College of Social Sciences, Arts, and Humanities
Spring Semester, 2010
Psych 301 Psychology of the Exceptional Child
and Adolescent
3 credits
Instructor: Russell Searight, Ph.D., MPH
Office: Library 237
Phone: 635-2188
E-mail: hsearight@lssu.edu
Webpage: www.lssu.edu/faculty/hsearight
Office hours:
Monday
Tuesday
Wednesday
4:00-5:30 pm
Thursday
Friday
4:00-5:30 pm 12:00 noon3:00 pm
Or by appointment. Also, if I am in my office on campus, I am usually
available to talk with students. Please do not hesitate to come by. I welcome
the opportunity to talk with each of you individually.
Class Meeting Time: Monday and Wednesday 2:00-3:20 pm
Classroom: TBA
Required Textbook: Wicks-Nelson R. and Israel, A. (2009). Abnormal
Child and Adolescent Psychology (7th Edition ). Upper Saddle River NJ:
Prentice Hall.
Course Description: This course is a survey of common mental health
conditions affecting children and adolescents. The course will cover how
these conditions are defined, manifested and treated. In addition, the
interaction between physical and psychological development and childhood
psychopathology will also be explored. Current controversies in the field
will also be explored.
Rationale and Course Goals: This course is an overview of common
psychological conditions affecting children and adolescents. The course will
be valuable to students planning on careers in education, human services,
health care, and mental health Given that by age 16, it is estimated that
nearly 40% of children and adolescents in the United States will have met
criteria for at least one diagnosable mental health and/or learning disorder,
anyone working with children or teenagers would benefit from an
understanding of these conditions and their treatment. The contexts in
which children develop and manifest emotional-behavioral disturbances will
be examined with attention to school, family, and peer settings. Primary and
secondary education, including policies and guidelines affecting children,
will be addressed with particular attention to special education. Criteria for
diagnosing common child and adolescent mental health conditions will be
covered in some detail with attention to the impact of development in
determining whether behaviors are clinically relevant. Common
psychological, behavioral, and medical therapies will be reviewed.
Throughout the course, there will be critical analyses of current
controversies in the field.
Objectives: After completing this course students will be able to :
1. Explain current definitions of exceptionality/abnormality as well
as the implications of these perspectives for children and
adolescents
2. Explain both the process of psychological and psycho-educational
evaluations as well as the types of information, including
psychological test results, that are used in evaluating children and
adolescents.
3. Describe the DSM-IV system for diagnosing mental health
problems as well as distinguish between educational and
psychiatric diagnoses.
4. Describe current state and federal educational policies such as PL
94-142, “No Child Left Behind,” etc. and how these policies are
implemented.
5. Describe the content and implementation of Individualized
Educational Plans (IEPs) as well as the interests of the various
stakeholders (i.e., child, teacher, educational administrators,
parents, etc.) in developing and implementing IEPs.
6. Describe the relative advantages and disadvantages of full-time
(segregated) special education instruction versus inclusion
(“mainstreaming”)
7. Describe the diagnostic criteria, causal factors , and evidencebased treatments for the following:
Attention Deficit/Hyperactivity Disorder (AD/HD)
Conduct Disorder
Oppositional Defiant Disorder
Major Depressive Disorder
Bipolar Disorder
Common Anxiety Disorders (e.g., Social Phobia)
Somatoform Conditions
Cognitive/Developmental Disorders (e.g. Mental
Retardation)
Elimination Disorders
Learning Disabilities
Autism
Pervasive Developmental Disorder and Aspergers’s
Syndrome
Reactive Attachment Disorder
8. Describe strategies for assisting students in the classroom with
these conditions
9. Explain common mental health interventions such as play
therapy, cognitive-behavioral and behavioral therapies, and
family intervention
10. Describe the role of pharmacotherapy (medication) in treating
mental health problems in children.
11. Critically evaluate the various perspectives on current
controversies in the field.
12. Apply lecture and reading information to clinical case
simulations.
Instructional Strategy: Lecture, Class Discussion, Problem-based learning
cases, and assigned textbook readings. Videos will also be shown to
illustrate the issues or types of conditions being discussed in class.
Evaluation:
1. Three (3) Examinations. Exams will include a combination of
multiple choice as well as ( a) short answer question(s). Improvement in
examination performance over the course of the semester is taken into
account in determining the final grade. Each exam=25%
2. Problem-Based Learning Participation (25%): Each week, we will
work sequentially through a case. To address questions that arise, it will be
necessary for students to do some brief library research between class
periods and do a brief presentation of findings to their group.
3. Students requesting a make up exam must have an acceptable
reason for missing the scheduled exam date. The exam must be completed
within one week of the exam date. It is the student’s responsibility to
schedule make-up exams with the Testing Center. The Testing Center
typically requires that students schedule an appointment least 48 hours in
advance for taking exams.
Grading Scale:
A: 88-100%
B: 79-87%
C: 68-78%
D: 60-68%
F: Below 60%
Note:
*This scale may be slightly modified based upon actual class performance
on a given exam. The final grade is based upon cumulative performance
across all four tests. Again, improvement during the course of the semester
is taken into account in determining the final course grade.
