PSYCH564-19B (HAM)

Developmental Psychopathology

15 Points

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Division of Arts Law Psychology & Social Sciences
School of Psychology

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: donna.walsh@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: jillene.bydder@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
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Paper Description

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This paper will provide an overview of mental illness and behavioural problems in children and adolescents. Child psychopathology will be considered from a developmental perspective within several major theoretical approaches (biological, cognitive-behavioural, psychodynamic, and family/cultural/social). We will also discuss factors that put children at risk for developing disorders and factors that may protect them from adverse outcomes. We will explore the various types of disorders with an emphasis on the empirical research pertaining to causes, treatment, and prognosis. Students will be encouraged to apply this knowledge in developing ideas about prevention and social policy.
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Paper Structure

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This paper has one two ­hour class session per week which all students are expected to attend. These sessions are a combination of lecture and discussion, and you will benefit most if you complete the reading before class so that you can join in the discussion and use your reading to make sense of the content. The lectures will not duplicate the reading; you are expected to read it. Class sessions will ordinarily be recorded on Panopto for later review or in case of illness, but this is not a substitute for attending and participating actively. Assignments (Brief Topics and Essays) are intended to help you to integrate and use the concepts you are learning; flexibility is built in so that you can choose which assignments to complete, in accordance with your schedule and the demands of your academic programme; however, this means it is incumbent on you to plan well and having a lot of other assignments is not an acceptable excuse for missing a deadline.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • become familiar with the concepts of developmental psychopathology, and with the characteristics of the most prevalent and high-impact psychological disorders in children and adolescents
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  • understand the contributions of multiple theoretical perspectives in understanding childhood disorders and their effects on children, families, and communities.
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  • integrate empirical and theoretical considerations and apply these to understanding the conditions and contexts of children and families in New Zealand.
    Linked to the following assessments:
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Assessment

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Final Examination

The final examination will be held during the examination period, and will consist of short answer and essay questions. Your best preparation for the exam is to be actively engaged with the class during the semester, so that you understand and integrate the material, and then to review (this assumes you have already read it once) the text, reading assignments, and lecture notes. I am less interested in your memorizing facts than using concepts and applying ideas we have discussed.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 70:30. There is no final exam. The final exam makes up 30% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 70:30 or 0:0, whichever is more favourable for the student. The final exam makes up either 30% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Brief Topics (best 4)
20
  • Online: Submit through Moodle
2. Reflection
5
  • Online: Submit through Moodle
3. Essay Assignment
45
  • Online: Submit through Moodle
4. Exam
30
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Kerig, P.K. Ludlow, A. & Wenar, C. (2012). Developmental Psychopathology from Infancy through Adolescence. (6th edition) Sydney: McGraw Hill--preferably DSM5 version, but either 6th edition is ok

The focus will be on specified chapters from the text each week, but students should read unlisted material from the text to gain a comprehensive understanding of the topic, as well as supplementing readings from the additional resources below.

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Recommended Readings

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American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders Fifth Edition. Washington, D.C.: American Psychiatric Association.

You should be very familiar with the basic concepts of abnormal psychology and the organization and assumptions of the DSM systems; there is controversy about DSM5 and it is not currently being used by the Waikato DHB; much of the literature you read will still be related to DSM-IV nomenclature. We will discuss the changes in class. If it has been some time since you completed your abnormal psychology paper, it would be wise to review an abnormal psychology text.

Students are expected to familiarise themselves with relevant journals and read beyond the set readings for their writing assignments, and to follow up on individual questions and interests. In reading and considering material, students are expected to reflect on the impact of cultural differences, as well as the complex interplay of psychological, biological, and social forces.

There are a number of specialist journals in the field of child and adolescent mental health. These should be used as a starting point for researching material in the field. Please do not confine yourself to only one or two mainstream journals, and if you discover an article or journal of particular interest to the class bring it along and share it.

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Online Support

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Lectures and Lecture Notes

You will get the most out of the class, and contribute to the experience of the class as a whole, if you come to class prepared to discuss and ask questions, having read the assigned readings and thought about the topic. Lecture notes will be posted on Moodle before class (by 9 on Thursday, if at all possible).

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Workload

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For a typical student in a 15 point graduate-level paper, 10 hours per week is the expected workload. You should expect to put in about 8 hours per week, outside of class time, reading and preparing assignments. These figures are only approximations, as students vary in both the amount of effort required and the level of grades they wish to achieve. In general, the more effort you put in (as long as you are directing your effort efficiently), the more you will gain from a course of study. If you find that you are putting in excessive hours, and not attaining the level of mastery you (and I) expect, please come and talk with me and we can discuss strategies and resources that may be more helpful.

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Linkages to Other Papers

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This paper builds on the Abnormal Psychology paper at third year (PSYC338) and is a core paper for students in the Post-Graduate Diploma in Psychology (Clinical) programme.
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Prerequisite(s)

Prerequisite papers: PSYC307 or PSYCH307 and PSYC338 or PSYCH338

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted Papers: PSCY564

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