9am-12pm – Open Book Exam Collegial Atmosphere and Other Topics Relevant to This CourseDiversity:Racist, homophobic, sexist, and other disrespectful comments will not be tolerated. It is the policy of the University of Oregon to support and value diversity. To do so requires that we: Documented Disability:Academic Misconduct Policy:Conflict Resolution:Grievance Policy:Inclement Weather Policy:UNIVERSITY OF OREGON School Psychology Program SPSY 650: Child Development and Psychopathology Course Syllabus & Schedule – Winter 2007 – ED 136 Instructor: Bernadette Marie Bullock, Ph.D. Office: Child & Family Center Email: [email protected] Office Phone: 346-4739 Website: http://cfc.uoregon.edu/scientists/bullock Office Hours: By appointment Course Assistant: Cynthia Heywood, M.S. Email: [email protected] Phone: 968-0902 Class Meets: Wednesdays 9:00- 11:50pm Registration: CRN #25230, 4 credits, Program: http://education.uoregon.edu/field.htm?id=34 Course Description and Objectives: In this course we will explore the etiology, classification, and developmental trajectories of behavioral, emotional, and severe psychiatric disorders, within a development and psychopathology framework. Readings and lecture material are derived from a number of theoretical and empirical sources, however, the development and psychopathology framework will be used to provide a cohesive model for understanding normative and problematic adjustment. This course will emphasize theoretically and empirically informed assessment of child and adolescent wellbeing and psychopathology. While childhood and adolescence will be emphasized, principles and practices can be applied to the lifespan. We will consider the advantages and pitfalls of the nosology that is currently used in the “traditional” diagnoses of children and adolescents and the advantages and pitfalls of this approach as it relates to case conceptualization and treatment. While the course readings will be diagnostically structured and theoretical in nature, we will also embark on the critical evaluation of these materials relative to diagnosis, clinical practice, and their application in the diverse world in which we live. The dialectic in which we engage during this seminar is intended to stimulate novel ways of considering mental health and illness and our role as scientists and practitioners. Knowledge Domain: Students will be able to recognize, understand, and discuss: 1. Psychological classification and assessment within a development and psychopathology framework. 2. Normative developmental pathways and the factors that may interrupt them. 3. The classification and criteria used to define most major psychological disorders that influence children and adolescents. 4. The pros and cons of current diagnostic criteria as well as the differences between clinical and theoretically- and empirically-grounded assessment. Primary Objective: To acquire the knowledge and skills to mindfully consider the diagnostic formulations used to identify normative and problematic child and adolescent adjustment, and to provide student colleagues with the decision-making tools to employ these ideas in research and clinical practice. This course is predicated on open discussion and interaction among faculty and students. Controversial topics and perspectives are likely to emerge during discussions. Varying opinions are always welcomed as long as they are presented respectfully. When discord occurs it is critical in this learning context that all students take responsibility to maintain an environment of respect, tolerance, collegiality and mostBullock, B. M. SPSY 650: Development & Psychopathology Winter 2007 2 importantly open-mindedness. Sometimes our greatest teachers are those who we initially disagree with the most. Course Structure: In-class activities will include lectures and small- and large- group discussions of course readings and lectures. Attendance at every class is required. Students must contact the instructor in case of illness or emergencies that preclude attending class or turning in assignments on time. Students must turn in their weekly assignments prior to class even in the event that they will not be attending. Classroom expectations include: meaningfully contributing to class discussion, respecting the diversity of opinions and viewpoints in the classroom, arriving on time, and coming prepared (completing the reading assignments prior to class). Required readings: Articles as assigned below. Recommended/Supplementary I strongly recommend that you obtain or get access to the DSM-IV-TR or DSM-IV, and one of the references or guides. Although there are no specific reading assignments from the DSM, we will spend some time in class discussing the DSM approach to classification (and its limitations), and you will likely find it to be useful to have access to these materials as you prepare for class discussions and assignments. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR (text revision). 2000, Washington, DC: American Psychiatric Association. ISBN # 0890420254. Or, any of the following DSM-IV-TR guides: American Psychiatric Association (2000). Desk reference to the diagnostic criteria from DSM-IV-TR. Washington, DC: American Psychiatric Association. ISBN # 0890420270 Spitzer, R. L., Gibbon, M., & Skodol, A. E. (Eds.) (2000). DSM-IV-TR casebook: A learning companion for the DSM-IV-TR. Washington, DC: American Psychiatric Association. ISBN # 1585620599. Assignments: 1. Weekly prompt attendance. Participate in class lectures and discussions. (Due date: Ongoing.) Given the integrated and unique nature of this course content and educational experience, your attendance and participation in course activities will enhance your learning. If you are unable to attend a class or lab session, please remember to notify me and/or your lab instructor promptly. If you are will be missing more than one class, it would be better to take the course later. 2. Students will participate in a discussion group each week. (Due date: Ongoing.) Each student is responsible for reading their assigned reading and presenting it to the members in their reading group as well as to meaningfully participate in a full class discussion of the material. 3. Read the required readings and assigned handouts. (Due date: Weekly). I have posted