Instructor’s Educational Philosophy: I firmly believe that all students can
be successful in this course. My personal goal is that students acquire the
important content of the course, critically reflect upon it, and when
appropriate, apply it to their interpersonal interactions, upcoming careers and
other college coursework. Psychological knowledge is growing at a rapid
rate and the amount of material that I cover is, by some standards,
substantial. I recognize the amount of information involved and provide
detailed study guides approximately 1 week before each exam. Upon
request, I am happy to help students review for exams. If you are having
difficulty with the course, please set up a time to talk with me. I can often
make suggestions that when followed, will improve your performance on
exams and papers.
I also strongly value students’ opinions and perspectives on the course
content—both in and out of class.
Schedule of Topics and Readings:
Schedule of Topics
PLEASE NOTE THAT THESE DATES AND TOPICS ARE SUBJECT
TO CHANGE. THE DATES OF EXAMINATIONS MAY CHANGE
AS WE PROGRESS—THE SCHEDULE WILL PERIODICALLY BE
REVIEWED AND DISCUSSED IN CLASS.
DATE
January 11,
13 and 18
January 20
and 25
January 27
February 1
and 3
TOPIC
Overview of Course; What is Normal
and Abnormal ?
Sociological Perspectives on
Abnormality
Medical Perspectives on Abnormality
Cultural Perspectives on Abnormality
Psychological Theories that are useful
for understanding Child and Adolescent
Disorders (Reading); Review of
Development
READING
Chapter 1
The DSM-IV system and Diagnostic
Classification
Disruptive Behavior Disorders:
Attention Deficit/Hyperactivity Disorder
Chapter 5
Chapters 2
and 3
Chapter 9
February 8
and 10
February
15 and 17
February
22
February
24
March 1-5
March 8
and 10
March 15
March 17
and March
22
March 24
March 29
March 31
April 5 and
7
April 12
and 14
April 19
April 21
April 26-30
Disruptive Behavior Disorders: Conduct Chapter 8
Disorder and Oppositional Defiant
Disorder
Mood Disorders I: Major Depressive
Chapter 7
Disorder; Suicide; Dysthymic Disorder
Mood Disorders II: Bipolar Disorder
Chapter 7
Exam I
Spring Break
Anxiety Disorders
Psychological Testing
Special Needs Children and the
Educational System; Special Education
Issues
Learning Disabilities
Learning Disabilities
Exam II
Autism and Pervasive Developmental
Disorders
Child Abuse; PTSD and conditions
associated with Trauma
Eating Disorders
Elimination Disorders
Final Exam Week—Exam III
Chapter 6
Reading on
Reserve in
Library
Chapter 10
Chapter 10
Chapter 12
*This scale may be slightly modified based upon actual class performance
on a given exam. The final grade is based upon cumulative performance
across all four tests. Again, improvement during the course of the semester
is taken into account in determining the final course grade.
Classroom Conduct:
Please refer to the university policies regarding appropriate classroom
behavior. Please demonstrate polite and respectful behavior towards one
another and the instructor.
Conversations between students in the class should occur outside
the classroom and NOT while class is in session since these exchanges
are distracting to other students and the instructor.
All cell phones should be turned off when entering the classroom.
If a laptop computer is being used during class, it should be used solely
for taking notes and downloading the powerpoint slides for the course.
University Policies and Statements:
LSSU, by mission and practice, is committed to fair and respectful consideration of
all members of our community, and the greater communities surrounding us. All
members of the University must treat one another as they would wish to be treated
themselves, with dignity and concern.
As an institution of higher education, LSSU has the obligation to combat racism,
sexism, and other forms of bias and to provide an equal educational opportunity.
Professional codes of ethics and the Academic Code shall be the guiding principles
in dealing with speech or actions that, when considered objectively, are abusive and
insulting.
Academic Code of Conduct and Ethics:
The University is committed to principles of scholastic honesty. Its members are
expected to abide by ethical standards both in their conduct and in their exercise of
responsibility towards other members of the community. Each student’s conduct is
expected to be in accordance with the standards of the University. The complete
Academic Code, which covers acts of misconduct including assistance during
examinations, fabrication of data, plagiarism, unauthorized collaboration, and
assisting other students in acts of misconduct, among others, may be found in the
University Catalog. The University reserves the right to use plagiarism detection
software.
The Americans with Disabilities Act & Accommodations
In compliance with Lake Superior State University policies and equal
access laws, disability-related accommodations or services are
available to students with documented disabilities.
If you are a student with a disability and you think you may require
accommodations you must register with Disability Services (DS), which
is located in the KJS Library, Room 130, (906) 635-2355 or x2355 on
campus. DS will provide you with a letter of confirmation of your
verified disability and authorize recommended accommodations. This
authorization must be presented to your instructor before any
accommodations can be made.
Students who desire such services should meet with instructors in a
timely manner, preferably during the first week of class, to discuss
individual disability related needs. Any student who feels that an
accommodation is needed – based on the impact of a disability – should
meet with instructors privately to discuss specific needs.
IPASS (Individual Plan for Academic Student Success)
If at mid-term your grades reflect that you are at risk for failing some or all of your
classes, you will be contacted by a representative of IPASS. The IPASS program
is designed to help you gain control over your learning through pro-active
communication and goal-setting, the development of intentional learning skills
and study habits, and personal accountability. You may contact 635-2887 or
email ipass@lssu.edu if you would like to sign up early in the semester or if you
have any questions or concerns.