E63.3009
Theories of Change in Applied Psychology
Spring Term, 2009
Thursdays, 2:00-3:40 p.m.
Professor: Dr. Lawrence Aber,
Office Address: Kimball Hall, 246 Greene Street, Room 417E
Telephone: 212-998-5410. Email: lawrence.aber@nyu.edu
Office Hours: Tuesdays, 4:00-5:00 p.m., and by appointment
Course Description:
Examines major theories of development and change relevant to Applied Psychology;
and discusses the use of theories in posing and answering research questions.
Course Objectives: “There is nothing so practical as a good theory”. Kurt Lewin
No matter one’s focus in applied psychology – developmental psychology, counseling
psychology, school psychology, community psychology – a major focus of research and
practice is on understanding and promoting change (in structures, functions and processes of
cognition, emotion, behavior and relationships) over time. In this course, doctoral students will
examine major theories of change (development, therapeutic and school/community/contextual
change), learn to place these theories in comparative, historical and philosophical context,
examine efforts in theory integration, and test the direct relevance of theories to posing and
answering their own research questions.
Students will:
1. Develop a general orientation to a half-dozen major theoretical frameworks that have
guided the study of developmental, therapeutic and/or contextual change over the last
several decades. These frameworks will include:
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Cognitive-stage Theory
Life-span Theory
Psychodynamic Theory
Social Learning Theory
Ethological Theory
Vygotskian Contextual Theory
2. Learn to place these theoretical frameworks in comparative context, comparing and
contrasting the theories regarding
- their substantive focus (what changes)
- mechanisms of change (how change occurs)
- how theories are both guiding and being changed by empirical research
- underlying philosophy of science.
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3. Review and analyze efforts by contemporary theorists, researchers and practitioners to
integrate frameworks across multiple theories.
4. Select one important question concerning change from their primary field of interest
(counseling psychology, developmental psychology, school psychology, community
psychology) and examine the implications of major theoretical frameworks for advancing
knowledge on that particular question about developmental, therapeutic or contextual
change.
Outline of Course Content
Part A: Introduction and Orientation
Week (Date)
Topics
1.
1/22
What is a Theory of Change (in developmental, counseling, school or
community psychology)? [NOT IN CLASS: review on Blackboard
website.]
2.
1/29
Building Blocks of Theory: Context-Person-Process-Time. [FIRST
SESSION IN CLASS]
3.
2/5
Operationalizing and Testing Theories of Change I: The multi-level
model.
4.
2/12
Operationalizing and Testing Theories of Change II: Mediation and
Moderation.
Part B: Major Theoretical Frameworks
5.
2/19
Developmental Change 1. Cognitive-stage Theories (A)
6.
2/26
Developmental Change 2. Life course (Life-span) Theories (B)
7.
3/5
Therapeutic Change 1. Psychodynamic and Relational theories (C)
8.
3/12
Therapeutic Change 2. Cognitive Social Learning Theories (A)
NO CLASS ON 3/19 (Spring Break)
9.
3/26
Contextual Change 1(Communities). Vygotskian Theories (B)
NO CLASS ON 4/2 (SRCD)
10.
4/9
Contextual Change 2(Schools). Systems Theories (C)
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11.
4/16
Drawing on theories to generate and test hypotheses in applied
psychology.
Part C: The Role of Theory in Contemporary Research in Applied Psychology
12.
4/23*
Present papers:
Team A
13.
4/30*
Present papers:
Team B
14.
5/7*
Present papers:
Team C
*We will decide on 1/29 if we will extend class to 5/7 or arrange paper presentations
another way.
Student Assignments/Projects
1. Students are assigned to 1 of 3 (cross-field) reading teams.
2. Each reading team prepares class presentations of key points from reading for 2 weeks (for
weeks 4 to 9); these assignments made in week 1.
Class Presentation Schedule for:
Team A
Team B
Team C
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
3. Students select a question on the substance and/or process of change from their subfield and
present questions that will be focus of final paper; questions presented during weeks 4-6.
