Psyc 780 - Applied Developmental Psychology
Course Syllabus - Spring 2007
Dr. Adam Winsler
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Instructor: Adam Winsler, Ph.D. Office: 2023 David King Hall
Phone: 993-1881 Office Hours: Mon 10:30-11:30, Thurs 11-12, + by appt.
Email: awinsler@gmu.edu URL: http://classweb.gmu.edu/awinsler
Schedule Thursday, 1:30-4:10pm Location: Rob A 106
Credit Hours: 3
Prerequisites: PSYC
666, 669, 704 or 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
1) Lerner,
R.M., Jacobs, F., & Wertlieb, D. (Eds.). Applied developmental science. Thousand Oaks, CA: Sage.
2) Selected articles listed below (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 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 at least one class sessions for which s/he
will come prepared to lead the discussion or organize any special 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 12:00
midnight the night before their Thursday.
4) Mini Applied Project. Students will pick one of the following two projects. This is due on Thursday, March 1. 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 for example 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. This piece could also be self-generated (i.e. not in response to a published article) if desired.
- 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 that 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, APS in the public interest pieces, or Future of Children policy pieces such as those we are reading in the course. Papers are first due on Thursday, March 29. 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 Thursday, May 3 at the beginning of class. Students may work collaboratively with one other student on the paper if they wish and, in fact, they are strongly 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, un-moderated, online discussion will 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. Student will post discussion questions and materials for the day they are doing the discussion leading.
Materials Available on Reserve
(Johnson Center
Library)
1) Examples of good reflection papers, brochures, and course papers are available for review either on reserve if you prefer or informally from Dr. Winsler.
Course Technology Use
We will use WebCT this semester for four purposes:
The course website is located
at: http://webct41.gmu.edu
You will log into this with your own individual MyWebCT account, and
from there access the Psyc 780 WebCT page. To do this, simply enter the URL
above in any browser, log in with your mason username and with your password
(either the 2-digit month and 2-digit day of birth that you started with or
whatever you changed your password to already).
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 by midnight the night before their day to be discussion leader.
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
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|
Date |
Topic(s) |
Reading(s) |
|
Thursday - Jan 25 |
Overarching Issues
in Applied Developmental Science - Introduction/Overview of the Course - Theoretical Foundations |
|
|
Thursday – Feb 1 |
Overarching Issues in Applied Developmental Science - Foundations of Applied Developmental Psychology - Basic and Applied Research - Science, Policy, & Practice - Developmental Science and the Media |
• Lerner, Wertlieb, & Jacobs (2005) • Lerner, Fisher, & Weinberg (2000) • Shonkoff (2000) • McCall & Groark (2000) • Horowitz (2000) • Thompson & Nelson (2001) |
|
Thursday – Feb 8 |
Overarching Issues in Applied Developmental Science - University-Community Partnerships - Program Evaluation |
• Denner et al. (1999) • McCall et al. (1998 • Harper et al. (2004) • McCartney & Weiss (2007) |
|
Thursday – Feb 15 |
Overarching Issues in Applied Developmental Science - Ethical Issues in Applied Developmental Research |
• Fisher (1993) • Fisher (2005) • Fisher et al. (2002) • Laosa (1990) |
|
Thursday – Feb 22 |
Overarching Issues in Applied Developmental Science - Culture and Ethnicity - Minority Child Development |
• Göncü (1999) • Shweder et al. (2006) • Garcia Coll et al. (1996) • Quintana et al. (2006) |
|
Thursday – Mar 1 |
Contemporary Social Issues and Child Development (Brochure/Letter Due) |
• McLoyd (1998) • Leventhal & Brooks-Gunn (2003) • Levit et al. (1997) • Morris et al. (2005) • Gershoff, Aber, &
Raver (2005) |
|
Thursday – Mar 8 |
Contemporary Social Issues and Child Development - Early Childhood and Developmental Interventions |
