Child and Adolescent Mental Health Studies (2016 - 2018)
Child and Adolescent Psychopathology (CAMSUA 101) is the foundational course required of all CAMS minors. Some CAMS courses (such as advanced seminars) have prerequisites, as specified below, but many of them have no prerequisites and are open to all undergraduates.
Child and Adolescent Psychopathology
CAMS-UA 101 Prerequisite: Introduction to Psychology (PSYCH-UA 1) or AP Psychology credit. Offered in the fall, spring, and summer. Evans, Shatkin. 4 points.
Focuses on disease etiology, epidemiology, phenomenology, nosology, and diagnosis. Offers a critical review of common child and adolescent psychopathology and challenges social and cultural assumptions of what constitutes "normal" versus "pathological" behavior, cognition, and emotion. Students complete one practicum by participating with a clinician (psychologist or psychiatrist) during the evaluation of a child or adolescent patient at the NYU Child Study Center.
The Treatment of Child and Adolescent Mental Illness
CAMS-UA 102 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101). Offered in the spring. Evans, Henderson. 4 points.
For most of the past century, treatments for children and adolescents suffering from mental illness relied primarily on open-ended psychotherapies. Over the past 30 years new evidence-based treatments have emerged, including behavioral psychotherapies such as cognitive behavior therapy for anxiety and depression and dialectical behavior therapy for personality disorders. In addition, strong evidence supports the use of various pharmacological interventions for attention deficit/hyperactivity disorder (ADHD), mood and anxiety disorders, and autism. Students investigate each of these treatments by reading and analyzing much of the original research that established their efficacy.
Complementary and Alternative Mental Health
CAMS-UA 103 Offered in the fall, spring, and summer. Chai, Lewis. 4 points.
Examines the role of non-conventional care in the mental wellness of children, adolescents, and young adults. We survey the historical, clinical, and scientific aspects of mind-body treatments, biologically based alternative therapies, spirituality, and the traditional medical systems of China and India. In addition, we investigate the social, political, and economic forces influencing the role and status of complementary and alternative practices in America.
When the Nightmare Is Real: Trauma in Childhood and Adolescence
CAMS-UA 104 Offered in the fall, spring, and summer. Brown, Mathewson. 4 points.
Examines the neurobiological and psychological effects of trauma on children, adolescents, and their families. We investigate the impact of physical, emotional, and sexual abuse and neglect, war, terrorism, natural disasters, bereavement, and medical illness. In addition, we explore the concepts of vulnerability and resilience to discover why most affected children successfully traverse their trauma. Finally, we discuss the treatment modalities commonly employed with traumatized children, adolescents, and their families.
Mindfulness and Mental Health
CAMS-UA 105 Offered in the fall and spring. Desai. 4 points.
Have you ever accidentally locked yourself out of your apartment or walked to school or work realizing you have no recollection of what happened along the way? Where is our mind during moments like these, and how can bringing more awareness to ourselves lead to improvements in well being? Can paying closer attention to our thoughts change our brains? We define mindfulness, develop an understanding of its complex mechanisms, reveal the neuroscience behind mindfulness-based practices, and learn its practical applications across the developmental lifespan from infancy into adulthood.
The Science of Happiness
CAMS-UA 110 Offered in the fall, spring, and summer. Lerner, Schlechter. 4 points.
Examines the state of college-student mental health and wellness on a personal and systems level. Young adulthood is a time of great promise, but the transition from child to adult is never easy. We examine how individuals can create positive change by reinterpreting their goals and identifying steps toward a successful college experience. Key findings from the fields of neuroscience and positive psychology inform our study of the biopsychosocial underpinnings of success and happiness, both personal and interpersonal. The final project requires students to promote an area of mental wellness on campus.
The Nature of Success
CAMS-UA 113 Offered in the fall and spring. Saxe. 4 points.
Uses and applies systems science to understand the occurrence of success and failure in a wide variety of systems including biological systems, ecologies, families, peer groups, business organizations, and societies.
Skepticism and Proof: Research Methods in Child Mental Health
CAMS-UA 120 Offered in the fall and spring. Lucas. 4 points.
Evidence-based clinical care seeks to guide mental health practitioners in the critical appraisal of data on risk factors, prevention, and treatment. Students examine published research, compare and contrast their knowledge with media reports, and draw their own conclusions. They design hypothetical research protocols and present them in a simulation of the research-funding application process. Topics include the apparent "epidemic" of certain diagnoses, the influence of the environment or culture on child mental health, and the risks and benefits of widely prescribed medications.
