CFD 670 Seminar: Child Development Theories -Intervention and Prevention
Lifespan Approach
Instructor: Dr. Nicole Kent
Email: Nicole_MFT@yahoo.com
Phone: 760-717-3293
Office Location: EBE401
Office Hours: Tues 1:00-4:00, Wed 2:00-4:00
Class Meeting Time/Location: W 4:00-6:40
Section Number: 20555
Technology Support: www.rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: www.sa.sdsu.edu/sds/index.html
Course Description:
This seminar will draw on human growth and development across the lifespan theory,
research, and methods from multiple disciplines to study the development of children,
adolescents and adults. Dynamic systems theory will be used to underscore the notion
that development can only be understood as the multiple, mutual, and continuous
interaction of all the levels of the developing system, from the molecular to the cultural
(including situational and environmental factors). The seminar will examine theoretical
work and empirical research focusing on normal and abnormal behavior and the
understanding of developmental delays, disabilities, psychopathology, and crises.
employing multiple methodological approaches (both quantitative and qualitative) and
discuss how the use of different methods relate to what a researcher asks and sees, with
a focus on prevention and intervention.
Required Texts and Materials
(HB) Hazan, C. & Campa, M. I. (Eds.)(2013). Human bonding: The science of affectional ties.
The Guilford Press.
(TMM) Kellogg, T. R. (2013). The making of the mind: The neuroscience of human nature.
Prometheus Books .
(LD) Steinberg, L., Bornstein, M. H., Vandell, L. D., Karen S., & Rook, S. K. (2010).
Lifespan
development: Infancy through adulthood. Wadsworth Publishing.
(BFL) Szalavitz, M., & Bruce D. Perry, D. B. (2011). Born for love: Why empathy is essential-and endangered. William Morrow : An Imprint of HarperCollins Publishers.
I will also be providing additional readings on occasion, based on your evolving
interests and our class discussions. Articles will be posted on Blackboard on Friday for
the upcoming week.
Blackboard Account: All students are required to have a blackboard account.
www.MySDSU.edu.
Student Learning Outcomes
Students Learning Outcome
1. Discuss and apply principles of human growth and
development across the lifespan, including normal and
abnormal behavior and an understanding of
developmental crises, disability, psychopathology, and
situational and environmental factors that affect both
normal and abnormal behavior.
2. Discuss, apply, and critique major theoretical notions
of child, adolescent and adult development with an
emphasis on bonding and neuroscience.
3. Understand and describe the interface between
theories, research, policy, and practice and consider the
implications of theory and research for interventions,
education, and policy related to children, adolescents,
and adults.
4. Understand the scientific method and acquire the
ability to formulate research questions.
5. Develop critical reading, writing, and presentational
skills through reading assignments, writing
assignments, group discussions of theoretical and
applied material, and class presentations of current
research findings.
6. Reflect on your personal experiences, lenses, biases,
relationships, and work skills as they relate to the
reading and in-class discussions.
Assignment
Big Ideas, Debate, Term
Paper
Big Ideas, Debate, Term
Paper
Big Ideas, Debate
Debate, Term Paper
Big Ideas, Debate, Term
Paper
Big Ideas, Term Paper
Course Format and Teaching Methods
This course will employ multiple methods to assist you in accomplishing the course
objectives listed above. These methods include instructor and student led presentations,
participation in individual, small group, and large group activities designed to stretch
thinking and help students deepen their understanding of lifespan development.
It is imperative that you read the assigned materials prior to class in order to engage in
discussions and group work, and to maximize the class time.
Course Assignments, Exams, and Participation
Assignment
Points
Big Ideas (readings) (12 @ 8 pts each)
96
Observations and analysis using research and theories (4 @ 30 pts each)
120
Prospectus of term paper
20
Term Paper
100
Total Points
336
Grading Policies
Grades will be based upon completion of the required assignments
Students will be responsible for class participation, weekly “big idea” papers, four
observations and discussions of Infant, Young child, Middle Childhood-Adolescent,
and adult (young adult or older adult), and a final term paper. It is my intention that
this class function as a working group with assignments and discussions tailored to
individual emerging research/project interests and the development of theoretical
frameworks for use in current and future graduate work. Class participation includes
both attendance and participation in discussion as well as facilitating other people’s
learning.
*All written assignments should be edited to check for grammatical and spelling errors, clarity of
arguments, and correct APA format. It is my expectation that all writing be at the graduate
level. If I determine that your writing is not at this level, you will be asked to revise and resubmit
assignments.
Assignments:
Weekly “Big Idea” papers (12 @ 8 points each)
Each week you will write a 2-3 page paper based on the week’s reading. “Big Idea”
papers are due to me via Blackboard so I may respond to them before the next class
session. This will allow me to direct class discussions and activities based on your
interests and questions. The textbooks we are using for this course presents the most
current understandings of child, adolescent and adult development, and as such, are
very dense and complex. The purpose of the “Big Idea” papers is to help you identify
and discuss key topics and ideas from each assigned readings. Initially, I will assist you
with this by providing a template designed to help you to think critically about issues
identified by the authors. We will use class time to integrate key ideas across readings
and make applications to your current work, research or practice in a critical and
reflective way.
The grading criteria are as follows:
0: no entry
3: entry is poorly written and/or shows minimal insight or reflection
5: entry submitted on time and written clearly, shows evidence of reflection and
analysis.
Observations and discussion:
During the semester, you will do 4 observations of different developmental age groups.
You are going to select one aspect for each development stage that you wish to focus
your observation on. For example, observing an infant, you may decide to focus on
adult-child relationship, language development, or gross motor development. You will
use the readings to discuss and critically analyze the observation and the information
you have recorded.
The developmental age groups are:
Infancy (0-2 years)
Young child (2-6 years)
Middle childhood (7-12)
Adolescent- (13-18 years)
Young adult (19-40)
Older adult (Over 65)
Each observation report will be 3-5 pages long and will comprise of the observation
report and the integration of research and theoretical information as presented in the
readings.
Term project: Formal analysis of five studies on a theme
The final term project is a formal paper of 15-20 pages where you will integrate a
minimum of five empirical articles and at least one theoretical perspective to address
specific empirical research question of your choosing. You should choose the topic that
is most closely related to your ongoing research/project/practice, as this paper will
ideally serve as the foundation of your literature review for your thesis/project.
You will choose five empirical studies published in respectable primary sources (peer
reviewed journals, book chapters, or non-profit/government research reports) that
address your chosen empirical research question and present methodological
approaches and findings that you can evaluate and develop your conclusions from.
Choose at least one theoretical perspective that will serve as your lens and set of
assumptions as you critique and integrate the findings from these five studies in
relation to your topic. You will discuss the methods used in each study and how they
reflect the evidence and conclusions presented in the work. Finally, how does this
research inform practice? This is not a summary of the findings, but a critical discussion
of the evidence used to support the authors’ findings as they illuminate your
understanding of your topic. You may critique the studies if you are critical of them, but
as you critique problems in each piece make sure to also include constructive
suggestions on how to expand and improve on research efforts.
Your paper should clearly demonstrate:
 The research question(s) and topic at hand
 The theoretical lens guiding your analysis and discussion
 The evidence and methodology the authors present to support their conclusions.
 Potential answers presented in the studies to the research question at hand
 Next steps and directions in addressing the research question(s). Include here the
integration of alternative theoretical perspectives or methodological approaches.
Prospectus of term paper: In order to support you in the completion of the final
term paper, you will be required to complete a 2-3 page prospectus of your term
paper. In this prospectus, you will identify the empirical research question that your
paper will address, the theoretical framework you are considering using, and a few
relevant starting references of empirical articles to include in your analysis. Be sure
to clearly identify how this question and topic is related to your area of interest.
Prior to turning this prospectus in to me, I would like for you to conduct a peer
review of your proposed paper with another student (pairs will be determined
based on similar interests). Following the peer review, I will provide guidance on
the scope of your topic and possibly suggest some additional references. Additional
information about this process will be discussed in class.
WEEK
1/22
TOPICS
Course Introduction
The Scientific Study of human development &
Neural Bases of Cognitive Development
Nature vs. Nurturer


