Child Psychopathology Syllabus

The University of Iowa
Division of Continuing Education
Continuing Education
Study Guide for:
PSY:3330:0EXZ (031:166:EXZ)
Childhood Psychopathology
College of Liberal Arts and Sciences
Department of Psychology
Coursewriter & Instructor:
Natalie L. Denburg
About this Course:

Semester Hours Earned at Completion: 3
Examinations: 4
Approved for GE: None | Prerequisites: PSY:2110
PSY:3330:0EXZ (031:166)
Copyright 2010 The University of Iowa. All rights reserved.

No part of this publication may be reproduced in any form by any means
without permission in writing from the publisher.
n 05/10
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Hall, The University of Iowa, Iowa City, Iowa 52242-1316.
If you are a person with a disability who requires reasonable accommodations in order to
participate in this program, please contact the Division of Continuing Education to discuss
your needs.
Guided Independent Study
Division of Continuing Education
250 Continuing Education Facility
Iowa City, IA 52242-0907
Telephone: 319-335-2575 Toll free: 1-800-272-6430
Fax: 319-335-2740 E-mail: dce@uiowa.edu
Web: http://continuetolearn.uiowa.edu/
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Continuing Education GIS
Course Contents
Welcome to Childhood Psychopathology!..................................................................................................................... 5
About the Coursewriter and Instructor ......................................................................................................................... 6

Course Overview ................................................................................................................................................................... 7
Instructors Preface: .......................................................................................................................................................... 7

Course Structure: ................................................................................................................................................................ 8
Tutorial Quizzes: ............................................................................................................................................................ 9
Course Examinations: .................................................................................................................................................. 9
Communicating with the Instructor: ................................................................................................................... 10
Required Course Materials:...................................................................................................................................... 10

Course Grade: ................................................................................................................................................................... 11
Assignment Grading and Time Management: .................................................................................................. 12
Web and E-mail Options: ............................................................................................................................................... 12
Hawk ID Help:................................................................................................................................................................ 12
Online Tutorials:........................................................................................................................................................... 13
Technical Support for Online Students:.............................................................................................................. 13

E-mail Alias: ................................................................................................................................................................... 13
Before you begin ................................................................................................................................................................ 14

Unit 1: Introducing Childhood Psychopathology .............................................................................................. 15
Lesson 1.1 - Theories and Causes ................................................................................................................................... 16
Lesson 1.2 Assessment and Diagnosis ...................................................................................................................... 17

Exam 1 ........................................................................................................................................................................................ 19
Unit 2: Internalizing/Emotional Disorders .......................................................................................................... 20

Lesson 2.1 - Gender Identity Disorders ........................................................................................................................ 21
Lesson 2.2 - Anxiety Disorders ........................................................................................................................................ 22
Lesson 2.3 - Mood Disorders ............................................................................................................................................ 23
Lesson 2.4 - Eating Disorders ........................................................................................................................................... 24

Exam 2 ........................................................................................................................................................................................ 26
Unit 3: Externalizing/Behavioral and Other Disorders................................................................................. 27
Lesson 3.1 Attention-Deficit Hyperactivity Disorder .......................................................................................... 28
Lesson 3.2 Opposition Defiant Disorder................................................................................................................... 29
Lesson 3.3 Conduct Disorder ........................................................................................................................................ 30
Lesson 3.4 Enuresis and Encopresis .......................................................................................................................... 31

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Exam 3 ........................................................................................................................................................................................ 33
Unit 4: Developmental and Learning Disorders ................................................................................................ 34
Lesson 4.1 Mental Retardation/Intellectual Disability ...................................................................................... 35

Lesson 4.2 - Autism ............................................................................................................................................................... 36
Lesson 4.3 Learning Disabilities .................................................................................................................................. 37
Unit 5 - Treatment .............................................................................................................................................................. 38

Lesson 5.1 Parent Training ............................................................................................................................................ 39
Lesson 5.2 Kid Twelve....................................................................................................................................................... 40

Exam 4 ........................................................................................................................................................................................ 42
Wrapping Things Up ......................................................................................................................................................... 43
Course Evaluation: ........................................................................................................................................................... 43
Transcript: ........................................................................................................................................................................... 43
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Welcome to Childhood Psychopathology!

0
This course focuses on the etiology, description, and treatment of emotional and behavioral
problems of childhood and adolescence. The course begins with an overview of developmental
psychopathology, involving theoretical paradigms and assessment techniques (including
intellectual, cognitive, neuropsychological, and personality assessment). We will then examine

psychological disorders, including internalizing disorders (e.g., depression, anxiety),
externalizing disorders (e.g., conduct disorders), and developmental/learning disorders (e.g.,

autism, reading disorder). The course ends with a discussion of psychological treatment and
intervention for children, adolescents, and their families. We will use a classic textbook, as well
as a novel supplemental reading entitled Kid Twelve. Lectures will augment these readings, and
are available on ICON.
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PSY:3330:0EXZ (031:166)
About the Coursewriter and Instructor

NATALIE DENBURG is an assistant professor of Neurology and
Neuroscience at the University of Iowas College of Medicine. She
received her B.A. in Psychology from the State University of New York at
Binghamton (SUNY-Binghamton) in 1991. She then completed a Ph.D. in
Clinical Psychology, with an emphasis in Neuropsychology, at Michigan
State University. She attended internship at the University of California