Behavioral Interventions for Children with Disruptive Behavior Disorders: Practicum
CAMS-UA 131, 132 CAMS-UA 131 is offered in summer session I; CAMS-UA 132 is offered in summer session II. Fleiss. 3 points per summer session.
Provides a broader understanding of the impact of attention deficit/hyperactivity disorder (ADHD) on children's functioning and how behavioral treatments can improve their social, academic, and home life. The second summer session is a clinical practicum at the NYU Child Study Center's Summer Program for Kids, offering 1. experience in applying behavioral principles and procedures and 2. discussion of the clinical expression of symptoms and treatment response. Extends these behavioral treatments to such commonly comorbid conditions as oppositional defiant and conduct disorder.
From Huck Finn to Columbine: Understanding Disruptive Behaviors in Children and Adolescents
CAMS-UA 133 Offered in the fall and spring. Phillips. 4 points.
What makes kids do bad things? Who is accountable for their acts? How can we prevent childhood violence? Explores the spectrum of "bad" behavior from biological, psychological, and sociological perspectives. Topics include: the nature vs. nurture debate, biased media reporting, medicating disruptive behaviors, media and gaming violence and its influence on children and adolescents, gender differences in disruptive behavior, atrocities perpetrated by children and adolescents, and the growing scientific literature detailing neurodevelopment as it relates to behavior.
Behavioral Problems in School: Impairment to Intervention
CAMS-UA 134 Offered in the fall, spring, and summer. Verduin. 4 points.
Addresses such common causes of disruptive behavior as attention deficit/hyperactivity disorder (ADHD) and related conditions. Offers training in effective, evidence-based behavior management strategies (selective attention, behavioral daily report cards, token economies, and limit setting) and examines the theoretical and research bases for these strategies. One required field trip to the NYU Child Study Center to view these tools in real-life clinical settings.
Child Brain Development: Applications from Neuroscience to Practice
CAMS-UA 141 Offered in the fall and spring. Montalto. 4 points.
Focuses on normal brain functioning, but presents such illustrative pathological developmental and dysfunctional conditions as developmental dyslexia, autistic disorders, and attention deficit/hyperactivity disorder. Considers three methods of examining brain-based activity: observation, assessment, and intervention. Students apply their knowledge of brain-based skill sets to understanding the environmental demands that children and teens confront, including learning in school, handling complex social interactions, and managing emotional reactions.
The Adolescent Paradox: Emotions, Behavior, and Identity
CAMS-UA 142 Offered in fall, spring, and summer. Di Bernardo, Pochtar, Soffer. 4 points.
Biological and psychological changes during puberty that affect emotion regulation, cognition, and consequent risk-taking behavior are at the root of increased morbidity and mortality in adolescence. Is adolescence a developmental period inevitably filled with "storm and stress"? How should current scientific findings inform our understanding of the propensity for risk-taking behavior during this period (including substance use, increasing sexual activity, and disordered eating)?
Sex Matters: Identity, Behavior, and Development
CAMS-UA 143 Offered in the fall and spring. Janssen, Rego. 4 points.
Explores the impact of sexual identity development on the mental health of children and adolescents. Examines the complex interplay of biological, psychological, and sociological components affecting sexual development, beginning with sexual differentiation in utero to development of the primary and secondary sex organs in childhood and puberty.
Looking Back on Growing Up
CAMS-UA 144 Offered in the fall and spring. Knickerbocker, Liaw. 4 points.
An overview of child development. Seeks to understand the complexity of human growth, adaptation, and responses to adversity by tracing the development of cognitive, emotional, interpersonal, and moral capacities. Reviews historical and modern-day developmental theories, as well as such interpersonal constructs as family systems, peer relations, gender and sexual identity, and cultural variation. Special emphasis on the dynamic interplay between biology and environment.
Morality in Childhood
CAMS-UA 145 Offered in the fall. spring, and summer. Berry. 4 points.
Examines how children negotiate such influences and challenges as celebrity misbehavior, media violence, bullying and privacy invasion on the Internet, and easily accessible drugs, and learn moral principles. Considers perspectives from developmental neurobiology, evolutionary biology, philosophy, and theoretical frameworks from cognitive and social psychology. Topics include gender, culture, socioeconomic status, education, and parenting and their influence on moral development from infancy through adolescence.
CAMS-UA 146 Offered in the fall and spring. Diaz, Gold. 4 points.
