Child and Adolescent Mental Health Studies (2020 - 2022)
CAMS courses are currently also offered at NYU London and NYU Sydney. Consult the CAMS website for complete course offerings.
Child and Adolescent Psychopathology (CAMS-UA 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 Introduction to Psychology and its Principles (APSY-UE 2) or AP Psychology credit. Offered in the fall, spring, and summer. Evans, Shatkin. 4 points.
Students receive both a research-informed and pragmatic orientation to psychopathology from practicing academic leaders in the field of mental health. Examines disease etiology, epidemiology, phenomenology, nosology, and diagnosis. Offers a critical review of common child, adolescent, and young adult psychopathology and challenges social and cultural assumptions of what constitutes "normal" versus "pathological" behavior, cognition, and emotion. Students complete one practicum with a clinician during the evaluation of a patient at the NYU Department of Child and Adolescent Psychiatry.
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.
Over the past 40 years, new evidence-based treatments for children and adolescents suffering from mental illness have emerged, including behavioral psychotherapies such as cognitive behavior therapy for anxiety and depression and dialectical behavior therapy for personality disorders. Additionally, strong evidence supports the use of pharmacological interventions for ADHD, mood and anxiety disorders, psychotic 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. 4 points.
Complementary and alternative treatments comprise the most rapidly expanding segment of American healthcare. Examines the role of non-conventional care in the mental wellness of children, adolescents, and young adults. Surveys the historical, clinical, and scientific aspects of mind-body treatments, biologically based alternative therapies, spirituality, and the traditional medical systems of China and India. Students 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, Willheim. 4 points.
Approximately three million cases of child abuse and neglect are reported in the U.S. annually, and many children experience other traumas that profoundly influence their development and health. Examines the neurobiological and psychological effects of trauma on children and families. Investigates the impact of physical, emotional, and sexual abuse, neglect, war, terrorism, natural disasters, bereavement, and medical illness. Explores the concepts of vulnerability and resilience, and discusses treatment modalities employed with traumatized youth and families.
Mindfulness and Mental Health
CAMS-UA 105 Offered in the fall and spring. Desai, Roffman. 4 points.
Have you ever accidentally locked yourself out of your apartment or walked to school realizing you have no recollection of what happened along the way? Where is our mind during moments like these, and can bringing more awareness to ourselves improve our well-being and change our brains? Students explore mindfulness, develop an understanding of its complex mechanisms, investigate the neuroscience behind mindfulness-based practices, and learn its practical applications across the 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. Explores 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. 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. Emphasizes human development and encourages students to apply the concepts and knowledge acquired to the systems they most want to understand and/or in which they wish to succeed.
Risk and Resilience
CAMS-UA 114 Offered in the fall and spring. Evans, Shatkin. 4 points.
Want to survive and thrive in your college years? Focuses on wellness, positive youth development, resilience building, and risk-reduction techniques that specifically target behavioral risk factors in adolescence and early adulthood. Tackles cognitive distortions, stress and anxiety reduction, effective communication skills, and healthy eating, sleeping, and exercise habits. Provides a powerful and evidence-based toolkit for how to thrive during the college years (and beyond).
Skepticism and Proof: Research Methods in Child Mental Health
CAMS-UA 120 Offered in the fall and spring. Gallagher, La Lima. 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 compare and contrast published research with media reports and draw logical conclusions. They design hypothetical research protocols and present them in a mock research-funding application process. Topics include the "epidemic" of certain diagnoses, the influence of the environment and 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.
Hands-on learning experience that broadens students’ understanding of the impact of behavioral disorders on children's functioning and the behavioral treatments used to improve their social, academic, and home life. First summer session: didactic instruction on behavioral treatments and training in behavioral principles and procedures. Second summer session: practicum at the NYU Department of Child and Adolescent Psychiatry's Summer Program for Kids, which offers students an opportunity to observe the expression of symptoms and apply behavioral treatments in a day-camp setting.
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, the influence of media and gaming violence on youth, 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 common causes of disruptive behavior, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and related conditions, and offers a primer in evidence-based behavior management tools (including selective attention, behavioral daily report cards, token economies, and antecedent strategies). Theoretical and research bases for these strategies are explored. Recommended for those considering careers in child psychology or psychiatry, pediatrics, or general or special education, especially those seeking experience as student aides, camp counselors, or Special Education Itinerant Teachers (SEITs).
Child Brain Development: Applications from Neuroscience to Practice
CAMS-UA 141 Offered in the fall and spring. Montalto. 4 points.
The explosion of neuroscience research over the last 20 years has enhanced our understanding of the brain’s development and function, revolutionizing social work, healthcare, education, and psychology. Focuses on normal brain functioning, along with illustrative pathological developmental and dysfunctional conditions such as dyslexia, autism, and attention deficit/hyperactivity disorder. Applies brain-based skills to understand the environmental demands children and teens confront. Hands-on learning opportunities include a visit to the Brain Pathology Lab at NYU Langone Health.
