Psychology & Neuroscience 510: Developmental Psychopathology
Fall, 2012
John Curry, Ph.D.
Phone: 919-681-0020
Email: john.curry@duke.edu
Course Overview and Goals:
This course is for graduate students and advanced undergraduates with an interest in emotional and
behavioral problems of children and adolescents. The course takes the perspective of developmental
psychopathology, an orientation that emphasizes the interaction between normal developmental tasks,
phases, and stages, on the one hand, and the emergence of maladaptive behavior, on the other.
Developmental psychopathology includes the study of the origins, nature, and course of psychological
disorders over the life course. In this course our focus will be on the periods from infancy up to
emerging adulthood. The goal of the course is to introduce the student to the developmental
psychopathology perspective, to what is known about the major childhood and adolescent psychological
disorders, and to key questions that currently face the field.
Course format and requirements:
The course is a seminar, which will allow us to have time to discuss the readings, and time for students
to present material. I expect everyone to read all of the required readings in preparation for each class
meeting. In addition, please review the diagnostic criteria for each disorder that we discuss, prior to the
discussion.
We meet twice a week. The class will be divided into two groups, with each group (Monday or
Wednesday) responsible for weekly reflection papers on either Monday or Wednesday. Your reflection
paper should be a reaction to one of the required readings for that week.
Reflection Papers:
A reflection paper is basically a thoughtful reaction to points presented in the reading. It can address
things that surprised you in the reading, things that were new to you, or things that gave you a different
perspective. It can also be a comparative reaction: how did this author’s view differ from the views of
other authors, either those we have read in this course or those you have read previously. Include at
least one question that the reading leaves you with. Please bring these in on paper, use them to guide
your comments in class, and then turn them in.
Reflection papers should be about 1 double-spaced page, and not more than 1.5 pages. They will create
a dialogue between you and me that will run through the course and they will give you a basis for
comments that you make as we discuss the readings. They may also help you to formulate research
questions and/or to decide on a topic for the final course paper.
Mid-Term Exam:
The mid-term exam will be based on the readings, and will include some objective questions and short
essays.
Final Paper:
The final paper should be a synthesis of research on a topic of your choice, which I will approve shortly
after the middle of the semester. After approval of the topic, but before writing the paper, I ask that you
submit a reference list so that I can review it and possibly provide some guidance. We can spend time in
class on how to conduct a literature search using PsyInfo, if that seems helpful. You can submit the
paper electronically via email.
Grades will be based on: regular class attendance and participation in discussions (20%); mid-term exam
(25%); reflection papers (15%); final paper (40%).
Textbook: The book is a graduate level text edited by Beauchaine and Hinshaw (B&H), entitled Child and
Adolescent Psychopathology. I selected it because it conveys, better than comparable texts, a
contemporary and genuinely developmental approach to the field. The text will be supplemented by
readings of original research studies or reviews, and in a few cases by interesting articles in the media.
Date
Topic and/or required reading
8/27
Introduction to course content, structure, and requirements
8/29
Development and Developmental Psychopathology
Developmental psychopathology as a scientific discipline: Relevance to behavioral and
emotional disorders of childhood and adolescence. B & H, chapter 1 [Hinshaw].
9/3
A multiple levels of analysis perspective on research in development and
psychopathology . B & H, chapter 2 [Cicchetti].
Rutter, M. & Sroufe, L.A. (2000). Development and psychopathology: Concepts and
challenges. Development and Psychopathology, 12, 265-296.
9/5
Genetic and environmental influences on behavior. B & H, chapter 3 [Beauchaine,
Hinshaw, & Gatzke-Kopp].
Sroufe, L.A. (2009). The concept of development in developmental psychopathology.
Child Development Perspectives, 3, 178-183.
9/10 and 12
Categorical and Dimensional Assessment
Carrey, N., & Gregson, J. (2008). A context for classification in child psychiatry. Journal of
the Canadian Academy of Child and Adolescent Psychiatry, 17, 50-57.
Achenbach, T., & McConaughy, S.H. (1996). Relations between DSM-IV and empirically
based assessment. School Psychology Review, 25, 329-341.
