PSY 3250: Abnormal Child Psychology Spring 2010 Tuesday 6:00 to 9:00 pm, BEHS 115

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1 Psych. 3250, Spring 2010, p. 1 PSY 3250: Abnormal Child Psychology Spring 2010 Tuesday 6:00 to 9:00 pm, BEHS 115 Instructor: Sheryl R. Schindler Office: Department of Psychology, University of Utah, BEHS #902 Office Hours: By Appointment. Please and include times you are available to meet. is the best way to reach me. Please include PSY 3250 in the subject heading. Psychology Department, PSY 3250 Credit Hours: 3 Prerequisites: PSY 1010 Course description and objectives: This is an upper-division class consisting mostly of students who have an extensive background in psychology. Students are expected to be familiar with basic psychological concepts and terminology, as well as introductory research design and statistics. This class aims to provide an introduction to the etiology, development, and diagnosis of child and adolescent psychopathology. At the end of the course, students will be able to describe and understand causes, symptoms, assessment, treatment and outcomes of psychological disorders that occur during childhood and adolescence. Textbook & Readings: Mash, E., & Wolfe, D. (2010). Abnormal Child Psychology (Fourth Ed.). Wadsworth Publications. ISBN: Mental Health: A Report of the Surgeon General, Chapter 3: Children and Mental Health. PDF Marriot Reserve Throughout the course, I will assign case studies, chapters, and/or articles to supplement the text. These are accessible through the Marriott Library, Student Course Reserves at least one week prior to the class in which they will be discussed. I also recommend the book Writing to Learn by William Zinsser, but it is not required. Course Website: (also accessible through my.utah.edu). Class s and notifications will be sent through this webpage so make sure your address is up to date on OLMS. Course Requirements 1) Attendance: Attendance is expected, but will not be graded. If you are arriving late or leaving early please do so respectfully to both your fellow students and to me. NOTE: If you are not in class during lecture, you will still be responsible for the material covered and you are also responsible for turning in anything that is due that day. All assignments need to be in my hands, OLMS drop box, or in my box as specified, no later than 6:00 pm on the due date. 2) Participation: Class participation is an important component of this class and is integral for gaining an understanding of the course material. It is important for you to do the readings ahead of time and to come to class. Various teaching methods will be used including lecture, videos, small and large group discussions, and classroom activities. Everyone has different

2 Psych. 3250, Spring 2010, p. 2 learning styles, and research has shown that students learn best from active engagement with the materials, fellow students, and the instructor. 3) Think Tank Activities: Given that we are such a large class, you will be asked to participate in small group think tank activities that will facilitate your learning through interactions with your peers. During our first class, you will be divided into Think Tanks, consisting of 4-5 students. A Think Tank has many definitions, but the one that I liked best is: a group of knowledgeable individuals who come together to communicate and to consider issues and challenges whose relevance reaches beyond that of the individual or the immediate in their area of interest. Several times throughout the semester you be asked to get into your Think Tank and discuss a certain issue. This issue may be in the form of treatment or diagnostic considerations, your personal experiences with a disorder, diversity issues, current events, and/or questions or topics from your readings. You may need your textbook for reference so bring it to class. Please note that to receive credit for Think Tank you must be present in class! If you do not participate in at least three activities you will not receive any credit for the Think Tank activity (100 points total). 3) Journal Writing: Each week, you will write a short essay (1-1.5 typed double-spaced pages, 1 margins, Times New Roman) discussing and reflecting on a topic that you read about and that will be discussed in class. The topic of each journal entry will either correspond to the reading for the week or be assigned. The goal of journal writing is to help you learn through writing. This is an opportunity for you to be creative, explore issues, and ponder the meaning of things. Use this assignment to develop your writing and thinking skills, and to help build a bridge between academic learning and real world issues and experiences. First, briefly discuss the topic demonstrating that you read the assigned material and then relate it to a real life experience. This can include current events, newspaper articles, advertisements, and personal experiences as they relate to the topic. However, please don t just write about your personal reaction or experience and forget to find the link with the readings or lectures. That does not fulfill the goal of this assignment. Be very specific about how your real world experience connects with the readings and lecture material. Journals will be graded by check+ (10 pts.), check (7 pts.), check- (4pts.), or 0 for not completing a journal entry. You must complete 10 out of 12 of the entries. If you complete all 12, the lowest 2 scores will be dropped. Essays are due by the beginning of class. Save files as Word 2003 compatible.doc files (not docx) titled using the following format: Last name_journal_01.doc. Upload journal writings to the drop box on OLMS (10 points each/100 points total). 4) Analysis Paper: This assignment is an exercise of your descriptive, interpretive, and integrative skills. The assignment description will be handed out after Exam #1. Length of assignment is no more than eight pages, typed, double-spaced, and in APA format (150 points). 5) Exams: Three exams will be given (100 points each). Grading: Your final course grade will be calculated on the basis of percentage of points accumulated out of 650 as follows: A (100 93%) B- (82 80%) D+ (69 67%)

