Developmental Disorders A...Part 1, 2 (10%) March 7th, Part 3 (10%) March 10th 20% Final Exam Individual thMay 8 22% Total 100% Participation: 10% You will receive a full 10% if you

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Developmental Disorders l DIS – Study Abroad in Scandinavia Related Majors: Education/Educational Studies, Neuroscience, Human Development

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Developmental Disorders A Spring 2017

DIS Copenhagen

Credits: 3

Major Disciplines: Child Development, Psychology

Days: Tuesdays & Fridays

Time: 10:05 - 11:25

Classroom: V10-B24

Course Information and Purpose

1. Instructor Information:

Instructor:

Jennifer Bruder, PhD

Ph.D. (Dr. Hum. Biol.) Neuro-cognitive Experimental Psychology (2006 - 2010 defended 2012), University of

Munich, M.Sc. Neuro-cognitive psychology (2006, University of Munich), B.Sc. Psychology (1998, University of

Lethbridge). Research fellow, clinical neuropsychologist and experimental researcher at the University of Munich

Child & Adolescent Psychiatric Clinic (2010 - 2013). Neuropsychologist at the University of Munich Adult

Psychiatric Clinic (2004-2006). Specialized in developmental disorders, with a particular focus on learning

disorders, language acquisition, arithmetic and auditory processing using neuropsychological assessment and

EEG methodologies. With DIS since 2013.

Psychology Program Director:

Carla Caetano, Ph.D.

DIS Contact:

Psychology Program Assistant:

Kate Giddens

Email: [email protected]

Phone: +45 33 76 57 64

Guest Lecturers:

Sandra Gufler, M.Sc. University of Copenhagen, Baby Lab, Centre for Infant Research.

Date: January 31st

Topic: presentation about attachment in infancy and on the attachment research conducted at the University of

Copenhagen Baby.

Kamilla Lange, Authorized Clinical Psychologist, Mindfulness Instructor, Lecturer and Specialist in

treatment of Depression, Anxiety, OCD and Eating Disorders

Date: April 21st

Topic: Presentation of actual clinical cases of youth with disorders of depression, anxiety and OCD and on

therapeutic measures used in these instances.

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2. Course Description

Prerequisites: A course in psychology at the university level.

Note: It is recommended that you have some basic knowledge or an interest in learning about neuro/biological

psychology for this course.

This course has two main focuses. 1) Understanding how to utilize and apply DSM-V to children and

adolescents who exhibit symptoms of selected disorders. This goal is accomplished primarily through short

lectures, case study and in class group work. 2) Beyond diagnostics, this course will refer and examine current

neuro-scientific research trends to explore maladaptive cognition, behaviour and emotions associated to each

disorder and compare and contrast these to other disorders relevant to the course.

This course covers attachment and disordered attachment, intellectual disability, autism, ADHD, dyslexia,

dyscalculia, mood and bipolar disorders, anxiety and OCD. Normal brain development is also important for

understanding development gone awry, and thus the course also explores prenatal and early postnatal brain

development and plasticity, as well as the special considerations necessary for understanding the adolescent

brain.

Note: we will not cover all disorders that can emerge in childhood and adolescence, nor will you learn about

treatment related to these disorders.

3. Objectives

Students in this class will learn about:

Developmental Psychopathology

o thorough understanding of how to diagnose disorders covered in this class

o know what is particular and important to consider with regards to children

o make differential diagnostics

o develop your own case formulations

Beyond diagnostic criteria

o knowledge of associated features to each disorder (cognitive, emotional, sensory,

behavioural, neuro-biological, etc)

o etiological considerations

o Understand outcomes, risk and protective factors

Neurobiology of developmental disorders

o Identify critical neurodevelopmental processes in the prenatal, postnatal and adolescent

environment related to normal and abnormal development

o Have a basic understanding of functional neuroanatomy (major cortical and limbic)

o Know how this neurobiology is related to developmental psychopathology discussed

Course Components

1. Required Textbooks (available at the DIS library):

Weis, R. (2014). Introduction to child and adolescent psychology (2nd ed). Thousand Oaks, CA: Sage

Publications Inc.

Wilmshurst, L. (2015). Child and adolescent psychopathology: A casebook (3rd ed). Thousand Oaks, CA:

Sage Publications Inc.