Achenbach, T., Dumenci, L., & Rescorla, L.A. (2003). DSM-Oriented and empirically
based approaches to constructing scales from the same item pools. Journal of Clinical
Child and Adolescent Psychology, 32, 328-340.
Rutter, M. (2011). Research review: Child psychiatric diagnosis and classification:
Concepts, findings, challenges and potential. Journal of Child Psychology and Psychiatry,
52, 647-660.
9/17 and 19
Epidemiology and Developmental Epidemiology
Costello, E.J., Angold, A., burns, B.J., Stangl, D.K., Tweed, D.L., Erkanli, A., & Worthman,
C.M. (1996). The Great Smoky Mountains Study of Youth. Goals, design, methods, and
the prevalence of DSM-III-R disorders. Archives of General Psychiatry, 53, 1129-1136.
Jaffee, S.R., Harrington, H., Cohen, P., & Moffitt, T.E. (2005). Cumulative prevalence of
psychiatric disorders in youths. Journal of the American Academy of Child and
Adolescent Psychiatry, 44, 406-407.
Ford, T., Goodman, R., & Meltzer, H. (2003). The British Child and Adolescent Mental
Health Survey 1999: The prevalence of DSM-IV disorders. Journal of the American
Academy of Child and Adolescent Psychiatry, 42, 1203-1211.
Costello, E.J., Foley, D., & Angold, A. (2006). 10-year research update review: The
epidemiology of child and adolescent psychiatric disorders: II. Developmental
epidemiology. Journal of the American Academy of Child and Adolescent Psychiatry, 45,
8-25.
9/24
Risk and Resilience
Child maltreatment: A neurodevelopmental perspective on the role of trauma and
neglect in psychopathology. B&H Chapter 4 [Perry]
Masten A.S., & Narayan, A.J. (2012). Child development in the context of disaster, war,
and terrorism. Annual Review of Psychology, 63, 227-257.
9/26
Impulsivity and vulnerability to psychopathology. B & H Chapter 5 [Beauchaine &
Neuhaus]
Bowes, L, Maughan, B, Caspi, A., Moffitt, T. E., Arsenault, L. (2010). Families promote
emotional and behavioral resilience to bullying: Evidence of an environmental effect.
Journal of Child Psychology and Psychiatry, 51, 809-817.
10/1
Behavioral inhibition as a risk factor for psychopathology. B&H Chapter 6 (Kagan].
Degnan, K.A., & Fox, N.A. (2007). Behavioral inhibition and anxiety disorders: Multiple
levels of a resilience process. Development and Psychopathology, 19, 729-746.
10/3
Emotion dysregulation as a risk factor for psychopathology. B & H Chapter 10 [Cole &
Hall].
Belsky, D.W., Caspi, A., Arseneault, L., Bleidorn, W., Fonagy, P., Goodman, M, Houts, R.,
Moffitt, T.E. (2012). Etiological features of borderline personality related characteristics
in a birth cohort of 12-year-old children. Development and Psychopathology, 24, 251265.
10/8
Review and ‘catch-up’
10/10
Mid-term exam during class time
10/17
Gender and Developmental Psychopathology
Zahn-Waxler, C., Shirtcliff, E.A., & Marceau, K. (2008). Disorders of childhood and
adolescence: Gender and Psychopathology. Annual Review of Clinical Psychology, 4,
275-303.
Gissler, M., Jarvelin, M-R., Louhiala, P., & Hemminki, E. (1999). Boys have more health
problems in childhood than girls: Follow-up of the 1987 Finnish birth cohort. Acta
Paediatrica, 88, 310-314.
10/22
Externalizing Behavior Disorders
Attention Deficit/Hyperactivity Disorder. B & H Chapter 11 [Nigg & Nikolas]
Owens, E.B., Hinshaw, S.P., Lee, S.S., & Lahey, B.B. (2009). Few girls with childhood
attention-deficit/hyperactivity disorder show positive adjustment during adolescence.
Journal of Clinical Child and Adolescent Psychology, 38, 132-143.
10/24
Oppositional Defiant Disorder, Conduct Disorder, and Juvenile Delinquency. B & H
Chapter 12 [Lahey]
Jaffee, S.R., Caspi, A., Moffitt, T.E., Dodge, K.A., Rutter, M., Taylor, A., & Tully, L.A.
