PP 7020 Child & Adolescent Development
Fall 2009
Wednesdays 9:15am-12:00pm
David J. Van Dyke, Ph.D.
Office phone: (312) 777-7699
Office hours: by appointment
Email: dvandyke@argosy.edu
Teaching Assistant:
Rebecca Low
beccalow@gmail.com
It is the Policy of the Illinois School of Professional Psychology/Chicago Campus
to make reasonable accommodations for qualified students with disabilities, in
accordance with the Americans with Disabilities Act (ADA).
If you are a student with a disability and need accommodations to complete your
course requirements, please contact the instructor within the first week of class to discuss
your request. All information regarding the disability will be held in confidence by the
professor.
If the student does not choose to disclose that s/he has a disability requiring
assistance, then the student is taking full responsibility for any related consequences that
may occur. Last minute special requests will be subject to the same late assignment
policy as other students.
Course Objectives
The general purpose of this course is to facilitate an understanding of the relationship
between physical maturation, emotional development and healthy adaptation or
psychopathology as manifested from birth through adolescence.
1. become familiar with the central issues and primary theoretical perspectives of
child and adolescent development.
2. consider how biological, cognitive, social-cultural (e.g., peers, family) and
emotional aspects of development influence psychological functioning.
3. begin developing a framework for observing and evaluating healthy and
maladaptive functioning.
4. establish an organizational framework to conceptualize clinical material as it is
integrated with developmental research and theory.
5. write well-organized, conceptually integrated behavioral observations and clinical
assessments that present a clear understanding of each adolescent’s or child’s
psychological development.
6. Apply knowledge about adolescent development into clinical conceptualization
and practice.
Course Overview
PART I: A Framework
Sept. 9
Genetic-Environment Interface
Sept. 16 Developmental Contextual Model
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PART II: The Theorists
Sept. 23
Sept. 30
Oct. 7
Oct. 14
Oct. 21
Oct. 28
Nov. 4
Mechanistic/Continuity Theories
Mechanistic/Continuity Theories con’t
Attachment
Organismic/Discontinuity Theories (Stage)
Stage Theories con’t
Stage Theories con’t
Stage Theories con’t
PART III: Content Areas
Nov. 11 Biological Changes
Nov. 18 Development of the Self
Nov. 25 Family Context
Dec. 2
Socio-Cultural Issues
Dec. 9
Behavioral & Emotional Problems
Dec. 12 Final
Course Readings
Required Books
Erikson, E.H. (1950). Childhood and society. Norton & Co.
Freud, A. (1992). The Harvard lectures. International Universities Press,
Inc. ISBN: 0823623106
Lerner, R.M. & Lerner, J.V. (1999). Theoretical foundations and
biological bases of development in adolescence. Garland Publishing.
ISBN: 0815332904
Piaget, Jean (1959). The language and thought of the child. 3rd Edition.
Routledge/Taylor & Francis Group. ISBN: 0415267501
Required Articles
**Allen, J. P., & Land, D. (1999). Attachment in adolescence. In J.
Cassidy, & P. R. Shaver(Eds.), Handbook of Attachment (pp. 319335). New York: The Guilford Press.
*Ainsworth, M. D., & Bell, S. M. (1970, March). Attachment, exploration,
and separation: Illustrated by the behavior of one-year-olds in a
strange situation. Child Development, 41(1), 49-67.
**Bowlby, J. (1988), The role of attachment in personality development,
in A secure base. Lecture 7, (pp. 119- 136). New York: Basic
Books.
**Siegel, D. J. (1999), Attachement, in The developing mind. Ch3,
(pp.67-120). New York: The Guilford Press.
**Vygotsky, L.S. (1998). The collected works of L.S. Vygotsky. Vol. 5.
Plenum Press. ISBN: 0306457075 (SELECTED READINGS)
*In ebsco
**Chapters in books I have and will copy
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Recommended
Fraiburg, S. (1996). The magic years. Scribner.
Furstenberg, Elder, Cook, et al. (1998). Managing to make it.
Greenspan, S. & Thorndike-Greenspan, N. (2003). The clinical interview of
the child, 3rd edition. American Psychiatric Press.
Haley, J. (1997). Leaving home: The therapy of disturbed young people (2nd
Ed.). Brunner/Mazel.
Hughes, J. N. (1991). The clinical child interview. Guilford Publications.
