PP7020 – Child and Adolescent Development
Wednesday: 9:15 a.m. – 12:00 p.m.
Myra M. Lawrence, Psy.D.
Office Hours: Monday, Tuesday and Wednesday ISPP:
By Appointment Voice Mail: 1-630-571-1110
Mon: 9: 00 – 9:30 a.m., and l2:00 – 12:30 e-mail:
Tues: 9:00– 10:30 a.m., and 12:30 – 2:30 p.m.
Wed: 12:00 – 1:00 p.m.
T.A.’s sDanielle Merolla
Sarah Krcmarik
Course Objectives:
The purpose of this course is to develop 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;
- develop a frame of reference for observing and evaluating healthy adaptive and psychopathological functioning;
- establish an organizational framework to conceptualize clinical material as it is integrated with developmental research and theory;
- consider the possible relationships between theories of child development and psychotherapy;
- conduct effective child observations and one adolescent interview on which to base clinical evaluations using developmental theories presented in the readings; and,
- write well-organized, conceptually integrated behavioral observations and clinical assessments that present a clear understanding of each child’s psychological development.
When you complete this course you will be able to conduct a thorough child observation (with some possible experience interviewing a child, parent and/or teacher). In addition, 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 with respect to his or her overall adjustment, developmental strengths, limitations and adaptations.
Course Requirements and Expectations
- Attendance/Class Participation: Attendance at each class is required. If you must miss a class due to extraordinary circumstances, please inform the instructor in advance. Students who miss two or more classes will not receive credit for the course. In order to be respectful of all class participants, timely arrival is requested.
- Class Participation: You are responsible to be familiar with and knowledgeable about the readings assigned each week – be prepared to discuss, make observations and ask questions about the assigned articles with respect to their content as well as their application to vignettes of child observations.
- Assignments: Papers will be due by 9:30 a.m. on the class date specified. It is important that papers be submitted in a timely manner, and therefore no late papers will be accepted unless due to exceptional circumstances. (To avoid computer failures and the loss of an entire paper, please be sure to print out each page of a paper as you write it since “computer failure” does not automatically receive an extension on the due date of a paper).
Assignment #1 Due Week #6 (25% of total grade): The first paper includes two parts:
1. An observation and behavioral description of a child 2½ to 5½ years of age.
(You will need to observe the child in a non-clinical setting such as at school or home.) The advantage to observing children in school is that you are able to consider their interactions with peers and their participation (or lack thereof!) in group activities. It is important that you observe a child who is not known to you, both because of ethical considerations and the impact prior impressions may have on your ability to formulate clinical analyses and formulations. Also, be sure you do not observe a child who is being considered for a diagnostic referral since you will not be providing feedback to parents or teachers about your impressions of the behavioral observation. In this section, you are to include a description of the child based incorporating all of Greenspan’s categories in The Clinical Interview of a Child. Rather than using Greenspan’s categories as a list of characteristics and behaviors to review, it is more useful to use his suggested areas of interest as a guide to the focus of your observation and analysis.
- A clinical discussion/interpretation of the child’s development which integrates all developmental theories presented in lectures and readings from weeks 1 through 7.
Your discussion must include an analysis of relevant cultural factors (i.e., race, ethnicity,
Socio-economic class, gender) as these play a role in the overall development of the child
you observe.
The paper is expected to be 6 typewritten pages, double spaced (and is not to exceed this length). It is suggested that the behavioral description be limited to approximately 2 to 2½ pages in length, leaving 3½ to 4 pages to evaluate the meaning of the behaviors observed in terms of all the theories presented.
Evaluation Criteria: Your paper will be evaluated on two major points: 1) your ability to adequately track and observe a child’s behavior and 2) your ability to apply different theoretical perspectives in a rich and informative manner so that an understanding of this child’s development emerges. In order to achieve this end, you must demonstrate a capacity to integrate and synthesize material at different levels, interpreting the child’s behavior from a variety of perspectives and meanings. Your interpretations must also be data driven – in other words, avoid all speculations that you cannot support with data. Further, your analysis should be sophisticated in that your interpretations have depth to them – it is not sufficient merely to describe a behavior and superficially apply theory. Elaborate on the meaning. Finally, your ability to write clearly and in an organized fashion is critical to the success of your paper.
