Course Syllabus
PSY 153C: Developmental Psychopathology (Fall 2020)
Katharine Simon, Ph.D.
Postdoctoral Fellow
Cognitive Science Department
Email: knsimon@uci.edu
Zoom Office Hours: Tues 10-11 am
Link & Password on Canvas
TAs:
Emily Moorhouse
Navi Huskey
Sangha Jeon
Shauna Simon
Office Hours: *Or by appointment
Friday 12-1 pm
Monday 11-12 am
Monday 4-5 pm
Wednesday 2-3 pm
Email:
emoorhou@uci.edu
dhuskey@uci.edu
sanghaj1@uci.edu
sgsimon@uci.edu
**See TA zoom links on Meet your TA page on canvas
**To see the TA to whom you are assigned to, please go to the ‘People’ page for your group assignment.
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1. Course Description
Developmental psychopathology is the integration of the fields of developmental psychology and
clinical psychology. It is at this intersection that we can seek to investigate the many factors that
contribute to the emergence of psychopathology in childhood/adolescence within the context of
development. How do we articulate the difference between abnormal and normal behavior? What are
the contextual factors implicated in the development of pathological behavior? When do we provide
treatment? Are there evidence-based treatments available?
This course will cover these large questions and include how developmental psychopathology research
is conducted; models of developmental psychopathology (biological, psychological, environmental);
common disorders, and long-term outcomes. We will also focus on factors that impact psychopathology
across the early lifespan such as risk and resilience, environmental challenges and buffers,
stress/competence in children, vulnerable/invulnerable children, children of mentally ill parents,
families at risk, childhood antecedents of adult disorders, and the impact of medical disorders.
II. Learning Objectives/Pedagogical goals
After this course, you should be able to:
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demonstrate knowledge of the basic terminology, principles, and research methods of
developmental psychopathology
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demonstrate knowledge of the major dimensions and syndromes of child and adolescent
psychopathology, possible etiologies and developmental course, and (to a limited extent)
research-based prevention and treatment approaches
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demonstrate awareness and knowledge of how social and cultural contexts, race and ethnicity,
gender, and other diversity factors influence the development of child and adolescent
psychopathology and its prevention and treatment
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try your best to apply the knowledge gained from class to real-world needs and problems
III. Course/Reading Requirements/Expectations
Mash, E. J., & Wolfe, D. A. (2018). Abnormal Child Psychology (7th ed.).
Wadsworth: Belmont, CA.
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Note: While the 7th Edition is preferred, the 6th Edition will usually
suffice and is cheaper. You do not need to purchase Mindtap or access to
any online materials that the book offers.
Additional Readings:
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Supplemental articles will be included to support your knowledge acquisition of the many topics
covered in class. All are required. These are graduate level, cutting-edge research articles which
should provide an exciting insight into the direction the developmental psychopathology
research field is going. Prepare yourselves to grapple with these exciting, and at times
challenging and dense articles. Please make sure you read each article. You will not be held
responsible for any intensive biologically-related material; however, you are responsible for
understanding the overarching concepts and ideas of the articles.
All additional readings are available for download on canvas.
The Scientific Attitude:
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The application of science to questions of behavior carries with it the implicit assumption that
these problems can be studied objectively. Psychological scientists adopt an open-minded
attitude that allows them to ask empirical questions so that research data can inform their
decision- making, rather than allowing personal biases to guide them. We are going to discuss
several controversial topics, including sexual behaviors, gender, social behavior, and definitions
of abnormality. In order to get the most out of this class, you are asked to have a tolerant and
open mind, and to keep in mind that intellectual (not personal) debate will be encouraged in
class. Therefore, you are encouraged to ask questions and raise points of debate in class,
provided you do so in a respectful manner. Similarly, if you are offended by another students’
contributions to the course, I ask that you pause and reflect about where that student may be
coming from and what feelings/experiences/beliefs may underlie that students’ perspective. If
you would like to raise concerns about another students’ comments, I ask that you do so
respectfully and non-judgmentally.
Pandemic Virtual Learning:
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We are currently living in an unprecedented time that has affected every aspect of our lives.