People in most countries are marrying, having children, and becoming financially independent at a later age than in any previous generation. In the last 10 years a critical new developmental period between adolescence and adulthood, "emerging adulthood," has gained recognition as an age of identity exploration, instability, self-focus, feeling "in-between," and infinite possibilities. Critical analysis of this theory and exploration of factors that contribute to diverging developmental pathways. Reviews the typical life of the American twentysomething and uncovers the truth behind the stereotypes.
CAMS-UA 147 Offered in the fall, spring, and summer. Ferrari, Poe. 4 points.
What can the latest observations and scientific discoveries tell us about this supreme emotion? We examine the concepts of love and intimacy through several lenses, including those of neurobiology, evolutionary psychology, culture, and art. Focuses on love over the life cycle and its relationship to behavior and psychological well-being.
Before Me up to Age 3: A Mental Health Perspective on Parent and Early Childhood Development
CAMS-UA 148 Offered in the fall and spring. Wagner, Weis. 4 points.
Our earliest experiences shape who we are. Examines the trajectory of human development from before conception, through birth and infancy, and continuing up to early preschool for children and their parents. Employs a clinical mental health perspective to inform assessment of social and emotional problems in young children and presents current approaches to treatment.
Play and Creativity
CAMS-UA 149 Offered in the fall and spring. 4 points.
Surveys historical, scientific, clinical, cultural, and artistic perspectives on the role of play through the life cycle. Topics include: exploration of play styles, observations of animal play, the role of play in child development and education, how play influences attachment and social bonding, the aesthetics and cultural value of play, the consequences of play deprivation, the art and science of creativity, and the relationship between creativity, mental illness, and genius.
Children and the Media
CAMS-UA 150 Offered in the fall and spring. Foubister. 4 points.
Children between the ages of 2 and 18 years spend an average of five-and-a-half hours a day using some form of media. Critically reviews the current research literature on how media use affects children's mental health, as well as their cognitive, emotional, and social development. Examines both controversial issues, such as media's effects on children's violent behavior and substance use, and the potential benefits of media.
Cultural Perspectives on Mental Health and Illness
CAMS-UA 151 Offered in the fall and spring. Brandon. 4 points.
How culture, ethnicity, race, and minority status affect the mental health of children, adolescents, and young adults in modern America. Differing cultural views of mental health and illness and acceptance (or not) of mental health care. Topics: cultural aspects of identity development, family dynamics and parenting, stigma, and mental health disparities; the effects of stereotypes and intergroup bias; and the acculturation of immigrant youth and children of immigrants.
Global Perspectives in Child and Adolescent Mental Health
CAMS-UA 152 Offered in the fall and spring. Olia. 4 points.
Children and adolescents suffer worldwide from significant mental health stressors, but how mental health and illness are perceived and addressed varies greatly around the world. The first part of the course will provide a brief overview of human rights, child development, social determinants of mental health, trauma and resilience, and the global public health significance of mental illness. Using this framework, the impact of selected salient cross-cultural factors affecting mental health (i.e. poverty, war and conflict, and gender-based exploitation) on children’s development and wellbeing will be studied. Throughout the course, various perspectives will be considered, while dominant paradigms will be recognized and critically examined. Lastly, the course will conclude on a pragmatic level—deliberating specific settings, available resources, barriers, and preventative proposals. Selected case studies from the Americas, Africa, Europe, Asia, and the Middle East will be used to illustrate key concepts. Through lectures, readings, documentaries, and active discussion this course will provide an engaging forum to consider and debate child and adolescent mental health issues globally.
Mental Health and Society
CAMS-UA 153 Offered in the fall and spring. Kerker. 4 points.
Takes a public health approach to mental health, examining influence of social factors (discrimination, media, poverty, education, and trauma). Considers how to improve child, adolescent, and family mental health within the context of the current care system.
The Art and Science of Parenting
CAMS-UA 161 Offered in fall, spring, and summer. Gallagher. 4 points.
After spending our early lives with our parents, what can we say about how they influenced our personalities and development? We study parenting styles in detail to identify qualities that foster healthy child development and review research on the importance of parenting practices within a family context. Consideration of how to interact effectively with parents, how to mobilize parents, and what efforts have been successful in changing detrimental parenting actions.
Children of Divorce
CAMS-UA 162 Offered in the fall and spring. Charuvastra. 4 points.
Provides an overview of current research on divorce in American families. Emphasizes how divorce affects children and their capacity to grow into loving, well-functioning, relationship-forming adults. Theories of attachment, intimacy, and communication are examined in the context of successful and failed marital relationships. Consideration of both trauma and resilience.