Please be sure to look at the SAMPLE papers placed on Reserve in the school library as these will help you with the format and development of your own child observations and clinical assessments.
Assignment #2 Due Week #9 (10% of total grade):
The second assignment requires a revision of the first behavioral observation and clinical interpretation based on feedback provided on the first paper.
Evaluation Criteria: Same criteria as above. The additional important piece that will be considered is whether you make effective use of the feedback provided on the first paper and integrate it in a meaningful way. It is not sufficient to merely take specific feedback comments and incorporate them without your own development and elaboration.
Assignment #3 Due Week #11 (30% of total grade):
You will be provided either a videotape or a written description of a child between the ages of 7 and 11. In all other respects this assignment will follow the same format as the first assessment. This paper will involve integration of all theories of child development presented from weeks 1 through 10. As in the first assignment, you are expected to include an analysis of any cultural/gender factors relevant to the child’s development.
This paper is expected to be 9 typewritten pages, double spaced (and must not exceed this length). It is recommended that you devote the first 4 pages to a description of the behavioral observation and provide the developmental assessment in the remaining 5 pages.
Assignment #4 Due Week # 13 (25% of total grade):
For this assignment you are expected to interview an adolescent between 13 and l6 years of age (i.e., a young adolescent). Topics that might be included in the interview include identifying interests, activities in which they are involved, friends and groups with which they are affiliated (or not), their description of their families, their sense of moral judgment, the guidelines by which they direct their behavior, school performance, concerns, ambitions, etc. Prepare a paper no longer than 9 pages in which you present this background information and behavioral observations (4 l/2 – 5 pages) and discuss (4 l/2 – 5 pages) this information using theories discussed in class and from readings to describe its meaning and significance in terms of adolescent development.
Sample papers are available in the library for all assignments.
4. Learning Groups / Definition of concepts - 10%
Throughout the trimester, you will work with an assigned group of students as part of the structure for class discussions. Groups will rotate weekly and be responsible to lead class discussion about the developmental concepts as they apply to clinical vignettes. Your creativity is encouraged, so consider various ways in which your group can initiate and support class debates, discussions, and other presentations that invite interactional learning. Although the learning group will work jointly to explain and explore the concepts for which they are responsible, each group member will be expected to write their own concept definitions of each concept under consideration the week they are presenting. Please prepare a sufficient number of your concept definitions to hand out to the entire class.
Please be sure that you
- limit your presentation to 30 – 40 minutes at the most;
- discuss your ideas with out T.A. the week prior to your class presentation; and,
- be prepared to present your ideas informally, with the idea that this is your opportunity to teach these ideas to the class.
Be sure that you do not read what you have written!! as no one likes to be read “lecture notes”.
Evaluation Criteria:
Comprehensive and thorough consideration is emphasized. Clarity that reflects your understanding rather than a simple restatement or paraphrase is valued. Organization of ideas that incorporates perspectives from the various readings assigned is also expected. Although the aggregate number of points is small, compared to all other assignments, your performance reflects your ability in each of the areas identified as well as work ethic and clarity of conceptual thinking.
Disability Statement: The policies of Argosy University/ISPP are described in detail at the end of this syllabus. Please let me know if I can be of help to you in this regard.
Books for possible purchase:
Fraiburg, S. The Magic Years.
Greenspan, S. The Clinical Interview of the Child.
Wolf, E.S. Treating the Self.
Kindlon & Thompson. Raising Cain
Weekly Topics, Readings and Assignments
Week # 1: September 5th
Topic: Introduction to the issues of psychological development and their
application to healthy adaptation or child psychopathology/Models of observation
Readings:
(P)Greenspan, S. “Conceptual foundations: An overview”,(and) “Interviewing the
parents: Selected Comments”. In The clinical interview of the child, Ch’s 1 & 7, pp. 1-78, 167-191.
(B) Fraiberg, S.The Magic Years.
