The Catholic University of America

Psychology 735: Developmental Psychopathology
Spring, 2003
Barry M. Wagner, Ph.D., O’Boyle 332 / 202-319-5762

I. Purpose of Course and Course Assignments

In this course I will aim to provide an understanding of child and adolescent disorders from the perspective of developmental psychopathology. That means that the material presented will extend beyond descriptive psychopathology in several ways: (a) I emphasize theories and empirical findings from the field of developmental psychology, as a context for understanding psychopathology as a departure from normative developmental processes. The theories include both individual (e.g., biological, temperament) and social perspectives. (b) The course will take a process approach, focusing on how changes in the person, environment, and person-environment relationships dynamically shape the course of psychopathology across time. (c) I believe that the various contexts in which the child develops must be taken into consideration, both as possible risk factors and as possible resources, including family and peer relationships, the school system, the neighborhood, and cultural factors. (d) Two basic tenets of developmental psychopathology will be stressed: (1) psychopathology is multi-determined (i.e., multiple factors and multiple pathways can lead to a disorder), and (2) a given set of risk factors may lead to various forms of psychopathology.

II. Required Book

Sameroff, A.J., Lewis, M., & Miller, S.M. (Eds.) (2000). Handbook of developmental psychopathology, 2^nd Ed. New York: Kluwer Academic/Plenum.

I was able to obtain the discounted price of $49.50. Watch out—some online sites (e.g. Amazon) sell it for full price ($95.00).

1) Your are required to write a 20-page paper on a topic in developmental psychopathology. The paper should be a chance to show your mastery of the literature in a specific area. You can do so by providing a sophisticated, in-depth analysis of your chosen topic, and by thoroughly supporting your discussions and arguments with citations to the research and theoretical literatures. Do not exceed 20 pages. Here are some guidelines regarding the paper.

a) Do not choose too broad an area, because it is impossible to cover effectively a broad area in the relatively brief space of 20 pages. For example, topics such as “Depression in Childhood” or “Conduct Disorders” are too broad. Instead, think of a specific question or two that you find compelling, and begin to read more about it to see if you will be able to develop the paper around it. Examples include: (a) How might insecure attachment relationships with caregivers lead to a certain disorder? (b) Which interactional processes in families might influence the development of childhood depression? (c) What might be the role of attentional processes in contributing to childhood disorders other than ADHD?; (d) How might changes in cognitive development influence coping skills during childhood? I encourage you to discuss your topic ideas with me early in the semester, to avoid the possibility of later frustration.

b) The papers are due no later than Monday April 21. I will not accept late papers unless you have a TRUE emergency. If you are not finished by the due date, turn in your unfinished product and hope for the best—do not turn in the paper late. The paper comprises 60% of the final grade.

Wouldn't everyone like to keep up with the current journals? The problem is, how do we find the time? Let’s try to help each other get more up to date on research articles in this field. During the course of the semester, each student will be responsible for reading and summarizing 1 journal article that was published in 2001, 2002, or 2003. The topic you choose should correspond to the topic that is covered in class the day you present. However, the day’s topic need not be the central focus of the journal article, as long as it is clearly relevant at least certain aspects of the article. If you have any questions about whether an article is appropriate, please check with me. You must choose an empirical article. That means that the authors must present new data, and the article is not solely a review of the literature, or a proposal of a new model or theory. You are to prepare a class presentation of approximately 30 minutes in duration that summarizes the purpose of the article, the methods, the findings, and the implications. Approach this task from the position you would take if you were preparing a presentation for a symposium at a professional meeting. That does not mean you have to role play that you are presenting your own data, but present the material professionally and succinctly. Very often, symposium papers must be presented in a 15 to 20 minute time slot, so this is good practice and training. Present enough material to get us interested, but not so many numbers that we cannot absorb it all. Since some articles present a great deal of information, you may not have time to present all of the details of the results or methods. That is OK—focus on the most important findings, and omit aspects of the results or methods that are of secondary importance. As in a conference presentation, briefly discuss the findings as you present them. Do not save all your discussion for the end. We will allow approximately 5 – 10 minutes of extra time for class discussion and for questions. You will be evaluated on the depth of your understanding of the article (as conveyed in the presentation and question sessions), and the clarity and organization of your presentation. Strive to make your presentation interesting and engaging—handouts or overheads are often very helpful in that regard. The appropriateness of the choice of article will also be taken into consideration in the grading. The presentation will count as 35% of your grade.