While You Were Sleeping
CAMS-UA 170 Offered in the fall and spring. Baroni, Shatkin. 4 points.
A comprehensive introduction to sleep and dreams throughout the life cycle. Topics include normal sleep behavior and physiology, the evolution of sleep, circadian and biological rhythms, dreams, and the diagnosis and treatment of sleep disorders. Emphasizes the importance of sleep for mental and physical well-being and how to best establish a healthy sleep routine.
Drugs and Kids
CAMS-UA 180 Offered in the fall, spring, and summer. Busa, Kamboukos. 4 points.
Most individuals with substance use disorders began using during adolescence or even childhood. Briefly reviews the classes of psychoactive substances, including alcohol, tobacco, and illicit drugs, and their basic neurophysiological effects. Explores the historical, social, and psychological factors related to substance use, abuse, and addiction in adolescents and children. Also considers prevention, treatment, and policy issues related to young people.
The Literature of Children and Adolescents
CAMS-UA 191 Offered in fall and spring. Marcus, Montalto. 4 points.
Over the last century, a vibrant, many-faceted literature for young people has grown in tandem with our understanding of child and adolescent psychology to present young readers with an increasingly finely calibrated perspective on such basic developmental issues as the formation of trust, the emergence of a sense of autonomy, and the complexities of family and peer relationships. Students explore these and other topics through a wide range of picture books, longer fiction, and relevant professional literature.
Grand Rounds Seminar in Child & Adolescent Mental Health Studies
CAMS-UA 501 Offered in the fall and spring. Shatkin. 2 points.
The NYU Child Study Center’s weekly Grand Rounds program features invited thought leaders in the fields of child and adolescent psychiatry and psychology. Students attend the weekly Grand Rounds presentation and discuss these topics in depth with CAMS faculty. Students engage with novel theories, research findings, and clinical treatments.
Weed: The Science and Psychology of Marijuana
CAMS-UA 502 Offered in the fall and spring. 2 points.
Marijuana is the most commonly used, and in most states still illicit, drug in the United States. Calming for some, anxiety provoking for others, perhaps medicinal, always controversial: is it safe and therapeutic, or is it dangerous and a gateway to more harmful drugs? Considers marijuana’s role in psychology, medicine, culture, and government policy.
Unless noted otherwise, the prerequisite for advanced seminars is completion of Child and Adolescent Psychopathology (CAMS-UA 101).
Advanced Seminar: Autism Spectrum Disorders (ASDs)
CAMS-UA 201 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the fall and spring. DiMartino, Nishawala. 4 points.
Presents etiological theories and various biological, behavioral, and cognitive paradigms and conceptualizes the developmental links between brain and behavior. Examines epidemiology, diagnostic and treatment strategies, and issues of public policy. Includes a lab practicum at a local school where students work directly with children and adolescents with ASDs (three hours weekly).
Advanced Seminar: Eating Disorders
CAMS-UA 203 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Cheney, Vazzana. 4 points.
Childhood and adolescence are critical periods for the formation of our sense of identity and body image. We address why disordered eating develops during these years (considering biological, developmental, and societal contributors) and what can be done both to prevent and treat these deadliest of psychiatric disorders.
Advanced Seminar: It's a Family Affair—Family Systems and Child and Adolescent Mental Health
CAMS-UA 204 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the fall and spring. Roffman. 4 points.
Family systems theory emerged in response to individually oriented theories of human experience, development, and psychopathology. From a systems perspective, an individual is always embedded in networks of significant relationships, the most central of which is the family. Presents family systems theory as a powerful tool for understanding families and for working with children and adolescents. Special emphasis on multicultural dimensions of mental health theory and practice.
Fear Factor: Advanced Seminar in Anxiety Disorders
CAMS-UA 205 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the fall and spring. Angelosante, Spindel. 4 points.
Examines anxiety disorders (such as phobias or obsessions and compulsions) by reviewing research and clinical data. How anxiety disorders develop, how they can be successfully treated, and what distinguishes anxiety from other mental health disorders. Students observe a diagnostic assessment of a child or teen with an anxiety disorder and debate the ethics of different treatment modalities.
Advanced Seminar: Attachment and Loss
CAMS-UA 206 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the fall and spring. Becker-Weidman. 4 points.
Examines how healthy interpersonal attachment is defined, facilitated, and maintained, along with key principles of effective bonding. Considers how early neglect and trauma can lead to a disrupted or fractured attachment style among children. Specific examples from adoption and foster care and adult attachment and their long-term effects on building satisfying relationships.
