Marietta College Education Department - Educators as Leaders for 21st Century Schools
Education 345/645
Tuesday and Thursday 9:30 to 10:45
Instructor: William M. Bauer, Phd, CRC
Course Catalog Description: This course is designed to: provide students with an advanced understanding of psychopathology in children; a sound knowledge base for critically evaluating the efficacy of empirical research in child psychopathology; an appreciation for an integrative, multidisciplinary approach to the conceptualization of psychopathology and childhood psychopathology. In particular; and an understanding of fundamental issues involved in the assessment and treatment of psychopathology in children. District , school and classroom wide implications will be discussed including law and legal issues.
Required
Texts/Readings:
Abnormal Child Psychology by Eric Mash and David Wolfe, 4th edition
APA (1994). The DSM-IV Diagnostic & Statistical Manual. Washington DC: APA
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Course Objectives (knowledge, skills,
dispositions) |
MC Conceptual Framework Program Outcomes Addressed |
Ohio Teacher Standards |
SPA Standards (if applicable) |
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Gaining practical knowledge of specific and relevant
childhood psychological disorders and psychiatric diagnoses for successful
teaching and work with children in a school setting |
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This course will examine emotional and behavioral
disorders of childhood including childhood bipolar disorder, conduct
disorder, oppositional defiant disorder, autistic spectrum disorders, ADHD,
phobias, and TouretteÕs disorder. |
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Major topics covered will include: classification,
etiology, and epidemiology of childhood disorders; outcomes of these
disorders; and information on the latest treatment strategies. |
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Students will be
provided with an understanding of fundamental issues surrounding the
assessment of abnormal behavior. |
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Marietta College Education Program Dispositions Addressed in this
Course:
Students will:
1.
Demonstrate
responsible and ethical professional behavior
2.
Respect
cultural diversity and appreciate the diversity in backgrounds experiences and
abilities.
3.
Exhibit a
belief that students can learn.
4.
Exhibit a
willingness to collaborate with peers and professional colleagues to enhance professional
growth and opportunities for student learning.
5.
Appreciate the
role of families in facilitating student learning.
6.
Exhibit a
willingness to try new methods and technologies to enhance student learning.
ACADEMIC HONESTY: ÒAcademic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the collegeÓ (Marietta College Undergraduate Programs, 2011-12).
Your instructor strictly adheres to the above-referenced policy.
STUDENTS WITH A DISABILITY: Students who believe that they may need and/or qualify for accommodations due to a documented disability should contact the Academic Resource Center and the Marietta College Disability Specialist (Andrews Hall, 3rd Floor; Phone: 740-376-4700). These students should also contact the instructor as soon as possible in order that he might facilitate the application process for accommodations. Documentation for all disabilities must be approved by the Disability
Professional Dispositions (as outlined in the MC Conceptual Framework) Addressed in this Course:
Assignments:
Weekly Quizzes: Up to 15 questions per week.
Media Portrayals
Abnormal behavior is fascinating to the vast majority of individuals. Unfortunately, much of what is reported in the media is inaccurate. Your task for this assignment is to identify a popular media item (i.e. recent newspaper or magazine article, news report, etc) that is related to psychopathology. Your are asked to take a critical approach to this item, and evaluate the validity of the information it contains. You will be asked to write a brief paper summarizing the item and its validity (minimum of 3 pages) and to report on the item that you found in class. A more detailed description will be given in class.
Midterm
examinations:
A formative midterm examination will be given during the stated midterm time.
Final Examination:
A summative comprehensive final examination will be given during finals week.
Electronic Portfolio:
This portfolio will serve as a comprehensive learning ÒbankÓ for your class. This portfolio should be kept up to date with pictures and links and key learnings.
Attendance and Participation requirement:
Regular and
active participation is an essential (this means creating a verbal dialogue in
class with the Dr. Bauer and your peers in class), unmistakably important
aspect of this course. It is critical that you read all of the Power Point
notes, and course book as well as any handouts before class. Power Points may be online and you must bring them to
class. All students are expected to do the work assigned, notify me when
emergencies arise. There will be penalties for each assignment handed in late
ranging from a grade of an F for the assignment to a lower course grade.
Thinking Critically ( will
assist in participation section of grades).
Students are
asked to think "critically" about topics discussed in class. Use the
following examples of "critical thinking questions" in your written
work and class discussions when discussing theoretical perspectives in this
class.(King, 1994):
What is an
example ofÉ?
How couldÉ be used toÉ?
What are the implications ofÉ?
