ࡱ>  @ bjbj ,\8Nt\Th*+,<S, SSSSSSS$UROXT9;'+;;T OTHHH;SH;SHHrdPT@Q Vwv?|PSeT0TPz#YE#Y@Q@Q#YRs,\/fH52!4ns,s,s,TTd1HXPSYC 669: Social and Emotional Development Course Objectives In this course, we will examine significant issues in social and emotional development. This course is designed to give the student a thorough grounding in developmental theories describing childrens (1) abilities to interact and form relationships with others; and (2) their emotional lives. Empirical results from eclectic theoretical and methodological perspectives also will be emphasized. In class and in our writing, well try articulating theories and ideas clearly and concisely, unpacking arguments into their components and analyzing the logic of these parts, integrating the different aspects of development, and generating new ideas based on theory & research. Course Format and Requirements I am determined to hold this class as a true seminar of thinkers. I will be doing some lecturing, particularly on Tuesdays, but, as a seminar, this course is discussion-based and thus reliant on the energies of all the participants. Given this format and the size of the class, it is imperative that everyone come prepared to participate in each class. Readings other than texts will be available on Blackboard. All class members are expected to bring thought paragraphs to each Thursday class; our first task on these days will be to consider each others initial ideas, in a Teaching and Discussion by Request format. We will divide into small groups (which will stay stable through the semester) each class period for about 15 minutes, decide what aspects of the topic for the day each group would like to see discussed by the class and/or reported on by Dr. Denham. In this way, you control the workings of the class. (See last page, Thought Paragraphs). Four short critiques (@ 4 double-spaced typed pages each), based on the readings, will be due in class during the semester. These papers are a means of enhancing our discussion, by ensuring that approximately half of us will be extremely prepared to discuss the issues for that class. Papers should focus on selected issues from the weeks readings that are of interest to the student and should demonstrate the four skills described above (see last page, Thought Paragraphs, for one template with which to organize these papers). I will read and grade these papers and my goal will be to return them to you within 1 week. I strongly suggest that the writing of these papers be spaced out through the semester; try not to write two weeks in a row, especially early in the semester. Also, these papers must be handed in during the class for which they were written. A research grant proposal will be developed throughout the semester. The proposed research should address a carefully delineated question reflecting your knowledge about issues in social, emotional, and/or emotional development. Ideally, the chosen topic will have its origins in the readings and/or class discussion, but the final package will be a unique creation based on the required readings, plenty of additional reading, and the authors particular interests, skills, knowledge base, and personal flair. The proposal should be written in NIH grant proposal format. In either case the following should be included: (a) the aims of the proposed research; (b) a relevant literature review; (c) the significance of the proposed research; (d) a clear and detailed method section; (e) a brief results section that reiterates the hypotheses and tells how the data will be analyzed; and (f) a human subjects ethics assurance. Proposal packets from NIH are available on the web, and example proposals may be borrowed from the instructor. These should be complete and thoughtful, but are not expected to be fundable!! Maximum length: 10 single-spaced pages. Brief oral presentations of your ideas (@ 10 minutes) will be made approximately one-third and two-thirds of the way through the semester. The purpose of the presentations are (a) to ensure that you begin and continue to work on your grant proposal; (b) to pick your colleagues brains for their expertise and good ideas, and (c) to help your colleagues develop and improve their ideas. We will also have small group review panels during which we will develop our reviewing and analytical skills, and further contribute to our colleagues work. As is the custom with NIH panels, reviews are due in writing, up to 3 pages in length. Evaluation Class participation 15% Class presentations 10% Critiques 30% Reviewing Grants 5% Grant Proposal Submission 30% Grant Proposal Revision 10% Notes. Readings are to be done by the class period assigned. Grant proposal presentations: March 3 and 5 for topics; and March 31 and April 7 for methodology Grant proposal due: 5/3/09 copies for your group and the professor Grant critique class: 5/12/09, 10:30 1:15 Grant revision due: 5/14/09 by 7pm Points will be subtracted for each day that papers or exams are late. All