4. Students develop outline of final paper and meet with instructor to review/gain approval of
outline during weeks 8-10.
5. Students present first draft of final paper to class.
Paper Presentation Schedule for: Meet with Instructor
Present to Class
Team A
Week 7
Week 12
Team B
Week 8
week 13
Team C
Week 9
Week 14
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6. Students revise paper based on class feedback and submit final draft: Due May 15, 2009.
Evaluation Criteria
1. Contributions to weekly seminar discussion
25%
2. Quality of reading team presentations
25%
3. Quality of class presentation of draft paper
10%
4. Quality of final paper.
40%
Required Texts
Miller, Patricia M. (2002). Theories of Developmental Psychology (4th edition). New York:
W. H. Freeman and Company
Damon, William & Lerner, Richard M. (Volume Editors) (2006). Handbook of Child
Psychology, Volume One: Theoretical Models of Human Development, 6th Edition.
New York: John Wiley & Sons, Inc.
Selected Reprints.
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Readings
Week 1
-
Miller, P.H. (2002) Introduction. In Theories of Developmental Psychology
(4th ed.), pp.1-22. New York: Worth Publishers.
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Lerner, R.M. (2006). Developmental Science, Developmental Systems, and
Contemporary Theories of Human Development. In W. Damon & R.M. Lerner
(Eds.). Handbook of Child Psychology, Volume One: Theoretical Models of
Human Development (6th ed.), pp. 1-17. New York: John Wiley & Sons, Inc.
Week 2 -
Prochaska, J. et al. (1994). Stages of Change and Decisional Balance in 12
Problem Behaviors. Health Psychology, 13, 39-46.
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Singer, J.D. & Willett, J.B. (2003). Chapter 1. A Framework for Investigating
Change Over Time. In Applied Longitudinal Data Analysis: Modeling Change
and Event Occurrence, pp. 3-15. Oxford: Oxford University Press.
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Singer, J.D. & Willett, J.B. (2003). Chapter 2. Exploring Longitudinal Data on
Change. In Applied Longitudinal Data Analysis: Modeling Change and Event
Occurrence, pp. 16-44. Oxford: Oxford University Press.
- Bronfrenbrenner, U. & Morris, P.A. (2006). The Biological Model of Human
Development. In W. Damon & R.M. Lerner (Eds.). Handbook of Child
Psychology, Volume One: Theoretical Models of Human Development (6th ed.),
pp. 793-828. New York: John Wiley & Sons, Inc.
Week 3
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Singer, J.D. & Willett, J.B. (2003). Chapter 3. Introducing the Multi-level
Model for Change. In Applied Longitudinal Data Analysis: Modeling Change
and Event Occurrence, pp. 45-74. Oxford: Oxford University Press
-
Aber, J.L., Brown, J.L., & Jones, S.M. (2003). Developmental trajectories
toward violence in middle childhood: Course, demographic differences,
and response to school-based intervention. Developmental Psychology,
39(2), 324-348.
- Kazdin, A.E. & Wassell, G. (1999). Barriers to treatment participation and
therapeutic participation and therapeutic change among children referred for
conduct disorder. Journal of Child Clinical Psychology, 28, 160-172.
-
Valsiner, J. (2006). Developmental Epistemology and Implications for
Methodology. In W. Damon & R.M. Lerner (Eds.). Handbook of Child
Psychology, Volume One: Theoretical Models of Human Development (6th ed.),
pp. 166-209. New York: John Wiley & Sons, Inc.
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Week 4
Week 5
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Rumberger, R., & Palardy, G. (2004). Multilevel models for school
effectiveness research. In Handbook of Quantitative Methodology for the
Social Sciences. Thousand Oaks, CA: Sage Publications.
-
Cole, D., & Maxwell, S. (2003). Testing mediational models with longitudinal
data: Questions and tips in the use of structural equations modeling. Journal of
Abnormal Psychology, 112(4), 558-577.