Advanced Seminar: Speaking Our Minds—Narrating Mental Illness
CAMS-UA 208 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the spring. Blacksin, Garey, Maheshwari. 4 points.
First-person narrative has the unique ability to relate the lived and felt experience of mental illness in a way that a conventional patient history, chart, or strictly medical documentation cannot. Examines video testimony, memoir, autobiographical fiction, theatre, and film and discusses the interpretation of the illness experience, with a focus on applications for public health, advocacy, and social justice.
Advanced Study of Clinical Intervention and Clinical Research
CAMS-UA 401 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Offered in the fall and spring. Diaz, Gallagher. 4 points.
Through in-class discussion, assignments, and a lab placement at the NYU Child Study Center (five hours per week), students gain a comprehensive knowledge of current clinical practices (assessment, treatment, and effectiveness evaluation) and how they are developed. Placements include: the Parent-Child Interaction Therapy Team, the Selective Mutism Team, the Organizational Skills Study Group, the Institute for Learning and Academic Achievement, the Dialectical Behavior Therapy Program, and the Autism Spectrum Disorders Program.
Internships and Independent Study
CAMS Summer Internship Program
CAMS-UA 300, 301 Prerequisite: none for CAMS-UA 300; for CAMS-UA 301: completion of CAMS-UA 300. CAMS-UA 300 is offered in summer session I; CAMS-UA 301 is offered in summer session II. Students must commit to completing both sessions to participate in this program. Diamond, Shatkin. 2 points per session.
For 12 weeks students undertake part-time, unpaid, supervised internships in various clinical and research settings focusing on child, adolescent, and family mental health. Sites include the NYU Child Study Center, in addition to NYU clinical and research affiliates. Students are mentored by an established faculty or professional staff member at placement sites. Weekly didactics and a poster presentation.
Independent Study: Advanced Topics in Child and Adolescent Mental Health Studies
CAMS-UA 997, 998 Offered every semester. 1 to 4 points. Various faculty.
The independent study program offers advanced students the opportunity to investigate a topic with a faculty member in the Department of Child and Adolescent Psychiatry. Areas of study may include research methods, clinical interviewing, systems of care, and education and training.
Courses in Other Departments
Up to two courses from the following list may be applied to the minor. (Many of them have prerequisites, which are noted in the course descriptions of the sponsoring departments.) Courses taken outside of the College in the other schools of NYU count against each student's allowance of 16 non-CAS points, and cannot be applied toward the 64 credit residency requirement in UA courses.
Introduction to Neural Science
NEURL-UA 100 4 points.
Behavioral and Integrative Neuroscience
NEURL-UA 220 Identical to PSYCH-UA 52. 4 points.
Introduction to Psychology
PSYCH-UA 1 4 points.
PSYCH-UA 25 4 points.
PSYCH-UA 29 4 points.
PSYCH-UA 30 4 points.
PSYCH-UA 34 4 points.
PSYCH-UA 51 4 points.
Behavioral and Integrative Neuroscience
PSYCH-UA 52 Identical to NEURL-UA 220. 4 points.
SOC-UA 451 4 points.
The Sociology of Childhood
SOC-UA 465 4 points.
COURSES OUTSIDE OF THE COLLEGE OF ARTS AND SCIENCE
Introduction to Psychology and Its Principles
APSY-UE 2 4 points.
APSY-UE 10 4 points.
APSY-UE 19 4 points.
APSY-UE 1038 4 points.
Women and Mental Health: A Life-Cycle Perspective
APSY-UE 1041 4 points.
Sexual Identities Across the Lifespan
APSY-UE 1110 4 points.
APSY-UE 1214 4 points.
Developmental Psychology Across the Lifespan
APSY-UE 1271 3 points.
APSY-UE 1272 4 points.
Families, Schools, and Child Development
APSY-UE 1278 4 points.
Child Development and Social Policy in a Global Society
APSY-UE 1279 4 points.
Parenting and Culture
APSY-UE 1280 4 points.
Introduction to Speech and Language Disorders in Children
CSCD-UE 1701 4 points.
Speech and Language Development in Children
CSCD-UE 1601 4 points.
Kids in Media Culture
MCC-UE 1018 4 points.
Language Acquisition and Literacy Education in a Multilingual and Multicultural Context
TCHL-UE 1030 4 points.
Human Behavior in the Social Environment I
UNDSW-US 21 4 points.
Services to Children and Families
UNDSW-US 53 4 points.