ISBN: 0898622409
Lerner, R.M. & Lerner, L. V. (1999). Foundations and biological bases of
development in adolescence. Garland Publishing. ISBN:0815332904
Nathanielsz, P. (2002). The Prenatal Prescription. New York: HarperCollins.
ISBN: 0060957050
Thomas, R. M. (1997). Comparing theories of child development, 4th edition.
Wadsworth Publishing. ISBN:053435579X
Thompson, M. & Kindlon, D. (2000). Raising Cain: Protecting the emotional
life of boys. Ballantine Books.
Selekman, M.D. (1993). Pathways to change. Guilford Press.
Vargas & Koss-Chioino (1992). Working with culture.
Wolf, E.S. (2002). Treating the self: Elements of clinical self psychology.
Guilford Press.
When you complete this course you will be able to conduct a thorough child observation
(with some possible experience interviewing a child, parent and/or teacher). In addition,
you will be able to conceptualize and integrate a broad range of theoretical and
developmental considerations to produce an informed assessment of a child with respect
to his or her overall contexts, developmental strengths, limitations, and adjustments.
Course Requirements and Expectations
1. Attendance: Attendance at each class is mandatory. Please inform the instructor
in advance if you must miss a class under special circumstances. Students who
miss two or more classes will lose one letter grade.
2. Class Participation & Discussion Questions (50 points): Students will be asked
to answer question(s) for various weekly readings. They must be turned in by the
last week of the semester. You are expected to be familiar with and
knowledgeable about the readings assigned each week – be prepared to discuss,
make observations, ask questions AND connect to the previous content covered in
readings and class.
3. Abstracts: (50 pts.) Students will be assigned two articles to abstract (1 – 2
pages). Abstracts will have the citation at the top of the page and include the
student’s name. Abstracts will be an overview of the major theses and points of
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the article. Students will have 5 minutes to present the content of the abstracts to
the class and lead a discussion about the article.
4. Assignments: Papers will be due by 9:30 a.m. on the class date specified. All
papers shall be in APA format (including cover page, citations, and references).
Electronic copies are preferred.
A. Mid-term (175 points): 1) Child Observation and 2) Rite of Passage Ritual
1. Sections are observation and theoretical/developmental discussion (75
pts). DUE --- October 28
a) You will observe a child (between 3 and 12). It is important that you
observe a child that is not known to you, both because of ethical
considerations and the impact prior impressions may have on your
ability to formulate your developmental conclusions. Also, be sure
you do not observe children who are being considered for diagnostic
referrals since you will not be providing feedback to parents or
teachers about your impressions of the behavioral observation. You
will provide an observation and behavioral description. You need to
observe the children in a non-clinical setting, such as at school, park or
home. The advantage to observing children in school is that you are
able to consider their interactions with peers and their participation (or
lack thereof!) in group activities. I would recommend around an 45 –
60 minute observation. Make sure you receive permission to observe if
in a school from the principal/teacher.
b) Provide a discussion/interpretation of the child’s development which
integrates developmental theories presented in lectures and readings
from weeks 1 – 7. Demonstrate your critical thinking of how the
theories and child support each other, are divergent and help a person
understand children in a larger context (that of developmental time).
Your discussion must include an analysis of relevant contextual
factors (i.e., ethnicity, class, gender, religious belief, environment).
Since we are focusing on Developmental Contextual model, context
plays a significant role in the overall development of each person.
2. Rites of Passage Ritual (100 pts) – Due Nov. 25
Using current and relevant literature, each student will develop an
UNIQUE rite of passage for adolescents. This would involve significant
acts/gifts/wisdom/ceremony that signify an event in a person's life
focusing on a transition from one stage to another. This rite will make
EITHER the entrance into adolescence OR the entrance into adulthood.
This must be a unique ritual that addresses the developmental needs of the
adolescent during this transitional period. There are three sections of this
paper: review of literature, rites of passage ritual detailed, critical thinking
demonstrating how the ritual meets developmental and transitional needs
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of adolescent (e.g., reducing risk factors, increasing resiliency/protective
factors, etc.)
***I have found it helpful (read mandatory) for authors and readers to have
headings that guide the reader through the paper. This provides organization and
structure and helps both author and reader to transition from one idea to another.
APA style headings based on the number of heading levels you have, etc. It is also
expected that you have numerous (minimum 10+) references supporting your
writing.
B. Final (225 points)
DUE – December 12.