Full-time virtual learning was likely unexpected when you began as a student at UCI. As such,
this course has been designed to be available fully asynchronously. There will be two speaker
panels (see below for dates/times); however, you are not required to attend them
synchronously if you are not available. Recordings of both panels will be available after the fact
and you will be expected to watch them to complete the reflections.
Asynchronous learning has the expectation that you as a student succeed as an independent
scholar with minimal supports. This may or may not be your learning preference. To support
your learning, prior to class onset, please think through how, when, and where you plan to watch
lecture videos, complete readings, discussion, and assignments, and study for tests. Creating an
independent scholar plan for yourself will promote your success in this and other courses. If you
find you are struggling to maintain an adequate pace in this course, please reach out to a TA or
myself.
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This class has also been designed to support interactions and conversations with your
classmates. We will have weekly discussion topics with which our goal is for you to interact with
each other and converse on the material. We expect that you will engage in a respectful manner
to each other throughout the course.
I strongly encourage you to watch all lectures, read all assigned readings, and engage with me
and your TAs (come to virtual office hours, post on the discussion board!) because it will
promote your learning, provide space for your ideas, and hopefully bolster your interest in
developmental psychopathology.
Self-Care:
This is a stressful time for many and it is important to take the space to care for yourself when
needed, whether it is engaging in exercise, socializing in the safest way possible,
mindfulness/relaxation strategies, and the list goes on. I have created a self-care corner (created
as a module online in canvas) for those interested in reviewing resources available to you at this
time. This is optional and not required to be viewed, but available for those interested. It
includes mental health resources (at UCI and nationwide), guides to relaxation, and directions to
access mindfulness-based activities. This is not meant to provide anyone psychological
treatment, rather highlight resources available to you during this stressful time. Choosing to
access these resources or not will not impact your grade.
Access to the EEE+ Canvas Course site:
• All course materials and assignments are posted on Canvas at XXXXX. It is critical to be mindful
about the assignments deadlines. Students are expected to login to Canvas site at least once a
day to ensure you are following the study pace. If you cannot access the site, please contact the
OIT Help Desk at oit@uci.edu or call (949) 824-2222. You can also get the help instructions
online at http://www.oit.uci.edu/help/.
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IV. Course Assignments and Exam Information
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Breakdown of Grading for Assignments
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Assignment Items
Online Discussions
(10 pts each)
Learning Exercises
(10 points each)
Speaker Panel Reflections
(30 points each)
PSA Final Project
Mid-Term Exam
Final Exam
Total Points
Percentage of Grade
70 points
14%
Total:
70 points
14%
60 points
12%
100 points
100 points
100 points
20%
20%
20%
500 points
100%
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Extra Credit homework (2.5 pts each)
10 points
2%
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Extra Research (5 points each)
10 points
2%
Grade
A+
A
AB+
B
BC+
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Points
485 - 500
465 – 484.99
450 - 464.99
435- 449.99
415 – 434.99
400 – 414.99
385 – 399.99
Percentage
97 - 100%
93 - 96%
90 -92%
87 – 89%
83 – 86%
80 – 82%
77 – 79%
Grade
C
CD+
D
DF
Points
365 – 384.99
350 – 364.99
335 – 349.99
315 – 334.99
300 – 314.99
299.99 Below
Percentage
73 – 76%
70 – 72%
67 - 69%
63 – 66%
60 – 62%
Below 60%
This course can also be taken pass/not pass, see below for details
Pass/Not Pass Grading Option
• Effective in Fall 2020, students may enroll in this course for a
letter grade or P/NP (Pass/Not Pass). Enrolled students will be able to
change from the letter-grade option to P/NP through Wednesday, November
25 at 5pm. A "C" or better is required to earn a "Pass" if you elect for
the P/NP option. A “P” (Pass) will count toward satisfaction of a
major requirement that normally must be satisfied with a letter grade.
For questions and/or technical questions, see your Registrar's FAQs page or for advising
questions, please contact the SE Undergrad Advising
Breakdown of Graded Assignments
Engaged Learner Tasks (140 points)
The discussion posts and exercises are designed to help you actively engage with the course
material to enhance your learning without any concern regarding accuracy. These tasks are graded
on the basis of completion only – they are not graded for accuracy. Late enrollees should send a
note to their TA (not to the professor) and inform them that they were enrolled in the class late.
