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HCS 6350: Social Development

Course Syllabus–Fall 2008, Tuesdays 1-3:45, Callier Richardson

Instructor Contact Information

Professor: Dr. Margaret Tresch Owen


Office Hours: Thurs. 11:00-12:00 or by appointment
Office: GR 4.826, 972-883-6876
Email: mowen@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions


There are no formal prerequisites for this class, although it is highly recommended that students have taken the
following courses as an undergraduate: Introductory Psychology, Child or Lifespan Development, Research Strategies
or Design and Statistics for Psychology.

Course Description
This course provides a survey of contemporary theories and research on children's social development. It is one of
two required core courses for students in the Developmental Psychology major in the Ph.D. program Psychological
Sciences in the School of Behavioral and Brain Sciences. In keeping with developmental science, the course
organization is more topical, than chronological; that is, we will discuss, for example, gender development one week
and friendships in the following week, rather than discussing infancy in week one, the preschool age period in week 2,
etc. Within topics, however, we’ll discuss what develops, when, and how in the particular developmental domain.

Student Learning Objectives/Outcomes


After completing the course students should be able to
1. Identify and describe key milestones and complexities of social development across infancy, early childhood,
middle childhood, and adolescence.
2. Define and apply major theoretical viewpoints in understanding social development.
3. Critique and apply the research methods used in studying social development.
4. Critically evaluate conclusions derived from published research in social development.
5. Demonstrate effective writing skills in synthesizing and applying research findings on social development.
6. Effectively participate in verbal debate about different perspectives on the influence of parenting and peers.

Required Textbooks and Materials

Shaffer, David R. (2005). Social and Personality Development (5th edition). Wadsworth. This book is available for
purchase at Off-Campus bookstore. Used copies are available on Amazon.

Required readings (listed below by class dates/topics) are from a variety of books and journals. Most assigned
journal articles can be obtained through the electronic databases at the UTD library. Assigned readings not available
through online through the library will be posted on the course’s WebCT site.

Instructions for finding assigned journal articles using UTD library

1. Go to the UTD library website: www.utdallas.edu/library


2. Click “Locate Articles (Databases)” at top of left hand column. (To connect from an off campus computer, you’ll
need your Comet card number.)
3. Click “Behavioral and Brain Sciences” under Databases by Subject.
4. Click Behavioral and Brain Sciences POWERSEARCH.
5. The article is easily found by searching by author’s name and year published. Most will have a pdf file that can be
accessed. Some articles may link to the journal’s website where you will need to locate the article by volume and
issue.

1
Assignments

Course Website: Course announcements, any revisions to assignments or the syllabus, and reading assignments
not available through the UTD library website (see above) will be posted on the WebCT site. You are responsible for
checking this site frequently to remain aware of course announcements, schedules for presentations, etc., and
obtaining readings. You also should check your UTD email frequently (see info below on UTD email policy). Email to
students enrolled in this class will be sent through this service to your UTD address.

Reading & Class participation: Your class attendance and participation in class discussions are critical for mastery
of the material and successful performance in this course. Attendance is required at all classes. The assigned readings
should be completed before each class. The class sessions will consist of both lecture and discussion, so it is
imperative that everyone read and study the assigned readings before class. Class participation (including the
quality of your contributions to discussions) will contribute to your class grade.

Journal Club: The first 15-20 minutes of each class will be devoted to Journal Club. Each student will be responsible
for presenting two journal articles to the class over the course of the semester. In preparation for your class session,
you are to select and read a recent journal report (of your own choosing) from Child Development, Developmental
Psychology, or Journal of Family Psychology. These journals are available in the library and through the databases
noted above. After studying the article, write a brief summary, list two issues that you will raise for discussion with the
class, and think about a new research question that would extend, elaborate, and/or help verify the findings. Your
description of the article can last no longer than 5 minutes. The journal article you choose should be of a study
pertinent to the class session’s general topic. You will turn in the reference for your study (APA style) and your notes.

Exercises: There will be 5 writing assignments designed to help students master the arts of summarizing the essential
components of articles, integrating literature, generating research ideas, and designing studies--skills that should help
build your skills in developing a research project. These will be assigned approximately every 3 weeks throughout the
semester, except for the weeks in which you will take your mid-term exam and when you will be preparing for the class
debate (see below).

