Course Syllabus

Child and Adolescent Development

COUN F628
Online Course

Instructor:
E-mail address:
Office:
Office hours:
Disclaimer: The instructor reserves the right to alter the syllabus as needed
in order to accommodate changes that occur during the semester. Students
will be notified of changes in advance via “Announcements” on
Blackboard.

Course Prerequisites: Students must have prior admittance to the

Counseling program or School Counseling Certification program, or by
permission from the instructor.

Course Description: The purpose of the Child and Adolescent Development

course is to provide students preparing to enter the helping professions with
an in-depth understanding of the developmental needs of children and
adolescents.

Course Objectives: Upon completion of this course, students will be able to

identify, utilize, and explain the following areas of the counseling profession
based on an understanding of the following 2016 CACREP Standards:

1) Theories of individual and family development across the lifespan

(f.3.a)
2) Theories of learning (f.3.b)
3) Theories of normal and abnormal personality development (f.3.c)
4) Theories and etiology of addictions and addictive behaviors (f.3.d)

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 5) Biological, neurological, and physiological factors that affect
human development, functioning, and behavior (f.3.e)
6) Systemic and environmental factors that affect human
development, functioning, and behavior (f.3.f)
7) Effects of crisis, disasters, and trauma on diverse individuals across
the lifespan (f.3.g)
8) Ethical and culturally relevant strategies for promoting resilience
and optimum development and wellness across the lifespan
(f.3.i)
9) Impact of biological and neurological mechanisms on mental health
(CMHC c.2.g)
10) Characteristics, risk factors, and warning signs of students at risk
for mental health and behavioral disorders (SC g.2.g)
11) Common medications that affect learning, behavior, and mood in
children and adolescents (SC g.2.h)
Please note: All topics in this course are taught from a multicultural
perspective, which emphasizes the differing experiences, cultures, histories,
and perspectives of peoples from a variety of ethnic, gender, racial, and
social class backgrounds.

Student Learning Outcomes: By the end of the semester, students will be

able to articulate their understanding and application of:

Developmental theories and their major points, including strengths

and weaknesses, of various theories presented

Developmental stages and influences

The relationships between physical, cognitive, and social development

from birth through adolescence

Environmental influences that can impact the accomplishment of

developmental tasks

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 Current research on major developmental issues, and their possible
ramifications for various cultural groups

Required Texts:

Parke, R.D., & Gauvain, M. (2010). Child psychology: A contemporary

viewpoint (7th Ed.). New York: McGraw-Hill. ISBN-13: 9780073382685

Santrock, J.W. (2016). Adolescence (16th Ed.). Boston: McGraw-Hill.

ISBN-13: 9780078117183

*** Please order books promptly and utilize the edition specified. As a
courtesy, assigned readings for the first three weeks of the semester will be
posted on Blackboard. Readings in addition to required texts will be
assigned throughout the semester and will be available on Blackboard.***

Recommended Texts:

American Psychological Association (2010). Publication manual of the

American Psychological Association (6th Ed.). Washington, DC: American
Psychological Association. ISBN-13: 978-1-4338-0561-5

Required Readings:

All required readings are in the dated file folders under Course Materials
section of Blackboard or available from the Rasmuson Library. Please be
aware the below list is not in appropriate APA formatting for space-saving
reasons and should not be used as a template. Please refer to the APA
manual. Optional readings are listed at the end of the syllabus.

Andersen, S. L., & Navalta, C. P. (2011). Annual research review: New

frontiers in developmental neuropharmacology: can long-term
therapeutic effects of drugs be optimized through carefully timed early
intervention?. Journal Of Child Psychology & Psychiatry, 52(4), 476-
503. doi:10.1111/j.1469-7610.2011.02376.x

Ballard, E. D., Musci, R. J., Tingey, L., Goklish, N., Larzelere-Hinton, F.,
Barlow, A., & Cwik, M. (2015). Latent class analysis of substance abuse
and aggressive behavior in reservation- based American Indian youth

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 attempted suicide. American Indian & Alaska Native Mental Health
Research: The Journal Of The National Center, 22(1), 77-94.

