CFD 560: Theories in Socio-Emotional Development
Department of Child and Family Development
College of Education
San Diego State University
Spring 2014
Section: 20541
Instructor: Dr. Sarah Garrity
Email: sgarrity@mail.sdsu.edu
Phone: 619-594-0857
Office: EBA 413
Office Hours: Monday 10:00-12:00 and by appointment
Class Meeting Time/Location: Tuesday 4:00-6:40; SLHS 247
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
Theory and research related to social and emotional development from infancy through
adolescence. Key topics include emotional regulation and social-emotional
understanding, with special attention to processes of socialization and culture, the
interpersonal contexts of social-emotional development, and parent-child, sibling and
peer relationships.
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.
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Learning Objectives
Students Learning Outcome
1. Compare and contrast multiple theories of social-emotional
development.
2. Differentiate between typical and atypical social-emotional
development.
3. Describe and explain the development of attachment in
infancy and its role in social and emotional development.*
4. Examine the emergence of children’s emotions, selfconcept, and self-esteem.*
5. Examine and critically analyze the role of culture on
development and socialization
Assignment
Midterm, final, group
project
Midterm, final, weekly
journals
Midterm
Midterm, group project
Midterm, final, weekly
journals, group project
Midterm
6. Define concepts related to the development of personality
and temperament.*
7. Describe and compare theories of achievement motivation
Final
and achievement behavior.*
8. Describe the importance of culture on gender identification Final, weekly journals
including identifying the nature of family processes that
affect social and emotional development in children/
adolescents.*
9. Describe and compare theories of aggression and antisocial
Final
conduct. *
10. Identify cognitive, affective, cultural, and social influences
Final
on altruism and moral development.*
11. Explain how siblings, peers, and other factors affect social
Final, weekly journals
development during childhood/ adolescence.*
12. Use critical theory to examine how social justice issues
Weekly journals, group
such as prejudice, discrimination, oppression, power and
project
privilege affect individual and group development.
* Group projects will address each of these learning outcomes as topics are presented in
class
Teaching Methods and Expectations
This course will employ multiple methods to assist you in accomplishing the
course objectives listed above. These methods include inquiry-based
investigations, participation in individual, small group, and large group problem
based lessons, student led and instructor led presentations. During a typical class
2
period I will begin with a lecture on course content and will encourage questions
and may ask questions of the class. I believe very strongly that all learning
occurs within the context of relationships, and my goal is to create, with your
support, a classroom community in which everyone contributes and everyone’s
ideas are respected and valued. Please do not be afraid to speak up! In order for
you to maximize class time, it is imperative that you read the assigned materials
prior to class so you are able to engage in discussions and group work. Because
many of the concepts presented in the course are politically and emotionally
charged, we will spend the first several class sessions developing and discussing
ground rules for communication, which may have to be refined as the semester
progresses.
If you experience difficulty with any of the assignments or have another issues
that come up during the semester, please come see me as early as possible.
Text and Resources
Shaffer, D.R. (2009). Social and Personality Development, (6th ed.), Belmont, CA:
Wadsworth/ Thomson Learning.
Sensoy, O. & DiAngelo, R. (2012). Is Everyone Really Equal? An Introduction to Key
Concepts in Social Justice Education, New York: Teacher’s College Press.
Publication Manual of the American Psychological Association (6th ed.) (2009).
Course Requirements:
Assignment
Journal Entries (10 @ 10 pts each)
Group Project
Final Paper
Midterm Exam
Final Exam
Total Points
Points
100
50
50
50
50
300
1. Journal Entries (10 @ 10 pts = 100 pts)** Every week, students will be asked to
reflect on a question posted in Blackboard taken from the assigned Sensoy &
DiAngelo text. Groups of students may answer different questions and a portion
of each class time will be spent discussing the questions answered by each group.
I expect that each of you come to class prepared to discuss your assigned
question, in addition to posting your response in Blackboard. Journal entries do
not have to follow APA format, however, I expect them to be well written with
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no grammar or spelling errors. Points will be deducted for grammar/spelling
errors. **Graduate students will be required to respond to additional journal prompts.
2. Group Project (50 pts). Groups of students will select a class topic that is of
interest to them (attachment, aggression, altruism, gender, etc). Each group will
be required to watch a film and/or read an article (selected by me) on the topic
they have selected and prepare a presentation for the class. Information from the
textbooks, including theory and research, must be integrated into your
presentation. At least two theoretical framework, the Sensoy and DiAngelo book,
and two research studies (from the Shaffer text) must be used to make sense of
your topic and how it was presented in the film/reading. The goal of this
assignment is for you, and your fellow students, to think critically about your
topic in a very applied way. Presentations should be engaging and should utilize
multiple methods of presentation (video, music, lecture, drama, etc.) to help
participants gain a deeper understanding of the topic. Guidelines for this
assignment are posted on Blackboard.
3. Midterm Exam. (50 pts) The midterm exam will be comprised of multiple choice
and fill in the blank questions. It will cover information from the first part of the
course up to the midterm.
4. Final Exam. (50 pts) The final exam will be comprised multiple choice and fill in
the blank questions. It will cover information from the second part of the course
(midterm-final).
5. Final Paper. **(50 points) Because many students in this class are seniors who are
preparing to graduate and enter the “real world”, the purpose of this paper is for
you to use the concepts and theories covered in the course and apply them to the
career that you wish to have upon graduation. If you are still unsure of what you
would like to do, this paper is the perfect opportunity for you to explore some of
your options! Guidelines for the completion of the paper are posted on
Blackboard and will be reviewed in class. **Graduate students will have additional
requirements.
Both the midterm and final will be given via Blackboard. It is not acceptable for students
to complete exams together. This is considered cheating.
Specific information about each assignment can be found on the CFD 560 Blackboard
site (http://courses.sdsu.edu) under the “Assignments” tab. Make sure to read
directions thoroughly before completing assignments, and adhere to all due dates
outlined on the syllabus.
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California Council on Family Relations (CCFR) Conference:
Students will be given 10 extra credit points for attending this conference, which will be
held on April 17, 2014. More information about this conference will be provided as the
semester progresses. Students who are unable to attend will be given an alternate extra
credit assignment.
Your grade will be based on the completion of the requirements above.
278-300
269-277
260-268
248-259
239-247
230-238
(93% - 100%)
(90% - 92%)
(87% - 89%)
(83% - 86%)
(80% - 82%)
(77% - 79%)
A
AB+
B
BC+
218-229
209-217
200-208
188-199
179-187
Below 179
(73%-76%)
(70%-72%)
(67%-69%)
(63%-66%)
(60%-62%)
(below 60%)
C
CD+
D
DF
Grades will be posted in Grade Center on Blackboard throughout the semester.
Academic Honor
The work you submit must be written by you alone. Any copying (electronic or
otherwise) of another person's solutions, in whole or in part, is a violation of the Honor
Code. If you have any questions as to whether some action would be acceptable under
the Academic Honor Code, please speak to me.
Avoid Plagiarism: You MUST cite ALL references that you use when you do your
group project:
- in the body of your presentation
- in a reference list at the end of your presentation




