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Social Development

Fall, 2009

The University of Texas at Dallas

Course Syllabus
Social Development

Course Information

Course Number: HCS 6350, Section 001

Term: Fall 2009
Meeting Times: Tuesdays 1:00-3:45 PM, CR 1.508

Contact Information

Professor: Lisa H. Rosen, Ph.D.

Office: GR 4.802
Office Hours: Wednesday 2:30-4:00 PM or by appointment
Telephone: 972-883-4179

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

There are no formal prerequisites for this class.

Course Description

This course provides an advanced survey of current and classical research in social development.
We will review theories, processes, and major topics in infant, child, and adolescent social

Student Learning Objectives/Outcomes

With your active participation, this course will allow you 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 creating a research proposal on one of the major topics
addressed in the course.
6. Demonstrate effective oral communication skills in delivering presentations in class.
Social Development
Fall, 2009

Course Requirements

Discussion Questions (25% of grade). For each assigned reading, students will write a discussion
question. The purpose of these questions is to encourage thoughtful analysis of the material as
well as to structure our course discussion. There are many types of questions that foster good
discussion including questions that critique methods, questions that discuss potential implications
of the research, and questions that suggest connections to other readings.

You should post these questions on eLearning no later than 1 PM on the Monday afternoon before
we meet. I will integrate and organize these questions in preparation for our class discussion. I
will e-mail these questions to you by Tuesday morning to review before class.

Class Presentations (20% of grade). Students will be assigned two articles for which they will be
responsible for leading a class discussion. You should be prepared to describe the following in no
more than 10 minutes:

• Purpose of the study

• General methodology
• Major findings
• Strengths and weaknesses
• Overall evaluation including future directions

Presentation of an article also involves preparing a 1-page handout summarizing the article for
other students. If you would like me to make copies of your summary, please submit your
summary to me by 9 AM on the day of your presentation. You are exempt from writing
discussion questions on the days when you are presenting.

Class Debate (5% of grade). Students will debate Judith Harris' controversial contention that
parenting practices do not matter because genes and peers are the ultimate shapers of adult
personality. Each student will be assigned to one particular side of one of the debate, and we will
establish ground rules for the debates as a group.

Research Proposal (50% of grade). Students will develop a research proposal for an empirical
study related to some aspect of social development. I encourage you to relate this assignment to
your current program of research. The proposal will be due in installments and I will provide you
with detailed feedback along the way. You will also have some class time to work with a writing
partner on your proposal and as a group we will help formulate an analytic plan.

Important dates:
Tuesday, 9/8 Statement of topic due in writing
Tuesday, 9/29 Outline of introduction and method due
Tuesday, 10/6 Introduction and method due
Tuesday, 10/27 Revised introduction and method due
Tuesday, 11/10 Entire proposal due/Oral presentations of the research proposals
Social Development
Fall, 2009

Readings. Readings are available through electronic course reserves. The URL for our class is: Prior to each class meeting, you need
to read all of the assigned selections. Readings for presentations are marked by * on the reading
list that follows. These readings are not required unless you are presenting. Readings may be
modified somewhat depending on the needs and interests of this group.

Course Policies

The following policies, along with your active participation, will help ensure a good class
• Students should be open-minded to new information.
• Students should demonstrate respect and professionalism toward fellow students and the
instructor throughout the course.
• Students may leave the classroom if they feel uncomfortable during any of the class
discussions or films.

Academic Calendar


8/25 Introduction
9/1 Emotional development and
9/8 The self and identity Statement of topic due in writing
9/15 Attachment
9/22 Families and parenting Class Debate
Discussion questions not required
9/29 Parental discipline Writing workshop – bring outline of paper to share
with writing partner
10/6 Peer relationships: Status and Introduction and method due
10/13 Peer relationships: Friendships Statistics workshop – work on results section in
and romance groups
10/20 Aggression, bullying, and
antisocial behavior
10/27 Gender development Revised introduction and method due
Writing workshop – work with your writing partner
on your latest draft
11/3 Ethnicity and ecological
11/10 Presentation of research Entire proposal due/Class Presentations/Fall
proposals Celebration
11/17 Childcare and schools
11/24 Abuse and neglect
12/1 Risk and resilience
* Note: I reserve the right to change these dates for pedagogical reasons.
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Fall, 2009


9/1 Emotional Development and Temperament

Thompson, R. A., & Goodvin, R. (2005). The individual child: Temperament, emotion, self, and
personality. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science (pp. 391-
428). Mahwah, NJ: Lawrence Erlbaum. [read p. 391-410]

Kagan, J. (1989). Temperamental contributions to social behavior. American Psychologist, 44,


Laible, D., Panfile, T., & Makariev, D. (2008). The quality and frequency of mother-toddler
conflict: Links with attachment and temperament. Child Development, 79, 426-443.