Bornstein, M. H. (2012). Cultural approaches to parenting. Parenting:

Science & Practice, 12(2/3), 212-221.
doi:10.1080/15295192.2012.683359

Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2014). The role of

parent psychopathology in the development of preschool children with
behavior problems. Journal Of Clinical Child & Adolescent
Psychology, 43(5), 777-790. doi:10.1080/15374416.2013.836451

Brockie, T. b., Dana-Sacco, G. g., Wallen, G. G., Wilcox, H. h., &

Campbell, J. (2015). The Relationship of Adverse Childhood
Experiences to PTSD, Depression, Poly-Drug Use and Suicide
Attempt in Reservation-Based Native American Adolescents and
Young Adults. American Journal Of Community Psychology, 55(3/4),
411-421.

Casalin, S., Tang, E., Vliegen, N., & Luyten, P. (2014). Parental personality,
stress generation, and infant temperament in emergent parent-child
relationships: Evidence for a moderated mediation model. Journal Of
Social & Clinical Psychology, 33(3), 270-291.
doi:10.1521/jscp.2014.33.3.270

Cokley, K., Cody, B., Smith, L., Beasley, S., Miller, I. K., Hurst, A., & ...
Jackson, S. (2014). Bridge over troubled waters: Meeting the mental
health needs of black students. Phi Delta Kappan, 96(4), 40-45.
doi:10.1177/0031721714561445

Cohen Kadosh, K., Linden, D. J., & Lau, J. F. (2013). Plasticity during
childhood and adolescence: Innovative Approaches to investigating
neurocognitive development. Developmental Science, 16(4), 574-583.

Drescher, J., & Pula, J. (2014). Ethical issues raised by the treatment of
gender-variant prepubescent children. Hastings Center Report,44S17-
S22. doi:10.1002/hast.365

Garrido, E., Culhane, S., Petrenko, C., & Taussig, H. (2011). Psychosocial

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 consequences of intimate partner violence (IPV) exposure in
maltreated adolescents: Assessing more than IPV occurrence. Journal
Of Family Violence, 26(7), 511-518. doi:10.1007/s10896-011- 9386-0

Goodkind, J., LaNoue, M., Lee, C., Freeland, L., & Freund, R. (2012).
Involving parents in a community-based, culturally grounded mental
health intervention for American Indian Youth: Parent perspectives
and results. Journal of Community Psychology, 40(4), 468-478.
doi:10.1002/jcop.21480

Goza, F., & Ryabov, I. (2009). Adolescents’ educational outcomes: Racial

and ethnic variations in peer network importance. Journal of Youth &
Adolescence, 38(9), 1264- 1279. doi:10.1007/s10964-009-9418-8

Harden, K. P., & Mendle, J. (2011). Why don't smart teens have sex? A
behavioral genetic approach. Child Development, 82(4), 1327-1344.
doi:10.1111/j.1467-8624.2011.01607.x

Kingston, D., McDonald, S., Austin, M., & Tough, S. (2015). Association
between prenatal and postnatal psychological distress and toddler
cognitive development: A systematic review. Plos ONE, 10(5), 1-16.
doi:10.1371/journal.pone.0126929

Kramers-Olen, A. L. (2015). Neuroscience, moral development, criminal

capacity, and the Child Justice Act: justice or injustice?. South African
Journal of Psychology, 45(4), 466-479.
doi:10.1177/0081246315603633

Lonczak, H. S., Donovan, D. M., Fernandez, A., Marlatt, G. A., & Austin, L.
(2007). Family structure and substance use among American Indian
youth: A preliminary study. Families, Systems & Health: The Journal
Of Collaborative Family Healthcare, 25(1), 10-22. doi:10.1037/1091-
7527.25.1.10

Masten, C. L., Eisenberger, N. I., Pfeifer, J. H., & Dapretto, M. (2013).