San Diego Psychology Consortium where she emphasized
child/adolescent and adult Neuropsychology. As a clinician, her expertise
is in the evaluation and differential diagnosis of learning disabilities, psychogenic/functional vs.

organic disorders, and demential syndromes.
Dr. Denburgs research focuses primarily on understanding age-related changes in reasoning and
decision-making. She emphasizes the study of brain-behavior relationships in children/adolescents

and the elderly. She is particularly interested in frontal lobe changes early in development (0-18
years), as well as frontal lobe decline in older adulthood. She also studies the influence of
personality, health status, and social factors on neurocognitive function. Additional research
interests include neuroepidemiology, social neuroscience, cancer survivorship, and stroke recovery.
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Course Overview
Instructors Preface:
This course will focus on major forms of atypical development in
I hope you find
anxiety and depression), disorders of behavior (e.g., attention-deficit
interesting,
childhood and adolescence. These include disorders of emotion (e.g.,

hyperactivity disorder, oppositional disorder), developmental and
this course
learning problems (e.g., autism, communication and learning disorders),
challenging, and
disorders, eating disorders). You will learn about the defining
- Dr. Natalie
Denburg
and problems related to physical and mental health (e.g., health related
characteristics, associated features, possible causes, theoretical
enjoyable.
formulations, research evidence, and current approaches to intervention and prevention for a wide
range of child and adolescent disorders. Balanced coverage will be given to developmental, clinicaldiagnostic, and experimental approaches. We will trace the possible developmental course of each
disorder and show how biological, psychological, and socio-cultural factors interact with the child's
environment to determine its expression. Your textbook provides first-person accounts and case
examples to enrich your understanding of what children with these disorders experience. We will
focus on the child--not just the disorder. A number of other key features of the aforementioned
approach to atypical development are:
a transactional approach in which the interplay among child, family, peer, and cultural
influences is examined.
presentation of developmental pathways for linking early childhood disorders with longterm outcomes.
attention to risk and protective factors, and the conditions that lead to effective coping in
some children, despite early adversity.
examination of sub-types of similar forms of atypical development
attention to important gender, ethnic, and cultural differences in the expression,

determinants, and outcomes of child and adolescent disorders.
an emphasis on empirically-supported approaches to treatment and prevention.
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The course is intended for students majoring in a wide range of disciplines who study or work
with atypical children and/or adolescents as well as those who have a general interest in learning
more about atypical development in children.
Course Objectives:
The overall objectives of this course are the acquisition of knowledge and understanding about:
(1)
(2)
(3)
(4)
(5)
(6)
basic characteristics and determinants of atypical forms of development in children and

adolescents;
current conceptual frameworks for defining and understanding developmental
disturbances in childhood and adolescence;
approaches to classification, diagnosis, and assessment;
conceptual issues associated with the study of developmental disturbances;
current research findings on various types of developmental psychopathology;

current approaches to intervention and prevention and their effectiveness.
Course Structure:
The course is divided in 15 lessons that can be grouped into the following units:
Unit 1: Introducing Childhood Psychopathology
Unit 2: Internalizing/Emotional Disorders
Unit 3: Externalizing/Behavioral Disorders
Unit 4: Developmental and Learning Disorders
Unit 5: Important Considerations and Treatment
It is best if students proceed through the course in Unit numerical order, because frequently
content will be presented in earlier units that it necessary for understanding concepts in later units.
Similarly, in the lectures, you will often hear me refer back to a concept or topic you learned about
earlier in the course, and thus it is important to proceed through these Units in the preferred order.
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Assignments:
Tutorial Quizzes:
At the end of each textbook chapter there will be an online Tutorial Quiz to test your knowledge
of the material. These approximately 10-minute self-study quizzes should help you to ensure that
you have understood the key issues in the chapter and to remember the main facts and ideas.
To complete each quiz, visit the textbooks website: Abnormal Child Psychology
Note: To access the textbooks site, hold down the Ctrl key and click once on the
link above. A link to the Textbooks website will also be available on the course site
(ICON) under Content > Course Materials.
To access the Quizzes:

1. CUT and PASTE the link above into an internet browser window.
2. Once on the textbooks website, SELECT the chapter you wish from the drop down menu
near the top of the screen.
a. You will be given the option to display all questions at once (approximately 10) or to
b.
receive them one at a time.
At the conclusion of the Quiz, you will be provided your score, as well as a rationale
and textbook page numbers as a source for each of the questions.
Tutorial quizzes will not be graded and therefore will not count toward your final course grade.
I would additionally note that the aforementioned URL provides you will Flashcards that you
might find useful when studying for the exams.
Course Examinations:
Four non-cumulative examinations (entirely multiple-choice) will be given in this course. Each
exam will contain 50 multiple-choice questions. Twenty-five of the 50 questions will be drawn
from lecture notes, while the remaining 25 questions will be drawn from the textbook and any
assigned readings. These four examinations will NOT be open-book. Each exam will account for
25% of your final course grade.
Exam Registration: Information regarding exam registration, scheduling, and policies is posted
on the course homepage (ICON - see DCE-GIS Exam Registration box). On campus students
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PSY:3330:0EXZ (031:166)
taking exams at the Continuing Education Testing Center should complete the online Exam
Registration Form at least two business days before their intended examination day. Off
campus students (with approved proctor) should register for their exam two weeks before their
intended examination day.
Before registering for your first exam, please take a few minutes to read the Examination
Information page. A direct link to this page, and to the Exam Registration Form (for
both on campus and off campus students), is posted on the course homepage.
The Continuing Education Testing Center is located the Continuing Education Facility
(CEF) - 30 S. Dubuque St - Room 201 (second level of the US Bank Building).
Communicating with the Instructor:
E-mail will be the preferred way of contact. My address is: natalie-denburg@uiowa.edu. You
can expect a reply in no more than one or two days. If it is possible for you, we can also meet in my
office at the Department of Neurology (#2155 RCP). Please send me an email in advance to set an
appointment.
Required Course Materials:

Materials Provided by the Division of Continuing Education (DCE):
The following items may be downloaded from the course site (ICON); use you Hawk ID and
password to login:
Course Syllabus
Study Guide
Pre-recorded lectures/Narrated PowerPoints

Guided Independent Study Policies (PDF)
Textbook and Materials Order Form
Textbook for you to purchase independently:
Mash, E. J., & Wolfe, D. A. (2008). Abnormal Child Psychology. Wadsworth: Belmont, CA. 4th
Edition. ISBN: 978-0-495-50627-0.
Comments about the book? This is an excellent book, and is considered a classic text in
child psychology. In fact, this book is presently used as a reference source for
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psychologists writing the national licensure exam for doctoral level applied psychologists. I would
guess that many students will choose to hold onto this textbook as a useful resource in their future
professional work.
The course textbook (above) may be ordered from the vendor of your choice or from a local
bookstore. Listed below are bookstores from the Iowa City area; students may order books from
these vendors online (visit vendor website), by mail or fax (complete and mail or fax the Textbook
Order Form available on the course site), or by phone. Walk-in orders are also accepted. Exact
editions are required. Overseas students are encouraged to request airmail shipment.
Psychology Press: http://www.psypress.com/9781848720015
University Bookstore Web: http://www.book.uiowa.edu/ Phone: 319.335.3179
Course Grade:
Final course grades will be assessed based on the students performance in the following items:
% of final grade
Exam #1
Exam #2
Exam #3
Exam #4
Total Points:
25%
25%
25%
25%
100%
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PSY:3330:0EXZ (031:166)
Assignment Grading and Time Management:

The grading scale on which your work is evaluated is:
A
100-97 A+
89-87 B+
79-77 C+
69-67 D+
59 - 0 F
92-90 A-
82-80 B-
72-70 C-
62-60 D-
96-93 A
86-83 B
76-73 C
66-63 D
This course is designed to be completed in one semester; however, as self-paced course students
have the option of using the maximum allowed time of two semesters to complete it. Regardless of
what your goal is, one or two semesters, successful completion of this course will require effective
management of your time. A set of recommended submission deadlines is provided at the end of
the syllabus; I encourage you to use them to pace your workload as you progress through the
course.
REMEMBER! Procrastination will only result in making this course a daunting task that
may well require some reorganization of your life in order to prioritize the completion of
this course. Set your goals and work steadily to achieve them!
Web and E-mail Options:

The materials needed to complete this course (i.e. Study Guide) are available on the World Wide
Web via ICON (Iowa Courses Online). To access the course site:
1. Go to: http://icon.uiowa.edu/
2. Login to ICON using your Hawk ID and Password.
Hawk ID Help:
Forgot your Hawk ID password? Cant find the letter that was sent with your Hawk ID password?
Call the ITS Help Desk (319.384.4357) at The University and ask them to reset your password. You
may also call our toll-free number (800.272.6430) and select the phone routing option (#2) that
connects you with the ITS Help Desk. For additional information about your Hawk ID (Hawk ID
Guide), visit http://hawkid.uiowa.edu/.
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Online Tutorials:
Flash based tutorials* are available online to provide basic instruction on how to log in to ICON and
use some of its tools (i.e. Dropbox, Quizzes, Calendar). Additional tutorials are provided that can
assist you in the use of Webmail, Hawk ID Tools, ISIS, and more. To view the online tutorials go to
http://www.uiowa.edu/~online/tutorials/tutorial.html. Be aware that Continuing Education
courses do not use all of the components explained in the ICON tutorial.
* Require a Flash Player be installed on your computer. For a free download, go to:
http://continuetolearn.uiowa.edu/facultysupport/idev/connect/
Technical Support for Online Students:
For technical assistance, including FAQs, software demos and downloads:
1. Visit our Technical Help page at http://continuetolearn.uiowa.edu/techsupport/index.html; or
2. Contact us by email at tech-support@www.continuetolearn.uiowa.edu.
E-mail Alias:
A University of Iowa e-mail alias was created for you when you enrolled in this course (i.e.
firstname-lastname@uiowa.edu), if you didnt already have one. All subsequent e-mail contact from
our office will go to your UI alias and be routed to the e-mail routing address you specified on ISIS.
To update/modify your current routing address, login to http://isis.uiowa.edu/. Then click
on My UIowa >My Email> Update Email Routing Address. Modify your routing address as
desired, and click on the Update Email Routing Address button to submit your change.
For additional information about your UI email account, visit:
http://its.uiowa.edu/hawkmail
E-mail is an official method of communication at The University of Iowa. This

