Postgraduate Courses > Postgrad > Swinburne University of Technology, Melbourne, Australia

Postgrad

> Postgrad
> Postgrad Courses

Print or email this page:

Child Psychopathology and Assessment

Unit Code: HAYC552

Duration

Contact Hours

Campus

Prerequisite

Corequisite

1 semester /teaching period

36 Hours

Hawthorn

Admission to the Master of Psychology (Clinical Psychology), Doctor of Philosophy (Clinical Psychology) or Graduate Diploma of Science (Clinical Psychology) program.

Nil

Credit Points: 12.5 Credit Points

Related Course/s:

A unit of study in the Master of Psychology (Clinical Psychology), Doctor of Philosophy (Clinical Psychology) and Graduate Diploma of Science (Clinical Psychology) programs.

Aims & Objectives:

Aim:
The aim of this unit is to develop students understanding of key diagnostic categories relevant to children and adolescents and to develop competency in assessment methods used with children and adolescents.

Learning objectives
After successfully completing this unit, students should be able to: hold a detailed understanding of the disorders seen in infancy, childhood and adolescence according to the most recent Diagnostic and Statistical Manual of Mental Disorders; understand the strengths and limitations of using a categorical approach to diagnosis for children and adolescents; understand the key principles relevant to conducting psychological assessments with children/adolescents and their families; understand the importance of assessment and formulation for diagnosis and treatment planning; apply an assessment framework for working with children/adolescents and families; be familiar with a range of treatment options for disorders in infancy, childhood and adolescence.

Teaching Methods:

Lectures, guest speakers, case presentations, a live assessment with a child/adolescent and his/her family, and class discussion. The format will vary depending on the topic and presenter.

Assessment:

Psychological assessment report (2000-2500 words) 50%, 2 case studies 50% Further details of assessment requirements are contained in the Unit Outline provided to students upon enrolling in the unit.

Generic Skills Outcomes:

Graduates are capable in their chosen professional area:

Use of the library and resources to access relevant information from specialist sources.
Professional writing skills to prepare assessments and case reports.
Oral presentation of material.
Critical thinking regarding theoretical models relevant to child psychopathology, and proposed treatment options.

Graduates are adaptable and work effectively and ethically:

In interviewing children/adolescents and families.
In discussion and consultation with others.
In the written preparation of case material.

Graduates are aware of environments:

Culturally sensitive.
An awareness of socio-economic disadvantage.
Respectful of diverse points of view.
Respectful of discipline diversity in working with child psychopathology.

Content:

This unit of study introduces students to the area of child and adolescent psychopathology, with a specific focus on assessment, diagnosis, and treatment. The importance of understanding “normal” child development and taking a developmental perspective when working with children, adolescents and their families is emphasized. Students will be introduced to a psychodynamic framework for understanding child development and behaviour. The role of engagement and the therapeutic relationship is discussed, including legal, ethical and confidentiality issues. Students will be expected to attain a detailed understanding of some of the common problems seen in infancy, childhood and adolescence.

Topics cover the broad areas of:

A psychodynamic framework for understanding child development and behaviour
Overview of 'normal' child development
Classification, diagnosis and the Diagnostic and Statistical Manual for Mental Disorders
Assessment and formulation
Disorders of infancy and early childhood
Disorders of childhood
Working with adolescents
The role of medication in treating child psychopathology
Case studies
Case observation.

Reading Materials:

American Psychiatric Association, Diagnostic and statistical manual for mental disorders - text revision (DSM-IV-TR), 4th edn, Washington, DC, 2000.
Bloch, S & Singh, BS (eds), Foundations of clinical psychiatry, Melbourne University Press, Australia, 1994.

Fraiberg, SH, The magic years: understanding and handling the problems of early childhood, Fireside, New York, 1996.

Gelfand, DM & Drew, CJ, Understanding child behaviour disorders, 4th edn, Wadsworth/Thomson, Belmont, CA, 2003.

Kamphaus, RW & Frick, PJ, Clinical assessment of child and adolescent personality and behavior, 2nd edn, Allyn & Bacon, Boston, 2002.

Karen, R., Becoming Attached: First Relationships And How They Shape The Capacity To Love. Oxford University Press, New York, 1998.

Kearney, CA, Casebook in child behavior disorders, Wadsworth/Thomson, Belmont, CA, 2003.

Kronenberger, WG & Meyer, RG, The child clinician's handbook, 2nd edn, Allyn & Bacon, Boston, 2001.

Sattler, JA, Assessment of children: behavioral and clinical applications, 4th edn, Jerome M. Sattler Inc, San Diego, 2002.

Sattler, JA, Clinical and forensic interviewing of children and families: guidelines for the mental health, education, pediatric, and child maltreatment fields, Jerome M. Sattler Inc, San Diego, 1998.

Schmidt Neven, R., Emotional Milestones: From Birth To Adulthood: A Psychodynamic Approach. ACER, Melbourne, 2003