Course number: PP 7330
Course name: Child & Adolescent Psychopathology
Spring 2010
Wednesdays, 12:30 – 3:15
INSTRUCTOR:
Mirjam Quinn
PHONE:
773-474-9840
EMAIL:
mrquinn@argosy.edu
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Child Psychopathology
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Child Clinician’s Handbook
Kronenberger, W.G., & Meyer, R.G.
Title
Diagnostic and Statistical Manual of Mental Disorders DSM-IVTR Fourth Edition (Text Revision)
American Psychiatric Association
Mash, E.J., & Barkley, R.A.
2002
Guilford Press
978-1-57230-609-7
Second
2000
Allyn & Bacon
978-0205296217
Second
Author(s)
Copyright 2000
Publisher American Psychiatric Publishing, Inc
0890420254
ISBN
Edition
This Course Requires the Purchase of a Course Packet:
YES
NO
Argosy University
COURSE SYLLABUS
PP 7330
Child & Adolescent Psychopathology
Wednesdays, 12:30 – 3:15
Spring 2010
Faculty Information
Faculty Name: Mirjam Quinn, Ph.D.
Campus: Chicago
Contact Information: 773-474-9840; mrquinn@argosy.edu
Office Hours: TBA
Short Faculty Bio: I earned my Ph.D. in clinical psychology at Purdue
University in 2007. I am interested in the development of identity and selfconcept across the lifespan, women’s issues, child and adolescent development,
international psychology, mindfulness, and parenting issues. I’ve enjoyed
working with children, adults, and families from diverse backgrounds in a variety
of settings, including schools, university clinics, community agencies, college
counseling centers, hospitals, and private practice. My most recent research
project investigated the relationships between teachers’ self-concepts and their
relationships with their students. In addition to teaching at Argosy, I work at a
private practice in Naperville.
Course Description
This course examines the major psychopathologies of childhood. Various theories for the
etiologies of child psychopathology are considered, and the implications for diagnosis,
consultation, and treatment are addressed.
Course Prerequisites: None.
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives
The general purpose of this course is to facilitate an understanding of developmental
psychopathology and related principles addressing the range of processes and underlying
mechanisms that result in the emergence, escalation, and maintenance of psychopathological
adaptation in children and adolescents. In addition, this course aims to strengthen the critical
thinking and conceptual skills necessary to formulate comprehensive case formulations, accurate
psychological diagnoses, and informed treatment plans for child and adolescent clinical
populations.
The specific goals of this course are to help students:
(1) learn the historical contexts, core symptoms, situational and contextual factors, associated
(2)
(3)
(4)
(5)
(6)
(7)
developmental impairments, and critical diagnostic issues for a range of clinical
presentations and DSM-IV TR categories;
strengthen a frame of reference for evaluating healthy adaptive functioning and
recognizing the signs and manifestations of psychopathology in children and adolescents;
master models of developmental risk and resiliency;
become aware of the most contemporary research on child and adolescent
psychopathology;
gain familiarity with a range of theories utilized to conceptualize developmental
psychopathology;
learn and apply comprehensive, research-based conceptual frameworks to aid in accurate
diagnosis and the formulation of treatment interventions that meld contemporary research
within a context of ecological validity
think about how to use and apply mental health prevention strategies in community-wide
settings
Upon completion of this course, students will posses the ability to accurately conceptualize a
number of complex diagnostic presentations in childhood and adolescence. Additionally,
students will be able to generate accurate, comprehensive, and collaborative treatment plans for a
vast range of clinical presentations, including: developmental and learning disorders, emotional
and social disorders, behavior disorders, and eating and health-related disorders.
Required Readings
Books:
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental
Disorders DSM-IV-TR Fourth Edition (Text Revision). Arlington, VA: American
Psychiatric Publishing, Inc. ISBN: 0890420254.
Mash, E.J., & Barkley, R.A. (2002). Child Psychopathology (2nd Edition). New York: Guilford
Press.
Kronenberger, W.G., & Meyer, R.G. (2000). The Child Clinician’s Handbook (2nd Edition). Allyn
& Bacon.
Course Requirements and Assignments
1. Attendance and Participation. Weekly attendance is mandatory. If you miss more than
two classes for any reason, you will earn a failing grade. Please inform me in advance if
you must miss a class due to special circumstances. You are responsible for completing
the required readings each week prior to arriving in class. Please note that you are also
expected to participate in each class period. You will be graded not only on the quantity
of your participation, but also on the quality. This means that your class contributions
should be relevant, respectful, and sensitive to worldviews different than your own.
