Child and Adolescent Development

Course Syllabus

Child and Adolescent Development

PP 7020

Spring Semester, 2009

Monday 9:15-12

Kaveh Zamanian, Ph.D.

Office Hours:Mondays 4-7pTelephone:312.777.7683

Email:Practice:312-822-3500

T.A.Email:

Course Objectives

The general purpose of this course is to facilitate an understanding of the relationship between physical maturation, emotional development and healthy adaptation or psychopathology as manifested in both childhood and adulthood. The specific goals of the course are to help students:

Become familiar with the central issues and primary theoretical perspectives of child development
Consider how cognitive, social-cultural and emotional aspects of development influence psychological functioning
Begin developing a frame of reference for observing and evaluating healthy and maladaptive functioning
Establish an organizational framework to conceptualize clinical material as it is integrated with developmental research and theory
Write well-organized, conceptually integrated behavioral observations and clinical assessments that present a clear understanding of children’s psychological development
Consider the relationship between theories of child development and clinical practice and begin to apply that knowledge to case conceptualization and application

By the end of the semester you will be able to conceptualize and integrate a broad range of theoretical and developmental considerations to produce an informed psychological assessment of a child/adolescent with respect to his/her overall adjustment, adaptations, developmental strengths and limitations.

Course Requirements and Expectations

Attendance: Attendance at each class is mandatory. Please inform the instructor in advance if you must miss a class under special circumstances. Students who miss two classes will lose one letter grade. Students who miss more than two classes will not receive credit for the course. In order to be respectful of all class participants please arrive for class on time.

Class Participation: (10 points)

You are responsible for the weekly reading assignments expected to arrive to class having read the material and prepared to engage in class discussions. Be prepared to discuss, make observations and ask questions about the assigned articles/chapters with respect to their content and application. Your participation in class discussions will account for ten percent of your overall grade.

Class Assignments:

Abstracts/Summary of Reading Assignments (10 Points):

Students will be assigned various articles and/or book chapters to abstract or summarize (no longer than a page per article/chapter). Abstract/summaries will have the citation at the top of the page and include the date of presentation and student’s name. Abstract/summaries will be an overview of the major themes and points of the article. Students will be expected to present the abstracts to the class and lead a discussion of the assigned reading. Each student should expect to summarize and present at least twice over the course of the semester.

Mid-term (40 Points) & Final Exams (40 points)

Take home mid-term and final exam will be assigned and distributed that will assess your understanding and command of the material on conceptual, theoretical and practical levels. The exam will consist of 5-6 essay questions related to the topics covered during the semester.

Please be advised that both Midterm and Final Paper will be due at the beginning of the class date specified. It is important that papers be submitted in a timely manner and therefore no late papers will be accepted (no exceptions allowed). Be sure to save and print your papers as to avoid computer failures and loss of an entire paper. Be advised that computer and other technical problems will not be considered as a legitimate excuse for missing the submission deadline. All papers are to be written in APA format including cover page and appropriate citations and references.

Final Grades will be weighted in the following manner:

Reading Assignments10%Midterm Exam40 %

Class Participation10%Final Paper40 %

Class Reading and Schedule

Required Texts:

Erickson, E.H. (1963). Childhood and society. New York: Norton. ISBN# 0844662054

Freud, A. (1992). The Harvard Lectures. International Universities Press, Inc. ISBN#

Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of early child development. Washington, D.C.: National Academy Press. (This text online, refer to the online library).

Siegal, D.J. (1999). The Developing Brain. The Guilford Press.

Course Packet:

Rogoff, B. (2003). Orienting concepts and ways of understanding the cultural nature of human development. In The cultural nature of human development (Chapter 1). New York: Oxford University Press. (Course Packet)

Sander, L.W. (1976). Issues in early mother-child interaction. In E.N. Rexford, L.W. Sander, & T. Shapiro (Eds.), Infant Psychiatry: A new synthesis (pp. 127-147). New Haven, CT: Yale University Press. (Course Packet)

Emde, R.N. (1989). The infant’s relationship experience: Developmental and affective aspects. In A. Sameroff & R. Emde (Eds.), Relationship disturbances in early childhood (pp. 33-51). New York, NY: Basic. (Course Packet)

Thompson, R.A. & Raikes, H.A. (2003). Toward the next quarter-century: Conceptual and methodological challenges for attachment theory. Development and Psychopathology, 15, 691-718. (Course Packet)

Fraiberg, S., Adelson, E. & Shaprio, V. (1975). Ghosts in the nursery: A psychoanalytic approach to the problems of impaired infant-mother relationships. Journal of the American Academy of Child Psychiatry, 14 (3), 387-421. (Course Packet)