-
Clements, M., Aber, J.L., & Seidman, E. (2008). The Dynamics of Life
Stressors and Depressive Symptoms in Early Adolescence: A Test of Six
Theoretical Models. Child Development 79(4), 1168-1182.
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Gershoff, E.T., Clements, M., & Aber, J. L. (in press). Identifying
Transactional Processes through Continuous Cross-lagged Panel Analysis:
Parent Learning Support and Child Reading Ability. In A. J. Sameroff (Ed.)
Transactional Processes in Development. Washington, DC: American
Psychological Association.
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Sampson, R.J., Morenoff, J.D, & Earls, F. (1999). Beyond Social Capital:
Spatial dynamics of collective efficacy for children. American Sociological
Review, 64(5), 633-660.
-
Miller, P.H. (2002). Chapter 1. Piaget’s Cognitive-State Theory and the NeoPiagetians. In Theories of Developmental Psychology (4th Edition), pp.25-104.
New York: Worth Publishers
-
Anoula, K., et al. (2002). Three methods for studying developmental change: A
case of reading skills and self-concept. British Journal of Educational
Psychology, 72(3), 343-364.
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Miller, P.H. & Coyle, T.R. (1999). Developmental change: Lessons from
microgenesis. In Ellin K. Scholnick et al. (Eds.). Conceptual development:
Piaget’s legacy, pp. 209-239. Mahwah, N.J.: Lawrence Erlbaum Associates.
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Beilin, H. (1996). Mechanisms in the explanation of developmental change. In
Hayne Reese (Ed.). Advances in Child Development and Behavior, Vol. 25. pp.
327-352. San Diego, CA: Academic Press.
-
Fischer, K.W. & Bidell, R. (2006). Dynamic Development of Action and
Thought. In W. Damon & R.M. Lerner (Eds.). Handbook of Child Psychology,
Volume One: Theoretical Models of Human Development (6th ed.), pp. 313399. New York: John Wiley & Sons, Inc.
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Week 6
Week 7
Week 8
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Kremen, A.M., & Block, J. (1998). The roots of ego-control in young
adulthood: Links with parenting in early childhood. Journal of Personality &
Social Psychology, 75, 1062-1075.
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Weinfield, N.S., Stroufe, L.A., & Egeland, B. (2000). Attachment from infancy
to early adulthood in a high-risk sample: Continuity, discontinuity, and their
correlates. Child Development, 71, 695-702.
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Baltes, P.B., Lindenberger, U. & Staudinger, U.M. (2006). Life Span Theory in
Developmental Psychology. In W. Damon & R.M. Lerner (Eds.). Handbook of
Child Psychology, Volume One: Theoretical Models of Human Development
(6th ed.), pp. 569-595 and 619-664. New York: John Wiley & Sons, Inc.
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Elder Jr, G.H. & Shanahan, M.J. (2006). The Life Course and Human
Development. In W. Damon & R.M. Lerner (Eds.). Handbook of Child
Psychology, Volume One: Theoretical Models of Human Development (6th ed.),
pp. 665-715. New York: John Wiley & Sons, Inc.
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Miller, P.H. (2002) Chapter 2. Freud’s and Erikson’s Psychoanalytic. In
Theories of Developmental Psychology (4th ed.), pp.105-163. New York: Worth
Publishers
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Blatt, S.J. & Auerbach, J.S. (2003). Psychodynamic measures of therapeutic
change. Psychoanalytic Inquiry, 23, 268-307.
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Tronick, E., et al. (1998). Dyadically expanded states of consciousness and the
process of therapeutic change. Infant Mental Health Journal, 19(3), 290-299.
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Wallerstein, R.S. (1994). Psychotherapy research and its implications for a
theory of therapeutic change: A forty year overview. Psychoanalytic Study of
the Child, 49, 120-141.
