Education | Topical Seminar in Educational Psychology: Social Development
P650 | 6269 | Dr. David Estell


This course will provide an introduction to the issues of social
development and their implications for science and society.  The
goals are to provide (1) an orientation to the main issues of social
development from a historical and theoretical perspective, (2) a
critical review of the substantive domains and methods currently
under investigation, and (3) discussion of the implications of an
interdisciplinary investigation of social development for issues of
prevention and mental health promotion.  We will examine the
establishment, maintenance, and change in social behaviors from
conception to young adulthood, including how aspects of behavioral,
cognitive, and emotional development affect social behavior and
relationships.  Examples of the topics that we will discuss include:
attachment relationships, self-concept and understanding of others,
temperament and personality, parent-child relationships, sibling
relationships, friendships and peer relationships, and the
development of aggression and violence.

Course Texts
Required:  Cairns, R. B., &  Cairns, B. D. (1994).  Lifelines and
risks: Pathways of youth in our time.  Cambridge (UK): Cambridge
University Press.

Optional:  Shaffer, D.R. (2000). Social and personality development
(4th Ed.) Belmont, CA: Wadsworth.

This text is optional, and is a resource for anyone who desires more
basic background information about the topics we will be discussing
in class.

Evaluation

Evaluation
Your grade will be based on four areas of evaluation:
Discussion co-leader (5 times) 45pts
Participation 25pts
Final paper 100pts
Presentation on final paper 30pts
Total 200pts

Discussion co-leader.  Five times over the course of the semester,
you and another student will be in charge of leading the in-class
discussion.  There are a number of ways you can stimulate discussion,
including preparing questions or observations, or perhaps having an
activity or debate planned.  This can turn into a very easy job when
your classmates are engaged and prepared.

Participation.  This is the other side of the point made above.  I
expect you to have read the papers prior to the class in which we
discuss them,  and to try your best to contribute to the discussion.
As with being a leader, if everyone is prepared, this can be really
easy as we each contribute and no one is put on the spot.

Final paper.  The term paper is expected to be approximately 8 pages
long.  I would like you to pick a sub-topic in social development
about which you are interested, and write a scholarly review paper
about the theories and findings which address that issue.  Further
instructions will come in a later handout.

Presentation.  This will consist of a 15-minute in-class presentation
of your paper.  Again, further instructions will be provided in yet
another a separate hand-out.

Grades will be assigned as follows:

Grade – Percentages - Points
A
94-100
187-200

A-
90-93
179-186

B+
87-89
173-178

B
83-86	
165-172

B-
80-82
159-164	

C+	
77-79	
153-158

C	
73-76	
145-152

C-	
70-72	
139-144

D+	
67-69	
133-138

D	
63-66	
125-132
D-	
60-62	
119-124

F	
59 and down	
0-118


Course Material
The material of this course will be arranged by topic, though I hope
by the end of the course you will understand that dividing
development into parents, peers, culture, etc. is simply an easier
way to look it--and that all are interdependent upon, and interact
with, each other.
	
The key to keeping this course interesting for all of us is
participation.  You are to have done the assigned reading prior to
the class for which it is listed, and are accountable for the
information.  This will allow us to use class-time for discussion of
the material and for supplementary information above and beyond that
in the text.  Although lectures and discussion follow the topics in
the books, they will expand on the information in the text.
	
The basic schedule for the course follows...

Tue., Sept. 2	
Introduction and overview.
	
Thur., Sept. 4	
History, origins, and concepts.
LL Ch. 1, 2, 11
	
Tue., Sept. 9	
Temperament and the biology of social behavior.
Kagan, 1996
Rothbart & Ahadi, 1994
	
Thur., Sept. 11	
Social origins: Attachment beginnings
Ainsworth, 1979
Ainsworth, 1989
	
Tue., Sept. 16	
Social origins: Attachment malleability.
Cairns, 1979
Davila, Burge, & Hammen, 1997
	
Thur., Sept. 18	
Parenting.
Pettit, Bates, & Dodge, 1997
	
Tue., Sept. 23	
Family and development.
Demo & Cox, 2000
Hetherington, Bridges, and Insabella, 1998
	
Thur., Sept. 25
Culture and development.
Bronfenbrenner, 1977
Stevenson-Hinde, 1998
	
Tue., Sept. 30	
Television and media.
Bushman & Anderson, 2001
Anderson & Bushman, 2001
	
Thur., Oct. 2	
Self-concept and social cognition.
LL Ch. 7
Marsh, Craven, & Debus, 1998
	
