CF 560 
Development II: 
Early Childhood and Latency 
Distance Cohort 2/2008

Anne R. Gearity, PhD
2904 Humboldt Ave S.
Minneapolis, MN 55408
612.825.7200
geari002@umn.edu

 

GRADES

Grades will be weighted approximately as follows:

o   Class attendance and participation—20%

o   Observation—20%/ Spend an hour observing in a normal preschool center and describe how children appear, according to the provided outline

o   Final paper—60%/ Take one area of development (early childhood, “oedipal”/ gender learning, latency) and examine in depth the critical clinical issues that support mastery and adaptation. Consider how core constructs that run throughout development (relational engagement, self awareness, emotion regulation, reflection and interpretation, effortful control etc.) are expressed in this stage.  Use illustrations if possible.

 

REQUIRED TEXTS

Paley, V. (1984).  Boys & girls: Superheroes in the doll corner.  Chicago: University of Chicago Press.

COURSE PLAN:  This class is a continuation of the first development course, and will build on that material.  We will meet for four hours at the first on-site session.

April 27 2008  ON-SITE

Conceptualizing Development

Emde, R. N. (1988).  Development terminable and interminable, I: Innate and motivational factors from infancy. International Journal of Psychoanalysis 69: 23-42. PEP/ review from 1^st semester

Emde, R. N. (1988).  Development terminable and interminable, II:  Recent psychoanalytic theory and therapeutic considerations.  International Journal of Psychoanalysis 69: 283-296. PEP

 

Issues in Early Childhood

Baron-Cohen, S. (1994).  Development of a theory of mind: Where would we be without the intentional stance?  In M. Rutter (ed.), Development through life: A handbook for clinicians (pp. 303-318), Boston: Blackwell Scientific Publications.

Fonagy, P. and Target, M.  (2002) Early intervention and the development of self regulation.  Psychoanalytical Inquiry 22, 307-335 PEP

Galatzer-Levy, R. & Cohler, B. (1993). Early childhood.  In R. Galatzer-Levy & B. Cohler, The essential other (pp. 115-140), NY: Basic Books.

Sroufe, L.A., Egeland, B. Carlson, E.A & Collins, W.A. (2005).  Adaptation in the preschool period: The emergence of the coherent personality.  In Sroufe et al., The development of the person (pp. 121-147).  NY: Guilford Press. 

 

May 14, 2008  Gender, Gender Identity and Oedipal Development

Chodorow, N. (1996).  Theoretical gender and clinical gender: Epistemological reflections on the psychology of women. Journal of the American Psychoanalytic Association 44 (suppl): 215-238. PEP

Tyson, P. & Tyson, R. (1990).  Gender development: A theoretical overview.  Gender development: Girls.  Gender development: Boys.  In P. Tyson & R. Tyson, Psychoanalytic Theories of Development (pp. 249-292), New Haven: Yale Univ Press.

Schafer, R. (1974).  Problems in Freud’s psychology of women.  Journal of the American Psychoanalytic Association 22: 459-485.  PEP

Simon, B. (1991).  Is the Oedipus complex still the cornerstone of psychoanalysis?  Three obstacles to answering the question.  Journal of the American Psychoanalytic Association 39: 641-668. PEP

 

May 28, 2008 Affect, Aggression, Morality in Early Childhood

Emde, R.N. & Buchsbaum, H.K. (1990). “Didn’t you hear my mommy?” Autonomy with connectedness in moral self emergence.  In D. Cicchetti & M. Beeghly (eds.), The self in transition-infancy to childhood (pp. 35-60), Chicago: University of Chicago Press.

Mayes, L. & Cohen, D. (1993).  The social matrix of aggression: Enactments and representations of loving and hating in the first years of life.  Psychoanalytic Study of the Child, 48: 145-169.  PEP

Herzog, J. (1982).  On father hunger: The father’s role in the modulation of aggressive drive and fantasy.  In S. Cath, A. Gurwitt & J. Ross (eds), Father and child: Developmental and clinical perspectives (pp. 167-176), Boston: Little, Brown.

Ross, J. (1984).  Fathers in development: An overview of recent contributions.  In R. Cohen, B. Cohler & S. Weissman, Parenthood: A psychodynamic perspective (pp. 373-390), NY: Guilford Press.