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.
Your reference list is a list of all the books or articles you used in the presentation.
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/test, 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.
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Students will be required to attach the CFD Department’s APA checklist to all work
submitted as part of the group project. This is not required for journal entries.
Student Work Samples
Your work may be selected by the instructor to keep on file. The work that is selected
with be used solely for the purposes of evaluation from higher education accreditation
institutions (e.g., NAEYC, NCATE).
Student Disability Services
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.
Student Computer Help
Now, 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)
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.
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Tentative Course Schedule: (May change to accommodate student needs/guest speakers)
DATE
T 1/28 

TOPICS
Course Introduction
Syllabus Review

READINGS/ ASSIGNMENTS
Review syllabus
Social-Personality Development in
Historical Perspective
Critical Thinking and Critical Theory



Shaffer Chapter 1
Sensoy & DiAngelo Chapter 1
DUE: Journal Entry 1* (12PM on 2/3.)
T 2/11 
Classical Theories of Social and
Personality Development



Shaffer Chapter 2
Sensoy & DiAngelo Chapter 2
DUE: Journal Entry 2*(12PM on 2/10.)
T 2/18 
Recent Perspectives on Social and
Personality Development



Shaffer Chapter 3
Sensoy & DiAngelo Chapter 3
DUE: Journal Entry 3*(12 PM on 2/17.)
T 2/25 
Emotional Development and
Temperament



Shaffer Chapter 4
Sensoy & DiAngelo Chapter 4
DUE: Journal Entry 4*(12 PM on 2/14.)
Attachment Relationships







Shaffer Chapter 5
Sensoy & DiAngelo Chapter 5
DUE: Journal Entry 5*(12 PM on 3/3.)
Shaffer Chapter 6
Sensoy & DiAngelo Chapter 6
DUE: Journal Entry 6*(12 PM on 3/10.)
Group 1 Presentation: Attachment
Relationships - Babies
T 2/4


T 3/4

T 3/11 
Development of Self and Social
Cognition
T 3/18 
Exam One – NO CLASS

Exam posted on BB
T 3/25 
Achievement Motivation




Shaffer Chapter 7
Sensoy & DiAngelo Chapter 7
DUE: Journal Entry 7*(12 PM on 3/24.)
Group 2 Presentation: Development
of Self and Social CognitionMisrepresentation
Spring Break 3/31-4/4
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DATE
T 4/8

TOPICS
Sex Differences, Gender-Role
Development, and Sexuality




READINGS/ASSIGNMENT
Shaffer Chapter 8
Sensoy & DiAngelo Chapter 8
DUE: Journal Entry 8*(12 PM on 4/7.)
Group 3 Presentation: Achievement
Motivation – Race to Nowhere
T 4/15 
Aggression and Antisocial Conduct




Shaffer Chapter 9
Sensoy & DiAngelo Chapter 9
DUE: Journal Entry 9*(12 PM on 4/14.)
Group 4 Presentation: Sex, Gender,
Sexuality – A Self Made Man
T 4/22 
Altruism and Moral Development




Shaffer Chapter 10
Sensoy & DiAngelo Chapter 10
DUE: Journal Entry 10*(12 PM on 4/21.)
Group 5 Presentation-Aggression and
Antisocial Conduct - Bully
T 4/29 
The Family


Shaffer Chapter 11
Group 6 Presentation- Altruism and
Moral Development – Patch Adams
Extrafamilial Influences I & 11:
Television, Computers, and Schooling,
Peers and Socialization Agents


Shaffer Chapter 12 & 13
Group 7 Presentation: The FamilyInvisible Child: Dasani’s Homeless
Life
DUE: Final Paper 12 AM
T 5/6


T 5/13  Exam 2 – NO CLASS
 Exam posted on BB
* Journal entries must be submitted via turnitin on Blackboard by 12 PM (NOON) on
Monday. This will ensure that you come to class prepared to discuss your responses
with others in your group and with the rest of the class and will allow me the
opportunity to review them prior to class. You may wish to print out your response and
bring it to class with you to help facilitate your participation in small/large group
discussions.
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