Lifespan Psychopathology: CHP 6476
College of Public Health & Health Professions
Department of Clinical and Health Psychology
Fall
2008 - 10:00 - 12:00 MW
Room: HPNP
G111
Instructors
James
H. Johnson Ph.D, ABPP
Duane Dede, Ph.D.
Johnson E-Mail:
jhj@phhp.ufl.edu
Dede E-Mail: ddede@phhp.ufl.edu
Course/Website Location:
http://www.ClinicalChild.com
Office Phone Numbers:
273 - 6144 (Johnson) 273 - 5267 (Dede)
Child and Adolescent
Related Power Points
Introduction
to Life Span
Psychopathology (A
Child Perspective)
Risk
Factors in Child
Psychopathology
Adult Related Power Points
Introduction
Other
Psychotic Disorders
Course Overview or Purpose
This course is designed to familiarize the student with the range of child,
adolescent, and adult psychological disorders seen in clinical practice across
the lifespan. Emphasis will be placed on developmental factors, diagnostic
issues, theoretical formulations, etiology, evidence-based treatments, and
research findings related to each of these conditions. Issues such as
comorbidity (simultaneous presentation of two or more disorders), cultural
influences on the expression of mental disorders, and psychological factors
related to physical conditions will also be considered. The clinical
manifestations of each of these conditions will be illustrated through the use
of case examples and or video presentation.
PowerPoint presentations will be used for lectures and will be made available
prior to class time on the course website.
Course Objectives and/or Goals
Upon successful
completion of the course, students will be able to:
demonstrate
knowledge of diagnostic criteria for various forms of psychopathology as
these are reflected in children, adolescents, and adults
demonstrate
knowledge of etiological factors and theoretical perspectives relevant
to these forms of psychopathology
demonstrate
knowledge the relevance of developmental factors as they are related to
the manifestations of these disorders across the life span
demonstrate
knowledge of current research findings relevant to these disorders
demonstrate
an understanding of the relevance of cultural factors to the
development, diagnosis, outcome and treatment of these conditions, and
demonstrate
knowledge of evidence-based assessments and treatments for the range of
disorders considered.
Class Format
Over the course of the semester, the class will consist of one two-hour class
dealing with various common forms of psychopathology as these are reflected in
children and adolescents and a second two-hour class meeting focusing on various
forms of psychopathology as they are reflected in adults of varying ages.
Faculty members teaching the two sections of the class will be individuals with
specific expertise in the areas of child/adolescent and adult psychopathology,
respectively. Class format will consist of combinations of lectures, group
discussions, presentation of clinical case material and demonstrations. In
addition, adult psychopathology lectures will be supplemented by a brief "movie
night" (attendance is optional but encouraged) which will include viewing and
discussions of cinematic depiction of psychopathology and its social context. A
list of movies has been identified and additional ideas will be solicited from
participants. Likewise, child/adolescent psychopathology lectures will be
supplemented by videotape presentations that depict the clinical characteristics
of a range of classic childhood disorders. Attendance and active participation
in class sessions is required.
Course Materials
Adult Related
Readings
The following texts are required and may be purchased in the HSC Bookstore:
Sadock, B.J., & Sadock, V. A. (Eds.) Kaplan and Sadock’s Synopsis of
Psychiatry (9th Ed.). New York: Williams & Wilkins, 2003.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental
Disorders, Fourth Edition (DSM-IV-TR). Washington, D.C.: American
Psychiatric Association, 2000.
A
listing of additional readings for the adult-focused portion of this course is
provided in the Addendum to this syllabus. These readings can be found on the
student share drive in a folder devoted to this course, labeled "Lifespan
Psychopathology" under the heading of "Dede Required Readings".
Child/Adolescent Related Readings
No text is
required. A listing of required readings for the child/adolescent portion of
this course is provided in the Addendum to this syllabus. These readings can be
found on the student share drive in a folder devoted to this course, labeled
"Lifespan Psychopathology", under the heading of "Johnson Required Readings" (a
folder of recommended readings is also on the share drive for those students
wanting exposure to a broader range of literature).
