Argosy University
Course Syllabus
Child and Adolescent Development
PP7020
Mondays 9:15-12:00; Spring 2009
Faculty Information
Faculty Name:
Campus:
Contact Information:
Office Hours:
Kaveh Zamanian, Ph.D.
Chicago
x7683; kzamanian@argosy.edu
Mondays 4-7p
Short Faculty Bio:
Dr. Zamanian is Associate Professor of Clinical Psychology. He has maintained an
independent practice for over fifteen years and has extensive clinical experience with
children, adolescents and adults. His area of emphasis is psychoanalytic theory and
practice, developmental psychology and addictions and compulsive disorders. Clinically
he works from a developmental, psychodynamic and systemic perspective using
individual and family interventions.
Course Description
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 in both childhood and adulthood. By the end of the
semester you will be able to conceptualize and integrate a broad range of theoretical and
developmental considerations to produce an informed psychological assessment of a
child/adolescent with respect to his/her overall adjustment, adaptations, developmental
strengths and limitations.
Required Reading
Erickson, E.H. (1963). Childhood and society. New York: Norton. ISBN# 0844662054
Freud, A. (1992). The Harvard Lectures. International Universities Press, Inc. ISBN#-10:
0823623106
Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of
early child development. Washington, D.C.: National Academy Press. (This text
online, refer to the online library).
Siegal, D.J. (1999). The Developing Mind. The Guilford Press. ISBN#-10: 1572307407
Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2004). Affect Regulation, Mentalization
and the Development of the Self. Other Press: New York. ISBN#-10: 1590511611
Course Objective
Become familiar with the central issues
and primary theoretical perspectives of
child development
Consider how cognitive, social-cultural
and emotional aspects of development
influence psychological functioning
Begin developing a frame of reference 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.
Program
Goal
Goal 4Scientific
Foundations
Goal 1Assessment
Goal 4Scientific
Foundations
Goal 1Assessment
Goal 2Intervention
Goal 3Diversity
Goal 1Assessment
Goal 2Intervention
Goal 3Diversity
Method of Assessment
Weekly reading
assignments, Participation
in Class, Class
Presentations, midterm and
Final Exam
Weekly reading
assignments, Participation
in Class, Class
Presentations, midterm and
Final Exam
Weekly reading
assignments, Participation
in Class, Class
Presentations, midterm and
Final Exam
Weekly reading
assignments, Participation
in Class, Class
Presentations, midterm and
Final Exam
Write well-organized, conceptually
integrated behavioral observations and
clinical assessments that present a clear
understanding of children’s psychological
development
Goal 2Intervention
Goal 5Scholarship
Class Presentations,
midterm and Final Exam
Consider the relationship between theories
of child development and clinical practice
and begin to apply that knowledge to case
conceptualization and application
Goal 1Assessment
Goal 2Intervention
Weekly reading
assignments, Participation
in Class, Class
Presentations, midterm and
Final Exam
Evidence Based Practices
This course addresses evidence based practice issues among course readings, discussion
and assignments. For example, all readings addressing clinical process are grounded in
empirical data such as quantitative data, qualitative data, idiographic data, etc.
Course Expectations
1. Attendance 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. Students who miss more than two classes will not receive credit
2
for the course. In order to be respectful of all class participants please arrive for
class on time.
2. Adequate preparation for class discussion is a must. All assignments should be
read critically and thoughtfully. For all class discussion, student presentations,
and student written work:
a. Students will be expected to generate thoughtful observations and
reactions from course readings for class discussion.
b. Students will be expected to discuss critically concepts as they apply to
data reviewed in class.
c. Students will be expected to discuss the utility and impact of these
readings and discussions on their own clinical work.
d. All class members will be expected to comment on the case material,
using the clinical concepts of focus in their comments.
Course Format
The primary format for this course will be that of an interactive seminar in which
students and faculty will generate critical and in-depth discussion about the theory and
research covered in course readings. Additionally, student presentations will serve as
points of departure for discussion about various topics related to child and adolescent
development.
Class Assignments:
All assignments will emphasize conceptual skills, critical thinking and writing skills.
1. Students are expected to read the assigned material prior to class and be ready to
contribute comments and questions to the discussion.
2. Students will be assigned various articles and/or book chapters to abstract or
summarize (no longer than a page per article/chapter). Abstract/summaries will
have the citation at the top of the page and include the date of presentation and
student’s name. Abstract/summaries will be an overview of the major themes and
points of the article. Students will be expected to present the abstracts to the class
and lead a discussion of the assigned reading. Each student should expect to
summarize and present at least twice over the course of the semester.