The Adolescent Paradox: Emotions, Behavior, and Identity
CAMS-UA 142 Offered in the fall, spring, and summer. Di Bernardo, Pochtar, Soffer. 4 points.
Biological and psychological changes during puberty that affect emotion regulation, cognition, and 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)? Explores biopsychosocial factors that shape emotions, behavior, and emerging identity during adolescence.
Sex Matters: Identity, Behavior, and Development
CAMS-UA 143 Offered in the fall and spring. 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 and extending 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. 4 points.
What impact does our upbringing have upon who we become as adults? Offers a comprehensive overview of child development. Investigates 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, Shalev. 4 points.
How do children negotiate influences and challenges such as celebrity misbehavior, media violence, (cyber) bullying, and easily accessible drugs? How do they learn moral principles? Explores how gender, culture, socioeconomic status, education, and parenting influence moral development from infancy through adolescence. Considers perspectives from developmental neurobiology, evolutionary biology, and philosophy, along with theoretical frameworks from cognitive and social psychology.
CAMS-UA 146 Offered in the fall and spring. Diaz. 4 points.
Worldwide, people are marrying, having children, and becoming financially independent at a later age than previous generations. In the last decade a critical new developmental period between adolescence and adulthood, "emerging adulthood," has gained recognition as an age of identity exploration, instability, self-focus, and infinite possibilities. Students critically analyze this theory and explore 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. Brown, Ferrari, Furer, Pochtar, Tahilani. 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 Three: 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. Amanbekova, Castellanos. 4 points.
Does play influence child development? What is the role of play as we age? Surveys historical, scientific, clinical, cultural, and artistic perspectives on the role of play through the lifecycle. Explores various theories of creativity through the lens of neuroscience, psychology, philosophy, and mysticism. Topics include exploration of play styles, observations of animal play, the role of play in education, social bonding, consequences of play deprivation, 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 do culture, ethnicity, race, and minority status affect the mental health of children, adolescents, and young adults in modern America? Examines differing cultural views of mental health and illness and acceptance (or not) of mental health care. Topics include 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. Cervantes, La Lima. 4 points.
Children and adolescents suffer worldwide from significant mental health stressors, but how mental health is perceived and addressed varies greatly around the world. Provides an overview of human rights, social determinants of mental health, trauma and resilience, and the global public health significance of mental illness. Explores how salient cross-cultural factors (e.g., poverty, war, and gender-based exploitation) impact children’s development and wellbeing.
Mental Health and Society
CAMS-UA 153 Offered in the fall and spring. Kerker. 4 points.
Utilizes a public health approach to study mental health, examining the influence of social factors, including discrimination, media, poverty, education, and trauma. Considers how to improve child, adolescent, and family mental health within the context of the current care system.
CAMS-UA 154 Offered in the spring. Busa. 4 points.
Transgender and gender non-conforming (TGNC) youth are more visible in society, seeing mental health providers in increasing numbers, and often subject to stigma, bias, and lack of understanding of their unique needs. Examines scientific research on TGNC youth in the context of practical challenges faced by these individuals and their families. Students hear from experts in the field, receive personal accounts from TGNC teens, and visit social service agencies and events produced by TGNC individuals.
Making Medical Decisions
CAMS-UA 155 Offered in the fall and spring. Doshi. 4 points.
Should a child be allowed to refuse life-saving treatment? When can a teen’s right to change gender outweigh parental permission? Examines the doctor-patient encounter when the patient is a child. Topics: principles of medical ethics; the concept of informed consent; and the child’s capacities to reason and make medical decisions. Students debate sexual health, psychiatric treatment, research, and end-of-life care.
The Art and Science of Parenting
CAMS-UA 161 Offered in the 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? Examines parenting styles in detail to identify qualities that foster healthy child development and reviews research on the importance of parenting practices within a family context. Considers 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.
How does divorce impact children and their capacity to grow into loving, high-functioning, relationship-forming adults? Provides an overview of current research on divorce in American families. Emphasizes how divorce affects children, their mental health, and the ability to form healthy adult relationships. Examines theories of attachment, intimacy, and communication in the context of successful and failed marital relationships. Considers 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 guides students in an evidence-based approach to establishing a healthy sleep routine.
Drugs and Kids
CAMS-UA 180 Offered in the fall, spring, and summer. Busa, Kamboukos, Waugh. 4 points.
Most individuals with substance use disorders began using during adolescence or even childhood. 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. Considers prevention, treatment, and policy issues related to young people.
