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CFD 560: Theories in Socio-Emotional Development
Department of Child and Family Development
College of Education
San Diego State University
Spring 2016
Section: 20606
Instructor: Dr. Sarah Garrity
Email: sgarrity@mail.sdsu.edu
Phone: 619-594-0857
Office: EBA 413
Office Hours: W 1:00-3:00 and by appointment
Class Meeting Time/Location: W 4:00-6:40; EBA-439
Technology Support: http://wwwrohan.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 socialemotional understanding, with special attention to processes of socialization and
culture, the interpersonal contexts of social-emotional development, and parentchild, sibling and peer relationships.
Pre-Requisites
Prerequisites: Child and Family Development 370, 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.
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All undergraduate students who are CFD majors must bring proof of completion
of the Portfolio tutorial to the instructor by the second class meeting to avoid
being dropped from the course.
Learning Objectives
Students Learning Outcome
Assignment
1. Compare and contrast multiple theories of socialMidterm, final, final
emotional development.
paper
2. Differentiate between typical and atypical socialMidterm, final, weekly
emotional development.
journals
3. Describe and explain the development of attachment in Midterm
infancy and its role in social and emotional
development.*
4. Examine the emergence of children’s emotions, selfMidterm, weekly journals
concept, and self-esteem.*
5. Examine and critically analyze the role of culture on
Midterm, final, weekly
development and socialization
journals
6. Define concepts related to the development of
Midterm
personality and temperament.*
7. Describe and compare theories of achievement
Final
motivation and achievement behavior.*
8. Describe the importance of culture on gender
Final, weekly journals
identification including identifying the nature of
family processes that affect social and emotional
development in children/ adolescents.*
9. Describe and compare theories of aggression and
Final
antisocial conduct. *
10. Identify cognitive, affective, cultural, and social
Final
influences on altruism and moral development.*
11. Explain how siblings, peers, and other factors affect
Final, weekly journals
social development during childhood/ adolescence.*
12. Use critical theory to examine how social justice
Weekly journals
issues such as prejudice, discrimination, oppression,
power and privilege affect individual and group
development.
* Group projects will address each of these learning outcomes as topics are
presented in class
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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
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 any other 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).
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
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Laptops and Cell Phones
Classroom sessions are an important opportunity for you to extend your learning
beyond your reading or work on assignments. Thus, I consider it important that
you engage with the ideas presented in class during class. Because laptops and
cell phones often pose a distraction for you and those around you, I ask that you
refrain from checking email or recreational use of the internet during class and
restrict your laptop/cell phone activities to note taking or looking up items
pertinent to class discussion.
Course Requirements
Assignment
APA tutorial
Journal Entries (10 @ 10 pts each)
Group Project
Final Paper
Midterm Exam
Final Exam
Total Points
Points
10
100
50
50
45
45
300
Assignments
1. APA Tutorial (10 pts.)
APA Style® originated in 1929, when a group of psychologists,
anthropologists, and business managers convened and sought to establish a
simple set of procedures, or style rules, that would codify the many
components of scientific writing to increase the ease of reading
comprehension.
APA Style consists of rules or guidelines that ensure clear and consistent
presentation of written material. It concerns uniform use of such elements as
punctuation, tone, and the citation of references. APA Style is used in the
Department of Child and Family Development and the APA Manual is a
required textbook for this course. Completion of the APA tutorial will help
ensure that you are familiar with important APA requirements.
The APA tutorial will take approximately one hour to complete. There are
multiple sections in the tutorial. Some of the sections include samples papers
and examples and of the content presented. The quiz has 30 questions and
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will include concepts from both the main pages and the sample pages of the
tutorial. Students will need to be familiar with the information provided in
all sections. The APA tutorial can be accessed via the CFD website, under the
CFD students tab:
http://go.sdsu.edu/education/cfd/apatutorial.aspx
2. 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 and/or participating in an activity designed to get you to think
more deeply about the topic addressed. You may wish to print out your
journal entry and bring it to class with you to help facilitate your
participation in small/large group discussions. Journal entries do not have to
follow APA format, however, I expect them to be well written with no
grammar or spelling errors. Points will be deducted for grammar/spelling
errors. **Graduate students will be required to respond to additional journal
prompts and/or complete additional readings/activities that inform the journal
prompt.
3. 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. Two theoretical frameworks, the Sensoy and DiAngelo
book, and two research studies 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 will be posted on Blackboard and reviewed in class.
4. Midterm Exam. (45 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.
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5. Final Exam. (45 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).
6. 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. This assignment must be turned in via Blackboard and uploaded to
Taskstream. **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.
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
Late and Missing Assignments
Assignments are due on the date and time specified in the syllabus. Late
assignment policy: 5 % will be deducted for each day (weekends included) the
assignment is late. I understand that many unexpected events can occur, and if you are
unable to submit an assignment on time, please communicate this to me as soon as
possible. However, if this becomes a pattern, I will ask you to come to office hours for an
individual appointment.
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Grades will be posted in Grade Center on Blackboard throughout the semester.
Academic Honor
The University adheres to a strict policy regarding cheating and plagiarism
(http://www.sa.sdsu.edu/srr/conduct1.html).
Cheating
Instances of cheating may result in failure of the course and referral for
disciplinary procedures that may result in dismissal from the university.
Plagiarism
Plagiarism is the use of others’ words and/or ideas without clearly
acknowledging their source. As students, you are learning about other people’s
ideas in your course texts, your instructors’ lectures, in-class discussions, and
when doing your own work. When you incorporate those words and ideas into
your own work, it is of the utmost importance that you give credit where it is
due. Plagiarism, intentional or unintentional, is considered academic dishonesty.
Examples of plagiarism include but are not limited to:
 Using sources verbatim or paraphrasing without giving proper attribution
(this can include phrases, sentences, paragraphs and/or pages of work).
 Copying and pasting work from an online or offline source directly and
calling it your own.
 Using information you find from an online or offline source without
giving the author credit.
 Replacing words or phrases from another source with your own words or
phrases.
 Submitting whole or part of a piece of work you did for one class to
another class, unless you have explicit permission from the instructor.
 Submitting whole or part of a piece of work you did earlier in a class for a
later assignment.
 Submitting whole or part of a piece of work that is highly similar or
identical to another student’s work.
Plagiarism will not be tolerated in this class and will result in an automatic zero
on the assignment in question. Additional courses of action may include:
 Receiving a zero on related assignments
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


