Treatment Evaluation Presentation Assignment Instructions
Research Techniques and Clinical Practices
Parritz & Troy: Chapters 3–4 (3rd ed. 2018)
Wilmshurst: Chapter 1: Case 2 (5th ed. 2022)
PSYC 676
PSYC 645
Treatment Evaluation Presentation Assignment Instructions
Overview
The goal of the current assignment is to summarize and evaluate treatment strategies for one of the disorders of childhood or adolescence discussed in the course’s textbook readings and lecture presentations as well as to approximate the experience of delivering an oral presentation in front of an audience. For the current assignment, you will create and narrate a PowerPoint or Prezi (prezi.com) presentation that describes and evaluates different types of intervention strategies for one of the following disorders of childhood and adolescence:
|
Intellectual Developmental Disorder Learning Disorders Autism Spectrum Disorder Attention Deficit/Hyperactivity Disorder Oppositional Defiant Disorder Conduct Disorder Separation Anxiety Disorder Specific Phobias Social Phobia Generalized Anxiety Disorder |
Panic Disorder Obsessive-Compulsive Disorder Major Depressive Disorder Persistent Depressive Disorder Bipolar Disorder Posttraumatic Stress Disorder Reactive Attachment Disorder Substance Abuse Disorders Anorexia Nervosa Bulimia Nervosa |
While there are a variety of treatment methods used by mental health care providers, your presentation will focus on three of the following types of therapeutic approaches for the disorder that you have chosen:
|
Cognitive-Behavioral Therapy Behavior Therapy Person-Centered (Humanistic) Therapy Physiological/Pharmacotherapy |
Psychodynamic Therapy Family Systems Therapy Solution-Focused Brief Therapy Group Therapy |
In addition to the three treatment strategies that you choose from above, your presentation also will discuss one biblically based therapeutic technique or intervention that can be used to treat the disorder you have chosen.
Instructions
Presentation Content
Regarding the content of your presentation, you will utilize the following sources: 1) the textbook, 2) at least 1 scriptural citation, and 3) at least 3 additional peer-reviewed, primary, scholarly sources to address the following issues:
· Identify the disorder (from the list above) that will be the focus of your presentation and describe its current DSM diagnostic criteria.
· Choose three types of therapeutic approaches (from the list above), and:
· Identify 1 theoretical principle from each approach, describe it, and explain how it relates to the disorder that you have chosen.
· Identify 1 specific therapeutic technique from each approach that could be used to treat the disorder you have chosen (e.g., exposure therapy or social skills training are specific behavioral techniques that can be used to treat social phobia; EMDR or SSRI medications are specific physiological treatments that can be used to treat PTSD).
· Evaluate the efficacy of each therapeutic approach in treating the disorder that you have chosen. For each of the 3 approaches that you have selected, find at least 1 peer-reviewed, primary, clinical outcome research article to support your assessment of the approach.
· In addition to the therapeutic techniques that you discuss above, identify and describe at least one biblically based therapeutic technique or intervention that can be used to treat the disorder you have chosen. Additionally, provide at least one scriptural citation that supports the use of the biblically based intervention that you describe.
Presentation Format
· Include a title slide, content slides, and a reference slide.
· Include some relevant and engaging graphics in your presentation.
· Avoid overloading your slides with either text or graphics.
· Remember the following rule of thumb when creating your slides— Less is more! You do not want to make a presentation that is busy, brash, or confusing.
· After creating the slides, narrate the slides as if you were standing in front of an audience. If you need help learning how to narrate the slides, there are many helpful, online tutorials.
· Speak in a clear, audible voice
· Utilize precise pronunciation of terms
· Speak with fluctuation in volume and inflection to maintain audience interest and to emphasize key points.
· The presentation must be 5–7 minutes long.
· Follow current APA formatting guidelines for title, citations, and references.
· Make sure that the sources on the references slide(s) match the sources cited in the body of the presentation.
Writing and Organization
· Write in a scholarly writing style with a formal, graduate-level tone
· Be concise, not wordy
· Organize your ideas logically
· Utilize appropriate grammar, diction and punctuation
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 2
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WEEK 2 OVERVIEW
Overview
In this module, you will explore the theoretical principles of stability and change, competence and incompetence, and risk and resilience. Additionally, you will examine the clinical practices of classification, assessment, diagnosis, and intervention.
Learning Outcomes
Upon successful completion of this module, you will be able to:
· Define the concept of developmental pathways and explain how they are related to stability and change.
· Describe what is meant by the terms competence, incompetence, risk, and resilience in the context of developmental psychopathology.
· Compare and contrast the processes of classification and diagnosis.
· Define assessment and describe the assessment techniques that are most commonly used with children and adolescents.
· Evaluate the efficacy of psychotherapy in children and adolescents in terms of outcome research and process research, as well as describe biblically-based intervention strategies that can be used to treat psychopathology in children and adolescents.
PRESENTATION TIPS FOR SUCCESS
Here are some tips to consider when putting together your PP presentation this week.