Students will write a case study on a film (chosen by the professor during
the course…e.g., Mi vida loca, What’s eating gilbert grape?, Eve’s Bayou,
Mermaids, Girl Interrupted). The paper is required to have four sections:
Paragraph about a presenting problem (create one, but be able to support
it), Theoretical conceptualization (which must include: biology, sexual
development/identity, cognition, emotions, self-concept, etc.), Contextual
issues (family life cycle stage, peer relationships, school, work, etc.), and
an intervention section. You should discuss how the each developmental
issue (and their interactions) must be addressed in your clinical work. The
paper is to be between 15-20 pages and APA style (margins, reference,
headers, etc.). You will be expected to support all of your assertions with
the use citations from this course (and other locations). I expect a
minimum of 18 citations necessary to adequately accomplish this task.
Course Weekly Reading
Sept. 9 – Genetic-Environment Interface
Lerner: pp. 1 – 52; 172 – 200 (Petersen, Muuss, & Baltes chapters)
Vygotsky: Chapter 7 Infancy
Sept. 16 – Contextual Developmental Approach (Bronfenbrenner)
Lerner: pp. 71-82; 201 – 206; 308 – 330
(Life course as developmental theory; Relatvie plasticity;
Dialectics, developmental contextualism)
Vygotsky: Chapter 8 The crisis of the first year
Sept. 23 – Mechanistic: Behavioralist
Lerner: pp. 53 – 60 (theories of adolescent development)
Sept. 30 – Mechanistic Theories: Social Learning
Lerner: pp. 84 – 92 (stormy decade)
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Oct. 7
– Attachment
Allen, J. P., & Land, D. (1999). Attachment in adolescence. In J. Cassidy,
& P. R. Shaver(Eds.), Handbook of Attachment (pp. 319-335).
New York: The Guilford Press.
Ainsworth, M. D., & Bell, S. M. (1970, March). Attachment, exploration,
and separation: Illustrated by the behavior of one-year-olds in a
strange situation. Child Development, 41(1), 49-67.
Bowlby, J. (1988), The role of attachment in personality development, in
A secure base. Lecture 7, (pp. 119- 136). New York: Basic Books.
Siegel, D. J. (1999), Attachement, in The developing mind. Ch3, (pp.67120). New York: The Guilford Press.
Oct. 14 – Organismic Theories: Freud
Lerner: pp. 115 – 120
A Freud:
Erikson: 23-186
Oct. 25– Stage theories: Erikson
Erikson: 187 – 274
Piaget: 1 - 128
Oct. 28 – Stage theories: Piaget
Piaget: 129 - 286
Piaget & Inhelder (1954) – on reserve in library
Fischer (1980) – on reserve in library
Nov. 4 – Stage theories: Vygotsky
Vygotsky Chapter 9 Early Childhood
Chapter 10 The crisis at age 3
Chapter 11 The crisis at age 7
Mid-Term PART 1 Due
ADOLESCENT DEVELOPMENT
Nov. 11 – Biological Changes
Lerner: p. 207 – 280; 93 – 114
Nov. 18 – The Developing Self
Plummer (1995)
Lerner: pp. 61 – 70
Thomas Chp. 16 – Kohlberg’s Moral Development
Thomas Chp. 17 – An integrated theory of moral development
Erikson: 275 -
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Nov. 25 – Family Context
Lerner: pp. 281 - 307
Silverberg & Steinberg (1990)
Mid-Term PART 2 Due
Dec. 2 – Socio-Cultural Issues
Lerner: pp. 331 – 336
Steinberg, Fegley, & Dornbusch (1993)
Dec. 9 – Interventions: Delinquency, School problems & Emotional Problems
Erikson: 403 - 424
Patterson (1993)
Jessor, van den Bos, van der Ryn, Costa, & Turbin (1995)
Dobkin, Tremblay, Masse & Vitaro (1995)
Dec. 12 – FINAL DUE
Abstracts
Week 2
Bronfenbrenner, U. (1986). The ecology of the family as a context for human development.
Developmental Psychology, 22, 723-742.
Bronfenbrenner, Urie; Ceci, Stephen J. (1994). Nature-Nurture Reconceptualized in
Developmental Perspective: A Bioecological Model, Psychological Review, 101 (4), pp.
568-586
Plomin, R. & Colledge, E. (2001). Genetics and Psychology: Beyond heritability. European
Psychologist, 6, 229-240.
