Course Website Location: http://www.JamesHJohnson.com
Instructor Information
Instructor Name: James H. Johnson, PhD, ABPP/ Child
Duane E. Dede, PhD
Address:
Phone Number
PO Box 100165 HSC
(352) 273 – 6455 (Johnson); (352) 273 – 5267 (Dede)
Email Address;
Office Hours jhj@phhp.ufl.edu
; ddede@phhp.ufl.edu
TBA
Course Overview or Purpose
This course is designed to familiarize the student with the range of child, adolescent, and adult psychological disorders seen in clinical practice across the lifespan. Emphasis will be placed on diagnostic issues, theoretical formulations, etiology, treatment, and research findings related to each of these conditions. Issues such as comorbidity (simultaneous presentation of two or more disorders), cultural influences on the expression of mental disorders, and psychological factors related to physical conditions will also be considered. The clinical manifestations of each of these conditions will be illustrated through the use of case examples and or video presentation.
PowerPoint presentations will be used for all lectures and will be made available prior to class time on the course website.
Course Objectives and/or Goals
Upon successful completion of the course, students will be able to:
 demonstrate knowledge of diagnostic criteria for various forms of psychopathology as these are reflected in children, adolescents, and adults
 demonstrate knowledge of etiological factors and theoretical perspectives relevant to these forms of psychopathology
 demonstrate knowledge the relevance of developmental factors as they are related to the manifestations of these disorders across the life span
 demonstrate knowledge of current research findings relevant to these disorders
 demonstrate an understanding of the relevance of cultural factors to the development, diagnosis, outcome and treatment of these conditions, and
 demonstrate knowledge of evidence-based treatments for the range of disorders considered.

Class Format
Over the course of the semester, the class will consist of one two-hour class dealing with various common forms of psychopathology as these are reflected in children and adolescents and a second two-hour class meeting focusing on various forms of psychopathology as they are reflected in adults of varying ages. Faculty members teaching the two sections of the class will be individuals with specific expertise in the areas of child/adolescent and adult psychopathology, respectively. Class format will consist of combinations of lectures, group discussions and demonstrations. In addition, adult psychopathology lectures will be supplemented by a brief
“movie night” (attendance is optional but encouraged) which will include viewing and discussions of cinematic depiction of psychopathology and its social context. A list of movies has been identified and additional ideas will be solicited from participants. Likewise, child/adolescent psychopathology lectures will be supplemented by an optional series of videotape presentations that depicts the clinical characteristics of a wide range of classic childhood disorder (as in the case of the adult movie series, attendance is optional). Attendance and active participation in class sessions is required.
Course Materials
Adult Related Readings
The following texts are required and may be purchased in the HSC Bookstore:
Sadock, B.J., & Sadock, V.A.. (Eds.) Kaplan and Sadock’s Synopsis of Psychiatry (9th Ed.).
New York: Williams & Wilkins, 2003.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition (DSM-IV-TR). Washington, D.C.: American Psychiatric Association, 2000.
A listing of additional readings for the adult-focused portion of this course is provided in the
Addendum to this syllabus.
Additional readings, in the form of .pdf files are located on the student share drive in the
“Lifespan Psychopathology” Folder.
Child/Adolescent Related Readings
No text is required. A listing of required and recommended readings for the child/adolescentfocused portion of this course is provided in the Addendum to this syllabus.
Required and recommended readings will be provided in .pdf files located on the student share drive in the “Lifespan Psychopathology” Folder.
Course Requirements/Evaluation/Grading
Grades will be based on the results of mid-term and final examinations, related to material covered in both the child/adolescent and adult tracks of the course. Each of these four exams will
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be worth a total of 100 points (Total for the course = 400) and will consist of a mixture of short answer, listing, and essay questions related to research relevant to various disorders, assessment, diagnostic, treatment, or other issues relevant to a life span conceptualization of psychopathology. Exams will be based on information from readings, case examples, classroom video presentations, lectures, and class discussion. Grades will be determined based on the average of scores obtained on the four exams using the following scale for determining grades:
A = 90 - 100 points; B = 80 - 89 points; C = 70 - 79 points; D = 60 - 69 points; F = 60 points
Topical Outline
Week 1 (August 27 th and 29 th )
Introduction - Developmental Factors in Childhood Psychopathology: A lifespan perspective; A
Scientist-Practitioner Approach to Assessment, Intervention and clinical conceptualization.
Introduction - Lifespan Issues in Psychopathology, Diagnosis and Classification of
Psychological Disorders
Week 2 (September 5 th ONLY)
Risk Factors in Developmental Psychopathology: Implications for psychopathology across the lifespan.
