Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP7020
Child & Adolescent Development
Fall 2012
Faculty Information:
Faculty Name: Charles E. Davis, Ph.D.
Campus: Chicago
Contact Information:
Office phone number : (312) 777-7684
E-mail: cdavis@argosy.edu
Office hours: by appointment
Course Catalogue Description:
This course focuses on normative development of the individual personality, from childhood
though adolescence. Theories and empirical literature relevant to the biological, cognitive,
intellectual, emotional, social, cultural, and transcultural development of the individual
personality are explored. The normative course of the individuation is the subject of the course,
with some consideration, by implication and class presentations, given to the genesis and
epigenesis of psychopathology.
Course Pre-requisites: None
Required Textbooks: (on reserve)
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
Garrod, A., Smulyan, L., Powers, S.I., Kilkenny, R., (1999), Adolescent Portraits: Identity,
Relationships and Challenges, Allyn & Bacon. ISBN: 0-205-27779-9
McConaughy, S.H., (2005), Clinical Interviews for Children and Adolescents, Guildford Press.
ISBN: 1-59385-205-3
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Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
Course Length: 15 Weeks
Contact Hours: 45
Credit Value: 3.0
Course Objectives
Course Objective
become familiar with the central issues and primary
theoretical perspectives of child and adolescent
development.
consider how biological, cognitive, social-cultural
(e.g., peers, family) and emotional aspects of
development influence psychological functioning.
begin developing a framework for observing and
evaluating healthy and maladaptive functioning.
establish an organizational framework to
conceptualize clinical material as it is integrated with
developmental research and theory.
write well-organized, conceptually integrated
behavioral observations and clinical assessments that
present a clear understanding of each adolescent’s or
child’s psychological development.
Apply knowledge about adolescent development
into clinical conceptualization and practice.
Program Goal
Goal 5 –
Scholarship
Method of Assessment
Assignment: Application
of Case Material
Goal 4 –
Science
Goal 3 –
Diversity
Goal 5 –
Scholarship
Assignment: Child
Observation;
Adolescent/Parent
Interview; Final Paper
Assignment: Child
Observation;
Adolescent/Parent
Interview; Final Paper
Assignment: Final
Paper; Rights of Passage
Presentation
Assignment: Child
Observation;
Adolescent/Parent
Interview
Assignment: Final
Paper; Right of Passage
Presentation
Goal 2 –
Intervention
Goal 5 Scholarship
Goal 2 –
Intervention
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, groupwork, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
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instructional engagement, as well as any activities related to preparation for instructional
engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.
Purpose:
When you complete this course you will be able to conduct a child observation and
adolescent/parent interview. 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
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 classes will lose one
letter grade. More than two absences will require students to withdraw from the class or fail the
class.
Class Participation & Theory Application Discussion: Students will be required to participate
in class discussions. These discussions will include the application of readings and lectures to
the case material provided in class.
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 acceptable.
You will be required to do a child observation and interview an adolescent (and their parent(s)).
Both of these must include a discussion of the relevant diversity and contextual factors (i.e. race,
ethnicity, social class, gender, religious/spiritual beliefs, sexual orientation, disability).
Either the child observation or the adolescent interview must be conducted with a child or
adolescent who is different than you with regard to race, ethnicity, religious/spiritual belief,
social class, disability or sexual orientation.
You will be required to present the findings of your assignments in class.
Child Observation 15% of class grade
Due Week 5
Adolescent (and Parent) Interview 15% of class grade
Due Week 8
Child Observation:
A. You will observe a child between the ages of 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 that
prior impressions may have on your ability to formulate your developmental conclusions.
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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 and interpretation of the child’s development which integrates any
developmental theories. Demonstrate your critical thinking of how the child observation
and theories relate to each other, and help you (and a family) understand the child in a
larger context.
