Swinburne University of Technology - Melbourne Australia
Future Students - Courses
Duration
Contact Hours
Campus
Prerequisite
Corequisite
1 Semester
3 Hours per Week
Hawthorn
Admission to the Doctor of Psychology (Clinical Psychology) program or equivalent.
Nil
Credit Points: 12.5 Credit Points
A unit of study in the Doctor of Psychology (Clinical Psychology).
The aim of this unit is to provide students with: A psychodynamic framework for understanding child development and behaviour.A detailed understanding of the disorders seen in infancy, childhood and adolescence according to the most recent Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR).An understanding of the strengths and limitations of using a categorical approach to diagnosis for children and adolescents.An understanding of the key principles relevant to conducting psychological assessments with children/adolescents and their families.An understanding of the importance of assessment and formulation for diagnosis and treatment planning.An assessment framework for working with children/adolescents and families.An understanding of a range of treatment options for disorders in infancy, childhood and adolescence.
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.
* Hurdle requirement: 4 case studies * 2 further case studies (1000 words each) to be assessed with the best to count towards final marks 15% * Psychological assessment report including formulation and treatment plan (3000 words) 60% * 1 infant/child observation report (2000 words) 25%
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.
Graduates are capable in their chosen professional area:
Graduates are adaptable and work effectively and ethically:
Graduates are aware of environments:
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 behaviourOverview of 'normal' child developmentClassification, diagnosis and the Diagnostic and Statistical Manual for Mental DisordersAssessment and formulationDisorders of infancy and early childhoodDisorders of childhoodWorking with adolescentsThe role of medication in treating child psychopathologyCase studiesCase observation.
American Psychiatric Association. (2000). Diagnostic and statistical manual for mental disorders - text revision (DSM-IV-TR), 4th edn, Washington, DC. Fraiberg, SH. ( 1996). The magic years: understanding and handling the problems of early childhood, Fireside, New York, 1996. Gelfand, DM & Drew, CJ. (2003). Understanding child behaviour disorders, 4th edn, Wadsworth/Thomson, Belmont, CA. Kamphaus, R.W., & Campbell, J.M. (2008). Psychodiagnostic assessment of children: dimensional and categorical approaches. Hoboken: John Wiley & Sons. Kamphaus, R.W., & Frick, P.J. (2005). Clinical assessment of child and adolescent personality and behavior (2nd ed.) New York: Springer. Karen, R. (1998). Becoming Attached: First Relationships And How They Shape The Capacity To Love. Oxford University Press, New York. Kearney, C.A. (2010). Casebook in child behavior disorders. Belmont, CA: Wadsworth/Cengage Learning. Kronenberger, WG & Meyer, RG. (2001). The child clinician's handbook, 2nd edn, Allyn & Bacon, Boston. Luby, J.L. (2006). Handbook of preschool mental health: Development, disorders and treatment. New York: Guilford Sattler, JA. (1998). 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. Sattler, JA.(2002). Assessment of children: behavioral and clinical applications, 4th edn, Jerome M. Sattler Inc, San Diego, 2002. Sattler, J.A., & Hodge, R.D. (2006). Assessment of children: Behavioral, social and clinical foundations (5th ed.). San Diego: Jerome M. Sattler Inc. Schmidt Neven, R. (2003). Emotional Milestones: From Birth To Adulthood: A Psychodynamic Approach. ACER, Melbourne.
