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
G105 (M) G316 (W)
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)
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. The adult psychopathology portion of the
class will also require students to prepare a 30-40 minute presentation on
topics that will be assigned on August 26, 2009. 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:
Grading Scale (in percentages)
93-100 = 4.0 (A)
90-92 = 3.67 (A-)
87-89 = 3.33 (B+)
83-86 = 3.00 (B)
80-82 = 2.67 (B-)
77-79 = 2.33 (C+)
73-76 = 2.00 (C)
70-72 = 1.67 (C-)
67-69 = 1.33 (D+)
63-66 = 1.00 (D)
60-62 = 0.67 (D-)
Tentative Outline of
Topics
Week 1 (August 24th and
26th)
Introduction – Developmental and
Risk Factors in Psychopathology
Introduction - Lifespan Issues in
Psychopathology, Diagnosis and Classification of Psychological
Disorders
Week 2 (August 31st and
September 2nd
Attention Deficit
Hyperactivity Disorder in Childhood and Adolescence
Other Psychotic Disorders,
Dissociative Disorders and Impulse Disorders
Week 3 No Class September 7th
(Labor Day); September 9th Only
Delirium, Dementia and other
Cognitive Disorders
Week 4 (September 14th
and 16th)
Attention Deficit
Hyperactivity Disorder (Continued)
Anxiety Disorders in early,
middle, and later adulthood*
Week 5 (September 21st
and 23rd)
Anxiety Disorders in Childhood and
Adolescence
Substance Disorders
Week 6 (September 28th
and 30th)
Pervasive Developmental Disorders
in Childhood and Adolescence
Schizophrenia
Week 7 (October 5th and
7th)
Pervasive Developmental Disorders
(Continued.)
Video and (3 presentations)
Week 8 (October 12th
and 14th)
Mid-Term Exam (Johnson)
Somataform Disorders, Factitious
Disorders & Sleep Disorders
Week 9 (October 19th
and 21st)
Eliminative Disorders: Enuresis
and Encopresis
Mid-Term Exam (Dede)
Week 10 (October 26th
and 28th)
Childhood and Adolescent Mood
Disorders
Mood Disorders I
Week 11 (November 2nd
and 4th)
Childhood and Adolescent Mood
Disorders (Continued)
Mood Disorders (Continued)
Week 12 (November 9th
and 11th)
Oppositional Deviant, Conduct
Disorder, and Juvenile Delinquency
Personality Disorders*
Week 13 (November 16th
and 18th)
Pediatric Psychology
Eating Disorders*(2 presentations)
Week 14 (November 23rd
(No Class 11/25)
Pediatric Psychology (Continued)
Week 15 (November 30th
and December 2nd)
Special Topics in Child
Psychopathology
Student presentations-12/2 (3-4)
and review for final
Week 16 Final Exams (Week of
December 7th)
Statement of University’s Honesty Policy (cheating and 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
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:
Kazdin, A. E. (2008). Evidence Based Treatment and Practice,
American Psychologist, (63), 146 – 159.
Developmental and Risk Factors in Psychopathology - Week 1
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).
Silverman, W. et al. (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 2 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 Fabiano, G. A. (2008). Evidence-Based
Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder. Journal of
Clinical Child and Adolescent Psychology, 37 (1), 184 - 214.
Daley, B.P., Cohen, J. S., Carpenter, J.L. & Brown, R.. T.
(2009). Attention Deficit Hyperactivity Disorder in the pediatric context. In
M.C. Roberts & R. G. Steel (Eds). Handbook of Pediatric Psychology (4th
Ed). New York: Guilford Press, pp, 540 - 555.
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 Kenneth 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/Autistic Spectrum 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).
Campbell, J. M., Segall, M.J. & Dommestrup, A. K. (2009).
Autistic Spectrum Disorders and Developmental Disabilities. In M.C. Roberts & R.
G. Steel (Eds). Handbook of Pediatric Psychology (4th Ed). New
York: Guilford Press, pp, 508 – 525.
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. & Visman, L. A. (2008). Evidence based
comprehensive treatments for early autism, (37), 8 – 38.
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.
Campbell, L. K., Cox, D. J., & Borowitz, S.M.
(2009).Elimination Disorders: Enuresis and Encopresis. In M.C. Roberts & R. G.
Steel (Eds). Handbook of Pediatric Psychology (4th Ed). New
York: Guilford Press, pp, 481-490.
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.
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.
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. (2005).
Pediatric bipolar disorder: a review of the past 10 years. Journal of the
American Academy of Child and Adolescent Psychiatry, 44(9):846-871.
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
Aylward, B.S., Bender, J. A., Graves, M.M. & Roberts, M. C.
(2009). Historical developments and trends in pediatric psychology. In M.C.
Roberts & R. G. Steel (Eds). Handbook of Pediatric Psychology (4th
Ed). New York: Guilford Press, pp, 508 – 525.
Buckloh, L. M. & Greco, P. (2009). Professional development,
roles and practice patterns. In M.C. Roberts & R. G. Steel (Eds). Handbook of
Pediatric Psychology (4th Ed). New York: Guilford Press, pp, 35 -
51.
Beale, I. L. (2006). 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/2009pp
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