PSYC : Child Psychology Vanguard University of Southern California Fall 2015 Wednesdays (6 8:45pm), Heath 107 Dr.

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1 PSYC : Child Psychology Vanguard University of Southern California Fall 2015 Wednesdays (6 8:45pm), Heath 107 Dr. Jackie Parke Contact Information: Office Hours: for an appointment Course Description Prerequisite: PSYC 103C and consent of the instructor. An upper division study of a special topic in psychology. May be repeated for credit. Required Textbooks Parritz, R. H., & Troy, M. F. (2014). Disorders of childhood: Development and psychopathology (2nd ed.). Belmont, CA: Wadsworth, Cengage Learning. Additional handouts and websites may be utilized. Student Learning Outcomes This course is designed to give students in psychology a view into developmental psychopathology and clinical disorders of childhood. Some of the specific goals for the course are: Student Learning Outcomes 1 Understand, develop, and practice a Christian worldview 2 Expand one s awareness of and respect for one s own culture and other cultures 3 Continuously develop the ability to communicate effectively 4 Locate relevant information, evaluate its quality, and think critically about its context and content 5 Develop a holistic view of human health and living 6 Continuously develop skills in technology and data proficiency 7 Become an effective local, national, and global citizen How this course fulfills SLO Class discussions, Research and Reflection Paper Lectures, reading, Final Application Paper Class discussions, Research and Reflection Paper, Final Application Paper Research and Reflection Paper, Final Application Paper Exams #1 and #2, Research and Reflection Paper, Final Application Paper Moodle, Research and Reflection Paper, Final Application Paper Lectures, class discussions

2 Learning Outcomes 1. Integration of Faith and Learning: Students will integrate a Biblical worldview (informed by a Pentecostal perspective) with their learning about the developmental psychopathology perspective. Students will be able to articulate how their spiritual beliefs inform their understanding of specific childhood psychological disorders. 2. Cultural Competency and Citizenship: Students will think critically about their role as a local, national, and global citizen in light of developmental psychopathology and positive youth development. Students will also consider the extension of child psychology into international work with children/teenagers. 3. Communication: Students will demonstrate effective, college-level written and oral communication skills through class discussions, in-class activities, two exams, and two written assignments. 4. Critical Thinking: Students will develop critical thinking skills specific to classification, assessment, and intervention of childhood psychological disorders. Students will also demonstrate critical thinking about the research regarding treatments for various psychological disorders of childhood in two written assignments. 5. Holistic Living: Students will demonstrate a holistic understanding of personhood via a final application paper in which they elucidate a developmental psychopathology framework, assessment, diagnosis, and treatment for a given person. 6. Information Competency: Students will utilize databases in order to access evidencebased information from the research regarding psychological disorders of childhood, and they will develop appreciation for the importance of bridging research into clinical understanding/practice. Students will also demonstrate competency utilizing the DSM-5 as a reference regarding psychological disorders. Course Requirements and Assignments 1. Both attendance and participation are important to your learning in general as well as to this class in particular. Both count toward your final grade in this course as well. 2. There will be two in-class exams administered (see course schedule for dates of each). The exams will contain material from the assigned reading as well as relevant lecture, discussion, group projects, and classroom media presentations. It is the responsibility of the student to notify the instructor as soon as practically possible if an exam will be missed. Makeup exams will only be granted in the event of extenuating circumstances (e.g., a family emergency, unforeseen illness, etc.). 3. There will be one Research and Reflection Paper assignment (5 pages in length), which involves synthesizing the current state of the research regarding evidence-based treatment for a disorder and also articulating your spiritual perspective regarding that disorder. 4. There will be one Final Application Paper (8-10 pages in length) due at the end of the semester. This involves writing a paper regarding a child or adolescent character from a book or movie and describing them in accordance with a psychological disorder discussed in this class during this semester. PSYC : Child Psychology Syllabus Page 2 of 11

