Syllabus for Psychology 635
 

Child & Adolescent Development

March. Tuesdays and Thursdays, 5:30 p.m.. to 10 p.m., and last Saturday 8:30 am to 12:30 p.m.

Room: Sacramento, Academic Center











Gauguin “Loulou” from webmuseum
Instructor: Dr Eric Durbrow (pronounced “dew-bro”)
Email: to be given in class.
Phone: to be given in class.
Website: to be announced Tuesday
Help time: By appointment or after class.
Required Textbooks
Davies, D. (1999). Child Development: A Practitioner’s Approach
Gil, E. (1996). Treating abused adolescents
GET THESE IMMEDIATELY AS YOU WILL BE TESTED IN THE SECOND CLASS. One copy of Davies is at the public library.
Catalog Description
This is a seminar focusing on the application of developmental theories and research findings to the clinical practice of assessment, diagnosis and treatment of children and adolescents. All areas of development will be considered and issues surrounding diversity, gender and other contextual considerations will be emphasized; along with differentiating between normal developmental transitions, adjustment reactions to life events/traumas, and deviations in development.
Instructor’s Description
In this course we will review normal development during five developmental periods: infancy (birth to 1), toddlerhood (1 to 3), preschool-age (3-6), late childhood (6-11), and adolescents (11-20). We will review the most common problems that American children encounter during these periods. And we will discuss case examples in child problems and therapy. Your understanding of the reading is assessed by frequent quizzes, your ability to understand case examples is assessed by discussion and role play, and your ability to apply analyze and solve problems is assessed by class essays. There is no midterm, final examination, or research paper. However, the last quiz and class essay are cumulative.
Course Aims and Expected Learning Outcomes
Describe changes during the course of development
Example: describe the course of attachment during infancy and toddlerhood
Evaluate arguments and propose solutions regarding developmental problems
Example: how would one assess and treat sexual abuse in school-age children?
Example: how must treatment for eating disorders be tailored for particular cultural contexts?
Expectations: To do well in this class, students should:
Before class, read the assigned readings
Write notes on readings, lectures, and videos
Attend class and arrive on time and leave on time
Listen to fellow students and instructor
Contribute to class discussions
Check email frequently
Reading Load
You are expected to study 35 to 50 pages per class.
You will be asked to read additional material (i.e., case examples) in class
Class Routine
Assess your understanding of reading by brief quiz (timed: 15 minutes)
Reinforce learning by brief lecture, video, guest speaker, and discussion of case examples
Evaluate problems by 1-page essay (timed: 30 minutes)
Policies
Attendance
University policy specifies that a student who misses three or more classes will not receive a satisfactory grade. To avoid disturbing others and to get the most out of the class time, arrive on time and leave on time. Arriving late or leaving early are equivalents to a “half-absence.” Inform me before class if you cannot reasonably make class because of an emergency.
Incomplete grades
Students must complete two-thirds of the course work to qualify for a grade of incomplete (I). See the General Catalog “Grading System” for additional information about grading.
Technology component
AN EMAIL ACCOUNT IS STRONGLY RECOMMENDED FOR THIS COURSE. If you do not have a computer and Internet access at home you can use the computers at National University or at the public libraries.
Plagiarism
Acts of academic dishonesty are very serious offenses. Please take care to give appropriate credit when you are referring to the work of others. References should be cited using the APA format. Plagiarism of written (intentional or unintentional) and/or research assignments will result in a grade of “F” (0 points) for the assignment. Repeated acts of plagiarism will result in an “F” for the course. For further information on plagiarism consult the General Catalog.
Instructor’s note: I use the strongest allowable penalties to enforce academic honesty.
Research component
Students will apply research theories, methods, and findings to solve problems.  As a result, you will become a more critical evaluator of scientific information and recommendations.