Neural responses to witnessing peer rejection after being socially
excluded: fMRI as a window into adolescents' emotional processing.
Developmental Science, 16(5), 743-759. doi:10.1111/desc.12056

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Oshri, A., Rogosch, F. A., & Cicchetti, D. (2013). Child maltreatment and
mediating influences of childhood personality types on the
development of adolescent psychopathology. Journal Of Clinical
Child And Adolescent Psychology, 42(3), 287-301.

Palacios, J. F., Strickland, C. J., Chesla, C. A., Kennedy, H. P., & Portillo,
C. J. (2014). Weaving dreamcatchers: mothering among American
Indian women who were teen mothers. Journal Of Advanced Nursing,
70(1), 153-163. doi:10.1111/jan.12180

Piantadosi, S. T., Jara-Ettinger, J., & Gibson, E. (2014). Children's learning

of number words in an Indigenous farming-foraging Group.
Developmental Science, 17(4), 553-563.

Pitzer, M., Esser, G., Schmidt, M. H., & Laucht, M. (2009). Temperamental
predictors of externalizing problems among boys and girls: a
longitudinal study in a high-risk sample from ages 3 months to 15
years. European Archives Of Psychiatry & Clinical Neuroscience,
259(8), 445-458. doi:10.1007/s00406-009-0009-1

Pu, J., Chewning, B., St. Clair, I., Kokotailo, P., Lacourt, J., & Wilson, D.
(2013). Protective factors in American Indian communities and
adolescent violence. Maternal & Child Health Journal, 17(7), 1199-
1207. doi:10.1007/s10995-012-1111-y

Sándor, P., Szakadát, S., & Bódizs, R. (2016). The development of cognitive
and emotional processing as reflected in children's dreams: Active self
in an eventful dream signals better neuropsychological skills.
Dreaming, 26(1), 58-78. doi:10.1037/drm0000022

Spangler, G., Johann, M., Ronai, Z., & Zimmermann, P. (2009). Genetic and
environmental influence on attachment disorganization. Journal Of
Child Psychology & Psychiatry, 50(8), 952-961. doi:10.1111/j.1469-
7610.2008.02054.x

Stapinski, L. A., Bowes, L., Wolke, D., Pearson, R. M., Mahedy, L., Button,
K. S., & ... Araya, R. (2014). Peer victimization during adolescence
and risk for anxiety disorders in adulthood: A prospective cohort

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 study. Depression & Anxiety (1091-4269), 31(7), 574- 582.
doi:10.1002/da.22270

Termini, K., Golden, J. A., Lyndon, A. E., & Sheaffer, B. L. (2009).

Reactive attachment disorder and cognitive, affective and behavioral
dimensions of moral development. Behavioral Development Bulletin,
15(1), 18-28. doi:10.1037/h0100510
Verona, E., & Javdani, S. (2011). Dimensions of adolescent
psychopathology and relationships to suicide risk indicators. Journal
of Youth And Adolescence, 40(8), 958- 971.

Verweij, K. H., Zietsch, B. P., Bailey, J. M., & Martin, N. G. (2009). Shared
aetiology of risky sexual behaviour and adolescent misconduct:
Genetic and environmental influences. Genes, Brain & Behavior,
8(1), 107-113. doi:10.1111/j.1601- 183X.2008.00456.x

Yip, S. W., Lacadie, C. M., Sinha, R., Mayes, L. C., & Potenza, M. N.
(2016). Prenatal cocaine exposure, illicit-substance use and stress and
craving processes during adolescence. Drug & Alcohol Dependence,
15876-85. doi:10.1016/j.drugalcdep.2015.11.012

Course Evaluation: Students will be evaluated on the following (list of

assignments and grading criteria). Please keep in mind that the syllabus is
subject to change. Students will be notified in advance of any changes:

1) Class Participation

Participation in an online format is evaluated by thorough completion

of all discussion boards, readings, and assignments.

Students are responsible for the information in the assigned readings

and other media.

Assignments are due by their designated time and date.

