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  • BIOL-UA 997, 998: Independent Study

    2.00 - 4.00 Credits
    New York University

    Field or laboratory research with a faculty sponsor in the Department of Biology. Students with the necessary background in course work and who, in the opinion of a faculty sponsor, possess intellectual independence and ability may register for independent study in some field of biology. The student must approach a faculty member in his or her field of interest to obtain sponsorship and agreement to provide counsel and any necessary space and facilities for the research project. Requires a written report on the research.
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  • BIOL-UA 999: Undergraduate Research Thesis

    2.00 Credits
    New York University

    For biology majors who have completed at least one semester of laboratory research (BIOL-UA 997 or 998, or BIOL-UA 980 or 981) and are able to expand this work into a thesis. Requires a full literature search of the subject and a formal written report on the research in publication form.
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  • CAMS-UA 101: Child and Adolescent Psychopathology

    4.00 Credits
    New York University

    While psychopathology courses are commonplace among undergraduate psychology curricula, courses focusing on child and adolescent psychopathology are relatively rare. Through lecture presentations and discussions, this course focuses on disease etiology, epidemiology, phenomenology, nosology, and diagnosis. It engages students in 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 also 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.
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  • CAMS-UA 102: The Treatment of Child and Adolescent Mental Illness

    4.00 Credits
    New York University

    Provides students with an overview and understanding of the current methods employed in the courses treatment of child and adolescent mental illness. For most of the past century, treatments for children and adolescents suffering from mental illness relied primarily on open-ended psychotherapies, which have not consistently demonstrated a beneficial effect. Over the past 25 years, however, a variety of new evidence-based treatments have emerged, including behavioral psychotherapies such as cognitive behavior therapy for anxiety and depression, dialectical behavior therapy for personality disorders, and parent management training for children with oppositional and defiant disorders. In addition, we now have strong evidence supporting 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. This course builds upon Child and Adolescent Psychopathology (CAMS-UA 101).
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  • CAMS-UA 103: Complementary and Alternative Mental Health

    4.00 Credits
    New York University

    Complementary and alternative treatments comprise the most rapidly expanding segment of American healthcare. This course 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. Students assess these practices by participating in class discussion, reviewing research literature, and engaging in several group experiential exercises.
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  • CAMS-UA 104: When the Nightmare Is Real: Trauma in Childhood and Adolescence

    4.00 Credits
    New York University

    Every childhood is fraught with complications, but some children are exposed to traumatic experiences that have a lasting impact on their development and health. Many children in New York City are still reeling from the effects of September 11, yet these numbers pale in comparison to the more than three million reported cases of child abuse and neglect in the United States annually, in addition to the many more cases that go unreported. This course 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.
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  • CAMS-UA 110: The Science of Happiness

    4.00 Credits
    New York University

    Examines the state of college-student mental health and wellness on a personal and systems level. As undergraduate university students approach the end of adolescence, they often reevaluate the beliefs, values, and assumptions with which they left home. Young adulthood is a time of great promise, but the transition from child to adult is never easy. We look at 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 are referenced to inform our study of the biopsychosocial underpinnings of success and happiness. Through lectures and discussions, students learn about a variety of wellness topics that include mindfulness, relationships, and self-esteem. The final project requires students to promote an area of mental wellness on campus.
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  • CAMS-UA 111, 112: Risk and Resilience in Urban Teens: Mental Health Promotion and Practicum

    4.00 Credits
    New York University

    Three decades ago, prevention approaches emerged seeking to cultivate psychological well-being among youth before the manifestation of pathology or problem behaviors. Since then, theory-based prevention programs targeting behavioral risk factors have demonstrated reductions in drug use, aggression, early sexual activity, depression, and anxiety in adolescents. Still, 35 percent of 14- to 17-year-olds engage in one or two high-risk behaviors, another 30 percent engage in multiple high-risk behaviors, and 20 percent of youth experience a major psychiatric disorder by the end of high school. In this two-semester course, students examine school-based Minor in Child and Adolescent Mental Health Studies mental-health promotion practices, positive youth development, resilience and risk-taking among urban adolescents. They will master a strength-based curriculum addressing cognitive distortions, stress management and reduction, drug and alcohol use, and healthy relationships, among other topics, and then deliver this 11-session curriculum to 9th- and 10th-grade students at high schools in New York City.
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  • CAMS-UA 120: Skepticism and Proof: Research Methods in Child Mental Health

    4.00 Credits
    New York University

    Clinical practice and public policy in child mental health is too often driven by the media, conventional wisdom, or prejudice rather than scientific data. Evidence-based clinical care seeks to guide practitioners in the critical appraisal of data on risk factors, prevention, and treatment. This course promotes the development of analytic skills that allow students to understand published research, compare and contrast their knowledge with media reports, and draw their own conclusions. The research techniques and methods taught focus on the knowledge and skills needed to design, carry out, and evaluate a research study. Students work to design their own unique hypothetical research protocols, receiving individual and small group feedback, and present these at the end of the course in a simulation of the research-funding application process. Lively seminar discussions of topical "hot-button" issues, such as the apparent "epidemic" of certain diagnoses, the influence of the environment or culture on child mental health, and the risks/benefits of widely prescribed medications, are combined with a systematic review of the existing evidence base on current empirically supported treatments for child mental health problems.
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  • CAMS-UA 131, 132: Behavioral Interventions for Children with Disruptive Behavior Disorders: Practicum

    3.00 Credits
    New York University

    Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed neurobehavioral childhood disorder, affecting between 5 and 7 percent of the population. It is a complex disorder that impacts a child's functioning across multiple settings. Although medication is often the first-line treatment, a multimodal approach, including behavioral interventions, is often necessary to address deficits in social skills, classroom behavior, and parent-child relations. This two-part summer course begins with an intensive didactic that helps students obtain a broader understanding of the impact of ADHD on children's functioning and how behavioral treatments are employed to improve children's social, academic, and home life. The first course provides a foundation in social learning theory, and the second course engages students in a practicum at the NYU Child Study Center's Summer Program for Kids, where they gain supervised, hands-on experience in applying behavioral principles and procedures. Ongoing discussion with supervisors regarding the clinical expression of symptoms and treatment response takes place daily. Students also gain considerable insight into the challenges clinicians face in treating children afflicted with this disorder. Finally, students learn how to employ these same behavioral treatments for children affected by commonly comorbid conditions, such as oppositional defiant and conduct disorder.
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