Syllabus - 780

Psyc 780 - Applied Developmental Psychology

Course Syllabus - Spring 2004

Dr. Adam Winsler

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Instructor: Adam Winsler, Ph.D. Office: 2023 David King Hall

Phone: 993-1881 Office Hours: Wed 10-11, Thurs 1-2 + by appt.

Email: awinsler@gmu.edu URL: http://classweb.gmu.edu/awinsler

Schedule Tuesdays, 7:20-10:00pm Location: ENT 77

Credit Hours: 3

Prerequisites: PSYC 704, or 3 credits other graduate dev psych and permission of instructor

Course Description & Goals

Applied developmental psychology is an exciting and broad new discipline that is interested in and/or committed to the following:

• Applied, policy-relevant research on contemporary social/societal issues and optimizing human development

• Ecologically-valid, developmental research in natural settings

• Ethics of developmental research

• Prevention and early intervention

• Understanding how research and practice reciprocally influence each other

• Understanding the dynamic boundaries between normal and abnormal development

• Understanding the sociocultural context of development and diversity in all its forms

• Constructing and administering developmental assessments

• Designing and evaluating interventions

• University-community partnerships

• A life span perspective on human development

• Disseminating/communicating developmental research findings to parents, professionals, educators, lawmakers, and agencies

• Analyzing the human and economic costs and benefits of social programs

• Forging coalitions with families, professionals, policy makers, and institutions for the benefit of individuals and society

The GMU catalog description of this course is as follows:

Examines how developmental theory, knowledge base, and methodology can be used to promote the health and welfare of individuals across the lifespan. Topics include contemporary social issues and child development, research in applied settings, developmental assessment and intervention, and program evaluation

Required Reading

Selected Articles (Method of distribution to be decided by class).

Course Requirements, Activities, and Assignments

The activities of this course are designed to provide students with scaffolded learning experiences engaging in the skills and activities required in the cultures of academia and applied developmental practice (i.e. engaging in group discourse, writing scholarly papers, leading discussions, collaborating with others, disseminating research findings...). The course is designed to maximize group discussion and student participation in the learning process. This means that students might be more responsible for both their own learning and for the activities of this course than in other classes.

1) Class Participation. This is an advanced graduate seminar course that requires active discussion and contribution from each member of the class. Each student is expected to have had some (in some cases - extensive) experience with at least some of the issues discussed in the class and the course will be greatly enhanced if we can benefit from each individual student's expertise. Students' participation grade will be based on the a) the quantity and quality of students' verbal participation in both weekly seminars and the online discussion, and b) the quality of students' discussion leading activities. Obviously, if you are not in class (for whatever reason - even good ones), you cannot participate that day and your participation grade will be affected.

2) Reflection Papers. Each week, starting with the second week of class, students will turn in their thoughts and personal reflections on the readings for that week. The goals of this activity are many: 1) to serve as a mechanism for students to process and integrate their reading, 2) to give students an opportunity to think critically and reflectively on the articles, 3) to serve as a base of ideas from which we can start our class discussions each week, and 4) to give students multiple opportunities for feedback on their writing. Reflections are intended to be informal, however, ease/flow of reading, coherence, scholarly depth, and grammar/spelling will be taken into account in their grading. Students will turn in a total of ten of these reflection papers. Thus, students can decide which 3 weeks they will not turn in reflections. Reflection papers must be turned in on the week that the discussed readings are due, and late/make-up papers will not be accepted. Refection papers should be about 3 pages in length and they must be word-processed, double-spaced, single sided, with all margins 1 inch. Students can chose to turn in more than 10 reflection papers if they wish and receive 1-2 extra credit points for each "extra" reflection paper turned in after the required ten. Extra credit points will be added to students’ reflections grade.

3) Discussion Leading. Each student will chose one or more class sessions for which s/he will come prepared to lead the discussion or organize the class activities for that day. Important here is that the person facilitate a real discussion, not give a lecture. Typically, presenting a brief integrative overview/organizational framework of the week's readings combined with bringing good discussion questions and provocative personal reflections will do the trick. Discussion leaders are required to post discussion questions, notes, or other advance materials to the course WebCT site before class by 12:00pm noon on their Tuesday.

4) Mini Applied Project. Students will pick one of the following two projects. This is due on Tuesday, Feb 24th. The topic/content of this assignment must be different from that of the course paper.

