This is the learning plan provided to my second year course for behavioural approches to child and adolescent disorders.

1. St. Lawrence
College
Our Vision: Rooted in our communities, we will be a globally recognized college delivering innovative learning
opportunities and preparing career-ready graduates to be leaders in their fields.
Mission: We are dedicated to student success, academic excellence, and leadership in our communities.
Course Outline
Behavioural Approaches to
Course Name: Childhood and Adolescent Program(s): Honours Bachelor of Behavioural Psychology
Disorders
Course Code: PSYC8DG Version #: 1
Course Hours: Class: 32 Lab: 8 Field: Other: Total Course Hours: 40
Co-Requisites: None Pre-Requisles: PSYC6DG, PSYC12DG
Prepared by: Deborah Dimmick Smith, Ph.D.
Campus Dean/Associate Dean Signature of Approval:
Date approved: 3bd,...- 14
Course Description
This course introduces students to the field of developmental psychopathology and examines the interaction of genetic,
biological, psychological, and behavioural processes in the development of normal and abnormal behaviour from
infancy to adolescence. In surveying the major psychological disorders of this period, students will learn that many
factors relate to the development of troubled behaviour and gain an appreciation for protective as well as risk factors in
its etiology. The course will highlight the use of behavioural and evidence-based interventions. It will also emphasize
proactive and positive strategies for managing and preventing childhood and adolescent behaviour problems. Course
content will be delivered using a lecture/discussion format. In order to enliven concepts and discussions, this course will
incorporate guest lectures (where possible), student presentations, and written case materials.
Course Learning Outcomes
At the conclusion of this course, you will be able to:
Learning Outcome #1: Explain the developmental psychopathology approach to understanding infant, child, and
adolescent psychopathology
Elements of Performance
• Identify normative stages and milestones of development in infancy, childhood, and adolescence
• Describe in writing and through oral presentation the developmental psychopathology approach to childhood
and adolescent problems
• Apply the developmental psychopathology model to a variety of case studies
Learning Outcome #2: Identify major categories of childhood and adolescent disorders and understand their risk and
protective factors using the BioPsychoSocial Model
Elements of Performance
• Distinguish between externalizing and internalizing disorders of childhood
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2. • Recognize and identify the key features and characteristics of a range of childhood and adolescent disorders in
case studies and in field exercises
• Categorize individual, biological, and psychosocial risk and protective factors in case vignettes using the
BioPsychoSocial Model
Learning Outcome #3: Outline behavioural approaches to understanding and treating common disorders from infancy to
late adolescence with particular attention to pervasive developmental disorders.
Elements of Performance
• Demonstrate in writing and through case application an understanding of the link between behaviour, its
antecedents and consequences
• Compare and contrast direct and indirect methods of behavioural observation and outline the contributions of
each to our understanding of common childhood disorders
• Demonstrate the steps needed to conduct a thorough ecological analysis of an individual's environment
• Select common target behaviours that may be associated with a particular childhood disorder and identify
appropriate behavioural objectives
Learning Outcome #4: Apply basic behavioural principles to address and prevent behavioural disorders
Elements of Performance
• demonstrate through written and oral projects that you can evaluate and select an appropriate empirically-
validated intervention for addressing a particular behavioural problem
• Use computer software (e.g., Boardmaker) to design behavioural programs
Learning Outcome #5: Use the Psyc.Info database to research the literature on child and adolescent psychology as well
as evidence-based practice.
Elements of Performance
Through written and oral presentation, students will demonstrate their ability to use electronic databases and library
resources to complete independent research projects and to seek out additional knowledge about the field should this
prove necessary in future practicum settings or in pursuing a line of research.
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3. Relationship to Vocational or Program Specific (where applicable) Learning Outcomes
It is expected that all of the MTCU approved provincial outcomes (or those approved in the program proposal) will
be achieved during your program. This course contributes to your learning by supporting you in achieving the
following identified (X) vocational or specific learning outcomes.
1
Design, write, implement and evaluate advanced, empirically based Multidimensional Behavioural
Assessments across a variety of settings and populations.
x
2
Design, write, implement and evaluate advanced, empirically based programs in Applied Behaviour
Analysis across a variety of settings and populations.
x
3
Conduct, with appropriate behavioural supervision, empirically based individual Behavioural
Counselling sessions in one or more of educational applied and clinical settings.
4
Co-facilitate Group Behavioural Counselling sessions in one or more of educational, applied and
clinical settings.
