Psychology 354 - Child Psychology (4 credits)
Spring Term, 2014
M,W,F 9:35 – 10:45 EBH 210
Professor:
Office:
Office Hrs:
Michael C. Anziano, Ph.D.
276 Educ/Bus. Building
Mon, Wed: 11-12; Tues: 10-12; 1:30-3:30
(other times by appointment)
CRN 31176
email: anziano_m@fortlewis.edu
Phone: 247-7646 [same for voicemail]
Course Textbooks: Articles posted on professor’s “O” Drive
Kearney, C.A. (2013). Casebook in child behavior disorders (5th Ed.). Belmont, CA:
Wadsworth Publishing Co.
(A series of supplementary readings provided by the instructor are also required for the course).
Course Purpose and Content
This course examines contemporary perspectives and advances in the field of child psychology,
providing a more concentrated focus than Psyc 254 (Life-Span Human Development). The course
includes dimensions of biology and experience, child psychopathology, personality, psychological
testing, the research on resilience and case studies on children. We will study theoretical, clinical and
practical views on the effects of stress and vulnerability as well as the impressive success of some
children despite their experience of chronic poverty or other situations that put individuals at great
risk. Both "risk factors" and "protective factors" will be considered in studying children's adaptation to
stress.
Theoretical and clinical material on children's anxiety, defenses, aggressivity and shyness will
provide the background for several Case Studies that students will read and analyze during the term.
The use of play therapy, children’s drawings and psychological tests with children will also be
introduced.
Format and Class Participation
The general format for the course will consist of lectures and discussion, supporting video
materials and student discussions of case study material. Although not technically a Seminar, I
expect considerable student participation in the form of large and small group discussions, case study
analysis, critical reading and critical thinking, reflection and presentation of your own original ideas.
Students will work in small groups to analyze cases provided by the professor. This in-class
participation represents a portion of your grade in the course. I always welcome your thoughtful
intellectual contributions and I expect you to listen to others' views with respect and to comment,
question and contribute your ideas to this class. I want you to attend every class unless you are too ill
to be in school. It is your responsibility to be sure that you are properly enrolled in the course –
students are not allowed to add classes after Census date.
Psychology Department Classroom Behavior Policy
The psychology department classroom behavior policy document is available on the Psychology
Department website. My philosophy on this is based on mutual respect and common sense. Please be
considerate of others. Do not talk while the professor is talking or when another student is expressing
his or her ideas. Respect others’ ideas even if you disagree. Psychology courses often require
students to examine ideas that may be very different from their own. Every student is responsible for
contributing to discussions that remain scholarly and respectful. Learning requires that all of us feel
safe in our educational environment. Behavior that disrupts the learning environment, offensive,
sexist, racist or otherwise inappropriate language will not be tolerated in this class. If your behavior is
not in compliance, you will be required to meet with me to discuss what needs to change. Continued
problems will result in your disenrollment from the class. Silence cell phones before class, and
please do not send or receive text messages during class time! Use common sense and courtesy
regarding eating food in class. Foods that are noisy or have a strong odor may be distracting and
unpleasant to all of us. Simple courtesy and mutual respect allows us to have a psychologically safe
environment in the classroom, which should also allow for fun and laughter.
Course Requirements and Grading
All students are responsible for their own original work on the following assignments:
[1] In-class Essay Exam.
Covers material from the readings, lectures, films and discussions.
[2] Reaction Papers.
Students are required to submit 2 short Papers that critically evaluate
two of the course reading assignments. One paper is a brief research report, the second entails an
analysis of one of the readings. I will assign one paper to each student, the other is your choice.
Papers are due on the date the reading is assigned for class (see the attached Handout for
guidelines).
[3] Child Study Project.
Each student will investigate a topic of interest to them which relates to
some aspect of child psychology covered in the course. This Literature Review provides the
background information for an in-depth Child Study. The child study is essentially a Case Study of
one individual child that you observe at the campus Child Development Center. For the Literature
Review, students should carefully select a topic which allows them to focus on some aspect of
psychological development that is taking place in children between the ages of three and six years. A
set of Handouts with guidelines will be provided by the instructor as well as guidelines for APA writing
style. Given the age range of your subjects, topics dealing with preoperational thought, language
development, use of symbols, children's drawings, creativity, emotional development, socialization,
aggression or aspects of physical development would be good choices. Read This: The project requires
approximately 2 hours/week observation time at the CDC. About 20 hours total is necessary to
successfully complete the project. If you cannot manage this, the course is not for you.