Lamb, M. (Ed.). (1997). Fathers and child development: An introductory overview and guide. In The role of the father in child development (3rd ed., pp. 1-18). New York: John Wiley. (Course Packet)

Tabin, J.K (1985). Patterns of the Male and Female (chapters 5 & 6). In On the way to Self. Columbia University Press: New York. (Course Packet)

Fast, I. (1998). Developments in Gender Identity: The Original Matrix (pp. 159-170). In Gender and Envy. Routledge: New York. (Course Packet)

Thomas, R.M. (1997). Comparing Theories of Child Development. (Chapters 16 & 17). Wadsworth Publishing. (Course Packet)

Sameroff, A., & Haith, M. (1996). The five to seven year shift (Chapters 1, 10, 13, and 19). Chicago: University of Chicago Press. (Course Packet)

Dunn, J. (1988). Implications and Jokes and humor. In The beginnings of social understanding (pp. 149-189). Cambridge, MA: Harvard University Press. (Course Packet)

Galatzer-Levy, R.M. & Cohler, B. (1993). “Moving into the larger world” (Chapter 6, pp. 141-165). In The essential other. New York: Basic Books, Inc. (Course Packet)

Stott, F.M. (1989). Self-esteem and coping. In J. Garbarino, F. Stott, et al., What children can tell us (pp. 18-39). San Francisco: Jossey-Bass. (Course Packet)

Davies, D. (1999). Child Development: A practitioner’s guide (Chapters 6-8). New York, NY: Guilford Press. (Course Packet)

Greenspan, S.I. (1993). Self-esteem and peer relations. In Playground politics (pp. 71-98). Reading, MA: Addison-Wesley. (Course Packet)

Sullivan, H.S. (1983). Preadolescence and early adolescence. In W. Damon (Ed.), Social and personality development: Essays on the growth of the child (pp. 368-373). New York: Norton. (Course Packet)

Freud, A. Adolescence as a Developmental Disturbance. (pp. 115-120). In Adolescence: Development, Diversity, and Context. Theoretical Foundations and Biological Bases of Development in Adolescence, Garland Publishing. (Course Packet)

Muuss, R.E. (1998). Erickson’s theory of identity development. In Theories of adolescence (pp. 52-85). New York: Random House. (Course Packet)

Frankel, R. “Psychoanalytic approaches.” In The adolescent psyche: Jungian and Winnicotian persepectives, Chapter 1. pp. 13-50. (Course Packet)

Chodorow, N.J. “Being and doing” A cross-cultural examination of the socialization of males and females,” (pp. 23-44). In Feminism and psychoanalytic theory (1989). New Haven: Yale University Press. (Course Packet)

Marcia, J.E. “Identity in adolescence,” (Chapter 5, pp. 159-187). In Adelson, J. (Ed.), Handbook of adolescent psychology. New York: Wiley & Sons. (Course Packet)

Wallerstein, J., & Lewis, J. (1998). The long-term impact of divorce on children. Family and conciliation courts review, 3(3), 368-383. (Course Packet)

Lamb, M.E., Sternberg, K.J., Thompson, R.A. (1997). The effects of divorce and custody arrangements on children’s behavior, development, and adjustment. Family and Conciliation Courts Review, 35 (4), 393-404. (Course Packet)

Week 1

Orienting concepts on human development

Required Reading

Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of early child development (Chapter 1 & 2) Washington, D.C.: National Academy Press. (Required Text: Online Library)

Week Two

Development of a sense of self: Freud & Erickson

Required Reading

Erickson, E.H. (1963). (Chapters 2 & 7). In Childhood and society. New York: Norton. (Required Text).

Freud, A. (1992). The Harvard Lecturespp. 37-78. International Universities Press, Inc. (Required Text).

Week Three

Development of a sense of self: From infancy to Toddlerhood

Required Reading

Pine, F. (2003). Mahler’s concepts of “symbiosis” and separation-individuation: Revisited, re-evaluated, refined. Journal of American Psychoanalysis Association.

Novick, K.K. (1986).Talking with Toddlers. Psychoanal. St. Child, 41:277-286. (Available online: PEP database)

Novick, K.K. (1990). Access to Infancy: Different Ways of Remembering. Int. J. Psycho-Anal., 71:335-349. (Available online: PEP database)

Winnicott, D.W. (1953). Transitional Objects and Transitional Phenomena—A Study of the First Not-Me Possession. Int. J. Psycho-Anal., 34:89-97.(Available online: PEP database)

Recommended Reading

Mahler, M.S., Pine, F. & Bergman, A. (1975) The psychological birth of the infant (pp. 39-120). New York, NY: Basic.

