SOCIAL DEVELOPMENT EDHD 402 (3 CREDITS)

Transcription

1 Kenneth H. Rubin Center for Children, Relationships, and Culture 1108 Benjamin Building Office hours: Monday 2:00-3:00pm Class Meetings: TuTh 11:00am - 12:15pm EDU 2102 SOCIAL DEVELOPMENT EDHD 402 (3 CREDITS) INTRODUCTION: Every student who has paid attention to the first-day lecture of a course on developmental psychology should know at least two things, specifically that development refers to many aspects of human functioning and that it is the result of many processes and experiences. A student who has stayed for a few more lectures will know that developmental psychology faces several unique challenges that distinguish it from other domains of psychology and from other domains of the social, behavioral, and life sciences. This student would know that if developmental psychology is anything, it is complex and multifaceted. Broadly stated, developmental psychology has four goals. The most fundamental goal of developmental psychology is to describe how individuals change from birth until adulthood. This description is complex in at least two ways. One form of complexity derives from the range of phenomena that need to be explained. A description of social development alone needs to include accounts of changes in (a) interpersonal relationships and the social behaviors related to them, (b) emotions, (c) achievement-related behavior and competence, and (d) functioning within the broader social context. A second kind of complexity in descriptions of social development concerns the need to describe the changes in how different aspects of social functioning are inter-related. That is, a full description of social development needs to identify the changes in particular aspects of functioning and it needs to describe the changes in how they are associated with each other. The second challenge is to provide an explanation of how these changes occur. Explanations of change need to include a description of the processes that account for change and of the conditions that make change happen. Typically, explanations of change are found in theories. Beyond defining or identifying constructs that are critical for social development and the relationships between them, theories describe the factors that motivate change. Whereas some theories emphasize external conditions that account for change (e.g. learning theory) and others emphasize internal processes and conditions (e.g.

2 Piagetian theory), most theories emphasize and describe the interaction between internal and external processes and events. A third challenge for the study of social development is to explain individual differences. Even though it is possible to arrive at a general description of social development which specifies what the typical child or adolescent is like at a particular age, there are often wide differences between children of the same age. This variance in social development can be seen in the rate of development, with some children reaching milestones either earlier or later than others, and in differences in the end points of development. For example, some children are more or less aggressive than others, or they show different emotions or skills. The study of social development seeks to explain why and/or how these differences occur. Central to these first three challenges is the fourth challenge, specifically the development of methods for measuring change. Measuring change is not as simple as it might appear. It is complicated by several design and statistical challenges that make the observation of change per se very difficult. For example, simply observing differences between measures made at two different times does not mean that change has been observed unless one can rule out the cohort or generational effects, and statistical artifacts such as regression to the mean. EDHD 402 presents the critical concepts and ideas of the study of child and adolescent social development. The primary goal of the course is for students to learn how psychologists have dealt with the four challenges listed above as they pertain to the study of social development. COURSE OBJECTIVES: Upon satisfactory completion of the course requirements for EDHD 402, students will: 1. demonstrate knowledge of the major theories and methods in the study of social development; 2. demonstrate knowledge of the unique developmental processes that occur in social development from infancy through adolescence; 3. demonstrate the ability to link, conceptually and scientifically, links between early demonstrations of behavior (e.g., temperament in infancy) and later demonstrations of either similar (personality) or conceptually related (e.g., aggression) behaviors. In addition, students will demonstrate knowledge of principles of mediation and moderation in the developmental relations between social developmental constructs. 4. demonstrate the ability to carry out an observational case study using an internationally known taxonomy for the study of social development; 5. recognize the differences between media presentations of core social developmental constructs and research based publications on these same topics (with a primary focus on distinguishing between media presentations and scientific publications of cause-effect relations between various constructs; 6. demonstrate the ability to complete a well-written brief literature review on the topic of peer relationships; 7. be able to identify career paths that require knowledge of social development. COURSE READINGS

