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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Early Childhood
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Professor Cory Shulman
Coordinator Office Hours:
Teaching Staff:
Dr. Zili Nir
Course/Module description:
The course will deal with issues related to using the term "psychopathology" in young children, such as how professionals can determine that there is a problem at such a young age. We will discuss the types of problems which are found in young children and the difficulties in diagnostic ascertainment at these ages. In this course we will address issues related to psychopathology in young children, diagnostic tools for early detection of these problems, understanding the parents’ role in early childhood psychopathology, and the implications for policy and service provision as part of the health system. Focus on syndromes in infancy and early childhood such as autism spectrum disorders, intellectual impairment, eating disorders, sleep disorders and post-traumatic stress syndrome in young children.
Course/Module aims:
To provide an understanding of the unique issues involved in infant and early childhood psychopathology.
To understand the diagnostic systems in use today with young children.
To become familiar with several syndromes which are evident in early childhood.
To understand the positive and negative implications of an early diagnosis.
To recognize the importance of multi-disciplinarian work in early childhood psychopathology.
Learning outcomes - On successful completion of this module, students should be able to:
Define psychopathology in early childhood and identify the uniqueness of psychopathology at these ages.
Describe the two main diagnostic systems (ICD and DSM) and discuss the ramifications of using these systems with young children, and then discussing the 0-3 diagnostic system.
Identify the history, diagnostic criteria, methods of assessment and recommended intervention techniques for at least three syndromes of early childhood.
Delineate policy changes consistent with the need for service development for young children with mental health issues.
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Each lesson will begin with a frontal lecture regarding the weekly topic, continue with a debate regarding an issue of definition, diagnosis or treatment. Viewing videos of young children and their families coping with psychopathology in early childhood will provide examples of the theoretical material presented in class.
Course/Module Content:
1. Typical socio-emotional development in the early years; understanding abnormality in early childhood.
2. Clinical classification according to DSM and 0-3 systems.
3. Assessment.
4. Diagnosis.
5. Regulatory disorders.
6. Sleeping disorders.
7. Feeding and eating disorders and failure to thrive.
8. Trauma
9. Aggression and behavior problems.
10. Anxiety and depression in early childhood.
11. Disorders of attention.
12. Autism spectrum disorders.
13. Principles of early childhood intervention.
14. selected topics in policy regarding infant and early childhood psychopathology.
Required Reading:
Sameroff, A., Seifer, R., & McDonough, S. C. (2004). Contextual contributors to the assessment of infant mental health. Handbook of infant, toddler, and preschool mental health assessment, 61-76.
Shulman, C. (2016). A survey of evidence-based intervention in infant and early childhood mental health. Research and practice in infant and early childhood mental health. (pp.159-175). Springer International Publishing.
Zeanah, C. H., Boris, N. W., & Scheeringa, M. S. (2006). Psychopathology in infancy. Journal of Child Psychology and Psychiatry, 38(1), 81-99.
Zeanah, C. H. (2016). New disorders of early 5™. Journal of the American Academy of Child & Adolescent Psychiatry, 55(10), S64.
Additional Reading Material:
Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 80 %
Active Participation / Team Assignment 10 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 10 %
Additional information:
Active participation in the discussions in class is 10% of the final grade.
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