) Oppositional Defiant Disorder and 3)
Conduct Disorder Definitions, etiology, trajectories, comorbidity, and outcomes of behavior
disorders.
Case presentations.
Assigned Readings:
Hinshaw, S. P. & Lee, S. S. (2003). Conduct and oppositional defiant disorders. Chapter 3 (pp.
144 -198) in Mash, E. J. & Barkley, R. A.
Optional Readings:
Aber, J. L., Brown, J.L, & Jones, S. M. (2003) Developmental trajectories toward violence in
middle childhood: Course, demographic differences, and response to school-based
intervention. Developmental Psychopathology, 39, 324-348.
Mayfield, J. W. & Reynolds, C. R. (1998). Are ethnic differences in diagnosis of childhood
psychopathology an artifact of psychometric methods? An experimental evaluation of
Harrington’s hypothesis using parent-report symptomatology. Journal of School
Psychology, 36, 313-334.
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Conduct disorder, Oppositional defiant disorder, pp. 93-103.
Week 7/ March 10: Mood Disorders --Anxiety
Generalized anxiety disorder, OCD, specific phobia, social phobia, panic disorder.
Quiz 3 on behavior disorders: attention deficit hyperactivity disorder, oppositional defiant
disorder, and conduct disorder. Case presentations.
Assigned Readings:
Albano, A. M., Chorpita, B. F., & Barlow, D. H. (2003). Childhood anxiety disorders. Chapter 6
(pp. 279-329) in Mash, E. J. & Barkley, R. A.
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Anxiety disorders, especially pp. 429-430; 456-468.
Week 8/ March 17: Mood Disorders --Major depression, dysthymia, bipolar and cyclothymic
disorders. Case presentations.
Assigned Readings:
Hammen, C. & Rudolph, K. D. (1996). Childhood mood disorders. Chapter 5 (pp. 233 -278) in
Mash, E. J. & Barkley, R. A.
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Walsh, J., & Bentley, K. J. (2002). Psychopharmacology basics. In A. R. Roberts & G. J. Greene
(Eds.), Social worker's desk reference (pp. 646-651). New York: Oxford University
Press.
Bentley, K. J., & Walsh, J. (2002). Social work roles in psychopharmacotherapy. In A. R.
Roberts & G. J. Greene (Eds.), Social worker's desk reference (pp. 643-645). New York:
Oxford University Press.
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington: author. Mood Disorders, especially pp. 345-401.
Case presentations.
Week 9/ March 24: Chronic Physical Illness and its Effects on Individuals and Families
Common chronic illnesses, obesity; chronic illness and schools. Case presentations.
Quiz 4 – Mood disorders (anxiety, major depression, dysthymia, bipolar and cyclothymic
disorders)
Assigned Readings:
Peterson, L., Reach, K., Grabe, S. (2003). Health-related disorders. Chapter 16 (pp. 716 - 749) in
Mash, E. J. & Barkley, R. A.
Barbarin, O. (1990). Adjustment to serious childhood illness. In B. Lahey & A. S. Kazdin (Eds.),
Advances in Clinical Child Psychology: Volume 13, pp. 377-403. New York: Plenum.
Claflin, C., & Barbarin, O. (1991). Does "telling" less protect more? Relationships among age,
information disclosure, and what children with cancer see and feel. Journal of Pediatric
Psychology, 16, 169-191.
American Lung Association. (2003).Childhood asthma overview. Available at:
http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=22782#normal
Schwartz, M. B., & Puhl, R. (2003). Childhood obesity: A societal problem to solve. Obesity
Reviews, 4, 57-71.
CDC. (2003). National diabetes fact sheet. Department of Health and Human Services. Retrieved
January 5, 2004 from http://www.cde.gov/diabetes/pubs/pdf/ndfs_2003.pdf
Week 10/ March 31: Health and Mental Health Issues in Adolescence: Eating Disorders,
Violence, Sexuality. Case presentations.
Assigned readings:
Wilson, G. T., Becker, C. B., Heffernan, K.(2003). Eating disorders. Chapter 15 (pp. 687-715) in
in Mash, E. J. & Barkley, R. A.