[4] Homework Assignments.
Students are responsible for submitting 5 Homework assignments
based on the discussion questions at the end of the Case Studies assigned for the course.
Assignments are due at the start of class on the day the case is discussed. Assignments and
guidelines are provided in a separate Handout.
[5] Final Case Study Analysis.
Students will read and respond in Essay Form to a series of
questions based on a Case Study. Format and length of written response will be discussed in class.
This is the Take-home final exam for the course.
[6] Participation.
Students will be evaluated on a combination of class attendance, participation in
small group activities, and the intellectual contribution they make to class discussions. Participation
requires more than attendance in class. It requires participation based on the reading for that
day.
Due Dates and Grade Weights Appear Below
In class Essay Exam
Feb 24
50 points
Child Study Project
Apr 18
60 points
Final Exam Case Study
Apr 29
30 points
Reaction Papers
Ongoing
40 points
Homework Questions
As scheduled
50 points
Class Participation
Ongoing
30 points
Total = 260
Psyc 354 - Child Psychology M,W,F 9:35-10:45
Spring term, 2014
CRN # 31082
Dr. Michael Anziano
______________________________________________________________________________________________
Course Sequence
Jan
Reading
13 Course overview and introduction . . . . . . . . .
None
15 Review of developmental psychology theories . . . . .
None
17 In-class case study in groups (“Sean” / “Scott”). . . . .
Casebook Ch 1
20 Models of childhood psychopathology . . . .
Casebook Ch 1
. . . .
22 Childhood psychopathology / classification systems
Casebook, Ch 1
24 Child and Family Center – class visit and tour
Feb
27 The “Social Animal” . . . . . . . . . . . . .
New Yorker Article
29 ADHD: The “common cold” of childhood disorders . .
Casebook, Ch 6
31 Child Study – Observation workshop . . . . .
Handouts
. .
3
The underground world of “neuroenhancing drugs” . .
New Yorker Article
5
The role of gender in children’s group processes . . .
Article 23 (on”O” drive)
7
4-year-olds, marshmallows and self control - “Don’t” . .
New Yorker Article
10 Introduction to obsessive compulsive disorder . . . .
Case of “Sam”
12 OCD and behavior patterns . . . . . . . . . . .
Case of “Sam”
14 Child Development Center – Lab
17 Children of the “Garden Island” Emmy Werner and resilience Article 4 ( on “O” drive)
19 Eating disorders and compulsive behavior – Case 5 . .
Casebook Ch 5
21 Risk taking, reasoning and the teenage brain . . . .
Article 31 (on “O” drive)
24 ** In-class Essay Exam **
All reading to date
26 The work of child psychiatrist Robert Coles (film & discussion)
28 Children’s drawings and the field of play therapy
Mar
3
Autism spectrum disorders – Oliver Sacks
Casebook Ch 11
5
Case study and the work of Temple Grandin on autism
Casebook Ch 11
7
Child Development Center LAB
10 Social anxiety disorder and shyness . . . . . . . .
Casebook Ch 2
12 Relational aggression and Electronic Bullying . . . . .
Article 27 (on “O” drive)
14 Early onset BiPolar disorder . . . . . . . . . . .
Casebook Ch 4
17 Causes and consequences of Schizophrenia (Film) . . .
Case of “Cathy”
19 Schizophrenia and family dynamics “Cathy” . . . . .
Case of “Cathy”
21 Conduct disorder . . . . . . . . . . . . .
Casebook Ch 8
~~~~~~~~~~~~~~~
spring break
~~~~~~~~~~~~~~~
31 Substance abuse and addiction . . . . .
Apr
. .
. . . .
Casebook, Ch 9
2
Earl H. audiotape – Addiction and recovery . . . . . .
Casebook, Ch 9
4
The use of psychoactive drugs and therapy “Head Case”
New Yorker Article
7
9
Play therapy from Erikson’s perspective
Child Study paper workshop in class
. . . . . . .
Paper Draft
11 Child Development Center LAB
14 The use of projective tests with children – The CAT test
16 Childhood anxiety and defense mechanisms – case study
18 **
Child Study papers due
21 Adolescents and depression . . . . . . . . . . .
Casebook Ch 3
23 Depression – learned helplessness / learned optimism . .
Casebook Ch 3
25 Course conclusion – distribute take-home final
Take-home Final Exam Due Tuesday, April 29th
5pm