Week #2: September 12th
Topic: Developing Attachment—implications for assessment and approaches to psychotherapy
Parent-Child Relationships and the development of neural pathways that encode attachment patterns.
Readings:
(P)Siegel, D.J. “Toward an interpersonal neurobiology of the developing mind: Attachment relationships, ‘mindsight,’ and neural integration”, pp. 67 – 94.
(P) Siegel, D.J., (1999), “Attachment”, in The developing mind, Ch. 3, pp. 67 – 120.
Week # 3: September 19th
Topic: Infant-Parent Relationships/Attachment Theory – The foundation for healthy development
in childhood and adolescence
Readings:
(P)Bowlby, J. “The role of attachment in personality development and psychopathology”, Ch. 6, pp. 229-270. In The course of life, Vol. I., Infancy.
(P) Bretherton, I. “The origins of attachment theory: John Bowlby and Mary
Ainsworth”, pp. 759-775.
(P) Sroufe, L.A. & Fleeson, J. “Attachment and the construction of relationships”,
pp. 51 – 71. In Hartup and Rubin (Eds.)
Week # 4: September 26th:______
Topic:Developmental lines
Psychosexual stages
Development of defenses from Klein’s perspective
Readings:
(P) Freud, A. “The assessment of normality in childhood”, Ch. 3, pp. 54-107.
(P)Greenspan, S.I. “The development of the ego: Insights from clinical work with
Infants and young children”, Ch. 3, pp. 85-164. In The course of life, Vol. I., Infancy.
(P)McDevitt, J.B., and Mahler, M.S. “Object constancy, individuality, and
internalization”,Ch. 3, pp. 37 – 60, in The course of life, Vol. II, Early
Childhood.
(P) Mitchell & Black, “Melanie Klein and comtemporary Kleinian theory”, pp. 85 –
102.
(P) Segal, H. “The paranoid-schizoid position”; “The depressive position”;
“Reparation”; and “Envy”, pp. 24-38, 39-53, 67-81, 92-102.
(P)White, R.B. & Gilliland, R.M. “Symptom Formation”, pp. 153-173.
Week #5:October 3rd
Topic: Winnicott-- holding environment / Mahler--Separation-Individuationtheory/ Early childhood
Readings:
(R) Mahler, M., Pine, F., & Bergman, A.The psychological birth of the human infant,
pp. 39 – 120.
(P)Galatzer-Levy, and Cohler, “The toddler years – Language, play, sex and anality”, Ch. 4, pp. 86 – 114.
(P)Galatzer-Levy, and Cohler, “Early Childhood”, Ch. 5, pp. ll5 – l40.
Week #6:October 10th
Topic: Psychosocial development/Erikson/Winnicot
Readings:
(P)Erikson, E. “Eight ages of man”. In Childhood and society, pp. 247-274.
(P)Winnicott, D.W. “Transitional Objects and Transitional Phenomena” In Playing and Reality, pp. 1-25.
(P)Winnicott, D.W. “Ego distortion in terms of true and false self.” In The
maturational process and the facilitating environment, pp. 140-152.
(P)Bettelheim, B. “ Play: Bridge to Reality” & “Play as Problem Solving”. In A
good enough parent, pp. 166-183 and 197-211.
Week #7:October 17th1st Paper Due Today!
Topic:Middle Childhood -- Tasks of Latency/Peer Social Competency
Readings:
(P) Benson, R., and Harrison, S. “The eye of the hurricane: from seven to ten”, Ch. 16, pp. 355 – 364, in The course of life, Vol. III, Middle and Late Childhood.
(P)Galatzer-Levy and Cohler, “Moving into the larger world: Middle childhood”,
Ch. 6, pp. 141 – 165.
(P)Holmes, R.M. “Friendship and ethnicity” in How young children perceive race,
pp. 66 – 86.
(P)Payton, J.W. et al., “Social and Emotional Learning: A framework for
Promoting mental health and reducing risk behaviors in children and youth”, pp. 1 – 8.
(P)Schecter, M. & Combrinck, G.L. The normal development of the seven-to-ten year-old child”. In The course of life, pp. 83-108.