means that instructors and students can expect to receive important communications
via email.
Lets get started! GO

on to the Before you
Begin section.
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PSY:3330:0EXZ (031:166)
Before you begin

and perhaps as you wait to receive your textbook, take some time to familiarize yourself with the
other course materials and let me know about your background and interests. Here are two activities
to be completed before you begin to work in this course.
1. Log in to the course site and review the Getting Started page (posted under Content >
Welcome to the Course section). Spend some time reviewing the course syllabus and this study
guide. When your textbook arrives, you should be ready to begin your work.
2. Submit a short introduction about yourself. I would like to know something about your
background and interests. Please take a moment to respond to these questions.
Why are you interested in this course?
What do you want to get out of this course? What would you like to learn?
Type and submit your responses to the ICON Dropbox (Student Introductions folder).
Instructions for submitting assignments electronically to the ICON Dropbox are posted on the
course site under Content > "Submit Assignments."
Good luck with your new study adventure. Hopefully the hard work
will be
worth your while!
Complete and submit

your introduction.
Then, GO on to Unit 1.
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Unit 1: Introducing Childhood Psychopathology

Unit 1 consists of the following lessons and assessment:
Lesson 1.1 Theories and Causes
Lesson 1.2 Assessment and Diagnosis

Exam 1
This Unit serves as an introduction to the field, with an emphasis
on etiology, theory, risk and resilience factors (Lesson 1.1), and how we
assess, classify, and diagnose mental illnesses of childhood and adolescence (Lesson 1.2). After Unit
One, you should have a good framework for the field, onto which you can attach the specific
diagnoses to be discussed in Units Two, Three, and Four.

For each lesson in this unit:
1. Read the Instructors Comments and the Reading Assignment.

2. Watch the pre-recorded lectures/narrated PowerPoints.
3. Complete the Tutorial Quizzes.
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Lesson 1.1 - Theories and Causes

Overview:
This lesson provides an introduction to the field, with an emphasis
on etiology, risk and resilience factors, and theory.
Instructor Comments:
Internalizing vs. Externalizing Framework:

The internalizing vs. externalizing framework is a great way to think
of all aspects of abnormal psychology be it child or adult but it
works particularly well when considering disorders of childhood and

adolescence. This paradigm will also be of benefit in an adult-
oriented abnormal psychology course, should you take that in the

future.
Assigned Reading:
Chapters 1 and 2
0
Lesson 1.1 Assignment:

Once you have
read the
assigned
chapters and watched the
narrated PowerPoints,
visit the textbooks
website to complete the
Tutorial Quiz for both
chapter 1 and 2.
WATCH/LISTEN: Internalizing vs. Externalizing Framework (Narrated Power Point)
Risk Factors and Resilience:
As you will learn in this class, social support is one of the most important protective or resiliency
factors ever discovered in psychology. However, the lack of social support, coupled with factors
that all too commonly co-occur, such as single parenthood, low socioeconomic status, low
education, multiple children in family, presence of substance use/abuse, and an ethnic minority
racial status, are risk factors for psychopathology in children, adolescents, and their families.
WATCH/LISTEN: Diathesis-Stress Model (Narrated Power Point)
Theories of Psychopathology:
There are a tremendous number of theories that exist to explain childhood psychopathology. The
biospsychosocial theory is probably the most inclusive theory, which suggests that biological
factors, psychological factors, and social/cultural factors come together to explain why disorders
exist in certain people. However, in spite of this rather broad theory, there is still a good deal that
we dont know about many of the childhood and adolescent conditions that we will be learning
about during the course.
WATCH/LISTEN: Theories of Psychopathology (Narrated Power Point)

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Lesson 1.2 Assessment and Diagnosis

Overview:
This lesson will introduce you to the field of psychological
Assigned Reading:
cognitive/neuropsychological assessment, and personality
assessment. We will cover intellectual assessment,
Chapter 4
assessment. Throughout the remainder of the course we will often
return to discussion about assessment, with certain conditions (e.g.,

learning disabilities) leaning more heavily on assessment practices
for diagnosis than other conditions.
Intellectual/Cognitive Assessment:
You will learn about the assessment of intellect (IQ), the stability
of IQ, and in what conditions IQ is used to provide a diagnosis
(e.g., mental retardation). You will also learn about the (in)famous
Once you have

read the
assigned
chapter and watched the
narrated PowerPoints,
visit the textbooks
website to complete the
Tutorial Quiz for chapter
4.
history of IQ testing. We will lean heavily on what you have learned in this lesson when we reach
Unit Four of this course, entitled Developmental and Learning Disorders.
WATCH/LISTEN: Historical Uses and Abuses of Intelligence Testing (Narrated Power Point)
WATCH/LISTEN: Neuropsychological Assessment (Narrated Power Point)
Personality Assessment:
I have a particular love of personality assessment, both objective and projective techniques. We
will emphasize the best tests in objective and projective personality assessment, and discuss their
validity and reliability. We will also discuss the assessment of normal personality.
WATCH/LISTEN: Personality Assessment (Narrated Power Point)
Classification Systems:
There are two main classification systems, known as dimensional and categorical systems. The
latter is far and away the most popular, particularly in the United States. Unfortunately, for the
diagnosis of children and adolescents, we would frequently be better served by a dimensional
system. Strengths and weaknesses of both systems will be discussed.
WATCH/LISTEN: Classification Systems (Narrated Power Point)

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Are you ready to take Exam 1?