Course
Requirements/Evaluation/Grading
Grades will be based on the results of mid-term and final examinations, related
to material covered in both the child/adolescent and adult tracks of the course.
Each of these four exams will be worth a total of 100 points (Total for the
course = 400) and will consist of a mixture of short answer, listing, and essay
questions related to research relevant to various disorders, assessment,
diagnostic, treatment, or other issues relevant to a life span conceptualization
of psychopathology. Exams will be based on information from readings, case
examples, classroom video presentations, lectures, and class discussion. Grades
will be determined based on the average of scores obtained on the four exams
(and class presentations in the adult section of the class) using the following
scale for determining grades:
A = 90 - 100 points
B = 80 - 89 points
C = 70 - 79 points
D = 60 - 69 points
F = < 60 points
Topical Outline for the Course
Week
1 (August 25th and 27th)
Introduction – Developmental and Risk Factors in Childhood Psychopathology.
Introduction - Lifespan Issues in Psychopathology, Diagnosis and Classification
of Psychological Disorders
Week
2 (September 3rd Only - No Class -Labor Day)
Other Psychotic Disorders,
Dissociative Disorders and Impulse Disorders
Week
3 (September 8th and 10th)
Attention Deficit Hyperactivity Disorder in Childhood and Adolescence
Delirium, Dementia and other Cognitive Disorders
Week
4 (September 15th and 17th)
Attention Deficit Hyperactivity Disorder (Continued)
Anxiety Disorders in early, middle, and later adulthood*
Week
5 (September 22nd and 24th)
Anxiety Disorders in Childhood and Adolescence
Substance Disorders
Week
6 (September 29th and October 1st)
Pervasive Developmental Disorders in Childhood and Adolescence
Schizophrenia*
Week
7 (October 6th and 8th)
Pervasive Developmental Disorders (Continued.)
Video and
(3 presentations)
Week
8 (October 13th and 15th)
Mid-Term Exam (Child -
Johnson)
Somataform Disorders, Factitious Disorders & Sleep Disorders
Week
9 (October 20th and 22nd)
Eliminative Disorders: Enuresis and Encopresis
Mid-Term Exam (Adult -
Dede)
Week
10 (October 27th and 29th)
Childhood and Adolescent Mood Disorders
Mood Disorders I
Week
11 (November 3rd and 5th)
Childhood and Adolescent Mood Disorders (Continued)
Mood Disorders (Continued)
Week
12 (November 10th and 12th)
Oppositional Deviant, Conduct Disorder, and Juvenile Delinquency
Personality Disorders*
Week
13 (November 17th and 19th)
Pediatric Psychology
Eating Disorders*(2
presentations)
Week
14 (November 24th and 26th (No Class 11/26)
Pediatric Psychology (Continued)
Week
15 (December 1st and 3rd)
Special Topics in Child Psychopathology
Student presentations-12/3 (3-4) and review for final
Week
16 Final Exams (December 8th)
Statement of
University’s Honesty Policy (cheating; use of copyrighted materials)
Academic Integrity – Students are expected to act in accordance with the
University of Florida policy on academic integrity (see Student Conduct Code,
the Graduate Student Handbook or this web site for more details:
www.dso.ufl.edu/judicial/procedures/academicguide.php).
Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable
and inexcusable behavior.
We, the members of the University of Florida community, pledge to hold ourselves
and our peers to the highest standards of honesty and integrity.
Policy Related
to Class Attendance
Attendance is expected as a part of the student’s professional training.
Students are expected to arrive for class on time and to remain for the full
class period. Please silence or turn off cell phones or pagers. Students needing
to miss class should make prior arrangements with the instruction.
Policy Related
to Make-up Exams or Other Work
Students who must miss an exam or paper deadline because of conflicting
professional or personal commitment must make prior arrangements with the
instructor. If an examination must be missed because of illness, a doctor’s note
is required.