No Class (Labor Day)
Week 3 (September 10 th and 12 th )
Attention Deficit Hyperactivity Disorder in Childhood and Adolescence (with a brief consideration of adult ADHD)
Delirium, Dementia and other Cognitive Disorders
Week 4 (September 17 th and 19 th )
Anxiety Disorders in Childhood and Adolescence
Anxiety Disorders in early, middle, and later adulthood
Week 5 (September 24 th and 26 th )
Anxiety Disorders in Childhood and Adolescence (Cont.)
Substance Disorders
Week 6 (October 1 st and 3 rd )
Pervasive Developmental Disorders in Childhood and Adolescence
Schizophrenia
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Week 7 (October 8 th and 10 th )
Pervasive Developmental Disorders (with a commentary on schizophrenia in childhood and adolescence)
Other Psychotic Disorders, Dissociative Disorders and Impulse Disorders
Week 8 (October 15
Mid-Term Exam th and 17 th )
Somataform Disorders, Factitious Disorders & Sleep Disorders
Week 9 (October 22 nd and 24 th )
Eliminative Disorders: Enuresis and Encopresis
Mid-Term Exam
Week 10 (October 29 th and 31 st )
Childhood and Adolescent Depression
Mood Disorders I
Week 11 (November 5
Childhood Bipolar Disorder th and 7 th )
Mood Disorders (Continued)
Week 12 (November 12th and 14 th )
Oppositional Deviant, Conduct Disorder and Juvenile Delinquency
Personality Disorders
Week 13 (November 19 th and 21 st )
Pediatric Psychology
Eating Disorders
Week 14 (November 26 th and 28 th )
Pediatric Psychology (Continued)
Student Presentations
Week 15 Final Exams (week of December 3 rd )
Statement of University’s Honesty Policy (cheating and use of copyrighted materials)
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Academic Integrity – Students are expected to act in accordance with the University of Florida policy on academic integrity (see Student Conduct Code, the Graduate Student Handbook or this web site for more details: www.dso.ufl.edu/judicial/procedures/academicguide.php
).
Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior.
We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.
Policy Related to Class Attendance
Attendance is expected as a part of the student’s professional training. Students are expected to arrive for class on time and to remain for the full class period. Please silence or turn off cell phones or pagers. Students needing to miss class should make prior arrangements with the instruction.
Policy Related to Make-up Exams or Other Work
Students who must miss an exam or paper deadline because of conflicting professional or personal commitment must make prior arrangements with the instructor. If an examination must be missed because of illness, a doctor’s note is required.
Statement Related to Accommodations for Students with Disabilities
Accommodations for Students with Disabilities
If you require classroom accommodation because of a disability, you must first register with the
Dean of Students Office ( http://oss.ufl.edu/ ). The Dean of Students Office will provide documentation to you, which you then give to the instructor when requesting accommodation.
The College is committed to providing reasonable accommodations to assist students in their coursework.
Counseling and Student Health
Students may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the University of Florida Counseling Center, 352-392-1575, or Student
Mental Health Services, 352-392-1171. Visit their web sites for more information: http://www.counsel.ufl.edu/ or http://www.health.ufl.edu/shcc/smhs/index.htm#urgent
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The Student Health Care Center at Shands is a satellite clinic of the main Student Health Care
Center located on Fletcher Drive on campus. Student Health at Shands offers a variety of clinical services, including primary care, women's health care, immunizations, mental health care, and pharmacy services. The clinic is located on the second floor of the Dental Tower in the Health
Science Center. For more information, contact the clinic at 392-0627 or check out the web site at: www.health.ufl.edu/shcc
Crisis intervention is always available 24/7 from: Alachua County Crisis Center: (352) 264-
6789.
Posting of Syllabus
The course syllabus will be posted on the course website and will be submitted to the departmental office to document compliance.
Gottesman, I. (2001). Psychopathology through a life span-genetic prism. American
Psychologist, 56 (11), 867 - 878.
Achenbach, T.M. & Rescorla, L.A. (2006). Developmental issues in assessment, taxonomy, and diagnosis of psychopathology. In D. Chicchetti and D. Cohen (Eds.) Developmental
Psychopathology, Volume 1: Theory and Method (2 nd
Edition), Hoboken, NJ, Wiley, 139 – 180.
Collins, M., Grindell, S., Lovell, M.R., Dede, D.E, Moser, D.J., Phalin, B.R., Nogle, S.,
Wasik, M., Cordry, D., Daugherty, M.K., Sears, S.F., Nicolette, G., Indelicato, P. & McKeag.,
D.B. (1999) Relationship between concussion and neuropsychological performance in college football players. JAMA, 282: 964-970.
