Education | Developmental Psychopathology of Childhood and Adolescence
P682 | 6015 | Dr Tom Huberty
American Psychiatric Association. (2000). Diagnostic and
statistical manual of mental disorders-Fourth Edition-Text
Revision (DSM-IV-TR). Washington, DC: Author
American Psychological Association. (2001). Publication manual (5th
ed.). Washington, DC: Author.
Sameroff, A. J., Lewis, M., & Miller, S. M. (Eds.) (2000).
Handbook of developmental psychopathology (2nd ed.). New York:
Kluwer Academic/Plenum Press.
Readings packet #53 to be obtained at Collegiate Copies, 1434 E. 3rd
St. (corner of 3rd & Swain)
Garbarino, J. (1999). Lost boys: Why our sons turn violent and how
we can save them. New York: Free Press.
Pipher, M. B. (1995). Reviving Ophelia: Saving the selves of
adolescent girls. New York: Ballantine Books.
This course is designed to orient the student to a relatively new,
but empirically supported approach to understanding emotional,
behavioral, and developmental problems in children. Historically,
the conceptualization of disorders of childhood and adolescence has
had two major characteristics: (1) it has tended to view disorders
as similar manifestations of those found in adulthood, (2) and it has
emphasized understanding disorders at a specific point in time.
Prior to using a developmental approach to studying child
psychopathology, there was a significant lack of longitudinal data.
Moreover, the adult models were seen to be inadequate to explain the
development of child and adolescent emotional and behavioral
problems. This course will focus on a developmental approach to
childhood psychopathology using a working definition of developmental
psychopathology as "...the study and prediction of maladaptive
behaviors and processes over time" (Lewis, 2000, p. 3). Thus, the
study of developmental psychopathology emphasizes a merging of a
developmental perspective of change in maladaptive behavior with the
concept of individual differences. Emphasis will be placed upon the
study of developmental psychopathology from a clinical research
perspective, whereby students will learn more about clinical research
and its implications for understanding children and applying it to
practice. It is hoped that the student will develop an appreciation
and enthusiasm for this approach to the understanding of emotional,
behavioral, and developmental problems in children.
1. To gain increased understanding of the nature of child and
adolescent psychopathology, and how it differs from normal
2. To understand the developmental nature of child and adolescent
psychopathology and its sequelae and implications for later
3. To improve the ability to differentiate various psychopathological
4. To improve understanding of the relationship of assumed or known
causal factors to demonstrated problems.
5, To increase understanding of concepts and terminology in
6. To increase understanding of cultural, social, and
biological/genetic factors in developmental psychopathology.
7. To increase knowledge of interventions for childhood and
8. To increase knowledge of research methods and issues in the study
of developmental psychopathology.
1. There will be two take-home examinations that will cover topics up
to that point in the course and will be of an essay nature. Each
examination will account for about 25% of your grade.
2. A literature-based review of a topic of interest in the area of
developmental psychopathology that will include content about both
individual and group clinical and educational interventions. School
psychology students also must include a description of a future study
that would extend the research base, but it does not have to be a
formal research proposal. Each paper must be introduced with
research questions that will be answered in the paper. The paper
will account for about 25% of your grade, and must be written in APA
3. During the course, we will be examining up to four current topics
that are of particular concern in the research literature and in
a. Identification and treatment for ADHD
b. Identification and treatment of child and adolescent depression
c. Addressing the problem of youth violence in the community and
d. Identifying, differentiating, and intervening in the autism
spectrum disorders and pervasive developmental disorders.
Student teams will be formed for each topic, and the teams will
present their findings and report during the last class sessions.
The teams and schedule will be developed. A grade will be assigned
for each presentation and each team member will receive the same
grade. The group project will count for 15% of your grade.
4. Attendance and participation in class is expected, and will be
counted toward 10% of your grade. Grades will be based on total
points assigned for all requirements, and not on any letter grades
given on the mid-term exam or other evaluative procedures.
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comparisons of problems and competencies for national samples of
youth: Self, parent, and teacher reports. Journal of Emotional and
Behavioral Disorders, 10, 194-203/
Achenbach, T.M., & Demenci, L., & Rescorla, L. A. (2002b). Is
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year period. School Psychology Review, 31, 428-442.
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classification of psychopathology: Challenges to the current system
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Crystal, D. S., Ostrander, R, Chen, R. S., & August, G. J. (2001).
Multimethod assessment of psychopathology among DSM-IV subtypes of
children with attention-deficit/hyperactivity disorder: Self-,
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(1991). Family, school, and behavioral antecedents to early
adolescent involvement with antisocial boys. Developmental
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processes and risk for externalizing behavior problems among African
American and Hispanic boys. Journal of Consulting and Clinical
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Freeman, B. J., Cronin, P, & Candela, P. (2002). Asperger Syndrome
or autistic disorder: The diagnostic dilemma. Focus on Autism and
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regulation, and school performance in middle school children.
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profiles in Asperger Syndrome and high-functioning autism. Focus on
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(1996). Psychiatric disorder in a birth cohort of young adults:
Prevalence, comorbidity, clinical significance, and new case
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stressors on African American male adolescentsí self-worth and
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between childrenís social and academic competence: A longitudinal
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