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Youth and children clinical psychology

Informacje ogólne

Kod przedmiotu: 2.5.E-PKDZIM Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: Youth and children clinical psychology
Jednostka: Instytut Psychologii
Grupy: Katalog przedmiotów dla studiów krótkoterminowych (Erasmus+ lub inne umowy o współpracy)
Punkty ECTS i inne: 2.00
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Literatura uzupełniająca:

Coghill, D., & Sonuga-Barke, E.J.S. (2012). Annual Research Review: Categories versus dimensions in the classification and conceptualization of child and adolescent mental disorders: implications of recent empirical study. Journal of Child Psychology and Psychiatry, doi:10.1111/j.1469-7610.2011.02511.x


Rapee, R.M., Bogels, S.M., van der Sluis, C., Craske, M.G., & Ollendick, T. (2012). Annual Research Review: Concep-tualizing functional impairment in children and adolescents. Journal of Child Psychology and Psychiatry 53, 454–468.


Castellanos FX, & Tannock R. (2002).Neuroscience of attention deficit/hyperactivity disorder: the search for endophenotypes. Nature Review Neuroscience 3, 617-628.


Loeber, R., Burke, J., Lahey, B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part 1. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 1468-1484.


Frick, P. (2012). Developmental Pathways to Conduct Disorder: Implications for Future Directions in Research, Assess-ment, and Treatment. Journal of Clinical Child & Adolescent Psychology, 41, 378–389.


Carlson, G.A., & Cantwell, D.P. (1980). Unmasking masked depression in children and adolescents. American Journal of Psychiatry, 137, 445-449.


Cole, D.A., Peeke, L.G., Martin, J.M., Truglio, R., & Seroczynski, A.D. (1998). A Longitudinal Look at the Relation Be-tween Depression and Anxietyin Children and Adolescents. Journal of Consulting and Clinical Psychology, 66, 451-460.


Carlson, G.A., & Meyer, S.E. (2006). Phenomenology and diagnosis of bipolar disorder in children, adolescents, and adults: Complexities and developmental issues. Development and Psychopathology, 18, 939-969.


Baroni, A., Lunsford, J.R., Luckenbaugh, D.A., Towbin, K.E., & Leibenluft, E. (2009). Practitioner Review: The as-sessment of bipolar disorder in children and adolescents. Journal of Child Psychology and Psychiatry, 50, 203-215.


Kagan, J., Reznick, J.S., and Snidman, N. (1987). The Physiology and Psychology of Behavioral Inhibition in Children. Child Development, 58, 1459-1473.

Clauss, J.A., & Blackford, J.U. (2012). Behavioral Inhibition and Risk for Developing Social Anxiety Disorder: A Meta-Analytic Study. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 1066-1075.


Tanguay, P.E. (2000). Pervasive Developmental Disorders: A 10-Year Review. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1079-1095.


Gilmore, J.H. (2010). Understanding what causes schizophrenia: A developmental perspective. American Journal of Psychiatry, 167, 8-12.


Skrócony opis:

Course objectives:

Knowledge:

Understanding diagnostic schemas including the DSM and alternative models of psychopathology

Understanding the etiology, correlates, comorbidities and developmental course of childhood disorders

Understanding the developmental trajectory and factors that influence the diagnosis and behavioral manifestation of childhood disorders

Understanding the neurobiological and environmental factors that impact the development, maintenance and course of child-hood disorders

Skills

Attaining basic skills essential for adequate diagnosis and planning appropriate interventions

Competences

Readiness to work on cases concerning clinical problems and disabilities; developing skills crucial for ethical attitudes

Pełny opis:

Main topics:

1. Neurodevelopmental Disorders (Attention Deficit Hyperactivity Disorder (ADHD); Autistic Spectrum Disorders; Tou-rette’s Disorder )

2. SchizophreniaSpectrum Disorders

3. Bipolarand Related Disorders

4. Depressive Disorders (Bipolar Disorder-early onset and Disruptive Mood Dysregulation Disorder DMDD & MDD; Major Depressive Disorder; and Dysthymia)

5. Anxiety Disorders (Separation Anxiety Disorder; Selective Mutism; Social Anxiety Disorder; Generalized Anxiety Dis-order; Specific Phobias)

6. Obsessive-CompulsiveDisorder and Related Disorders

7. Disruptive, Impulse Control and Conduct Disorders (Oppositional Defiant Disorder (ODD); Conduct Disorder (CD))

8. Intellectual Disability and Learning Disabilities

9. Reactive Attachment Disorder

Literatura:

A. Basic literature:

Coghill, D., & Sonuga-Barke, E.J.S. (2012). Annual Research Review: Categories versus dimensions in the classification and conceptualization of child and adolescent mental disorders: implications of recent empirical study. Journal of Child Psychology and Psychiatry, doi:10.1111/j.1469-7610.2011.02511.x

Rapee, R.M., Bogels, S.M., van der Sluis, C., Craske, M.G., & Ollendick, T. (2012). Annual Research Review: Concep-tualizing functional impairment in children and adolescents. Journal of Child Psychology and Psychiatry 53, 454–468.