Scarr, S. (1983). How people make their own environments: Implications for parents and
policy makers. Psychology, Public Policy, and Law, 2 (2), 204-228.
McKinney, Abrams, Terry, & Lerner (1994). Child development research and the poor
children of America: A call for a developmental contextual approach to research and
outcome. Family & Consumer Sciences Research Journal, 23, 26 – 42.
Week 3
Plomin, W. & Daniels, D. (1987). Why are children in the same family so different from one
another? Behavioral and Brain Sciences, 10, 1-16.
Plomin, R., Reiss, D., Hetherington, E. M. & Howe, G. W. (1994). Nature and nurture:
Genetic contributions to measures of the family environment. Developmental Psychology,
30, 32-43.
Scarr, S. (1992). Developmental theories for the 1990s: Development and individual
differences. Child Development, 63, 1-19.
Week 4
Skinner, B. F. (1985) Cognitive science and behaviorism. British Journal of Psychology, 76,
291-301.
Skinner, B. F. (1987). Whatever Happened to Psychology as the Science of Behavior?..;
Source: American Psychologist. Vol. 42 (8) August 1987, pp. 780-786
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Skinner, B. F. (1989). The Origins of Cognitive Thought; Source: American Psychologist. Vol.
44 (1) January 1989, pp. 13-18.
Skinner, B. F. (1990). Can psychology be a science of mind? American Psychologist, Nov90,
Vol. 45 Issue 11, p1206 - 1211.
Week 6
Bandura, A., Barbaranelli, C., & Caprara, G. V. (1996). Multifaceted impact of self-efficacy
beliefs on academic functioning.Child Development, Vol 67(3), Jun 1996. pp. 1206-1222.
Week 7
*Fonagy, P. & Moran, G.S. (1990). Studies on the Efficacy of Child Psychoanalysis. Journal
of Consulting and Clinical Psychology. Vol. 58 (6) December 1990, pp. 684-695
*Bronfenbrenner, U. (1960). Freudian theories of identification and their derivatives. Child
Development, 31, 15-40.
Mahler, M. S. (1979). Symbiosis and individuation: the psychological birth of the human
infant. Selected papers of Margaret Mahler, vol. 2. New York: Aronson.
Mahler, M.S. (1979). Mother-child interaction during separation and individuation. Selected
papers of Margaret Mahler, vol. 2. New York: Aronson.
Kernberg, O. (2001). Object relations, affects, and drives: Toward a new synthesis.
Psychoanalytic Inquiry, 21, 604-619.
Week 8 – Erikson
*Erikson, E. H. (1950). Childhood and Society. Chapter 7: Eight Ages of Man
Week 9 – Piaget and Vygotsky
Bodrova, E. & Leong, D.J. (1998). Scaffolding emergent writing in the zone of proximal
development. Literacy teaching and learning, 3, 1-18.
Vygotsky, L.S. (1930). Chpts 2, 6, 7 & 9
Wells, G. (1999). The zone of proximal development and its implications for learning and
teaching. Dialogic inquiry: Towards a sociocultural practice and theory of education. New
York: Cambridge University Press.
*Piaget, Jean (2000) Piaget's theory. In: Lee, Kang (Ed); Childhood cognitive development:
The essential readings. Malden, MA, US: Blackwell Publishers. pp. 33-47.
*Piaget, J., Gellerier, G., & Langer, J. (1988) Extracts from Piaget's theory. In: Richardson,
Ken (Ed); Sheldon, Sue (Ed); 1988. Cognitive development to adolescence: A reader.
Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc. pp. 3-18.
*Chomsky, N. (1980). On cognitive structures and their development: A reply to Piaget, In M.
Piattelli-Palmarim (Ed.), Language and learning: The debate between Jean Piaget and
Noam Chomsky. Cambridge, Mass.: Harvard University Press.
Week 10 – Biological/Pubertal Transitions
*Buchanan, Eccles, & Becker (1992). Are adolescents the victims of raging hormones:
Evidence for activational effects of hormones on moods and behavior at adolescence.
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Psychological Bulletin, 111, 62-107
*Zahn-Waxler (1996). Environment, biology, and culture: Implications for adolescent
development. Developmental Psychology, 32, 571-573.
Mead (1930). Adolescence in primative and modern society
Caspi, Lynam, Moffit & Silva (1993). Unraveling girls’ delinquency: Biological, dispositional,
and contextual contributions to adolescent misbehavior. Developmental Psychology, 29,
19-30.
