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Georgia Institute Of Technology *

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PSY/CLDP 4v90.002 Case Studies in Child Development Syllabus ________________________________________________________________ Course Information PSY 4v90.002/ CLDP 4v90.002 Special Topics in Child Learning and Disability – Case Studies in Child Development Fall 2022 Wednesdays 1:00 – 3:45pm CRA 12.125 ________________________________________________________________ Professor Contact Information Dr. Jana Hunsley Office: GR 4.822 jana.hunsley@utdallas.edu 972-883-3811 Office Hours: Wednesday 9-10am, 4-5pm Thursdays, 12-2pm (email for an appointment) ________________________________________________________________ Course Pre-requisites, Co-requisites, and/or Other Restrictions Repeat Limit – PSY/CLDP 4V90 may only be repeated for a maximum of 9 semester credit hours. ________________________________________________________________ Course Description This course is designed to present an integrated and comprehensive overview of psychopathology in children and adolescents. Experiences, relationships, and systems impacting psychopathology as well as treatments and solutions will be analyzed. The course will be taught through a series of case studies and will include critical thought exercises, self-reflection, and class discussion on professional roles. Challenges surrounding gender, race, culture, social class, and individual differences will be discussed. ________________________________________________________________

Student Learning Objectives/Outcomes 1. Apply knowledge about child life stages to the interpretation of specific, real world situations. 2. Analyze behavior with regard to gender, race, culture, social class, and individual differences. 3. Develop rational arguments, which are supported by personal knowledge, academic knowledge, or public information, about the problems and treatments involved in case studies. 4. Enact and assume the professional role in cases in order to make recommendations for supportive interventions. 5. Reflect on one’s own development and identity through the lens of various psychosocial theories. ________________________________________________________________ Required Textbooks and Materials Wohlfarth, D. & Morgan, R. K. (2017). Case studies in child and adolescent psychopathology (2 nd ed.). Long Grove, IL: Waveland Press, Inc. Additional selected readings will be available through eLearning . ________________________________________________________________ Assignments & Academic Calendar Dates, topics, and due dates of assignments may change at the instructor’s discretion and wi ll be announced in class. Date Topic Assigned Reading Content Learning Activity DUE 8/24 Introduction & Identity Case Studies in Child and Adolescent Psychopathology (CSCAP), ix-xii. Learning Activity 1 (in class) 8/31 Attachment, Family, & Environment Cassidy, J. (2001). Truth, lies, and intimacy: An attachment perspective. Attachment & Human Development, 3 (2), 121-155. Allen, K. R. & Henderson, A. C. (2016). Family systems theory. In Family theories: Foundations and applications. (pp. 103-123). John Learning Activity 2 (in class)

Wiley & Sons. 9/7 Stress, Trauma, & Adversity Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14 (4), 245-258. Purvis, K. B., Cross, D. R., & Pennings, J. S. (2009). Trust-based relational intervention (TBRI): Interactive principles for adopted children with special social-emotional needs. Journal of Humanistic Counseling, Education, and Development , 48 , 3-22. Learning Activity 3 (in class) 9/14 Autism Spectrum Disorder CSCAP , Case Study 1, pgs. 3-14 & 117- 130 Reading quiz 1 (in class) ASD DSM V Presentation 9/21 Attention- Deficit/ Hyperactivity Disorder CSCAP , Case Study 2, pgs. 15-24 & 131- 144 Reading quiz 2 (in class) ADHD DSM V Presentation 9/28 Schizophrenia CSCAP , Case Study 3, pgs. 25-35 & 145- 164 Reading quiz 3 (in class) Schizophrenia DSM V Presentation 10/5 Major Depressive Disorder CSCAP , Case Study 4, pgs. 36-44 & 165- 176 Reflective Case Study Midterm Paper DUE beginning of class Reading quiz 4 (in class) Depression DSM V Presentation

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10/12 Generalized Anxiety Disorder & Phobia CSCAP , Case Study 5, pgs. 45-53 & 177- 193 Reading quiz 5 (in class) GAD DSM V Presentation Phobia DSM V Presentation 10/19 Hoarding Disorder CSCAP , Case Study 6, pgs. 54-63 & 194- 208 Reading quiz 6 (in class) Hoarding DSM V Presentation 10/26 Posttraumatic Stress Disorder CSCAP , Case Study 7, pgs. 64-71 & 209- 223 Reading quiz 7 (in class) PTSD DSM V Presentation 11/2 Eating Disorders CSCAP , Case Study 8, pgs. 72-82 & 224- 244 Reading quiz 8 (in class) Eating Disorder DSM V Presentation 11/9 Enuresis & Sleep Disorders CSCAP , Case Study 9, pgs. 83-87 & 245-256 CSCAP , Case Study 10, pgs. 88-96 & 257-268 Reading quiz 9 & 10 (in class) Enuresis DSM V Presentation Sleep Disorders DSM V Presentation 11/16 Conduct Disorder & Alcohol Use Disorder CSCAP , Case Study 11, pgs. 97-105 & 269-281 Reading quiz 11 (in class) Conduct Disorder DSM V Presentation Alcohol Use Disorder DSM V Presentation 11/23 FALL BREAK & THANKSGIVING – NO CLASS