work is to be done individually and according to the letter and spirit of the George Mason University Honor Code. The last day to add a course is 2/4/09 at 8pm. The last day to drop this course without the deans permission is 2/20/09 at 5pm. If you are a student with a disability and you need academic accommodations, please see me and contact the Disability Resource Center (DRC) at 703-993-2474. All academic accommodations must be arranged through that office. Texts: Smith, P.K., & Hart, C. H. (2002). Childhood social development. Oxford, UK: Blackwell. (SH) Schaffer, H. R. (1998). Making decisions about children. London: Blackwell. (MDAC) Other readings available on Blackboard Date Discussion Topic and Readings________________________________ 1/27/09 Greetings, Introduction, Logistics --- 1/29/09 The Study of Social Development: Theoretical Perspectives SH Introduction by the Editors; Chapter 1 (when beginning a new section in Smith and Hart, please read their introduction as a general rule) Blackboard: Lemerise, E., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 109-118. NO CLASS 1/22/09 but TPS due; Denham at a stats training!! 2/3/09 Theoretical Perspectives and Methodological Issues SH Chapter 4 MDAC pp.1-18, all Part III Blackboard: Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44, 120-126. Howes, C. (1987). Social competence with peers in young children: Developmental sequences. Developmental Review, 7, 252-272.  2/5/09 Biological Foundations SH Chapters 2, 3 MDAC pp 40-70 2/10/09 Biological Foundations SH Chapters 6, 7 Blackboard: Brown, G. L., Mangelsdorf, S. C., Agathen, J. M ., & Ho, M-H. (2008). Young children's psychological selves: Convergence with maternal reports of child personality. Social Development, 17, 161-182 Rothbart, M. K., & Ahadi, S. A. (1994). Temperament and the development of personality. Journal of Abnormal Psychology, 103, 55-66. 2/12/09 Early Social/Emotional Development: Constructing First Relationships SH Chapter 10 MDAC 19-40, 90-111 2/17/09 Early Social/Emotional Development: Constructing First Relationships Blackboard: Frietag, M. K., Belsky, J., Grossmann, K., Grossmann, K. E., & Scheurer-Englisch, H. (1996). Continuity in parent-child relationships from infancy to middle childhood and relations with friendship competence. Child Development, 67, 1437-1454. Laible, D. J., & Thompson, R. A. (1998). Attachment and emotional understanding in preschool children. Developmental Psychology, 34, 1038-1045.  2/19/09 Families, Parents, and Socialization SH Chapters 11 and 12 MDAC pp. 111-121, 210-219 2/24/09 Families, Parents, and Socialization Blackboard: Dix, T. (1991). The affective organization of parenting. Psychological Bulletin, 110, 3-25. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the childs internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4-19.  2/26/09 Families, Parents, and Socialization Blackboard: Deater-Deckard, K. Dodge, K. A, Bates, J. E, & Pettit, G. S. (1996). Physical discipline among African American and European American mothers: Links to children's externalizing behaviors. Developmental Psychology. 32, 1095-1092. Dunn, J., Slomkowski, C., & Beardsall, L. (1994). Sibling relationships through the preschool period to middle childhood and early adolescence. Developmental Psychology, 30, 315-324. Stormshak, E. A., Bierman, K. L, Bruschi, C., Dodge, K. A., Coie, J. D. (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70, 169-182.  3/3/09 Extrafamilial Influences SH Chapters 14, 15, and 17 MDAC pp.121-133, 189-198 ALSO: GRANT PROPOSAL TOPICS ( Discussion of plans, brainstorming Topics & hypotheses  3/5/09 Extrafamilial Influences SH Chapter 18 Blackboard: Booth-LaForce. C.. Oh,.W.. Wonjung, K., Angel. H., Rubin, K. H., Rose-Krasnor, L, & Burgess, K. (2006). Attachment, self-worth, and peer-group functioning in middle childhood. Attachment & Human Development, 8, 309-325. Gifford-Smith, M. E, & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology. 41, 235-284. Gottman, J.M., & Mettetal, G. (1986). Speculations about social and affective development: Friendship and acquaintanceship through adolescence. In J. M. Gottman & J. C. Parker (Eds.) Conversations of friends: Speculations on affective development. (pp. 192-237). New York, NY: Cambridge University Press.  GRANT PROPOSAL TOPICS ( continued Date Discussion Topic and Readings 3/17/09 Targets of Socialization: From Other Control to Self Control; Morality, Altruism, Empathy SH Chapter 23 and 24 Blackboard: Kochanska, G. (2002). Committed compliance, moral self, and internalization: A mediational model. Developmental Psychology 38, 339351. Kochanska, G. Aksan, N., Prisco, T. R., & Adams, E. E. (2008). Mother-child and father-child mutually responsive orientation in the first 2 years and childrens outcomes at preschool age: Mechanisms of influence. Child Development, 79, 30-44. Persson, G. E. B. (2005).