Receiving an F in the class
Being reported to the Center for Student Rights and Responsibilities
Disciplinary review by Student Affairs
To avoid plagiarism, you must give the original author credit whenever you use
another person’s ideas, opinions, drawings, or theories as well as any facts or any
other pieces of information that are not common knowledge. Here are some
specific tips:
 Reference in quotations another person’s actual spoken or written words,
even if just a few key words (along with the reference)
 Reference a close paraphrasing of another person’s spoken or written
words
 Accurately cite all sources.
Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). If
you have questions on what is plagiarism, please consult the policy:
(http://www.sa.sdsu.edu/srr/conduct1.html) and this helpful guide from the
Library:
(http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
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)
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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.
The SDSU Writing Center is also available to assist students with writing and I
may suggest or require that you visit the Writing Center for assistance with your
writing. You can make an appointment at the Writing Center at
http://writingcenter.sdsu.edu/.
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Tentative Course Schedule: (May change to accommodate student needs/guest speakers)
DATE
TOPICS
READINGS/ ASSIGNMENTS
W 1/20  Course Introduction
 Review syllabus
 Syllabus Review
W 1/27 

Shaffer Chapter 1
Sensoy & DiAngelo Prologue
Classical Theories of Social and
Personality Development



Shaffer Chapter 2
Sensoy & DiAngelo Chapter 1
DUE: Journal Entry 1*(5 PM on
2/2.)
W 2/10 
Recent Perspectives on Social and
Personality Development



Shaffer Chapter 3
Sensoy & DiAngelo Chapter 2
DUE: Journal Entry 2*(5 PM on
2/9.)
W 2/17 
Emotional Development and
Temperament



Shaffer Chapter 4
Sensoy & DiAngelo Chapter 3
DUE: Journal Entry 3*(5 PM on
2/16.)
W 2/24 
Attachment Relationships



Development of Self and Social
Cognition



Shaffer Chapter 5
Sensoy & DiAngelo Chapter 4
DUE: Journal Entry 4*(5 PM on
2/23.)
Shaffer Chapter 6
Sensoy & DiAngelo Chapter 5
DUE: Journal Entry 5*(5 PM on
3/1.)
Group 1 Presentation: Attachment
Relationships - Babies
W 2/3
W 3/2

Social-Personality Development in 
Historical Perspective

Critical Thinking and Critical
Theory


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W 3/9




Achievement Motivation

W 3/16 
Exam One-NO CLASS
DATE
W 3/23 
TOPICS
Sex Differences, Gender-Role
Development, and Sexuality





W 3/30
W 4/6
Exam taken on Blackboard
READING/ASSIGNMENTS
Shaffer Chapter 8
Sensoy & DiAngelo Chapter 7
DUE: Journal Entry 7*(5 PM on
3/22.)
Group 3 Presentation:
Achievement Motivation – Race to
Nowhere
SPRING

Aggression and Antisocial
Conduct



W 4/13 
Altruism and Moral Development




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Shaffer Chapter 7
Sensoy & DiAngelo Chapter 6
DUE: Journal Entry 6*(5 PM on
3/8.)
Group 2 Presentation:
Development of Self and Social
Cognition-Misrepresentation
BREAK
Sensoy & DiAngelo Chapter 8
DUE: Journal Entry 8*(5 PM on
4/5.)
Group 4 Presentation: Sex,
Gender, Sexuality – A Self Made
Man
Shaffer Chapter 10
Sensoy & DiAngelo Chapter 9
DUE: Journal Entry 9*(5 PM on
4/12.)
Group 5 Presentation: Aggression
and Antisocial Conduct - Bully
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W 4/20 
The Family




Shaffer Chapters 11
Sensoy & DiAngelo Chapter 10
DUE: Journal Entry 10*(5 PM on
4/19.)
Group 6 Presentation- Altruism
and Moral Development – Patch
Adams
W 4/27 
Extrafamilial Influences 1


Shaffer Chapter 12
Group 7 Presentation: The
Family- Invisible Child: Dasani’s
Homeless Life

Extrafamilial Influences 2



Shaffer Chapter 13
DUE: Final Paper TBD
Exam posted on BB
W 5/4
W 5/11 
Exam 2
* Journal entries must be submitted via turnitin on Blackboard by 5 PM on
Tuesdays. 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 journal entry and bring it to class with you to help facilitate your
participation in small/large group discussions.
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