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2. Required Articles and Other Media on Canvas:

American Psychiatry Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Arlington, VA: American Psychiatric Publishing.

See syllabus for additional readings

3. Approach to Teaching:

The classroom setting is designed to be as interactive as possible with some lecture to deliver essential

information when necessary. Group work, class discussion and other activities will punctuate the daily routine.

Case studies (paper based and some film) will be used extensively to allow us to synthesize information,

generate dialogue and make sense of each disorder covered in relation to child and adolescent development.

Students are also expected to take teaching and learning into their own hands by leading group discussions,

presenting what they feel to be the most critical material and contributing to the development of thought

provoking discussion topics. A dynamic interchange between student and lecturer is expected and encouraged.

4. Field Studies:

Experimentarium

o Date: March 8th

o Time: 10.00 – 12.00

o Location: Tuborg Havnevej 7 2900 Hellerup

o Topic: The aim is to put yourself into the shoes of an autistic child who is out with his/her class on a

field trip to the Experimentarium. The primary goal is to focus on the sensory issues.

Nexus

o Date: April 26th

o Time: 13.00 – 17.00

o Location: Egelundsvej 10, 3630 Jægerspris, https://nexus.kk.dk/

o Topic: Nexus is a residential institution with internal school under the Center for Vulnerable and

Crime Endangered Young (Cuku) in Social Management at Copenhagen. Here will we gain first

hand insight into how youth who have committed crimes are helped and see how they live. We will

also gain insight into the issues that are associated with youth crime in Denmark.

5. Expectations of the Students:

Students are expected to come to class with the readings completed. Participation in class discussions is

integral to a rich learning experience and an enjoyable class. You will be graded on the quality of your

participation and the depth of your comments and insight as well as the thoughtfulness of your questions. Equal

contributions of all group members to any group work is expected.

Assignments and Evaluation

Assignment How

evaluated

Due Date Percentage

of grade

Participation Individual Ongoing 10%

Comprehension Quizzes Individual Individual, 10 submissions in total 26%


https://www.experimentarium.dk/en/

https://nexus.kk.dk/

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Midterm Individual March 14th 22%

Field Study Assignment:

“Experimentarium”

Groups of

2

Part 1, 2 (10%) March 7th, Part 3

(10%) March 10th

20%

Final Exam Individual May 8th 22%

Total 100%

Participation: 10%

You will receive a full 10% if you are an active contributor to class discussions. This can only be accomplished

through using your voice (sharing personally relevant stories, asking questions, adding to the ongoing

discussion with thoughts, ideas and questions) and by attending class.

Comprehension Quizzes: 26%

Thirteen classes will be precluded by a very short quiz to test basic comprehension of some of the most

important fundamentals of the assigned readings. In the syllabus you can see which days will have a quiz. Each

quiz is a total of 2% of your grade.

Midterm: 22%

Date: March 14th

The midterm will be a mixture of short and long answer questions and will include material covered in class and

in the readings.

Field Study Assignment: Experimentarium: 20%

Due Date: Part 1, 2 (10%) March7th, Part 3 (10%) March 10th

Group Assignment: 2-3 participants/group

You will explore the Experimentarium and engage in the activities in the Experimentarium by taking on the

perspective of a child with autism. The most important aspect of this assignment is that you understand how

sensory issues play a role in autism and could influence the experience at the experimentarium, however the

whole diagnosis will play an important role in your interpretation. This assignment can be found on canvas and

consists of 3 parts.

1. You will need to define how sensory issues can manifest in autism for the following senses: touch, taste,

smell, sight, hearing, proprioception and the vestibular system, addressing both hypo and hypersensitivities.

2.. You need to create a case study of a child that has autism and in the case study also address sensory issues

related to touch, taste, smell, sight, hearing, proprioception and the vestibular system. You also need to address

the DSM-V criteria for autism: including the specifiers, for example, through the narrative it should be clear what

kinds of developmental considerations have led to the diagnosis, if there is an intellectual impairment or not,

level of language and so on. Autism is a spectrum disorder and it should be clear from the narrative where on

the spectrum your child is.