- Brochure/Pamphlet. Students may create an information brochure/pamphlet for a lay audience (i.e., parents, teachers, policy makers...) on a topic of concern to the audience that is related to applied child development. The product should include background statistics on the problem/issue, what the audience should know about the topic, what they can do about the problem, referral sources, references, and recommended reading. Content needs to be accurate, appropriate, and research-based.

- OpEd Piece/Letter to the Editor. Students may instead find a recent newspaper or magazine article on a child development topic of their choice and respond to, criticize, and/or offer a different, research-based learned perspective on the issue(s) raised or suggestion(s) for practice made in the article. The response will be in the form of a “letter to the editor” opinion/editorial piece. The response cannot exceed 3 pages.

- 5 extra credit points will be given if either the brochure gets adopted and used by an actual agency, or if the letter to the editor actually gets published by the periodical.

5) Paper. Students in this course will write a paper which will both a) review the research literature on a topic of importance for social policy and b) argue for/propose specific public policy recommendations that are justified given your research review. Students may wish to model their papers after good/relevant SCRD Public Policy Reports such as those we are reading in the course. Papers are first due on Tuesday, March 30. Papers will then be graded and returned, and feedback from the instructor will be given. Students are then required to revise/re-write their paper and resubmit it on the final deadline of Tuesday, April 27 at the beginning of class. Students may work collaboratively with one other student on the paper if they wish and, in fact, they are encouraged to do so. Additional details/guidelines for the course paper will be provided.

6) Oral Presentation. On either the last two weeks of class, the scheduled night for the final exam, or another time toward the end of the course negotiated by the class as a whole, students will give a brief oral presentation to their fellow class members briefly summarizing their course paper, described above.

7) Individual Consultation with Instructor. Before the fourth week of the semester, each student (or group if that be the case) is required to meet briefly with the instructor to discuss the students' plans for and/or rough outline of the paper. This meeting is not designed to be a stressful or evaluative event but simply a structured opportunity for the instructor to help each student get started on the paper and to offer whatever guidance may be needed for students to make progress on the work. Of course, while only this one meeting is required, it is hoped that students will seek additional help from the instructor as needed.

8) Final Activity. At the university-scheduled night for the final exam or another time toward the end of the course negotiated by the class as a whole, students will complete/turn in/engage in some sort of final, cumulative, integrative review, activity/exercise/exam. The nature and format of this final activity will be decided upon and negotiated as a class and determined as soon as possible.

9) Online Discussion. We will be using WebCT to facilitate our discourse both inside and outside of class this semester. Students are encouraged to post questions, issues, problems, suggestions, whatever, as often as they like throughout the semester. This open ended, unmoderated, online discussion can be used to discuss the weekly readings and course content, possible venues for the final activity, or questions/ problems that come up with course assignments.

Materials Available on Reserve

(Johnson Center Library)

1) Examples of good reflection papers, brochures, and course papers.

Course Technology Use

We will use WebCT this semester for four purposes:

The site is located at: http://webct38.gmu.edu/ You log into your own individual MyWebCT account with your mason user name and the last 4 digits of your SSN (or whatever you changed it to) being your password, and from there access the PSYC 780 WebCT page.

1) Course Materials - Various course materials (syllabus, notes on readings, guidelines/grading criteria for assignments…) are/will be available from this site.

2) Online discussion - Discussion of and reflection on course content, inside and outside of class, is critical for sustained student learning and motivation. This semester, students in this course will noT be limited to the discussion which occurs in the classroom. Using GMU’s WebCT platform, students in this course may also participate in electronic discussions in which students type in messages that are stored in a central web location and are accessible for all other students in the course (and the instructor) to read and respond to.

3) Online Grade Checking Mechanism - Students may get an update of their current course grades at any time during the course from the website (24 hours a day, 7 days a week!). Students can see their own grades for all assignments earned to date. The WebCT password that students will designate on their first day of use provides assurance that others cannot access your grades. Students will only see their own grades - not anyone else's and not class distributions. The goal of this service is to give students a mechanism for getting immediate feedback about their progress in the course.

4) Advance posting of discussion-leader materials. Discussion leaders will post their questions/materials here.