5
Incorporate a multilevel systems perspective on program integrity and implementation - at the client,
program, organization and societal levels of analyses.
x
6 Integrate behavioural concepts and psychological knowledge across domains in all areas of practice. x
7
Apply his/her social, professional and clinical skills in the context of an interdisciplinary setting with
a variety of clients, their support networks, professionals and the community.
x
8
Effectively communicate a behavioural perspective, both orally and in writing, as an informed
stakeholder in educational, applied and clinical settings.
x
9
Conduct themselves in a professional and ethical manner in educational, applied and clinical
settings.
x
10
Display with individuals and in teams, the clinical, professional and interpersonal skills needed for
effective behavioural practice and ongoing professional development.
x
11 Understand, critically analyze and synthesize issues in contemporary society. x
12
Engage in higher order conceptual thinking and demonstrate personal effectiveness in a wide variety
x
of settings.
13 Demonstrate knowledge of computer hardware and software. x
14 Manage use of time and resources to attain personal and project related goals. x
Program Context
PSYC 8DG is a core course in the Bachelor of Applied Arts (B.A.A.) Behavioural Psychology program. It provides
students with the theoretical and practical framework that they will build upon when completing practicum placements
with children and adolescents. It is a prerequisite for continuation as a student in the program.
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4. A
A
T R A
T R A
A
R A
R A
A
A
Essential Employability Skills
It is expected that all 11 of the Essential Employability Skills will be addressed during your program. In this course,
the chart below indicates which of these will be taught to you, reinforced through learning activities or assessed as a
learning outcome.
T- Taught R- Reinforced A -Assessed
Communicate clearly, concisely and correctly in the written,
spoken, and visual form that fulfills the purpose and meets the
needs of the audience.
Respond to written, spoken, or visual messages in a manner that
ensures effective communication.
Execute mathematical operations accurately.
Apply a systematic approach to solve problems.
Use a variety of thinking skills to anticipate and solve problems.
Locate, select, organize, and document information using
appropriate technology and information systems.
Analyze, evaluate, and apply relevant information from a variety
of sources.
Show respect for the diverse opinions, values, belief systems,
and contributions to others.
Interact with others in groups or teams in ways that contribute to
effective working relationships and the achievement of goals.
Manage the use of time and other resources to complete projects.
Take responsibility for one's own actions, decisions, and
consequences.
Communication
1.
2.
Numeracy 3.
4.
Critical Thinking
and Problem
Solving
5
6.
Information
Management
7.
8.
Interpersonal
9.
10.
Personal
11.
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5. College Policies and Procedures
Grading System: The grading scheme is applicable to all graded courses at St. Lawrence College. All final grade
submissions will be numeric representing a percentage score between 0 and 100 and will be converted to letter
grades automatically by the student records system.
Letter Grades Grade Points Equivalent Percentages
A+ 4.00 90-100
A 3.90 85-89
A- 3.70 80-84
B+ 3.30 77-79
B 3.00 73-76
B- 2.70 70-72
C+ 2.30 67-69
C 2.00 63-66
C- 1.70 60-62
D+ 1.30 57-59
D 1.00 53-56
D- 0.70 50-52
G Requirements Met
Not included in GPA calculation
NG Requirements Not Met
Not included in GPA calculation
F 0.00 0-49
Continuance Policy: College policy stipulates that students must pass 2/3 of their courses or 70% of their course
hours in order to continue as a full time student.
Program specific continuance and readmission policies that apply directly to this course will be outlined in
Appendix A (in the Program Specific Continuance and Readmission Policy in the Assessment/Evaluation Section).
Students with Disabilities: It is the policy of St. Lawrence College to accommodate students with disabilities,
pursuant to federal and provincial law. When a student with documented disability requires learning
accommodations then the student must register with the Accessibility Services Office on campus. Once reasonable
accommodations have been determined by the Accessibility Counsellor then the student must inform the professor
about these accommodations. This notification needs to be given in a private place in order to protect the student's
confidentiality and to give the professor an opportunity to discuss the requested accommodations. The student has
the right to privacy and therefore is not required to disclose information about his/her disability to the professor.
This course outline is available in more-accessible formats upon request.
Prior Learning and Assessment Recognition (PLAR): Students may apply to receive an exemption by
demonstrating how they have achieved the course learning outcomes through previous life and/or work experiences.
The PLAR process requires students to demonstrate how they have met the learning outcomes as identified in the
course outline. There is a cost associated for PLAR.
Up to a maximum of 75% of the courses of many programs can be achieved through PLAR and/or direct credit
transfer from another College or University. Therefore, a minimum of 25% of the total program courses must be
achieved under the direct supervision of St. Lawrence College faculty. Please be aware that some programs have
other residency restrictions related to licensing and credentials.
For further information on PLAR: Contact the Student Services Department on your campus.