3. During our trip to the experimentarium, you will role play your case study. You will write a brief report of how you, as the child in your case study, experienced the experimentarium related to your level of functioning and the sensory issues you face. You should strive to find examples for all of the senses. Be sure to consider how the child's IQ level, socio-emotional and repetitive behaviours might influence the experience as well. You may use examples that arise from the interactive environments/stations provided to you at the Experimentarium, and you may also use the experience as a whole (the general surroundings etc). You may use examples that arise from the interactive environments/stations provided to you at the Experimentarium, and you may also use the experience as a whole (the general surroundings etc).


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Final Exam: 22%

Date: Monday, May 8th 12.00-14.00

The final exam will be during the exam week and will focus on material covered after the midterm, however

material covered that overlaps or is relevant for the entire course may be tested.

To be eligible for a passing grade in this class you must complete all of the assigned work.

Disability and resource statement: Any student who has a need for accommodation based on the impact of a

disability should contact the Office of Academic Support ([email protected]) to coordinate this. In order to

receive accommodations, students should inform the instructor of approved DIS accommodations within the first

two weeks of classes.

Policies

Attendance:

You are expected to attend all DIS classes when scheduled. If you miss a class for any reason, please contact

the faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and

Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all

is well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of

illness, but in the case of multiple absences you will need to provide a doctor’s note.

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment:

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS

assumes that all students do their own work and credit all work or thought taken from others. Academic

dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities

will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for

submission to plagiarism detection software. See the Academic Handbook for more information, or ask your

instructor if you have questions.

Policy on Late Papers:

Late papers will not be accepted.

Policy for Students Who Arrive Late to Class:

Life happens and we are all late now and then. If a student is consistently late or disruptive when arriving to

class then this will affect their participation grade.

Use of Laptops or Phones in Class:

They are not welcome unless specifically needed for class that day.


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Course Schedule Friday,

January 20

Class 1

Today’s Topic: Introduction

Welcome

Course Introduction

Using Canvas in this course

Course Agenda

Assignments

Expectations

Class Reps

Required Reading:

Textbook:

Weis, R. Chpt 1, pg 2-19

Reading Take Away/Focus

Understand how common psychological disorders in children and adolescents are

Gain insight into where and how the shift from normal to abnormal behavior is

determined

What the limitations and strengths of the DSM-5 are

Define and understand key terms such as: Developmental psychopathology;

Prevalence; Homotypic Continuity; Heterotypic Continuity; DSM-5; Equifinality;

Multifinality; Risk Factor; Protective Factor; Resilience

Comprehension Practice Quiz (In class, you will need to access canvas)

Tuesday,

January 24

Class 2

Today’s Topic: Developmental Psychopathology Approach (Developmental

Framework), Protective and Risk Factors

Learning and thinking about the factors that are important to consider when discussing

developmental psychopathology and normal development.

Class Structure: Short lecture; Group work – Reduction of a case study into the

developmental framework elements; Discuss/Present your conclusions

Learning Objectives: By the end of class you should be able to synthesize case studies

using a developmental psychopathological approach

Required Readings:

Textbooks:

Wilmshurst, L. Case 3. Neesha Wilson. Pg. 55-63

Wilmshurst, L. Case 12. Tyrone Wilson. Pg 165-175.

Weis, R., Chpt 2, pg 38-52

** Bring Wilmshurst textbook to class today **


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As you read, think about different factors that contribute and interact and largely

determine child development. List these for discussion and critical thinking exercises

in class.

Reflect on how Neesha and Tyrone’s cases are related to the terms we learned last

week.

Comprehension Quiz (In class, you will need to access canvas)

Friday,

January 27

Class 3

Today’s Topic: Brain Development: Prenatal and Postnatal and basic functional

neuroanatomy

Class Structure: Group work and group presentation. Your group will be assigned an

important topic related to today’s theme. You will prepare a short presentation on the topic

and provide the other groups with in-class homework on the most important aspects and

terms related to early brain development and on the basics of navigating your way through

the human brain.

Learning Objective: This class will introduce a number of neuroanatomical,

neurodevelopmental terms, processes and will lay down the basics for understanding the

portions of our brain-based discussions of developmental disorders throughout the course.