• Meisels & Shonkoff (2000) • Ramey & Ramey (1998) • Eckenrode et al. (2005) • Brooks-Gunn, J. (2003) |
|
Thursday – Mar 15 |
NO CLASS – Spring Break |
|
|
Thursday – Mar 22 |
Overarching Issues in Applied Developmental Science - Social Policy, Research Methods, and Child Development |
• Phillips & Styfco
(2007) • Love et al. (2007) • Cappizano & Stagner (2005) • Romich (2006) • Mahoney &
Zigler (2006) + comm |
|
Thursday – Mar 29 (SRCD re-schedule) |
Contemporary Social Issues and Child Development - Marital Conflict, Divorce, Children's Adjustment, and the Law (Papers Due) |
• Hetherington et al. (1998) • Margolin et al. (2001) • Goodman et al. (1998) • Emery, Otto, & O’Donohue (2005) • Turner & Dadds (2001) |
|
Thursday – April 12 |
Contemporary Social Issues and Child Development - Child Abuse, Memory, & Eyewitness Testimony |
• Bruck, Ceci, & Prinicipe (2006) • Brainerd & Reyna (1996) • Koocher et al. (1995) • Goodman et al. (1998) • Saywitz & Camparo (1998) |
|
Thursday – April 5 |
Contemporary Social Issues and Child Development - Different Types of Families - Stepfamilies - Adoption - Gay & Lesbian Parents |
• Hetherington &
Stanley-Hagan (1998) • Grotevant & Kohler
(1998) • Goodman et al. (1998) • Patterson (1997) • Patterson (2006) |
|
Thursday - April 19 |
Contemporary Social Issues and Child Development - - Maltreatment, Foster Care, Juvenile Justice, and Child Welfare |
• Cicchetti & Toth (2006) • Schwartz (2005) • McCroskey (2005) • Pinderhughes et al. (2007) |
|
Thursday – April 26 |
Developmental Assessment and Intervention - Early Childhood Assessment - Alternative/Dynamic Assessments • Student Presentations |
• Johnson & Goldman (1993) • Meisels & Atkins-Burnett (2000) • Cicchetti & Wagner (1990) • Grigorenko & Sternberg (1998) |
|
Thursday – May 3 |
Developmental Assessment and Intervention - Parenting and Parent Education/Training • Student Presentations (Final Papers Due) |
• Bornstein (2006) • Kelly & Barnard (2000) • Brooks-Gunn et al. (2000) • Lamb, Chuang, & Cabrera (2005) • Bornstein (2005) |
|
Thursday – May 15 1:30-4:00 or TBA |
• 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/ All academic accommodations must be arranged through that
office. 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., Wertlieb, D., & Jacobs, F. (2005).
Historical and theoretical bases of applied developmental science. In R.M.
Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp. 3-29). Thousand Oaks, CA: Sage.
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.
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.
Harper, G.W., Bangi, A.K., Contreras, R. Pedraza, A.,
Tolliver, M., & Vess, L. (2004). Diverse phases of collaboration: Working
together to improve community-based HIV interventions for adolescents. American Journal of Community Psychology, 33,
193-204.
McCartney, K., & Weiss, H.B. (2007). Data for a democracy: The evolving role of evaluation in policy and program development. In L. Aber, S.J. Bishop-Josef, S.M. Jones, K.T McLearn, & D.A. Phillips (Eds.), Child development and social policy: Knowledge for action (pp. 59-76). Washington, DC: American Psychological Association.
Fisher, C.B. (1993). Integrating science and ethics in
research with high-risk children and youth. SRCD
Social Policy Report, 7(4), 1-26.
*Fisher, C.B. (2005). Participant consultation:
Ethical insights into parental permissions and confidentiality procedures for
policy-relevant research with youth. In R.M. Lerner, F. Jacobs, & D.
Wertlieb (Eds.), Applied developmental
science (pp. 113-138). Thousand Oaks, CA: Sage.
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.
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.
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. (2006). The cultural psychology of development:
One mind, many mentalities. In W. Damon & R.M., Lerner (Eds.) Handbook of child psychology (6th Edition, Vol. 1) (pp.
716-792). Hoboken, NJ: John 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.
Quintana, S.M., Aboud, F.E., Chao, R.K.,
Contreras-Grau, J., Cross, W.E., Hudley, C. et al. (2006). Race, ethnicity, and
culture in child development: Contemporary research and future directions. Child Development, 77, 1129-1141.
McLoyd, V. (1998). Socioeconomic disadvantage and
child development. American Psychologist,
53, 185-204.
Leventhal, T., & Brooks-Gunn, J. (2003). Children
and youth in neighborhood contexts. Current
Directions in Psychological Science, 12 (1), 27-31.
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., Gennetian, L.A., & Duncan, G.J.