From the list below, check off the coursework you have already completed.
Read Assigned Chapters: Mash, E. J., & Wolfe, D. A. (2010). Abnormal Child
Psychology
Chapter 1 [ ]
Chapter 2 [ ]
Chapter 4 [ ]
Watched Assigned Narrated PowerPoints:
Internalizing vs. Externalizing Framework [ ]

Risk Factors and Resilience [ ]
Theories of Psychopathology [ ]
Intellectual/Cognitive Assessment [ ]
Personality Assessment [ ]
Classification Systems [ ]
Completed Lesson Assignments:
Tutorial Quiz Chapter 1 [ ]

If you checked all the items listed above GO ahead and schedule your
exam. Additional information about your exam and the registration
process is provided on the following page.
If you did NOT check one (or more) of the items listed above, complete the
readings, narrated PowerPoints, and/or assignments you are missing,
THEN register for Exam 1.
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Exam 1
0
A supervised, 75-minute examination follows Unit 1. Exam 1 is worth 25% of your course
grade and covers content in Lessons 1.1 and 1.2.
Exam 1 consists of 50 multiple choice questions where you will be asked to draw connections
between topics and critically analyze the information that you have learned throughout the
course. 25 of the questions will be drawn from the lecture notes, and the remaining 25 questions
will be based on the textbook content and any assigned reading(s). This examination will NOT be
open-book.
To study for the exams, review all the lessons, assigned textbook chapters, assigned lectures,
and tutorial quizzes. Satisfy yourself that you understand the material as well as possible.
Information regarding exam registration, scheduling, and policies is posted on the course
homepage (ICON). On campus students taking exams at the Continuing Education Testing Center
should register for their exam at least two business days before their intended examination day. Off
I will post your exam grades and feedback to ICON within one week after I
receive the exam from the Division of Continuing Education. Exams cannot be
returned to students.
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Unit 2: Internalizing/Emotional Disorders

Lesson 2.1 - Gender Identity Disorder
Lesson 2.2 - Anxiety Disorders
Lesson 2.3 - Mood Disorders
Lesson 2.4 - Eating Disorders

Exam 2
In this Unit, we begin our discussion of the various disorders of childhood and adolescence
(Lessons 2.1, 2.2, 2.3, and 2.4). More specifically, we start with those disorders that are all
considered internalizing, or disorders of overcontrol, or disorders turned inward. After Unit

Two, you will have a good repertoire of some of the most common conditions, as well as their
presentation, prognosis, and comorbidity.


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Lesson 2.1 - Gender Identity Disorders

Overview:
I want to state from the outset that this lesson can be a touchy
topic. Often, students ask why GID is considered a mental illness,
Assigned Reading:
None
and why do we treat it. The basis for the diagnostic category is largely the associated distress that
the child or adolescent with GID may feel. That said, we will also discuss that treatment is
frequently of a supportive nature, e.g., helping the child to understand that what they are
feeling/experiencing is normal for them, and that there are other children/adolescents in the world
that feel as they do.
WATCH/LISTEN: Gender Identity Disorder (Narrated Power Point)
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Lesson 2.2 - Anxiety Disorders

Overview:
Anxiety disorders are one of the most common/highest base-rate
Assigned Reading:
disorders of childhood and adolescence. We will be discussing
Chapter 7
with an emphasis on conditions that are particularly unique to
most of the conditions that fall under the rubric of anxiety disorders,
children and adolescents (e.g., separation anxiety disorder). Anxiety
Once you have

read the
assigned
narrated PowerPoint, visit
the textbooks website to
complete the Tutorial
Quiz for chapter 7.
disorders are the prototypical internalizing disorder.
WATCH/LISTEN: Anxiety Disorders (Narrated Power Point)
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Lesson 2.3 - Mood Disorders

Overview:
Mood disorders are another common or high base-rate disorder
Assigned Reading:
differences, and prognosis. We will learn less about Bipolar
among children and adolescents. We will emphasize discussion of

how depression looks/manifests itself at different ages, sex
Disorder I and II in this course (you will learn a lot about these
conditions in an adult abnormal psychology course) as these are

relatively rare in children and adolescents.
WATCH/LISTEN: Mood Disorders (Narrated Power Point)
Chapter 8
0
Once you have

read the
assigned
Quiz for chapter 8.
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Lesson 2.4 - Eating Disorders

Overview:
When you think of disorders of adolescence, particularly among
females, the eating disorders readily come to mind. As such, well be
Assigned Reading:
Chapter 13
discussing at length the well-known conditions referred to as
these diagnostic categories for the upcoming new edition of the
Once you have

read the
assigned
Quiz for chapter 13.
anorexia and bulimia. We will also discuss proposed changes to