*Goldsmith, H. H., Buss, A. H., Plomin, R., Rothbart, M. K., Thomas, A., Chess, S., Hinde, R.
A., & McCall, R. B. (1987). Roundtable: What is temperament? Four approaches. Child
Development, 52, 505-529. [4 presentations]

* Goldsmith approach

* Buss and Plomin approach

* Rothbart approach

* Thomas & Chess approach

9/8 The Self and Identity

Rosen, L. H., & Patterson, M. M. (in press). The self and identity. In M. K. Underwood &
L.H. Rosen (Eds.), Social development. New York: Guilford.

Lewis, M., & Ramsay, D. (2004). Development of self-recognition, personal pronoun use, and
pretend play during the second year. Child Development, 75, 1821-1831.

Montemayor, R., & Eisen, M. (1977). The development of self-conceptions from childhood to
adolescence. Developmental Psychology, 13, 314-319.

Marcia, J. E. (2002). Adolescence, identity, and the Bernardone family. Identity, 2, 199-209.

* Lewis, M., & Carmody, D. P. (2008). Self-representation and brain development.

Developmental Psychology, 44, 1329-1334.

* Harter, S., Waters, P., & Whitesell, N.R. (1998). Relational self-worth: Differences in
perceived worth as a person across interpersonal contexts among adolescents. Child
Development, 69, 756-766.
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Fall, 2009

* Subrahmayam, K., Smahel, D., & Greenfield, P. (2006). Connecting developmental

constructions to the internet: Identity presentation and sexual exploration in online teen
chat rooms. Developmental Psychology, 42, 395-406.

9/15 Attachment

Van den Boom (2001). First attachments: Theory and research. In G. Bremner & A. Fogel
(Eds.), Blackwell handbook of infant development (pp. 296-325). Malden, MA:

Isabella, R. A., & Belsky, J. (1991). Interactional synchrony and the origins of infant-mother
attachment: A replication study. Child Development, 62, 373-384.

Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000). Attachment security
in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71,

Van den Boom (1994). The influence of temperament and mothering on attachment and
exploration: An experimental manipulation of sensitive responsiveness among lower-
class mothers with irritable infants. Child Development, 65, 1457-1477.

*Zeanah, C. H., Smyke, A. T., Koga, S. F., Carlson, E., & the Bucharest Early Intervention
Project Core Group. (2005). Attachment in institutionalized and community children in
Romania. Child Development, 76, 1015-1028.

*Anisfeld, E., Casper, V., Nozye, M., & Cunningham, N. (1990). Does infant carrying promote
attachment? An experimental study of the effects of increased physical contact on the
development of attachment. Child Development, 61, 1617-1627.

*Allen, J. P., Porter, M., McFarland, C., McElhaney, K. B., & Marsh, P. (2007). The relation of
attachment security to adolescents’ paternal and peer relationships, depression, and
externalizing problems. Child Development, 78, 1222-1239.

9/22 Families and Parenting

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

Harris, J. R. (2002). Beyond the nurture assumption: Testing hypotheses about the child’s
environment. In J. G. Borkowski, S. Ramey, & M. Bristol-Power (Eds.), Parenting and
the child’s world: Influences on academic, intellectual, and social-emotional
development (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum. [See also Malcolm Gladwell’s
coverage of the Nurture Assumption available at ]

Galambos, N. L., Barker, E. T., & Almeida, D. M. (2003). Parents do matter: Trajectories of
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Fall, 2009

change in externalizing and internalizing problems in early adolescence. Child

Development, 74, 578-594.

Collins, W. A., Maccoby, E. 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.

9/29 Parental Discipline

Rankin, J. L. (2005). Discipline. In J. Rankin (Ed.), Parenting experts: Their advice, the
research, and getting it right (pp. 117-162). Westport, CT: Praeger.