Exams: There will be two exams, a mid-term and a final. These will be short essay (1 ½-2 pages each) take-home
exams, comprised of approximately 3-4 questions. Your answers will be due approximately 4-7 days later (dates are
shown on schedule below). The format of these exams may change, depending upon the size of the class.

Class Debate: It is extremely important that graduate students learn to think on their feet and feel comfortable in
verbal debate. In the next to last class session students will debate Judith Harris' controversial contention that
parenting practices don't matter because genes and peers are the ultimate shapers of adult personality. Debate teams
will be formed in the second half of the semester and major points and counterpoints for the debate will be organized
within each team. You will be asked to turn in the informal notes that you prepared for the debate. The debate will last
the entire last class period.

Grading Policy: Course grades will be given on the basis of an average of grades received for each assignment,
weighted as follows: 5% each for exercises 1-5 (total 20%), 10% debate, 10% for journal club presentations, 25% for
each exam, and 10% class participation.

Course & Instructor Policies


Late Assignment Policy: Assignments are due on the designated date at the beginning of class or at 9am for the last
assignment (see schedule below). No late assignments will be accepted unless prior approval is given.
Assignments submitted later than the due date will receive an automatic half-grade reduction for every day that the
assignment is late. No assignment will be accepted more than 2 days past its due date. No extra credit work will be
available.

Schedule of Topics, Readings, Assignments


8/26 Class overview; Classic Theories of Development
Exercise #1 assigned

Shaffer, D. Social and Personality Development. Chp. 2

2
9/2 Developmental Methodology and Analysis
Exercise #1 due

Shaffer (chp. 1 pp. 14-34)

Hartmann, D.P., Pelzel, K.E. (2005). Design, measurement, and analysis in developmental research. In Bornstein, M.
H., & Lamb, M. E. (Eds.), Developmental science: An advanced textbook (5th ed.). Mahwah, NJ: Lawrence Erlbaum
Associates. (only pp. 103-133)

9/9 Attachment: Ontogeny and Individual Differences


Exercise #2 assigned

Shaffer (pp. 66-71, Chp 4 through p. 121, Chapter 5 through p. 147)

Cassidy, J. (1999). The nature of the child’s ties. In J. Cassidy & P.R. Shaver (Eds.), Handbook of attachment theory
and research. (pp. 3-20). New York: Guilford.

Ainsworth, M.D.S. (1967). Patterns of attachment behavior. Infancy in Uganda: Infant care and the growth of love.
Oxford, England: Johns Hopkins.

NICHD Early Child Care Research Network. (2001). Child care and family predictors of preschool attachment and
stability from infancy. Developmental Psychology, 37, 847-862.

9/16 Attachment II: Attachment and Later Development

Shaffer (pp. 147-155)

Thompson, R.A. (1999). Early attachment and later development. In J. Cassidy & P.R. Shaver (Eds.), Handbook of
attachment theory and research. (pp. 265-286). New York: Guilford.

NICHD Early Child Care Research Network. (2006). Infant-mother attachment: Risk and protection in relation to
changing maternal caregiving quality over time. Developmental Psychology, 42, 38-58.

Allen, J., & Land, D. (1999). Attachment in adolescence. In J. Cassidy & P.R. Shaver (Eds.), Handbook of attachment
theory and research. (pp. 319-335). New York: Guilford.

Pearson, Cohn, Cowan, & Cowan (1994). Earned- and continuous-security in adult attachment: Relation to depressive
symptomatology and parenting style. Development and Psychopathology, 6, 359-373.

9/23 Biological Models


Exercise #2 due

Shaffer (pp. 72-83 plus the box on 84-85; 122-126).

Scarr, S. & McCartney, K. (1983). How people make their own environments: A theory of genotype Æ environment
effects. Child Development, 54, 424-435.

Harris, J. R. (2002). Beyond the nurture assumption: Testing hypotheses about the child’s environment. In Borkowski,
J.G., Ramey, S.L., & Bristol-Power, M. (Eds.), Parenting and the child’s world: Influences on academic, intellectual,
and social-emotional development (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum.

Sanson, A., Hemphill, S. A, & Smart, D. (2004). Connections between temperament and social development: A review.
Social Development, 13, 142-165.

9/30 Parenting
Exercise #3 assigned

Shaffer (pp. 84-98; 352-362)

Maccoby, E. E., (1992). The role of parents in the socialization of children: A historical overview. Developmental
Psychology, 28, 1006-1017.