Diagnostic and Statistical Manual of Mental Disorders (5th Edition).
WATCH/LISTEN: Eating Disorders (Narrated Power Point)
24 |

Psychology
Chapter 7 [ ]
Chapter 8 [ ]
Chapter 13 [ ]
Gender Identity Disorder [ ]

Anxiety Disorders [ ]
Mood Disorders [ ]
Eating Disorders [ ]

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Exam 2
0
grade and covers content in Lessons 2.1 through 2.4.
open-book.
26 |
Unit 3: Externalizing/Behavioral and Other Disorders

Lesson 3.1 Attention-Deficit Hyperactivity Disorder

Lesson 3.2 Oppositional Defiant Disorder
Lesson 3.3 Conduct Disorder
Exam 3
Lesson 3.4 Enuresis/Encopresis
In this Unit, we will continue our discussion of the various disorders of childhood and adolescence.
More specifically, we will emphasize those disorders that are all considered externalizing, or
disorders of undercontrol, or disorders turned outward (Lessons 3.1, 3.2, 3.3, and 3.4). The final
diagnoses in this Unit are Enuresis and Encopresis, which are not strictly internalizing or
externalizing conditions. After Unit Three, you will have a good repertoire of some of the most
common conditions, as well as their presentation, prognosis, and comorbidity.


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Lesson 3.1 Attention-Deficit Hyperactivity Disorder

Overview:
Attention-Deficit Hyperactivity Disorder (ADHD) is a high base-rate
disorder among children and adolescents. Following discussion of
Assigned Reading:
Chapter 5
the diagnostic criteria for ADHD, we will discuss prognosis,
and externalizing conditions), and etiology. I will emphasize just
Once you have

read the
assigned
Quiz for chapter 5.
comorbidity with other diagnoses (interestingly, both internalizing

how difficult it is to parent a child with ADHD, because many of the
childs behaviors are in exact opposition to the parents goals of
completing tasks, organization, and the like.
WATCH/LISTEN: Attention-Deficit Hyperactivity Disorder

(Narrated Power Point)
28 |
Lesson 3.2 Opposition Defiant Disorder

Overview:
Oppositional Defiant Disorder or ODD is considered a serious
disorder, in large part because it raises the risk that the child will go
Assigned Reading:
Chapter 6
onto exhibiting instrumentally more serious conduct acts which will
Antisocial Personality Disorder (ASPD) as an adult. Thus, it is the
None.
lead to a later diagnosis of Conduct Disorder (CD) and perhaps even
beginning of a trajectory that can lead to a lifestyle of antisocial

behavior. Because of this, identification of ODD and intense
intervention are the best chances for removing that child off the
Assignment to
be completed
as part of the following
lesson.
developmental trajectory toward CD and ASPD.
WATCH/LISTEN: Opposition Defiant Disorder and Conduct Disorder (This narrated

PowerPoint covers the material for Lessons 3.2 and 3.3)
29 |
PSY:3330:0EXZ (031:166)
Lesson 3.3 Conduct Disorder

Overview:
As already stated, Conduct Disorder (CD) is a serious condition that
can lead to ASPD as an adult. However, there are two forms of CD: a
Assigned Reading:
Also Chapter 6
childhood-onset and an adolescent-onset type, with the latter being
optimistic prognosis. We will discuss the symptoms and etiology of
Once you have

read the
assigned
Quiz for chapter 6.
much less severe and therefore accompanied by a much more

these two types, as well as discuss what aspects of the social
environment (with parents, friends, etc.) might contribute to the
development of CD. We will also spend a good deal of time talking

about comorbid mental illnesses that individuals with CD are
additionally diagnosed with.
WATCH/LISTEN: Opposition Defiant Disorder and Conduct Disorder (This narrated

PowerPoint covers the material for Lessons 3.2 and 3.3; same as previous)
30 |
Lesson 3.4 Enuresis and Encopresis

Overview:
Enuresis/Encopresis may seem like an odd constellation of
conditions/symptoms, but they are of great important to childhood
Assigned Reading:
Also Chapter 12
psychopathology because their presence often indicates that
internalizing problems in enuresis and more externalizing problems
Once you have

read the
assigned
beginning of more serious psychological disturbance (more
in encopresis). Thus, if you can intervene when enuresis/encopresis

becomes evident, you may be able to take the child off a trajectory
toward a more serious mental illness (e.g., anxiety disorder or
conduct disorder). We will also discuss how environmental factors

(poor diet) and medical factors can account for the enuretic or
encopretic problems.
WATCH/LISTEN: Enuresis and Encopresis
31 |
PSY:3330:0EXZ (031:166)

Psychology
Chapter 5 [ ]
Chapter 6 [ ]
Chapter 12 [ ]
Attention-Deficit Hyperactivity Disorder [ ]

Opposition Defiant Disorder and Conduct Disorder [ ]
Enuresis and Encopresis [ ]

32 |
Exam 3
0
grade and covers content in Lessons 3.1 through 3.4.
open-book.
33 |
PSY:3330:0EXZ (031:166)
Unit 4: Developmental and Learning Disorders

Unit 4 consists of the following lessons:
Lesson 4.1 Mental Retardation/Intellectual Disability

Lesson 4.2 - Autism
Lesson 4.3 Learning Disabilities
In this Unit, we will turn to disorders with a relatively clear brain etiology
(Lessons 4.1, 4.2, and 4.3). These conditions fall under the DSM heading of
Disorders Usually Diagnosed in Infancy, Childhood, or Adolescence. In
fact, for several of these conditions, the diagnosis is often rendered by school age or shortly
thereafter. After Unit Four, you will have a good foundation for the more brain-based/organic
conditions of childhood/adolescence, but will also appreciate how psychological conceptualization

and intervention can help these individuals. We will also discuss comorbidity, as the rates of
having more than one mental illness is quite high among individuals with these disorders.