Here are suggestions for journals to peruse in search of interesting articles:

Development and Psychopathology
Developmental Psychology
Child Development
Journal of the American Academy of Child and Adolescent Psychiatry
The Journal of Clinical Child Psychology
The Journal of Abnormal Child Psychology
The Journal of Child Psychology and Psychiatry
Journal of Consulting and Clinical Psychology

3) Your in-class participation will count towards 5% of your grade. Read, and be prepared.

1. SML text. Chapter 1. Lewis, M. (2000). Toward a development of psychopathology.

2. SML text. Chapter 2. Sameroff, A.J. (2000). Dialectical processes in developmental psychopathology.

3. Rutter, M., & Sroufe, L.A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12, 265-296.

4. Cummings, E.M., Davies, P.T., & Campbell, S.B. (2000). Methodological directions in developmental psychopathology research. In, Developmental psychopathology and family process: Theory, research, and clinical implications. New York: Guilford.

1. SML text. Chapter 3. Achenbach, T.M. (2000). Assessment of psychopathology.

2. Cummings, E.M., Davies, P.T., & Campbell, S.B. (2000). Complex patterns of influence: Risk and protective factors. In, Developmental psychopathology and family process: Theory, research, and clinical implications. New York: Guilford.

3. SML text. Chapter 4. Costello, E.J., & Angold, A. (2000). Developmental epidemiology: A framework for developmental psychopathology.

4. SML text Chapter 9. Rudolph, K.D., & Asher, S.R. (2000). Adaptation and maladaptation in the peer system: Developmental processes and outcomes.

5. SML text. Chapter 7. Fiese, B.H., Wilder, J., & Bickham, N.L. (2000). Family context in developmental psychopathology.

2. Kobak, R. (1999). The emotional dynamics of disruptions in attachment relationships. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical implications (pp. 21-43). New York: Guilford.

3. Ainsworth, M.D.S., & Marvin, R.S. (1995). On the shaping of attachment theory and research: An interview with Mary D.S. Ainsworth (Fall 1994). In E. Waters, B.E. Vaughn, G. Posada, & K. Kondo-Ikemura (Eds.), Caregiving, cultural, and cognitive perspectives on secure-base behavior and working models: New growing points of attachment theory and research (pp. 3-21). Monographs of the Society for Research in Child Development, 60, (2-3, Serial No. 244).

4. Hesse, E. (1999). The adult attachment interview: Historical and current perspectives. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical implications (pp. 395-433). New York: Guilford.

5. SML text Chapter 16. Zeanah, C.H., Boris, N.W., & Lieberman, A.F. (2000). Attachment disorders of infancy.

2/27 Anxiety Disorders

1. SLM text Chapter 27. Vasey, M., & Ollendick, T.H. (2000). Anxiety.

2. SLM text Chapter 29. Carter, A.S., & Pollock, R.A. (2000). Obsessions and compusions: The developmental and familial context.

3. March, J.S., Mulle, K., & Herbel, B. (1994). Behavioral psychotherapy for children and adolescents with obsessive-compulsive disorder: An open trial of a new protocol-driven treatment package. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 333-341.

4. Ollendick, T.H. (1998). Panic disorder in children and adolescents: New developments, new directions. Journal of Clinical Child Psychology, 27, 234-245.

3/6 Spring (Pre-spring?) Break!

1. Wagner, B.M., Silverman, M.A., & Martin, C.E. (in press). Family factors in youth suicidal behavior. American Behavioral Scientist.

2. Ialongo, N., McCreary, B.K., Pearson, J.L., Koenig, A.L., Wagner, B.M., Schmidt, N.B., Poduska, J., & Kellam, S.G. (2002). Suicidal behavior among urban, African-American young adults. Suicide and Life-Threatening Behavior, 32, 284-300.

3. Gould, M.S., & Kramer, R.A. (2001). Youth suicide prevention. Suicide and Life-Threatening Behavior,

4. Borst, S.R., & Noam, G.G. (1993). Developmental psychopathology in suicidal and nonsuicidal adolescent girls. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 501-508.