(2005). Effects of welfare and employment policies on young children: New
findings on policy experiments conducted in the early 1990s. SRCD Social Policy Report, 169(2), 1-17.
*Gershoff, E.T., Aber, J.L., & Raver, C.C. (2005).
Child poverty in the United States: An evidence-based conceptual framework for
programs and policies. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp.
269-324). Thousand Oaks, CA: Sage.
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 (2nd Ed.) (pp. 3-31). New York: Cambridge
University Press.
Ramey, C.T., & Ramey, S.L. (1998). Early
intervention and early experience. American
Psychologist, 53, 109-120.
*Eckenrode, J., Izzo, C., & Campa-Muller, M.
(2005). In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp.
401-435). Thousand Oaks, CA: Sage.
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.
Phillips, D.A., & Styfco, S.J. (2007). Child development research and public policy: Triumphs and setbacks on the way to maturity. In L. Aber, S.J. Bishop-Josef, S.M. Jones, K.T McLearn, & D.A. Phillips (Eds.), Child development and social policy: Knowledge for action (pp. 11-27). Washington, DC: American Psychological Association.
Love, J.M., Chazan-Cohen, R., & Raikes, H. (2007). Forty years of research knowledge and use: From Head Start to Early Head Start and beyond. In L. Aber, S.J. Bishop-Josef, S.M. Jones, K.T McLearn, & D.A. Phillips (Eds.), Child development and social policy: Knowledge for action (pp. 79-95). Washington, DC: American Psychological Association.
*Cappizano, J., & Stagner, M. (2005). The role of
federal and state governments in child and family issues: An analysis of three
policy areas. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp.
249-268). Thousand Oaks, CA: Sage.
Romich, J. (2006). Randomized social policy experiments and
research on child development. Journal of
Applied Developmental Psychology, 27, 136-150.
Mahoney, J.L., & Zigler, E.F. (2006),
Translating science to policy under the No Child Left Behind Act of 2001:
Lessons from the national evaluation of the 21st-Century Community Learning
Centers. Journal of Applied Developmental
Psychology, 27, 282-294.
Dynarski, M. (2006). Advancing the use of
scientifically based research in forming policy: A response to Mahoney and
Zigler. Journal of Applied Developmental
Psychology, 27, 295-297.
Mahoney, J.L., & Zigler, E.F. (2006),
Translating science to policy: Response to Dynarski. Journal of Applied Developmental Psychology, 27, 298-299.
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.
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.
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)
Emery, R.E., Otto, R.K., & O’Donohue, W.T. (2005).
A critical assessment of child custody evaluations: Limited science and a
flawed system. Psychological Science in
the Public Interest, 6(1), 1-29.
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.
Bruck, M., Ceci, S.J., & Prinicipe, G. (2006). The child and the law. In W. Damon & R.M., Lerner (Eds.) Handbook of child psychology (6th Edition, Vo. 4) (pp. 776-816). Hoboken, NJ: John Wiley & Sons.
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.
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. 797-828)
Saywitz, K., & Camparo, L. (1998). Interviewing child
witnesses: A developmental perspective. Child
Abuse & Neglect, 22, 825-843.
Week 11 – Different Types of 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.
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. 828-852)
Patterson, C.J. (1997). Children of lesbian and gay
parents. Advances in Clinical Child
Psychology, 19, 235-282.
Patterson, C.J. (2006). Children of lesbian and gay
parents. Current Directions in
Psychological Science, 15 (5), 241-244.
Cicchetti, D., & Toth, S. (2006). Developmental
psychopathology and preventive intervention. In W. Damon & R.M., Lerner
(Eds.) Handbook of child psychology (6th Edition, Vo. 4) (pp. 497-547).
Hoboken, NJ: John Wiley & Sons.
*Schwartz, R.G. (2005). Juvenile justice and positive
youth development. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp.
353-375). Thousand Oaks, CA: Sage.
*McCroskey, J. (2005). Child welfare: Controversies
and possibilities. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Applied developmental science (pp.
455-477). Thousand Oaks, CA: Sage.
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PSYC 780 - Spring 2007 - Student
Information
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Name ___________________________________________
G# ___________________________________________
Degree Program/Year ___________________________________________
Phone Number(s) ___________________________________________
___________________________________________
Email Address ___________________________________________
Previous Developmental ___________________________________________
Psych Courses
__________________________________________
___________________________________________
Relevant Applied ___________________________________________
Background/Experience
___________________________________________
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