Statement
Related to Accommodations for Students with Disabilities
If
you require classroom accommodation because of a disability, you must first
register with the Dean of Students Office (http://oss.ufl.edu/). The Dean of
Students Office will provide documentation to you, which you then give to the
instructor when requesting accommodation. The College is committed to providing
reasonable accommodations to assist students in their coursework.
Counseling and
Student Health
Students may occasionally have personal issues that arise in the course of
pursuing higher education or that may interfere with their academic performance.
If you find yourself facing problems affecting your coursework, you are
encouraged to talk with an instructor and to seek confidential assistance at the
University of Florida Counseling Center, 352-392-1575, or Student Mental Health
Services, 352-392-1171. Visit their web sites for more information: http://www.counsel.ufl.edu/
or http://www.health.ufl.edu/shcc/smhs/index.htm#urgent
The Student Health Care Center at Shands is a satellite clinic of the main
Student Health Care Center located on Fletcher Drive on campus. Student Health
at Shands offers a variety of clinical services, including primary care, women's
health care, immunizations, mental health care, and pharmacy services. The
clinic is located on the second floor of the Dental Tower in the Health Science
Center. For more information, contact the clinic at 392-0627 or check out the
web site at: www.health.ufl.edu/shcc
Crisis intervention is always available 24/7 from: Alachua County Crisis Center:
(352) 264-6789.
Posting of
Syllabus
The course syllabus will be posted on the course website and will be submitted
to the departmental office to document compliance.
Addendum
Required Adult
Psychopathology Readings
Introduction: Life Span issues in Psychopathology, Diagnosis
and Classification – Week 1
Gottesman, I. (2001). Psychopathology through a life span-genetic prism.
American Psychologist, 56 (11), 867 - 878.
Achenbach, T.M. & Rescorla, L.A. (2006). Developmental issues in assessment,
taxonomy, and diagnosis of psychopathology. In D. Chicchetti and D. Cohen (Eds.)
Developmental Psychopathology, Volume 1: Theory and Method (2nd
Edition), Hoboken, NJ, Wiley, 139 – 180.
Youngstrom, E. (2008). Evidence-based strategies for the assessment of
developmental psychopathology: measuring prediction, prescription, and process.
In E.W. Craighead, D.J. Miklowitz, & L.W. Craighead (Eds.), Psychopathology:
History, diagnosis, and empirical foundations. Hoboken, NJ: Wiley.
Delerium, Dementia and other Cognitive Disorders – Week 3
Collins, M., Grindell, S., Lovell, M.R., Dede, D.E, Moser, D.J., Phalin, B.R.,
Nogle, S., Wasik, M., Cordry, D., Daugherty, M.K., Sears, S.F., Nicolette, G.,
Indelicato, P. & McKeag., D.B. (1999) Relationship between concussion and
neuropsychological performance in college football players. JAMA, 282: 964-970.
Roman, G.C., Sachdev, P., Royal, D.R., Bullock, R.A., Orgogozo, J., Lopea-Pousa,
S., Arizaga, R., and Wallin, A. (2004). Vascular cognitive disorder: a new
diagnostic category updating vascular cognitive impairment and vascular
dementia. Journal of Neurological Sciences, 226: 81-87.
Satz, P. (1993). Brain reserve capacity on symptom onset after brain injury: A
formulation and review of evidence for threshold theory. Neuropsychology, 7:
273-295.
Substance
Disorders - Week 5
Mintzer, M.Z., Copersino, M.L. and Stitzer, M.L. (2005). Opiod abuse and
cognitive performance. Drug and Alcohol Dependence, 78: 225-230.
Mood Disorders –
Weeks 10 and 11
Baune, B. T., Suslow, T., Arolt., V. and Berger, K. (2007). The relationship
between psychological dimensions of depressive symptoms and cognitive
functioning in the elderly: The MEMO-Study. Journal of Psychiatric Research,
41: 247-254.
