CFD 560: Theories in Socio-Emotional Development
Department of Child and Family Development
College of Education
San Diego State University
Spring 2014
Instructor: Dr. Diana Schaack
Email: dschaack@mail.sdsu.edu
Phone: 619-594-3384
Office: EBA Building, room 411
Office Hours: Wednesdays from 1:00-4:00, appointments as needed
Class Meeting Time/Location: Wednesdays; 7:00-9:40
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Course Description
This course focuses on the study of developmental theories used to explain overall
personality development throughout the lifespan, and theories used to explain particular
aspects of human social and emotional development. Throughout the course, culture is
seen as shaping every aspect of human development, and is reflected in childrearing beliefs
and practices designed to promote healthy adaptation.
Pre-Requisites
Prerequisites: Child and Family Development 375A, 375B, 375C, 475, and two units from
Child and Family Development 378A, 378B, 378C, 378D. Transcripts demonstrating
completion of prerequisites must be turned in by the first week of class. Please highlight all
prerequisites. If prerequisites were taken at a community college, those transcripts are
required (the transfer agreement that denotes credits is an acceptable alternative.) Please
bring a copy of transcript to give to the professor. All students must bring proof of
completion of the Portfolio tutorial to the instructor by the second class meeting to avoid
being dropped from the course.
Required Texts
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Learning Outcomes
To understand and critically examine overarching
theories used to explain social-emotional development
through the lifespan
To apply a theory of social emotional development to realworld contexts
To understand different dimensions of social-emotional
development and the multiple theories used to describe
development in these domains
To understand the links between theories of socialemotional development and research
Demonstrated by
A synthesis and critique of general theories of social
emotional development;
Observation of a caregiver-child dyad with a written
report that applies theory to the interpretation of the
observation
An exam on key domain specific theories related to
particular aspects of social-emotional functioning
A synthesis of research articles that examine a
dimension of social-emotional development from three
different theoretical perspectives
Week 1: January 22nd
During this class, we will review the syllabus and course expectations. This class also will introduce the concept of developmental
theories, explore how theories vary with respect to explaining personality and social-emotional development, and how theory is
connected to research, program development, and clinical approaches.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 1: Introduction, pp. 1-15, skim pp. 16-35.
Week 2: January 29th
This class explores two classical stage theories of personality development: Freud’s Psychosexual theory, and Erikson’s
Psychosocial theory. In this class we will discuss the central tenants of these theories, controversial aspects of them, as well as
aspects that have been retained in modern theoretical frameworks of social-emotional development.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 2: Classical Theories of Social and Personality Development, pp. 38-44.
Erikson, E. (1963). Childhood and society. New York, NY: W.W. Norton Company.
Chapter 7: The eight stages of man, pp. 247-269.
DeJong, L. (2003). Using Erikson to work more effectively with teenage parents. Young Children, 58(2), pp. 87-95.
Week 3: February 5th
This class will move from a discussion of stage theories that emphasize biological shifts or innate drives to explain development, to
theories that place their emphasis on nature (or the environment) in personality development, including Behaviorism and Social
Learning Theory. Application of Social Learning Theory to program development will also be discussed. This class concludes with a
discussion of the dynamic interplay between genes and the environment in explaining social-emotional development.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 2: Classical Theories of Social and Personality Development, pp. 44-51
Chapter 3: Recent Perspectives on Social and Personality Development, pp. 68-86.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Confident Parenting program: http://www.ciccparenting.org/ConfidentParentingDesc.aspx
Read sections on “History & Theory,” “Program Content & Use,” and “Evaluation”
Week 4: February 12th
In this class, we continue our discussion of the role of the environment on social-emotional development through a socio-cultural
lens and we will explore how theory is linked to research. The class will continue by exploring a unifying theory of human socialemotional development that describes the transactional process of biology and the multiple, nested, environmental contexts in
which human’s live to explain social-emotional development: Ecological System’s Theory.