Required Readings:

Textbook:


Canvas:

Martin, R.P. & Dombrowski, S. 2008. Prenatal Exposures: Psychological and

educational consequences for children. Chapter 2: Prenatal central nervous system

development, pgs. 15-25. Springer US

Santrock, J. 2014. Life-span Development (14th Edition). Chapter 3: Prenatal

development and birth. Pg 77-90. McGraw Hill (*note – only read section on

prenatal development)’


This is a tough day for anyone not well-versed in neuroscience. We need to learn

some terms that will keep popping up throughout the course. Keep your eye out for

neural tube, synaptogenesis, pruning, cortex, apoptosis. You don’t need to have them

memorized before class, we will go through this together.


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Tuesday,

January 31

Class 4

Guest Lecture

Today’s Topic: Attachment

Class Structure: Guest Lecture: Sandra Gufler, “Discovering in Attachment and the

Attachment Process”

Required Readings:

Textbook:

Wilmshurst, L. Case 1. Terry Hogan. Pg. 23-35

Weis, R. Chpt 2, pg 48- 50 ”Familial Influences on Development”

Canvas:

Short readings from Sandra are on canvas in the Attachment Folder (“Strange

Situation Procedure & The role of attachment in Personality Development)


Reflect on what influences were profound in determining Terry’s attachment style.

What kind of attachment style do you think she may have and why?

Friday,

February 3

Class 5

Today’s Topic: Attachment & Attachment Disorders

Class Structure: Lecture & Group work

Learning Objectives: Rehearse/Consolidate your knowledge on the developmental

framework; Identify protective and risk factors in case studies; Focus on some aspects of

family influences on child development. Understand what disordered attachment is and how it

differs from other attachment issues.

Required Readings:

Textbook:

Weis, R. Chpt 12, pg 435-448

Internet:

The Elusive, Manipulative Adopted Child, Tina Traster in The Atlantic, June 10th,

2014 http://www.theatlantic.com/health/archive/2014/06/reactive-attachment-

disorder/372259/

Canvas:

DSM-V: Attachment Disorders (found in the attachment folder)


It is important that you are familiar with the DSM-V criteria for RAD and DSED. What

is the cause of these disorders? What influences on the brain does abnormal

attachment seem to be related to? Do the presence of these disorders give you

insight into the human “social brain”?

Comprehension Quiz

Core Course Week

No Class

February 6 – 11


http://www.theatlantic.com/health/archive/2014/06/reactive-attachment-disorder/372259/

http://www.theatlantic.com/health/archive/2014/06/reactive-attachment-disorder/372259/

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Tuesday,

February 14

Class 6

Today’s Topic: Intelligence and Intellectual Developmental Disorder

Class Structure: Intelligence is an important aspect to consider and to assess for all forms of

developmental psychopathology. We will use intelligence as an example of how an

assessment session might look like and how we rate and apply IQ scores and examine how

intellectual disability is clinically defined.

Learning Objectives: Gain some insight into what neuropsychological testing encompasses

and how testing can aid diagnostics. Understand what intelligence is and how it is measured.

Examine intellectual disability in a case study.

Required Readings:

Textbook:

Wilmshurst, L. Case 8: Arthur Watson, pg 115-123

Wilmshurst, L. Appendix A. pg 367-372

Wilmshurst, L. Appendix C. pg 399 – 402

Weis, R. Chpt 3, (“Intelligence Tests”) pg 62 – 66; “Advantages/Disadvantages” 73-

75,


Canvas:

DSM V: Intellectual Developmental Disability


Know what criteria are required for an ID to be diagnosed.

Know how to define intelligence.

What are the signs pointing towards ID in Arthur Watson?

Understand the advantages and limitations of diagnosing children.

How do ID and global developmental delay compare?

Can you relate ID in any way to what we have already learned in class? With regards

to attachment disorder or the prenatal brain?

Comprehension Quiz

Friday,

February 17

Class 7

Today’s Topic: Autism Spectrum Disorder (ASD) and Intellectual Disability

Class Structure: Introductory Lecture & Group Work – Case study

Learning Objectives: By the end of class students will have acquired a good working

definition of ASD and be introduced to both diagnostic criteria and associated features of the

disorder. The case study shall give the students the opportunity to apply their knowledge and

to discuss this with the class.

