CCP 540: Human Development I - Infancy through Adolescence
Gabriel Ruiz, MA, LCPC
111 N Wabash Ave
Chicago, Illinois 60602
- ICSW Office Hours by Appointment
- Fridays, 3:15p.m. - 6:15p.m.
This course will provide a graduate-level survey of development from infancy through adolescence. The course examines the physical, intellectual, emotional, psychological/personality and social growth and development of children and adolescents. This course is geared toward building the student’s foundational knowledge of human development for adaptation to the professional fields of counseling and clinical field work. An important component of this course will be the exploration of universality, cultural variations, and social context in human development. Particular attention is paid to factors that can facilitate or impede physical, cognitive, social, emotional, relational and psychological/personality development.
- Acquire an understanding of the concepts of development and the developmental process;
- Acquire descriptive knowledge of the sequential unfolding of growth and development;
- Acquire an appreciation for the interface between physical growth and emotional development and for the role of relationships in development;
- Become knowledgeable about the major psychodynamic theories of early development; and
- Be able to critically read popular and professional literature regarding early development and family life.
Respect for Diversity, Confidentiality, and Fellow Students
Discussing patients, clinical material, and patients’ impact on clinicians can be intense; students are expected to be sensitive to their colleagues’ during class discussions, and to protect confidentiality of clinicians and their patients. In addition, students are expected to be respectful of the opinions of others while at the same time striving to support the values of clinical counseling.
Students with Special Needs
Students with special needs or difficulties in learning and completing courses assignments are strongly encouraged to notify instructors as soon as possible so that appropriate resources and accommodations can be provided.
Student Evaluation and Grades
Classroom instructors grade students on their course work and submit written evaluative reports on the caliber of each student’s work. Practicum consultants/supervisors grade students and submit reports each semester evaluating their work. Students’ overall performance will be monitored each semester by the Student Progression Committee.
The purpose of grading is to provide a learning tool for students, i.e., to provide feedback on progress, strengths and weaknesses, and issues that need to be addressed.
Grades are assigned according to the following standards:
A - Superior Work - 4.0 value
B - Satisfactory Work - 3.0 value
C - Marginal Work - 2.0 value
F - Failure* - 0.0 value
P - Pass* - 0.0 value
AU - Audit - 0.0 value Auditing a course with approval of instructor
INC - Incomplete - 0.0 value**
- *Applies only to Field Placement/Practicum and Thesis Seminar
- **A grade of INC (incomplete) requires the instructor’s written approval. Incomplete grades should be reserved for extenuating circumstances. If an incomplete grade is given, the student must finish any work required to complete the course requirements by the end of the semester. If the course is not completed by this deadline, the student automatically receives an F (Fail) grade for the course.
- Instructors are required to submit full letter grades (not pluses or minuses) within two weeks after the end of each semester. A written evaluation of each student’s performance accompanies the grade.
- All papers submitted for class requirements are to conform to the style guide in the “Institute for Clinical Social Work Style Manual,” which is located on the ICSW website in the academic resources section. Insofar as is practicable, ICSW style follows the Publication Manual of the American Psychological Association, commonly referred to as the “APA style manual.”
Any student who engages in academic dishonesty, which includes giving or receiving unauthorized aid to any assignment or examination, plagiarism or tampering with grades or irregularities shall be subject to disciplinary action. Such action may include a failing grade in the course, suspension, or dismissal from the program.
When plagiarism is suspected, students may be asked to submit their papers electronically to a third party plagiarism detection service. If a student is asked to submit the paper and refuses to do so, the student must provide proof that all work is correctly sited and/or original.
Students are required to read all assigned material and should be prepared to discuss the reading material assigned for each class.
Class Attendance and Participation
Active discussion of the ideas contained in the readings and lectures as well as class attendance and participation in class exercises are central to the success of this course. Excessive absences (more than a total of TWO classes) may result in a lowered grade. The instructor must being notified in advance by email or voicemail if you will not be attending class.
- Stern, D. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.
- Shonkoff, J., & Phillips, D. (eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Interview/Observation (50% of Final Grade): Interview of a pregnant woman or a prospective father discussing their feelings, fantasies, fears, and expectations of parenthood and the issues it evoked; or b) An observation of a child under the age of 3, focusing on the parent/adult and child interactions. Students are not looking for anything in particular, except to increase their understanding of the experience of parenthood and infancy. Think about the concepts in the readings and apply them, where possible. You will write-up a report of your interview or observation in narrative format (style and format will be discussed in class). Also, be prepared to verbally share an overview of the experience and highlight what was found especially notable during class 12. This should be about a 10 to 15 minute presentation followed by class discussion.
Mid-Term Exam (25% of Final Grade): Take-home exam. Students will be given several essay questions to choose from, writing about TWO. These will be turned in one week after the last class.
Final Exam (25% of Final Grade): Take-home exam. At the end of the course, students will be given several essay questions to choose from, writing about TWO. These will be turned in one week after the last class.