Grusec, J., & Goodnow, J. (1994). Impact of parental discipline methods on the child's
internalization of values: A reconceptualization of current points of view. Developmental
Psychology, 30, 4-19.

Benjet, C., & Kazdin, A. (2003). Spanking children: The controversies, findings and new
directions. Clinical Psychology Review, 23, 197-224.

Lansford, J., Chang, L., Dodge, K., Malone, P., Oburu, P., Palmerus, K., Bacchini, D.,
Pastorelli, C., Bombi, A., Zelli, A., Tapanya, S., Chaudhary, N., Deater-Deckard,
K., Manke, B., & Quinn, N. (2005). Physical discipline and children's
adjustment: Cultural normativeness as a moderator. Child Development, 76,

*Vittrup, B., Holden, G. W., & Buck, M. J. (2006). Attitudes predict the use of physical
punishment: A prospective study of the emergence of disciplinary practices. Pediatrics,
117, 2055-2064.

*Straus, M .A. & Kaufman Kantor, G. (1994). Corporal punishment by parents: A risk factor
in the epidemiology of depression, suicide, alcohol abuse, child abuse and wife beating.
Adolescence, 29, 543-561.

10/6 Peers: Status and Rejection

Hymel, S., Vaillancourt, T., McDougall, P., & Renshaw, P. D. (2002). Peer acceptance and
rejection in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of
childhood social development (pp. 265-284). Malden, MA: Blackwell.

Brendgen, M., & Vitaro, F. (2008). Peer rejection and physical health problems in early
adolescence. Journal of Developmental & Behavioral Pediatrics, 29, 183-190.

Bagwell, C. L., Coie, J. D., Terry, R. A., & Lochman, J. E. (2000). Peer clique participation and
social status in preadolescence. Merrill-Palmer Quarterly, 46, 280-305.
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Crick, N. R., & Grotpeter, J. K. (1996). Children's treatment by peers: Victims of relational and
overt aggression. Development and Psychopathology, 8, 367-380.

*Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex
and peer-valued characteristics. Aggressive Behavior, 32, 396-408.

*Rosen, L. H., Underwood, M. K., Beron, K. B., Gentsch, J. K., Wharton, M., & Rahdar, E.
(2009). Persistent versus periodic experiences of social victimization: Predictors of
adjustment. Journal of Abnormal Child Psychology, 37, 693-704.

* Storch, E. A., & Masia-Warner, C. (2004). The relationship of peer victimization to social
anxiety and loneliness in adolescent females. Journal of Adolescence, 27, 351-362.

10/13 Peers: Friendship and Romance

Bukowski, W. M., Motzoi, C., & Meyer, F. (2009). Friendship as process, function, and
outcome. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer
interactions, relationships, and groups (pp. 217-231). New York: Guilford.

Hartup, W. W., & Stevens, N. (1999). Friendships and adaptation across the life span. Current
Directions in Psychological Science, 8, 76-79.

Furman, W., & Collins, W. A. (2009). Adolescent romantic relationships and experiences. In K.
H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions,
relationships, and groups (pp. 341-360). New York: Guilford.

Zimmer-Gembeck, M.J., Siebenbruner, J., & Collins, W. A. (2001). Diverse aspects of dating:
Associations with psychosocial functioning from early to middle adolescence. Journal of
Adolescence, 24, 313-336.

*Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of
personal relationships. Child Development, 63, 103-115.

*O’Brien, S. F., & Bierman, K. L. (1988). Conceptions and perceived influence of peer groups:
Interviews with preadolescents and adolescents. Child Development, 59, 1360-1365.

*Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky
decision making in adolescence and adulthood: An experimental study. Developmental
Psychology, 41, 625-635.

10/20 Aggression, Bullying, and Antisocial Behavior

Underwood, M. K. (2003). Social aggression among girls. New York: Guilford. [read chapter 2]
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Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001).
Bullying behaviors among US youth: Prevalence and association with psychosocial
adjustment. Journal of the American Medical Association, 285, 2094-2100.

Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students.
Journal of Adolescent Health, 41, 22-30.

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

Dodge, K.A. (2008). Framing public policy and prevention of chronic violence in American
Youths. American Psychologist, 63, 573-590.

* Tremblay, R. E. (2006). Prevention of youth violence: Why not start at the beginning? Journal
of Abnormal Child Psychology, 34, 481-487.