3. A take-home midterm examination will be distributed that will assess the students
understanding and command of the material on conceptual, theoretical and
practical levels. The exam will consist of 5-6 essay questions related to the topics
covered during the semester.
4. A take-home final examination will be distributed that will assess the students
understanding and command of the material on conceptual, theoretical and
practical levels. The exam will consist of essay questions related to the topics
covered during the semester along with a clinical case that students are required to
critically analyze and conceptualize.
3
Class Evaluation
Final Grades will be weighted in the following manner:
Course requirments
Reading Assignments
Class Participation
Midterm Exam
Final Paper
Grading Scale
10%
10%
40 %
40 %
100%
A
AB+
B
BC+
C
CD+
D
DF
93-100%
90-92%
88-89%
83-87%
80-82%
78-79%
73-77%
70-72%
68-69%
63-67%
60-62%
59% or below
Class Schedule
Topic
Reading
Class 1
Orienting concepts on
human development
Shonkoff, J.P., & Phillips, D.A. (2000). From
neurons to neighborhoods: The science of early
child development (Chapter 1 & 2)
Washington, D.C.: National Academy Press.
(Required Text: Online Library)
Class 2
Early developmental
models: Freud, Erickson
& Mahler
Erickson, E.H. (1963). (Chapters 2 & 7). In
Childhood and society. New York: Norton.
(Required Text).
Freud, A. (1992). The Harvard Lectures pp. 3778. International Universities Press, Inc.
(Required Text).
Pine, F. (2004). Mahler’s concepts of
“symbiosis” and separation-individuation:
Revisited, re-evaluated, refined. Journal of
American Psychoanalysis Association, 52:511533. (Available online: PEP database)
Recommended Reading
Mahler, M.S., Pine, F. & Bergman, A. (1975)
The psychological birth of the infant (pp. 39120). New York, NY: Basic.
Lieberman, A.F. (1995). The emotional life of
4
Assignment
the toddler (Chapters 3,4, and 6). New York,
NY: Free Press. (Required Text)
Settlage, C.F., (1998). “A cross-cultural
perspective on separation-individuation theory,”
(pp. 61-78). In The colors of childhood.
Rowman & Littlefield Publishers, Inc.
Attachment
Class 3
Siegal, D.J. (1999). The Developing Brain. The
Guilford Press. (chapter 2 & 3)
Fonagy, P., Gergely, G., Jurist, E., & Target, M.
(2004). Affect Regulation, Mentalization and
the Development of the Self. Other Press: New
York. (Chapter 1)
Novick, K.K. (1990). Access to Infancy:
Different Ways of Remembering. Int. J.
Psycho-Anal., 71:335-349. (Available online:
PEP database)
Recommended Reading
Emde, R.N. (1989). The infant’s relationship
experience: Developmental and affective
aspects. In A. Sameroff & R. Emde (Eds.),
Relationship disturbances in early childhood
(pp. 33-51). New York, NY: Basic.
Thompson, R.A. & Raikes, H.A. (2003).
Toward the next quarter-century: Conceptual
and methodological challenges for attachment
theory. Development and Psychopathology, 15,
691-718.
Bowlby, J. (1988). A secure base (chapters 2 &
7). New York, NY: Basic Books.
Eyer, D.E., (1992). Mother infant bonding: A
scientific fiction (Chapters 3-5). New Haven,
CT: Yale University Press.
Harwood, R.L., Miller, J.G., & Irizarry, N.L.
(1995). Attachment theory and its role in the
study of human development. In Culture and
attachment (pp. 1-18). New York: Guilford
Press.
Levine, R.A. & Miller, P.M. (Eds.) (1990).
5
Commentary. Human Development, 33, 73-80.
Class 4
Affect Regulation
Required Reading
Siegal, D.J. (1999). The Developing Brain. The
Guilford Press. (chapter 4 & 7)
Fonagy, P., Gergely, G., Jurist, E., & Target, M.
(2004). Affect Regulation, Mentalization and
the Development of the Self. Other Press: New
York. (Chapter 2 & 3)
Class 5
Sense of Self & Agency
Required Reading
Siegal, D.J. (1999). The Developing Brain. The
Guilford Press. (chapter 5 & 6)
Fonagy, P., Gergely, G., Jurist, E., & Target, M.
(2004). Affect Regulation, Mentalization and
the Development of the Self. Other Press: New
York. (Chapter 4 & 5)
Class 6
Play & Reality
Required Reading
Fonagy, P., Gergely, G., Jurist, E., & Target, M.
