Education | Family Processes and Development Seminar in Educational Psychology
P650 | 6014 | Dr. Anne Stright


The course is designed for beginning and advanced graduate students
in educational psychology, counseling, school psychology, education,
psychology, and family studies. There are no prerequisites for the
course. We will focus on applying the theory and research on the
relations between family processes and child/adolescent development
(normal and abnormal) to practice.

Required Readings:

1. Cummings, E. M., Davies, P. T., & Campbell, S. B. (2000).
Developmental psychopathology and family process: Theory, research,
and clinical implications. New York, NY: Guilford.

2. Articles on electronic reserve via the Web at the following
address:

Course Objectives:

1.  Become familiar with the recent research in this area.

2.  Apply this research to your field of study and profession

3.  Develop oral and written communication skills


Evaluation:
	
1. Discussion co-leader (20% of grade)
	
Several times during the semester, you and another student will be in
charge of leading the in-class discussion of the assigned readings.
There are a number of ways that you can stimulate discussion,
including preparing questions or observations, or perhaps having an
activity planned. This can turn into a very easy job when your
classmates are engaged and prepared.

2. Participation (15% of grade)
	
This is the other side of the point made above. I expect you to have
read the readings assigned for the day and try your best to
contribute to the discussion. Participation is easier when everyone
contributes and no one is put on the spot.

3. Final Paper (50% of grade)
	
The paper is expected to be approximately 8 pages long. I would like
you to pick a topic related to the course readings that is relevant
to your own work. Your paper should be a scholarly review about the
current research on that issue. Further instructions will come in a
later handout.

4. Presentation on Final Paper (15% of grade)
	
The last few weeks of the course, class members will give 15-minute
presentations on their paper. Again, further instructions will be
provided is a later handout.

Class Schedule and Readings

A * indicates that the reading is on electronic reserve at the
following address:

Jan. 13	Introduction
		
Jan. 15	Introduction	
Cummings Book Chapters 1 & 2 	
	
Jan. 20	Methodological Directions in Developmental Psychopathology
Research
Cummings Book Chapter 3

Jan. 22	Pathways & Risk and Protective Factors
Cummings Book Chapters 4 & 5
The Parent-Child Subsystem and Child/Adolescent Development

Jan. 27 Attachment
Cummings Book Chapter 6 (pp. 181 - 199)

*Colin, V. L. (1996). Human attachment (pp. 7 - 27). New York, NY:
McGraw-Hill.

*De Wolff, M. S., & van IJzendoorn, M. H. (1997). Sensitivity and
attachment: A meta-analysis on parental antecedents of infant
attachment. Child Development, 68, 571 - 591.

Jan. 29	Attachment
*Stams, G-J., J. M., Juffer, F., & van IJzendoorn, M. H. (2002).
Maternal sensitivity, infant attachment, and temperament in early
childhood predict adjustment in middle childhood: The case of adopted
children and their biologically unrelated parents. Developmental
Psychology, 38, 806 - 821.

*Badermans-Kraneburg, M. J., van IJzendoorn, M. H., & Juffer, F.
(2003). Less is more: Meta-analyses of sensitivity and attachment
interventions in early childhood. Psychological Bulletin, 129, 195 -
215.

Feb. 3	Attachment
*Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000).
Attachment and culture: Security in the United States and Japan.
American Psychologist, 55, 1093 - 1104.

Cummings Book Chapter 7 (pp. 217 - 220)

Feb. 5	Parenting Older Children - Parenting Styles, Beliefs, &
Practices	

Cummings Book Chapter 6 (pp. 157 - 181)

*Grolnick, W. S., & Gurland, S. T. (2002). Mothering: Retrospect and
prospect. In J. P. McHale & W. S. Grolnick (Eds.), Retrospect and
prospect in the psychological study of families (pp. 5 - 33). Mahwah,
NJ: Erlbaum.

*Chao, R. K. (1994). Beyond parental control and authoritarian
parenting style: Understanding Chinese parenting through the cultural
notion of training. Child Development, 65, 1111 - 1119.

Feb. 10 Emotion
*Eisenberg, N., Gershoff, E. T., Fabes, R. A., Shepard, S. A.,
Cumberland, A. J., Losoya, S. H., Guthrie, I. K., & Murphy, B. C.
(2001). Mothers’ emotional expressivity and children’s behavior
problems and social competence: Mediation through children’s
regulation. Developmental Psychology, 37, 475 - 490.