3
Parke, R.D. & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In W. Damon (Ed.),
Handbook of child psychology (pp. 464-493). New York: Wiley. READ ONLY pp. 464-480

Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-
496.

Steinberg, L. (2001). We do know some things: Parent-adolescent relations in retrospect and prospect. Journal of
Research on Adolescence, 11, 1-19.

Collins, W., Maccoby, E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on
parenting: The case for nature and nurture. American Psychologist, 55, 218-232.

Collins, W., & Laursen, B. (2004).

10/7 Family systems


Exercise #3 due

Shaffer (pp. 347-351; 373-387).

Parke, R.D. & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In W. Damon (Ed.),
Handbook of child psychology (pp. 464-493). New York: Wiley. READ ONLY pp. 481-493

Cox, M.J. & Paley, B. (1997). Families as systems. Annual Review of Psychology, 48, 243-267.

Coiro, M.J., & Emery, R.E. (1998). Do marriage problems affect fathering more than mothering? A quantitative and
qualitative review. Child & Family Psychology Review, 1, 23-40.

Sturge-Apple, Cummings [TBA]

10/14 Ethnicity and Ecological Context


TAKE-HOME EXAM questions posted on WebCT—DUE 10/20 AT 11AM

Shaffer (pp. 357-374)

Parke, R.D. & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In W. Damon (Ed.),
Handbook of child psychology (pp. 494-532). New York: Wiley.

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

Conger, R.D., Wallace, L.E., Sun, Y., Simons, R.L., McLoyd, V.C., & Brody, G.H. (2002). Economic pressure in African
American families: A replication and extension of the family stress model. Developmental Psychology, 38, 179-193.

Clarke-Stewart, K.A., McCartney, K., Vandell, D.L., Owen, M.T., & Booth, C. (2000). Effects of parental separation
and divorce on very young children. Journal of Family Psychology, 14, 304-326.

10/21 Child Care


Exercise #4 assigned

Vandell, D.L. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50, 387-414.

Burchinal, M.R., Peisner-Feinberg, E., Bryant, D.M., & Clifford, R. (2000). Children’s social and cognitive development
and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity. Applied
Developmental Science, 4, 149-165.

NICHD Early Child Care Research Network. (2003). Does amount of time spent in child care predict socioemotional
adjustment during the transition to kindergarten? Child Development, 74, 976-1005.
Commentaries in the issue:
Newcomb, N. (pp. 1050-1052)
Ahnert & Lamb (pp. 1044-1029)

4
Owen, M.T., Klausli, J.K., Mata-Otero, A., & Caughy, M. (2008). Relationship-focused childcare practices: Quality of
care and child outcomes for children in poverty. Early Education and Development, 19, 302-329.

10/28 Gender [topic may be changed to self regulation and links to academic achievement]
Exercise #4 due

Shaffer (chp. 8)

Martin, C. L., Ruble, D. N., Sxkrybal, J. (2002). Cognitive theories of early gender development, Psychological Bulletin,
128, 903-933.

Maccoby, E. E. (1990). Gender and relationships: A developmental account. American Psychologist, 45, 513-520.

Maccoby, E. E. (1991). Gender and relationships: A reprise. American Psychologist, 46, 538-539.

Thorne, B., & Luria, Z. (1986). Sexuality and gender in children's daily worlds. Social Problems, 33, 176-190.

Thorne, B. (1993). Do girls and boys have different cultures? In B. Thorne (Ed.), Gender play: girls and boys in school.
NJ: Rutgers University Press.

Feiring, C. (1999). Gender identity and the development of romantic relationships in adolescence. In W. Furman, B.B.
Brown, & C. Feiring (eds.), Heartaches and heartthrobs: Adolescent romantic relationships. Cambridge, England:
Cambridge University Press.

11/4 Aggression
Exercise #5 assigned

Shaffer (Chapter 9) READ

Dodge, K.A., & Pettit, G.S. (2003). A biopsychosocial model of the development of chronic conduct problems in
adolescence. Developmental Psychology, 39, 349-371. SKIM for main points.