3 Evaluation Components Graded Component Point Value Attendance (5 points per day) 70 Participation 50 Exam #1 100 Exam #2 100 Research and Reflection Paper 125 Final Application Paper 155 Total Possible Points = 600 NOTE: All assignments must be turned in by midnight on their due date. No late assignments will be accepted. Assignments must be typed and submitted through Moodle. Assignments will not be accepted via . Grading Scale The grading scale is as follows: Letter Grades (Based On % of Total Points) 93% - 100% = A 73% % = C 90% % = A- 70% % = C- 87% % = B+ 67% % = D+ 83% % = B 63% % = D 80% % = B- 60% % = D- 77% % = C+ 00% % = F Online Component: This class will utilize Vanguard University s online courseware Moodle. Each student will be required to set up an account. Throughout the course of the semester, I will utilize the course site to post notes, activities, and/or a variety of material. Additionally, you will be able to track your grades and course progress. Please set up an account and log in at learn.vanguard.edu. Use of Electronics: Students are permitted to use electronic devices during class, including laptops and cell phones, provided that the device(s) is utilized in a manner that is beneficial for learning rather than a hindrance to learning. This includes the learning experience of the student, other students in the course, the instructor, and any teaching assistant(s). For example, taking notes on a laptop may prove beneficial for a student, as long as it is not done in a manner that is distracting for other students (e.g., very noisy typing). Sending text messages or imessaging during class is often distracting for the student and/or others around them in the classroom environment and is thus considered a hindrance. Late Work: For exams, it is the responsibility of the student to notify the instructor as soon as practically possible if an exam will be missed. Makeup exams will only be granted in the event of extenuating circumstances (e.g., a family emergency, unforeseen illness, etc.). Each student needing to take a make-up exam must schedule an acceptable time with the professor. The professor reserves the right to alter the style of the make-up examination. For papers, students are expected to make every reasonable effort to turn in papers by the due date and time stated in the syllabus. Late assignments are not accepted without prior approval from the instructor. PSYC : Child Psychology Syllabus Page 3 of 11

4 Classroom Punctuality and Participation: Being punctual to class is considered an important aspect of attendance and participation. Students will benefit the most from courses in which they are actively engaged, including participation during lectures, class discussions, and in-class activities. Attendance Policy Attendance and participation are both important aspects of your learning experience in general and this course in particular. There will be a sign-in sheet during each class session, and it is your responsibility to sign in at the beginning of each class session. If you miss a class, it is your responsibility to obtain any assignments and submit them on the required due date. As previously stated, all assignments are due by midnight on the due date. Regular and punctual class attendance is expected and is essential to optimum academic achievement. Students in lower division classes are given an F for any course in which they have been absent more than one-fifth of the scheduled class meetings. Attendance requirements in upper division classes are established by each instructor. Absences occasioned by participation in a college-approved activity (e.g. field trips, athletic contests) are governed by the following: 1. Students are responsible for initiating the process of makeup work. Work must be submitted when due whether or not the student is present. 2. Scheduled events (games, concerts, tournaments) constitute an excuse to miss class; however, practices do not. 3. Students should clear their class schedules with coaches or directors before registering for classes to minimize potential conflicts. 4. Missed classes for authorized events will count toward the one-fifth absence allowance. Student athletes and others affected by excused absences should be particularly careful not to miss other class sessions for unauthorized reasons. 5. Students shall not be penalized for missing class for authorized college activities by loss of attendance points. On the rare occasion it would be impossible to make up a missed class or lab; the student should miss the activity and not be penalized by the coach or director. Writing Center Heath 214 Writing Center Consultants work with students one-on-one at any stage of the writing process. They can help organize notes, develop outlines, revise thesis statements, and work on various aspects of your revision. Our Christ-centered, culturally responsive, collaborative learning environment offers constructive feedback with the long-term goals of improved writing and critical thinking skills. The Writing Center is located in Heath 241 and is available Monday - Thursday, 9 a.m. to 5 p.m., Fridays, 9a.m. to 1 p.m. Closed during Chapel Hour. Appointments are required. Classroom Diversity Statement As students and faculty at Vanguard University of Southern California, and foremost as Christian believers, we endeavor to communicate with honesty and confidentiality, to speak with encouraging and edifying words, and to create a safe environment where we shelter one another with love when vulnerabilities arise. This classroom intends to foster a Christ-centered community that promotes appreciation and respect for individuals, enhances the potential of its PSYC : Child Psychology Syllabus Page 4 of 11