*Gottman, J. M., Katz, L. K., & Hooven, C. (1996). Parental meta-
emotion philosophy and the emotional life of families: Theoretical
models and preliminary data. Journal of Family Psychology, 10, 243 -
268.

Feb. 12	Control
*Mason, C. A., Cauce, A. M., Gonzales, N., & Hiraga, Y. (1996).
Neither too sweet nor too sour: Problem peers, maternal control, and
problem behavior in African American adolescents. Child Development,
67, 2115 - 2130.

*Barber, B. K., Olsen, J. E., & Shagle, S. C. (1994). Associations
between parental psychological and behavioral control and youth
internalized and externalized behaviors. Child Development, 65, 1120 -
1136.

Feb. 17 Corporal Punishment
*Gershoff, E. T. (2002). Corporal punishment by parents and
associated child behaviors and experiences: A meta-analytic and
theorectical review. Psychological Bulletin, 128, 539 - 579.

*Holden, G. W. (2002). Perspectives on the effects of corporal
punishment: Comment on Gershoff (2002). Psychological Bulletin, 128,
590 -595.

*Baumrind, D., Larzelere, R. E., & Cowan, P. A. (2002). Ordinary
physical punishment: Is it harmful? Comment on Gershoff (2002).
Psychological Bulletin, 128, 580 - 589.	

*Parke, R. D. (2002). Punishment revisted – Science, values, and the
right question: Comment on Gershoff (2002). Psychological Bulletin,
128, 596 - 601.

*Gershoff, E. T. (2002). Corporal punishment, physical abuse, and the
burden of proof: Reply to Baumrind, Larzelere, and Cowan (2002),
Holden (2002), and Parke (2002). Psychological Bulletin, 128, 602 -
611.

Interactions Between Parenting, Temperament, Culture, Poverty, and
Development

Feb. 1	Cummings Book Chapter 7

*Gallagher, K. C. (2002). Does child temperament moderate the
influence of parenting on adjustment? Developmental Review, 22, 623 -
643.	

*Kochanska, G. (1997). Multiple pathways to conscience for children
with different temperaments: From toddlerhood to age 5. Developmental
Psychology, 33, 228 - 240.

Feb. 24	Temperament, Culture, & Parenting
	
*Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G., &
Stewart, S. L. (1998). Child-rearing attitudes and behavioral
inhibition in Chinese and Canadian toddlers: A cross-cultural study.
Developmental Psychology, 34, 677 - 686.

Feb. 26	Poverty, Parenting, & Development

*McLoyd, V. C. (1998). Socioeconomic disadvantage and child
development. American Psychologist, 53, 185 - 204.

The Marital Subsystem and Child/Adolescent Development
		
March 2 Marital Conflict
		
Cummings Book Chapter 8

March 4	Divorce & Remarriage

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

March 9	Family Environments

*Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky
families: Family social environments and the mental and physical
health of offspring. Psychological Bulletin, 128, 330 - 366.


March 11 Parental Depression and Child/Adolescent Development

Cummings Book Chapter 9

*Harrington, R., Rutter, M., & Frombonne, E. (1996). Developmental
pathways in depression: Multiple meanings, antecedents, and
endpoints. Development and Psychopathology, 8, 601 - 616.

		

March 16 Spring Break
	
March 18 Spring Break	

March 23 Catch Up

March 25 Catch Up

March 30 Diagnosis, Classification, and Conceptualization of
Children’s Problems

Cummings Book Chapter 10

*Weisz, J. R., Chayaisit, W., Weiss, B., Eastman, K. L., & Jackson,
E. W. (1995). A multimethod study of problem behavior among Thai and
American children in school: Teacher reports versus direct
observations. Child Development, 66, 402 - 415. 		

April 1	Prevention

Cummings Book Chapter 11 (pp. 374 - 401)

*Conduct Problems Prevention Research Group. (1999). Initial impact
of the Fast Track Prevention Trial for conduct problems: I. The high-
risk sample. Journal of Counsulting and Clinical Psychology, 67, 631 -
647.

April 6	Treatment

Cummings Book Chapter 11 (pp. 402 - 415)

*To be added.
	
April 8	Wrap Up

Cummings Book Epilogue

April 13 Presentations

April 15 Presentations

April 20 Presentations

April 22 Presentations
	
April 27 Presentations

April 29 Presentations
TURN IN YOUR PAPER