The Literature of Children and Adolescents
CAMS-UA 191 Offered in the fall and spring. Marcus, Vazzana. 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 autonomy, and the complexities of family and peer relationships. Explores these and other topics through a wide range of picture books, longer fiction, and relevant professional literature.
Speaking Our Minds—Narrating Mental Illness
CAMS-UA 192 Offered in the fall and spring. Furer. 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.
Unless noted otherwise, the prerequisite for all 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. Doggett, Nishawala. 4 points.
Is there an autism epidemic? How is a diagnosis of autism established? What types of treatments exist for autism? 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 (three hours weekly) at a local school where students work directly with children and adolescents with ASDs.
Advanced Seminar: Eating Disorders
CAMS-UA 203 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or Introduction to Psychology (PSYCH-UA 1) or permission of the instructor. Vazzana. 4 points.
Aims to dispel misconceptions and educate students about the complexity, clinical features, causes, and treatments of eating disorders—including anorexia nervosa, which has the highest mortality rate of any psychiatric illness. Underscores the biological and psychosocial importance of puberty in the onset of these illnesses.
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.
Until the mid-20th century, individually oriented theories of human development and psychopathology dominated the field of mental health. Family systems theory emerged as a response to the limitations of that paradigm, offering a radically different perspective: an individual is always embedded in networks of relationships, the most central being the family. Presents family systems theory as a powerful tool for understanding families and for working with children and adolescents. Emphasizes 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, spring, and summer. Angelosante, Masia, Spindel. 4 points.
How do anxiety disorders develop? How can they be successfully treated? What distinguishes anxiety from other mental health disorders? Examines anxiety disorders (such as phobias or obsessions and compulsions) by reviewing research and clinical data. Students observe a diagnostic assessment of a child or teen with an anxiety disorder and debate the risks and benefits 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. 4 points.
Can early experiences of separation and loss lead to psychological, behavioral, and psychosomatic problems? Can these problems be addressed in the context of a healing relationship? Examines how healthy interpersonal attachment is defined, facilitated, and maintained, along with key principles of effective bonding. Considers how neglect and trauma may lead to a disrupted or fractured attachment style among children. Utilizes specific examples from adoption and foster care and their long-term effects on building satisfying relationships.
Lab: Advanced Study of Clinical Intervention and Clinical Research
CAMS-UA 401 Prerequisite: Child and Adolescent Psychopathology (CAMS-UA 101) or permission of the instructor. Students must apply for admission by submitting a CV or résumé, unofficial transcript, and brief statement of interest to #CSCCams@nyulangone.org. Offered in the fall and spring. Gallagher. 4 points.
Through in-class discussion, assignments, and a lab placement at the NYU Department of Child and Adolescent Psychiatry (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.
Grand Rounds Seminar in Child and Adolescent Mental Health Studies
CAMS-UA 501 Offered in the fall and spring. Waugh. 2 points.
The NYU Department of Child and Adolescent Psychiatry’s weekly Grand Rounds program features invited thought leaders in child and adolescent psychiatry and psychology from throughout the world. Students attend the weekly grand rounds presentation and discuss these topics in depth with CAMS faculty. They 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. Phillips. 2 points.
Marijuana is the most commonly used drug in the United States, remaining illicit in most 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.
Clicks, Likes, and Tweets: Behavioral Addiction in the Digital Space
CAMS-UA 503 Offered in the fall and spring. Baroni. 2 points.
A quarter of U.S. college students are estimated to experience Internet overuse, which is associated with an increased risk of depression, anxiety, loneliness, and various neuropsychological changes. Discusses these negative consequences and strategies to reduce use. Topics include: brain mechanisms and behavioral patterns; how brain/behavioral mechanisms are exploited to make video games, TV, and websites addictive; how to regain balance.
CAMS-UA 504 Offered in the fall and spring. Shatkin. 2 points.
Addresses current problems facing our society and threatening our mental health, such as the opioid epidemic, gun violence, video game addiction, legal use of marijuana, and prolonged separation of children from their parents. Students contrast what is scientifically understood with what is commonly believed and learn critical reading and thinking skills as they parse fact from fiction, reality from supposition.
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. Pochtar. 2 points per session.
For 12 weeks, students undertake part-time, unpaid, supervised internships in various clinical, educational, and research settings focused on child, adolescent, and family mental health. Sites include the NYU Department of Child and Adolescent Psychiatry, in addition to NYU clinical and research affiliates. Students are mentored by an established faculty or professional staff member at placement sites. Includes weekly didactics, individual and group supervision, 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.
The independent study program offers 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 Credit for AP Psychology is also accepted. 4 points.
PSYCH-UA 25 4 points.
PSYCH-UA 29 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.
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.
Speech and Language Development in Children
CSCD-UE 1601 4 points.
Introduction to Speech and Language Disorders in Children
CSCD-UE 1701 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.