Required Readings:

Textbook:

Wilmshurst, L. Case 7. Dylan Bach, pg 103-114

Weis, R. Chpt 6 pg 166-190

Canvas:


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DSM-V: Autism Spectrum Disorder

Pre-Class Assignments:

1. Go to http://socialintelligence.labinthewild.org/mite/ and do the Social Intelligence

Test you find there (takes about 10 minutes). Note your score for comparison in

class.

2. Go to https://vimeo.com/51243376 and watch the video. Describe what you see for

discussion in class. Reflect on what someone with autism might see (we will discuss

in class).


Autism is a very complex disorder. Try to gain an overview of the main diagnostic

criteria at this point in time and try to understand the varieties of behaviours that can

manifest with autism. We will first focus on the diagnostics and then move onto the

fine points. The comprehension quiz will be held on February 24th for the autism

section as a a whole, thus it will include points from this reading too.

Tuesday,

February 21

Class 8


Class Structure: Today we will further explore the Autism Spectrum by viewing a film based

on Temple Grandin and the true story of her life and living with Asperger’s Disorder.

Location: DIS Cinema.

Learning Objectives: Utilizing the information from the previous lecture students will observe

the film critically and be prepared to answer prepared questions (given to you apriori) and

discuss the portrayal of ASD in the film in a critical way.

Required Reading:

Canvas:

Grandin, T. (1992). Chapter 2: An inside view of autism. Current Issues in Autism,

High Functioning Individuals with Autism, Springer US, pg 105-126.

Friday,

February 24

Class 9


Class Structure: Continuing with the theme of the previous class we will wrap up our film

case study with discussion and group work. We will compare Asperger’s Disorder with the

other end of the autism spectrum and establish differential diagnostic possibilities. We will

focus on how to make a diagnosis based on DSM-V.

Learning Objectives: To gain a very solid understanding of the scope of the autistic

spectrum on a number of levels (language, social, sensory, etc.) and to be able to distinguish

ASD from other developmental disorders with similar characteristics.

Required Readings:

Textbook:

Wilmshurst, L. Case 10. Bradley Hunter. Pg. 143-147

Comprehension Quiz


http://socialintelligence.labinthewild.org/mite/

https://vimeo.com/51243376

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Travel Week

No Classes

February 27 – March 3

Tuesday,

March 7

Class 10

Today’s Topic: Language Development and Dyslexia

Class Structure: Lecture and case study work

Learning Objectives: Understand how language develops, learn about important milestones

and discover the complexities of dyslexia (now known as “specific learning disability”)

Required Readings:

Textbook:

Wilmshurst, L. Case 5. Thomas McLearn. Pg. 81-87

Weis, R. Chpt 7, pg 204-209; 215-225 (stop at Treatment); 228-230 (stop at

treatment); 234-235 (stop at treatment)

Canvas:

DSM V: Specific Learning Disability


Specific Learning Disability covers reading, writing and mathematics. We will explore

the reading and writing portion today, mathematics next time we meet. Why have

they grouped these different skills together into one diagnostic criteria?

Become familiar with terms such as: phoneme awareness; phonemes, graphemes;

phonological processing skills; reading fluency; processing speed; working memory

Understand the gist of the brain abnormalities reported in word reading

Critical thinking: Can you identify the major problem with the DSM-V criteria for

specific learning disability?

Comprehension Quiz

Experimentarium Assignment Part 1 & 2 Due Today by Midnight

Field Study: Experimentarium

Date: Wednesday, March 8th

Time: 10.00 – 12.00

Location: Tuborg Havnevej 1, 2900 Hellerup

Friday,

March 10

Class 11

Today’s Topic: Number Acquisition and Dyscalculia

Class Structure: Lecture and Case study work

Learning Objectives: Gain an understanding of number and magnitude representation in the

brain, as well as the developmental trajectory related to these processes. Explore

developmental deviations such as dyscalculia.

Required Readings:


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Internet:

When your brain can not do 2 +2: a case of developmental dyscalculia

http://kids.frontiersin.org/article/10.3389/frym.2014.00008

Textbook:


Canvas:

Von Aster, M.G., Shalev, R.S. (2007). Number development and developmental

dyscalculia. Developmental Medicine and Child Neurology, 49, pgs 868 – 873

Bugden, S., Ansari, D. (2014). When your brain can not do 2+2: a case of

developmental dyscalculia. Neuroscience. Frontiers for young minds 2(8), 1-5

Pre-class Assignment:

Close your eyes and imagine the numbers 1-10. Draw what you see. We will discuss

in class.