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6. Attendance and Participation:
Any course specific attendance requirements for each course are clearly explained and written in the section on
Attendance and Participation in Appendix A of this course outline.
Attendance
Attendance refers to presence in scheduled classes. It is not tied to evaluation of learning outcomes and shall not be
used in calculation of final grades. Taking attendance is at the discretion of the faculty. Any requirements for
attendance shall be written in the course outline and clearly explained to students. When attendance is taken, these
records may be used to determine eligibility for re-writes, supplemental tests/assignments, field placement, or to
identify students at risk. If attendance is used to determine eligibility for re-writes, supplemental tests/assignments,
or field placement, the minimum required attendance standard shall be stipulated in the course outline and clearly
explained to students.
Some programs are subject to attendance policies of external institutions or regulatory bodies which may supercede
St. Lawrence College policy. In such cases, the governing policy pertaining to attendance shall be written in the
course outlines and clearly explained to the students.
When compulsory attendance recording is required by a sponsoring agency, it is the student's responsibility to
collect confirmation of attendance from professors.
Participation
Participation refers to student engagement in learning activity tasks that contribute to the achievement of stipulated
learning outcomes. Participation may be assessed, and may contribute to final evaluation. If participation is used as
an assessment strategy, the participation criteria must be objective and measureable. The expected participation
elements and the method of evaluating the stated elements shall be written in the course outline and clearly
explained to students.
Labs/Field Placement/Clinical Participation
Each program will establish policy and procedures related to participation in labs, field placements, and clinical
practice. Penalties for non-participation shall be clearly stipulated. These policies and procedures shall be written in
all applicable course outlines, and clearly explained to students.
Rights and Responsibilities of Students: All students who enroll at St. Lawrence College become members of the
College community. Students are required to conform to the college's policies and procedure that directly affect
them. Students are advised to review their responsibilities and rights and all student related policies but especially
the policy on the Student Code of Conduct and the policy on the Student Academic Appeal Procedure that are
outlined in the SLC Student Planner.
Academic Honesty and Integrity: Academic honesty and integrity are highly valued at the College as being
essential to students as both learners and as potential members of their chosen occupations. Therefore, any violation
of academic honesty will be seriously considered.
Academic dishonesty includes, but is not limited to the following:
• cheating on tests, assignments, or reports:
• fabricating data of any sort;
• impersonating another student or allowing oneself to be impersonated;
• plagiarism — defined as an act of presenting the ideas or words of another as one's own. The use of others'
ideas or words must be adequately acknowledged and properly referenced. Plagiarism is to be
distinguished from collaboration and cooperation on a group assignment;
• theft or purchase of materials or use of stolen or purchased materials;
• dishonesty in any way when representing the College as a student of this College;
• storing information on a calculator for use during a test or examination is not acceptable unless clearly
permitted by a statement in individual course outlines:
• groups are responsible for the academic honesty of the teamwork:
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7. • misrepresenting of materials obtained from the internet;
• submitting the same work, in whole or in part, to meet the requirements of more than one course without
the explicit permission of the faculty involved;
• providing false or misleading materials to meet Admissions requirements (academic and other)
• use of unauthorized materials; unauthorized removal of materials from the library; or deliberate
withholding, concealment or destruction of library materials.
The College considers any such academic dishonesty to be a serious offense. Failure for the piece of work involved
in a situation of dishonesty is automatic and further disciplinary action may result. Be aware that suspension or
expulsion may result from academic dishonesty. Further information is found in the SLC Student Planner.
Students are advised to check with their program for further details on program specific requirements.
Acceptable Use of Policy for Computing: The computing systems and resources of St. Lawrence College serve to
support and enhance the quality learning environment. Persons using, accessing or in any way interacting with these
resources are bound by the policy of Acceptable Use for Computing at St. Lawrence. These guidelines are posted
within College computing facilities and are available for viewing on the College website.
Use of Electronic Devices: The use of electronic devices used for communications and data storage during classes
is at the discretion of the course professor. The professor identifies his/her policy on this under the Special Notes
about this course section.
Email Account: All full-time students are provided with a St. Lawrence College email account. This is the only
account that will be used by the college or your professors to communicate course or program information or college
events. It is the responsibility of each learner to become familiar with and use the college email system.
Evaluation and Promotion: As a learner, your progress is reviewed during each semester. Learners who are at risk
of not being successful in one or more courses may receive communication at mid-term and/or at the end of term
from the course faculty member, the program coordinator or Campus/Associate Dean. The purpose of the feedback
is to outline to you the areas of concern and the types of support that is available to you.
Maintaining Course Outline: Learners are responsible for retaining the course outline for their records. It may be
required for future use of applications for transfer credit to other programs or educational institutions.
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