REQUIRED TEXTS

Wenar, C. & Kerig, P. (2006). Developmental psychopathology: From infancy through adolescence (Fifth edition). Boston: McGraw-Hill.

ISBN: 0072820195

Kotlowitz, A. (1992). There are no children here: The story of two boys growing up in the other America. New York: Anchor Books.

ISBN: 0385265565

Hauser, S., Allen, J., & Golden, E. (2006). Out of the woods: Tales of resilient teens. Cambridge, Massachusetts: Harvard University Press.

ISBN: 0674027345

RECOMMENDED

Dodge, K. (Ed.). (2010). Current directions in child psychopathology. Boston: Allyn & Bacon.

ISBN: 978-0-205-68013-9

COURSE OBJECTIVES

· Utilize a biopsychosocial perspective to explore children’s normal and abnormal developmental processes.

· Consider the complex interactions among factors influencing developmental trajectories.

· Examine how children’s psychological disorders are currently conceptualized, assessed, and treated in clinical settings.

· Challenge how empirically derived generalizations about children’s development map onto our subjective experiences of individual children and families.

· Maintain a perspective of healthy criticism in the interpretation and utilization of existing conceptualizations, assessment procedures, research results, and methods of clinical intervention.

GRADED ACTIVITIES

10% Class participation

This course will be conducted in a seminar style involving minimal lecture and mostly discussion. Thus, you must attend our class meetings each week having read all of the assigned articles for that day – otherwise, you will be bored, lost, and/or embarrassed! Most students find these readings to be intrinsically interesting, so I expect that you will approach class preparation with interest and eager anticipation. In most class meetings, please be prepared to contribute, and then turn in a discussion item (see Writing Portfolio below). Your overall class participation grade will reflect your attendance record, regular contributions to discussions, and evidence of good preparation.

40% Writing Portfolio

Your critical thinking and writing will be assessed through a writing portfolio containing entries that you generate throughout the semester. Prior to most class meetings you will prepare a typed response to a reading and/or prompt for that day. Although these writing portfolio entries should average one half to one page in length, it is most important that they reflect a thoughtful consideration and analysis of the relevant issues (see evaluation criteria below). Please be prepared to present your entry to the class and then turn it in during the relevant class period. Only partial credit will be awarded to entries that are submitted after the relevant class period for any reason.

These entries should be collated in chronological order and submitted via email before class on Friday, April 8^th.

Your writing portfolio will be evaluated as a complete body of work at the end of the term, based on the degree to which it reflects:

· Consistent effort

· Mastery of concepts

· Clarity and sophistication of analysis

· Thoughtfulness, creativity, and originality

· Polish and professionalism

15% TANCH Essay (Due Monday, January 24^th in class)

Write a concise essay in response to a question regarding There Are No Children Here. The essay should be 750-1000 words in length, double-spaced, in 12-point font with 1-inch margins.

25% Comparative Literature Review Paper

Proposal Due: Monday March 7^th via email before class

Paper Due: Monday, March 28^th via email before class

Summarize and critique recent research articles on a relatively narrow topic in child psychopathology, to produce a paper of 15 typed, double-spaced pages in 12-point font with 1-inch margins. See attached assignment for details.

10% Comparative Literature Review Presentation

Present a summary of your Comparative Literature Review Paper. Presentations should last for 10 minutes with a question and answer period to follow.

LATE ASSIGNMENT POLICY

Assignments are due on the designated date before class. Assignments received after 11:15am will receive a 10-point deduction. An additional 10-point deduction will go into effect at 11:15am on each subsequent day. An assignment will not be accepted more than one week past its deadline.