Lieberman, A.F. (1995). The emotional life of the toddler (Chapters 3,4, and 6). New York, NY: Free Press. (Required Text)

Settlage, C.F., (1998). “A cross-cultural perspective on separation-individuation theory,” (pp. 61-78). In The colors of childhood. Rowman & Littlefield Publishers, Inc.

Week Four

Bio-behavioral shifts: Temperament & affect regulation within the context of the parent-child relationship

Required Reading

Siegal, D.J. (1999). The Developing Brain (chapter 7). The Guilford Press. (Required Text).

Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of early child development (Chapter 5:Acquiting self-regulation). Washington, D.C.: National Academy Press. (Required Text: Online Library)

Segal, (1974). “The paranoid-schizoid position” pp. 24-38. In Introduction to the work of Melanie Klein. Basic Books. (PEP ?)

Recommended Reading

Greenspan, S. (1996). The Challenging Child (Chapters 3 & 7). Reading, MA: Perseus.

Week Five

Development of a sense of self: Attachment

Required Reading

Siegal, D.J. (1999). The Developing Brain (chapter 3). The Guilford Press. (Course Packet)

Thompson, R.A. & Raikes, H.A. (2003). Toward the next quarter-century: Conceptual and methodological challenges for attachment theory. Development and Psychopathology, 15, 691-718. (Course Packet)

Recommended Reading

Bowlby, J. (1988). A secure base (chapters 2 & 7). New York, NY: Basic Books.

Eyer, D.E., (1992). Mother infant bonding: A scientific fiction (Chapters 3-5). New Haven, CT: Yale University Press.

Harwood, R.L., Miller, J.G., & Irizarry, N.L. (1995). Attachment theory and its role in the study of human development. In Culture and attachment (pp. 1-18). New York: Guilford Press.

Levine, R.A. & Miller, P.M. (Eds.) (1990). Commentary. Human Development, 33, 73-80.

Week Six (Midterm is Assigned)

Parent-child relationship

Required Reading

Lamb, M. (Ed.). (1997). Fathers and child development: An introductory overview and guide. In The role of the father in child development (3rd ed., pp. 1-18). New York: John Wiley. (Course Packet)

Novick, K.K. (1988). Childbearing and Child Rearing. Psychoanal. Inq., 8:252-260. (Available online: PEP database)

Recommended Reading

Bettleheim, B. (1988). In A good enough parent: A book on child rearing (pp. 3-54). New York: Knopf.

LeVine, R.A. (1974). Parental goals: A cross-cultural view. Teachers College Record, 76, 226-239. (Course Packet)

Winnicott, D.W. (1987). The ordinary devoted mother. In Babies and their mothers (pp. 2-14). Reading, MA: Addison-Wesley. (Course Packet)

Week Seven (Midterm is Due)

Gender Identity and Morality

Required Reading

Tabin, J.K (1985). Patterns of the Male and Female (chapters 5 & 6). In On the way to Self. Columbia University Press: New York. (Course Packet)

Fast, I. (1998). Developments in Gender Identity: The Original Matrix (pp. 159-170). In Gender and Envy. Routledge: New York. (Course Packet)

Freud, A. (1992). The Harvard Lectures (pp. 79-105). International Universities Press, Inc. (Required Text)

Thomas, R.M. (1997). Comparing Theories of Child Development. (Chapters 16 & 17). Wadsworth Publishing. (Course Packet)

Recommended Reading

Bettelheim, B. (1989). Introduction: The struggle for meaning. In The uses of enchantment (pp. 3-19). New York, NY: Vintage Books.

Greenspan, S.I. (1993). Aggression, competition and rivalry. In Playground politics (pp. 28-70). Reading, MA: Addison-Wesley.

Week Eight

Middle Childhood

Required Reading

Sameroff, A., & Haith, M. (1996). The five to seven year shift (Chapters 1, 10, 13, and 19). Chicago: University of Chicago Press. (Course Packet)

Dunn, J. (1988). Implications and Jokes and humor. In The beginnings of social understanding (pp. 149-189). Cambridge, MA: Harvard University Press. (Course Packet)

Galatzer-Levy, R.M. & Cohler, B. (1993). “Moving into the larger world” (Chapter 6, pp. 141-165). In The essential other. New York: Basic Books, Inc. (Course Packet)

Recommended Reading

Dehart, G.B., Sroufe, L.A., & Cooper, R.G. (2004). Child Development: It’s nature and course (Chapter 12, Social and emotional development in middle childhood). New York, NY: McGraw-Hill.