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford Press.
Chapter 1: Orienting Concepts (pp. 3-24)
Chapter 6: Interdependence and Autonomy (pp. 194-235)
Bronfrenbrenner, U. (1994). Ecological model of human development. International Encyclopedia of Education, 2, 37-43.
Week 5: February 19th
This class will provide an in-depth discussion of Attachment Theory from an evolutionary, cognitive, and social perspective and will
explore the mechanisms by which attachment relationships develop and how the quality of attachment relationships influence
positive or maladaptive social-emotional development.
Milkulincer, M. & Shaver, P. (2007). Attachment in adulthood: Structure, dynamics, and change. New York, NY: Guilford.
Chapter 1: The attachment behavioral system, pp. 3-27.
Karen, R. (1998). Becoming attached: First Relationships and how they shape our capacity to love. New York, NY: Oxford University
Press.
Chapter 17: They are leaning out for love: The strategies and defenses of anxiously attached children, and the possibilities for
change, pp. 220-237.
Chapter 18: Ugly needs, Ugly me, pp. 238-247.
Suggested Reading
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 5: Establishment of intimate relationships and their implications for future development, pp. 135-167.
Week 6: February 26th
This class continues with our discussion of attachment theory and extends it from the focus on the child’s development, to adult
attachment, with an exploration of how working models of attachment in adulthood are related to caregiving and romantic
relationships. During class we will also explore attachment-based interventions.
Main, M., Hesse, E., & Goldwyn, R. (2005). Studying differences in language use in recounting attachment history: An introduction
to the AAI. In H. Steele & M. Steele (Eds.). Clinical applications of the Adult Attachment Interview, (pp. 31-68). New York, NY:
Guilford.
Cooper, G., Hoffman, K., Powell, B., & Marvin, R. (2007). The Circle of Security intervention: Differential diagnosis and differential
treatment. In L. Berlin, Y. Ziv, L. Amaya-Jackson, & M. Greenberg (Eds.). Enhancing early attachments: Theory, research,
intervention, and policy, (pp. 127-151). New York, NY: Guilford.
For Marriage & Family Therapy Students
Johnson, S. (2008). Couple and family therapy: An attachment perspective. In J. Cassidy and P. Shaver (Eds.). Handbook of
attachment: Theory, research, and clinical applications (pp. 811-829). New York, NY: Guilford.
Suggested Reading for All Students
George, C. & Solomon, J. (1996). Representational models of caregiving and security of attachment at age six. Infant Mental Health
Journal, 17, 198-216.
Week 7: March 5th *****COMPARATIVE PAPER DUE******
This class marks a shift from overarching theories of social-emotional development to domain specific theories. During this class,
we will first focus on theories that describe the progression of emotional regulation, emotional knowledge, and, emotional
expressivity. We will next explore the role of temperament and caregiver goodness or poorness-of-fit in helping or hindering
children’s modulation of emotions.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 4:Emotional development and temperament, pp. 102-125.
Lieberman, A. F. (1995). The emotional life of the toddler. New York, NY: Free Press.
Chapter. 4: The question of temperament, pp. 55-79
Suggested Reading
Keller, H. & Otto, H. (2009). The cultural socialization of emotional regulation during infancy. Journal of Cross Cultural Psychology,
40, 997-1011.
Week 8: March 12th: No Class
In place of class this week, please conduct an observation of a toddler or young preschooler and his/her caregiver using the concept
of temperament as your orienting framework.
Week 9: March 19th
In this class, we will explore several inter-related concepts: self-concept development, identity development, and the development
of inter-subjectivity (also known as theory of mind or social cognition), which involves how children come to “share meaning” with
others, and learn to take another’s perspective.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 6: Development of the self and social cognition, pp. 168-205.
Markova, G. & Legerstee, M. (2008). How infants come to learn about the minds of others. Zero to Three, pp. 26 -31
Henderson, A., Gerson, S., & Woodward, A. (2008). The birth of social intelligence. Zero to Three, pp. 13-20.