*Capella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social
Development, 15, 434-459.

10/27 Gender Development

Golombok, S., & Hines, M. (2002). Sex differences in social behavior. In P. K. Smith & C. H.
Hart (Eds.), Blackwell handbook of childhood social development (pp. 117-136). Malden,
MA: Blackwell.

Martin, C. L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on
gender development. Current Directions in Psychological Science, 13, 67-70.

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-

*Zosuls, K. M., Ruble, D. N., Tamis-LeMonda, C. S., Shrout, P. E., Bornstein, M. H., &
Greulich, F. K. (2009). The acquisition of gender labels in infancy: Implications for
gender-typed play. Developmental Psychology, 45, 688-701.

*Leaper, C., & Brown, C. S. (2008). Perceived experiences with sexism among adolescent girls.
Child Development, 79, 685-704.

11/3 Ethnicity and Ecological Context

Coll, C. G., Crnic, K., Lamberty, G., & Wasik, B. H. (1996). An integrative model for the study
of developmental competencies in minority children. Child Development, 67, 1891-1914.
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Hill, N. E. (2006). Disentangling ethnicity, socioeconomic status and parenting: Interactions,

influences, and meaning. Vulnerable Children and Youth Studies, 1, 114-124.

Luthar, S. S. (1999). Poverty and children’s adjustment. Thousand Oaks, CA: Sage. [Read
chapters 4 & 5]

*Luthar, S. S., & Becker, B. E. (2002). Privileged but pressured?: A study of affluent youth.
Child Development, 73, 1593-1610.

* 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.

*Wainright, J. L., Russell, S. T., & Patterson, C. J. (2004). Psychosocial adjustment, school
outcomes, and romantic relationships with same-sex parents. Child Development, 75,

11/17 Childcare and Schools

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

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.

Belsky, J., Vandell, D. Burchinal, M. Clarke-Stewart, K.A., McCartney, K., & Owen, M.
(2007). The NICHD Early Child Care Research Network (2007). Are there long-term
effects of early child care? Child Development, 78, 681-701.

Eccles, J.S. & Roeser, R.W. (2003). Schools as developmental contexts. In G. Adams & M.D.
Berzonsky (Eds.), Blackwell Handbook of Adolescence (pp. 129-148). Malden, MA:

*NICHD Early Child Care Research Network. (2004). Father’s and mother’s parenting behavior
and beliefs as predictors of child social adjustment in the transition to school. Journal of
Family Psychology, 18, 628-638.

*NICHD Early Child Care Research Network. (2005). A day in third grade: A large-scale study
of classroom quality and teacher and student behavior. The Elementary School Journal,
105, 305-323.

*Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment:
Impact of duration, number of activities, and breadth of participation. Applied
Developmental Science, 10, 132-146.
Social Development
Fall, 2009

11/24 Abuse and Neglect

Cicchetti, D. (2004). An odyssey of discovery: Lessons learned through three decades of

research on child maltreatment. American Psychologist, 59, 731-741.

Straus, M. A., & Kaufman Kantor, G. (2005). Definition and measurement of neglectful
behavior: Some principles and guidelines. Child Abuse and Neglect, 29, 19-29.

Watts-English, T., Fortson, B. L., Gibler, N., Hooper, S. R., & De Bellis, M. (2006). The
psychobiology of maltreatment in childhood. Journal of Social Issues, 62, 717-736.

Daro, D., & Cohn-Donnelly, A. (2002). Child abuse prevention: Accomplishments and
Challenges. In J. Myers, L. Berliner, J. Briere, C. T. Hendrix, C. Jenny, & T. Reid (Eds.),
APSAC Handbook on Child Maltreatment (pp. 431-448). Newbury Park, CA: Sage.

12/1 Risk and Resilience

Masten, A. S., & Coatsworth, J. D. (1998) The development of competence in favorable and
unfavorable environments: Lessons from research on successful children. American
Psychologist, 53, 205-220.

Fergusson, D. M., & Horwood, L. J. (2003). Resilience to childhood adversity: Results of a 21-
year study. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context
of childhood adversities (pp. 130-155). New York: Cambridge.

Reynolds, A. J., & Ou, S. (2003). Promoting resilience through early childhood intervention. In
S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood
Adversities (pp. 436-462). New York: Cambridge.
Social Development
Fall, 2009

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