In this course we focus upon the origins and course of a range of emotional and behavioural problems during childhood and adolescence using the developmental psychopathology perspective as a theoretical framework. This framework provides a broad and developmentally orientated approach to understanding emotional and behavioural problems during the life span. It emphasises the relationship between normality and pathology, the complex interplay of multiple risk and protective factors, and developmental pathways including continuity and change.
The course comprises lectures and workgroup sessions. The series of lectures includes an initial overview of the general theoretical premises of the developmental psychopathology framework. Subsequently, the development and course of some of the various types of psychopathology (e.g., anxiety, depression, hyperactivity, language impairments) are addressed from within this framework. The lectures serve to enhance student learning of the textbook materials, as well as to introduce additional materials not covered in the textbook.
During the workgroup sessions (attendance and participation contribute towards assessment for the course) several topics will be covered in more detail by discussing scientific articles, writing papers, reviewing video material, and giving short presentations. While this course is not focused upon the treatment of problems experienced by young people, accruing knowledge of the origins and course of such problems is essential in the development of effective treatments.
Coordinator
Dr. D. Heyne
Contact via secretary room 3B48
Phone +31 71 5273644
E-mail: secretary developmental psychology
Aim(s)
On completion of this course it is expected that students will be able to:
demonstrate knowledge of the key concepts, assumptions, and principles associated with the developmental psychopathology perspective;
employ a broad range of criteria for differentiating between normal and abnormal development in young people;
identify multiple factors and processes associated with the cause and course of a range of problems experienced by young people;
identify protective factors and processes associated with a specific problem of the student’s choice;
demonstrate knowledge of several procedures used to assess cognitive data associated with the development and maintenance of internalizing problems in young people;
apply a theoretical model of psychopathology to the development of internalizing behaviour in a young person.
Literature
Textbook: Wicks-Nelson, R., & Israel, A. C. (2009). Abnormal child and adolescent psychology (7th Ed.). New Jersey: Prentice Hall. (Approximate cost: 65 euro; 75% of the text is prescribed reading.)
Readings available via ‘Blackboard’. Exemplary literature includes:
- Vasey, M. W., & Dadds, M. R. (2001). An introduction to the developmental psychopathology of anxiety. In M. W. Vasey & M. R. Dadds (Eds.), The developmental psychopathology of anxiety (pp. 3-26). Oxford: Oxford University Press.
- Musa, C. Z., & Lepine, J. P. (2000). Cognitive aspects of social phobia: A review of theories and experimental research. European Psychiatry, 15, 59-66.
- Reijntjes, A., Dekovic, M., Vermande, M., & Telch, M. J. (2008). Predictive validity of the Children’s Attributional Styles Questionnaire: Linkages with reactions to an in vivo peer evaluation manipulation. Cognitive Therapy and Research, 32, 247-260.
- Heyne, D. (2006). School refusal. In J. E. Fisher and W. T. O’Donohue (Eds.), Practitioner’s guide to evidence-based psychotherapy (pp. 599-618). New York: Springer.
- Fritz, G. K., Fritsch, S., & Hagino, O. (1997). Somatoform disorders in children and adolescents: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1329-1338.
- Seligman, M. E. P., Schulman, P., & Tryon, A. M. (2007). Group prevention of depression and anxiety symptoms. Behaviour Research and Therapy, 45, 1111-1126.
Examination
Five workgroup assignments (10%)
Active participation in workgroups (10%)
Multiple-choice exam (80%)
From January 1th 2006, the Faculty of Social Sciences has instituted the Ephorus system to be used by instructors for the systematic detection of plagiarism in students’ written work. Please take a look at the Additional Rules and Regulations, paragraph 6.
Recommended and/or required conditions for application
Developmental and Educational Psychology (first year course).
Note that the course Developmental Psychopathology is a pre-requisite for the third year courses Cognitive-Intellectual Development, and Social and Emotional Development.
Education method(s)
8 lectures of 2 hours (conducted in English)
5 workgroup meetings of 2 hours (available in English and in Dutch)
Application
Enrolment for courses and workgroups of the first semester will take place July 1st 2009 10hr, via U-TWIST. Enrolment for courses of the second semester will take place in January 2010.
NB: Exam and re-exam registration will take place via U-Twist, and will be open between a month and a week before the (re)exam. Students who don’t register, cannot participate in the (re)exam. Attention: most workgroups will be in Dutch, but there will be one English language workgroup for non-Dutch speaking participants.
Blackboard
Except for the textbook, all information relevant to this course is presented on Blackboard (i.e. announcements about the course, additional reading materials relevant to the lectures and the workgroups).