Roman, G.C., Sachdev, P., Royal, D.R., Bullock, R.A., Orgogozo, J., Lopea-Pousa, S., Arizaga,
R., and Wallin, A. (2004). Vascular cognitive disorder: a new diagnostic category updating vascular cognitive impairment and vascular dementia. Journal of Neurological Sciences, 226:
81-87.
Satz, P. (1993). Brain reserve capacity on symptom onset after brain injury: A formulation and review of evidence for threshold theory. Neuropsychology, 7: 273-295.
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Mintzer, M.Z., Copersino, M.L. and Stitzer, M.L. (2005). Opiod abuse and cognitive performance. Drug and Alcohol Dependence, 78: 225-230.
Baune, B. T., Suslow, T., Arolt., V. and Berger, K. (2007). The relationship between psychological dimensions of depressive symptoms and cognitive functioning in the elderly: The
MEMO-Study. Journal of Psychiatric Research, 41: 247-254.
Miklowitz, D.J. and Cicchetti, D. (2006). Toward a life span developmental psychopathology perspective on bipolar disorder. Development and psychopathology, 18, 935 – 938.
Rutter, M, Kim-Cohen, J & Maughan, B (2006). Continuities and discontinuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry,
47, 276 – 295.
Schroeder, C.S. & Gordon, B.N. (2002). Development of psychopathology. In C. S. Schoeder and B. N. Gordon (2002). Assessment and Treatment of Childhood Problems: A Clinician’s guide (2 nd
ED), New York: Guilford, 1 – 39.
Mash, E. J. & Hunsley, J (2005). Evidence-based assessment of child and adolescent disorders:
Issues and challenge, Journal of Clinical Child and Adolescent Psychology, 34, 363 – 379.
Kazdin, A. E. (2005). Evidence-based assessment for children and adolescents: Issue in measurement, development and clinical application. Journal of Clinical Child and Adolescent
Psychology, 34, 548 – 558.
Hall, H, (2004). Psychopathology across the life span: How important is genetics: In S. Luthar, J.
Burack, D. Cicchetti & J. Weisz (Eds.), Developmental Psychopathology: Perspectives on
Adjustment, Risk, and Disorder, New York: Cambridge University Press.
Muris, P. & Ollendick, T. H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child and Family Psychology Review, 8 (4), 271- 89.
Kitzmann, K., Gaylord, N.K., Holt, A., & Kenny, E. (2003). Child witnesses to domestic violence: A meta-analytic review, Journal of Consulting and Clinical Psychology, 71, 339 - 352.
Putnam, F. (2003). Ten year research update review: Child sexual abuse. Journal of the
American Academy of Child and Adolescent Psychiatry, 42, 269 - 278 .
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Fremont, W.P. (2004). Childhood reactions to terror-induced trauma: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 381 - 392.
Pelham, W.E., Fabiano, G.A., and Massetti, G.M. (2005). Evidence-based assessment of
Attention Deficit Hyperactivity Disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449 – 476.
Wolraich, M. Charles J. Wibbelsman, C. J., Brown, T. E., Evans, S.W., Gotlieb, E. M., Knight, J.
R., Ross, E. C., Shubiner, H. H., Wender, E. H., and Wilens, T. Attention-deficit/hyperactivity disorder among adolescents: a review of the diagnosis, treatment, and clinical implications, Pediatrics 2005; 115:1734-1746.
Brown, R. T., Amler, R. W., Freeman, W. S., Perrin, J. M., Stein, M . T., Feldman, H. M.,
Pierce , K., and Wolraich, M. (2005). Treatment of attention-deficit hyperactivity disorder: overview of the evidence (clinical trial), Pediatrics, 115, 749-757
Chronis, A.M., Jones, H.A. and , Raggi, V.I. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology
Review, 26, 486-502.
Livingston, R. (1999). Cultural issues in diagnosis and treatment of ADHD. Journal of the
American Academy of Child and Adolescent Psychiatry, 38, 1591 - 1594.
Barkley, R., Fischer, M., Smallish, L., and Kenneth Fletcher, K. (2006). Young adult outcome of hyperactive children: Adaptive functioning in major life activities. Journal of the American
Academy of Child Adolescent Psychiatry, 45(2):192-202.
Wilens, T.E., Biederman, J. & Spencer, T.J. (2002). Attention deficit/hyperactivity disorder across the lifespan, Annual Review of Medicine, 53, 113 – 131.
Silverman, W.K. & Ollenick, T.H. (2005). Evidence-based assessment of anxiety and its disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34,
380 – 411.
Masi, G., Millepiedi, S., Mucci, M. Poli, P., Bertini, N. and Milantoni, L. (2004). Generalized anxiety disorder in referred children and adolescents, Journal of the American Academy of Child and Adolescent Psychiatry, 43, 752 - 760.
Compton, et al (2004). Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An evidence-bases medicine review. Journal of the American
Academy of Child and Adolescent Psychiatry, 43, 930 - 959.