Weekly Course Schedule
Introduction (Overview of Syllabus, Nature and Nurture)
Shonkoff, J., & Phillips, D. (Eds.) (2000). Executive summary; Introduction. In From neurons to neighborhoods: The science of early child development. (pp. 1-38). Washington DC: National Academy Press.
Winnicott, D. (1964/1987). What do we mean by a normal child? In D. W. Winnicott, The child, the family, and the outside world (pp. 124-130). Reading, MA: Addison-Wesley.
Parenthood (Developmental Considerations, Mothers and Fathers)
Benedek, T. (1959). Parenthood as a developmental phase. Journal of the American Psychoanalytic Association, 7:389-417. PEP
Stern, D. (1995). The motherhood constellation. In D. Stern, The motherhood constellation (pp. 171-190). New York: Basic Books.
Blos, P. (1984). Son and Father. Journal of the American Psychoanalytic Association, 32:301-324. PEP
Shonkoff, J., & Phillips, D. (Eds.) (2000). The developing brain (pp 182-217); Acquiring self regulation (pp 93-123). In From neurons to neighborhoods: The Science of Early Child Development. Washington DC: National Academy Press.
Galatzer-Levy, R., & Cohler, B. (1993). The human environment of infancy. In R. Galatzer-Levy & B. Cohler, The essential other: A developmental psychology of the self (pp. 36-63). New York: Basic Books.
Cassidy, J. (1999). The nature of the child’s ties. In J. Cassidy & P. Shaver (Eds.) Handbook of attachment (pp. 3-20). New York: Guilford Press.
Fonagy, P. (2001). Introduction to attachment theory: Key findings of attachment research. In Attachment theory and psychoanalysis (pp. 5-46). New York: Other Press.
The Self in Infancy
Stern, D. (1985). Part II: The four senses of self (Sense of an emergent self; Sense of a core self I and II; Sense of a subjective self I and II). In The interpersonal world of the infant: A view from psychoanalysis and developmental psychology (pp. 37-161). New York: Basic Books.
Language and Play
Moran, G.S. (1987). Some Functions of Play and Playfulness—A Developmental Perspective. Psychoanalytic Study of the Child, 42:11-29. PEP
Stern, D. (1985). The sense of a verbal self. In The interpersonal world of the infant: A view from psychoanalysis and developmental psychology (pp. 162-182). New York: Basic Books.
Katan, A. (1961). Some thoughts about the role of verbalization in early childhood. Psychoanalytic Study of the Child, 16: 184-188. PEP
Toddlers and Morality
Galatzer-Levy, R., & Cohler, B. (1993). Toddlerhood: The self and morality. The essential other: A developmental psychology of the self (pp. 64-85). New York: Basic Books.
Sroufe, L., Egeland, B., Carlson, E., & Collins, W. (2005). Adaptation in the toddler period: Guided self-regulation. In The Development of the person (pp. 106-120). New York: Guilford Press. Database
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.
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
Gender Identity and 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
Schafer, R. (1974). Problems in Freud’s psychology of women. Journal of the American Psychoanalytic Association, 22, 459-485. PEP
The Five to Seven Shift
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.
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: University of Chicago Press.
Bornstein, B. (1951). On latency. Psychoanalytic Study of the Child, 6, 279-285. PEP
Freud, A. (1963). The concept of developmental lines. Psychoanalytic Study of the Child, 18, 245-265. PEP
Loewald, H. (1979). The Waning of the Oedipus Complex. Journal of the American Psychoanalytic Association, 27:751-775. PEP
Presentations of Interview/Observation and Social and ProSocial Behavior
See Assignments Section for Further Information. (Instructions will also be reviewed in class).
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
Adolescence (Part I of II)
Freud, Anna. (1958). Adolescence. Psychoanalytic Study of the Child, 13:255-279. PEP
Erikson, E. (1959). The problem of ego identity. Journal of the American Psychoanalytic Association, 4, 56-122. PEP
Blos,P. (1967). The Second Individuation Process of Adolescence. Psychoanalytic Study of the Child, 22:162-187. PEP
Adolescence Continued (Part II of II)
Brandt, D. (1977). Separation and Identity in Adolescence – Erikson and Mahler – Some Similarities. Contemporary Psychoanalysis, 13: 507-519. PEP
Novick, K.K. and Novic, J. (1994). Postoedipal Transformations: Latency, Adolescence, and Pathogenesis. Journal of the American Psychoanalytic Association, 42:143-169. PEP
Richmond, M.B. (2004). Counter-Responses as Organizers in Adolescent Analysis and Therapy. Psychoanalytic Study of the Child, 59:145-166. PEP
Developmental Concepts in Clinical Work
Fraiberg, S. (1975). Ghosts in the nursery. Journal of the American Academy of Child Psychiatry, 14, 387-421.
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, 7, 903-921. 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