3 1. Textbook: R.D. Parke & A. Clarke-Stewart (2011). Social Development. New York: Wiley. 2. Empirical research studies as assigned in the course schedule. COURSE REQUIREMENTS: Each student is expected to: 1. Be an active participant in class discussions and activities (10% of final grade). 2. Complete all reading assignments as per course schedule. 3. Assignment 1. (30% of final grade). Complete an observational project that will address the social development of preschool-age children. For this project, each student will observe two preschoolers at the Center for Young Children, UMCP. The student will learn, in class, an observational taxonomy that is focused on the nature of early social interactions. Each child will be observed, on this taxonomy, for a total of 15 minutes each. The student will then compare the two children s social development based on their classroom lectures and readings. a. Comparisons should focus on the relative frequency of time that each child participated in solitary and group activities (and the types of solitary and group activities). Also, compare the two children on the extent to which they engaged the teacher or other adults in the room; initiated or responded to aggression. b. Speculate as to whether the differences between the children could be explained by maturity (relative age differences); sex differences in social interactive styles; parenting experiences at home; culture. The assignment should include the coding sheets used to collect data. Do not use the real names of the children or any other information that might serve to identify a specific child in the assignment. The assignment should be no longer than 10 pages in length including references (12 point font; one inch margins). The first assignment will be due on October 15 th, 11:00 am. The assignment may be ed prior to the due date. It will not be accepted after the due date. 4. Assignment 2. (20% of final grade). The purpose of this assignment is to explore the similarities and/or differences in the types of parenting advice that parents may receive from different sources. Your first task is to find a piece of parenting advice from the popular press (i.e., magazine, newspaper article, website, etc). This should not prove to be difficult a recent Google search of the term parenting advice yielded over 21 million hits! Your popular press article can be from recent years or historical. After reading the popular press article you selected, you must then find a recent (i.e., last 10 years) empirical research article (i.e., a study with data and results NOT a book chapter or review of several studies with no new findings) published in a

4 refereed Psychology journal. This article should involve research on some aspect of parenting that relates in some way to the content of the popular press article you have chosen. To locate an appropriate research article, use the Psych-Info journal search-engine available at the Library or via the Library Web Page. After reading both articles, prepare a short essay (typed, double-spaced, 12-point font, one-inch margins, MAXIMUM 7 pages). The report should consist of three sections. SECTION 1 (suggest 1-2 pages) Briefly describe and summarize the contents of the popular press article you have chosen. In particular, focus on a specific aspect of parenting advice that can be derived from the article. Also, clarify who exactly was giving the advice, and (if possible): What were their qualifications? Was their advice based on personal experience? If not on what basis were they providing this advice? Who was this advice meant for? etc... ***ATTACH A COPY OF THE FIRST PAGE OF THIS ARTICLE WITH YOUR ASSIGNMENT*** SECTION 2 (suggest 2-3 pages) Link the topic of your research article to the popular press article you have chosen. Describe and summarize the recent research article. Include a description of the research question under investigation, the methodology (subjects, measures), a report of the major findings, and a discussion of the implications. Also, make sure to discuss the specific implications for advice to parents arising out of the findings. *** ATTACH A COPY OF THE ABSTRACT FOR THIS STUDY WITH YOUR PAPER*** SECTION 3 (suggest 2-3 pages) Synthesize, speculate, and integrate and discuss! Compare and contrast the parenting advice conveyed in the popular press and journal article you have read. Why do you think they are they so similar or different? What do you think parents would do after reading both of these articles? You may also speculate as to how various factors (e.g., historical, cultural, societal, religious) may have contributed towards these similarities/differences. The second assignment will be due on November 14, 11:00 am. The assignment may be ed prior to the due date. It will not be accepted after the due date. 5. Final Examination (40% of final grade). PURPOSE: To provide an in-depth examination of a research topic in the area of children s peer relations. You may select any topic you wish related to children s peer relationships but you must have your topic approved by me beforehand ( is the best way to do this or you can ask me before or after class). Topics may be related to any aspect of peer relationships (e.g., friendship, popularity/rejection, peer interaction, cliques/crowds, aggression, bullying, shyness, loneliness, peer pressure, social skills, special populations, interventions, etc.).

