Developmental
Psychopathology
50:830:440
Instructor: Naomi
Marmorstein, Ph.D.
Office: 308
Armitage
Office
Hours: Mondays and Wednesdays
E-mail: marmorst@camden.rutgers.edu
Phone: 856-225-6434
Course Description:
This course is
designed to provide students with an introduction to the field of Developmental
Psychopathology. Developmental
Psychopathology is an approach to studying psychopathology in different stages
of development, with a special focus on factors that contribute to the
emergence of psychopathology and factors that protect against the emergence of
psychopathology. During this class, we
will apply this approach to the understanding of childhood disorders such as
Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder,
Conduct Disorder, Depression, and Anxiety disorders. We will also briefly examine the concepts of
competence and resilience in development.
Prerequisites:
An introductory course in psychology,
Abnormal Psychology, Developmental/Child Psychology, and Method and Theory in
Psychology.
Required
--Wenar, C.
& Kerig, P. (2006). Developmental
Psychopathology (5th edition).
--Angelou, M.
(1969). I Know Why the Caged Bird
Sings.
--other readings
and case descriptions on electronic reserve
Course Requirements and Grading:
It is each
student’s responsibility to become familiar with this syllabus and to be aware
of scheduled readings and assignment due dates.
You are expected to become thoroughly familiar with both the required
readings and the material presented in class.
Grades will be
based on a combination of chapter outlines, essays, article summaries, class
participation, and a take-home final exam.
The relative weights of each will be as follows:
Chapter outlines: 4% each, 28%
total
Essays: 8%
each, 24% total
Article summaries: 4% each, 16%
total
Class participation: 10%
Take-home final exam: 22%
Chapter outlines will be outlines that each student makes, outlining the main points of each textbook chapter. They must be typed and in outline—not simply listed—form. A sample outline will be handed out for chapter 1 to provide students with a model of the level of detail and format that is expected. The purpose of these outlines is to encourage students to complete the readings so that class time can be more interesting. No late assignments will be accepted, though the lowest grade on these for each student will be dropped.
The essays will be 3-4 page written assignments that encourage you to think about course material. Topics will be handed out approximately one week prior to the due date. All essays must be turned in typed and double-spaced, with one-inch margins on all sides of the page and font either Times New Roman 12-point (the font in which this syllabus is typed) or a font of equivalent size. Late essays will only be accepted under truly exceptional circumstances (e.g., death of a close relative). Students requesting acceptance of late essays will be expected to provide written documentation of their emergency (e.g., funeral program, hospital records). Essays may be turned in early, though this is not encouraged. Essays turned in late will be penalized 20% for each “business” (Monday through Friday) day that they are late.
Essays will be graded based on the following criteria: (1) did the student follow the assignment? (2) is the student’s answer “correct” (generally, this involves not making false statements as opposed to supplying the one correct answer—since there are many possible correct answers to most questions)? (3) is the student’s answer thoughtful (does it reflect the fact that the student read and thought about the material)? (4) is the student’s answer written in a way that is understandable to the reader? (5) is the student’s answer written at a college level?
Article summaries will be brief (approximately 1 page—with the same layout instructions as above), straightforward summaries of journal articles that are assigned for the class. For the first article, we will go through it in class (though students are expected to have read it before class) so that students know what types of information should be included. In general, the important thing is to cover the main points of the article. For an empirical study, these main points are typically: why was the study done/what was the goal of the study? What was the hypothesis? What did the authors do (who was in the study, what procedures were used)? What did they find (the key finding(s)—those related directly to the hypothesis)? What do they think their results mean? Summaries should not include students’ opinions of the articles—the point of these assignments is simply to make sure the student has read the article and is able to “pull out” and describe key points in it. Article summaries will not be accepted late, though each student’s lowest two grades on the article summaries will be dropped.
Article summaries will be graded based on the following criteria: (1) did the student summarize the correct article? (2) does the summary reflect the key point(s) of the article? (3) Does the summary lack gross misunderstandings of the article? (4) is the student’s summary written in a way that is understandable to the reader? (5) is the student’s summary written at a college level?
Class participation grades will be based on a combination of the frequency with which the student attends class, the student’s apparent attentiveness during class, the student’s contribution of informed comments and questions to class discussions, and the student’s performance on structured individual or small-group assignments.
The take-home final exam will be comprised of a series of short essay questions. Students may consult any course materials they wish (e.g., books, notes, articles) but may not consult with each other.
A substantial portion of each student’s grade in this class
will be based on written work. It is
recommended that those who have questions or concerns about writing consult the
Final grades
will be assigned using a scale not more stringent than the following:
³ 90% = A
87-89.9% = B+ 77-79.9% = C+ 60-69.9% = D
80-86.9% = B 70-76.9% = C <60%=F
S/N grading
requires a final grade of C or better to qualify for an S.
Extra credit
will not be available for this course.
Additional Course Information:
· This course is designed as a seminar; thus, a high percentage of class time will be devoted to discussions. Because of this, the success of the course is highly dependent on all students putting in substantial time outside of class to complete readings and assignments and coming to class prepared to discuss these readings and assignments. If you do not believe that you will be able to put in this time during this semester, it will save you, your classmates, and the course professor frustration if you choose to take another class instead.
· Assignments are due on many class meeting days. Students should be aware that they are expected to attend the entire class when they choose to come; they may not simply show up, turn in an assignment, then leave.
