PSY 624 - FG - Social Development (Fall 2023)
MoWe 2:00PM - 3:15PM
302--Online
via Zoom as necessary
Department
of Psychology, University of Miami
Daniel Messinger, Ph.D., dmessinger@miami.edu
FLP
308, (305) 284-8443 (email me for cel #)
Office
Hours: Monday 1:00 - 2:00 and, preferably, by appointment
Objective. This course will review contemporary theory, research, and methods
relevant to understanding social and emotional development, particularly from
infancy to adolescence. The course focuses on both normative and atypical
development as an understanding of one enriches an understanding of the other.
Individual differences, sociocultural diversity, and a historical perspective
will be emphasized throughout.
Readings. Each week, one key readings will be assigned
(if there is more than one, you get to choose). These papers will be available
linked to this syllabus (click the indicated reading; they are in Acrobat which
can be downloaded here). If a reading
assignment is marked as "Extra," it is suggested but not required.
Honor code. All assignments are governed by the Honor
code: “On my honor, I have neither given nor received any aid on this
exam/paper, etc.” Please review the graduate honor code here.
Class
Sessions. I will provide overview and background material
to inform our discussion. Most of this material will be PowerPoint
presentations that I will present in class and post on-line (I will also
include links to some interesting supplementary web-sites).
Illustrative videos and in-class activities will help us get a flavor for some
of the topics (i.e. coding security of attachment). I
may assign videos to watch before a given class session. Please have access to
the readings (hard copy or electronic) during class sessions. BlackBoard will be
used mostly for email, the discussion forum, and submitting assignments.
Facilitating Discussion:
Presentations.
Students will be responsible for presenting an article and facilitating
class discussion approximately 5 times during the semester (30 points). Your
presentations should cover the article’s unique contribution, integrative
themes across the readings (particularly for that day), the pros and cons of
different research methods for addressing the topic, and ideas regarding
potential future directions/applications of the findings.
Evaluation. Presentations
will be evaluated based on a) the clarity of your presentation and slides, b)
your understanding of the article (e.g., adequacy of responses to questions),
c) the depth of your communicated understanding of the issues raised by the
article (e.g., what is the unique message of the article), and d) the quality
of the ensuing discussion (e.g., relationship to ongoing class themes).
Hallmarks of quality involve identifying strengths of the article, weaknesses,
and specific, article-pertinent ideas for addressing those weaknesses. Weaker
presentations often focus on common methodologic weaknesses without identifying
solutions. Stronger presentations often focus on key strengths and results.
Slides.
Your presentations should use Power-Point slides. I prefer large text
and figure-based presentations where the title of each slide is communicative
and slide titles do not repeat. In some instances, online slides exist with
which to present your article. As needed, please edit the slides and/or create
new slides. If you create new slides, please consider putting your last name in
the footer section of the slide. The
new slides—only send the slides you will be presenting—will be due by email
12 hours before class.
If you feel comfortable doing so, I suggest you email the slides not only to me
but to all members of the class.
Feedback. I am available to
discuss articles before your presentation. Good topics for discussion are
elements of the article that are difficult to understand, and your questions
about what is most important to present, and how it should be presented. In
other words, if there is something about the article you are planning to
present that don't understand, come discuss it with me beforehand.
Participation,
Participation refers to your level of engagement in class. Over the course of
the semester, please submit three (3) substantive questions or responses
concerning the class reading by 10:00 am before the class at which we discuss
the reading.emailing your questions not only to me
but to all members of the class.
In addition to these questions, participation includes attendance, having
clearly done the required reading, asking pertinent questions, offering
informed responses to questions, and constructive debate. Use of electronic devices for anything except class work is prohibited.
Full credit participation should not be assumed. If you have a question about
your level of presentation, I am happy to discuss.
Attendance is mandatory.
Final project.
The final project should concern typical or atypical
social and/or emotional development. The final project (including all relevant assignments) will
constitute 50% of your grade. Choose a question relevant to
your research that can be addressed from a developmental perspective
emphasizing change over time. The paper must constitute new work. It can be
grounded in your scientific research or can be an exploration of developmental
themes unrelated to your work. You should find a
project that interests you and will help you professionally (consult with your
mentor). Collaborative proposals and
presentations are allowed. They must include a significant component of
individual work for each collaborator and must result in a proportionately
higher quality final project (e.g., 2 people could collaborate on a RO1
proposal). In that case, each team member will independently submit
their assignments. A group class project
is also possible (ask and we can discuss possibilities). Different final
project possibilities:
1) An empirical study in the form of a journal submission (10-25 double
spaced pages). This is an ideal format for completing an ongoing research
project.
2) A NIH F31/R03, NSF Graduate
Research Fellowship, or comparable proposal to which I agree. The idea here is
to tie together your knowledge of an area with a proposal to do research in
that area. The final paper should include all substantive areas of the proposal
(5 – 6 single-spaced pages). This is an ideal format for exploring ideas in
developmental research, which are related or unrelated to your ongoing
research.
3) A publication-quality literature review in summary-article format or
chapter format (i.e., organized by theme, not by article (10-25 double spaced
pages).
