Psychology 424: Child & Family Psychopathology
Spring 2013
Classes: Tu/Th, 12:40 PM – 2:00 PM
Room:
PROFESSOR
OFFICE
OFFICE HOURS
CONTACT
Allie Wainer, M.A.
69F Psychology Building
Thursdays 11 – 12:30
Email: waineral@msu.edu
TEACHING ASSISTANT
OFFICE
OFFICE HOURS
CONTACT
Cait Listro, M. A.
TBD
TBD
Email:
REQUIRED TEXTS
1) Mash, E.J. and Wolf, D.A. (2009). Abnormal Child Psychology (4th Ed.). Belmont, CA: Wadsworth
Publishers/ Thomson Learning.
2) Additional research articles will be made available on D2L
COURSE DESCRIPTION
The course covers child and adolescent psychopathology. A developmental systems perspective will be
emphasized, with a heavy emphasis on descriptive psychopathology (i.e., the symptoms and syndromes
described in the DSM-V). We will review fundamental models of developmental psychopathology and a
range of child disorders. With each syndrome possible biological, genetic, familial, and social-cultural
causal factors will be scrutinized. Since this is a 400-level course, prior background in developmental
psychology and abnormal psychology is assumed, and it is hoped that students will come out of the
course with a more sophisticated ("beyond the average lay person") framework for thinking critically
about the causes, consequences, questions, and preventive challenges facing scientists, families,
clinicians, and society in child psychopathology.
COURSE OBJECTIVES
The specific objectives of this course are for students to:

Identify the course, symptoms, and treatment of psychological disorders of childhood as
presented in the DSM-V.

Develop an understanding of the various risk and protective factors associated with the
development of abnormal behavior and how they can interact.

Become familiar with various research methods used in the study of developmental
psychopathology and their benefits and limitations.