What are the strengths and weaknesses ofÉ?
What isÉanalogous to?
What do we already know aboutÉHow doesÉ affectÉ?
How doesÉtie in with what we learned before?
Explain whyÉ
Explain howÉ
Why isÉimportant?
What is the difference betweenÉandÉ?
How areÉandÉsimilar?
How doesÉapply to everyday life?
What is the counter-argument forÉ?
What is the bestÉ and why?
What are some possible solutions to the problem ofÉ?
CompareÉandÉwith regard toÉ?
What do you think causesÉWhy?
Do you agree or disagree with this statementÉ? What evidence is there to
support your answer?
How do you thinkÉwould see the issue ofÉ?
Technology Components:
Students will develop an electronic portfolio using livetext.
Students will use the WORLD WIDE WEB for resources via use of computers or IPADs
Students will explore the use of the IPAD as a tool for learning.
Diversity/Multiculturalism:
1. Remind students that contributions to the
classroom should be made from diverse people to solve educational issues that
could affect the teaching field.
2. Make a special effort to invite diverse
mentors in the teaching field.
3. Provide an atmosphere where all students are
comfortable to express their thoughts and beliefs.
4. Use a variety of teaching styles (modes) to
address a diverse classroom.
5. Encourage teams or
groups within the classroom that foster mutual respect.
English as a Second Language: :
Marietta College may assist with:
Non-English Speaking and writing students should contact the professor ahead of time.
Assessment
Quizzes (10 to 15 points per week)
Participation and Attendance ( 10 points per week) Participation means actively engaging in classroom discussions and participating in peer discussions.
Paper (75 points)
Media Paper and presentation (75 points)
Midterm (100 Points)
Electronic Portfolio (150 Points)
Final Examination (200 points)
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Date |
Topic |
Preparation |
Items Due |
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1/17 and 1/19 |
Introduction and Introduction to Normal and Abnormal Behavior in Children and Adolescents |
Read Chapter 1 Movie: Early Experiences and Brain Development |
Quiz 1 |
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1/24 and 1/26 |
Theories and Causes |
Read Chapter 2 Movie: Impact of Early Life Experiences http://allpsych.com/disorders/dsm.html http://www.newavenuesonline.com/provider/forms/getpdf.aspx?id=45 |
Quiz 2 |
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1/31 and 2/2 |
Research |
Read Chapter 3 |
Quiz 3 PowerPointRead Chapter 2 Movie: Impact of Early Life Experiences |
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2/7 and 2/9 |
Assessment, Diagnosis and Treatment |
Read Chapter 4 Movie-Importance of Careful Acceptance and Diagnosis |
Quiz 4 Guest Speaker: Andrea Euser Miller, PCC |
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2/14 and 2/16 |
Attention Deficit/Hyperactivity Disorder (ADHD) |
Read Chapter 5 Movie: Behavior Therapy for ADHD and Prescription Medication for ADHD |
Quiz 5 |
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2/21 and 2/23 |
Conduct Problems |
Read Chapter 6 |
Quiz 6 Media Portrayal and Presentation Due |
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2/28 and 3/1 |
Emotional Disorders |
Read Chapter 7 Movie: Child with an Anxiety Disorder and Children with OCD |
Quiz 7 |
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3/6/ and 3/8 |
Mood Disorders |
Read Chapter 8 |
Quiz 8 |
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3/20 and 3/22 |
Intellectual Disability Movie: Prader-Willi Syndrome and Down Syndrome |
Read Chapter 9 |
Quiz 9 |
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3/27 and 3/29 |
Autism Spectrum and Childhood Schizophrenia |
Read Chapter 10 Movie: Autism a Spectrum Disorder and AspergerÕs Syndrome |
Quiz 10 PowerPoint |
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4/3 and 4/5 |
Communication and Learning Disorders |
Read Chapter 11 Movie: Kids with Learning Disorders And Selective Mutism |
Quiz 11 Electronic Portfolio Due |
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4/10 and 4/12 |
Health Related and Substance Abuse Disorders |
Read Chapter 12 Movie: Teen Drug Use |
Quiz 12 |
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4/17 and 4/19 |
Eating Disorders and Related Conditions |
Read Chapter 13 Movie: Young Girls with Eating Disorders |
Quiz 13 PAPER DUE (APA style) Guest Speaker-Karrie Clay, PCC |
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4/24 and 4/26 |
Childhood Maltreatment and Non-Accidental Trauma |
Read Chapter 14 |
Quiz 14 |
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Final Exam week |
April 30 to May 4 |
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