(2004). Affect Regulation, Mentalization and
the Development of the Self. Other Press: New
York. (Chapter 6 & 7)
Winnicott, D.W. (1953). Transitional Objects
and Transitional Phenomena—A Study of the
First Not-Me Possession. Int. J. Psycho-Anal.,
34:89-97. (Available online: PEP database)
Bettleheim, B. “Play: Bridge to reality” & “Play
as problem solving,” pp. 166-183 and 197-211
(handout)
Recommended Reading
Greenspan, S. (1996). The Challenging Child
(Chapters 3 & 7). Reading, MA: Perseus.
Parent-Child
Relationship
Class 7
6
Required Reading
Fraiberg, S., Adelson, E. & Shaprio, V. (1975).
Ghosts in the nursery: A psychoanalytic
approach to the problems of impaired infantmother relationships. Journal of the American
Academy of Child Psychiatry, 14 (3), 387-421.
(handout)
(Midterm
Assigned)
Lamb, M. (Ed.). (1997). Fathers and child
development: An introductory overview and
guide. In The role of the father in child
development (3rd ed., pp. 1-18). New York:
John Wiley. (handout)
Novick, K.K. (1986). Talking with Toddlers.
Psychoanal. St. Child, 41:277-286. (Available
online: PEP database)
Sander, L.W. (1976). Issues in early motherchild interaction. In E.N. Rexford, L.W. Sander,
& T. Shapiro (Eds.), Infant Psychiatry: A new
synthesis (pp. 127-147). New Haven, CT: Yale
University Press. (Course Packet)
Recommended Reading
Bettleheim, B. (1988). In A good enough
parent: A book on child rearing (pp. 3-54). New
York: Knopf.
LeVine, R.A. (1974). Parental goals: A crosscultural view. Teachers College Record, 76,
226-239.
Winnicott, D.W. (1987). The ordinary devoted
mother. In Babies and their mothers (pp. 2-14).
Reading, MA: Addison-Wesley.
Gender Identity and
Morality
Class 8
Required Reading
Laplanche, J., Fairfield, S. (2007). Gender, sex
and the sexual. Studies in Gender and
Sexuality, 8:201-219 (PEP)
Tabin, J.K (1985). Patterns of the Male and
Female (chapters 5 & 6). In On the way to Self.
Columbia University Press: New York.
(handout)
Fast, I. (1998). Developments in Gender
Identity: The Original Matrix (pp. 159-170). In
Gender and Envy. Routledge: New York.
(handout)
Recommended Reading
Freud, A. (1992). The Harvard Lectures (pp.
79-105). International Universities Press, Inc.
7
Thomas, R.M. (1997). Comparing Theories of
Child Development. (Chapters 16 & 17).
Wadsworth Publishing.
Middle Childhood
Class 9
Sameroff, A., & Haith, M. (1996). The five to
seven year shift (Chapters 10 and 13). Chicago:
University of Chicago Press. (handout)
Dunn, J. (1988). Implications and Jokes and
humor. In The beginnings of social
understanding (pp. 149-189). Cambridge, MA:
Harvard University Press. (handout)
Galatzer-Levy, R.M. & Cohler, B. (1993).
“Moving into the larger world” (Chapter 6, pp.
141-165). In The essential other. New York:
Basic Books, Inc. (handout)
Recommended Reading
Dehart, G.B., Sroufe, L.A., & Cooper, R.G.
(2004). Child Development: It’s nature and
course (Chapter 12, Social and emotional
development in middle childhood). New York,
NY: McGraw-Hill.
Class 10 Self-esteem and Coping
Stott, F.M. (1989). Self-esteem and coping. In
J. Garbarino, F. Stott, et al., What children can
tell us (pp. 18-39). San Francisco: Jossey-Bass.
(handout)
Davies, D. (1999). Child Development: A
practitioner’s guide (Chapters 6-8). New York,
NY: Guilford Press. (handout)
Greenspan, S.I. (1993). Self-esteem and peer
relations. In Playground politics (pp. 71-98).
Reading, MA: Addison-Wesley. (handout)
Recommended Reading
Groves, B.M. (2002). Children who see too
much (Chapter 4). Boston, MA: Beacon Press.
Bettelheim, B. (1989). Introduction: The
struggle for meaning. In The uses of
enchantment (pp. 3-19). New York, NY:
Vintage Books.