Late enrollees will be given two weeks past their date of enrollment to get up to date with the work
they have missed in the course.
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Online Discussion (70 points): 7 online discussions are set up for you to interact with your peer
classmates during the quarter. These must be completed by the deadline in order to facilitate
an actual feeling of discussion. You will be docked 1 point per day that the discussion post is
late. The exception for this are the two discussion posts assigned the first week of class, for
which you will be given full credit regardless of when you complete them. Similarly, if you added
the course late, you will not be penalized for turning in discussion posts prior to your adding the
course late. Up to 10 points grade value will be given for each quality discussion participation.
They are worth 14% of your total grade. Starting in week 0, you will introduce yourself and meet
others. Please note that you will NOT be able to view your classmates’ posts until you submit
your initial post. You are also recommended to respond to your peers’ responses as well. Your
discussion posts must be completed by the deadline in order to facilitate an actual feeling of
discussion.
o *See course roadmap on canvas for discussion deadlines*
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Learning Exercises (70 points): 7 exercises are created for you to apply what you learn from
readings and lectures into practice. These exercises are not due on a timeline – you are free to
complete them whenever you like as long as they are done by the end of instruction. The
deadlines listed on Canvas are suggested due dates. Up to 10 points value will be given for each
exercise submission (Total 70 points), which is worth 14% of your total grade.
o *See course roadmap on canvas for suggested deadlines*
Speaker Panels
• Reflections (60 points)
We will have two speaker panels during the semester. The first will feature school social workers
and a psychologist and focus on the populations of student they treat, common diagnoses, and
contextual factors impacting their students’ lives. The second panel will feature pediatric
psychologists who treat children and adolescents with acute and chronic medical illnesses both
inpatient and outpatient. I hope that you will be able to attend these panel series over zoom (link
will be shared with the class prior to panels); however, if not, both will be recorded for you to
view at a time of your convenience. Either mode of attending/watching the recording is
acceptable. After watching the panels you will be expected to write short (1.5 - 2 pages max,
double spaced) reflections on the panels and associated assigned readings, each worth 30
points. Rubrics will be on canvas. Please follow the rubric to make sure you that you include
each expected part. These must be completed by the deadlines noted on canvas. The goal of
these reflections are to integrate your knowledge and thoughts on the application of our course
material to the real-world.
o *See course roadmap on canvas for deadlines*
Final Project
• Public Service Announcement (20%)
Dissemination and the spread of new scientific knowledge is critical to raising awareness of
issues, reducing stigma of mental health issues, and increasing public understanding of novel
scientific discoveries. Public service announcements are an excellent way to disseminate new
information and can be short videos/infographics/flyers/posters etc. For your final PSA project,
you will choose a topic that we have covered in our course or readings. You must expand upon
what we’ve learned in class by reading at least 2 primary source research article on the topic
and incorporating this additional information. Be as creative as you want! The goal of the
project is to creatively synthesize the information, apply what you’ve learned, communicate it
effectively, and share your knowledge with the public. Feel free to create a poster, infographic,
flyer, stop/go or animation video, youtube show, podcast, etc. Options are limitless in your
mode of knowledge expression. Your target audience is the general public! Importantly, follow
the rubric (provided on canvas) to make sure you include all the required topic information in
your PSA and write-up. You are also required to submit a reflection write-up and annotated
bibliography (see the rubric for guidelines and grading).
o *See course roadmap on canvas for deadline*
We will share as many of the PSAs in the final week as we can!
Exams
• Midterm and Final (200 points)
Exams contain multiple choice questions and short answers. The final exam is cumulative but
will more heavily emphasize the material covered in the second half of the course. Exams will be
open-book; however, I strongly recommend you study for them and go into them confidently.
Importantly you must take the exams independently. Taking the exams with other students or
sharing answers is strictly prohibited and considered cheating. Anyone found to share exam
answers or take the exam with others, will be given a “0” and reported to UCI Academic
Integrity.
Each exam will be available over a single 12 hour period. Students are allowed to take the exams
within that 12 hours at a time of their choosing. Each exam has a time limit of 90 minutes but
are designed to be completed within less time. Once you enter into the exam, you must
complete it within 90 minutes, there is no pausing of the examination allowed. Exams will occur
on canvas.