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkiyo7BJtq%2bxRa6mtj7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Developmental perspectives on prosocial and aggressive motives in preschoolers' peer interactions." Developmental perspectives on prosocial and aggressive motives in preschoolers' peer interactions. International Journal of Behavioral Development, 29, 80-91.  3/19/09 Targets of Socialization: From Other Control to Self Control; Morality, Altruism, Empathy Blackboard: Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 655-697. Findlay, L. C., Girardi, A., & Coplan, R. J. (2006). Links between empathy, social behavior, and social understanding in early childhool. Early Childhood Research Quarterly, 21, 347-359. Finkenauer, C., Engels, Rutger C. M. E., & Baumeister, R. F. (2005).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkiyo7BJtq%2bxRa6mtD7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control." Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29, 58-69. 3/24/09 Targets of Socialization: Emotional Competence and Social Cognition SH Chapter 16 Blackboard: Eisenberg, N., Cumberland, A, & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241-273 Halberstadt, A., Denham, S.A., & Dunsmore, J. (2001). Affective social competence. Social Development, 10, 79-119. Lunkenheimer, E. S., Shields, A.M., & Cortina, K. S. (2007). Parental emotion coaching and dismissing in family interaction. Social Development, 16, 232-248. Morris, A. S., Silk, J. S., Steinberg, L., Myers, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16, 361-388  3/26/09 Targets of Socialization: Emotional Competence and Social Cognition Blackboard: Cole, P. M., Martin, S. E., & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development. Contreras, J. M, Kerns, K. A, Weimer, B. L., Gentzler, A. L., Tomich, P. L. (2000). Emotion regulation as a mediator of associations between mother-child attachment and peer relationships in middle childhood. Journal of Family Psychology. 14, 111-124. Gilliom, M., Shaw, D. S., Beck, J. E., Schonberg, M. A., & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38, 222-235. 3/31/09 GRANT PROPOSAL ( Discussion of progress: Methodology NO CLASS 4/2/09 but TPs due Denham at SRCD 4/7/09 Targets of Socialization: Aggression and Conflict Blackboard: Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36, 438-448. ALSO GRANT PROPOSAL ( Discussion of progress: Methodology 4/9/09 Targets of Socialization: Aggression and Conflict SH Chapters 27-28 MDAC pp. 70-90 DENHAM ABSENT Due to AERA Meeting sometime this week ____________________________________________________________________________________________________________ 4/14/09 Targets of Socialization: Aggression and Conflict Blackboard: Crick, N. R., Ostrov, J. M., Burr, J. E., Cullerton-Sen, C., Jansen-Yeh, E., & Ralston, P. (2006). A longitudinal study of relational and physical aggression in preschool. Journal of Applied Developmental Psychology, 27, 254-268. Stoolmiller, M (2001).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkivo65Nr6m0Ra6mtT7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Synergistic interaction of child manageability problems and parent-discipline tactics in predicting future growth in externalizing behavior for boys." Synergistic interaction of child manageability problems and parent-discipline tactics in predicting future growth in externalizing behavior for boys. Developmental Psychology, 37, 814-825. Vitaro, F., Brendgen, M., Barker, E. D. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30, 12-19. Woods, S., Wolke, D. (2004).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkiyo69Lsa2vRa6msj7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Direct and relational bullying among primary school children and academic achievement." Direct and relational bullying among primary school children and academic achievement.. Journal of School Psychology, 42, 135-155. 4/16/09 Late Childhood-Adolescence: Family Relationships, Social Cognition, Self System Blackboard: Lieberman, M., Doyle, A-B., & Markiewicz, D. (1999). Developmental patterns in security of attachment to mother and father in late childhood and early adolescence: Associations with peer relations. Child Development, 70, 202-213. Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61, 1104-1111. Date Discussion Topic and Readings 4/21/09 Late Childhood-Adolescence: Family Relationships, Social Cognition, Self System Blackboard:Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents experiences in schools and families. American Psychologist, 48, 90-104. Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African-American and Latino young adolescents. Developmental Psychology, 28, 731-740.  4/23/09 Late Childhood-Adolescence: Peers, Aggression, Morality Blackboard: Espelage, D. L., & Swearer, S. M. (2003).