Expand on your understanding of specific learning disability through arithmetic deficit.

Gain insight into the developmental and cognitive processes involved in arithmetic

What is number sense? Why is it an issue with specific learning disability?

In which ways might reading deficits and math deficits be related?

Comprehension Quiz

Experimentarium Assignment Due

Tuesday,

March 14

Class 12

Midterm Exam held in class

Friday,

March 17

Class 13

Today’s Topic: ADHD

Class Structure: Group Work

Learning Objectives: To examine a case of ADHD and apply DSM-V diagnostic criteria

Required Readings:

Textbook:

Wilmshurst, L. Case 4. Colby Tyler. Pg. 71-79


Canvas:

DSM-V Criteria for ADHD

Pre-assignment: “ADHD”


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Watch the following video: https://www.youtube.com/watch?v=xfo1tZ95Ypk. What

aspects of ADHD does the video cover (refer to DSM-V)? Is this an accurate portrayal

of ADHD? What point is the video attempting to get across?


Focus on the sections 252-270 (Definitions, Comorbidity and Epidemiology and

Causes). The other sections are important too, and in my experience also of interest

to the class.

Go over the DSM criteria and understand the behaviours psychologists look for in the

inattentive and hyperactive/impulsive subtypes.

Why might boys me more diagnosed than girls?

Why have the prefrontal cortex and striatum been linked to ADHD?

Comprehension Quiz

Travel Week

No Classes

March 20 - 24

Tuesday,

March 28

Class 14

Today’s Topic: ADHD & ODD

Class Structure: Lecture and Group Work

Learning Objectives: Understand how ADHD (both types) manifest uniquely throughout

development. Look into differential diagnostics, especially ODD (oppositional defiant

disorder).

Required Readings:

Textbook:

Wilmshurst, L. Case 11. Scott Michaels. Pg. 153 – 161

Weis, R. Chpt. 9, pg 288-291

Canvas:

DSM-V Oppositiona Defiant Disorder


How would you bet differentiate between ODD and ADHD?

Know the main diagnostic criteria for ODD.

(Usually we are still catching up with ADHD today as well)


https://www.youtube.com/watch?v=xfo1tZ95Ypk

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Friday,

March 31

Class 15

Today’s Topic: Anti-social Behaviour

Class Structure: Film

Location: DIS Cinema

Learning Objectives: Reflect on anti-social behaviour in youths. What defines it? What is

normal and when is it of clinical relevance?

Required Reading:

Textbook:


Canvas:

DSM-V: Conduct Disorder


Know the main criteria for diagnosing conduct disorder in order to watch the movie

and answer the associated questions.

What are covert and overt symptoms – be able to find them in the movie.

Reactive agression vs proactive aggression

Begin to understand the differences between those with CD with and without the

diagnosis of ”limited prosocial emotions”.

Tuesday,

April 4

Class 16

Today’s Topic: Adolescent Brain, Reward and Impulsivity

Class Structure: Lecture and Discussion

Learning Objectives: An introduction into the unique development of the adolescent brain.

We will talk about structures, networks, brain cell growth and death and what it all has to do

with the unique behaviour seen in adolescence and why this makes adolescents particularly

vulnerable to substance use.

Required Reading:

Canvas:

Konrad, K., Firk, C. Uhlhaas, P.J. (2013). Brain development during adolescence.

Deutsches Ärtzeblatt International 110(25), pgs 425-431


What is special about the teenage brain? Try to find all the ways this brain deviates

from children and adult brains.

Comprehension Quiz

Friday,

April 7

Class 17

Today’s Topic: Anti-social Behaviour

Class Structure: Discussion based class on movie and case studies as well a look into what

brain scans can or cannot tell us about psychopathy.

Required Reading:


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Textbook:

Wilmshurst, L. Case 23. Jason Coleman, pg 325-340



Integrate the previous readings (Teen Brain, Anti-social behavior) with the readings

for today.

Although ODD and CD co-occur, they are separate disorders. What is the evidence

for an against viewing them as separate disorders?

Why is CD more common in boys?

Considering the developmental framework, identify risk factors for each section

related to the onset of CD.

