CL 560: Development II
Jill Barbre, MSEd, LCSW
- Email: email@example.com
- Office Hours by appointment
- Class meets Fridays 4:15 - 6:15pm
This course is the second in a continuation of the development sequence. The focus is on the development and experiences of early childhood through latency. As in the previous course, topics will be approached from two points of view: descriptively in terms of the unfolding of the developmental process and from various theoretical perspectives. The interface between physical growth, experience, environment, and emotional development will be emphasized as will the significance of relationships in the facilitation of optimal development. Throughout, attempts will be made to integrate the subjective experience of the child with theoretical conceptualizations of development.
The learning in this class takes place mostly between the assigned readings and class lectures and discussions about the material. The readings are designed to provide a foundation in the subject matter, which will then be further explained and discussed in class. It is expected that everyone will do the reading and bring any questions or reactions to class. The readings are at differing levels of difficulty, thus not all are expected to be mastered – many readings are intended as introductions to topics that will continue to be learned and thought about throughout the course and beyond.
Students are expected to attend class, be on time, and participate in discussion. If a student needs to miss a class, please let the instructor know with an email or phone message before class.
The midterm assignment will be handed out at the 4th class and must be handed in no later than the beginning of the 5th class. The final assignment will be handed out in the 7th class and the written submission handed in no later than the last class. All students who have not turned in their assignments by the due dates will be marked down half a grade. All students who have not turned in their final assignments by the due date will also receive an incomplete.
Guidelines for Written Work
Evaluation of written work will be based on these guidelines:
1) Presentation and development of ideas:
- The introduction states the thesis and indicates how the ideas developed are intended to be presented.
- Demonstration of an accurate understanding of the material.
- There is support, with sources cited, for ideas.
- The ideas are explained clearly and cogently and the connections between ideas are clear and explicit. An analysis is offered of the ideas that indicate the significance to the topic presented.
- The conclusion draws the ideas together, and strongly restates your thesis.
- Use of correct grammar and spelling.
- Transitions between sentences and paragraphs are clearly explained.
- There is a logical structure and organization to the way the ideas are outlined and presented.
- References and bibliography are complete and in correct format.
- The writing is clear and persuasive.
- APA format is used and citations, including internet citations, are included.
A - work demonstrates not only mastery of the material but fluency with the material and the capacity to use the ideas creatively.
B - work presents an overall understanding of the material and a well-written, well-organized presentation.
C - work represents a basic grasp of the material but has some significant deficits or distortions in the use of ideas and/or written presentation.
Failing means there is little evidence of comprehension of the material and/or the presentation is in unacceptable form.
- Class attendance and participation, including evidence of reading assigned materials, ability to raise questions about assigned readings, ability to relate clinical experience to concepts presented: 33%
- Writing Assignment: 33%
- Final Written Assignment: take home exam: 34%
Through this course, students will:
- 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 major psychodynamic theories of early development
- Be able to critically read popular and professional literature regarding early development and family life.
Recommended additional readings for those who have limited experience with children (also recommended for those with experience with children who have not read these works):
- Fraiberg, S. (1959) The Magic Years: Understanding and Handling the Problems of Early Childhood. New York: Charles Scribner’s Sons, Inc.
- Paley, V. G. (1984) Boys and Girls: Superheroes in the Doll Corner. Chicago: University of Chicago Press.
- Greenspan, S. (1996) The Challenging Child: Understanding, Raising and Enjoying the Five “Difficult” Types of Children. Boston, Mass: Da Capo Press.
Class 1: January 25 – Conceptualizing Development
Readings (to be read in preparation for 1st class):
- Emde, R. N. (1988). Development terminable and interminable. I. Innate and motivational factors from infancy. International Journal of Psychoanalysis, 69, 23-42. PEP
- Emde, R. N. (1988). Development terminable and interminable. II. Recent psychoanalytic theory and therapeutic considerations. International Journal of Psychoanalysis, 69, 283-296. PEP
- Freud, A. (1963). The concept of developmental lines. Psychoanalytic Study of the Child, 18, 245-265. PEP
Class 2: February 8 – Issues in Early Childhood
- Fonagy, P., Target, M. (1996). Playing with reality: I. Theory of mind and the normal
- development of psychic reality. International Journal of Psychoanalysis,77:217-233. PEP
- Galatzer-Levy, R. & Cohler, B. (1993). Early childhood. In R. Galatzer-Levy & B. Cohler, The essential other (pp 115-140), NY: Basic Books. Database
- 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. Database
- Tyson, P. (1996). Object relations, affect management, and psychic structure formation: The concept of object constancy. Psychoanalytic Study of the Child, 51, 172-189. PEP
Class 3: February 22 - 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 University Press. Database
- 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
Class 4: March 8- 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. Cicchett & M. Beeghly (eds), The self in transition-infancy to childhood (pp 35-60), Chicago: U of C Press. Database
- 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
Choose one of the following:
- 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. Database
- 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. Database
** Assignment due **
Class 5: March 22 - Entry into Latency: The 5 to 7 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. Database
- 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. Database?
- 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. Database
- 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. Database
Class 6: April 5 - Concepts of Latency
- 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: IUP. Database
- 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. Database
- Sullivan, H. S. (1953). The juvenile era. In H. S. Sullivan, The Interpersonal Theory of Psychiatry (pp 227-244), New York: Norton. Database
- Waddell, M. (2002). Latency. In M. Waddell, Inside lives: psychoanalysis and the growth of the personality, (pp 81-104), London: Karnac Books. Database
Class 7: April 19 - Social and Prosocial Behavior
- 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. Database
- Maccoby, E.E. (2000). Gender and relationships: A developmental account. In W. Craig (ed), Childhood Social Development (pp 201-219). Malden, MA: Blackwood Publishers. Database
- Yanof, J.A. (2000). Barbie and the tree of life. Journal of the American Psychoanalytic Association, 48, 1439-1465. PEP
Class 8: May 3 - Using Developmental Concepts in Clinical Work
- 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
- Frankel, J. B. (1998). The play's the thing: how the essential processes of therapy are seen most clearly in child therapy. Psychoanalytic Dialogues, 8:149-182. PEP
- Pine, F. (1980). Therapeutic change: A parent-child model. In F. Pine, Developmental Theory and Clinical Process (pp 127-147), New Haven: Yale University Press. Database
- Stern, D. (1995). Some wider implications for other clinical situations. In D. Stern, The Motherhood Constellation (pp191-203), NY: Basic Books. Database
** Final assignment due no later than one week following the last class **