Education | Developmental Psychopathology of Childhood and Adolescence
P682 | 6015 | Dr Tom Huberty


Required Texts:

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)

Recommended books:

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.

Course description:

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.

Course objectives:

1. To gain increased understanding of the nature of child and
adolescent psychopathology, and how it differs from normal
development.

2. To understand the developmental nature of child and adolescent
psychopathology and its sequelae and implications for later
development.

3. To improve the ability to differentiate various psychopathological
disorders.

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
developmental psychopathology.

6. To increase understanding of cultural, social, and
biological/genetic factors in developmental psychopathology.

7. To increase knowledge of interventions for childhood and
adolescent disorders.

8. To increase knowledge of research methods and issues in the study
of developmental psychopathology.

Course requirements:

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
style.

3.  During the course, we will be examining up to four current topics
that are of particular concern in the research literature and in
clinical practice:

a. Identification and treatment for ADHD

b. Identification and treatment of child and adolescent depression
and suicide

c. Addressing the problem of youth violence in the community and
school setting

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.

Reading List

Achenbach, T. M., & Edelbrock, C. S.  (1978).  The classification of
child psychopathology: A review and analysis of empirical efforts.
Psychological Bulletin, 85, 1275-1301.

Achenbach, T. M., Demenci, L, & Rescorla, L. A.  (2002a).  Ten-year
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
American student behavior getting worse?  Teacher ratings over an 18-
year period.  School Psychology Review, 31, 428-442.

Brady, E. U., & Kendall, P. C.  (1992).  Comorbidity of anxiety and
depression in children and adolescents.  Psychological Bulletin, 111,
244-255.

Clark, L. A., Watson, D., & Reynolds, S.  (1995).  Diagnosis and
classification of psychopathology: Challenges to the current system
and future directions.  Annual Review of Psychology, 46, 121-153.

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-,
parent, and teacher reports.  Journal of Abnormal Child Psychology,
29, 189-205.

Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L.
(1991).  Family, school, and behavioral antecedents to early
adolescent involvement with antisocial boys.  Developmental
Psychology, 27, 172-180.

Florsheim, P., Tolan, P. H., & Gorman-Smith, D.  (1996).  Family
processes and risk for externalizing behavior problems among African
American and Hispanic boys.  Journal of Consulting and Clinical
Psychology, 64, 1222-1230.

Freeman, B. J., Cronin, P, & Candela, P.  (2002).  Asperger Syndrome
or autistic disorder: The diagnostic dilemma.  Focus on Autism and
Other Developmental Disabilities, 17, 145-151.


Goldsmith, H. H., Gottesman, I. I., & Lemery, K. S.  (1997).
Epigenetic approaches to developmental psychopathology.  Development
and Psychopathology, 9, 365-387.

Greene, R. W., Biederman, J., Faraone, S. V., Sienna, M., & Garcia-
Jetton, J.  (1997).  Adolescent outcome of boys with attention-
deficit/hyperactivity disorder and social disability: Results from a
4-year longitudinal study.  Journal of Consulting and Clinical
Psychology, 65, 758-767.

Gumora, G., & Arsenio, W. F.  (2002).  Emotionality, emotion
regulation, and school performance in middle school children.
Journal of School Psychology, 40, 395-413.

Ingram, R. E., & Price, J. M.  (2001).  The role of vulnerability in
understanding psychopathology.  In R. E. Ingram & J. M. Price (Eds.),
Vulnerability to psychopathology (pp. 3-19).  New York: Guilford.

Loeber, R., Green, S. M., Keenan, K., & Lahey, B B.  (1995).  Which
boys will fare worse? Early predictors of the onset of conduct
disorder in a six-year longitudinal study.  Journal of the American
Academy of Child and Adolescent Psychiatry, 34, 499-509.

Loeber, R., & Stouthamer-Loeber, M.  (1998).  Development of juvenile
aggression and violence.  American Psychologist, 53, 242-259.

McLoyd, V. C.  (1998).  Socioeconomic disadvantage and child
development.  American Psychologist, 53, 185-204.

McMahon, R. J.  (1994).  Diagnosis, assessment, and treatment of
externalizing problems in children: The role of longitudinal data.
Journal of Consulting and Clinical Psychology, 62, 901-917.

Meyer, J. A., & Minshew, N. J.  (2002).  An update on neurocognitive
profiles in Asperger Syndrome and high-functioning autism.  Focus on
Autism and Other Developmental Disabilities, 17, 152-160.

Newman, D., Moffit, T. E.,Caspi, A., Magdol, L., & Silva P. A.
(1996). Psychiatric disorder in a birth cohort of young adults:
Prevalence, comorbidity, clinical significance, and new case
incidence from ages 11 to 21.  Journal of Consulting and Clinical
Psychology, 64, 552-562.

Ollendick T. H., & King, N. J.  (1994).  Diagnosis, assessment, and
treatment of internalizing problems in children: The role of
longitudinal data.  Journal of Consulting and Clinical Psychology,
62, 918-927.

Paschall, J. J., & Hubbard, M. L.  Effects of neighborhood and family
stressors on African American male adolescentsí self-worth and
propensity for violent behavior.  Journal of Consulting and Clinical
Psychology, 66, 825-831.

Szatmari, P.  (2000).  The classification of autism, Aspergerís
Syndrome, and pervasive developmental disorder.  Canadian Journal of
Psychiatry, 45, 731-737.

Stanger, C., McConaughy, S. H., & Achenbach, T. M.  (1992).  Three-
year course of behavioral/emotional problems in a national sample of
4- to 16-year olds: II.  Predictors of syndromes.  Journal of the
American Academy of Child and Adolescent Psychiatry, 31, 941-950.

Tremblay, R. E., Masse, B., Perron, D., & Leblanc, M.  (1992).  Early
disruptive behavior, poor school achievement, delinquent behavior,
and delinquent personality: Longitudinal analyses.  Journal of
Consulting and Clinical Psychology, 60, 64-72.

Verhulst, F. C., & van der Ende, J.  (1992). Six-year developmental
course of internalizing and externalizing behavior problems.  Journal
of the American Academy of Child and Adolescent Psychiatry, 31, 924-
931.

Welsh, M., Parke, R. D., Widaman, K., & OíNeil, R.  (2000).  Linkages
between childrenís social and academic competence: A longitudinal
analysis.  Journal of School Psychology, 39,463-482.
.