(FLEXIBLE) SCHEDULE OF TOPICS AND READINGS

CLASS MEETING	Class meeting	TOPIC	READING / PAGES
Mon Jan 10		Introduction	WK Chapter 1
Wed Jan 12	WP	Developmental Psychopathology	WK Chapter 3
Fri Jan 14	Listening to Children (Robert Coles)		McGoldrick, M. (1999). Genograms: Assessment and Intervention. Norton. Chapters 1-3
Mon Jan 17	WP TANCH essay prompt	Risk and Resilience Family Systems	Seery, M., Holman, E.A., & Silver, R.C. (2010). Whatever does not kill us: Cumulative lifetime adversity, vulnerability, and resilience. Journal of Personality and Social Psychology, 99, 1025-1041. Cox, M. & Paley, B. (2003). Understanding families as systems. Current Directions in Psychological Science, 12, 193-196.
Wed Jan 19	Founders’ Day/ODK: Adjusted schedule WP: Articulate 3 take-home points from Fisher article	Cultural Competence in Research and Clinical Settings	Fisher, C., et al. (2002). Research ethics for human science research involving ethnic minority children and youth. American Psychologist, 57 (12), 1024-1040. Ecklund, K. & Johnson, W. (2007). The impact of a culture-sensitive intake assessment on the treatment of a depressed biracial child. Clinical Case Studies, 6, 468-482.
Fri Jan 21	WP: Genogram
Mon Jan 24	TANCH essay due Schedule proposal development meetings this week		Kotlowitz, A. (1992). There are no children here. New York: Anchor Books.
Wed Jan 26		Psychopathology Assessment	WK Chapter 16
Fri Jan 28	WP	Psychopathology Diagnosis	81 Words http://www.thisamericanlife.org/radio-archives/episode/204/81-words
Mon Jan 31	WP	Infancy / Autism Spectrum	WK Chapter 5 Ellett, Appleton & Sloan (2009). Out of the abyss of colic: A view through the father’s eyes. MCN: The American Journal of Maternal/Child Nursing, 34, 164-171.
Wed Feb 2	WP: Complementary and alternative treatments for autism Everyday Autism	The Autism Movement	Gernsbacher, M., Goldsmith, H., & Dawson, M. (2005). Three reasons not to believe in an autism epidemic. Current Directions in Psychological Science, 14, 55-58. Levy, S. & Hyman, S. (2008). Complementary and Alternative Medicine treatments for children with Autism Spectrum Disorders. Child and Adolescent Psychiatric Clinics of North America, 17, 803-820.
Fri Feb 4	Beautiful Son
Mon Feb 7	WP	Elimination Disorders Tic Disorders Oppositional Defiant Disorder	Kearney Chapter 5 Kearney Chapter 10
Wed Feb 9	WP	Attention Deficit Hyperactivity Disorder	WK Chapter 7
Fri Feb 11	Child behavior management
Mon Feb 14		Anxiety	WK Chapter 8 King, N., Muris, P., Ollendick, T. (2005). Childhood Fears and Phobias: Assessment and Treatment. Child & Adolescent Mental Health, 10, 50-56.
Wed Feb 16	WP	Eating Disorders	WK Chapter 12
Fri Feb 18	WP	Resilient Adolescents	Hauser, S., Allen, J., & Golden, E. (2006). Out of the woods: Tales of resilient teens. Cambridge, Massachusetts: Harvard University Press.
Feb 21 - 25	BREAK
Mon Feb 28		Mood Disorders	WK Chapter 9
Wed Mar 2	WP	Mood Disorders and Gender	Hyde, J.S., Mezulis, A.H., & Abramson, L. Y. (2008). The ABCs of depression: Integrating affective, biological, and cognitive models to explain the emergence of the gender difference in depression. Psychological Review, 115, 291-315.
Fri Mar 4	SSA – no class
Mon Mar 7	Comparative Literature Review Proposal due	Antisocial Behavior Aggression	WK Chapter 10 Raine, A. (2008). From genes to brain to antisocial behavior. Current Directions in Psychological Science, 17, 323-328.
Wed Mar 9	WP	Risky Behavior	Steinberg, L. (2010). Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55-59.
Fri Mar 10	Listening to Children (Robert Coles)
Mon Mar 14	WP	Risk, protection and social context	Belsky, J., Bakermans-Kranenburg, M. & van IJzendoorn, M. (2010). For better and for worse: Differential susceptibility to environmental influences. Current Directions in Psychological Science, 16, 300-304. Chen, E. (2004). Why socioeconomic status affects the health of children: A psychosocial perspective. Current Directions in Psychological Science, 13, 112-115.
Wed Mar 16	WP	Risk, protection and social context	Rhodes, J.E. & DuBois, D.L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological Science, 17, 254-258.
Fri Mar 18		Intervention	WK Chapter 17
Mon Mar 21	WP	Parenting	Schrock, M. & Woodruff-Borden, J. (2010). Parent-child interactions in anxious families. Child & Family Behavior Therapy, 32, 291-310. Crouter, A. & Bumpus, M. (2001). Linking parents’ work stress to children’s and adolescents’ psychological adjustment. Current Directions in Psychological Science, 10, 156-159.
Wed Mar 23	Case Studies	Janet Boller, Psy.D.
Fri Mar 25	Case Studies
Mon Mar 28	Literature Review Paper Due	Presentations
Wed Mar 30		Presentations
Fri Apr 1		Presentations
Mon Apr 4	WP	Parenting	Baumrind, D., Larzelere, R.E., & Owens, E.B. (2010). Effects of preschool parents' power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10, 157-201. Gibbs, N. (2009, November).The Growing Backlash Against Overparenting. Time. http://www.time.com/time/nation/article/0,8599,1940395,00.html
Wed Apr 6	WP: How does your understanding of developmental psychopathology research affect your moral or ethical judgments?	Ethics and Public Policy	Steinberg, L. (2009). Should the science of adolescent brain development inform public policy? American Psychologist, 64, 739-750.
Fri Apr 8	49 Up