Students are responsible for providing constructive feedback to

classmates on their postings.

Full-participation is expected through discussion board posts and any

small group work that may occur.

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 Late assignments will not be accepted. The student’s final
participation grade is affected by the quality and quantity of class
participation and online presence. Active engagement in class yields
full participation points. Class participation provides evidence of the
following:

Keeping up to date in all the assigned readings.

Ability to integrate information.
Adequately discuss viewpoints.
Appropriately respond to and provide feedback.

2) Blackboard Discussion Board

Overview: Throughout the semester you will write thoughtful, well-

written, and concise discussion board postings and responses that
demonstrate critical analysis and integration of course material will
be required for all modules.

Purpose: Due to the distance nature of the class, the discussion board
will serve as the bulk of class participation. It is designed to
encourage critical thinking and develop your skills as a budding
professional within the field of mental health. Furthermore, it is a way
to meaningfully interact with your peers on a consistent, weekly basis
that encourages participation, connectedness and learning. Please take
the discussion board seriously, and be sure to dedicate time and effort
into your posts and responses each week.

Location on BB: The assigned prompt for each week is located

within the module for that week and can be found under “Discussion
Questions.”

Posting: Each student will be assigned to a discussion board group for

authoring Blackboard postings. You will be assigned to one group, Group A,
B, or C. Read the prompt for the discussion group to which you are assigned
and author your posting accordingly. Please note that each student should
write their own posts. The posts themselves are not group work. Students are
assigned to different groups to ensure that they are exposed to multiple
concepts throughout the semester. Postings are due every Wednesday by
11:59pm.

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 Post Requirements:

Postings should be written in APA format with approximately 350-

450 words.

Each posting must cite material from assigned readings at least two
(2) times.

Citations must be used as required by APA format and all references

to readings outside of course materials must be included, in APA
format, at the bottom of the post.

At the end of the post, but before the reference, please include
one question for further consideration or discussion by your
classmates.

When you author a post, label it “Post” in the text at the

beginning of your entry. This will help the instructor know to grade
your entry as a Post.

Please note that there will be discussion prompts not labeled “A, B or
C.” During these weeks each student will post to the prompt listed and
we will not be broken into groups that week. Students will continue to
be required to respond to two (2) of their peers posts.

Responses: In addition to postings, you will author responses to your

classmates’ postings and/or their responses to a posting.
Responses are due every Friday by 11:59pm.

Response Requirements:

Please respond to one of your classmates’ postings in each of the other

two groups to which you were NOT assigned, for a total of two (2)
responses. For example, if you were assigned to Group A, please
respond to postings in Groups B and C.

When you author a response, label the first as “Response One” and
the second as “Response Two” in text at the beginning of your entry.
This will help the instructor know to grade your entry as a Response.

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 If you do not label your responses as “One” or “Two,” they will not
count as credit.

Responses to classmates’ postings should consist of 200-250 words

that add depth to their postings and are respectful, well-written, and
concise.

Each response should end with a question for further discussion or

consideration.

Course material or an outside peer-reviewed journal article must be

cited or referenced in APA format at least one time per response. If
referencing sources outside of course materials, please provide an
APA reference at the bottom of your response.

You are welcome and encouraged to post additional responses beyond

the required two (2), however these responses will not count as credit for
the class. Rather, they are a way to further your learning. These
responses do not need to meet the length requirement, however they
should continue to be respectful, well thought out, and informed by the
literature.

3) Character Case Conceptualization and Case Presentation: This group

assignment (groups will be announced) involves examining a child or
adolescent who is struggling from a developmental model. It will consist of
four (4) parts:

Part One: To begin, select a movie or book that has a child or

adolescent as the lead character. Within your group, through
googledoc or other collaborative software, choose three (3)
developmental models from which to conceptualize your character.
You must use Erikson’s psychosocial developmental model as one of
your conceptualizations. The additional two (2) models will be chosen
by your group.

Within the conceptualization, consider the following aspects:

-Milestones that the character has achieved and milestones yet to be

achieved.