Tue., Oct. 7	
Altruism and moral development.
Gilligan, 1982
Smetana, Killen, & Turiel, 1991
	
Thur., Oct. 9	
Gender identity and gender roles.
O’Brien, 1992
Fagot & Leinbach, 1987
	
Tue., Oct. 14	
Gender differences and sexual behavior.
Maccoby, 1990
Brooks-Gunn & Furstenberg, 1989
	
Thur., Oct. 16	
Friendships.
LL Ch. 5
Hartup, 1996
	
Tue., Oct. 21	
Peer relations.
Bagwell, Newcomb & Bukowski, 1998
LaFontana & Cillessen, 2002
	
Thur., Oct. 23	
No class: Instructor out of town.
	
Tue., Oct. 28	
Peers and school adjustment.
Estell, Farmer, Cairns, & Cairns 2002
Ladd, Kochenderfer, & Coleman, 1996
	
Thur., Oct. 30	
Forms of aggression and the nature of bullying.
Crick, 1997
Xie, Cairns, & Cairns, 2002
	
Tue., Nov. 4	
Development of antisocial behavior.
LL Ch. 3, 4
Patterson, Debaryshe, & Ramsey, 1989
	
Thur., Nov. 6	
Development of antisocial behavior.
LL Ch. 6
Sutton, Smith, & Swettenham, 1999a.
Crick & Dodge, 1999
Sutton, Smith, & Swettenham, 1999b
	
Tue., Nov. 11	
Developmental psychopathology.
LL Ch. 9
Costello & Angold, 1996
	
Thur., Nov. 13	
Prevention and Intervention 1: Concepts and Ideas
LL Ch. 10, 12
Coie, et al., 1993
	
Tue., Nov. 18	
Prevention and Intervention 2: Conduct problems
Conduct Problems Prevention Research Group, 1999
Farmer, 2000
	
Thur., Nov. 20
Prevention and Intervention 3: Early School Dropout
LL Ch. 8
Mahoney & Cairns, 1997
	
Tue., Nov. 25	
No Class: Thanksgiving
	
Thur., Nov. 27	
No Class: Thanksgiving
	
Tue., Dec. 2	
Presentations
	
Thur., Dec. 4	
Presentations.
	
Tue., Dec. 9	
Presentations.
	
Thur., Dec. 11	
Wrap-up.

Supplementary Readings
Ainsworth, M. D. S. (1979).  Infant-mother attachment.  American
Psychologist, 34, 932-937.

Ainsworth, M. D. S. (1989).  Attachments beyond infancy. American
Psychologist, 44, 709-716.

Anderson, C. A. & Bushman, B. J. (2001).  Effects of violent
videogames on aggressive behavior, aggressive cognition, aggressive
affect, physiological arousal, and prosocial behavior: A meta-
analytic review of the scientific literature.  Psychological Science,
12, 353-359.

Bagwell, C. L., Newcomb, A. F., & Bukowski, W. M. (1998).
Preadolescent friendship and peer rejection as predictors of
adolescent adjustment.  Child Development, 69, 140-153.

Bronfenbrenner, U.  (1977). Toward an experimental ecology of human
development.  American Psychologist, 32, 513-531.

Brooks-Gunn, J. & Furstenberg, F. (1989). Adolescent sexual behavior.
American Psychologist, 44, 249-257.

Bushman, B. J. & Anderson, C. A. (2001).  Media violence and the
American public: Scientific facts vs. media misinformation.  American
Psychologist, 56, 477-489.

Cairns, R.B. (1979).  On human social bonds: The first
relationships.  In R. B. Cairns, Social development: The origins and
plasticity of interchanges (pp. 100-124).  San Francisco:  W.H.
Freeman and Company.

Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J.
R., Markman, H. J., Ramey, S. L., Shure, M. B., & Long, B.  (1993).
The science of prevention : A conceptual framework and some
directions for a national research program.  American Psychologist,
48, 1013-1022.

Conduct Problems Prevention Research Group (1999).  Initial impact of
the fast track prevention trial for conduct problems: I. The high-
risk sample.  Journal of Consulting and Clinical Psychology, 67, 631-
647.

Costello, E. J. & Angold, A.  (1996).  Developmental
Psychopathology.  In R. B. Cairns, G. H. Elder, Jr., and E. J.
Costello, (Eds.) Developmental Science (pp. 168-189).  Cambridge
(UK): Cambridge University Press.

Crick, N. R.  (1997). Engagement in gender normative vs. nonnormative
forms of aggression: Links to social-psychological adjustment.
Developmental Psychology, 33, 610-617.

