303031 (v.2) Mental Health in Childhood and Adolescence 502

Area:

School of Occupational Therapy

Credits:

25.0

Contact Hours:

2.0

Seminar:

1 x 2 Hours Weekly

Other Requisite(s):

Substantial completion: of a diploma or undergraduate degree in a relevant health sciences or social sciences discipline.

Syllabus:

Clinical and related issues in childhood and adolescent mental health. Aetiology and manifestation of psychiatric disabilities. Universal and selected interventions; evidence; assessment and evaluation in a range of contexts.

Unit Outcomes:

Upon completion of this unit, students will be able to - Review and identify the factors that impact on childhood and adolescent mental health, including environments, development, families and nature versus nurture. Identify and describe aetiology, symptoms, and impairments in mental health disabilities of childhood and adolescence and their impact on participation and activity. Identify issues arising out of psychiatric disabilities and determine their implications for intervention in a given context. Critique the evidence for the impact of universal and selected interventions, assessment and evaluation for the prevention and management of mental health disorders of childhood and adolescence.

Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.

Unit References:

Barkley, R. (1996). Attention Deficit Hyperactivity Disorder. In E.J. Mash and R. Barkley (Eds.), Child Psychopathology. (pp. 63-112). New York: The Guilford Bronfenbrenner, U. and Ceci, S.J. (1994). Nature-Nurture Reconceptualized in a Developmental Perspective: A Bioecological Model. Psychological Review, 101(4), 568-586. Compas, B.E., Hinden, B.R. and Gerhardt, C.A. (1995). Adolescent Development: Pathways and Processes of Risk and Resilience. Annual Review of Psychology, 46, 265-293. Cowen, E.L. and Work, W.C. (1998). Resilient Children, Psychological Wellness, and Primary Prevention. American Journal of Community Psychology, 16(4), 591-607.Cowen, E.L., Wyman, P.A., Work, W.C. and Parker, G.R. (1990). The Rochester Child Resilience Project: Overview and Summary of First Year Findings. Development and Psychopathology, 2, 193-212. Durkin, K. (1995). Developmental Social Psychology. Oxford, Blackwell Science.

Unit Texts:

Kaplan, H. I., and Sadock, B. J. (1998). Synopsis of Psychiatry 8th ed. Baltimore, Williams and Williams.

Unit Assessment Breakdown:

Assignment 1 30%, Assignment 2 30%, Assignment 3 40%. This is by grade/mark assessment.

Year	Location	Period	Internal	Area External	Central External
2004	Bentley Campus	Semester 2	Y		Y
2004	Bentley Campus	Summer Period	Y