34 |
Lesson 4.1 Mental Retardation/Intellectual Disability

Overview:
I find the topic of Mental Retardation (MR) to be fascinating. As you
will learn, the great majority of the cases of MR could be avoided if
Assigned Reading:
Chapter 9
pregnant mothers were monitored for proper nutrition,
which we all fear, actually account for a small percentage of the cases
Once you have

read the
assigned
Quiz for chapter 9.
drug/alcohol intake, and the like. Chromosomal abnormalities,
of MR. Intellectual assessment, coupled with adaptive assessment,

are the main diagnostic tools for the diagnosis of MR. Thus, your
assessment knowledge from early in the course will become
important again during this Lesson.
WATCH/LISTEN: Mental Retardation (Narrated PowerPoint)
35 |
PSY:3330:0EXZ (031:166)
Lesson 4.2 - Autism

Overview:
Autism is a fascinating disorder, with elements of both
Assigned Reading:
internalizing and externalizing symptomatology. It is also
Chapter 10
Schizophrenia, the prototypical psychotic disorder. Although still in
considered a psychotic disorder, but in a much different way than is
its infancy, there are now many schools that emphasize early
Once you have

read the
assigned
intervention in children with autism, beginning to work intensively

with these kids by the age of 2-4 years. This type of early
intervention may lead to a better prognosis, which is presently very

sad, with only about 10% of individuals with autism reaching a
reasonable level of independence as adults.
WATCH/LISTEN: Autism (Narrated PowerPoint)
36 |
Lesson 4.3 Learning Disabilities

Overview:
Learning disabilities (LDs) are another area in the field of childhood
psychopathology that I am particularly interested in. We still know
Assigned Reading:
Chapter 11
relatively little about LDs, and there are several new diagnoses (e.g.,
are not presently a part of the Diagnostic and Statistical Manual of
Once you have

read the
assigned
Right-Hemisphere Learning Disability) that are on the horizon, but

Mental Disorders (DSM). As with mental retardation, we rely
heavily on assessment techniques in the diagnosis of LDs.
Equally important, however, is the need to conduct a very thorough

history of the child/adolescent/adult, both in their current life and
retrospectively (e.g., grade school behavior), in order to diagnose an
individual with a specific learning disability.
WATCH/LISTEN: Learning Disabilities (Narrated PowerPoint)
37 |
PSY:3330:0EXZ (031:166)
Unit 5 - Treatment
Lesson 5.1 - Parent Training

Lesson 5.2 Kid Twelve
Exam 4 (covers material from Units 4 and 5)
In this Unit, we will end the course with a discussion of some
unique approaches to the treatment of children. Each of these forms of
therapy have in common a desire to include the parent or caretaker as a pseudo-therapist (Lesson
5.1). You will likely not hear about these types of treatment in other undergraduate classes. We
will also read a compelling magazine article that discusses a both fortunate and unfortunate boy
(Lesson 5.2). After Unit Five, you will have knowledge of several approaches to child/family
invention/therapy as well as be able think constructively about a case study.

38 |
Lesson 5.1 Parent Training

Overview:
In this lesson, we will review the classic parenting styles put
forth by Baumrind, and discuss how certain parents are better
Assigned Reading:
None
matched to certain forms of intervention. We will also discuss the strengths (and weaknesses) of
actively involving the parent(s) in therapy with their child. The video associated with this lesson
(second link below) is a great example of child-centered play therapy in action. It will help your
learning to review this video, which is less than 10 minutes in length.
WATCH/LISTEN: Parent Training (Narrated PowerPoint)
WATCH/LISTEN: Child Centered Play Therapy & Filial Therapy (YouTube video)
39 |
PSY:3330:0EXZ (031:166)
Lesson 5.2 Kid Twelve

Overview:
I found this article years ago, in The New Yorker, and have been
using it as a part of my courses ever since. My guess is that you

will read this magazine article with ease, from cover to cover
without a break, because it is that captivating. The lecture
associated with this reading is meant to highlight the important
Assigned Reading:
Kid Twelve article
Note: Hold down the Ctrl
key and click once on the link
above to access the article. A
PDF version is available on
the course site.
aspects of the case and to discuss an approach to assessment should you be the child/family
psychologist seeing Brian and his parents for evaluation.
WATCH/LISTEN: Kid Twelve (Narrated PowerPoint)
40 |

Psychology
Chapter 9 [ ]
Chapter 10 [ ]
Chapter 11 [ ]
Kid Twelve (Article) [ ]
Mental Retardation Internalizing vs. Externalizing Framework [ ]