Comprehension Quiz (includes readings from March 31)

Tuesday

April 11

Class 18

Today’s Topic: Depression in children and adolescence

Class Structure: Group Work

Learning Objectives: Learn about the various forms of depression and their etiology in

youth.

Required Readings:

Textbook:

Weis, R. Chpt 13, pg 468-497

Wilmshurst, L. Case 17. Matthew Morgan, pg 241 – 253

Wilmshurst, L. Case 16. David Steele, pg 225 -235

Canvas:

DSM V. Mood Disorders


What does DMDD stand for and why is it a depressive disorder and not a disruptive

disorder?

How does depression manifest differently in children compared to adults?

Do you think preschoolers can be depressed?

Comprehension Quiz

Travel Break

April 12 – 14

No Classes


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Tuesday

April 18

Class 19

Today’s Topic: Bipolar Disorder

Class Structure: Lecture and review

Learning Objectives: Become familiar with definitions and diagnosis of various depressive

related disorders in children. Take a look at special circumstances surrounding cultural and

ethnic issues, as well as risk factors related to parenting styles. Explore the relationship

between depression and anxiety.

Required Readings:

Textbook:

Weis, R., Chpt 14 pg 519-537

Wilmshurst, L. Case 18. Jenny Sloan, pg 255 -263


Know what bipolar spectrum disorders are and their main diagnostic features.

Why was bipolar formally part of the depressive disorders but now has its own

category in DSM-V?

How common is bipolar disorder and what are its associated problems?

Why is DMDD and Bipolar disordered difficult to disentangle in children?

Comprehension Quiz

Friday,

April 21

Class 20

Guest Lecture

Topic: Anxiety and Depression: Treatment Class Structure: Guest Lecture: Kamilla Lange: Insight into the treatment of anxious and depressed youth.

Tuesday,

April 25

Class 21

Today’s Topic: Anxiety

Class Structure: Lecture and Case study introducing the various disorders related to anxious

states.

Learning Objectives: Become familiar with definitions and diagnosis of various anxiety

related disorders in children. Take a look at special circumstances surrounding cultural and

ethnic issues, as well as risk factors related to parenting styles. Explore the relationship

between depression and anxiety.

Required Readings:

Textbook:

Wilmshurst, L. Case 14. Shirley Yong: Worried to Perfection; pg 193 – 201

Wilmshurst, L. Case 13. Winnie Kent: Silence is not Golden; pg 181 – 188

Weis, R. Chpt 11 pg 364-380; GAD 387-393; treatment 402-405

Canvas:


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DSM-V Anxiety Disorders (Become familiar with specific phobia, separation anxiety

disorder, social anxiety disorder and generalized anxiety disorder)


Be able to compare and contrast these forms of anxiety and to know the basics of

their diagnostic considerations

How do they differ in their manifestation in children and adolescents?

What are likely causes of these disorders?

Comprehension Quiz

Field Study: Nexus

Date: April 26th

Time: 13.00-15.00

Location: Egelundsvej 10, 3630 Jægerspris - Meeting Place TBD

Friday,

April 28

Class 22

Today’s Topic: Anxiety and Compulsion

Class Structure: Lecture and Case study on anxiety disorders and obsessive compulsive

disorder.

Learning Objectives: To become familiar with clinical and theoretical aspects of OCD and to

examine the etiology of OCD in detail as well as treatment options using a case study.

Furthermore, we will explore how OCD and anxiety are related and how they are

characteristically different.

Required Readings:

Textbook:

Wilmshurst, L. Case 15. Jordan Neeson: Let me count the ways; pg 207 – 214

Weis, R. Chpt 11 pg 394-402; 408-413


Why is OCD not an anxiety disorder? … But why does it look like one?

What is an obsession vs a compulsion?

Do you think childhood OCD is more persistent than later-onset OCD? Why or why

not?

Comprehension Quiz

Tuesday,

May 2

Class 23

Today’s Topic:

Review for Final Exam

Finals Week

Monday May 8th-Thursday May 11th

Final Exam

Monday, May 8th

12.00-14.00


Documents

Developmental Disorders A...Part 1, 2 (10%) March 7th, Part 3 (10%) March 10th 20% Final Exam Individual thMay 8 22% Total 100% Participation: 10% You will receive a full 10% if you