5 Your paper should be no more than 10 pages long not including the title page and reference section typed, double-spaced, 12-point font, one-inch margins, and in APA format. Include a reference section with the complete citations of all your cited articles. Your paper should consist of three sections: Section 1 (suggested length: 1-2 pages) Introduce your topic. Give definitions of the key terms. Why is this topic important? What are some of the major issues related to this topic? In this section make sure to clearly specify two or three RESEARCH QUESTIONS that you will be exploring in this assignment. Section 2 (suggested length: 5-6 pages) Give a summary of 5 recent (last 15 years) empirical research articles from psychology journals. Include a description of the research methodologies employed, a discussion of the findings and their implications, and an evaluation of the studies. Focus on the points relevant to your specific topic you will not have space to give all the details about everything! Section 3 (suggested length: 2-3 pages) Discuss your findings. Speculate, synthesize, extrapolate...etc. Relate the results to your specified research questions. Highlight any major flaws or areas of controversy. Discuss the direction that future research might take. In order to achieve a cohesive paper based on only 5 articles, it is essential to select a narrow topic with specific research questions (I can help you focus your topic) and that you present only what is integral to your thesis or argument. The final examination will be due on December 16, 8:00-to-10:00am. The exam may be ed prior to or during the exam period. It will not be accepted after the exam time and date.

6 COURSE SCHEDULE: Topics, reading assignments, exam/assignment due dates Week 1: Week 2: Introduction, course overview (no class on Thursday, 9/5: Rosh Hashanah) Theories and methods in the study of children s social development Reading: Parke & Clarke-Stewart (P&S), chapters 1 and 2. Week 3: Biological and Genetic Foundations Temperament, emotions, and emotion regulation/dysregulation: From tantrums to shyness Reading: P&S, chapters 3& 5 Week 4: Attachment relationships: Learning to love and feel secure Reading: P&S, chapter 4 Week 5: Self and other: Learning about the self and others Reading: P&S, chapter 6 Week 6: The early development of social competence: Exploration, play, and problem solving. Reading: P&S, chapter 8 (Relevant section) Rubin, K.. Bukowski, W. & Parker, J. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.) Handbook of Child Psychology, Volume 3. New York: Wiley. (Relevant section) Week 7 Peers: The wider world of social development Popularity and rejection Reading: P&S, chapter 8 Rubin, K.. Bukowski, W. & Parker, J. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.) Handbook of Child Psychology, Volume 3. New York: Wiley. (Relevant section)

7 The first assignment will be due on October 15 th, 11:00 am. The assignment may be ed prior to the due date. It will not be accepted after the due date. Week 8: Aggression and bullying Reading: P&S, chapter 12 I. Where does bad behavior come from? Intrapersonal origins and causes of aggressive behavior temperament, gender, social information processing. Week 9 Aggression and bullying Reading: P&S, chapter 12 II. Where does bad behavior come from? Family and peer origins Week 10 Social wariness and withdrawal -- Origins, correlates, and consequences Reading: Rubin, K.H., Coplan, R., Bowker, J.C., & Menzer, M. (2011). Social inhibition and withdrawal in childhood. In P.K. Smith & C. Hart (Eds), Handbook of Childhood Social Development (2 nd Edition). New York: Wiley- Blackwell. Week 11 Peers: The significance of friendship Reading: P&S, chapter 8 Rubin, K.. Bukowski, W. & Parker, J. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.) Handbook of Child Psychology, Volume 3. New York: Wiley. (Relevant section) The second assignment will be due on November 14 th, 11:00 am. The assignment may be ed prior to the due date. It will not be accepted after the due date. Week 12 Peer networks, crowds, cliques Greasers, Nerds, Brains, Jocks, Punks, and Barbies Reading: P&S, chapter 8

8 Rubin, K.. Bukowski, W. & Parker, J. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.) Handbook of Child Psychology, Volume 3. New York: Wiley. (Relevant section) Week 13 Morality: Knowing right, doing good Prosocial and altruistic behavior: Helping, caring, and sharing. Reading: P&S, chapter 11 Where does good behavior come from? Intrapersonal and family causes. Week 14 Context, culture, policy and social development Reading: P&S, chapters 13, 14 *****The final examination will be due on December 16, 8:00-to- 10:00am. The exam may be ed prior to or during the exam period. It will not be accepted after the exam time and date.