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- If the character revealed anything about the strengths and challenges
of this time of their life.

- If the character revealed anything related to their culture or family

history.

Identify your chosen character at the beginning of your document and

make sure to clearly specify which development model you are using
before each conceptualization. While there is no minimum page
requirement for this assignment, your document should be based on
the literature, well thought-out and thorough. Also ensure that you
provide your reasoning behind each conceptualization. You are
welcome to include outside sources to provide additional support.
Please be sure your post is organized and use APA formatting for all
references.

****Choose one member will post the completed document to the

discussion board. Please attach as a Word Document, or paste the
content directly into the board. Please include the names of your
group members at the beginning of your document.

Part Two: As a group, complete a comprehensive biopsychosocial,

developmental intake based on this character’s history. Be as thorough
as possible. Additionally, imagine that you are meeting with the
character for five counseling appointments and create a two (2) page
treatment plan that thoroughly addresses the most salient issues facing
your client.

Part Three: Imagine you are presenting your client to a

multidisciplinary treatment team. Work as a group to decide what you
would like to include in the presentation, identifying the presenting
problem, and what other salient information you would want to
include. Then choose one member of your group to provide a five
minute, video-recorded case presentation of your client with the
information.

One member will upload Parts 2 and 3 together on the discussion

board. Please include the names of your group members at the
beginning of the document.

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 Part Four: Each student will respond to two (2) of the case-
presentations, and provide feedback on two (2) strengths and (2)
growing-edges of the presentation.

4) Personal Development Paper:

The purpose of this paper is for you to examine your own development
through adolescence. The material shared in this paper will be held in
confidence and submitted directly to the instructor, not posted on the course
discussion board. The steps are as follows:

Requirements:

Analyze one theory of childhood and/or adolescent development and

apply it to your life.

If you intend to use a theory not highlighted in this course, please

clear it with the instructor prior to beginning the paper.

The paper should be approximately10-15 pages in length and written

in APA format with at least 5 peer-reviewed sources and 1 classic
work from the theorist whose theory you are utilizing to describe your
childhood and adolescent development. The paper needs to include a
title page and reference page.

Your paper should address the following four parts:

Theory: Describe a theory regarding childhood and adolescent

development that you are using as a working model and
thoroughly discuss its strengths and weaknesses.

Personal Development: Apply the theory to your own personal

development through adolescence (at least through the age of
18). Please reflect upon your life and address the areas of
physical, cognitive, social and emotional development. How
does this theory reflect your development through adolescence?

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 Evaluation: Evaluate how this model fits your own personal
development. What do you see as its limitations in reference to
your own growth? Other important points to consider include
the theory’s applicability to gender, cultural diversity, and
sexual orientation.

Impact: Describe how your development may impact you in

your work as a counseling professional. How could your
development in these areas help or hinder your progress in
becoming an effective helping professional?

***Due to the nature of this paper, it will be submitted directly

to the instructors e-mail (karast@alaska.edu). Please attach the
paper as a Word Document. The assignment will be graded and
feedback will be e-mailed to the student as needed. At the end
of the course, the instructor will delete the document from their
e-mail.

5) Formal Research Paper: This paper portion of this assignment will be

submitted directly to the instructor via e-mail (karast@alaska.edu). Please
attach the paper as a Word Document. The artifact will be submitted via
blackboard to the discussion board.

This paper has 4 distinct phases.

Phase 1: Identify an area of child or adolescent development that you

wish to explore further.

Be sure to focus on a developmental issue (i.e., physical, cognitive,

behavioral, social, environmental) rather than interventions.

If you have questions regarding the appropriateness of your topic, you

can e-mail the instructor for further guidance.

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 Phase 2: Please complete an APA formatted title page and reference
page for the paper.

Reference page should include at least 6 of the peer-reviewed journal

articles pertaining to the topic. These will begin building your
knowledge base of the topic. This will NOT be turned in to the
instructor, rather this is for personal use in order to ensure that the title
captures the content of your paper and there is an appropriate
literature base surrounding your topic.