Developmental Psychopathology

COMPARATIVE LITERATURE REVIEW PROPOSAL AND PAPER

The purpose of this assignment is to review and critique recent literature concerning two perspectives of a relatively narrow topic related to child, adolescent, and/or developmental psychopathology. I expect that students' individual goals for this project will be fairly diverse. Also, students will target literatures that differ widely in terms of breadth. Thus, the first and arguably most important step in this assignment is to build a Literature Review Paper Proposal, which will entail about half of the work for this assignment. You will need to engage in a relatively time-consuming process of selecting an initial topic, investigating the literature on different views of that topic, narrowing and/or expanding your search based on the articles you have found, revising your topic, and finally building a Literature Review Paper Proposal that includes the following information:

Title

Thesis Statement

Outline (including topic sentences)

Reference section in APA format including the small body of crucial articles that you will review and critique

The proposal must be turned in on Monday March 7^th via email before class. I will provide feedback so that you will be in the best position to move forward with writing the paper. My feedback for most students will recommend revising your topic, restructuring your outline, and/or tweaking your reference list.

These are the most important aspects of the assignment:

v Choose a topic that is conceptually cohesive and has generated debate and/or controversy in the scholarly literature.

v Two perspectives or schools of thought regarding this topic should be reviewed and critiqued. Your review must include primary research reports (i.e., not just review or theoretical papers). Methodological strengths and weaknesses of each literature must be critiqued.

v Write a paper that is 15 double-spaced pages long in 12-point font with 1 inch margins. Not longer. Really. Even if it seems quite interesting to write more pages, you need to limit yourself to 15 pages because:

§ Writing/conceptualizing concisely is part of the job in this assignment– it is often harder to write concisely than it is to write more, but you will be endlessly called upon in the future to write less, more succinctly.

§ You do not need to write down everything that you have learned in your exploration of the topic. Instead, capture the most IMPORTANT points. An effective Comparative Literature Review Paper will demonstrate the writer’s good judgment in terms of the scope of the topic and the level of detail in information that is presented.

If you start working on your paper and could use some help conceptualizing/focusing it, please feel free to email me or make an appointment to meet with me – I would be glad to chat with you about it. Your paper will be due on Monday March 24^th via email before class.