9 TIPS AND SPECIAL CONSIDERATIONS If you don't know, ask Type everything; Copy everything! Do not turn in your only copy of something. Your task of learning children's social development will be easier if you ask me questions about the readings and lectures, take part in class discussions, suggest alternative viewpoints that supplement or contradict ideas presented in lectures or readings, and try to think like a developmental psychologist by applying course material to your day-to-day life. Inevitably, circumstances arise that make it advisable to deviate slightly from the schedule. Sometimes, students themselves are important in determining this. Some classes gallop along at a fast pace, whereas others move slowly. Some classes develop great interest in one topic, others in another. Expect me to stick by announced deadlines and schedules; At the same time, if I must make a change, expect me to be open to your needs. If a change poses a particular problem for you, let me know, and we'll see if something can be worked out. CLASS POLICIES Academic integrity: The University of Maryland, College Park has a student-administered Honor Code and Honor Pledge. For more information on the Code of Academic Integrity or the Student Honor Council, please visit This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. The code prohibits students from cheating, fabrication, facilitating academic dishonesty, and plagiarism. Instances of this include submitting someone else s work as your own, submitting your own work completed for another class without permission, or failing to properly cite information other than your own (found in journals, books, online, or otherwise). Any form of academic dishonesty will not be tolerated, and any sign of academic dishonesty will be reported to the appropriate University officials. Special needs: If you have a registered disability that will require accommodation, please see the instructor so necessary arrangements can be made. If you have a disability and have not yet registered with the University, please contact Disability Support Services in the Shoemaker Building ( , or TTD) as soon as possible. Religious observances: The University of Maryland policy on religious observances states that students not be penalized in any way for participation in religious observances. Students shall be allowed, whenever possible, to make up academic assignments that are missed due to such absences. However, the must contact the instructor before the absence with a written notification of the projected absence, and arrangements will be made for make-up work or examinations. Course evaluations: As a member of our academic community, students have a number of important responsibilities. One of these responsibilities is to submit course evaluations each term though CourseEvalUM in order to help faculty and administrators improve teaching and learning at Maryland. All information submitted to CourseEvalUM is confidential. Campus will notify you when CourseEvalUM is open for you to complete your evaluations

10 for fall semester courses. Please go directly to the website ( to complete your evaluations. By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations. Missed single class due to illness: Once during a semester, a student s self-authored note will be accepted as an excuse for missing a minor scheduled grading event in a single class session if the note documents the date of the illness, acknowledgement from the student that information provided in the note is correct, and a statement that the student understands that providing false information is a violation of the Code of Student Conduct. Students are expected to attempt to inform the instructor of the illness prior to the date of the missed class.* Major scheduled grading events: Major Scheduled Grading Events (MSGE) are indicated on the syllabus. The conditions for accepting a self-signed note do not apply to these events. Written, signed documentation by a health care professional, or other professional in the case of non-medical reasons (see below) of a University-approved excuse for the student s absence must be supplied. This documentation must include verification of treatment dates and the time period for which the student was unable to meet course requirements. Providers should not include diagnostic information. Without this documentation, opportunities to make up missed assignments or assessments will not be provided. Non-consecutive, medically necessitated absences from multiple class sessions: Students who throughout the semester miss multiple, non-consecutive class sessions due to medical problems must provide written documentation from a health care professional that their attendance on those days was prohibited for medical reasons. Non-medical excused absences: According to University policy, non-medical excused absences for missed assignments or assessments may include illness of a dependent, religious observance, involvement in University activities at the request of University officials, or circumstances that are beyond the control of the student. Students asking for excused absence for any of those reasons must also supply appropriate written documentation of the cause and make every attempt to inform the instructor prior to the date of the missed class. Late Assignments and Make-Up Exams: Assignments will automatically be marked down one letter grade for each weekday that they are late. Makeup exams will be given at the discretion of the instructor, based on written documentation (see above).