Developmental Psychopathology

Curriculum guideline

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Course
PSYC 3342
Discontinued
No
Course code
PSYC 3342
Descriptive
Developmental Psychopathology
Department
Psychology
Faculty
Humanities & Social Sciences
Credits
3.00
Start date
End term
Not Specified
PLAR
No
Semester length
15
Max class size
35
Contact hours
Lecture: 4 hrs. per week / semester
Method(s) of instruction
Lecture
Learning activities

The course will involve a number of instructional methods such as the following:

  • lectures
  • seminar presentations
  • audio-visual materials
  • small group discussion
  • research papers
Course description
This course will introduce the field of developmental psychopathology, which integrates developmental theory and research in psychology, in order to understand the origins and consequences of psychological problems. Perspectives on disordered behaviour will be followed by an investigation of various child and adolescent disorders. Topics will include anxiety, depression, conduct disorders, attention-deficit hyperactivity disorder, mental retardation, learning disabilities, autism and childhood schizophrenia, and physical disorders.
Course content
  1. Introduction
    • Defining disordered behaviour
    • How common are childhood disorders
    • Some historical influences 
    • Children as special clients
  2. The Developmental Context
    • What is development
    • Overview of normal development
    • How development occurs: The transactional model
    • Behavioural disorders: Risk, vulnerability, protection
    • Predicting behaviour disorders: Change and continuity
  3. Perspectives, Research, Classification, and Assessment
    • Biological
    • Psychodynamic
    • Environmental
    • Cultural
    • Basic research methods
    • Classification and diagnosis
    • Assessment
  4. Psychological Disorders
    • Anxiety
    • Depression
    • Peer relations
    • Conduct disorder
    • Attention-deficit hyperactivity disorder
    • Mental retardation
    • Learning disabilities
    • Autism
    • Childhood schizophrenia
    • Disorders of eating
    • Disorders of elimination
    • Sleep disorders
    • Psychophysiological disorders
  5. Evolving Concerns for the Child
    • Importance of prevention
    • Families in transition
    • Current and future challenges
Learning outcomes

At the conclusion of the course the successful student will be able to:        

 

  1. Define disordered behaviour.
  2. Describe normal development and the factors that affect this process.
  3. Investigate the biological, psychodynamic, behavioural/social learning, cognitive-behavioural, psychoeducational, and family systems perspectives of psychopathology.
  4. Describe the modes of treatment that are associated with each of the perspectives.
  5. Describe the case study, naturalistic observational, correlational, experimental, and longitudinal methods of scientific investigation.
  6. Review classification and assessment systems of psychopathology.
  7. Compare each of the following disorders of childhood and adolescence: anxiety disorder, depression, peer relations, conduct disorder, attention-deficit hyperactivity disorder, mental retardation, learning disabilities, autism, childhood schizophrenia, disorders of eating, disorders of elimination, sleep disorders, psychophysiological disorders.
  8. Describe and evaluate the theories of etiology and treatments for each disorder.
  9. Compare the levels of prevention.
  10. Formulate models of prevention.
  11. Appraise continuing concerns for the child in the areas of family, maternal employment, child abuse, and poverty.
  12. Assess the impact of culture and other diversity factors on child and youth developmental psychopathology.

 

Means of assessment

The course evaluation will be in accordance with Douglas College and Psychology Department Policy. Evaluations will be based on the course objectives. Specific evaluation criteria will be provided by the instructor at the beginning of the semester.

 

An example of a possible evaluation scheme would be:

4 quizzes - 40%

Midterm exam - 15%

Term paper - 15%

Oral presentation - 5%

Participation - 5%

Final exam - 20%

Textbook materials

Textbook(s) such as the following, the list to be updated periodically.

 

Mash, E.J., & Wolfe, D.A. (2019). Abnormal child psychology (7th Ed.). Belmont, CA: Wadsworth Cengage Learning.

Prerequisites

PSYC 1100 AND PSYC 1200 AND PSYC 2341

Corequisites

Courses listed here must be completed either prior to or simultaneously with this course:

  • No corequisite courses
Equivalencies

Courses listed here are equivalent to this course and cannot be taken for further credit:

  • No equivalency courses