Phase 3: Please write a formal paper addressing the developmental

topic of interest.

The paper will be approximately 12–15 pages in length.

At least ten (10) peer-reviewed journal article references published

after the year 2002 are required. The six (6) sources initially used can
be included in this count.

Phase 4: Please create an artifact summarizing the key points from your
paper that you could share with parents, teachers, school board
members, behavioral health care organizations, medical providers, or
another stakeholder group.

The artifact could take the form of a handout, poster, refrigerator

magnet, YouTube video, or another creative idea aiding in
dissemination of your findings to a stakeholder group. Be sure to
clearly identify your stakeholder group.

6) Time for School: Analysis of Child/Adolescent Development from a

Cultural Framework:

Students will watch a video (URL address will be provided and posted to
BB). Students will be divided into small groups to generate a writing
entry, to be submitted on a BB discussion board, about two of the
children from the video regarding stages of child development.

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 The Entry Should:

Compare and contrast the development of the children you are

assigned.

Address how gender, ethnicity, family, and peer group, along with
physical, cognitive, and social transitions may have affected
identity formation over time.

Offer specific evidence by using illustrations from the movies

along with information from your texts or other academic sources
to back up your points. Sources must be cited in text and
referenced at the end of the posting.

Demonstrate a thorough, well-written, concise, critical, and

informative piece of work. This writing should be about 4.5-5
pages if uploading a word document or 1100 to 1250 words if
generating an entry within the discussion board.

All papers need to be word-processed, double-spaced, and include

a title page and list of references. Papers are expected to be
concise, well-written, thoughtful, and be grammatically correct.
All student work needs to be submitted through BB.

Unless stated otherwise, writing should conform to APA style

utilizing the 6th edition of the APA Manual, including citations
and references. Students will not be able to resubmit papers due to
low scores unless there are special circumstances to consider.
Poorly written papers will receive lower grades.

Response to Entry:

In addition to the small group discussion posting, each student will

be asked to comment on the postings generated by the other
groups. Please respond to a minimum of two (2) posts. Responses
should be in discussion board format (see above discussion board
requirements)

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7) Final Exam: Students will complete a multiple choice final exam. The
readings, discussion board posts, materials and other course assignments will
be available to assist students with preparing for the content of the final
exam. It is recommended, but not required, that you do not reference
material while you are taking the exam. The final is designed to be practice
for the NCE that is required for licensure after graduation. The final will
serve as practice and preparation.

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1) Participation Explanation Total Points
Overall Participation Consistent Online
Presence, Punctuality
with Posts,
Engagement with 10
other students,
Constructive
feedback to peers

Blackboard Discussion Board Postings 4 points per module 60

(15 modules)

Blackboard Responses to Classmates 2 points per module 30

(15 modules)
2) Course Assignments

Character Conceptualization
and Case-Presentation 30 Points 35
Response 5 Points

Personal Development Paper 45 Points 45

Formal Research Paper 40 Points 60

Artifact 18 Points
Response to artifact 2 Points

Time For School

Group Post to Board 15 Points
Student Response to Other Groups 5 Points 20

3) Final Exam
Exam via Blackboard 40 Points 40

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Grading: Your course grade will be determined by the following point
system

278 points and up (93%) A

269 points to 277 (90-92%) A-
260 points to 268 (87-89%) B+
251 points to 259 (84-86%) B
239 points to 250 (80-83%) B-
230 points to 238 (77-79%) C+
221 points to 229 (74-76%) C
210 points to 220 (70-73%) C-
200 points to 209 (67-69%) D+
191 points to 199 (64-66%) D
181 points to 190 (60-63%) D-
Less than 181 points F

Disability Services: Students with a physical or learning disability, who may

need academic accommodations, should contact the Disability Services
office. UAF Disability Services is located within the Center for Health and
Counseling in the Whitaker Building on the corner of Yukon Drive and
North Chandalar (Room 208). The accessible entrance is located on North
Chandalar Drive. UAF Disability Services can be contacted by telephone
(474-5655) or e-mail (uaf-disabilityservices@alaska.edu). Once
documentation of your disability is received, Disability Services will contact
me regarding the necessary accommodations.