2. Midterm. Your midterm will consist of two parts – Part 1 will require you to provide 5axis diagnoses for individuals presented in several case conceptualizations. Part 2 will
require you to discuss the book “There Are No Children Here” by Alex Kotlowitz in the
ecological framework discussed during the first two class sessions.
3. Case conceptualization. Your final paper will consist of a case conceptualization in
which you will choose a character in a book (I will provide a list of choices for you
during the third week of class). After reading the book, you will use the descriptive
information provided in the book to write a case conceptualization. Sample reports will
be provided in class. Included in the case conceptualization will be:
a. a discussion of the individual’s presenting difficulties within the framework of a
psychological theory (you may choose any theoretical orientation that has been
well-supported by the literature; please clear your choice of orientation with me
by Week 6),
b. A discussion of ecological factors impacting the person’s functioning,
c. A delineation of the strengths the person presents with and how these could be
used within the therapeutic context,
d. A DSM-IV diagnosis, and
e. A research-supported treatment plan
Grading
Attendance/participation is worth 12 points. Please note that late papers will not be accepted.
Your final grade is determined by the total accumulated points using the grading scale indicated
below.
Assignment
Attendance/participation
Midterm
Final
Total
Possible points
34
33
33
100
Grading Scale
A
AB+
B
BC+
C
CD
F
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
60 – 69
59 or lower
Library
Library Resources: Argosy University’s core online collection features more than 21,000 fulltext journals, 23,000 electronic books and other content covering all academic subject areas
including Business & Economics, Career & General Education, Computers, Engineering &
Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior
Sciences. All electronic resources can be accessed through the library’s website at
www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be
obtained at the circulation desk, calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching is
easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through interactions.
At the conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at
http://library.argosy.edu/infolit/
University Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases of
academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
Technology Statement
Argosy University encourages the use of technology throughout the curriculum.
This course may use the following: videotapes/DVD’s, online syllabus, PowerPoint.
Tentative Course Schedule
Date
Jan 13
Topic
Introduction; “Normal”
development
Jan 20
Risk & Resilience; Cultural
Considerations
Reading
Coll, C.G., Ackerman, A., & Cicchetti, D.
(2000). Cultural influences on
developmental processes and
outcomes: Implications for the
study of development and
psychopathology. Development
and Psychopathology,12(3), 333356.
Hudziak, J.J., Achenbach, T.M., Althoff,
R.R., & Pine, D.S. (2007). A
dimensional approach to
developmental psychopathology.
International Journal of Methods
in Psychiatric Research, 16, S16S23.
Barkley & Mash (B&M), chapter 1
Prilleltensky, I., & Nelson, G. (2000).
Promoting child and family wellness:
Priorities for psychological and social
interventions. Journal of Community and
Applied Social Psychology, 10. 85 – 105.
Jan 27
Attachment & Prenatal Substance
Exposure
Feb 3
Trauma, Abuse, & Neglect
Feb 10
Anxiety & Elimination Disorders
Boekamp, John R. (2008). Reactive
attachment disorder in young children:
current perspectives on diagnosis and
treatment. Brown University Child &
Adolescent Behavior Letter, 24(8), 1-7
Becker-Weidman, Arthur; Hughes,
Daniel (2008). Dyadic Developmental
Psychotherapy: an evidence-based
treatment for children with complex
trauma and disorders of attachment.
Child & Family Social Work, 13(3),
329-337
Mash & Barkley, 7
Morgos, Dorothy; Worden, J. William;
Gupta, Leila. Omega (2008).
Psychosocial Effects of War
Experiences among Displaced Children
in Southern Darfur. Journal of Death &
Dying, 56(3), p229-253
Luthra, Rohini; Abramovitz, Robert;
Greenberg, Rick; Schoor, Alan;
Newcorn, Jeffrey; Schmeidler, James;
Levine, Paul; Nomura, Yoko; Chemtob,
Claude M.. (2009): Relationship
Between Type of Trauma Exposure and
Posttraumatic Stress Disorder Among
Urban Children and Adolescents.
Journal of Interpersonal Violence,
24(11), 1919-1927
Kellogg, N.D. (2009): Clinical Report
— The Evaluation of Sexual Behaviors
in Children. Pediatrics, 124(3), 992998
Mash & Barkley, 6
Kronenberger, 6 & 4
Albano, Anne Marie; Kendall, Philip
C.. (2002): Cognitive behavioural
therapy for children and adolescents
with anxiety disorders: clinical research
advances. International Review of
Psychiatry, 14 (2), 129-134
Feb 17
Mood Disorders
Mash & Barkley, 5
Kronenberger, 5
Smith, D.H. (2007). Controversies in
Childhood Bipolar Disorders.