Rapoport, J. L. & Inoff-Germain, G. (2000). Practitioner review: Treatment of obsessivecompulsive disorder in children and adolescents. Journal of Child Psychology and Psychiatry,
41, 419 - 431.
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Ozonoff, S., Goodlin-Jones, B.L. and Solomon, M. (2005) Evidence-based assessment for autistic spectrum disorders in children and adolescents. Journal of Clinical Child and Adolescent
Psychology, 34, 523-540.
Macintosh, K. E., & Dissanayake, C. (2004) The similarities and differences between autistic disorder and Asperger's disorder: A review of the empirical evidence. Journal of Child psychology and Psychiatry, 45, 421 - 434.
Charman, T., & Baird, G. (2002). Practitioner review: Diagnosis of autism spectrum disorders in
2 and 3-year old children, Journal of Child Psychology and Psychiatry, 43, 289 - 305.
Howlin, P., Goode, S., Hutton, J. and Rutter, M. (2004). Adult outcome for children with autism.
Journal of Child Psychology and Psychiatry, 45, 212 - 229.
Fritz, G., Rockney, R., et al (2004) Summary of the practice parameters for the assessment and treatment of children and adolescents with enuresis, Journal of the American Academy of Child and Adolescent Psychiatry, 43, 123 - 125.
Hankin, B. & Abela, J. (2005). Depresson from childhood, through adolescence and Adulthood,
In B. Hankin & J. Abels (Eds.) Development of Psychopathology: A Vulnerability-stress
Perspective, Thousand Oaks, CA, Sage, 245 – 288.
Klein, D.N., Dougherty, L.R., and Olino, T.M. (2005). Toward guidelines for evidence-based assessment of depression in children and adolescents. Journal of Clinical Child and Adolescent
Psychology, 34, 412-432.
Compton, et al (2004). Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An evidence-bases medicine review. Journal of the American
Academy of Child and Adolescent Psychiatry, 43, 930 - 959.
Pavuluri, M. N., Birmaher, B., and Naylor, M. W. (2006). Pediatric bipolar disorder: a review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry,
44(9):846-871.
Carlson, G.A. (2005). Early onset bipolar disorder: clinical and research considerations. Journal of Clinical Child and Adolescent Psychology, 34, 333-43.
Youngstrom, E.A., Findling, R.L., Youngstrom, J.K. and Calabrese, J. R. (2005). Toward an evidence-based assessment of pediatric bipolar disorder. Journal of Clinical Child and
Adolescent Psychology, 34, 433-448.
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Asarnow, J. R., Thompson, M. C., and McGrath, E. P., Annotation: Childhood-onset schizophrenia: Clinical and treatment issues (2004). Journal of Child Psychology and Psychiatry,
45, 180 - 194.
McMahon, R.J. & Frick, P.J. (2005). Evidence-based assessment of conduct problems in children and adolescents, Journal of Clinical Child and Adolescent Psychology, 34, 477-505.
Thomas, C.R. (2006). Evidence-based practice for conduct disordered symptoms. American
Journal of Child and Adolescent Psychiatry, 45(1), 109 - 114.
Loeber, R., Burke, J.D., Lahey, B.B., Winters, B.A., and Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part I. Journal of the American Academy of
Child and Adolescent Psychiatry, 39, 1468 - 1480.
Buurke, J., Loeber, R., and Birmaher, B. (2002). Oppositional defiant disorder and conduct disorder: A review of the past 10 years, Part II. Journal of the American Academy of Child and
Adolescent Psychiatry, 41, 1275 - 1293.
Mullins, L. & Chaney,, J. M. (2001). Pediatric psychology: Contemporary issues. In E. Walker
& M. Roberts (Eds.), Handbook of Clinical Child Psychology (Third Edition), New York: Wiley.
Beale, I. L. (2005). Scholarly literature review: Efficacy of psychological interventions for
Pediatric Chronic Illnesses. Journal of Pediatric Psychology, 31: 437-451
McLellan, J.P. & Werry, J.S. (2003). Evidence-based treatments in child and adolescent psychiatry, Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1388 -
1400.
Grave, J. & Blissett (2004). Is cognitive behavior therapy developmentally appropriate for young children: A critical review of the evidence. Clinical Psychology Review, 24, 399 - 420.
Diamond, G. & Josephson, A. (2005). Family-based treatment research: a 10-year update.
Journal of the American Academy of Child and Adolescent Psychiatry 44.9 872 - 888.
Nock, M. K., Goldman, J., Wang, Y, and Albano, A.M., From science to practice: The flexible use of evidence-based treatments in clinical settings. Journal of Clinical Child and Adolescent
Psychiatry, 43, 777 - 780.
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