Grading Procedures

Students' final grades will be determined as follows:

• Reflection Papers 25%

• Paper 30%

- First Draft 10%

- Final Draft 20%

• Brochure/Letter 15%

• Participation/ Discussion Leading 10%

• Presentation 10%

• Final Activity 10%

Tentative Course Outline

Date

Topic(s)

Reading(s)

Tuesday - Jan 20

Overarching Issues in Applied Developmental Science

- Introduction/Overview of the Course

- Defining Applied Developmental Psychology

- Theoretical Foundations

Tuesday - Jan 27

Overarching Issues in Applied Developmental Science

- Foundations of Applied Developmental Psychology

- Basic and Applied Research

- Science, Policy, & Practice

- Developmental Science and the Media

• Lerner, Fisher, & Weinberg (2000)

• Shonkoff (2000)

• McCall & Groark (2000)

• Horowitz (2000)

• Thompson & Nelson (2001)

Tuesday – Feb 3

Overarching Issues in Applied Developmental Science

- University-Community Partnerships

- Program Evaluation

• Denner et al. (1999)

• McCall et al. (1998

• Posavac & Carey (1992)

• Hauser-Cram et al. (2000)

Tuesday – Feb 10

Overarching Issues in Applied Developmental Science

- Ethical Issues in Applied Developmental Research

• Fisher et al. (2002)

• Thompson (1990)

• Laosa (1990)

• Fisher (1993)

Tuesday – Feb 17

Overarching Issues in Applied Developmental Science

- Culture and Ethnicity

- Minority Child Development

• Göncü (1999)

• Shweder et al. (1998)

• Garcia Coll et al. (1996)

• CNPAAEMI (2000)

Tuesday – Feb 24

Contemporary Social Issues and Child Development

- Poverty

(Brochure/Letter Due)

• McLoyd (1998)

• Brooks-Gunn et al. (1999)

• Leventhal & Brooks-Gunn (2003)

• Levit et al. (1997)

• Morris (2002)

Tuesday – March 2

Contemporary Social Issues and Child Development

- Child Care and Maternal Employment

• Lamb (1994)

• Lamb (1998)

• NICHD Early Child Care Research

Network (2003)

• Johnson et al. (2003)

• Kamerman (2000)

Tuesday – March 9

NO CLASS - Spring Break

Tuesday – March 16

Contemporary Social Issues and Child Development

- School Readiness and the Transition to Kindergarten

• Carlton & Winsler (1999)

• Rimm-Kaufman & Pianta (2000)

• Meisels (1999)

• Zill (1999)

• Stipek (2002)

• Vecchiotti (2003)

Tuesday - Mar 23

Contemporary Social Issues and Child Development

- Marital Conflict, Divorce, Children's Adjustment,

and the Law

• Hetherington et al. (1998)

• Goodman et al. (1998)

• Margolin et al. (2001)

• Turner & Dadds (2001)

Tuesday – March 30

Contemporary Social Issues and Child Development

- Non-Traditional Families

- Stepfamilies

- Adoption

- Gay & Lesbian Parents

(Papers Due)

• Hetherington & Stanley-Hagan

(1998)

• Grotevant & Kohler (1998)

• Goodman et al. (1998)

• Patterson (1997)

• Flaks et al. (1995)

Tuesday - April 6

Contemporary Social Issues and Child Development

- Child Abuse, Memory, & Eyewitness Testimony

• Ceci & Bruck (1993)

• Brainerd & Reyna (1996)

• Koocher et al. (1995)

• Goodman et al. (1998)

• Saywitz & Camparo (1998)

• APA Committee on Professional

Practice and Standards (1999)

Tuesday - April 13

Developmental Assessment and Intervention

- Early Childhood Assessment

- Alternative/Dynamic Assessments

• Johnson & Goldman (1993)

• Meisels & Atkins-Burnett (2000)

• Hirshberg (1996)

• Cicchetti & Wagner (1990)

• Grigorenko & Sternberg (1998)

Tuesday – April 20

Developmental Assessment and Intervention

- Parenting and Parent Education/Training

• Student Presentations

• Kelly & Barnard (2000)

• Osofsky & Thompson (2000)

• Cowan, Powell, & Cowan (1998)

• Brooks-Gunn et al. (2000)

Tuesday – April 27

Developmental Assessment and Intervention

- Developmental Interventions

• Student Presentations

(Final Papers Due)

• Meisels & Shonkoff (2000)

• Werner (2000)

• Ramey & Ramey (1998)

• Brooks-Gunn, J. (2003)

Tuesday – May 11

• Integrative Review Activity – TBA

The Honor Code

Students in this course are expected to behave at all times in a manner consistent with the GMU Honor Code. (http://www.gmu.edu/departments/unilife/honorcode.html) For purposes of clarity, the following guidelines for plagiarism will be used in this course for the writing of the paper:

Plagiarism =

• Copying, word for word, greater than about 25% of a sentence from someone else's work and having the words appear to be your own words. [Note: This is regardless of 1) the type of other person's work (whether or not it was published) and 2) whether or not you have given the person a citation after the text or a reference in the bibliography].