5 members, and values differences in gender, ethnicity, race, abilities, and generation. The university expects its students to excel in four diversity learning outcomes: Knowledge: Demonstrates knowledge of multiple cultural perspectives and global experiences by articulating the value of diversity through reports, presentations, examinations, field-work, and discipline-appropriate projects. Self-Examination: Examines one s own attitudes, values, and assumptions and examines their impact. Evaluates one s own attitudes, assumptions, and behavior towards diversity concerns and issues by recognizing, examining, and challenging underlying assumptions and prejudices through coursework such as selfreflective essays, reading responses, and journal entries, with the recognition that such work is a life-long endeavor. Personal Engagement: Engages others with civility, empathy, honesty and responsibility with awareness of equity issues such as power dynamics and social privilege in these interactions. Demonstrates respectful and appropriate behavior when interacting with people of different genders, generation, ethnicity, race, national origin, socioeconomic status, and ability by developing sensitivity to equity issues (such as power dynamics and social privilege) through field experience, research, and analytical reading and writing. Social Engagement: Challenges past, present and future discrimination and privilege of individuals, societies, groups and institutions. Identifies and begins to seek out transformative and redemptive opportunities in the church, in society, and in the evolving realities of global change through academic, co-curricular, internship, and vocational opportunities. The Disability Services Office The Office of Disability and Learning Services provides reasonable accommodations for students who need assistance with learning, and for students with disabilities. Reasonable accommodations are established through an interactive process between you, your professor(s) and Disability and Learning Services. If you have a temporary or permanent disability that requires accommodations (this can include but not limited to; attention-related, learning, mental health, vision, hearing, physical or other health conditions), please contact The Office of Disability and Learning Services at or disabilityservices@vanguard.edu Academic Honesty Academic dishonesty, either cheating or plagiarizing (presenting as one s own, the words or opinions of others), is regarded as a serious violation of both the academic and moral standards of VUSC. Dishonesty in a class assignment or test may result in disciplinary action ranging from a failing grade on the assignment or test to dismissal from the program. It is the prerogative and responsibility of the instructor to determine if academic dishonesty has occurred and the seriousness of the infraction. The Dean and Provost are to be notified of instances of academic dishonesty. Please also refer to the Statement on Plagiarism below. Statement on Plagiarism (from Vanguard University Academic Catalog) Definitions PSYC : Child Psychology Syllabus Page 5 of 11

