Psychology 532
Child Psychopathology
Summer 11, 2007
Shamshad Ahmed, Ph.D.
Office Phone: (570) 348-6211 x2319
E-Mail: sahmed@es.Marywood.edu
Office Location: 1020 McGowan Center
Office hours
It is important to me to be readily available to each of you. My preference is to schedule
appointments and to set an agenda in advance–this procedure allows me to be of most
help. However, you can meet with me whenever my office door is open or during the
times listed below:
Mondays: 11:45 AM -12:45 PM
Tuesdays: 11:45 AM -12:45 PM
Wednesdays: 11:45 AM -12:45 PM
Textbooks
Mash, E. & Barkley, R. (Ed.) (2003). Child psychopathology (3rd Ed.).
New York: Guilford Press.
Rapoport, J. L. & Ismond, D. R. (1996). DSM-IV training guide for diagnosis of
childhood disorders. New York: Brunner Mazel.
Description
This is a graduate level course in child psychopathology. The course will cover DSM-IV
child and adolescent disorders. The course will review prevalence, etiology, diagnostic
criteria, co-morbidity, sampling patterns and outcome across the major childhood and
adolescent behavioral disorders. Teaching methods will include lecture, reading, class
discussion, class activities, videos, case reviews and peer presentations.
Objectives
After a successful completion of this course the student should be able to:
• Demonstrate an understanding of the DSM-IV taxonomy of child and adolescent
behavioral disorders.
• Critically review the empirical literature as it pertains to the strengths and weaknesses
of the DSM-IV taxonomy of child and adolescent behavioral disorders.
• Communicate an awareness of how co-morbidity and family dynamics frequently
complicate clinical presentation and significantly influence outcome.
• Express an appreciation for how cultural and gender issues may interact with diagnostic
criteria.
Requirements
1. Class participation and attendance (15% of grade): This is a discussion-oriented
class. Thus, the quality of the experience depends heavily upon each of you participating.
Because each of your contributions are important, any unexcused absences will result in a
significant lowering of this grade, as will two or more excused absences.
Very good participation-12-15%
Good participation - 8-11%
Average participation 4-8%
Poor participation below below 4%
2. Examinations (50% of grade): There will be take home exam, which will count
towards 25% of the final grade and a multiple choice format with short answers
(conducted in class in the 3rd week) 25% of the grade. Content for the exams will be
drawn from lectures, readings, videos and classroom discussions.
3. Class presentation (25% of grade). You have to choose two/three partners for this
project.
You are to both prepare and present a paper on a childhood or adolescent
behavioral disorder (all members of the team are to participate in the creation of the paper
and the presentation). You should prepare copies of the paper for classmates (it is
acceptable to email a Word or PDF file to classmates, but I require a hard copy). Page
limit is 25 pages. Topics should focus on an aspect of childhood or adolescent
psychopathology. You should provide instructor with an electronic and a hard copy of the
research paper.
Grading for research paper:
Good Preparation and presentation, good team effort – latest research (copies and
handouts) 20-25%
Average preparation and presentation 15-20%
Poor presentation and poor research below 10% and
For those that choose to review a specific disorder, or related cluster of
disorders, the outline for the paper and presentation should be as follows:
I. History of the disorder prior to the DSM-IV
II. The DSM-IV conceptualization of the disorder, including a review of any field
trials that were conducted, if available.
III. Known prevalence rates, including patterns of comorbidity, gender differences,
cultural differences, and differences across samples (e.g., community versus
clinical samples).
IV. Etiological models
V. A synoptic review of any published research informed, clinical guidelines
regarding assessing the disorder and treating the disorder
VI. A synoptic review of studies regarding treatment outcome and prognosis.
Some possible topics (this is by no means a comprehensive list):
Childhood Schizophrenia
The tripartite model of anxiety and depression in children and adolescents
Reactive Attachment Disorder
Similarities and differences in childhood and adolescent depression across gender
Non-Verbal Social Learning Disability
Suicide
Race and racism in childhood psychopathology
Math, Reading and Writing Learning Disabilities
Brain models of ADHD
Elimination Disorders
The effects of marijuana and alcohol abuse
4. Guided Reflections- 10%
Write 2-3 pages about the topic discussed in the previous class. Focus your paper on the
following:
What did you learn?
What did you benefit from the topic?
How has it impacted you?
How will you apply the information in future?
Grading
The following scale will be employed for this course:
Grade Range Description
A >93 Outstanding
A- 90–92 Excellent
B+ 87–89 Above Average
B 84–86 Average
B- 80–83 Below Average
C+ 77–79 Poor
C 70–76 Seriously Deficient
C- "69 Failing
Academic Honesty
Students will be expected to exhibit academic honesty in all course related activities. It is
the student’s responsibility to know what is academically honest and dishonest behavior
(e.g., plagiarism). The university policy on point states the following: “Students are
expected to maintain rigorous standards of academic honest in their coursework. Students
who violate ethical standards of practice in their coursework or in the conduct appropriate
to their professional objectives are subject to dismissal from programs after being
admitted. Coursework completed through plagiarism will be graded as automatic ‘F.’”
Class schedule
Topic(s)
Class 1Introduction, Overview: Diagnosing Kids, DSM-IV, and Attention
Deficit/ Hyperactivity Disorders.
Class -2 Learning Disabilities
Class –3- Intellectual Disabilities
Class-4- Oppositional Defiant Disorder & Conduct Disorder
Class-5- Mood Disorders and Anxiety DisordersClass-6- Post-Traumatic Stress Disorder
Class-7- Class-- Substance Abuse Disorder
Class-8- Pervasive Developmental Disorders
Class-9- Eating Disorders
Special Services
Any student with a documented disability may request an adjustment to course
requirements and procedures. In order to request such adjustment, you should contact the
university’s disability officer.