• Using greater than 25% of the words in someone else's sentence by switching around the order of words or phrases and having the words appear to be your own words (same notes apply, as above).

• Paraphrasing someone else's ideas or findings or sentences without giving them a citation and reference.

• Using the same paper for this course which has been (or will be) turned in for another course.

Students are encouraged to collaborate and study together as much as possible throughout the course. For collaborative papers, both students must contribute equally to the project, including relatively equal contributions to the actual writing. Violations of the Honor Code will not be tolerated in this course and will be immediately reported according to GMU procedures.

Accommodation for Students with Disabilities

It is the policy of the University and this instructor to make reasonable accommodations for qualified individuals with disabilities. Students who may have special needs because of a physical or learning disability are encouraged to contact the Disability Resource Center ASAP (222 Student Union I) 993-2474 http://www.gmu.edu/student/drc/ Students with disabilities who are in need of accommodation relative to class attendance/arrival, course requirements, or related aspects of course performance and who have already processed the necessary paperwork with Disability Support Services must initiate such a request in writing immediately, and prior to any anticipated need, to the instructor. Such requests will be accommodated within the reasonable constraints of fairness and timeliness with regard to the instructor and the other students enrolled in the course.

Reading List

Week 2 – Foundations of Applied Developmental Psychology

Lerner, R.M., Fisher, C.B., & Weinberg, R.A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Development, 71, 11-20.

Shonkoff, J.P. (2000). Science, policy, and practice: Three cultures in search of a shared mission. Child Development, 71, 181-187.

McCall, R. B., & Groark, C.J. (2000). The future of applied child development research and public policy. Child Development, 71, 197-204.

Horowitz, F.D. (2000). Child development and the PITS: Simple questions, complex answers, and developmental theory. Child Development, 71, 1-10.

Thompson, R.A., & Nelson, C.A. (2001). Developmental science and the media: Early brain development. American Psychologist, 56, 5-15.

Week 3 - University-Community Partnerships and Program Evaluation

Denner, J., Cooper, C.R., Lopez, E.M., & Dunbar, N. (1999). Beyond “giving science away”: How university-community partnerships inform youth programs, research, and policy. SRCD Social Policy Report, 13(1), 1-17.

McCall, R., Green, B.L., Strauss, M.S., & Groark, C. (1998). Issues in community-based research and program evaluation. In W. Damon (Ed.) I.E.Sigel & A. Renninger (Vol. Eds.), Handbook of child psychology - 5th Edition - Volume 4: Child psychology in practice (pp. 955-997). New York: Wiley & Sons.

Posavac, E.J., & Carey, R.G. (1992). Program evaluation: Methods and case studies. (4^th ed.). Englewood Cliffs, NJ: Prentice Hall. (Chapter 2 – “Planning an Evaluation” – pp. 23-41)

Hauser-Cram, P., Warfield, M.E., Upshur, C.U., & Weisner, T.S. (2000). An expanded view of program evaluation in early childhood intervetion. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 487-509). New York: Cambridge University Press.

Week 4 - Ethical Issues in Applied Developmental Science

Fisher, C.B., Hoagwood, K. Boyce, C., Duster, T., Frank, D.A., Grisso, T., Levine, R.J., Macklin, R., Spencer, M.B., Takanishi, R., Trimble, J.E., & Zayas, L.H. (2002). Research ethics for mental health science involving ethnic minority children and youths. American Psychologist, 57, 1024-1040.

Thompson, R.A. (1990). Vulnerability in research: A developmental perspective on research risk. Child Development, 61, 1-16.

Laosa, L.M. (1990). Population generalizability, cultural sensitivity, and ethical dilemmas. In C.B. Fisher & W.W Tryon (Eds.), Ethics in applied developmental psychology: Emerging issues in an emerging field (pp. 227-251). Norwood, NJ: Ablex.

Fisher, C.B. (1993). Integrating science and ethics in research with high-risk children and youth. SRCD Social Policy Report, 7(4), 1-26.

Week 5 - Culture, Ethnicity, & Minority Child Development

Göncü, A. (1999). Children’s and researchers’ engagement in the world. In A. Göncü (Ed.), Children’s engagement in the world: Sociocultural perspectives (pp. 3-22). New York: Cambridge University Press.