READINGS/
ASSIGNMENTS
Review syllabus
Read LD pp. 2-62

Read LD pp. 63-93

The origins of human development and the
mind
Conception, Prenatal Development, and Birth

Read TMM pp. 1-31

Prospective Faculty presentation



Read HB pp. 1-73





Read LD pp. 94-183
Read TMM pp. 32-56
Read BFL pp. 45-71
DUE: Big Ideas*(2)
DUE: Observation 1



Read LD pp. 184-255



1/29
2/5
2/12
2/19
2/26
3/5

Read BFL pp. 1-44
DUE: Big Ideas* (1)


Infancy


Early Childhood
The role of social connectedness: Peer

Interactions, Relationships and Groups
Debate: Targeted vs. Universal Preschool



Personality Development & the Developing Self
Gender Development
Guest speaker: Alex Kajitani




Read LD pp. 256-328



Adolescents
Developmental trends in bonding
Human mate selection and decisions




Read LD pp. 330-370
Guest Speaker: Gretchen Mallios
Read TMM pp. 57-124
DUE: Big Ideas*(3)
Read BFL pp. 72-95
Due: Big Ideas*(4)
DUE: Observation 2
Read HB pp. 74-160
Read BFL pp. 96-119
DUE: Big Ideas*(5)
3/12
3/19
3/26
Adolescence (con’t)

Mental time travel
No mercy


Read LD 371-403
Read: TMM pp. 125-148
Read BFL 120-144

DUE: Big Ideas*(6)



Read TMM pp. 149-187


Emotion and Emotional Competence &
Achievement Motivation
Resilience
Guest Lecturer: Chris Walsh


DUE: Big Ideas*(7)
DUE: Observation 3




The Chameleon
The Development of Morality
Spirituality
Prospective paper review




Read TMM pp. 189-230



Read LD pp. 404-469
Read BFL 211-231
DUE: Big Ideas*(9)




Read LD pp. 470-499




Spring Break 3/31 - 4/4
 Young adulthood
4/9
 Glued to the tube
 Mating
4/16


Middle adulthood
Baboons, and other stories of stress
Read HB pp. 197-282
Read BFL 145-169
Read BFL pp. 170-210
DUE: Big Ideas*(8)
DUE: Prospectus papers
Read HB pp.283-342
Read BFL pp. 232-258
DUE: Big Ideas*(10)
4/23



Middle adulthood (con’t)
The 21st century mind
Social connectedness and health




Read LD pp. 500-533
Read HB pp. 343-364
Read TMM 231-254
DUE: Big Ideas* (11)
4/30



Older Adulthood
Aging
Warm as Iceland



Read LD pp. 534-570
Read BFL pp. 259-287
DUE: Big Ideas*(12)
5/7




Older adulthood (con’t)
Death and dying
All together now
Let the summer fun begin!
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

FINAL TERM PAPER DUE
Read LD pp.571-626
Read BFL pp. 288-322