Autism [ ]
Learning Disabilities [ ]
Parent Training [ ]
Kid Twelve [ ]

41 |
PSY:3330:0EXZ (031:166)
Exam 4
0
grade and covers content in Lessons 4.1 through 4.3, 5.1 and 5.2.
open-book.
42 |
Wrapping Things Up
Course Evaluation:
At the end of the semester you will receive an email inviting you to submit a Course Evaluation.
We would greatly appreciate it if you would take a few moments to complete it. Your evaluation and
additional written comments will help us improve the Continuing Education courses we offer.
Students who complete their GIS course in two semesters will receive the email invitation
at the end of the second semester.
NOTE: Your evaluation and additional written comments will not be
forwarded to your instructor until all final grades have been submitted.
Transcript:
Upon completion of this course, your final grade will be entered on your permanent student record
at The University of Iowa. Official transcripts of your permanent record can be obtained from the
Office of the Registrar, The University of Iowa, 1 Jessup Hall, Iowa City IA 52242-1316.
For information on the current transcript fee or to access the transcript request form, visit
http://registrar.uiowa.edu/transcripts/.
Transcripts may be ordered:
o ELECTRONICALLY through ISIS - http://isis.uiowa.edu/
o BY PHONE Call the Office of the Registrar with your request (319) 335-0230.
o BY MAIL or FAX Print, complete, and mail your transcript request form to: Office of
the Registrar, Attn: Transcripts, 1 Jessup Hall, Iowa City IA 52242. Completed forms
can also be faxed to: (319) 335-1999. Note: Your signature is required on the request.
Requests are fulfilled in a minimum of two working days.
43 |

Child Psychopathology Syllabus

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The University of Iowa

Division of Continuing Education

Study Guide for:

Coursewriter & Instructor:

About this Course:

Copyright 2010 The University of Iowa. All rights reserved.

Continuing Education GIS

The University of Iowa

About the Coursewriter and Instructor ......................................................................................................................... 6

Instructors Preface: .......................................................................................................................................................... 7

Tutorial Quizzes: ............................................................................................................................................................ 9

Course Examinations: .................................................................................................................................................. 9

Communicating with the Instructor: ................................................................................................................... 10

Required Course Materials:...................................................................................................................................... 10

Assignment Grading and Time Management: .................................................................................................. 12

Web and E-mail Options: ............................................................................................................................................... 12

Technical Support for Online Students:.............................................................................................................. 13

Before you begin ................................................................................................................................................................ 14

Lesson 1.1 - Theories and Causes ................................................................................................................................... 16

Lesson 1.2 Assessment and Diagnosis ...................................................................................................................... 17

Unit 2: Internalizing/Emotional Disorders .......................................................................................................... 20

Lesson 2.2 - Anxiety Disorders ........................................................................................................................................ 22

Lesson 2.3 - Mood Disorders ............................................................................................................................................ 23

Lesson 2.4 - Eating Disorders ........................................................................................................................................... 24

Unit 3: Externalizing/Behavioral and Other Disorders................................................................................. 27

Lesson 3.1 Attention-Deficit Hyperactivity Disorder .......................................................................................... 28

Lesson 3.2 Opposition Defiant Disorder................................................................................................................... 29

Lesson 3.3 Conduct Disorder ........................................................................................................................................ 30

Lesson 3.4 Enuresis and Encopresis .......................................................................................................................... 31

Unit 4: Developmental and Learning Disorders ................................................................................................ 34

Lesson 4.1 Mental Retardation/Intellectual Disability ...................................................................................... 35

Unit 5 - Treatment .............................................................................................................................................................. 38

Lesson 5.2 Kid Twelve....................................................................................................................................................... 40

Wrapping Things Up ......................................................................................................................................................... 43

Course Evaluation: ........................................................................................................................................................... 43

Continuing Education GIS

The University of Iowa

Welcome to Childhood Psychopathology!

intellectual, cognitive, neuropsychological, and personality assessment). We will then examine

externalizing disorders (e.g., conduct disorders), and developmental/learning disorders (e.g.,

About the Coursewriter and Instructor

Neuroscience at the University of Iowas College of Medicine. She

State University. She attended internship at the University of California

child/adolescent and adult Neuropsychology. As a clinician, her expertise

is in the evaluation and differential diagnosis of learning disabilities, psychogenic/functional vs.

decision-making. She emphasizes the study of brain-behavior relationships in children/adolescents

Continuing Education GIS

The University of Iowa

I hope you find

anxiety and depression), disorders of behavior (e.g., attention-deficit

childhood and adolescence. These include disorders of emotion (e.g.,

learning problems (e.g., autism, communication and learning disorders),

disorders, eating disorders). You will learn about the defining

attention to important gender, ethnic, and cultural differences in the expression,

an emphasis on empirically-supported approaches to treatment and prevention.

basic characteristics and determinants of atypical forms of development in children and

conceptual issues associated with the study of developmental disturbances;

current research findings on various types of developmental psychopathology;

Unit 1: Introducing Childhood Psychopathology

Unit 2: Internalizing/Emotional Disorders

Unit 3: Externalizing/Behavioral Disorders

Unit 4: Developmental and Learning Disorders

Unit 5: Important Considerations and Treatment

Continuing Education GIS