Psychology 354 - Child Psychology (4 credits)

Winter Term, 2008

Tues / Thurs: 10:10 – 12:10 CRN 10360

Professor:Michael C. Anziano,

Office:276 Educ/Bus. BuildingPhone: 247-7646 [same for voicemail]

Office Hrs:Mon, Wed, Fri: 11 – 12: 2:30-3:30; Tues 9-10

(other times by appointment)

Course Textbooks: Gauvain, M. & Cole, M. (2004). Readings on the development of Children (4th Ed.)

New York: W.H. Freeman.

Kearney, C.A. (2006). Casebook in child behavior disorders (3rd Ed.). Belmont, CA:

Wadsworth Publishing Co.

(A series of supplementary readings provided by the instructor are also required for the course).

Course Purpose and Content

This course examines contemporary perspectives and advances in the field of child psychology, providing a more concentrated focus than Psyc 254 (Life-Span Human Development). The course includes dimensions of biology and experience, child psychopathology, personality, psychological testing and case studies on children. An important part of the course is the relatively new study of the concept of Resilience in children. We will study theoretical, clinical and practical views on the effects of stress and vulnerability as well as the impressive success of some children despite their experience of chronic poverty or other situations that put individuals at great risk. Both "risk factors" and "protective factors" will be considered in studying children's adaptation to stress.

Theoretical and clinical material on children's anxiety, defenses, aggressivity and shyness will provide the background for several Case Studies that students will read and analyze during the second half of the term. The use of play therapy and psychological tests with children will also be introduced.

Format and Class Participation

The general format for the course will consist of lectures and discussion, supporting video materials and student presentations of case study material. Although not technically a Seminar, I expect considerable student participation in the form of large and small group discussions, case study analysis, critical reading and critical thinking, reflection and presentation of your own original ideas. Students will work in small groups to analyze and present case studies from the KearneyText, as well as cases provided by the professor. This in-class participation represents a portion of your grade in the course. I always welcome your thoughtful intellectual contributions and I expect you to listen to others' views with respect and to comment, question and contribute your ideas to this class. I want you to attend every class unless you are too ill to be in school. It is your responsibility to be sure that you are properly enrolled in the course – students are not allowed to add classes after Census date.

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Course Requirements and Grading

All students are responsible for their own original work on the following assignments:

[1]In-class Essay Exam.Covers material from the readings, lectures, films and discussions.

[2]Reaction Papers.Students are required to submit one Reaction Paper that critically evaluates one of the course reading assignments. I will assign one paper to each student. Papers are due on the date the reading is assigned for class (see the attached Handout for guidelines).

[3]Child Study Project. Each student will investigate a topic of interest to them which relates to some aspect of child psychology covered in the course. This Literature Review provides the background information for an in-depth Child Study. The child study is essentially a Case Study of one individual child that you observe at the campus ChildDevelopmentCenter. For the Literature Review, students should carefully select a topic which allows them to focus on some aspect of psychological development that is taking place in children between the ages of three and six years. A set of Handouts with guidelines will be provided by the instructor as well as guidelines for APA writing style. Given the age range of your subjects, topics dealing with preoperational thought, language development, use of symbols, children's drawings, creativity, emotional development, socialization, aggression or aspects of physical development would be good choices. Read This: The project requires approximately 2 hours/week observation time at the CDC. About 20 hours total is necessary to successfully complete the project. If you cannot manage this, the course is not for you.

[4] Case study Report. Students will select one of the Case Studies from the Kearney Textbook to write a 4-5 page discussion and analysis of the case. The use of an additional source (such as a reputable psychology journal or the NIMH web site) is required for the assignment. See the Guidelines on page 5 of the syllabus for the complete assignment description.

[5]Final Case Study Analysis. Students will read and respond in Essay Form to a series of questions based on a Case Study. Format and length of written response will be discussed in class. This is the Take-home final exam for the course.

[6]Participation & Reaction Papers. Students will be evaluated on a combination of class attendance, participation in small group activities, and the intellectual contribution they make to class discussions. Participation requires more than attendance in class.

Due Dates and Grade Weights Appear Below

In class Essay ExamFeb 2150 points

Child Study ProjectApr 850 points

Final Exam Case StudyApr 2130 points Total = 220

Reaction PapersOngoing20 points

Case Study ReportAs scheduled30 points

Class ParticipationOngoing20 points

HomeworkOngoing20 points

Psyc 354 - Child Psychology T, R: 10:10-12:10 CRN # 10360

Winter Term, 2008 Dr. Michael Anziano


Course SequenceReading

Aug28Course overview and introduction ...... None

30Review of developmental psychology theories . . . . .None

The case of “Freddy”

Sep4Models of childhood psychopathology / classification systemsCasebook, Ch 1

6Child Development Center visit ...... Handouts

11The brain and early experience: neurons to neighborhoodsArticle 6

13Child Study – Observation workshop / Case of “Scott” . .Handouts

18ADHD: The “common cold” of childhood disorder . . .Casebook, Ch 6*

20Ecological contexts for development ...... Article 1

25Gender and group processes in childhood / Case of “C” . .Article 23

27ChildDevelopmentCenter – Lab ...... Handouts

Oct2Obsessive compulsive disorder ...... Case of “Sam” *

4Eating disorders and compulsive behavior . . . . .Casebook, Ch 4*

Emotion, fear and anxiety ...... Earl H. audiotape

19Resilience, risk factors and protective factors . . . . . Article 3

12> In class Essay Exam <All reading to date

16Relational aggression and anti-social behavior . . . . .Article 27

Early indicators of aggression ...... Article 21

18Delinquency and conduct disorder ...... Casebook, Ch 8*

23Causes and consequences of schizophrenia / [Film] . .Case of “Cathy”

25Childhood autism and communication problems . . . .Casebook, Ch 11*

30The work of Child Psychiatrist Robert Coles [Film] . . .None

Nov.1Childhood anxiety and defense mechanisms / “Katie” . .Handout

6Social anxiety disorder and shyness / “Hurried child” .Casebook, Ch 2*

8Psychology advising day – no class /CDC Lab Day

13Adolescents and depression ...... Casebook, Ch 3*

15Issues in family development [Film]

~~~~~ Thanksgiving Holiday ~~~~~

27Children’s drawings and the field of Play Therapy . . . .None

29The use of Projective Tests

** Child study paper due!!

Dec4Adolescence and the Teenage Brain research . . . . .Article 32

Case of “Rachel”

7The new research on depression and “Learned Optimism”None

Take-home Final Exam Due Tuesday, December 11