Human Development (18:820:543:01) Rutgers University, Graduate School of Applied and Professional Psychology Fall, 2013

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1 Human Development (18:820:543:01) Rutgers University, Graduate School of Applied and Professional Psychology Fall, 2013 Course Objectives Mondays, 4:30-7:15 p.m. Room A317 Johanna M. Strobel, Psy.D. Phone: Office Hours: By appointment This course is designed to provide students with an overview of human development throughout the lifespan, as relevant to school and clinical psychologists. Students will acquire a working knowledge of developmental psychology, which can be applied to professional work in psychology. Course Requirements 1. Class attendance and participation in class discussions - (10 points) 2. Developmental history assignment - (20 points) 3. Mid-term exam - (30 points) 4. Final Projects: Case Study Write-Ups (20 points) Brief Presentation (20 points) Class Attendance Students will be expected to attend and actively participate in all classes. If a student needs to miss a class for any reason (illness, emergency, etc.) please call or the instructor before class. Text & Readings Broderick, P., & Blewitt, P. (2010). The Life Span Human Development for Helping Professionals (3rd ed). Boston: Pearson. Additional required readings listed below and TBA Readings will be posted on Sakai, or provided by instructor Recommended readings attached 1

2 Week 1 - September 9 th Introductions & Course Overview Introduction to Developmental Psychology Reading: (to discuss on 9/16) Course Overview Masten, A.S. (2003). Commentary: Developmental psychopathology as a unifying context for mental health and education models, research, and practice in schools. School Psychology Review, 32, Sameroff, A. (2010). Unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, Week 2 - September 16 th Reading: Ch. 2 - Heredity, Environment, and the Beginnings of Human Life Ch. 3 Neural and Cognitive Development in the Early Years Abbott, A. (2008). The brains of the family. Nature, 454, Guest Speaker: Conducting Social Histories - Lisa Gammoh, MSW Week 3 - September 23 th Reading: Ch. 4 Emotional Development in the Early Years Bodrova, E. & Leong, D. J. (2005). Uniquely Preschool: What research tells us about the ways young children learn. Educational Leadership. 63(1) Week 4 September 30 th Reading: Ch. 5 The Emerging Self and Socialization in the Early Years Guest Speaker: Special Topics on Autism - Gina Marie Restivo, Psy.D. Week 5 - October 7 th Reading: Ch. 6 Realms of Cognition in Middle Childhood Distribute Special Topic Readings Developmental History Assignment DUE Briefly share reactions in class 2

3 Week 6 - October 14 th Reading: Ch. 7 Self and Moral Development: Middle Childhood Through Early Adolescence Special Topic Readings (as distributed in class 10/8) Small Group Special Topic Discussions Week 7 - October 21 st Reading: Ch. 8 Gender and Peer Relationships: Middle Childhood Through Early Adolescence Crick, N.R., & Dodge, K.A. (1994). A review and reformation of social information processing mechanisms in children s social adjustment. Psychological Bulletin, 115, Guest Speaker: Managing Challenging Behavior in Schools - Matt Strobel, Psy.D. Large Group Special Topic Discussion Week 8 - October 28 th Reading: Ch. 9 - Physical, Cognitive, and Identity Development in Adolescence Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28, Week 9 - November 4 th Reading: Ch The Social World of Adolescence Crick, N.R., & Grotpeter, J.K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, Article Project Proposal DUE Midterm Exam Review Week 10 - November 11 th Midterm Exam Final project proposals returned 3

4 Week 11 - November 18 th Reading: Ch. 11 Physical and Cognitive Development in Young Adulthood Ch. 12 Socioemotional and Vocational Development in Young Adulthood Arnett, J.J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1, Guest Speaker: Working with Adults with Developmental Disabilities George Halliwell, Monmouth Co. ARC Week 12 - November 25 th Reading: Ch. 13 Middle Adulthood: Cognitive, Personality, and Social Development Strauch, B. (2010). The secret life of the grown-up brain. New York: Viking. (Selected chapters TBD) Week 13 - December 2 nd Reading: Ch. 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood Case Study Take-Home distributed to Group B Week 14 - December 9 th Reading: Ch. 15 Gains and Losses in Late Adulthood Melton, L., (2005). Use it, don t lose it. New Scientist, December 17, Case Study Take-Home distributed to Group A Student Presentations of Article Projects Group A Case Study Write-up Due Group B Week 15 - December 16 th Course Wrap-up Student Presentations of Article Projects Group B Case Study Write-up Due Group A 4

