Course Syllabus
Developmental Disorders |
 |
| Semester & Location: |
FALL 2019 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Psychology, Child Development |
| Faculty Members: |
Charlotte Diamant - charlottedhp@hotmail.com |
| Program Director: |
Lars Rossen |
| Program Assistant: | Jenna Bates - jba@dis.dk |
| Time & Place: |
Tuesday & Friday, 11.40 - 13.00 - Classroom N7-C24 |
Description of Course
This is a course about child development gone awry, whose aim is to introduce students to different developmental disorders. The biopsychosocial model to maladaptive behaviors, cognitions, and emotions will be presented as a theoretical framework for understanding normal and abnormal development. The multilayered and hierarchical contexts of the child’s life are influential aspects of mental health during development and will be considered. Within the developmental psychopathology framework, some major developmental disorders are selectively illustrated through theory and case material, and you are encouraged to think critically about diagnostic issues as well as various factors that have implications for developmental trajectories both in relation to research, prevention, amelioration, and treatment.
The focus of the course will be the developmental psychopathology framework as a means to understanding disorders in childhood and youth. The biopsychosocial model as a scientific approach has ensured that disorders of childhood and adolescence receive appropriate and specialized attention in order to attempt early prevention and treatment.
The conceptualization of diagnoses and how to utilize and apply DSM-V to children and adolescents who exhibit symptoms of selected disorders will be accomplished primarily through short lectures, case study and in class group work. Beyond diagnostics, this course will examine current scientific research trends to explore maladaptive cognition, behaviour and emotions associated with each disorder and compare and contrast these to other disorders relevant to the course.
Learning Objectives
By the end of this course students will be familiar with the theoretical foundations of developmental psychopathology in children and adolescents. Students will be able to distinguish developmental disorders from one another and to describe the multiple pathways to each, and its possible prevention and treatment, as well as refer to research in the area.
Faculty
Charlotte Diamant. MSc in Counselling Psychology (City University, London, England, 2000). Primary areas of expertise are theory and practice within: Children and youth suffering from anxiety, family therapy, children as offspring of parents with mental illness. Public speaker in various topics relating to developmental disorders and mental health/illness. Private practitioner, clinical psychologist, working with children and families, who experience serious problems with conflicts, relationships, disorders.
External Lecturer at DIS teaching Developmental Psychopathology (now Developmental Disorders) 2002-09. Presently runs private practice. With DIS again since 2017.
Readings
Required Textbook (Provided to students by 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.
Students will also be introduced to peer reviewed articles when relevant. These will be available on Canvas.
Field Studies
16th October - visit to a research facility within the mental health services in the capital region of Denmark. The research focuses on the potential risks and consequences for ofspring of parents with schizophrenia and bipolar disorders. A researcher from the project will give us an up-date on the results of their findings for this target group.
18th September- visit a school for children with autism in Hillerød. Andrew Dobson, Deputy Head of Harløse Scool in Hillerød, will give a talk on the theoretical and practical efforts carried out in Denmark to support this group of children in a specially designed environment and give a tour of the school.
Guest Lecturers
4th October: Jørn Ravnsholt teaches psychology of peak performance at DIS. Jørn has worked with a number of Danish world class athletes as a therapist (during Olympic Games and other international competitions) and is affiliated with the Royal Danish Ballet School, where he works with pupils to help them excell. The fine line of peak performance and anxiety and other mental health issues will be part of today's talk.
Date tba: Caroline is a young woman recovering from depression and an eating disorder. She will give an honest account of what helped her on her road to recovery.
Final exam
Date to be determined
Approach to Teaching: My approach to teaching is to vary between theoretical input in short lecture form combined with group discussions. I will approach each topic from various angles, and apart from textbook it will include formalized and anecdotal cases from my own therapeutic work as well as research articles. You will see that I am an engaged teacher, with high expectations, who is knowledgeable, and energetic. The format will be highly interactive as learning is best achieved by active reflection in the classroom.
Expectations of the Students: Students are expected to apply themselves, and participate by being well prepared for each lecture, partake in group discussions, and remain curious. Participation by each student optimally takes the form of dialogue, discussion, and dynamic interaction between students and lecturer is expected and encouraged.
It is expected that cellphones are off during class, and similarly that students take responsibility for staying alert by asking questions/commenting/taking notes in order to prevent themselves from nodding/drifting off.
My greatest wish for our time together is that you be brave, bold, curious throughout!
Evaluation
The evaluation of the course is an ongoing process.
You will be given two short answer quizzes during class and there will be three major papers:
1 - A midterm exam based on material covered in class, readings, and discussions up to the date for the exam.
2 - A written assignment, which is a paper based on a case and the theoretical and diagnostic aspects of this. The case essay will be an academic paper as per DIS requirements.
3 - There will also be a final exam, which will be based primarily on material covered after the midterm exam.
For the midterm and final exams you are expected to formulate your understanding of the topics covered, there will be short essay-type questions, and the papers will require some critical thinking and is not based on rote learning.
Grading:
|
Assignment
|
Percent
|
|
Class participation |
10%
|
|
In class short answer quizzes |
15%
|
|
Term paper/essay |
25%
|
|
Midterm exam – in class |
25%
|
|
Final exam
|
25%
|
|
Total
|
100% |
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 (acadsupp@dis.dk) 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 classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.
It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. Late papers or projects will be marked down with 1/3 of a grade for each day it is late.
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 for students who arrive late to class
Students arriving over 15 minutes after the beginning of class will not be allowed to participate. One exception throughout the course will be allowed for students arriving within 15 minutes after beginning of class.
Use of laptops or phones in class
To establish a positive learning environment, it is important that everyone is present in body and mind, and not distracted by technology or other disruptive behaviors. Therefore, students are not allowed to use laptops/Tablets/iPads in the classroom unless agreed upon for specified tasks such as article reading and/or for discussion purposes and/or note-taking. Cellular phones must be switched off during class. Disregard of these rule will have a very negative impact on the student participation grade.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
Course Summary:
| Date | Details | Due |
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