Read and critically evaluate original research articles in the course topic areas and
understand key findings.
o
You will be required to write a critical review of the literature on child and family
psychopathology using APA style. Thus, you will develop and/or improve technical
writing skills for the behavioral sciences
COURSE OPERATION
The class format will be a combination of lecture, discussion, and activities designed to acquaint you
with important topics in developmental psychopathology. I will NOT review all of the important
information that is presented in the text. You will need to read the assigned reading in order master
the material. Regular attendance and participation in class activities and discussion is expected. In
order to make the most out of class discussions, you must have read and be prepared to discuss the
assigned readings before class. If you miss a class, it is your responsibility to make up the material.
COURSE REQUIREMENTS
Completion of Assigned Readings. The assigned readings (from the text book and additional research
articles) are the primary material for stimulating class discussion. Information from the readings (along
with lecture material and class discussion) will form the basis for quiz and exam questions. I will NOT
review all of the important information that is presented in the text, so it is important for you to
complete all of the assigned readings to master the materials. In order to make the most out of class
discussions, you must have read and be prepared to discuss the assigned readings before class. If you
miss a class, it is your responsibility to make up the material.
Attendance and Discussion. : Attendance is encouraged, but not mandatory, per se. However, certain
assignments (e.g., quizzes, ICWs) can only be completed during class. Moreover, it is expected that you
will contribute to classroom discussions by asking questions or raising points for discussion.
Literature Review. You will be required to write an 8-10 page literature review on a topic related to one
of the childhood disorders covered in this course. This paper will be completed in 4 stages.
Stage 1: You will turn in a summary of your research topic and an initial supporting
reference list containing at least 5 scholarly articles that your will review in your paper. The
summary should be several sentences that describe what you plan to research and write your
paper on. Your reference list should be written in APA style. This portion of your assignment is
due on 2/6/14 and will be worth 5 points.
Stage 2: You will turn in an outline of your paper. This outline should include a
summary of the articles that you will review and should be laid out in argument form. This
portion of your assignment is due on 3/13/14 and will be worth 10 points.
Stage 3: You will turn in a draft of your literature review on 4/3/14. The goal of this
draft is to receive feedback from the instructor and TA that you should incorporate into your
final draft. The draft will be worth 25 points.
Stage 4: You will turn in the final draft of your literature review on 4/24/14. You will
also need to turn in your first draft with the instructor and/or TA’s editorial comments, so be
sure to keep your first draft. The final draft of your literature review will be worth 50 points.
More information on the literature review will be provided on separate handouts.
Exams. There will be one midterm and a non-cumulative final, each worth 35 points. These exams will
consist of multiple choice and short answer questions covering material from the textbook, assigned
articles, and lecture. Exams must be taken on the dates indicated. Early and late exams will not be
given except under very special circumstances. If you are sick and miss an exam, you may make it up
only if you provide me with a doctor’s note.
Quizzes: I will occasionally administer short (3-5 items) quizzes in class. These will cover the diagnostic
criteria for disorders being discussed and basic materials from the assigned readings. Some of the quiz
items will cover the readings BEFORE we discuss them in class, so it is a good idea to keep up with the
reading assignments. I will drop your lowest quiz grade. Your performance on the quizzes will be worth
10% of your grade.
In-Class Writing Assignments (ICWAs): I will occasionally administer in-class writing assignments during
the term. These ICWAs will be given at the end of class and will ask you reflect on the information
covered in that lecture. ICWAs are designed to help you think more deeply about the material covered
in class and to help me assess your understanding. ICWAs will be unannounced and will be graded
Credit/No Credit. I will drop your lowest ICWA grade. Your performance on the ICWAs will be worth
10% of your grade.
GRADING
Your final grade in this course will be based on the following components.
Assignments
Points
Literature Review
90
Midterm Exam
35
Final Exam
35
Quizzes
20
In-Class Writing Assignments
20
Total Points:
Total %:
200
Your Points/2
The percentage cut-offs for particular letter grades are:
 90% - 100% = 4.0
 85% - 89% = 3.5
 80% - 84% = 3.0
 75% - 79% = 2.5
 70% - 74% = 2.0
 65% - 69% = 1.5
 60% - 64% = 1.0
 <60% = 0
Deadlines and Extensions: Assignment deadlines are listed in the syllabus. Unless noted otherwise, all
assignments must be uploaded to D2L before class (12:40 PM) on the due date. A penalty will be applied
to those assignments turned in later than the due date (10% per 24hrs—starting at 12:40 PM on the due
date). All papers should be double-spaced with 1” margins using 12-point Times New Roman font.
Note that extensions will be discouraged and will be granted only in unusual --and well documented-circumstances. Please keep in mind that in requesting an extension, you are putting me in the position
of having to judge whether your situation is more valid or serious than that of other students who also
have difficult circumstances but may not have requested an extension. Fairness to all is very hard to
achieve. For this reason, I do not like to grant extensions. You are encouraged to plan ahead and work
on each assignment in such a way that you do not expose yourself to the risk of last-minute
emergencies. If the term paper is handed in late you may receive an incomplete for the course, because
of the tight schedule to grade papers and then final exams so as to turn in final grades.
Citing Sources, Avoiding Plagiarism, Academic Honesty Policy: Plagiarism means (1) that you copy
someone else's exact words without indicating by quote marks that it is a quote (even if you cite the
author, it is still plagiarism to take the exact words without quoting) or (2) that you take someone else's
exact idea without giving them any credit for it. In using sources for this paper, you must avoid
plagiarizing. Plagiarism is a "felony" in the academic world--it can get you severe sanctions in the
university, including expulsion. Plagiarism will not be tolerated and if detected on a paper will result in
an automatic grade of zero points on that paper. Whether you plagiarize by 'accident' (unwittingly) or
intentionally, the penalty will be the same. Instead, in using sources for the papers, summarize and
paraphrase the material from the sources. If you are in doubt about whether what you have done may
be plagiarism, either meet with the instructor or TA to look at your work, or indicate the questionable
text (e.g., by placing it in a different font with a cover note accompanying your paper pointing out the
source material you are using) and we will be glad to give you pointers on how to properly paraphrase
and use sources of this nature, without penalty.
Limits of Confidentially: Essays, journals, and other materials submitted for this class are generally
considered confidential pursuant to the University’s student record policies. However, students should
be aware that University employees, including instructors, may not be able to maintain confidentiality
when it conflicts with their responsibility to report certain issues based on external legal obligations or
that relate to the health and safety of MSU community members and others. As the instructor, I must
report the following information to other University offices if you share it with me:
 Suspected child abuse/neglect, even if this maltreatment happened when you were a
child,
 Allegations of sexual assault or sexual harassment when they involve MSU students,
faculty, or staff, and
 Credible threats of harm to oneself or to others.
 These reports may trigger contact from a campus official who will want to talk with you
about t he incident that you have shared.
In almost all cases, it will be your decision whether you wish to speak with that individual. If you would
like to talk about these events in a more confidential setting you are encouraged to make an
appointment with the MSU Counseling Center.
Special accommodations: Students with disabilities should contact the Resource Center for Persons with
Disabilities to establish reasonable accommodations. For an appointment with a disability specialist, call
353-9642 (voice), 355-1293 (TTY), or visit MyProfile.rcpd.msu.edu.
Syllabus: The following syllabus is a tentative schedule for the class. I reserve the right to change it to
best meet the needs of the class.
Date
1/7/14
1/9/14
1/14/14
1/16/14
1/21/14
1/23/14
1/28/14
1/30/14
2/4/14
2/6/14
2/11/14
2/13/14
2/18/14
2/20/14
2/25/14
2/27/14
3/4/14
3/6/14
3/11/14
3/13/14
3/18/14
3/20/14
3/25/14
3/27/14
4/1/14
4/3/14
4/8/14
4/10/14
4/15/14
4/17/14
4/22/14
4/24/14
Topic
Course Overview; Introduction to Child and
Family Psychopathology
Basic Issues in Child and Family
Psychopathology
Research with Children and Adolescents
Conducting a Literature Search; Reading a
Scientific Article
Scientific Writing
Assessment and Diagnosis; Intro to the DSM-5
Case Examples: Child and Family Assessment
Case Examples: Child and Family Treatment
ADHD
ADHD
Disruptive Behavior Disorders
Disruptive Behavior Disorders
Treating Externalizing Disorders
Eating Disorders
Review for Exam #1
EXAM #1
Reading
Assignments Due
Chapter 1
Chapter 2
Chapter 3
Handouts
Handouts
Chapter 4; Articles on D2L
Articles on D2L
Chapter 5
Articles on D2L
Chapter 6
Articles on D2L
Articles on D2L
Articles on D2L
Topic and References
No Classes- Spring Break!!
Anxiety Disorders
Anxiety Disorders
Mood Disorders
Mood Disorders
Intellectual Disability
Communication and Learning Disorders
Autism Spectrum Disorder
Autism Spectrum Disorder
Risk Factors: Individual Differences
Child Maltreatment and Interpersonal Trauma
Risk Factors: Proximal Factors
Risk Factors: Distal Factors
Prevention
Final Exam Review Session
Chapter 7
Articles on D2L
Chapter 8
Articles on D2L
Chapter 9
Chapter 11
Chapter 10
Articles on D2L
Articles on D2L
Chapter 14
Articles on D2L
Articles on D2L
Articles on D2L
Outline
Rough Draft
Final Paper