Week 10: March 26th ********Observation Paper Due**************
This class discusses theories that seek to explain differences in children’s achievement. We will pay particular attention to how
social institutions such as schools and societal attitudes, including racism, influence achievement.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 7: Achievement, pp. 207-238.
Ferguson, A.A. (2001). Bad boys: public schools in the making of black masculinity. Ann Arbor, MI: University of Michigan Press.
Chapter 1: Don't believe the hype (pp. 1-23)
Week 11: April 2nd: No Class Spring Break
Week 12: April 10th
This class considers theories used to explain maladaptive behaviors including aggression and antisocial conduct. We will pay
particular attention to theories that explain anger and aggression through nature and nurture. We will also explore how anger and
aggression can be considered adaptive behaviors in particular cultural contexts.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 9: Aggression and antisocial conduct, pp. 284-321.
Sperry, P. & Miller, L. (1987). The socialization of anger and aggression. Merrill-Palmer Quarterly, 33 (1), pp. 1-31.
Week 13th: April 17th
During this class, we will consider theories that explain the development of prosocial behaviors, including altruism, empathy, and
moral development as well as the role of friendships as a context for moral development.
Shaffer, D. R. (2009). Social and personality development (6th ed.). Belmont, CA: Wadsworth.
Chapter 10: Altruism and Moral Development, 323-367.
Dunn, J. (2004). Children’s friendships: The beginning of intimacy. Malden, MA: Blackwell Publishing.
Chapter 3: Friends within the social world: the early years (p. 34-46)
Week 14: April 24th **********Test*********
Week 15: May 7th
The class concludes with a discussion of risk and resiliency theory, which examines how risk and protection work, and how they are
mediated by culture, biology, context, and relationships.
Fraser, M., Kirby, l, & Smokowski, P. (2004). Risk and resilience in childhood. In M. Fraser (Ed.), Risk and resilience in
childhood: An ecological perspective (2nd Ed.) (pp. 10-33).Washington, DC: NASW Press.
Pines, M. (1984). Resilient children: The search for protective factors. American Educator, 8 (3), 34-37.
May 14th: Final Assignment Due
ASSIGNMENTS
Guidelines for all assignments: In each paper you should present and discuss the main
issues as suggested below, referencing readings in APA format. Your discussion should
indicate a clear and integrated knowledge of ideas. These papers should be written in a
manner that would be understood by any reader. When you use theoretical terms or ideas,
explain what you mean, even though you are writing for your professor. The goal is to
persuade the reader that you fully understand the important course concepts and readings.
In order to successfully write these papers, it is important that you take notes on your
readings each week.
Academic Honor
The work you submit must be written by you alone. Any copying (electronic or otherwise)
of another person's work, in whole or in part is considered plagiarism. Avoid Plagiarism:
You MUST cite ALL references that you use when you write your papers, both in the body of
your text and in a reference list at the end of your papers.
 If the idea is not common knowledge, you must give credit to the person(s) who
came up with the idea.
 You must quote direct quotes with the author name, year of publication, and page
number.
 Even if you paraphrase what an author says, you need to give the author credit.
Use APA style, 6th edition, for internal citations and for your reference list.
Plagiarism/cheating will be reported to the college disciplinary office for appropriate
action. In addition, as a minimum consequence, you will receive ZERO points for that
assignment and your final grade will be lowered one complete letter grade. Depending on
the circumstances, you may be dropped from the class or receive a failing grade for the
class.
Assignment I: Comparative Paper (8-10 pages; 25% of grade)
For this paper, you will compare three overarching or “grand” theories of social-emotional
development discussed in class. You may choose to compare three of the following
theories: Freud’s Psychosexual Theory, Erikson’s Psychosocial Theory, Social Learning
Theory, Socio-Cultural Theory, Ecological Systems Theory, and Attachment Theory. A
written description of the paper will be provided in class with time devoted in class to
addressing any questions about the paper.