Support Services: Writing support services are available on the UAF

Campus in the Writing Center, located in 801 Gruening, UAF, 907-474-
5314, and on the UAA Campus at the Reading/Writing Center, located in
118 Sally Monserud Hall, UAA, 907-786- 6918. Note: to access this Center
at UAA, students must register in the English Department (907-786-4355) at
a rate of $12 per semester. Students who are not on the UAA or UAF
campus should contact the Center for Distance Education for details
regarding support services that are available by distance.

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Class Date Class Content Readings Assignments Due CACREP
Standards
Table of Content for
Introduction to Texts, Syllabus, Read Introductions on
Course Introductory Discussion Board
Statements
Module 1:
Theories and Parke & Gauvain, Ch.
Perspectives on 1 f.3.a
Child Discussion Board f.3.c
Development Brockie, et al., 2015 1 f.3.f
Adverse f.3.g
Childhood HBO Documentary
Experiences Child of Rage
Santrock Ch. 1
Parke & Gauvain
Module 2: Ch. 2 f.3.e.
Intro to Discussion Board
Adolescence Harden & Mendle, 2
Heredity 2011
Sprangler et al., 2009
Verveij et al., 2009

Parke & Gauvain, Discussion Board

Module 3: Ch. 3 & 4 3 f.3.a
Prenatal f.3.d
Development Casalin et al., 2014 Part 1: f.3.e
Infancy Kingston et al., 2015 Character f.3.f
Yip et al., 2016 Concept. Due
at 11:59pm

Modules 4: Parke & Gauvvain, f.3.a.

Ch. 5 f.3.e
Growth Santrock Ch. 2 Discussion Board f.3.f
Maturity 4 SC g.2.g
Puberty Ballard et al., 2015
Drescher & Pula, 2014

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 Parke & Gauvvain, Discussion Board
Module 5 Ch.6 5 f.3.a.
Emotion f.3.c
Self and Identity Santrock Ch. 4 Parts 2 & 3: f.3.f
Development Character SC g.2.g
Pitzer et al., 2016 Concept. Due
at 11:59pm

Modules 6: Parke & Gauvvain Discussion Board

Ch. 7 6 f.3.a
Language f.3.c
TLC Documentary Part 4: f.3.e.
Wild Child: The Story Character f.3.f
of Feral Children Concept. f.3.g
Responses Due
at 11:59pm

Module 7: Parke & Gauvvain f.3.a

Ch. 8, 9 Discussion Board f.3.e.
Cognitive 7 f.3.f
Development Piantadosi et al., 2014 f.3.g
Learning Theory Sandor, et al., 2016
Info-Processing

f.3.a
Module 8: Parke & Gauvvain, f.3.e
Ch 10 Discussion Board f.3.f
Intelligence Santrock Ch. 3 8 f.3.g
Brain SC g.2.g
Development Anderson & Navalta,
2011
Cohen et al., 2013

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 Module 9: Parke & Gauvain, Discussion Board
Ch. 11 9 f.3.a
Family Santrock Ch. 8, 12 f.3.f
Parenting Personal f.3.g
Culture Bornstein, 2012 Development f.3.i
Goodkind, 2013 Paper Due at SC g.2.g
Lonczak et al., 2013 11:59pm
Palacios et al., 2012
Parke & Gauvain,
Module 10: Ch. 14 f.3.a
Santrock, Ch. 7 f.3.c
Moral Discussion Board f.3.f
Development Kramers-Olsen, 2015 10 SC g.2.g
Termini et al., 2009

Module 11: Parke & Gauvain, Ch.