· Please note the wording in the instructions that states that the disorder you choose needs to be a disorder of “childhood or adolescence”. Your presentation needs to focus on this age group and clearly point the listener to this disorder in these developmental stages.
· As you talk about the disorder, please make sure you are using references that examines this disorder in childhood or adolescence, not adulthood. Your references will be evaluated toward this end. I encourage you to do research early in the week making sure there are enough resources you can draw on for childhood and adolescence.
· Further, your treatments need to be based on evidenced based studies that focus on childhood and adolescence. You cannot talk about treatments studied on adults and assume they apply in the same way to children.
· Broadly, please make sure your presentation narrows in on this developmental period, as students in the past have made a mistake by talking about the disorder more broadly, or by citing research focused on adults and not children and adolescents. Make sure the focus on childhood and adolescence is clear on every slide in your submission.
· I strongly encourage you to use the video narration option in PP. Here is a video that walks you through how to do this! Most professional workplaces require the ability for workers to orally communicate their thoughts, so please consider this as important professional development! You will have a lot of experience communicating in writing during your graduate program. Communicating well orally/on video is also a critically important skill to work on. Here’s a link https://www.youtube.com/watch?v=2wO3OWtFxwU
· that shows how to do that.
· Relatedly, when narrating, please do not directly read your slides . Your slides contain highlights/bullets, but the text of your presentation should be in the notes section.
· I encourage students when doing PowerPoint presentations to utilize the Notes section of PowerPoint. This is where you put what you would say in a presentation, and the information on the slides are the bullets that you would talk through. Here is a
https://www.youtube.com/watch?v=GTRRyEaUsbM&t=3s
· that shows you how to use the notes section:
· Also, per the assignment directions, when putting together PowerPoint presentations, please try to make your slides visually interesting. You have to find the right balance of information on the slide (not too much, not too little.) Here's a resource Links to an external site. that provides points on making effective PP presentations:
· As a general rule, please do not use direct quotes on your PP slides and paraphrase from your sources instead.
· Make sure you cite all of the sources you are relying on in your presentation directly on the slides using proper APA formatting.
· Finally, make sure you clearly link together your proposed therapies and discuss the evidence that shows the effectiveness of those therapies for your chosen disorder. This is especially true for the biblically based therapy you discuss. For example, if you discuss prayer as a biblically based therapy for autism, please cite research demonstrating how prayer has been studied as an intervention and what that research has found.
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THIRD EDITIon
DisorDers of ChilDhooD Development and Psychopathology
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
robin hornik Parritz Hamline University
MiChael f. troy Children’s Hospitals and Clinics of Minnesota
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Disorders of Childhood: Development and Psychopathology, Third Edition Robin Parritz and Michael Troy
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WCN: 02-300
Dedication
Robin dedicates this book to Ari, Adam, and Jesse, with love and gratitude for these sweet babies, exuberant children, and
remarkable men.
Mike dedicates this book to Kevin and Brendan, whose lives are his treasured memories, and Mimi, who brings new blessings.
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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
v
About the Authors xiii Preface xv Acknowledgments xix
1 Introduction 1
2 Models of Child Development, Psychopathology, and Treatment 12
3 Principles and Practices of Developmental Psychopathology 32
4 Classification, Assessment and Diagnosis, and Intervention 48
5 Disorders of Early Childhood 66
6 Intellectual Developmental Disorder and Learning Disorders 86
7 Autism Spectrum Disorder 107
8 Maltreatment and Trauma- and Stressor-Related Disorders 129
9 Attention Deficit/Hyperactivity Disorder 151
10 oppositional Defiant Disorder and Conduct Disorder 170
11 Anxiety Disorders, obsessive-Compulsive Disorder, and Somatic Symptom Disorders 194
12 Depressive Disorders, Bipolar Disorders, and Suicidality 215
13 Eating Disorders 241
14 Substance-Related Disorders and Transition to Adult Disorders 254
Glossary 275 References 283 name Index 358 Subject Index 386
brief Contents
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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vii
About the Authors xiii Preface xv Acknowledgments xix
Chapter 1
Introduction 1
Defining Disorders of infancy, Childhood, and adolescence 2
What is normal? 3
Statistical Deviance 3 Sociocultural Norms 3 Mental Health Perspectives 4
the role of Values 4
Box 1:1 the ChIld In Context: The Irreducible Needs of Children 4
Poor Adaptation 4 The Case of Dylan