Week #8:October 24th
Topic:The Development of resilience / Peer relationships and social competence
Readings:
(H)Handout: Condon, Kristin, (2003). “The importance and characteristics of early peer
relationships”. Selections from CRP.
(P) Ladd, G.W. “Peer relationships and social competence during early and middle
childhood”, pp. 333 – 359.
(P) Garmezy, N. “Stress-resistant children: The search for protective factors”, pp. 213 –
233.
(P)Bettelheim, B. “ Introduction: The struggle for meaning; Life divined from
the inside; and fear of fantasy”. In The uses of enchantment, pp. 3-19; 23-28; and,
116-135.
Week # 9:October 31st – Revision of 1st paper due today!
Topic:Development of a cohesive self/ Self-psychology
Readings:
(P) Miller, A. “The drama of the gifted child and the psychoanalyst’s narcissistic
disturbance,” pp. 3-29.
(B)Wolf, Ernest S. (1988). Introduction: Historical Development, pp. 3-8; General Orientation: The Inner Life of Man, pp. 9-16; Basic Concepts of Self Psychology, pp. 23-45; Self and Selfobjects, pp. 50-64; Narcissistic Rage, pp. 77-84. (Optional reading – Relations Disorders: Disorders of the Self, pp. 65-76).
(R/P)Miller, A. “Poisonous pedagogy”, preface and pp. 3 – 91.
Week # 10November 7th
Topic: Moral development and Cognitive development (early childhood/latency/adolescence)
Readings:
(P) Strauch, B. The primal teen: What new discoveries tell us about our kids.
Ch. 7, pp. 87 – 107.
(H) Chodacki, J. (2002). “Another different voice: An analysis of the role of social
class in the measure of moral reasoning development -- Selections from CRP.
(P) Lyons, N. “Listening to voices we have not heard”, pp. 30-72.
(P) Hoffman, M.L., “Moral development in adolescence”, Ch. 9, pp. 295 – 343, in
Adelson.
(P) Rest, J.R. “Morality”, pp. 574-583.
(P) Thomas, R.M. “Piaget’s cognitive-development theory”, pp. 231-269.
(P) Gilligan, C. “concepts of self and morality”, Ch. 3, pp. 64 - .
Week # 11November 14th
Topic: Socialization/Adolescent Development/Gender Issues
Readings:
(H)APT Conference Materials
(P)Underwood, M.. Social Aggression Among Girls, pp. 37-53.
(P)Taffel, R. “What the hell is going on: why we don’t know our kids,” and “You
adults don’t have a clue”. In The Second Family: Dealing with Peer Power, Pop Culture, the Wall of Silence, and other Challenges of Raising Today’s Teens, pp. 6-31 and 37-52.
(P)Kindlon and Thompson, “The Road Not Taken”, Ch. 1, pp. 1-20, “Thorns among
roses: the struggle of young boys in early education”, Ch. 2, pp. 21 – 50, and
“The culture of cruelty”, Ch. 4, pp. 72 – 93.
(P)Chodorow, N.J. “Being and doing: A cross-cultural examination of the socialization of males and females”, pp. 23-44.
Week # 12November 21st
Topic: Transition to Adolescence
Readings:
(P) Frankel, R. “Psychoanalytic Appoaches.” In The Adolescent Psyche: Jungian
and Winnicotian Perspectives, Ch. 1, pp. 13 – 50.
(P)Holmbeck, G.N. “A model of family relational transformations during the
transition to adolescence: Parent-adolescent conflict and adaptation”, Ch. 7, pp. l67 – l99, in Graber & Petersen (Eds.)
(P) Josselson, R. “Ego development in adolescence”, Ch. 6, pp. 188 – 210.
Week # 13November 28thFinal Paper Due Today!
Topic: Friendships/Identity development/Peer and social competence
Readings:
(P) Marcia, J.E. “Identity in adolescence”, Ch. 5, pp. l59 – l87, in Adelson.
(P) Berndt, T.J. “Transitions in friendship and friends’ influence”, Ch. 3, pp. 57 – 84,
in Graber and Petersen (Eds.)