(2005). Nature x nurture: Genetic vulnerabilities interact with physical maltreatment to
promote conduct problems. Development and Psychopathology, 17, 67-84.
10/29
Antisocial Personality Development. B & H Chapter 13 [Hiatt & Dishion]
Frick, P., & Viding, E. (2009). Antisocial behavior from a developmental psychopathology
perspective. Development and Psychopathology, 21, 1111-1131.
Frick, P. J. (2009).Extending the construct of psychopathy to youth: Implications for
understanding, diagnosing, and treating antisocial children and adolescents. The
Canadian Psychiatric Association Journal, 54, 803-812.
Kahn, J. (May 13, 2012). Can you call a 9-year-old a psychopath? New York Times.
10/31
Internalizing Behavior Disorders
Anxiety Disorders. B & H Chapter 15 [Weems & Silverman].
Barlow, D.H. (2000). Unraveling the mysteries of anxiety and its disorders from the
perspective of emotion theory. American Psychologist, 55, 1247-1263.
11/5
Kertz, S. J., & Woodruff-Borden, J. (2011). The developmental psychopathology of
worry. Clinical Child and Family Psychology Review, 14, 174-197.
Hayward, C., Wilson, K.A., Lagle, K., Kraemer, H. C., Killen, J.D., & Taylor, C. B. (2008).
The developmental psychopathology of social anxiety in adolescents. Depression and
Anxiety, 25, 200-206.
11/7
Depressive Disorders. B & H Chapter 16 [Klein, Torpey, Bufferd, & Dyson].
Hammen, C. (1992). Cognitive, life stress, and interpersonal approaches to a
developmental psychopathology model of depression. Development and
Psychopathology, 4, 189-206.
Kovacs, M., Lopez-Duran, N. (2010). Prodromal symptoms and atypical affectivity as
predictors of major depression in juveniles: Implications for prevention. Journal of Child
Psychology and Psychiatry, 51, 472-496.
11/12
Keenan, K., Hipwell, A., Chung, T., Stepp, S., Stouthamer-Loeber, M., Loeber, R., &
McTigue, K. (2010). The Pittsburgh girls study: Overview and initial findings. Journal of
Clinical Child and Adolescent Psychology, 39, 506-521.
Lakdawalla, Z., Hankin, B. L., & Mermelstein, R. (2007). Cognitive theories of depression
in children and adolescents: A conceptual and quantitative review. Clinical Child and
Family Psychology Review, 10, 1-24.
11/14
Bipolar Disorder. B & H Chapter 18 [Blader & Carlson]
Cicero, D. C., Epler, A. J., & Sher, K. J. (2009). Are there developmentally limited forms of
bipolar disorder? Journal of Abnormal Psychology, 118, 431-447.
11/19
Marenco, S., & Weinberger, D. R. (2000). The neurodevelopment hypothesis of
schizophrenia: Following a trail of evidence from cradle to grave. Development and
Psychopathology, 12, 501-527.
Dominguez, M. Saka, M., Lieb, R., Wittchen, H. & van Os, J. (2010). Early expression of
negative/disorganized symptoms predicting psychotic experiences and subsequent
clinical psychosis: A 10-year study. The American Journal of Psychiatry, 167, 1075-1082.
11/26
Dominguez, M., Wichers, M., Lieb, R., Wittchen, H. & van Os, J. (2011). Evidence that
onset of clinical psychosis is an outcome of progressively more persistent subclinical
psychotic experiences: An 8-year cohort study. Schizophrenia Bulletin, 37, 84-93.
Childhood Schizophrenia. B & H Chapter20 [Asarnow & Kernan]
11/28
Autism Spectrum Disorders: A Developmental Perspective. B & H Chapter 20 [Dawson &
Faja]
Bakken, T. L., Helverschou, S. B., Eilertsen, D. E., Heggelund, T., Myrbakk, E., &
Martinsen, H. (2010). Psychiatric disorders in adolescents and adults with autism and
intellectual disability: A representative study in one county in Norway. Research in
Developmental Disabilities, 31, 1669-1677.