Crick, N. R. & Dodge, K. A. (1999).  ‘Superiority’ is in the eye of
the beholder: A comment on Sutton, Smith, and Swettenham.  Social
Development, 8, 128-131.

Davila, J. Burge, D., & Hammen, C. (1997).  Why does attachment style
change?  Journal of Personality and Social Psychology, 73, 826-838.

Demo, D. H., & Cox, M. J. (2000).  Families with young children: a
review of research in the 1990s.  Journal of Marriage and the Family,
62, 876-895.

Estell, D. B., Farmer, T. W., Cairns, R. B., & Cairns, B. D. (2002).
Social relations and academic achievement in inner-city early
elementary classrooms.  International Journal of Behavioral
Development, 26, 518-528.

Fagot, B. I., & Leinbach, M. D. (1987).  Socialization of sex roles
within the family.  In D. B. Carter (Ed.), Current conceptions of sex
roles and sex typing: Theory and research (pp. 89-100).  New York:
Praeger.

Farmer, T. W. (2000).  The social dynamics of aggressive and
disruptive behavior in school: Implications for behavioral
consultation.  Journal of Educational & Psychological Consultation,
11, 299-321.

Gilligan, C. (1982).  In a different voice: Psychological theory and
women’s development.  In W. E. Dixon (Ed.), Twenty studies that
revolutionized child psychology (pp., 180-192).  Upper Saddle River,
NJ: Prentice Hall.

Hartup, W. W. (1996).  The company they keep: Friendships and their
developmental significance.  Child Development, 67, 1-13.

Hetherington, E. M., Bridges, M., & Insabella, G. M. (1998).  What
matters?  What does not?  Five perspectives on the association
between marital associations and children’s adjustment.  American
Psychologist, 53, 167-184.

Kagan, J. (1996). Temperamental contributions to the development of
social behavior.  In D. Magnusson (Ed.), The lifespan development of
individuals: Behavioral, neurobiological, and psychosocial
perspectives (pp. 376-393). Cambridge (UK): Cambridge University
Press.

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996).
Friendship quality as a predictor of young children’s early school
adjustment. Child Development, 67, 1103-1118.

LaFontana, K. M., & Cillessen, A. H. N. (2002).  Children’s
perceptions of popular and unpopular peers: A multimethod
assessment.  Developmental Psychology, 38, 635-647.

Maccoby, E. E. (1990).  Gender and relationships.  American
Psychologist, 45, 513-520.

Mahoney, J. L. & Cairns, R. B. (1997). Do extracurricular activities
protect against early school dropout?  Developmental Psychology, 33,
241-253.

Marsh, H. W., Craven,. R. & Debus, R. (1998).  Structure, stability,
and development of young children’s self concepts: A multicohort
multioccasion study.  Child Development, 69, 1030-1053.

O'Brien, M. (1992).  Gender identity and sex roles.  In  V. B. Van
Hasselt, & M. Hersen (Eds.),  Handbook of social development: A
lifespan perspective. Perspectives in developmental psychology (pp.
325-345). New York, NY, US: Plenum Press.

Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989).  A
developmental perspective on antisocial behavior.  American
Psychologist, 44, 329-335.

Pettit, G. S., Bates, J. E., & Dodge, K. A.  (1997).  Supportive
parenting, ecological context, and children’s adjustment: A seven-
year longitudinal study.  Child Development, 68, 908-923.

Rothbart, M. K. & Ahadi, A.  (1994). Temperament and the development
of personality.  Journal of Abnormal Psychology, 103, 55-66.

Smetana, J. G., Killewn, M., & Turiel, E. (1991). Children’s
reasoning about interpersonal and moral conflicts.  Child
Development, 62, 629-644.

Stevenson-Hinde, J.  The individual in context.  In R. B. Cairns, L.
R. Bergman, & J. Kagan (Eds.), Methods and models for studying the
individual (pp. -123-133).  Thousand Oaks, CA: Sage.

Sutton, J., Smith, P. K., & Swettenham, J. (1999a).  Bullying
and “theory of mind”: A critique of the “social skills deficit” view
of anti-social behaviour.  Social Development, 8, 117-127.

Sutton, J., Smith, P. K., & Swettenham, J. (1999b).  Socially
undesirable need not be incompetent: A response to Crick and Dodge.
Social Development, 8, 132-134.

Xie, H., Cairns, R. B., & Cairns, B. D. (2002). The development of
social aggression and physical aggression: A narrative analysis of
interpersonal conflicts. Aggressive Behavior, 28, 341-355.