Castellanos FX, & Tannock R. (2002).Neuroscience of attention deficit/hyperactivity disorder: the search for endophenotypes. Nature Review Neuroscience 3, 617-628.

Loeber, R., Burke, J., Lahey, B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part 1. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 1468-1484.

Frick, P. (2012). Developmental Pathways to Conduct Disorder: Implications for Future Directions in Research, Assess-ment, and Treatment. Journal of Clinical Child & Adolescent Psychology, 41, 378–389.

Carlson, G.A., & Cantwell, D.P. (1980). Unmasking masked depression in children and adolescents. American Journal of Psychiatry, 137, 445-449.

Cole, D.A., Peeke, L.G., Martin, J.M., Truglio, R., & Seroczynski, A.D. (1998). A Longitudinal Look at the Relation Be-tween Depression and Anxietyin Children and Adolescents. Journal of Consulting and Clinical Psychology, 66, 451-460.

Carlson, G.A., & Meyer, S.E. (2006). Phenomenology and diagnosis of bipolar disorder in children, adolescents, and adults: Complexities and developmental issues. Development and Psychopathology, 18, 939-969.

Baroni, A., Lunsford, J.R., Luckenbaugh, D.A., Towbin, K.E., & Leibenluft, E. (2009). Practitioner Review: The as-sessment of bipolar disorder in children and adolescents. Journal of Child Psychology and Psychiatry, 50, 203-215.

Kagan, J., Reznick, J.S., and Snidman, N. (1987). The Physiology and Psychology of Behavioral Inhibition in Children. Child Development, 58, 1459-1473.

Clauss, J.A., & Blackford, J.U. (2012). Behavioral Inhibition and Risk for Developing Social Anxiety Disorder: A Meta-Analytic Study. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 1066-1075.

Tanguay, P.E. (2000). Pervasive Developmental Disorders: A 10-Year Review. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1079-1095.

Gilmore, J.H. (2010). Understanding what causes schizophrenia: A developmental perspective. American Journal of Psychiatry, 167, 8-12.

B. Supplement literature:

Stein, D.J., Phillips, K.A., Bolton, D., Fulford, K.W., Sadler, J.D., & Kendler, K.S. (2010). What is a Mental/Psychiatric Disorder? From DSM-IV to DSM-V. Psychological Medicine, 40, 1759-1765.

Silberg, J.L., Maes, H., & Eaves, L.J. (2012). Unraveling the effect of genes and environment in the transmission of pa-rental antisocialbehavior to children’s conduct disturbance, depression and hyperactivity. Journal of Child Psychology and Psychiatry, 53 (6), 668–677.

Schwartz, C.E., Snidman, N., & Kagan, J. (1999). Adolescent Social Anxiety as an Outcome of Inhibited Temperament in Childhood. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1008-1015.

Hale, W.W., Raaijmakers, Q.A., Muris, P., van Hoof, A., Meeus, W.H.J. (2009). One factor or two parallel processes? Comorbidity and development of adolescent anxiety and depressive disorder symptoms. Journal of Child Psychology and Psychiatry, 50, 1218-1226.

Efekty uczenia się:

Knowledge

Student knows how to:

• Use psychological terms in the field of clinical psycholgy of children and youth

• Knows basic terms, theories, and methodology

Skills

Student is able to:

• Observe, diagnose and evaluate complex situations concerning children and adolescents

• Diagnose selected characteristics and traits

• Plan interventions and its effects

Competences

Student is ready to:

• Realize individual and group tasks

• Identify priorities and problems

• Behave ethically during their work

Metody i kryteria oceniania:

• oral presentation of one of DSM-5 disorder categories

• final test

• 3 – minimum of 60% of points

• 3+ - minimum of 70% of points

• 4 – minimum of 80% of points

• 4+ - minimum of 90% of points

• 5 - minimum of 95% of points

Zajęcia w cyklu "Semestr zimowy 2020/2021" (zakończony)

Okres: 2020-10-01 - 2021-02-23
Wybrany podział planu:


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Typ zajęć: Ćwiczenia, 15 godzin więcej informacji
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