5 Week 1 Recommended Reading Lerner, R. M., Theokas, C., & Bobek, D. L. (2005). Concepts and theories of human development. In M. H. Bornstein, & M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed., pp. 3-43). Mahwah, NJ: Erlbaum. Sameroff, A. (2010). Unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, Week 2 Duncan et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), Birney, D. P., Citron-Pousty, J. H., Lutz, & Sternberg, R. J. (2005). The development of cognitive and intellectual abilities. In M. H. Bornstein, & M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed., pp ). Mahwah, NJ: Erlbaum. Bodrova E. & Leong, D. J. (1998). Scaffolding emergent writing in the zone of proximal development. Language, Literacy and Learning, 3 (2), Meaney, M.J. (2010). Epigenetics and the biological definition of gene environment interactions. Child Development, 81, Week 3 Adolph, K. E., & Berger, S. E. (2005). Physical and motor development. In M. H. Bornstein, & M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed., pp ). Mahwah, NJ: Erlbaum. Fearon, R.P., Bakermans-Kranenburg, M.J., van IJzendoorn, M.H., Lapsley, A.M., & Roisman, G.I., (2010) The significance of insecure attachment and disorganization in the development of children's externalizing behavior: A meta-analytic study. Child Development, 81, Week 4 Nokali, N. E., Bachman, H.J., & Votruba-Drzal, E., (2010). Parent Involvement and Children's Academic and Social Development in Elementary School, Child Development, 81,

6 Week 5 Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 68, Toga, A.W., Thompson, P.M., & Sowell, E.R. (2006). Mapping brain maturation. Trends in Neurosciences, 29, Week 6 Kohlberg, L.A. (1984). Essays on moral development: The psychology of moral development. San Francisco: Harper & Row. Week 7 Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J.K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child Development, 81, Week 9 Harter, S., Low, S., & Whitesell, N.R. (2003). What have we learned from Columbine: The impact of the self-system on suicidal and violent ideation among adolescents. Journal of Youth Violence, 2, Week 11 Bartholomew, K., & Horowitz, L. (1991). Attachment styles among young adults: A test of a four category model. Journal of Personality and Social Psychology, 61, Hazen, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, Week 14 Reuter-Lorenz, P.A., & Cappell, K. (2008). Neurocognitive aging and the compensation hypothesis. Current Directions in Psychological Science, 18,

7 Developmental History Assignment Due: October 7th Each student will complete a brief developmental history of a child using the Behavior Assessment System for Children 2 nd Edition (BASC-2), Structured Developmental History (SDH) as a guide. 1. Select a parent to interview who has a child of at least 5-years old. 2. Conduct an interview with the parent using the BASC-2 SDH as a guide. 3. Complete a 3-page reaction to the process of this interview. Consider responding to the following questions or come up with your own: What was the parent s reaction to answering these questions? How did you build rapport to make the parent feel comfortable answering these questions? What questions were difficult for you to ask as an interviewer? Did any questions make you uncomfortable? What areas of development do you need more knowledge about to be able to gather the information you need from parents? Group Discussions The class will be completing more in-depth readings on the topic of working with students with behavioral challenges. The readings will be distributed on 10/7for completion by 10/14. On 10/14 the class will break into small groups to discuss thoughts on the readings. On 10/21 everyone will discuss again as a whole group with the guest speaker participating in the discussion. Completion and participation in the assignment will be part of the class attendance and participation grade. Exam Date: November 11 th Midterm Exam Exam will cover material presented in weeks 1 9, including readings, class lectures, discussions, videos, and guest speaker information Multiple choice and short essay format (Approximately questions) 7

8 Article Proposal Due: November 4 th Brief Presentation: December 9 th or 16 th Final Projects Brief Article Presentation & Visual Aid Article Proposal Select a current article from a leading developmental or school psychology peerreviewed journal. (Instructor can provide guidance on appropriate articles.) Ideally, the article should be about a topic that interests you; consider expanding on a topic we have discussed in class or read about in our texts. Submit a copy of the article and a brief summary of the findings in your own words. Include the APA citation for the article. Also, if you have an idea for the visual aid you are going to use, jot it down on your proposal. Presentation Prepare a brief (10-15 minute) presentation to explain your article and how it links to the developmental topics we have discussed. Gather 3-5 supporting articles to explain or support the topic of your primary article. Consider the following when preparing your presentation: What is the relevance of the research? How does this research link with prior studies/ topics from class? What is the connection to school psychology and how could the findings potentially relate to your work in the future? What are the weaknesses and strengths of the research? What are the future directions for this area of study? Visual Aid Supplement your presentation with a visual aid of some sort. This could be a one-page flyer with implications for parents, educators, or professionals about your topic. It could be a brief power point presentation that could be presented to another audience (think professional development in schools). There are many options for the format. Be creative, yet informative. Include the citations for all the articles you used in APA format somewhere on the visual aid. *Focus on being meaningful and clear in both your presentation and the format of your visual aid. Case Study Write-Ups Due: December 9 th or 16 th On December 2 nd or December 9 th 2 case studies will be provided to you as a one-week take-home exam. You will be expected to read the cases and answer any questions provided by the instructor. Each write-up should be no more than 5-10 pages and should fully consider the questions posed by the instructor. The questions will assist you in considering the case from a developmental perspective. 8

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