This action might not be possible to undo. Are you sure you want to continue?
Instructor: Wesley Sanders & Justin Parent Meeting Time & Location: Tuesdays – Thursdays 9:00 - 12:45, Dewey 238 Office Hours: Dewey 310, Dewey 227 Office Hours: By appointment Email: Wesley.Sanders@uvm.edu firstname.lastname@example.org
What The Course Is About
Course Website / Contacting: http://bb.uvm.edu/. Handouts, course announcements, Web links, and other important information will be posted on the website. You should familiarize yourself with the Psyc251 Blackboard page and check it frequently for important updates. We generally respond to emails within 24-48 hours. Please email us directly at the addresses above. Course Overview and Objectives This course is designed to give students an introduction to the etiology, diagnosis, and treatment of the major disorders of social and emotional development. Topics to be covered include DSM5 diagnostic approaches, evidence-based interventions, and disorders such as anxiety, ADHD, autism, and learning disorders. By the end of this course, students will be able to identify common disorders, understand how these diagnoses would be made, and describe efficacious treatments Course Goals • Develop a working knowledge of the common psychological disorders of childhood and adolescence. • Understand the factors that can affect the etiology and course of these disorders. • Understand how issues of diversity across gender, culture, and race relate to these disorders. • Critically respond to empirical journal articles on child and adolescent disorders. • Design individualized treatment plans How to be successful in this course Attendance: Come to class and come to class on time. Attendance will not be taken however the information discussed in class will be directly related to questions on exams and writing assignments. Discussion questions and article summaries that are due each class cannot be made up if you are not present during class. If you must miss class for a religious holiday or school activity, please email me at the beginning of the semester. If some unforeseeable event comes up (illness, family emergency) please contact me as early as you are able and we will figure out a way to make up what you have missed. Participation: Clinical work is never a solo expedition; this class will give you the opportunity to try out new ideas and theories in a safe environment. Speak up! If this is something that is challenging for you, I am more than happy to discuss other ways to get you involved. Discussion
questions based on your readings for class are due prior to each class session (submission instructions below). This assignment is designed to give you material to discuss at some point during the class. Professional Conduct: I will begin and end class on time and expect the same of you. The use of phones and laptops during class is prohibited. Please be sure to turn off ringers before class begins. Code of Conduct The rules that apply to students of the University of Vermont and of the College of Arts and Sciences in regard to cheating and plagiarism apply in the class as well (see in particular the UVM Code of Academic Integrity at http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). To review these rules in detail, please consult your student handbook. See the following site for more information on and examples of what is and is not plagiarism: http://www.uvm.edu/~agri99/plagiarism.html. Accommodations and Special Help Students with special needs affecting their (1) ability to participate fully in class, (2) meet all course requirements within the expected timeframes, or (3) require special examination accommodations should contact ACCESS (Accommodation, Consultation, Collaboration & Educational Support Services for Students) in A-170 Living Learning Center (656-7753) to obtain a letter of accommodation. Students should submit this letter by the end of the second full week of classes. Required Textbook The book required for this course is available through the University bookstore: Parritz, R. H., & Troy, M. F. (2011). Disorders of Childhood: Development and Psychopathology, 2nd Edition. Belmont, CA: Wadsworth. Additional readings in the form of original research articles may be required at times throughout the semester. These will be made available to students well in advance on blackboard of any required reading dates
Class readings: Readings will be assigned for each class. There are two types of reading responses due during class. 1. Please prepare two discussion questions that are relevant to the topic and post them to blackboard by 7 am the morning before class. These questions must reflect thoughtful consideration of the readings, integrating themes and concepts across articles and book chapters, as opposed to detail-oriented questions. These are due prior to each class.
2. For each week please complete one article summary form, included at the end of this syllabus, based on an article of your choosing from backboard (more details in class). The goal is to summarize each respective section but this is also a great opportunity for you to note any specific questions you have about the study content or methodology. A soft copy of this form will be sent via email. Email your completed article summary form to the instructors by Monday at noon of the following week. The lowest of the four article summary forms will be dropped. Exams: There will be a midterm and a final, each comprised of multiple choice questions and case studies. Presentations: There will be a group presentation toward the end of the semester. The format of this presentation is up to your group. You will be given details about a hypothetical client, including their symptoms and background, and asked to create a case conceptualization and design an individualized treatment plan, as well as an outline for how you would study your proposed treatment empirically. More information on this project will be provided as the course progresses. Group members will report on how much each of their group members contributed to the project. A rubric will be provided for this feedback. Each group member is expected to participate fully in the preparation for the project as well as the presentation. Grading Grades will be available on Blackboard and not posted anywhere in the building. Total course grade: 200 Points Course Assignment Discussion Questions Article Summary Form Midterm Final Presentation Points 40 30 40 50 40 Percentage 20% 15% 20% 25% 20%
Grade A+ A AB+ B BC+ C CD+ D DF
% of Points 97-100 93-96 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 Below 60
Points 193-200 185-192 179-184 173-178 165-172 159-164 153-158 145-152 139-144 133-138 125-132 120-124 0-119
Tentative Schedule of Topics, Readings, and Assignments
Date Week 1 5/20 5/21 5/22 Week 2 5/27 5/28 5/29 Week 3 6/3 Topic Thinking like a psychologist: case conceptualization Developmental Psychopathology Research Methods, Assessment, & Diagnosis Disruptive Behavior Disorders Substance Use Disorders Attention-Deficit Hyperactivity Disorder (ADHD) Anxiety Disorders Obsessive Compulsive Spectrum Disorders Midterm Childhood Schizophrenia Child Maltreatment Positive Psychology Mood Disorders No Class Reading Chapter 1 & 2 Chapter 4 DSM-5 (pp. 5-24) Chapter 10 & 13 Shaw (2013) Chapter 9 Chapter 11 Cohen, 1998 Boileau, 2011 March handout Caspi et al., 2002 Asarnow & Asarnow, 2003 Chapter 12 Hankin, 2012
6/4 6/5 Week 4 6/10
Autism Spectrum Disorders Chapter 8 Intellectual Disability Baron-Cohen, 2000 6/11 Group Presentations 6/12 Communication and Learning Disorders Shaywitz et al., 2006 Tourette Syndrome Kurlan, 2010 Sleep & Elimination Disorders TBA Final Exam *Readings to be completed before the day in question. We reserve the right to modify the syllabus as needed during the academic term.
Article Summary Form Question(s) to be answered by study:
Brief description of sample (number, demographics, location):
Data collection (questionnaires, interviews, measures used):
Analysis (name the analyses that were conducted, even if you are not sure what they are):
Results (what was found in their statistics that led the authors to their…):
Follow-up question (what is something you would like to learn about this study as a follow up to the paper at hand?):
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.