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Breakdown of Extra Credit Assignments
Extra Credit Homework (10 points)
The homework assignments are optional and will not be counted against in the gradebook.
However, they are probably your best tool in preparing for the exams. Use them to your
advantage in studying. We will also post the answers to the questions, so you can also use those
to study, but research demonstrates that you get the most out of the learning experience if you
complete the homework assignments yourself, working effortfully through the problems,
researching the answers in your readings and notes. Use all of your resources to figure them
out! As a bonus, you will get 2.5 extra credit points for each homework assignment you
complete. You can earn up to 10 extra credit points if you complete all 4 optional homework
assignments before the end of the semester, which is worth 2% of your total grade.
Extra Credit Research (10 points)
Extra credit research is voluntary and you can earn up to 5 credits each. With these credits, it is
possible to add 2 percentage of your final grade if you completed both. Thus, these points may
be enough to change a grade from a B- to a B or from a C+ to a B-, for example. It is not possible
to raise your grade from a B- to a B+ with extra credit. For some people, you may find that it
might not change your grade at all (e.g., if you have an 84% [B] in the class, raising your grade to
an 86% still results in a B).
Extra credit for research can be earned in two main ways: 1) Research participation in Social
Science and Social Ecology experiments (there are online options available); or 2) research
reports. Remember, you can only earn up to 5 credits, regardless of the hours you participate in
research or the number of papers you write (or any combination thereof).
1. Experiment Participation - If you agree to participate in an experiment, you form a contract
with the experimenter to be present at the time and place designated on the sign- up sheet. If
you cannot make your appointment, you should contact the researcher directly if you can’t
cancel their appointment at least 24 hours prior to the experiment. All information about the HS
Lab Pool and participation in Sona can be found here: https://sites.uci.edu/hslab/ Your
attendance at the experiment will be recorded by the laboratory assistant, and you will receive
one credit for each hour that you participate (that is, 1/2 credit for each half hour).
To sign-up to participate in an experiment, go to the following website: https://uci.sonasystems.com/ and follow the instructions to set up an account (if you don’t yet have one). Then,
sign up for available opportunities throughout the quarter. Once you have logged in, you will
find a list of experiments – the order of the list is random and changes.
Associated with each experiment is a brief comment; be sure to check the comments as they
include criteria for participation – for example, some experiments require people to be native
speakers of English, while others may require participants to be native speakers of Chinese.
Scores for your participation in SONA studies will be added to the gradebook during finals week.
Please note: Prior to participating in any SONA studies, you must complete a 10-15 minute
online module about the rights and responsibilities of ethical research participation:
http://tinyurl.com/zg7xhl8 . (If you have completed this module in previous quarters, you do not
need to take it again). You can participate until the end of week 10. We will receive information
about your participation during finals' week. Importantly, you must allocate each credit you earn
to the course of your choice. No credit will be given for any experiment for which a student does
not properly allocate his or her credit. Don’t wait until the last minute to participate – you never
know when a study will stop recruiting participants.
2. Research Report - You may also write a review paper. Each 4-page paper (double- spaced; 1"
margins; Arial, Helvetica, or Times New Roman font) you write is worth 2 credits. For this paper,
you need to choose an empirical article from one of the following journals: Journal of
Personality and Social Psychology, Journal of Personality, Journal of Abnormal Psychology, or
Journal of Counseling and Clinical Psychology. You must meet with the TA or with me to discuss
the article prior to writing the paper. You can find articles published in these journals using
Google Scholar or PsychInfo (search engines). Read the article and then write a paper that
includes: a summary in your own words describing the study and a critique of the study (what
you liked, what you did not like, the most interesting findings, whether you think the study
should have been done differently). No plagiarism is allowed (you cannot lift sentences from the
article and include them in your paper), and papers must be thoughtful and well-written. No
cover page is required.
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For you: Lecture Video Self-Practice Quizzes
There will be several short lecture videos each week to help you study for this course. It is important
that you watch them by suggested due dates. There is a self-practice quiz after each lecture video
to help check your comprehension and learning from these videos. There is no grade value to
complete these quizzes and you can take it as many times you’d like.