*Quadrel, Fischoff, & Davis (1993). Adolescent (in)vulnerability. American Psychologist, 48,
102-116.
Caspi & Moffitt (1991). Individual differences are accentuated during periods of social
change: The sample case of girls at puberty. Journal of Personality and Social
Psychology, 61, 157-168.
Ge, Conger & Elder (2001) The relation between puberty and psychological distress in
adolescent boys. Journal of Research on Adolescence, 11, 49-70.
Week 11 – The Self
Vygotsky (1999). New translation of Vygotsky’s ‘Consciousness as a problem in the
psychology of behavior.’ In Undiscovered Vygotsky: Studies on the pre-history of
cultural-historical psychology. European studies in the history of science ideals, Vol. 8,
pp. 251-281.
Canals, Vigil-Colet, Chico, & Marti-Henneberg (2005). Personality changes during
adolescence: The role of gender and pubertal development. Personality and Individual
Differences, 39, 179-188.
Harter & Monsour (1992). Developmental analysis of conflict caused by opposing attributes
in the adolescent self-portrait. Developmental Psychology, 28, 251-260.
*Kinney (1993). From “nerds” to “normals”: Adolescent identity recovery within a changing
social system. Sociology of Education, 66, 21-40.
Kohlberg () moral development
*Archer (1989). Gender differences in identity development: Issues of process, domain, and
timing. Journal of Adolescence, 12, 117-138.
Waterman (1988). Identity status theory and Erikson’s theory: Communalities and
differences. Developmental Review, 8, 185-208.
Friedlander (1999). Ethnic identity development of internationally adopted children and
adolescents: Implications for family therapist. Journal of Marital and Family Therapy, 25,
43-62.
Savin-Williams (1998). The disclosure to families of same-sex attractions by lesbian, gay, and
bisexual youths. Journal of Research on Adolescence, 8, 49-68.
Mead & Strauss (1964) The Self and The Organism
Week 12 – Family Context
*Winnicott, D.W. (2003). Mirror-role of mother and family in child development. In J.
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Raphael-Leff (Ed.), Parent-infant psychodynamics: Wild things, mirrors and ghosts.
London: Whurr Publishers. Pp. 18-24.
Brown, Mounts, Lamborn, & Steinberg (1993). Parenting practices and peer group affiliation
in adolescence. Child Development, 64, 467-482.
Holmbeck, G.N. ( ). A model of family relational transformations during the transition to
adolescence.
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect
and prospect. Journal of Research on Adolescence, 11, 1-19.
*Silverberg & Steinberg (1990). Psychological well-being of parents at mid-life: The impact of
early adolescent children. Developmental Psychology, 26, 658-666.
Bartle, Anderson & Sabatelli (1989). A model of parenting style, adolescent individuation and
adolescent self-esteem: Preliminary findings. Journal of Adolescent Research, 4, 283298.
Paikoff & Brooks-Gunn (1991). Do parent-child relationship change during puberty?
Psychological Bulletin, 110, 47-66.
Cooney & Mortimer (1999)
Week 13 – Socio-Cultural Context
Mounts & Steinberg (1995). An ecological analysis of peer influence on adolescent grade
point average and drug use. Developmental Psychology, 31, 915-922.
Jarvinen & Nicholls (1996)
*Whitbeck, Yoder, Hoyt, & Conger (1996)
*Capaldi, Crosby & Stoolmiller (1996). Predicting the timing of first sexual intercourse for atrisk adolescent males. Child Development, 67, 344-359.
Upchurch, Aneshensel, Sucoff, & Levy-Storms (1999). Neighborhood and family contexts of
adolescent sexual activity. Journal of Marriage and the Family, 60, 920-933.
Week 14 – Interventions
McHolland, J.D. (1985)
Gjerde & Westenberg (1998). Dysphoric adolescents as young adults: A prospective study of
the psychological sequelae of depressed mood in adolescence. Journal of Research on
Adolescence, 8, 377-402.
*Klein, M. (1971). The psycho-analytic play technique: Its history and significance. In M.
Klein, P. Heimann, et al (Eds.), New directions in psycho-analysis: The significance of
infant conflict in the pattern of adult behavior. Oxford, England: Tavistock.
Griff, M.D. (1983) Family Play Therapy
Cunningham & Henggeler (1999)
Quinn, & Van Dyke (2004)
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