12 f.3.a
Peers Santrock, Ch. 9 Discussion Board f.3.d
Peer Pressure 11 f.3.f
Social Influences Goza, et al., 2009 SC g.2.g
Masten et al., 2013
Discussion Board
Module 12: Parke & Gauvain, 12
Ch. 13 f.3.a
Gender Identity Formal f.3.f
Gender Roles Santrock, Ch. 5, 6 Research Paper
Sexuality Due . at
PBS Documentary: 11:59pm
Time for School

Discussion Board
Module 13: Santrock Ch. 10, 11 13 f.3.f
Artifact due f.3.g
School Cokley et al., 2014 at 11:59pm f.3.i
Work Stapinski et al., 2014 Response to SC g.2.g
Artifact Due by
11:59pm

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 Parke & Gauvain f.3.c
Ch. 15 Discussion Board f.3.d
Module 14: Santrock, Ch. 13 14 f.3.g
Pathology CMHC
Psychosocial Breaux et al., 2014 Time for School c.2.g
Problems Garrido, et al., 2011 Group Post C.g.2.g
Oshri et al., 2013 Due by SC g.2.h
Verona & Javdani, 11:59pm
2011

Comments on
other Time for
School posts
Final Exam Due

Final Exam
Due by
11:59pm

Student protections and services statement: Every qualified student is

welcome in my classroom. As needed, I am happy to work with you,
disability services, veterans' services, rural student services, etc to find
reasonable accommodations. Students at this university are protected
against sexual harassment and discrimination (Title IX), and minors have
additional protections. For more information on your rights as a student
and the resources available to you to resolve problems, please go the
following site: www.uaf.edu/handbook/

Plagiarism. Plagiarism is representing someone else's ideas and work as

your own. Plagiarism includes not only copying verbatim, but also
rephrasing the ideas of another without properly acknowledging the source.
As you prepare and submit work to meet course requirements, whether a
draft or a final version of a paper or project, you must take great care to
distinguish your own ideas and language from information derived from
sources. Sources include published primary and secondary materials,
electronic media, and information and opinions gained directly from other
people.
The University of Alaska Board of Regents has clearly stated in BOR Policy
that discrimination, harassment and violence will not be tolerated on any

22
campus of the University of Alaska If you believe you are experiencing
discrimination or any form of harassment including sexual
harassment/misconduct/assault, you are encouraged to report that behavior.
If you report to a faculty member or any university employee, they must
notify the UAF Title IX Coordinator about the basic facts of the incident.
Your choices for reporting include: 1) You may access confidential
counseling by contacting the UAF Health & Counseling Center at 474-
7043; 2) You may access support and file a Title IX report by contacting the
UAF Title IX Coordinator at 474-6600; 3) You may file a criminal
complaint by contacting the University Police Department at 474-7721.


Optional Readings

Ainsworth, M. D. S. (1978). Patterns of attachment: A psychological study

of the strange situation. Hillsdale, N.J: Lawrence Erlbaum Associates.

Bronfenbrenner, U. (1979). The ecology of human development:

Experiments by nature and design. Cambridge, Mass: Harvard

University Press.

Bowlby, J. (1982). Attachment: Attachment and loss (2nd ed.). New York,

NY: Basic Books.

Erikson, E. (1963). Childhood and society. New York, NY: W.W. Norton

and Company, Inc.

Freud, S. (2015). Three essays on the theory of sexuality (1st ed.). New

York, NY: Basic Books.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences.

New York, NY: Basic Books.

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Gilligan, C. (1993). In a different voice: Psychological theory and women's

development. Cambridge, Mass: Harvard University Press

Kohlberg, L. (1981). The philosophy of moral development: Moral stages

and the idea of justice. San Francisco: Harper & Row.

Mead, M. (2001). Coming of age in Samoa: A psychological study of

primitive youth for western civilization. New York, NY: Perennial

Classics.

Mead, M. (2001). Male and female. New York, NY: Perennial

Classics. Piaget, J. & Inhelder, B. (2000). The psychology of the child

(2nd ed.). New York, NY: Basic Books.

Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence.

Cambridge [Cambridgeshire: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher

psychological processes. Cambridge, Mass.: Harvard University

Press.

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