Canadian Journal of Psychiatry, 52(7),
407-408
Feb 24
AD/HD, ODD, CD
McDougall, T (2009): Nursing
Children and Adolescents With Bipolar
Disorder: Assessment, Diagnosis,
Treatment, and Management. Journal
of Child & Adolescent Psychiatric
Nursing, 22(1), 33-39
Mash & Barkley, Chapters 2 & 3
Kronenberger, 2 & 3
Johnston, C.; Seipp, C.; Hommersen,
P.; Hoza, B.; Fine, S. (2005). Treatment
choices and experiences in attention
deficit and hyperactivity disorder:
relations to parents’ beliefs and
attributions. Child: Care, Health &
Development, 31(6), 669-677
Bagwell, Catherine L.; Brroke S. G.
Molina; Kashdan, Tood B.; Pelham, Jr.,
Willam E.; Hoza, Betsy (2006).
Anxiety and Mood Disorders in
Adolescents With Childhood AttentionDeficit/Hyperactivity Disorder. Journal
of Emotional & Behavioral Disorders,
14(3), 178-187
Mar 3
Developmental disabilities &
learning disabilities
Mash & Barkley, 9 & 12
Kronenberger, 10, 11, 12
Rellini, E.; Tortolani, D.; Trillo, S.;
Carbone, S.; Montecchi, F (2004).
Childhood Autism Rating Scale
(CARS) and Autism Behavior
Checklist (ABC) Correspondence and
Conflicts with DSM-IV Criteria in
Diagnosis of Autism. Journal of Autism
& Developmental Disorders, 34(6),
703-708
Yu, Jennifer W.; Buka, Stephen L.;
McCormick, Marie C.; Fitzmaurice,
Garrett M.; Indurkhya, Alka (2006).
Behavioral Problems and the Effects of
Early Intervention on Eight-Year-Old
Children with Learning Disabilities.
Maternal & Child Health Journal,
10(4), 329-338
Mar 10
Thought disorder
Mash & Barkley, 10
Eggers, C., Bunk, D., & Krause, D. (2000).
Schizophrenia with onset before the age of
eleven: Clinical characteristics of onset and
course. Journal of Autism and
Developmental Disorders, 30(1).
Mar 17
Sleep disorders
Mar 24
Sexuality & Gender Identity
Askenazy, Florence L.; Lestideau,
Karine; Meynadier, Anne; Dor,
Emmanuelle; Myquel, Martine;
Lecrubier, Yves (2007). Auditory
hallucinations in pre-pubertal children.
European Child & Adolescent
Psychiatry, 16(6), 411-415
Christodulu, Kristin V.; Durand, V.
Mark (2004). Reducing Bedtime
Disturbance and Night Waking Using
Positive Bedtime Routines and Sleep
Restriction.. Focus on Autism & Other
Developmental Disabilities,19(3), 130139
Radkowsky & Siegel (1997). The gay
adolescent: Stressors, adaptations, and
psychosocial interventions. Clinical
Psychology Review, 17 (2), 191 – 216.
Mallon, Gerald P.; Aledort, Nina;
Ferrera, Michael (2002). There's No
Place Like Home: Achieving Safety,
Permanency, and Well-Being for
Lesbian and Gay Adolescents in Outof-Home Care Settings. Child Welfare,
81(2), 407-439.
Mar 31
Grief & Loss
Braver, S., Ellman, I., & Fabricius, W.
(2003). Relocation of children after divorce
and children’s best interests: New evidence
and legal considerations. Journal of Family
Psychology, 17(2), 206 – 219.
Hames, C. (2003). Helping infants and
toddlers when a family member dies.
Journal of Hospice and Palliative Nursing,
5(2). 103 – 110.
Apr 7
Eating disorders & health-related
issues
McClatchy, Irene Searles; Vonk, M.
Elizabeth; Palardy, Gregory (2009).
The Prevalence of Childhood
Traumatic Grief— A Comparison of
Violent/Sudden and Expected Loss.
Journal of Death & Dying, 59(4), 305323
Kronenberger, 8
Esparó, G.; Canals, J.; Jané, C.;
Ballespí, S.; Viñas, F.; Domènech, E..
(2004). Feeding problems in nursery
children: prevalence and psychosocial
factors. Acta Paediatrica, 93(5), 663668
Hamilton, J.D. (2007). Eating
Disorders in Preadolescent Children.
Nurse Practitioner, 32(3), 44-48.
Apr 14
Wrapup and review