Miklowitz, D.J. and Cicchetti, D. (2006). Toward a life span developmental
psychopathology perspective on bipolar disorder. Development and
psychopathology, 18, 935 – 938.
Required Child/Adolescent Psychopathology Readings
General Reading
Huey, Jr., S. J. and Polo, A. J. (2008). Evidence-Based Psychosocial Treatments
for Ethnic Minority Youth. Journal of Clinical Child and Adolescent Psychology,
37 (1), 262 - 301.
Introduction: Developmental and Risk Factors in Child Psychopathology - Week
1 and 2
Schroeder, C.S. & Gordon, B.N. (2002).
Development of
psychopathology. In C. S. Schoeder and B. N. Gordon (2002). Assessment and
Treatment of Childhood Problems: A Clinician’s guide (2nd ED), New
York: Guilford, 1 – 39.
Mash, E. J. & Hunsley, J (2005). Evidence-based assessment of child and
adolescent disorders: Issues and challenge, Journal of Clinical Child and
Adolescent Psychology, 34, 363 – 379.
Muris, P. & Ollendick, T. H. (2005). The role of temperament in the etiology of
child psychopathology. Clinical Child and Family Psychology Review, 8 (4), 271-
89.
Greene, S. M., Sullivan, K. & Anderson, E. R. (2008). Divorce and Custody. In M.
C. Hersen and A. M. Gross, Eds. Handbook of Clinical Psychology: Children and
Adolescents, New York: John Wiley & Sons (pp. 833 - 855).
Wekerle, C., MacMillan, H. L., Leung, E. and Jamieson, E. (2008). Child
Maltreatment. In M. C. Hersen & A. M. Gross, Eds. Handbook of Clinical
Psychology: Children and Adolescents, New York: John Wiley & Sons (pp. 856 -
903).
Burns, B. J., Kolko, D. J., Putnam, F. W. and Amaya-Jackson, L. (2008).
Evidence-Based Psychosocial Treatments for Children and Adolescents Exposed to
Traumatic Events. Journal of Clinical Child and Adolescent Psychology, 37 (1),
156 - 183.
Attention Deficit Hyperactivity Disorder – Week 3 and 4
Pelham, W.E., Fabiano, G.A., and Massetti, G.M. (2005). Evidence-based
assessment of Attention Deficit Hyperactivity Disorder. Journal of Clinical
Child and Adolescent Psychology, 34, 449 – 476.
Pelham, W. E. and Faviano, G. A. (2008). Evidence-Based Psychosocial Treatments
for Attention-Deficit/Hyperactivity Disorder. Journal of Clinical Child and
Adolescent Psychology, 37 (1), 184 - 214.
Wolraich, M. Charles J. Wibbelsman, C. J., Brown, T. E., Evans, S.W., Gotlieb, E.
M., Knight, J. R., Ross, E. C., Shubiner, H. H., Wender, E. H., and Wilens, T.
(2005). Attention-deficit/hyperactivity disorder among adolescents: a review of
the diagnosis, treatment, and clinical implications, Pediatrics; 115:1734-1746.
Livingston, R. (1999). Cultural issues in diagnosis and treatment of ADHD.
Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1591 -
1594.
Barkley, R., Fischer, M., Smallish, L., and Fletcher, K. (2006). Young
adult outcome of hyperactive children: Adaptive functioning in major life
activities. Journal of the American Academy of Child Adolescent
Psychiatry, 45(2):192-202.
Child/Adolescent Anxiety Disorders – Week 5
Silverman, W.K. & Ollenick, T.H. (2005). Evidence-based assessment of anxiety
and its disorders in children and adolescents. Journal of Clinical Child and
Adolescent Psychology, 34, 380 – 411.
Silverman, W. K., Pina, A. A. and Viswssvaran, C. (2008). Evidence-Based
Psychosocial Treatments for Phobic and Anxiety Disorders in Children and
Adolescents. Journal of Clinical Child and Adolescent Psychology, 37 (1), 105 -
130.