11/30 Bipolar Disorder & Substance Use Disorder CSCAP , Case Study 12, pgs. 106- 114 & 282-298 Reading quiz 12 (in class) Bipolar Disorder DSM V Presentation Substance Use Disorder DSM V Presentation 12/7 Professional Role Grant, L. & Kinman, G. (2014). Emotional resilience in the helping professions and how it can be enhanced. Health and Social Care Education, 3 (1), 23-34. Learning Activity 4 (in class) 12/12-12/16 FINAL EXAM – TBA Philosophy of Care Paper DUE ________________________________________________________________ Grading Policy Assignments Participation/Class Activities (30 points, 10%) Your attendance and participation is important to make this class all it can be. I expect you to be actively involved in class discussion and contribute to the learning experience of your classmates. Occasionally, there will be activities during the class period that you will turn in for participation points. You will receive full participation points if you attend all classes, complete learning activities, respect your classmates, and engage in class discussion. Please refer to “late work and make - up policy” for the policy on missing class activities. Reading Quizzes (60 points, 20%) In order to engage in the complexities of each of the case studies during class discussion, it is critical that you read the assigned reading prior to coming to class. In order to ensure the reading is completed, reading quizzes will be given at the beginning of each case study day. Each quiz is worth 5 points and is due at the beginning of class. Please refer to “late work and make- up policy” for the policy on missing reading quizzes. Group Presentation (75 points, 25%) Each student will present a selected DSM V disorder from the required text during a 20-minute period of class. You will select the specific disorder you would like to present. Please refer to the course schedule for the dates of each case study. Presentations will include: • Etiology of DSM V disorder • Symptomatology of DSM V disorder • Treatment options for DSM V disorder

A more detailed presentation rubric can be found on eLearning. Please refer to “late work and make - up policy” for the policy on missing your group presentation. Reflective Case Study Paper – due October 5 (75 points, 25%) Our focus in this course is reading case studies and learning of the complexities of each individual and the environments in which they find themselves. This 6-page paper is a critical reflection of your own self – the way in which you have been affected by your own environments, who you are and why you are who you are, and why you have decided to go into your field of study. Think of it as a paper describing your integrated view of self. A detailed rubric can be found on eLearning. Grading will be based on accurate use of APA style, critical thinking, thorough self- reflection, and writing quality. Please refer to “late work and make - up policy” for the policy on late papers. Philosophy of Care Paper – FINAL - due TBA (60 points, 20%) Using what you have learned about Trust-Based Relational Intervention  (TBRI  ), the complexities of child development and the systems in which children live, and your role as a future professional, write a 3-page paper about your philosophy of care. Your philosophy of care includes the way in which you view children and adolescents, how you plan to work with them as a professional using specific theories/interventions, and the way in which you specifically influence the work you will be doing. Include 3 sources from peer-reviewed journals to aid in your argument. Grading will be based on accuracy, critical thinking, thoroughness, use of high- quality sources, writing quality, and proper use of APA style. A detailed rubric can be found on eLearning. Please refer to “late work and make - up policy” for the policy on late papers. Final Grade Elements / Grade Breakdown: Outcome(s) Assignments, Exams/Quizzes, Presentations, etc. Percentage Points 1,2,3,4,5 Participation/Learning Activities 10% 30 1,2 Reading Quizzes 20% 60 1,2,3,4 DSM V Group Presentation 25% 75 1,2,5 Reflective Case Study Paper 25% 75 2,3,4,5 Philosophy of Care Paper 20% 60 Total 100% 300