V. Inclusivity, Etiquette, Guidelines, and Course Policy
Class Inclusivity: It is my intent that students from all racial, gender, sexual orientation, socioeconomic,
religious, political, nationality, and ideological identities have a voice and are heard within my class. I
encourage each of you to share your opinion and perspective on the many topics we will cover. With the
incorporation of different viewpoints, we are challenged to refine our thinking, face biases that we may
unknowingly hold, and grow as intellectuals. I look forward to each of your contributions to class and
know that we will grow together.
Class Etiquette: Frequently topics surrounding mental health can invoke strong opinions and feelings. It
is important to remember that everyone comes to this class with different life experiences from which
they draw in their learning. Please remember to be kind and courteous to your fellow classmates while
in this class and in your comments on the discussion board. I ask that if you are offended by another
students’ contributions to the course, please pause and reflect about where the student may be coming
from and what feelings/experiences/beliefs may underlie that student’s students’ perspective. If you
would like to raise concerns about another students’ comments, I ask that you do so respectfully and
non-judgmentally.
Case Studies: Case studies can provide insight of abstract concepts or disorders through real-world
examples All case studies discussed in this course are either 1) fictionalized, 2) anonymized (e.g. not
identifiable due to alterations of factors such as sex, age, race, sexual orientation, location of services,
etc., or 3) be pulled form mainstream media examples, such as movies. As maintaining confidentiality
and privacy is critical to therapy and required by law, all cases presented during this class will be follow
the above guidelines.
Community Message Board: This is a space for where you are welcome to post questions, provide
insights, or direct students to resources you have identified. Please attempt to respond to each other’s
questions and comments prior to the TAs or myself responding.
Email Policy: You are welcome to email me and/or the TAs with all matters of questions and concerns
regarding the course, and during the week we will typically respond within 24-hours, during typical
business hours. We will not respond over the weekends or holidays. However, if you have a lot of
questions, I request that you come to office hours (TAs’ or mine). If you are unable to make office hours,
please email me or the TAs to set up an alternative time.
Email Communication - We enjoy receiving emails from students, and you should feel free to shoot us
an email if you have a quick question or concern. However, we ask that you adhere to the following
simple but very important guidelines:
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Tell us who you are. This includes telling us your first and last name and including the
course.
Please check the syllabus before asking us your question. The syllabus is very wise and
you will be redirected back if your answer is already provided in here.
Consider coming to office hours. Sometimes questions are more easily answered in
person aka via zoom.
Don’t forget the Message Board. If you have a question that you think other students
may be able to answer OR that you think other students might benefit from hearing our
answer, consider posting the question on the message board in lieu of emailing us. We
check the message board on a regular basis.
Be professional. Make sure there are no errors or typos in your message – and most importantly, ask
yourself, “Is the tone of my message professional and respectful? Would I send an email with this tone,
wording, and/or type of request to a boss or supervisor?” If the answer is no to any of these questions,
please REVISE the message before sending to make it more appropriate.
Who should you email – Dr. Simon or the TAs? Good question! For the most part, either of us can
answer your questions/concerns, but sometimes, one person is a better choice than another:
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For general questions about the course, lecture material, paper, or tests, it is best to
email your TAs.
If you want to go over your exam, please go to virtual office hours with the TAs (they
will be able to access the exams). As a courtesy, it helps if you can email them ahead of
time, so they know to be ready to access your exam.
If you wish to share your thoughts about research and/or clinical applications, please
email any of us!
Plagiarism Policy:
• Plagiarism is intellectual theft and the dishonest use of intellectual creations/ideas/materials
without proper attribution or citation. Plagiarism will not be tolerated and will result in a “0” on the
assignment and a report made to the UCI Academic Integrity.
• Plagiarism frequently occurs in the following ways:
• Passing off material as one’ own e.g. using the same words, phrases, passages, or entire papers.
• Not appropriately crediting the creative production. Sources may include web pages and
interview information, as well as information in print.
• *All written work in this course will be submitted for plagiarism checks.
• Writing tips
• Read your textbook/research articles/papers, put them down for a while, and rewrite them with
your own words/thoughts/ideas.
• We will use APA formatting for all references within this course. Resources include but are not
limited to the following:
• In-text citation resource:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide
/in_text_citations_the_basics.html
• Reference list resource:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide
/reference_list_basic_rules.html
• Academic Dishonesty: Do not recycle papers or portions of papers from previous courses. While this
does not count as plagiarism, this is academic dishonesty as you have already received credit for this
work.