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Gottlieb, G., Wahlsten, D. & Lickliter, R. (2006). The Significance of Biology
for Human Development: A Developmental Psychobiological Systems View.
In W. Damon & R.M. Lerner (Eds.). Handbook of Child Psychology, Volume
One: Theoretical Models of Human Development (6th ed.), pp. 210-257. New
York: John Wiley & Sons, Inc.
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Miller, P.H. (2002) Chapter 23. Social Learning Theory. In Theories of
Developmental Psychology (4th ed.), pp.165-211. New York: Worth Publishers.
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Sexton, T.L., Ridley, C.R. & Kleiner, A.J. (2004). Beyond common factors:
Multi-level process models of therapeutic change in marriage and family
therapy. Journal of Marriage and Family Therapy, 30(2), 131-149.
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Week 9
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Kazdin, A.E. (1999). Current (Lack of) Status of Theory in Child and
Adolescent Psychotherapy Research. Journal of Clinical Child Psychology,
28(4), 533-543.
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Warwar, S. & Greenberg, L.S. (2000). Advances in theories of change and
counseling. In S. Brown (Ed.), Handbook of Counseling Psychology (3rd ed.),
pp. 571-600. New York: Wiley
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Brandtstädter, J. (2006). Action Perspectives on Human Development. In W.
Damon & R.M. Lerner (Eds.). Handbook of Child Psychology, Volume One:
Theoretical Models of Human Development (6th ed.), pp. 516-568. New York:
John Wiley & Sons, Inc.
-
Miller, P.H. (2002) Chapter 7. Vygotsky and the Sociocultural Approach. In
Theories of Developmental Psychology (4th ed.), pp.367-419. New York:
Worth Publishers.
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Price, R.H. & Behrens, T. (2003). Working Pasteur’s Quadrant: Harnessing
science and action for community change. American Journal of Community
Psychology, 31, 219-233.
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Sarason, S.B. (2000). Barometers of community change. In J. Rappaport & E.
Seidman (Eds.), Handbook of Community Psychology, pp.919-929. Dordrecht,
Netherlands: Kluwer.
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Shinn, M. & Toohey, S. M. (2003). Community contexts of human welfare.
Annual Review of Psychology, 54, 427-459.
- Shweder, R.A., Goodnow, J.J., Hatano, G., Levine, R.A., Markus, H.R. &
Miller, P.J. (2006). The Cultural Psychology of Development: One Mind,
Many Mentalities. In W. Damon & R.M. Lerner (Eds.). Handbook of Child
Psychology, Volume One: Theoretical Models of Human Development (6th ed.),
pp. 716-792. New York: John Wiley & Sons, Inc
Week 10
- Seidman, E. (1988). Back to the Future, Community Psychology: Unfolding a
Theory of Social Intervention. American Journal of Community Psychology,
16, 3-24.
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Levin, B. & Riffel, J. (1998). Conceptualizing school change. Cambridge
Journal of Education, 28(1), 113-127.
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Lyon, R. (1996). Methodological issues and strategies for assessing
developmental change and evaluating response to intervention. In D. Speece
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(Ed.), Research on classroom ecologies: Implications for inclusion of children
with learning disabilities, (pp.213-227). Hillsdale, N.J.: Erlbaum.
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McGrath, C. & Krackhardt, D. (2003). Network conditions for organizational
change. Journal of Applied Behavioral Science, 39, 324-336.
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Magnusson, D. & Stattin, H. (2006). The Person in Context: A HolisticInteractionistic Approach. In W. Damon & R.M. Lerner (Eds.). Handbook of
Child Psychology, Volume One: Theoretical Models of Human Development
(6th ed.), pp. 400-464. New York: John Wiley & Sons, Inc.
Week 11 -
Review readings from Weeks 1-4: discuss implications for final paper.
Week 12 -
Read paper summaries from Team A.
Week 13 -
Read paper summaries from Team B.
Week 14 -
Read paper summaries from Team C.
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