Adequate Adaptation 5 The Case of Antoine
Optimal Adaptation 5 The Case of Jenna
The Impact of Values on Definitions of Disorder 6 Definitions of Psychopathology and Developmental Psychopathology 7
Rates of Disorders in Infancy, Childhood, and Adolescence 7
Allocation of Resources, Availability, and Accessibility of Care 7
the Globalization of Children’s Mental health 9
the stigma of Mental illness 9
Box 1:2 the ChIld In Context: The Stigma of Mental Illness 10
Chapter 2
Models of Child development, psychopathology, and treatment 12
The Case of Max The Case of Anna the role of theory in Developmental Psychopathology 13
Dimensional and Categorical Models 13 Physiological Models 14
Historical and Current Conceptualizations 14 Box 2:1 eMergIng SCIenCe: Behavior Genetics, Epigenetics, and Developmental Psychopathology 20
Thinking about Max 21 Thinking about Anna 22
Psychodynamic Models 22
Historical and Current Conceptualizations 22 Thinking about Max 22 Thinking about Anna 23
behavioral and Cognitive Models 23
Historical and Current Conceptualizations 23 Thinking about Max 24 Thinking about Anna 24
humanistic Models 24
Historical and Current Conceptualizations 24 Thinking about Max 25 Thinking about Anna 25
family Models 25
Historical and Current Conceptualizations 25 Thinking about Max 27 Thinking about Anna 27
sociocultural Models 27
Historical and Current Conceptualizations 27 Thinking about Max 30 Thinking about Anna 30
Chapter 3
principles and practices of developmental psychopathology 32
the framework of Developmental Psychopathology 32
Developmental Pathways, stability, and Change 34
Competence and incompetence 36
The Case of Carlos The Case of Jasmine risk and resilience 38
Risk and Risk Factors 38 Resilience and Protective Factors 40
Contents
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viii Contents
Attachment 71 Temperament, Attachment, and
Psychopathology 73 Disorders of Early Development 74
Avoidant/Restrictive Food Intake Disorder 74
The Case of Jalen The Case of Grace
Developmental Course 75 Etiology 75 Assessment and Diagnosis 76 Intervention 76
Sleep–Wake Disorders 76
The Case of Maddie Developmental Course 77 Etiology 77 Assessment and Diagnosis 78 Intervention 78
Disorders of Attachment 78
The Case of Andreas The Case of Lily
Developmental Course 80 Box 5:2 Risk and Resilience: Children in Romanian Orphanages: Risks, Interventions, and Outcomes 81
Etiology 82 Assessment and Diagnosis 82 Intervention 83 Prevention 83 Child Treatment 83 Infant–Parent Psychotherapy 84
chapteR 6
intellectual developmental disorder and learning disorders 86
Developmental Tasks and Challenges Related to Intelligence and Cognition 87
Components and Mechanisms of Intelligence 87 Cognitive and Intellectual Functioning across
Development 88 Genes, the Brain, and the Environment 88
Intellectual Developmental Disorder 90
Box 6:1 the child in context: Changing Names, Changing Stigma? 91 The Case of Katherine
Zigler’s Developmental Approach to Intellectual Developmental Disorder 92
Genotypes and Behavioral Phenotypes 93
Box 3:1 Risk and Resilience: “Ordinary Magic” 41
Research Strategies in Developmental Psychopathology 44
Box 3:2 Risk and Resilience: The Great Smoky Mountains Study 45
chapteR 4
classification, assessment and diagnosis, and intervention 48
Classification 48
Categorical Classification 49 Dimensional Classification 50 Developmental Contributions to Classification
Systems 51 Box 4:1 emeRging science: Research Domain Criteria 52
Two Classification Concerns: Heterogeneity and Comorbidity 53
Current Views on Classification 54 Assessment and Diagnosis 54
Definitions of Assessment and Diagnosis 54 Methods and Processes of Assessment 55
The Case of Eden The Case of David The Case of Rohan
Box 4:2 the child in context: Agreement and Disagreement between Parents and Children 56 Intervention 60
The Efficacy of Psychotherapy for Children and Adolescents 61
Primary, Secondary, and Tertiary Interventions 62 Working with Children 62 Working with Parents and Families 62 Working with Schools and Communities 63
chapteR 5
disorders of early childhood 66
Developmental Tasks and Challenges Related to Physiological Functioning, Temperament, and Attachment 67
Physiological Functioning 67 Temperament 67
Box 5:1 emeRging science: Differential Sensitivity: Interactions among Genes, Temperament, and Parenting 70
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents ix
Developmental Course 116
Infancy and Childhood 116 Adolescent and Adult Outcomes 118 The Role of the Family 119
etiology 119
Early Hypotheses 119 Genes and Heredity 120 Physiological Factors 121 Child and Environmental Factors 122
assessment and Diagnosis 123
Parent Interviews 124 Checklists, Rating Scales, and Observations 124 Differential Diagnosis and Comorbid Disorders 124
intervention 124
Prevention Efforts 125 Pharmacological Treatment 125 Psychological Treatment 125 School-Based Programs 126 Long-Term Treatment 127
Box 7:3 ClInICal perSpeCtIveS: The TEACCH Model of Intervention 127
Chapter 8
Maltreatment and trauma- and Stressor-related disorders 129
Developmental tasks and Challenges related to stress and Coping 129
Maltreatment 133
The Case of Wyatt trauma- and stressor-related Disorders 135
The Case of Simone Developmental Course 139
Maltreatment 139 Box 8:1 ClInICal perSpeCtIveS: Developmental Trauma Disorder 140
Box 8:2 eMergIng SCIenCe: Ma
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