Barrett, P. M., Farrell, L., Pina, A. A.., Peris, T. S., and Piacentini, J.
(2008). Evidence-Based Psychosocial Treatments for Child and Adolescent
Obsessive-Compulsive Disorder. Journal of Clinical Child and Adolescent
Psychology, 37 (1), 131 -155.
Pervasive Developmental Disorders - Weeks 6 and 7
Gillis, J. M. & Romanczyk (2008). Autism Spectrum Disorders and Related
Developmental Disabilities. In M. C. Hersen and A. M. Gross, Eds. Handbook of
Clinical Psychology: Children and Adolescents, New York: John Wiley & Sons (pp.
904 - 936).
Ozonoff, S., Goodlin-Jones, B.L. and Solomon, M. (2005) Evidence-based
assessment for autistic spectrum disorders in children and adolescents. Journal
of Clinical Child and Adolescent Psychology, 34, 523-540.
Rogers, S. J. and Vismara, L. A. (2008). Evidence-Based Comprehensive Treatments
for Early Autism. Journal of Clinical Child and Adolescent Psychology, 37 (1), 8
– 38.
Howlin, P., Goode, S., Hutton, J. and Rutter, M. (2004). Adult outcome for
children with autism. Journal of Child Psychology and Psychiatry, 45, 212 - 229.
Eliminative Disorders: Enuresis and Encopresis - Week 9
Fritz, G., Rockney, R., et al (2004) Summary of the practice parameters for the
assessment and treatment of children and adolescents with enuresis, Journal of
the American Academy of Child and Adolescent Psychiatry, 43, 123 - 125.
Child/Adolescent Mood Disorders – Weeks 10 and 11
Klein, D.N., Dougherty, L.R., and Olino, T.M. (2005). Toward guidelines for
evidence-based assessment of depression in children and adolescents. Journal of
Clinical Child and Adolescent Psychology, 34, 412-432.
David-Ferdon, C. and Kaslow, N.J. (2008). Evidence-Based Psychosocial Treatments
for Child and Adolescent Depression. Journal of Clinical Child and Adolescent
Psychology, 37 (1), 62 - 104.
Pavuluri, M. N., Birmaher, B., and Naylor, M. W. (2006). Pediatric bipolar
disorder: a review of the past 10 years. Journal of the American Academy of
Child and Adolescent Psychiatry, 44(9):846-871.
Carlson, G.A. (2005). Early onset bipolar disorder: clinical and research
considerations. Journal of Clinical Child and Adolescent Psychology, 34, 333-43.
Youngstrom, E.A., Findling, R.L., Youngstrom, J.K. and Calabrese, J. R. (2005).
Toward an evidence-based assessment of pediatric bipolar disorder. Journal of
Clinical Child and Adolescent Psychology, 34, 433-448.
Oppositional Defiant/Conduct Disorder/Juvenile Delinquency -
Week 12
McMahon, R.J. & Frick, P. J. (2005). Evidence-based assessment of conduct
problems in children and adolescents, Journal of Clinical Child and Adolescent
Psychology, 34, 477-505.
Eyberg, S. M., Nelson, M. M., and Boggs, S. R. (2008). Evidence-Based
Psychosocial Treatments for Children and Adolescents with Disruptive Behavior.
Journal of Clinical Child and Adolescent Psychology, 37 (1), 215 - 237.
Overview of Pediatric Psychology – Weeks 13 and 14
Mullins, L. & Chaney,, J. M. (2001). Pediatric psychology: Contemporary issues.
In E. Walker & M. Roberts (Eds.), Handbook of Clinical Child Psychology (Third
Edition), New York: Wiley.
Beale, I. L. (2005). Scholarly literature review: Efficacy of psychological
interventions for Pediatric Chronic Illnesses. Journal of Pediatric Psychology,
31: 437-451
ADHD
Treatment;
Psi Chi Presentation;
Reader Dissertation
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