Education | Developmental Psychopathology of Childhood and Adolescence
P682 | 5309 | Huberty

Instructor:  Thomas J. Huberty
Office:  Education 4062
Phone:   856-8332

Required Texts:

	American Psychiatric Association.  (1994).  Diagnostic and
statistical manual of mental disorders (4th ed.).  Washington, DC: Author

	American Psychological Association. (1994). Publication manual (4th
ed.). Washington, DC: Author.

	Wenar C.  (1994).  Developmental psychopathology (3rd ed.).  New
York: McGraw-Hill.

Recommended texts:

	Kazdin, A. E.  (1992).  Research design in clinical psychology (2nd
ed.).  New York: Allyn & Bacon.

	Lewis, M., & Miller, S. M.  (Eds.).  (1990).  Handbook of
developmental psychopathology.  New York: Plenum Press.

Other readings will be assigned during the semester.

Course description:

This course is designed to orient the student to a relatively new 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.   This
course will focus on a working definition of developmental psychopathology
as "...the study of the prediction of development of maladaptive behaviors
and processes" (Lewis & Miller, 1990, xiii).  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

Course objectives:

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

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

To improve the ability to differentiate various psychopathological

To improve understanding of the relationship of assumed or known causal
factors to demonstrated problems.

To increase understanding of concepts and terminology in developmental

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

To increase knowledge of interventions for childhood and adolescent

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

Course requirements:

There will be two examinations that will cover topics up to that point in
the course and will be of a short answer and essay
nature.  Each examination will account for about 30% of your grade.

An independent research project that will be of one of two types: (1) 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, or (2) the design of an empirical study up through the
specification of research questions, literature review,
and description of methodology.  All school psychology students will
complete the second type of paper.  Other students
may select either option.  More details about these projects will be
forthcoming.  The project/paper will account for about
30% of your grade, and must be written in APA style.

Students will prepare an in-class, modified poster-type presentation of no
more than 25 minutes that summarizes the high
points of your research.  The precise schedule for these presentations will
be finalized later.  You will be graded as you
present, and the grade will be incorporated as part of evaluation component

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