• UCI Academic Honesty Policy: https://aisc.uci.edu/students/academic-integrity/definitions.php
which outlines academic misconduct, including cheating, dishonest conduct, plagiarism, and
collusion. If any of the mentioned acts occur in the course, they will be reported to the Office of
Academic Integrity & Student Conduct.
Services for Students with Disabilities: If you have a documented disability that requires assistance,
please notify Prof. Simon with written documentation of your disability status during the first week of
the course. You will need to contact the Disability Services Center (DSC) for coordination of your
academic accommodations. The DSC website is https://dsc.uci.edu/. All accommodations, including for
tests, are issued through DSC to us; thus, if we don't hear from DSC about you, you will not receive any
accommodation.
Extensions & Make-Ups:
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The goal in creating an asynchronous course is that there is flexibility (to some degree) in the
timing of assignments. While all assignments have deadlines, you are welcome to complete
them ahead of time. Many of the assignments and readings can be completed early.
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Exams will be available for a 12 hour period; however, they will be time limited. So, you may
choose to take your exams anytime within the 12-hour window, but once you begin, so too will
your test clock of 90 minutes.
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Sometimes, missing an exam is unavoidable. Acceptable reasons for missing an exam include
illness, unexpected transportation problem (e.g., car breaks down), university- sponsored
conflicts, and evacuation due to a natural disaster (e.g., fire, earthquake). Vacation plans or job
obligations are not acceptable reasons for missing an exam. If you know in advance that you will
need to miss an exam for an acceptable reason, you must let us know as soon as you become
aware of the conflict. If student-athletes have an athletic competition conflict during a
scheduled exam, they will take their exam while "on the road" and must coordinate this with a
team liaison and the TA.
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If you miss an exam for an acceptable reason and you have documentation of this reason (e.g.
doctor's note), you must contact the TA within 24 hours. Make-up exams will not be given.
Instead, students who miss an exam for an acceptable reason, have documentation, and contact
us within 24 hours will receive a score that is equivalent to the average of the scores from the
exam they do actually take. If you do not have an acceptable reason, do not have
documentation for your absence, and/or do not contact us within 24 hours, you will receive zero
points for the exam that you missed. It will be incredibly difficult to earn a strong passing grade
if you earn a zero on an exam. Thus, you should take every step possible to keep this from
happening.
Statement of Thanks: I would like to thank Dr. Borelli who generously shared her course materials from
previous years and to the speakers on our panels for providing their time, experience, and knowledge.
Course Outline
*This is a tentative schedule that is subject to change with due notice*
Week
Dates
Oct 1 -2
Oct 5 – 9
Oct 12-16
Oct 19-23
Week 0
Week 1
Week 2
Week 3
Oct 26-30
Nov 2- 6
Week 4
Week 5
Nov 6th
Nov 9-13
Midterm Exam
Week 6
Nov 16-20
Week 7
Nov 23-25
Week 8
Nov 30 – Dec 4
Week 9
Modules/Large Assignments
Welcome
Overview of Dev. Psych.
Research and Assessment in Dev. Psych.
Mental Health in Infancy & Preschool
Autism Spectrum Disorders
• Anxiety Disorders
• Trauma Exposure & Related Disorders
• Mental Health in Elementary School
Available 8 AM - 8PM PST
• ADHD
• Disruptive Behavior Disorders
• Depression
• Mental Health in Adolescence
• Nov 9 at 5 PM: Panel of School Social Workers and
Psychologists (zoom link to be shared prior and recorded for those
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unable to attend)
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Bipolar Disorder
Schizophrenia
Eating Disorders
Medical Disorders
Date/Time TBA in this week: Panel of Pediatric
Psychologists (zoom link to be shared prior and recorded for those
unable to attend)
Dec 6th
Dec 7-11
• Due by 7 PM PST`
• Substance Abuse
• Treatment
• Wrap Up & PSA Showcase
Dec TBA
Final Exam
• Available 8 AM - 8PM PST
*As a reminder, please see course roadmap for additional deadlines and in each specific module for the
reading assignments and to download additional readings
PSA due
Week 10