6 To plagiarize is to present someone else s work his or her words, line of thought, or organizational structure as our own. This occurs when sources are not cited properly, or when permission is not obtained from the original author to use his or her work. By not acknowledging the sources that are used in our work, we are wrongfully taking material that is not our own. Plagiarism is thus an insidious and disruptive form of dishonesty. It violates relationships with known classmates and professors, and it violates the legal rights of people we may never meet. Another person s work can take many forms: printed or electronic copies of computer programs, musical compositions, drawings, paintings, oral presentations, papers, essays, articles or chapters, statistical data, tables or figures, etc. In short, if any information that can be considered the intellectual property of another is used without acknowledging the original source properly, this is plagiarism. 1. Minimal plagiarism is defined as doing any of the following without attribution: a. inserting verbatim phrases of 2-3 distinctive words. b. substituting synonyms into the original sentence rather than rewriting the complete sentence. c. reordering the clauses of a sentence. d. imitating the sentence, paragraph, or organizational structure, or writing style of a source. e. using a source s line of logic, thesis or ideas. 2. Substantial plagiarism is defined as doing any of the following without attribution: a. inserting verbatim sentences or longer passages from a source. b. combining paraphrasing with verbatim sentences to create a paragraph or more of text. c. repeatedly and pervasively engaging in minimal plagiarism. 3. Complete plagiarism is defined as doing any of the following without attribution: a. submitting or presenting someone s complete published or unpublished work (paper, article, or chapter). b. submitting another student s work for an assignment, with or without that person s knowledge or consent. c. using information from a campus file of old assignments. d. downloading a term paper from a web site. e. buying a term paper from a mail order company or web site. f. reusing or modifying a previously submitted paper (e.g., from another course) for a present assignment without obtaining prior approval from the instructors involved. Consequences Minimal plagiarism. When instances of minimal plagiarism are detected, the instructor can use these situations as an educational opportunity to discuss with the student the nature of plagiarism and the values of a scholarly, Christian community. At the professor s discretion, assignments may be rewritten and resubmitted, with or without a grade penalty. Repeated instances of minimal plagiarism may, at the professor s discretion, be treated as substantial plagiarism. If the professor plans to exercise his or her discretion in cases of minimal plagiarism, procedures and consequences should be clearly described in the course syllabus. Substantial plagiarism. For a first offense, the student typically receives a failing grade on the assignment that has been plagiarized, and a Report of Plagiarism (see Appendix D) is submitted to the Provost s Office. For a second offense, the student typically receives a failing grade in the course, and a Report of Plagiarism is submitted to the Provost s Office. For a third offense the PSYC : Child Psychology Syllabus Page 6 of 11

7 student should be recommended for expulsion from the University. Action is taken at the discretion of the Provost. Complete plagiarism. For a first offense, the student typically receives a failing grade in the course, and Report of Plagiarism is submitted to the Provost s Office. For a second offense, the student is typically expelled from the college. Action is taken at the discretion of the Provost. PSYC : Child Psychology Syllabus Page 7 of 11

8 Course Schedule of Activities Date Topic Reading / Assignments Due Wednesday, August 26 th Introduction to the Course None Wednesday, September 2 nd Wednesday, September 9 th Wednesday, September 16 th Models of Child Development, Psychopathology, and Treatment Principles and Practices of Developmental Psychopathology Classification, Assessment and Diagnosis, and Intervention Text Chapters 1 and 2 Text Chapter 3 Text Chapter 4 Wednesday, September 23 rd Disorders of Early Development Text Chapter 5 Wednesday, September 30 th Disorders of Attachment Text Chapter 6 Wednesday, October 7 th Exam: Chapters 1-6 Wednesday, October 14 th Intellectual Developmental Disorder and Learning Disorders Text Chapter 7 Wednesday, October 21 st Autism Spectrum Disorder Text Chapter 8 Research and Reflection Paper Due Wednesday, October 28 th Wednesday, November 4 th Attention Deficit/Hyperactivity Disorder; Oppositional Defiant Disorder and Conduct Disorder Anxiety Disorders, Obsessive- Compulsive Disorder, and Somatic Symptom Disorders Text Chapters 9 and 10 Text Chapter 11 Wednesday, November 11 th Mood Disorders and Suicidality Text Chapter 12 Wednesday, November 18 th Exam: Chapters 7-12 Wednesday, November 25 th Wednesday, December 2 nd Wednesday, December 9 th Thanksgiving Holiday (No Class) Maltreatment and Trauma- and Stressor-Related Disorders Finals Week (No Class) None Text Chapter 13 Final Application Paper Due Wednesday, 12/9, by midnight PSYC : Child Psychology Syllabus Page 8 of 11