Pastore D. R., Fisher M., & Friedman, S. B. (1996). Violence and mental health problems among
urban high school students. Journal of Adolescent Health, 18, 320-324.
Rector, R. E., Johnson, K. A., Noyes, L. R. (2003). Sexually active teenagers are more likely to
be depressed and to attempt suicide. Washington, D.C.: The Heritage Foundation.
Accessed December 26, 2004 at, http://www.heritage.org/Research/Family/cda0304.cfm
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Shrake, E. K. & Rhee, S. (2004). Ethnic identity as a predictor of problem behaviors
among Korean American adolescents. Adolescence, 39, 601-622.
Week 11/ April 7: Child/Adolescent Maltreatment.
Case presentations. Quiz 5 on Chronic Physical Illnesses, Eating Disorders, Violence &
Sexuality
Assigned readings:
Wekerle, C., & Wolfe, D. A. (2003). Child maltreatment. Chapter 14 (pp. 632-684) in Mash, E.
J. & Barkley, R. A.
Vance, J. E. (2001). Neurobiological mechanisms of psychosocial resiliency. In J. M. Richman
& M. W. Fraser (Eds.), The context of youth violence: Resilience, risk, and protection
(pp. 43-81). Westport , CT: Praeger.
Week 12/ April 14: PTSD and Child maltreatment
Video and instructor handouts
Readings:
Fletcher, K. E. (2003). Childhood posttraumatic stress disorder. Chapter 7 (pp. 330-371) in
Mash, E. J. & Barkley, R. A. (selected pages only)
Lubit R., Hartwell N., van Gorp W. G. , & Eth S. (2002). Forensic evaluation of trauma
syndromes in children. Child and Adolescent Psychiatric Clinics of North America, 11,
823-857.
Week 13/ April 21 : Substance Abuse. Quiz 6: PTSD and Child Maltreatment. Final
exams distributed. Course Review and Celebration!
Assigned Readings:
Chassin, L., Ritter, J., Trim, R. S., King, K. M. (2003). Adolescent substance use disorders.
Chapter 4 (pp.199—230) in Mash, E. J. & Barkley, R. A.
Kulis, S., Napoli, M., & Marsiglia, F. F. (2002). Ethnic pride, biculturalism, and drug use norms
of urban American Indian adolescents. Social Work Research, 26, 101-112.
Corresponding DSM-IV-TR Readings (optional):
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington: author. Substance-Related disorders, pp. 191-209, 213-223.
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GENERAL STUDY GUIDE (Topic specific guides will be prepared by instructor for each
unit):
Test your knowledge of each disorder by asking yourself the following questions:
A. Symptoms/Phenomenology. What are major features or symptoms of this disorder?
B. Diagnostic Criteria. What is required to receive a DSM-IV diagnosis for this disorder?
C. Prevalence. What is the prevalence of the disorder? Are there differences in prevalence
depending on such factors as gender, age, ethnicity or SES?
D. Etiology. What is known about the etiology of the disorder? (To what extent are biological,
social, familial, genetic, experiential or environmental factors important in etiology? Does the
disorder co-occur with some other disorder?)
E. Risk factors and protective factors associated with the disorder. What biological,
developmental, and environmental factors are predictive of the disorder? What factors prevent
the disorder in the presence of risk factors?
F. Developmental course. What is the typical age of onset? Is this a persistent or continuous
disorder? What is the natural or developmental course of this disorder? Does it recede on its
own or change in form or intensity over time?
G. Prevention. Are there steps that can be taken to lower the incidence of this disorder or reduce
its disruptiveness?
Think about how the following specific themes of the course relate to each disorder:
What is the relationship between physical and mental health in this disorder?
What are the environmental vs. individual-based aspects of etiology, symptoms, and
consequences of this disorder?
What developmental factors affect definitions and manifestations of disorder?
How do symptoms, prevalence, and consequences of the disorder differ for children and
adolescents from different cultural and gender groups; and do institutionalized
discrimination and prejudice have a role in these differences?
What is the impact of an individual’s disorder on the family?
Are existing assessment tools for the disorder primarily problem-oriented or interventionoriented?
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