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkixo65RsaqvRa6mtT7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here?" Research on school bullying and victimization: What have we learned and where do we go from here?, School Psychology Review, 32, 365-383. Juvonen J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology 92, 349-359 Loeber, R., & Stouthamer-Loeber, M. (1998). Development of juvenile aggression and violence: Some common misconceptions and controversies. American Psychologist, 53, 242-259.  4/28/09 Atypical development and its relation to socialization: Marital Discord and Divorce, Child Abuse, Adoption; beginning prevention/intervention MDAC pp. 133-178 Blackboard: Davies, P. T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypothesis. Psychological Bulletin, 116, 387-411. Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66, 715-730.  4/30/09 Atypical development and prevention/intervention S&H Chapter 29 Blackboard: Conduct Problems Preventions Research Group. (1999). Initial impact of the fast track prevention trial for behavior problems: I. The high risk sample. Journal of Consulting & Clinical Psychology, 67, 631-647. Conduct Problems Preventions Research Group. (1999). Initial impact of the fast track prevention trial for behavior problems: II. Classroom effects. Journal of Consulting & Clinical Psychology, 67, 648-657. Anderson, A. R., Christenson, S. L., & Sinclair, M. F. (2004).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkiyo69Lsa2vRa6msD7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Check & Connect: The importance of relationships for promoting engagement with school." Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95-113. 5/5/09 Finishing as needed, plus Blackboard: Elias, M. J., Zins, J. E., Graczyk, P. A., et al. (2003).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkixo65RsaqvRa6mrz7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools." Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303-319. Rodkin, P. C., & Hodges, E. V. E. (2003).  HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZLsKuvSrGk63nn5Kx95uXxjL6nrU2tqK5ItZayUrGquEixls5lpOrweezp33vy3%2b2G59q7Ra%2bnr0%2b1qK5IsK%2bkhN%2fk5VXj5KR84LPui%2ffepIzf3btZzJzfhruorkixo65RsaqvRa6mtj7k5fCF3%2bq7fvPi6mzj7vIA&hid=20" \o "Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals." Bullies and Victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384-400. THOUGHT PARAGRAPHS Each seminar partcipant will write up thought paragraphs to be shared with their small groups at the beginning of class, and turned in to the professor at the end of class. These will serve multiple goals to apprise us what each other thought was important in the readings, what was confusing or illogical, where the connections are to other work, and in what new and interesting directions the work leads us. At least at the beginning, we will follow a four-part format, which corresponds to the four kinds of critical thinking we will emphasize in class. These paragraphs can be quite short; they are graded pass/fail only but are absolutely essential for class success. The 1st paragraph should summarize what the big points are for the class meeting. In the readings, you have  the answers, and the goal of this first paragraph is to identify what the questions are (sort of like  Jeopardy "!). You may also want to indicate in a word or two how completely you think the question is answered, and put asterisks by the questions you are most interested in exploring during class time. You are not summarizing the articles for me as much as you are integrating across articles about the important main points). The 2nd paragraph should be devoted to analysis. You have two choices for this paragraph. You can either: (a) find a problem with the research you read, and/or (b) ask a pretty specific question about how something was done. For the first choice, you can analyze whether the goals the research were actually achieved, thus investigating whether the theory and method are walking together hand in hand. Or you can ask whether alternative hypotheses might as easily explain the data. Or you can ask whether cohort effects might reported explain developmental differences; or the particular type of statistical analysis that was used; etc. Also use the second choice when there are statistical analyses, claims, connections that you do not understand. This section can simply point to specifictables or figures, or can ask a specific question (e.g., The authors claim significance for hypothesis 1, but I do not see where they demonstrate this.) or confusion (e.g., I sort of understand multiple regression, but this one leaves me totally in the woods without a match.). The 3rd paragraph focuses on integration. Integration can include connections between or to (a) the readings within a weekly topic, (b) material that we covered earlier during the semester, (c) content from other courses, general readings, etc., and, of course, (d) ones own areas of expertise. The 4th paragraph involves generating ideas for the future. Weaving hypotheses is a lot of fun, and a central skill in psychology. 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