Shweder, R.A., Goodnow, J., Hatano, G., LeVine, R.A., Markus, H., & Miller, P. (1998). The cultural psychology of development: One mind, many mentalities. In W. Damon (Ed.). R.L. Lerner (Vol. Ed.), Handbook of child psychology - 5th Edition - Volume 1: Theoretical models of human development (pp. 865-937). New York: Wiley & Sons.

Garcia Coll, C., Lamberty, G., Jenkins, R., McAdoo, H.P., Crnic, K., Wasik, B.H., & Vázguez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891-1914.

Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. (2000). Guidelines for research in ethnic minority communities. Washington, DC: Author.

Week 6 – Poverty

McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Brooks-Gunn, J., Britto, P.R., & Brady, C. (1999). Struggling to make ends meet: Poverty and child development. In M.E. Lamb (Ed.). Parenting and child development in "nontraditional" families (pp. 279-304). Mahwah, NJ: Erlbaum.

Leventhal, T., & Brooks-Gunn, J. (2003). Moving on up: Neighborhood effects on children and families. In M.H. Bornstein & R.H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 209-230). Mahwah, NJ: Erlbaum.

Levit, E.M., Terman, D.L., & Behrman, R.E. (1997). Children and poverty: Analysis and recommendations. The Future of Children, 7 (2), 4-24.

Morris, P.A. (2002). The effects of welfare reform policies on children. SRCD Social Policy Report, 16 (1), 1-18.

Week 7 - Child Care

Lamb, M. (1994). Infant care practices and the application of knowledge. In C.B Fisher & R.M. Lerner (Eds.), Applied developmental psychology (pp. 23-45). New York: McGraw-Hill.

Lamb, M.E. (1998). Nonparental child care: Context, quality, correlates, and consequences. In W. Damon (Ed.) I.E.Sigel & A. Renninger (Vol. Eds.), Handbook of child psychology - 5th Edition - Volume 4: Child psychology in practice (pp. 73-134). New York: Wiley & Sons.

NICHD Early Child Care Research Network. (1999). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74, 976-1005.

Johnson, D., Jaeger, E., Randolph, S.M., Cauce, A.M., Ward, J., & NICHD Early Child Care Research Networw. (2003). Studying the effects of early child care experiences on the development of children of color in the United States: Toward a more inclusive research agenda. Child Development, 74, 1227-1244.

Kamerman, S.B. (2000). Parental leave policies: An essential ingredient in early childhood education and care policies. SRCD Social Policy Report, 14 (2), 1-15.

Week 8 - School Readiness and the Transition to Kindergarten

Carlton, M.P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338-352.

Rimm-Kaufman, S.E., & Pianta, R.C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.

Meisels, S.J. (1999). Assessing readiness. In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore, MD: Paul Brookes.

Zill, N. (1999). Promoting educational equity and excellence in kindergarten. In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 67-105). Baltimore, MD: Paul Brookes.

Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. SRCD Social Policy Report, 16 (2), 1-16.

Vecchiotti, S. (2003). Kindergarten: An overlooked educational policy priority. SRCD Social Policy Report, 17 (2), 1-19.

Week 9 - Marital Conflict, Divorce, Children's Adjustment, and the Law

Hetherington, E.M., Bridges, M., & Insabella, G.M. (1998). What matters? What does not? Five perspectives on the association between marital transitions and children’s adjustment. American Psychologist, 53, 167-184.

Goodman, G.S., Emery, R., & Haugaard, J.J. (1998). Developmental psychology and law: Divorce, child maltreatment, foster care, and adoption. In W. Damon (Ed.) I.E.Sigel & A. Renninger (Vol. Eds.), Handbook of child psychology - 5th Edition - Volume 4: Child psychology in practice (pp. 775-874). New York: Wiley & Sons. – (Only from p. 775-797)

Margolin, G., Oliver, P.H., & Medina, A.M. (2001). Conceptual issues in understanding the relation between interparental conflict and child adjustment: Integrating developmental psychopathology and risk/resilience perspectives. In J.H. Grych & F.D. Fincham (Eds.), Interparental conflict and child development (pp. 9-38). New York: Cambridge University Press.

Turner, C.M., & Dadds, M.R. (2001). Clinical prevention and remediation of child adjustment problems. In J.H. Grych & F.D. Fincham (Eds.), Interparental conflict and child development (pp. 387-416). New York: Cambridge University Press.