(P) Coleman, “Friendships and the peer group in adolescence”, Ch. 12, pp. 408 –
531.
(P)Eccles, J.S., Lord, S. and Buchanan, C.M. (1996), “School transitions in early
adolescence: What are we doing to our young people?” Ch. 10, pp. 251 – 284,
in Graber and Petersen (Eds.)
Week # 14December 5th
Topic: Gender identity and Sexual development revisited in adolescence
Readings:
(P) Strauch, B. “The Neurons of Love”. In The primal teen: What new discoveries
tell us about our kids, Ch. 2, pp. 145-156.
(P)Rodgers, J.L. “Sexual transitions in adolescence”, Ch. 4, pp. 85 – 110, in Graber
and Petersen (Eds.)
(P)Miller, P. and Simon, Wm., “The development of sexuality in adolescence”, Ch.
11, pp. 383 – 407, in Adelson.
(P)Johnson, T.C. “Child sexuality”. In Sexualized Children, E. Gil (Ed.) pp. 1-20.
(P) Owens, R. “’Becoming’ lesbian, gay, and bisexual”, Ch. 2, pp. 15-38.
Bibliography
Adelson, J. (1980). Handbook of adolescent psychology. N.Y.: Wiley & Sons.
Bettelheim, B. (1976). The uses of enchantment. N.Y.: Alfred A. Knopf.
Bettelheim, B. (1987). A good enough parent. N.Y.: Alfred A. Knopf.
Blos, P. (1979). The adolescent passage: Developmental issues. N.Y.: International Universities Press, Inc.
Bowlby, J.(1988). A secure base: Parent-child attachment and healthy human development. N.Y.: Basic Books, Inc.
Chodorow, N.J. (Ed.) (1989). Feminism and psychoanalytic theory. New Haven: YaleUniversity Press.
Cohen, D. (1993). The development of play. New York: Routledge.
Erikson, E.H. (1950). Childhood and Society.New York: W.W. Norton & Co.,Inc.
Freud, A. (1965). Normality and pathology in childhood. New York: International Universities Press, Inc.
Garmezy, N. Journal of child psychology and psychiatry. Supplement 4, pp. 213 – 233. London: Oxford Pergamon Press.
Galatzer-Levy, R.M. and Cohler, B.(1993). The Essential Other. New York: Basic Books, Inc.
Gil, E. (1993). Sexualized Children. Launch Press.
Gilligan, C. (1982) In a different voice. Cambridge: HarvardUniversity Press.
Graber, J.A.,Brooks-Gunn, J.,and Petersen, A.C. (Eds.) (1996). Transitions through adolescence. Mahway, N.J.: Lawrence Erlbaum Associates, Publishers.
Greenspan, S., and Greenspan, N.T. (1991). The clinical interview of the child. New York: McGraw Hill, Second Edition.
Greenspan & Pollack (Eds.).(1989) The course of life, Vol. I, Infancy, Madison: International Universities Press.
Greenspan & Pollack (Eds.) (1989). The course of life, Vol. II, Early Childhood, Madison: International Universities Press.
Greenspan & Pollack (Eds.)(1991). The course of life, Vol. III, Middle and Late Childhood, Madison: International Universities Press.
Hartup, W.W., and Rubin, Z. (Eds.) (1986). Relationship and Development. Hillsdale, N.J.: Lawrence Erlbaum Associates.
Kindlon & Thompson (1999). Raising Cain: Protecting the Emotional Life of Boys. Ballantine Books.
Lyons, N. (1990). Making connections.Cambridge: HarvardUniversity Press.
Mahler, Pine & Bergman (1975). The psychological birth of the human infant. New York: Basic Books.
Masten, A.S., and Garmezy, N. (1990). Development and psychopathology. 2, 425 – 444.
Miller, A. (1983). For your own good: Hidden cruelty in child-rearing and the roots of violence. Farrar, Straus & Giroux.
Miller, A. The drama of the gifted child. New York.: Basic Books, Inc.
Mussen, P. (Ed.) (1983). Handbook of child psychology. Fourth Edition, III, Wiley and Sons.