developmental disorders a...part 1, 2 (10%) march 7th, part 3 (10%) march 10th 20% final exam...
TRANSCRIPT
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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%
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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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Reading Take Away/Focus
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:
Weis, R. Chpt 2, pg 43-48
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)’
Reading Take Away/Focus
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)
Reading Take Away/Focus
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)
Reading Take Away/Focus
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
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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,
Weis, R. Chpt 4, pg 88-114
Canvas:
DSM V: Intellectual Developmental Disability
Reading Take Away/Focus
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).
Reading Take Away/Focus
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
Today’s Topic: Autism Spectrum Disorder (ASD) and Intellectual Disability
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
Today’s Topic: Autism Spectrum Disorder (ASD) and Intellectual Disability
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
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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
Reading Take Away/Focus
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:
Weis, R. Chpt 7, pg 238-244
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.
Reading Take Away/Focus
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
Weis, R. Chpt 8, pg 252-286
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?
Reading Take Away/Focus
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
Reading Take Away/Focus
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)
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Developmental Disorders l DIS – Study Abroad in Scandinavia Related Majors: Education/Educational Studies, Neuroscience, Human Development
14
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:
Weis, R. Chpt 9, pg 291-297
Canvas:
DSM-V: Conduct Disorder
Reading Take Away/Focus
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
Reading Take Away/Focus
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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Developmental Disorders l DIS – Study Abroad in Scandinavia Related Majors: Education/Educational Studies, Neuroscience, Human Development
15
Textbook:
Wilmshurst, L. Case 23. Jason Coleman, pg 325-340
Weis, R. Chpt 9, pg 298-312
Reading Take Away/Focus
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
Reading Take Away/Focus
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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Developmental Disorders l DIS – Study Abroad in Scandinavia Related Majors: Education/Educational Studies, Neuroscience, Human Development
16
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
Reading Take Away/Focus
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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Developmental Disorders l DIS – Study Abroad in Scandinavia Related Majors: Education/Educational Studies, Neuroscience, Human Development
17
DSM-V Anxiety Disorders (Become familiar with specific phobia, separation anxiety
disorder, social anxiety disorder and generalized anxiety disorder)
Reading Take Away/Focus
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
Reading Take Away/Focus
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