Week 10 - Non-Traditional Families (Stepfamilies, Gay & Lesbian, Adoptive)

Hetherington, E.M., & Stanley-Hagan, M.M. (1998). Stepfamilies. In M. Lamb (Ed.), Parenting and child development in “nontraditional” families (pp. 137-159). Mahwah, NJ: Erlbaum.

Grotevant, H.D., & Kohler, J.K. (1998). Adoptive families. In M. Lamb (Ed.), Parenting and child development in “nontraditional” families (pp. 161-190). Mahwah, NJ: Erlbaum.

Patterson, C.J. (1997). Children of lesbian and gay parents. Advances in Clinical Child Psychology, 19, 235-282.

Flaks, D.K., Ficher, I., Masterpasqua, F., & Joseph, G. (1995). Lesbians choosing motherhood: A comparative study of lesbian and heterosexual parents and their children. Developmental Psychology, 31, 105-114.

Week 11 - Abuse, Memory, and Testimony

Ceci, S.J., & Bruck M. (1993). Child witnesses: Translating research into policy. SRCD Social Policy Report, 7(3), 1-30.

Brainerd, C.J., & Reyna, V.F. (1996). Mere memory testing creates false memories in children. Developmental Psychology, 32, 467-478.

Koocher, G.P., Goodman, G.S., White, C.S., Friedrich, W.N., Sivan, A.B., & Reynolds, C.R. (1995). Psychological science and the use of anatomically detailed dolls in child sexual-abuse assessments. Psychological Bulletin, 118, 199-222.

Saywitz, K., & Camparo, L. (1998). Interviewing child witnesses: A developmental perspective. Child Abuse & Neglect, 22, 825-843.

APA Committee on Professional Practice and Standards. (1999). Guidelines for psychological evaluations in child protection matters. American Psychologist, 54, 586-593.

Week 12 - Developmental Assessment

Johnson, J.H., & Goldman, J. (1993). Approaches to developmental assessment. Advances in Clinical Child Psychology, 15, 243-274.

Meisels, S.J., & Atkins-Burnett, S. (2000). The elements of early childhood assessment. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 231-257). New York: Cambridge University Press.

Hirshberg, L.M. (1996). History-making, not history-taking: Clinical interviews with infants and their families. In S.J. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp 85-124). Washington, DC: Zero to Three.

Cicchetti, D., & Wagner, S. (1990). Alternative assessment strategies for the evaluation of infants and toddlers: An organizational perspective. In S.J. Meisels & J.P. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 246-277). New York: Cambridge University Press.

Grigorenko, E.L., & Sternberg, R.J. (1998). Dynamic testing. Psychological Bulletin, 124, 75-111.

Week 13 - Parenting and Parent Training

Kelly, J.F., & Barnard, K.E. (2000). Assessment of parent-child interaction: Implications for early intervention. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 258-289). New York: Cambridge University Press.

Osofsky, J.D., & Thompson, D. (2000). Adaptive and maladaptive parenting: Perspectives on risk and protective factors. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 54-75). New York: Cambridge University Press.

Cowan, P.A., Powell, D., & Cowan, C.P. (1998). Parenting interventions: A family systems perspective. In W. Damon (Ed.) I.E.Sigel & A. Renninger (Vol. Eds.), Handbook of child psychology - 5th Edition - Volume 4: Child psychology in practice (pp. 3-72). New York: Wiley & Sons.

Brooks-Gunn, J., Berlin, L.J., & Fuligni, A.S. (2000). Early childhood intervention programs: What about the family? In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 549-577). New York: Cambridge University Press.

Week 14 - Early Childhood Intervention

Meisels, S.J., & Shonkoff, P.J. (2000). Early childhood intervention: A continuing evolution. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 3-31). New York: Cambridge University Press.

Werner, E.E. (2000). Protective factors and individual resilience. In P.J. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention (2^nd Ed.) (pp. 115-132). New York: Cambridge University Press.

Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.

Brooks-Gunn, J. (2003). Do you believe in magic?: What we can expect from early childhood intervention programs. SRCD Social Policy Report, 17 (1), 1-14.

PSYC 780 - Spring 2004 - Student Information

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Name ___________________________________________

SS# ___________________________________________

Degree Program/Year ___________________________________________

Phone Number(s) ___________________________________________

___________________________________________

Email Address ___________________________________________

Previous Developmental ___________________________________________

Psych Courses

__________________________________________

___________________________________________

Relevant Applied ___________________________________________

Background/Experience

___________________________________________