8
Greenspan, S.I. (1993). Aggression,
competition and rivalry. In Playground politics
(pp. 28-70). Reading, MA: Addison-Wesley.
Class 11 Transition to
Adolescence
Sullivan, H.S. (1983). Preadolescence and early
adolescence. In W. Damon (Ed.), Social and
personality development: Essays on the growth
of the child (pp. 368-373). New York: Norton.
(handout)
Freud, A. Adolescence as a Developmental
Disturbance. (pp. 115-120). In Adolescence:
Development, Diversity, and Context.
Theoretical Foundations and Biological Bases
of Development in Adolescence, Garland
Publishing. (handout)
Ammaniti, M., Sergi, G. (2003). Clinical
Dynamics During Adolescence: Psychoanalytic
and Attachm... Psychoanal. Inq., 23:54-80.
(PEP)
Vanier, A. (2001). Some Remarks on
Adolescence with Particular Reference to
Winnicott and Lacan. Psychoanal Q., 70:579597. (PEP)
Recommended Reading
Galatzer-Levy, R.M. & Cohler, B. (1993).
“Moving into the larger world” (Chapter 7, pp.
166-196). In The essential other. New York:
Basic Books, Inc.
Josselson, R. “Ego development in
adolescence,” (chapter 6, pp. 188-210)
Rutter, M. (1976). Adolescent Turmoil: Fact or
Fiction. (pp. 93-114). In Adolescence:
Development, Diversity, and Context.
Theoretical Foundations and Biological Bases
of Development in Adolescence, Garland
Publishing.
Class 12 Adolescence:
Friendships and social
competence
9
Muuss, R.E. (1998). Erickson’s theory of
identity development. In Theories of
adolescence (pp. 52-85). New York: Random
House. (handout)
Frankel, R. “Psychoanalytic approaches.” In
The adolescent psyche: Jungian and
Winnicotian persepectives, Chapter 1. pp. 1350. (handout)
Dahl, E.K. (1995). Daughters and Mothers:
Aspects of the Representational World During
Adolescence. Psychoanal. St. Child, 50:187204. (Available online: PEP database)
Tyson, R.L. (1996). The Good Boy Syndrome
and Malignant Academic Failure in Early
Adolescence. Psychoanal. St. Child, 51:386408. (Available online: PEP database)
Recommended Reading
Trowell, J. (1995). Key psychoanalytic
concepts. In J. Trowell & M. Bower (Eds.), The
emotional needs of young children and their
families (pp. 12-21). New York: Routledge.
Coleman, “Friendships and the peer group in
adolescence, ” Chapter 12, pp. 408-531.
Levine, M. (2002). A mind at a time (Chapter 9,
Relating to relating). New York, NY: Simon &
Schuster, Inc.
Class 13 Adolescence: Sexual
development and gender
identity
Chodorow, N.J. “Being and doing” A crosscultural examination of the socialization of
males and females,” (pp. 23-44). In Feminism
and psychoanalytic theory (1989). New Haven:
Yale University Press. (handout)
Marcia, J.E. “Identity in adolescence,” (Chapter
5, pp. 159-187). In Adelson, J. (Ed.), Handbook
of adolescent psychology. New York: Wiley &
Sons. (handout)
Novick, K.K. (1988). Childbearing and Child
Rearing. Psychoanal. Inq., 8:252-260.
(Available online: PEP database)
Recommended Reading
Josselson, R. (1983). Psychodynamic aspects of
identity formation in college women. In W.
Damon (Ed.), Social and personality
10
(Final Paper
Assigned)
development: Essays on the growth of the child
(pp.445-487). New York: Norton.
Galatzer-Levy, R.M. & Cohler, B. (1993).
“Moving into the larger world” (Chapter 8, pp.
197-225). In The essential other. New York:
Basic Books, Inc.
Class 14 Challenges to
childhood: Divorce
Wallerstein, J., & Lewis, J. (1998). The longterm impact of divorce on children. Family and
conciliation courts review, 3(3), 368-383.
(handout)
Lamb, M.E., Sternberg, K.J., Thompson, R.A.
(1997). The effects of divorce and custody
arrangements on children’s behavior,
development, and adjustment. Family and
Conciliation Courts Review, 35 (4), 393-404.
(handout)
Recommended Reading
Hetherington, E.M. & Kelly, J. (2002). For
Better of for worse: Divorce Reconsidered
(Chapter 1, 7, and 11). New York, NY: W.W.
Norton & Company.
Class 15
Challenges to
childhood: Sex and
Drugs
11
Reading TBD
(Final Exam Due)