3 Psych. 3250, Spring 2010, p. 3 A- (92 90%) C+ (79 77%) D (66 63%) B+ (89 87%) C (76 73%) D- (62 60%) B (86 83%) C- (72 70%) E (59 0%) Policies and Information Assignments: All assignments are due by 6:00 pm on the day posted on the syllabus. Even if you are absent that day, you are responsible for turning it in (put it in my mail box, have a friend bring it by, etc.), no excuses. Late assignments: Late assignments will be penalized 20% of the max points the first day they are late and 5% of the max points for each subsequent day. Work will NOT be accepted more than 1 week after the due date. Exams: Test dates are absolute; no makeup times are allowed except by university policy and/or instructor authorization prior to test day. Respect: Given that I would like to promote discussion, both within the entire classroom and within Think Tanks, I want to remind you that it is imperative that we make this class room a safe place for discussion. Therefore students are expected to demonstrate a respect for diversity and need to demonstrate an appreciation of individual beliefs, perspectives, insight, and values that may be different from their own. University Drop and Withdrawal Policies Dropping: The last day to drop the course is Wednesday, January 20, If you drop the course before this date, it will not appear on your transcript. Withdrawals: The last day to withdraw from the course is Friday, March 5, When you withdraw from a course, the course is listed on your transcript and it is noted that you withdrew from the course. Incompletes: University policy requires that at the time of the request for an incomplete, a student must have completed 80% of all coursework and be passing the course. If the criteria are met for an incomplete, a student must make arrangements with the instructor for when to complete the outstanding work for the course. There will be no exceptions made to this policy. If you have any questions regarding this policy, please contact the Office of Admissions and Registrar at (801) Accommodations Policy: To view the University Accommodations Policy, please visit the following website: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services.

4 Psych. 3250, Spring 2010, p. 4 If you are taking part in a school activity or have value-based obligations during class time, please provide a note stating your participation in the given event(s) and proper accommodations will be made. No later than the second week of the semester, please send me an with the nature and dates of your anticipated absence. This timeframe allows us to work together to find a way for you to make up your missed assignment(s). There are no content accommodations for this class. Please read the syllabus carefully and make an informed decision whether you wish to be part of this class and whether you are willing to participate in the activities that are listed. Academic Honesty: All honesty and plagiarism policies established by the University of Utah will be upheld in this class. If you have questions about how and when to cite information in written work, please consult the APA Publication Manual, and if your question is not answered therein, please contact the instructor or a librarian. For information about the University of Utah s policies regarding academic misconduct, please refer to the online version of the Student Handbook ( and look for University Code. Student and Faculty Responsibilities: All students are expected to maintain professional behavior in the classroom setting, according to the Student Code, spelled out in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade. Students have the right to appeal such action to the Student Behavior Committee. Faculty must strive in the classroom to maintain a climate conducive to thinking and learning. (PM , B) Students have a right to support and assistance from the University in maintaining a climate conducive to thinking and learning. (PPM 8-10, IIA) Non-Contract Note: The syllabus is not a binding legal contract. The instructor may modify it when the student is given reasonable notice of the modification.

5 Psych. 3250, Spring 2010, p. 5 Class Date Topic Readings to be completed prior to class 1 1/12/10 Introduction and Overview Defining Abnormal Behavior in Children 2 1/19/10 Understanding Delinquency and Risk Factors Theories and Causes of Abnormal Development Mash & Wolfe: Chapter 1 Mash & Wolfe: Chapter 2 Zinsser Preface 3 1/26/10 Issues in Assessment, Diagnosis & Treatment Mash & Wolfe: Chapter 4 & 5 4 2/2/10 Attention-Deficit Hyperactivity Disorder Conduct Disorder and Oppositional Defiant Disorder Mash & Wolfe: Chapter 6 5 2/9/10 EXAM #1 6 2/16/01 Anxiety Disorders Mash & Wolfe: Chapter 7 7 2/23/10 Depression and Bipolar Disorder in Children & Suicide and Self-Harm Mash & Wolfe: Chapter 8 8 3/2/10 Mental Retardation Mash & Wolfe: Chapter 9 9 3/9/10 Autism and Childhood Schizophrenia Mash & Wolfe: Chapter 10 Rogers Article 10 3/16/10 EXAM #2 3/23/10 NO CLASS (Spring Break) 11 3/30/10 Communication and Learning Disorders Understanding Erikson: Identity Development Mash & Wolfe: Chapter 11 Erikson, E. (1968) Identity, Youth, and Crisis, Chapter /6/10 Substance Use and Health Related Disorders Mash & Wolfe: Chapter /13/10 Eating Disorders Mash & Wolfe: Chapter /20/10 Childhood Abuse and Neglect Mash & Wolfe: Chapter 14 **FINAL PAPER DUE** 15 4/27/10 EXAM #3

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