9 Grading Rubric for Research and Reflection Paper This paper is an opportunity for you to learn about a psychological disorder of childhood from a scientific perspective and to also explore it from your spiritual perspective as well. The paper should be at least five pages in length (not counting the abstract or references). For the first half of your paper, pick a psychological disorder of childhood it can be one we discuss during this class or a different one. Find three empirical articles from peer-reviewed journals that shed light on evidence-based treatment for that disorder (published within the past ten years). What has the research shown us so far in terms of what is effective in treating this disorder? Integrate and synthesize information from the articles into a coherent understanding of treatment approaches, rather than just talking about one article, then another one, etc. For the second half of your paper, reflect upon this disorder from the standpoint of your spiritual beliefs and worldview. You can reflect upon this from any angle you d like, as long as you clearly articulate your viewpoint, help the reader understand it, and demonstrate a depth of critical thinking. Some sample questions you might consider are: How do you understand this disorder in light of scripture? Are there any verses that you see as specifically pertaining to it, and how? How do you understand this disorder as relating to (or not relating to) a Judeo-Christian perspective, the fall, sin, etc.? Can you identify any potential myths or misunderstandings within the Church regarding this disorder? To what degree is your spiritual perspective compatible with or not compatible with the current state of our scientific understanding? Research and Reflection Paper Grading Points Possible Points Earned APA-format title page 2 Abstract 3 Synthesizes and integrates the research regarding treatment 20 Includes at least three empirical articles from peer-reviewed 20 journals Clearly articulates reflections regarding spiritual perspective 20 Demonstrates thoughtfulness and critical thinking in 20 reflection Overall APA formatting and writing quality 15 Total Points Possible = 100 Total Score = PSYC : Child Psychology Syllabus Page 9 of 11

10 Grading Rubric for Final Application Paper This final paper is a case application paper of sorts, except that the case you will be discussing in the paper will be a character from a movie or book. Think of a child or adolescent character from a movie or book who might qualify for one of the disorders we have discussed this semester. You will be writing an 8 to 10-page paper to describe them from a developmental psychopathology perspective (8-10 pages, not including the abstract or references). Use APA headings to organize your paper, and include the following four sections: Developmental Psychopathology Framework (25 points) Explain how you view this person from the developmental psychopathology perspective. Be thorough and thoughtful. What are the risk factors present in this person s life? What are the protective factors present in this person s life? Assessment (15 points) Describe how you would assess this person and their behavior across contexts. What techniques would you use? What data would you gather and how? Be as specific as possible, giving applied examples relevant to the character s life. Diagnosis (15 points) If you had to make an educated hypothesis based on your knowledge of this character, what childhood disorder(s) do you suspect they might have and why? Identify the specific symptoms, behaviors, or characteristics that resemble the disorder(s). Based on these symptoms, behaviors, or characteristics, do they meet full diagnostic criteria for the disorder(s) or not? See DSM-5 for help with this. If not, what other symptoms would have to be present for them to meet criteria? Are there any alternative possibilities for explaining their symptoms, behaviors, or characteristics? For example: another disorder, cultural/linguistic factors, temperament, and so on Treatment (25 points) Based on the research, what intervention(s) would likely be the most effective treatment for this person s potential childhood disorder? Cite three empirical, peerreviewed journal articles to ground your perspective on this. Aside from evidence-based interventions, what do you think would be other healing, beneficial aspects that could be incorporated into psychotherapy for this person? Be creative if psychotherapy is a healing of the soul, what does their soul need? What treatment modalities might be helpful for this person? Individual, family, parenting, or couples therapy? Art, play, talk, creative writing, music, or some other form of therapeutic expression/engagement? Final Paper Grading Points Possible APA-format title page 2 Abstract 3 Developmental 25 Points Earned PSYC : Child Psychology Syllabus Page 10 of 11

11 psychopathology Assessment 15 Diagnosis 15 Treatment 25 Overall APA formatting and writing quality 15 Total Points Possible = 100 Total Score = PSYC : Child Psychology Syllabus Page 11 of 11