June 8, 2008  Entry into Latency: The 5 to 7 Shift ON-SITE

Galatzer-Levy, R. & Cohler, B. (1993). Moving into the larger world: Middle childhood.  In R. Galatzer-Levy & B. Cohler, The essential other (pp. 141-165), NY: Basic Books.

Sroufe, L.A., Egeland, B. Carlson, E.A & Collins, W.A. (2005).  Adaptation in middle childhood: The era of competence.  In Sroufe et al., The development of the person (pp. 148-173).  NY: Guilford Press.

White, S. (1996).  The child’s entry into the "age of reason."  In A. Sameroff & M. Haith, The five to seven year shift: The age of reason and responsibility (pp. 17-30), Chicago: University of Chicago Press

Sameroff, A. & Haith, M. (1996).  Interpreting developmental transitions.  In A. Sameroff & M. Haith, The five to seven year shift: The Age of Reason and Responsibility (pp. 3-15), Chicago: Univ of Chicago Press.

Haith, M. & Sameroff, A. (1996).  The 5 to 7 shift: Retrospect and prospect.  In A. Sameroff & M. Haith, The five to seven year shift: The age of reason and responsibility (pp. 435-449), Chicago: Univ of Chicago Press.

 

June 11, 2008  Classic Concepts of  Latency

Freud, A. (1963).  The concept of developmental lines.  Psychoanalytic Study of the Child, 18: 245-265.  PEP

Bornstein, B. (1951).  On latency.  Psychoanalytic Study of the Child, 6: 279-285.  PEP

Buxbaum, E. (1991).  Between the Oedipus complex and adolescence: The “quiet” time.  In S. Greenspan & G. Pollock (eds), The course of life-middle and late childhood (pp. 333-354), Madison CT: International Universities Press.

Edwards, J. (1999).  Kings, queens and factors: The latency period revisited.  In D. Hindle and M. V. Smith, Personality development: A psychoanalytic perspective (pp. 71-91), NY: Routledge.

Sullivan, H. (1953) The juvenile era.  In H.S. Sullivan, Interpersonal theory of psychiatry (pp. 227-244), NY: Norton.

June 25 , 2008  Social and Prosocial Behavior

Paley, V. (1984).  Boys & Girls: Superheroes in the Doll Corner.  Chicago: University of Chicago Press.

Hartup, W.W. (2000).  The company they keep: Friendships and their developmental significance.  In W. Craig (ed.), Childhood social development (pp. 59-84), Malden, MA: Blackwood Publishers.

Maccoby, E.E. (2000).  Gender and relationships: A developmental account.  In W. Craig (ed), Childhood social development (pp. 201-219).  Malden, MA: Blackwood Publishers.

Yanof, J.A. (2000).  Barbie and the tree of life.  Journal of the American Psychoanalytic Association, 48: 1439-1465.  PEP

July 16, 2008 Using Developmental Concepts in Clinical Work

Fraiberg, S. (1975).  Ghosts in the nursery. Journal of the American Academy of Child Psychiatry, 14: 387-421.  PEP

Lachmann, F. M. (2001).  Some contributions of empirical infant research to adult psychoanalysis: What have we learned?  How can we apply it?  Psychoanalytic Dialogues, 11: 167-185.  PEP

Lichtenberg, J. (1983).  The psychoanalytic situation and infancy.  In J. Lichtenberg, Psychoanalysis and infant research (pp. 183-213), Hillsdale, NJ: The Analytic Press.

Pine, F. (1985).  Therapeutic change: A parent-child model.  In F. Pine, Developmental theory and clinical process (pp. 127-147), New Haven: Yale University Press.

Stern, D. (1995).  Some wider implications for other clinical situations.  In D. Stern, The motherhood constellation (pp. 191-203), NY: Basic Books.

Stern, D.N., Sander, L.W., Nahum, J.P., Harrison, A.M., Lyons-Ruth, K., Morgan, A.C., Bruschweiler-Stern, N. & Tronick, E.Z. (1998).  Non- interpretive mechanisms in psychoanalytic therapy: The ‘something more’ than interpretation.  International Journal of Psychoanalysis 79: 903-921.  PEP

 

Contents Copyright, Institute for Clinical Social Work: adapted from CF560: Erika Schmidt (2008)