· Assignments are generally not accepted by e-mail. I will sometimes make an exception once during the semester for each student, if there is a good reason to do so. I will not make this exception more than once during the semester for each student under any circumstances. Any e-mailed assignment must arrive before the time class starts and be accompanied by a good reason, and I must be able to read/open the assignment.
· Because completing the readings is an important part of this course, students do need to buy the books and read materials that are on electronic reserve.
· Incompletes will be granted only under
very unusual circumstances. Poor course
performance is not an appropriate reason for being granted an incomplete.
· Although it is anticipated that this
syllabus will be adhered to, it is subject to change if adjustments become
necessary. It is each student’s
responsibility to become informed of any changes announced in class.
· If you miss class, you must arrange to
get notes from another student, not from the instructor.
· Students are expected to have cell
phones and pagers turned off during class.
Text-messaging during class is prohibited.
· Registration for this course is mandatory, even if you are
only auditing the course.
· If you e-mail me, you need to sign your name. Anonymous e-mails are not appropriate.
· For disability accommodations, please
call the Disability Services Coordinator (Dean Levinson; x6219). Students who require special accommodations
for the course or its assignments (as indicated by a formal letter/statement
from the Disability Services Coordinator) should also discuss this with the
professor as early as possible.
· Scholastic dishonesty is any act that violates the rights
of other students with respect to academic work or that involves
misrepresentation of a student’s own work.
Scholastic dishonesty includes (but is not limited to) cheating on
examinations or assignments and plagiarism.
Students caught cheating on an exam or plagiarizing an assignment will
receive a score of zero and typically are referred to the administration. Students are reminded that plagiarizing
occurs when the work of another student, printed material, or Internet material
is copied. In addition, instances of
scholastic dishonesty will likely be referred to the Scholastic Conduct
Committee. Students with any
questions about what plagiarism (or other forms of academic dishonesty)
involves are strongly encouraged to consult with the course professor. Ignorance regarding rules or guidelines is
not an excuse for violating these guidelines.
Class dates
& topics
|
Assignments and readings: Readings must be completed by the date listed; readings that refer to a chapter are from the textbook; OL=outline; AS=article summary |
|
Week 1: 1/23: Introduction;
What is Developmental Psychopathology |
|
|
Week 2: 1/28:
Risk and protective factors 1/30:
Other models of child psychopathology |
1/28:
Chapter 1, p. 1-5 and 18-27 (do not do outline—example provided) 1/30: Essay #1 due; Chapter 1, p. 5-18 and 27-32 (OL) |
|
Week 3: 2/4: 2/6: “Lenses” on development |
2/4: Chapter 2
(OL) 2/6: -- |
|
Week 4: 2/11: Bridges between normal and
“abnormal” development 2/13: |
2/11:
Chapter 3 (OL) 2/13:
“The study of atypical and typical populations in developmental
psychopathlogy” (Burack) (do not do article summary—example in class) |
|
Week 5: 2/18: More on the field of developmental psychopathology 2/20: Insecure attachment and oppositional defiant
disorder |
2/18:
“Sociodemographic disadvantage and psychosocial adjustment” (Luthar) (AS) 2/20: Chapter 6, p. 159-174 (OL) |
|
Week 6: 2/25: Early externalizing
problems, con’t 2/27: Attention-deficit hyperactivity disorder |
2/25: “Early
externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment”
(Campbell et al.) (AS) 2/27: Chapter
7, p. 179-201 (OL) |
|
Week 7: 3/3: Attention-deficit hyperactivity disorder, con’t 3/5: Attention-deficit hyperactivity disorder, con’t |
3/3: “Issue
11” (do not do article summary) 3/5:
Case: ADHD |
|
Week 8: 3/10: Conduct disorder/antisocial behavior 3/12: Conduct disorder/antisocial behavior |
3/10: Chapter
10 (OL) 3/12: “Integrating biological and social processes…”
(Brennan et al.) (AS); Essay #2 due |
|
3/17-3/21—Spring break! |
|
|
Week 9: 3/24: Conduct disorder/antisocial behavior and gender 3/26: Anxiety disorders |
3/24:
“Childhood aggression and gender” (Crick et al.) (AS) 3/26:
Chapter 8 (OL) |
|
Week 10: 3/31: Anxiety disorders con’t 4/2: Mood disorders |
3/31: Case: Social anxiety and withdrawal 4/2: Chapter 9 (OL) |
|
Week 11: 4/7:
Mood disorders con’t 4/9: Gender and internalizing disorders |
4/7: Case: Depression 4/9:
“Developmental pathways in depression…” (Harrington et al.) (AS) |
|
Week 12: 4/14: Case
example 4/16: Case example, con’t |
4/14: -- 4/16: -- |
|
Week 13: 4/21: No class 4/23: Competence and resilience |
4/21: -- 4/23:
“The development of competence in favorable and unfavorable environments”
(Masten & Coatsworth) (AS) and
“Resilience in development” (Werner; do
not do article summary) |
|
Week 14: 4/28: TBA 4/30: Discussion
of book |
4/28: -- 4/30: I Know Why the Caged Bird Sings; Essay
#3 due |
|
Week 15: 5/5: Wrap-up |
5/5: -- |
|
Final Exam: Due at the course professor’s office or
mailbox by |
|
I have read and had an opportunity to ask questions about the syllabus for Developmental Psychopathology. I agree to abide by the expectations outlined on this syllabus.
_________________________
Name (print)
_________________________ ____________________
Signature Date