Week Nine

Self-esteem and coping

Required Reading

Stott, F.M. (1989). Self-esteem and coping. In J. Garbarino, F. Stott, et al., What children can tell us (pp. 18-39). San Francisco: Jossey-Bass. (Course Packet)

Davies, D. (1999). Child Development: A practitioner’s guide (Chapters 6-8). New York, NY: Guilford Press. (Course Packet)

Greenspan, S.I. (1993). Self-esteem and peer relations. In Playground politics (pp. 71-98). Reading, MA: Addison-Wesley. (Course Packet)

Recommended Reading

Groves, B.M. (2002). Children who see too much (Chapter 4). Boston, MA: Beacon Press.

Week Ten

Transition to adolescence and early adolescence

Required Reading

Sullivan, H.S. (1983). Preadolescence and early adolescence. In W. Damon (Ed.), Social and personality development: Essays on the growth of the child (pp. 368-373). New York: Norton. (Course Packet)

Freud, A. Adolescence as a Developmental Disturbance. (pp. 115-120). In Adolescence: Development, Diversity, and Context. Theoretical Foundations and Biological Bases of Development in Adolescence, Garland Publishing. (Course Packet)

Ammaniti, M., Sergi, G. (2003). Clinical Dynamics During Adolescence: Psychoanalytic and Attachm... Psychoanal. Inq., 23:54-80. (PEP)

Vanier, A. (2001). Some Remarks on Adolescence with Particular Reference to Winnicott and Lacan. Psychoanal Q., 70:579-597. (PEP)

Recommended Reading

Galatzer-Levy, R.M. & Cohler, B. (1993). “Moving into the larger world” (Chapter 7, pp. 166-196). In The essential other. New York: Basic Books, Inc.

Josselson, R. “Ego development in adolescence,” (chapter 6, pp. 188-210)

Rutter, M. (1976). Adolescent Turmoil: Fact or Fiction. (pp. 93-114). In Adolescence: Development, Diversity, and Context. Theoretical Foundations and Biological Bases of Development in Adolescence, Garland Publishing. (Course Packet)

Week Eleven

Adolescence: Friendships and social competence

Required Reading

Muuss, R.E. (1998). Erickson’s theory of identity development. In Theories of adolescence (pp. 52-85). New York: Random House. (Course Packet)

Frankel, R. “Psychoanalytic approaches.” In The adolescent psyche: Jungian and Winnicotian persepectives, Chapter 1. pp. 13-50. (Course Packet)

Dahl, E.K. (1995). Daughters and Mothers: Aspects of the Representational World During Adolescence. Psychoanal. St. Child, 50:187-204. (Available online: PEP database)

Tyson, R.L. (1996). The Good Boy Syndrome and Malignant Academic Failure in Early Adolescence. Psychoanal. St. Child, 51:386-408.(Available online: PEP database)

Recommended Reading

Trowell, J. (1995). Key psychoanalytic concepts. In J. Trowell & M. Bower (Eds.), The emotional needs of young children and their families (pp. 12-21). New York: Routledge.

Coleman, “Friendships and the peer group in adolescence, ” Chapter 12, pp. 408-531.

Levine, M. (2002). A mind at a time (Chapter 9, Relating to relating). New York, NY: Simon & Schuster, Inc. (Course Packet)

Week Twelve

Adolescence: Sexual development and gender identity

Required Reading

Marcia, J.E. “Identity in adolescence,” (Chapter 5, pp. 159-187). In Adelson, J. (Ed.), Handbook of adolescent psychology. New York: Wiley & Sons. (Course Packet)

Recommended Reading

Josselson, R. (1983). Psychodynamic aspects of identity formation in college women. In W. Damon (Ed.), Social and personality development: Essays on the growth of the child (pp.445-487). New York: Norton.

Galatzer-Levy, R.M. & Cohler, B. (1993). “Moving into the larger world” (Chapter 8, pp. 197-225). In The essential other. New York: Basic Books, Inc.

Week Thirteen

Challenges to childhood: Divorce

Required Reading

Wallerstein, J., & Lewis, J. (1998). The long-term impact of divorce on children. Family and conciliation courts review, 3(3), 368-383. (Course Packet)

Recommended Reading

Hetherington, E.M. & Kelly, J. (2002). For Better of for worse: Divorce Reconsidered (Chapter 1, 7, and 11). New York, NY: W.W. Norton & Company. (Course Packet)

Week Fourteen (Final Paper is Due)

Challenges to childhood: Sex and Drugs

Required Reading

TBD