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Grading Scales Grade Score A 90 – 100 B 80 – 89.99 C 70 – 79.99 D 60 – 69.99 F 0 – 59.99 ________________________________________________________________ Course & Instructor Policies Late Work For reading quizzes and class learning activities, you will be unable to make-up the missed assignments and will receive a grade of zero unless you have a university- approved excused absence. If you have a university-approved excused absence, you will need to submit this excuse prior to the class you will miss and you will have one week from the day of the assignment to complete it. If you do not submit the excuse prior to class and/or do not complete the assignment within the one-week time frame, you will receive a grade of zero. It is up to you to contact the professor to make arrangements to complete these missed assignments. If you are not present for the day of your class presentation, you will receive a grade of zero. If you are other university obligations, please ensure you pick a case study on a day that you will be present on campus. If you have a university-approved excused absence and are unable to be present, then time-stamped documentation of your university-approved excused absence will need to be sent to the instructor prior to your presentation. You will need to work with the professor to complete this assignment in an alternate manner. It is up to you to contact the professor to begin making alternate arrangements within 24 hours of your presentation. For papers, each day your assignment is late you will receive a -10% penalty. If there is an issue with getting this assignment due on time, please contact your professor at least 24 hours prior to the assignment’s due date. If you do not cont act the professor prior to this time, you will be unable to make alternate arrangements and will receive the 10% penalty for each day the paper is late.

Grading Concerns If you have any questions or concerns about your experiences in this course, the first step is to communicate these questions or concerns directly with the instructor of record. Your instructor is your primary contact for any questions or concerns that arise with this course. ________________________________________________________________ Class Materials The instructor may provide class materials that will be made available to all students registered for this class as they are intended to supplement the classroom experience. These materials may be downloaded during the course, however, these materials are for registered students' use only. Classroom materials may not be reproduced or shared with those not in class, or uploaded to other online environments except to implement an approved Office of Student AccessAbility accommodation. Failure to comply with these University requirements is a violation of the Student Code of Conduct . ________________________________________________________________ Class Attendance This class is not designed to be a lecture course – I believe we learn best through engagement with the material. That being said, your attendance and participation is important to make this class all it can be. I expect you to be actively involved in class discussion and contribute to the learning experience of your classmates. This course is designed to simultaneously help you increase awareness of yourself as a future professional and of the complexities of child development. In order to do this well, you will need to be engaged in reflection of the material and class conversation both while reading the class material and engaging in the dialogue during class periods. I also expect each of you to respect the views and opinions of others in the classroom and participate in class with an open mind. Attendance will not be monitored but if you miss a learning activity or a reading quiz, you will be unable to make-up these assignments unless you have a university-approved excused absence. Please keep in mind that the content of discussion may be triggering for some of you. The course is designed to talk about hard things so that you are prepared for the child development field. That being said, if you know a case study will be especially hard for you, please reach out to the professor prior to class to make alternative arrangements in lieu of attending class that day. Additionally, you are free to “leave” the class at any time if the material becomes too heavy. READING: I expect you to come to class prepared to discuss the assigned readings. Readings allow you to understand and grapple with the class topics beyond what can be done in a classroom. On days when case studies will be discussed, reading is especially important for rich classroom discussion. Without having read the case studies prior to class, you cannot wrestle through the complexities of the case with the rest of your classmates. On these days, reading quizzes will be given at the start of class.

Please also keep in mind that the content of these case studies may be triggering and/or difficult to read, especially if you have personal experience with any of the material. If this is the case for you, please reach out to the instructor to make alternative arrangements. ________________________________________________________________ Class Participation Regular class participation is expected. Students who fail to participate in class regularly are inviting scholastic difficulty. A portion of the grade for this course is directly tied to your participation in this class. It also includes engaging in group or other activities during class that solicit your feedback on homework assignments, readings, or materials covered in the lectures (and/or labs). Class participation is documented by faculty . Successful participation is defined as consistently adhering to University requirements, as presented in this syllabus. Failure to comply with these University requirements is a violation of the Student Code of Conduct . ________________________________________________________________ Class Recordings Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures. Unless the Office of Student AccessAbility has approved the student to record the instruction, students are expressly prohibited from recording any part of this course. Recordings may not be published, reproduced, or shared with those not in the class, or uploaded to other online environments except to implement an approved Office of Student AccessAbility accommodation. Failure to comply with these University requirements is a violation of the Student Code of Conduct. ________________________________________________________________ Comet Creed This creed was voted on by the UT Dallas student body in 2014. It is a standard that Comets choose to live by and encourage others to do the same: “As a Comet, I pledge honesty, integrity, and service in all that I do.” ________________________________________________________________ Academic Support Resources The information contained in the following link lists the University’s academic support resources for all students. Please see http://go.utdallas.edu/academic-support-resources . ________________________________________________________________

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UT Dallas Syllabus Policies and Procedures The information contained in the following link constitutes the University’s policies and procedures segment of the course syllabus. Please review the catalog sections regarding the credit/no credit or pass/fail grading option and withdrawal from class. Please go to http://go.utdallas.edu/syllabus-policies for these policies. The descriptions and timelines contained in this syllabus are subject to change at the discretion of the Professor.

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