Adolescent (and Parent) Interview:
A. You will interview an adolescent, ages 13 to 18, (and perhaps their parent(s)). As with
the child observation, it is important that you interview an adolescent/family that is not
known to you both because of ethical considerations and the impact that prior
impressions may have on your ability to formulate your developmental conclusions. Do
not interview an adolescent/family that are being considered for diagnostic and/or
therapy services. You therefore need to conduct this interview in a non-clinical setting.
I would recommend an interview of 30 to 45 minutes.
B. Provide a discussion/interpretation of the content of the interview which integrates any
developmental theories. Demonstrate your critical thinking of how the adolescent
interview and the theories relate to each other, and help a family understand their
adolescent in a larger context.
Final Paper
Students will write a case study on a film approved by the professor during the course. Films
can include, but are not limited to Mi vida loca, What’s eating gilbert grape?, Eve’s Bayou,
Boyz N the Hood, 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 15+
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.
Final Paper 30% of class grade
Due Week 12
Rites of Passage Ritual Presentation
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
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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 of adolescent (e.g.,
reducing risk factors, increasing resiliency/protective factors, etc.)
Presentations 25% of class grade
Course Schedule:
Week Topic
1
Introductions,
What is Normal,
Values
2
Ecological Model
Due Weeks 13 and 14
Readings
Assignment
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Bronfenbrenner, 1986 and 1994
Erikson, pp. 23-186
Developmental
Lerner: pp. 19-35 (Muuss), 37-52 (Baltes), 71-82
Contextual Model (Elder)
Lerner: pp. 172-200, 201 – 206; contextualism)
Case
Application
Case
Application
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Attachment
Case
Application
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), 4967.
Bowlby, J. (1988), The role of attachment in
personality development, in A secure base.
Lecture 7, (pp. 119- 136). New York: Basic
Books.
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Stage Theory
Siegel, D. J. (1999), Attachement, in The
developing mind. Ch3, (pp.67-120). New York:
The Guilford Press.
Erikson: 187 – 261
Piaget: 1 – 128
Piaget: 129 – 286
Piaget & Inhelder (1954) – on reserve in library
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Stage Theory
Lerner: pp. 115 – 120
Erikson: 261-266
Case
Application
Child
Observation
Due
Presentations
Case
Application
5
McConaughy pp. 1-105
7
Mechanistic
Theory
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Moral
Development
Lerner: pp. 1-18 (Petersen)
Lerner: pp. 53-60, 84-92, 93-114, 207-280
Lerner, R.M., Chap. 5 pp.106-131
On reserve
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Family Context
Lerner: pp. 281-307
Silverberg & Steinberg (1990)
10
Cultural Issues
Lerner: pp. 61-70
Erikson: pp. 241-246
11
Sexual
Orientation
TBA
12
Sports
Participation
TBA
13
Rights of Passage
TBA
14
15
Rights of Passage
Individual
Meetings (if
necessary)
Interview
Practice
Presentations
Case
Application
Interview
Practice
Presentations
Case
Application
Adolescent
Interview Due
Presentations
Case
Application
Presentations
Case
Application
Presentations
Case
Application
Presentations
Athlete Bio
Discussion
Presentations
Final Paper
Due
Rights of
Passage
Presentations
Presentations
Required Articles
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
**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.
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*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.
*Silverberg & Steinberg (1990). Psychological well-being of parents at mid-life: The impact of
early adolescent children. Developmental Psychology, 26, 658-666.
Note: Other Readings May be Required
Recommended Readings
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
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.
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.
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Grading Criteria:
Your performance in this course will be based upon the assignments described above and class
participation. Final grades will be determined as follows:
Grading requirements
Class Participation &
Discussion
Child Observation
Adolescent Interview
Final Paper
Rites of Passage
Presentation
Grading scale
15%
15%
15%
30%
25%
A
AB+
B
BC+
C
CF
10
9
8
7
6
5
4
3
below 3
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching is
easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 6th Edition (2009). Washington DC:
American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript
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structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the
American Psychological Association, 6th Edition. Students are encouraged to purchase this
manual (required in some courses) and become familiar with its content as well as consult the
Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
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