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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 324"
COURSE NAME: "Child and Adolescent Psychopathology"
SEMESTER & YEAR:
Spring 2026
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SYLLABUS
INSTRUCTOR:
Argelinda Baroni
EMAIL: [email protected]
HOURS:
TTH 8:30 AM 9:45 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisites: PS 320 or PS 354
OFFICE HOURS:
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COURSE DESCRIPTION:
This course provides an in-depth introduction to developmental psychopathology, emphasizing how typical and atypical developmental processes intersect across childhood and adolescence. Students will explore the genetic, neurobiological, psychological, familial, and sociocultural factors that contribute to the emergence and expression of psychopathology, as well as the complex interactions among these influences across developmental trajectories. While treatment is not the focus of the course, examples of evidence-based assessment and interventions within a developmental framework will be provided. Ethical considerations and issues of cultural diversity will also be addressed, with particular attention to how they shape research, diagnosis, and practice in the field.
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SUMMARY OF COURSE CONTENT:
Through a combination of lectures and discussions students will engage in a critical review of common child and adolescent psychopathology while challenging social and cultural assumptions of what constitutes “normal” versus “pathological” behavior, cognition, and emotion. Particular attention will be given to developmental domains such as temperament, attachment, emotion regulation, and the impact of trauma, stress, and risk factors across contexts. Major childhood and adolescent disorders—including neurodevelopmental, internalizing, and externalizing disorders—will be examined primarily through the lens of the DSM-5-TR, alongside a critical evaluation of the strengths and limitations of categorical diagnostic systems.
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LEARNING OUTCOMES:
By the end of the course students should be able to:
1. Explain typical and atypical developmental processes using diverse theoretical perspectives (PLOS 1).
2. Analyze how biological, psychological, familial, cultural, and systemic factors interact to shape developmental trajectories (PLOS 1).
3. Evaluate empirical research methods and their application to the study of developmental psychopathology. (PLOS 2)
4. Demonstrate critical awareness of how research findings and diagnostic frameworks map onto the lived experiences of children, families, and communities. (PLOS 2)
5. Demonstrate communications skills through written and oral presentations.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Midterm | | 20% |
| Final Exam | | 20% |
| Individual/Group Presentation | | 20% |
| Participation | | 10% |
| Reflection Paper | | 30% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Week 1
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Development as a dynamic process: typical vs. atypical trajectories
Piaget and Erickson Theories
Brain development in childhood and adolescence
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Week 2
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Nurture vs. Nature; genetic and environmental contributions to normal development and psychopathology; Parenting, attachment, peer and cultural influences; biopsychosocial model of psychopathology
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Week 3
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ADHD, Oppositional Defiant Disorders and Conduct Disorder; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 4
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Intellectual Disability, Learning Disabilities; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 5
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Autism Spectrum Disorder; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 7
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Depressive Disorders, Major Depressive Disorder, Disruptive Mood Dysregulation Disorder (DMDD); presentation and diagnosis, etiology, epidemiology and clinical course
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Week 8
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Bipolar spectrum disorders in youth; presentation and diagnosis, etiology, epidemiology and clinical course;
Suicide and self-harm in adolescence
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Week 9
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Anxiety disorders; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 10
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Obsessive-Compulsive Disorder in childhood and adolescence; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 11
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Trauma, Stress, and Maltreatment; Post-Traumatic Stress Disorder (PTSD) and complex trauma; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 12
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Early onset schizophrenia and other psychotic disorder; presentation and diagnosis, etiology, epidemiology and clinical course
Eating Disorders; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 13
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Substance Use Disorders; presentation and diagnosis, etiology, epidemiology and clinical course
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Week 14
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Future Direction and Students Presentations
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