Dishion, T. J., & Patterson, G. R. (1997). The timing and severity of antisocial behavior: Three hypotheses within an
ecological framework. In D. Stoff, J. Brieling, & J. Maser (Eds.), Handbook of Antisocial Behavior (pp.205–217). New
York: Wiley. READ

Underwood, M. K. (2003). New models of social aggression (chapter 10, pp 231-252). Social aggression among girls.
Guilford Press. SKIM for main points.

11/11 Peers I: Status and rejection [Dr. Buhrmester]


Exercise #5 due

Shaffer (chapter 13, pp. 419-444) READ

Dodge, K. A., Lansford, J. E., Burks, V., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection
and social information-processing factors in the development of aggressive behavior problems in children. Child
Development, 74, 374-393. SKIM for main goals and findings

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association
between aggression and social status. Child Development, 75, 147-163. SKIM for main goals and findings

Juvonen, J., & Gross, E. F. (2005). The rejected and the bullied: Lesson about social misfits from developmental
psychology. In K.D. Williams, J.P Forgas, & W. von Hippel (Eds.) The social outcast: Ostracism, social exclusion,
rejection, and bullying, (pp. 155-170). New York: Psychology Press. SKIM for main goals and findings

Brown, B. B., Mory, M. S., Kinney, D. (1994). Casting adolescent crowds in a relational perspective: Caricature,
channel and context. In R. Montemayor, G. R. Adarns, and T. P. Gullotta (Eds.), Personal relationships during
adolescence. London: Sage. READ

11/18 Peers II: Friendship and Romance [Dr. Buhrmester]

Shaffer (chp. 13, pp. 444-453)


5
Buhrmester, D., & Furman, W. (1986). The changing functions of friendship in childhood: A neo-Sullivanian
perspective. In V. J. Derlega and B. A. Winstead (Eds.), Friendship and social interaction (pp. 43-62). New York:
Springer-Verlag.

Parker, J., & Gottman, J.M. (1989). Social and emotional development in relational context: Friendship interaction from
early childhood to adolescence. In T.J. Berndt and G.W. Ladd (Eds.), Peer relationships in child development (pp. 95-
131). New York: John Wiley. (Focus on conceptual discussions and skim long examples)

Berndt, T.J. (1999). Friends' influence on students' adjustment to school. Special issue: Social influences on school
adjustment: Families, peers, neighborhoods, and culture. Educational Psychologist, 34, 15-28.

Furman, W. (1999). Friends and lovers: The role of peer relationships in adolescent romantic relationships. In W.
Andrew Collins and Bret Laursen (eds.), Relationships as developmental contexts (133-154). Mahwah, NJ, US:
Lawrence Erlbaum Associates, Publishers.

Brown, B. B. (1999). "You're going out with who? Peer group influences on adolescent romantic relationships. In W.
Furman, B.B. Brown, and C. Feiring (Eds.), The development of romantic relationships in adolescence (pp. 291-330).
London, Cambridge University Press.

11/25 Debate

A list of useful references for the debate will be posted on WebCT.

12/2 wrap-up

TAKE-HOME EXAM questions posted on WebCT by 5pm—DUE 12/8 9am

These descriptions and timelines are subject to change at the discretion of the Professor.

Student Conduct & Discipline Scholastic dishonesty includes, but is not limited to, statements,
The University of Texas System and The University of Texas at acts or omissions related to applications for enrollment or the
Dallas have rules and regulations for the orderly and efficient award of a degree, and/or the submission as one’s own work or
conduct of their business. It is the responsibility of each student material that is not one’s own. As a general rule, scholastic
and each student organization to be knowledgeable about the rules dishonesty involves one of the following acts: cheating, plagiarism,
and regulations which govern student conduct and activities. collusion and/or falsifying academic records. Students suspected
General information on student conduct and discipline is contained of academic dishonesty are subject to disciplinary proceedings.
in the UTD publication, A to Z Guide, which is provided to all
registered students each academic year. Plagiarism, especially from the web, from portions of papers for
other classes, and from any other source is unacceptable and will
The University of Texas at Dallas administers student discipline be dealt with under the university’s policy on plagiarism (see
within the procedures of recognized and established due process. general catalog for details). This course will use the resources of
Procedures are defined and described in the Rules and turnitin.com, which searches the web for possible plagiarism and is
Regulations, Board of Regents, The University of Texas System, over 90% effective.
Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
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students in the Office of the Dean of Students, where staff efficiency of communication between faculty/staff and students
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6
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