5. Gould, M.S., King, R., Greenwald, S., Fisher, P., Schwab-Stone, M., Kramer, R>, Flisher, A.J., Goodman, S., Canino, G., & Shaffer, D. (1998). Psychopathology associated with suicidal ideation and attempts among children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 915-923

3/20 Temperament, Emotion Regulation, and Coping, II
Special Guest Speakers: Bonnie Klimes-Dougan, PhD, & Susanne Denham, PhD (GMU)

1. Thompson, R. A. (1994). Emotion regulation: A theme in search of a definition. In N.A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations (pp. 25-52). Monographs of the Society for Research in Child Development, 59 (2-3, Serial No. 240).

2. Gross, J.J., & Munoz, R.F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2, 151-164.

3. Ekman, P., & Davidson, R.J. (Eds.) (1994). What is the function of emotions? Chapter 3 in, The nature of emotion: Fundamental questions. Chapter 3 (pp. 99-139). [Short papers by Averill, Clore, Frijda, Levenson, Scherer, Clark & Watson, Ekman & Davidson].

3/27                                        Attention-Deficit Hyperactivity Disorder
            Special Guest Speaker for first hour only: William Stixrud, Ph.D.
                            Stixrud and Associates, Silver Spring, MD

1. SLM text Chapter 21. Campbell, S. (2000). Attention-deficit/Hyperactivity disorder: A developmental view.

2. Barkley, R. A. (1997). ADHD and the nature of self-control, Chapters 10 and 11: Evidence supporting executive function deficits in ADHD, and Understanding ADHD and self-control: Social and clinical implications. New York: Guilford.

3. Faraone, S.V., Biederman, J., Wozniak, J., Mundy, E., Mennin, D., & O’Donnell, D. (1997). Is comorbidity with ADHD a marker for juvenile-onset mania? Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1046-1055.

4. Biederman, J. [with responses by Klein, R.G., Pine, P.S., & Klein, D.F.] (1998). Resolved: Mania is mistaken for ADHD in prepubertal children. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1091-1099.Learning Disabilities

4/3                              Affective Disorders in Childhood and Adolescence
                    Special Guest Speaker: Nicholas Ialongo, Ph.D.
               Johns Hopkins University School of Medicine, Department of Mental Hygiene

1. SLM text Chapter 25. Garber, J. (2000). Development and depression.

2. SLM text Chapter 26. Kaslow, N.J., Adamson, L.B., & Collins, M.H. (2000). A developmental psychopathology perspective on the cognitive components of child and adolescent depression.

3. Cicchetti, D., & Toth, S.L. (1998). The development of depression in children and adolescents. American Psychologist, 53, 221-241.

4. Beardslee, W.R., Versage, E.M., & Gladstone, T.R.G. (1998). Children of affectively ill parents: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1134-1141.

5. Geller, B., & Luby, J. (1997). Child and adolescent bipolar disorder: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1168-1176.

1. SLM text Chapter 34. Travis, L.L., & Sigman, M.D. (2000). A developmental approach to Autism.

2. Baron-Cohen, S. (2000). Is Asperger syndrome/high-functioning Autism necessarily a disability? Development and Psychopathology, 12, 489-500.

3. Pennington, B.F., Bennetto, L., McAleer, O., & Roberts, R.J. (1996). Executive functions and working memory: Theoretical and measurement issues. In G.R. Lyon & N.A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327-348). Baltimore: Paul H. Brookes.

5/1 (Reading Day: Class required if meet Thursday only)

Conduct Disorder and Aggressive Behavior

1. SLM text. Chapter 22. Cairns, R.B., & Cairns, B.D. (2000). The natural history and developmental functions of aggression.

2. SLM text. Chapter 24. Lahey, B.B., McBurnett, K., & Loeber, R. (2000). Are Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder developmental precursors to conduct disorder?

3. SLM text Chapter 24. Dodge, K.A. (2000). Conduct Disorder.

4. Loeber, R., & Stouthamer-Loeber, M. (1998). Development of juvenile aggression and violence: Some common misconceptions and controversies. American Psychologist, 53, 242-259.

5. Coie, J., Terry, R., Lenox, K., Lochman, J., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7, 697-713.

I. Purpose of Course and Course Assignments

II. Required Book

Reading List