Assignment II: Observation (5 pages; 25% of grade)
For this paper, you will conduct an observation of an adult-child dyad using temperament
theory to organize and interpret your observation. The observation should be at least 2
hours long and can occur with toddlers or preschool-aged children either in a home setting
or in an early childhood education setting. A written description of the paper will be
provided in class with time devoted in class to addressing any questions about the paper.
Assignment III: Test (25%)
This test will cover material discussed in Chapters 6, 7, 9 and 10 of your textbook. The
questions will include a combination of short answer and multiple-choice questions. The
reading outside of your textbook will be used to construct extra credit questions.
Assignment IV: Theory in Research Paper (8-10 pages; 25%)
For this paper, choose one aspect of human social-emotional development; for example
attachment patterns, prosocial behaviors, empathy, etc., and locate three research articles
that examine the social-emotional outcome you chose from three different theoretical
lenses. A written description of the paper will be provided in class with time devoted in
class to addressing any questions about the paper.
Evaluation of Written Work
These qualities will be valued in your work:
 Responsiveness to the task or question: For example, are you fulfilling the
requirements of the assignment by describing the developmental agendas of
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

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children at each bio-behavioral shift, defining terms, and incorporating the role of
biology, culture and social forces into your discussions?
Clarity and organization of writing.
Completeness and depth: Present the necessary amount of detail to support your
points. Write or present as though your audience is not an expert on your topic, and
in a way that demonstrates depth of analysis of the topic.
Attention to professional style: Papers should follow APA format.
Timeliness – All work is due on the due date.
Letter grades for writing assignments reflect the following:
A = Work is outstanding, is carried out with thoroughness and incorporates original insights
and observations and is well-written.
B = Work is strong and thoroughly completes the course assignments and only has minor
editing issues.
C = Work minimally meets course requirements and writing needs major editing.
D = Work is unacceptable, reflects lack of understanding or misunderstandings.
F = Work is unacceptable by all standards
Overall Class Grading
A= 100-94%
A-= 93-90%
B+=89-87%
B= 86-84%
B- 83-80%
C+ 79-77%
C = 76-74%
C- =73-70%
D+ = 69-67%
D= 66-64%
D- =63-60%
F= below 60%
Student Work Samples
Your work may be selected by the instructor to keep on file. The work that is selected will
be used solely for the purposes of evaluation from higher education accreditation
institutions (e.g., NAEYC, NCATE).
Student Disability Services
Students with disabilities enrolled in this course and who may need disability-related
classroom accommodations are encouraged to make an appointment to see me before the
end of the second week of the term. All discussions will remain confidential, although the
Student Disability Services office may be consulted to discuss appropriate implementation
of any accommodation requested. Student Disability Services (SDS) is the campus office
responsible for determining and providing appropriate academic accommodations for
students with disabilities. Support services are available to students with certified visual
limitations, hearing and communication impairments, learning disabilities, mobility, and
other functional limitations. Student Disability Services (http://www.sa.sdsu.edu/sds/)
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive,
and that I cannot provide accommodations based upon disability until I have received an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Additional Support for your Learning
The CFD Program has a Mentoring Center where students can receive tutoring services. The
Mentoring Center is located in EBA 409. Please consult the CFD administration in CFD 403
for an application to become a tutee/ tutor.
Student Computer Help
Students at San Diego State University have access to computer help through the SDSU web
site. You can select the computer help page appropriate for you at:
http://www.rohan.sdsu.edu/~students/stylesheet.cgi?main.htm)
Taskstream
CFD Majors who are enrolled in this course will need to have a TaskStream electronic
portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which
contains your program portfolio. More information about purchasing a TaskStream
subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio”
section of the Child and Family Development
website: http://coe.sdsu.edu/cfd/portfolio/index.php