Writing component
Analytical or critical writing is one of the most important skills of your professional life. You will write analytical essays twice weekly. As failure to write clearly and concisely will likely hurt you in your career, clear, legible, concise writing is expected.
Ethics component
You will discuss ethical controversies involving developmental theories. An important skill in this component is the ability to listen well and calmly to the views of others (i.e., tolerance).
Diversity component
Students will examine the cultural context of developmental theories (or lack of consideration for cultural variation)
Assessments
Final Grade
Quizzes (10-point scale, approximately 35% of grade)
These quizzes are designed to review your knowledge of the reading concerning normative development. There will be 8 quizzes. They usually have ten short-answer questions each worth 1 point. You are welcomed to use your own hand-written notes. However, you may not use any other materials or talk with other students. Doing so will result in a failing grade. The last review requires integrating material from class discussion. If you miss a quiz you may make the cumulative quiz count double.
Class activities (10-point scale, approximately 30% of grade)
You will participate in one or two activities during a class. For example, I may ask you to lead a discussion on a case example. Or you may work with a partner to decide on an assessment and treatment plan for a child. There will be 7 to 8 of these activities throughout the course and each are worth 10 points. You cannot make-up these activities.
Class essays (10-point scale, approximately 35% of grade)
Class essays provide the opportunity to analyze and propose solutions to problems. You will have about 30 minutes to carefully craft and write a clear, concise, legible response to a question. You are limited to one page. You can refer to your notes and to peers. To evaluate your responses, I will use a holistic 10-point rating scale. The last essay requires integrating material from the entire course. If you miss a class essay you may simply make the last cumulative essay count double.
Course Schedule (SUBJECT TO CHANGE)
Class 1 Tuesday 5:30 - 10 pm 2 March: Overview and Introduction
Read syllabus
Introductions and exchange email addresses
Survey of your interests, needs, and comments on syllabus
Lecture: Overview of development theories, stages, and attachment
Class 2 Thursday 5:30 - 10 pm 4 March: Risk and Protective Factors
Refinements to syllabus
Quiz on pp. 44-81, pp. 84-85 (39 pages)
Lesson: Review and extension: longitudinal studies
Discussion of case example: Alan
Discussion of case example: Alex
Class Essay
Class 3 Tuesday 5:30 - 10 pm 9 March: Infancy development and problems
Quiz on pp. 117-147, 150-151 (32 pages)
Lecture: Review and extension
Discussion of Case Examples: Julie
Class Essay
Class 4 Thursday 5:30 - 10 pm 11 March: Toddlerhood development and problems
Quiz on pp. 170-202, pp. 206-211 (38 pages)
Lecture: Review and extension
Discussion of case example: Marcel
Video: When the bough breaks
Class Essay
Mid-course feedback
Class 5 Tuesday 5:30 - 10 pm 16 March: Preschool-age development and problems
Quiz on pp. 227-270, 274-280 (50)
Lecture: Review and extension
Discussion of case example: Katy
Guest lecture on foster care
Class Essay
Class 6 Thursday 5:30 - 10 pm 18 March: Late childhood development and problems
Quiz on pp. 293-337, 341-347 (50 pages)
Lecture: Review and extension
Discussion of case example: Michael
Discussion of case example: Stacey
Class Essay
Class 7 Tuesday 5:30 - 10 pm 23 March: Overview of adolescence
Quiz on Gil pp. 23-49, pp. 187-202 (41 pages)
Lecture: Review and extension: cultural and biological perspectives on adolescence
Role play and discussion of case examples
Class Essay
Class 8 Thursday 5:30 - 10 pm 25 March: Adolescent problems and treatment
Quiz on Gil pp. 120-154, (34 pages)
Lecture: Review and extension
Role play and discussion of case examples in chap 6
Class Essay
Class 9 Saturday 8:30 am - 12 pm 27 March: Review
Review Session: Bring your questions!
Cumulative Quiz: Note: This quiz may count double, if you wish, to make-up for a missed essay or low score.
Cumulative Essay: Note: This essay may count double, if you wish, to make-up for a missed essay or low score.