Final project dates and details. Please email your mentor and me me
when submitting each of the products below. Please
also submit on BlackBoard. For each date below be prepared to discuss your
assignment in class. Office hours (listed above) or scheduled
after class or by email are an ideal setting for me to assist you with your
final paper, exam(s), discussion facilitation, or class participation. If some
feature of the assignment is missing in one of these assignments, and I do not
draw your attention to its absence, this does not constitute license to omit
that portion of the assignment.
|
Date |
Final
Project Assignments and
points (50 points total) Due 12:00 pm (noon) except final paper. |
|
8/30 |
Potential
topic, title, and format (e.g., empirical paper), along with a draft of the
project (or any related project) in its current status
(5). Email only. |
|
9/18 |
One
paragraph, single-spaced summary of the project (5). |
|
10/2 |
One page,
single-spaced abstract of project (5). |
|
10/23 |
Updated
one page abstract and a two-page outline (or 3 page summary) of the project
(5) |
|
11/8 |
1st
draft of project containing all its components (5). |
|
11/20 |
PowerPoint draft and oral presentation of final
project (10). |
|
12/6 |
Final
paper due (11:00 pm) (15). |
Grading
|
|
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Classes
and Assigned Readings
8/21.
Introduction to social development and to the class.
Extra:
Erikson, E. (1950). Eight Ages of Man,
Childhood and Society (pp. 247-274): Norton.
Thompson, R. A., Winer, A. C., & Goodvin,
R. (2011). The individual child: Temperament,
emotion, self, and personality. In M. H. Bornstein & M. E.
Lamb (Ed.), Developmental science: An advanced textbook (6th ed.) (pp.
427-468). New York, NY, US: Psychology Press.
8/23. Culture in Development
Hilton, C. B., Moser,
C. J., Bertolo, M., Lee-Rubin, H., Amir, D., Bainbridge, C. M., Simson, J.,
Knox, D., Glowacki, L., Alemu, E., Galbarczyk, A., Jasienska, G., Ross, C. T.,
Neff, M. B., Martin, A., Cirelli, L. K., Trehub, S. E., Song, J., Kim, M., Schachner,
A., Vardy, T. A., Atkinson, Q. D., Salenius, A., Andelin, J., Antfolk, J.,
Madhivanan, P., Siddaiah, A., Placek, C. D., Salali, G. D., Keestra, S., Singh,
M., Collins, S. A., Patton, J. Q., Scaff, C., Stieglitz, J., Cutipa, S. C.,
Moya, C., Sagar, R. R., Anyawire, M., Mabulla, A., Wood, B. M., Krasnow, M. M.,
& Mehr, S. A. (2022). Acoustic regularities in infant-directed speech and
song across cultures. Nature Human Behaviour.
Extra:
Bornstein,
M. H., Putnick, D. L., Rigo, P., Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su, X., Du, X., Zhang, K., Cote, L. R.,
De Pisapia, N., & Venuti, P. (2017). Neurobiology of culturally common
maternal responses to infant cry. Proceedings of the National Academy of
Sciences of the United States of America, 114(45), E9465-E9473. https://doi.org/10.1073/pnas.1712022114
8/28. Biological bases: Environment * gene interaction, epigenetics
Conradt, E., Beauchaine, T., Abar, B., Lagasse, L.,
Shankaran, S., Bada, H., … Lester, B. (2016). Early caregiving stress exposure
moderates the relation between respiratory sinus arrhythmia reactivity at 1
month and biobehavioral outcomes at age 3. Psychophysiology, 53(1),
83–96. https://doi.org/10.1111/psyp.12569 https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569 Jiye1
Extra:
Valadez EA, Tottenham N, Korom M, Tabachnick AR, Pine DS,
Dozier M (2023) A Randomized Controlled Trial of a Parenting Intervention
During Infancy Alters Amygdala-Prefrontal Circuitry in Middle Childhood.
Journal of the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2023.06.015
.
Lester, B. M., Conradt, E., LaGasse, L. L., Tronick, E. Z., Padbury, J. F., & Marsit, C. J. (2018). Epigenetic Programming by Maternal
Behavior in the Human Infant. Pediatrics. doi:10.1542/peds.2017-1890
clear comparison with movie
8/30.. Temperament
Watts, T. W., Duncan, G. J., & Quan, H. (2018).
Revisiting the marshmallow test: A conceptual replication investigating links
between early delay of gratification and later Outcomes. https://journals.sagepub.com/doi/full/10.1177/0956797618761661.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf Arushi1
Extra:
Munakata,
Y. (2023). How Culture Affects the ‘Marshmallow Test’: A classic test of
self-control can carry complex cultural biases. https://www.scientificamerican.com/article/how-culture-affects-the-marshmallow-test/
9/4 No class (labor day).
9/6..
:
Castro,
V. L., Camras, L. A., Halberstadt, A. G., & Shuster, M. (2018). Children’s
prototypic facial expressions during emotion-eliciting conversations with their
mothers. Emotion, 18(2), 260–276. https://doi.org/10.1037/emo0000354 [doi:10.1037/emo0000354].
Shuo1
Extra
Mitsven, S. G., Messinger, D. S., Moffitt,
J., & Ahn, Y. A. (in press). Infant Emotional Developments,
pp. 748-782. In Lockman, J. & Tamis-Lemonda, C. (Eds.), Handbook of Infant
Development. Cambridge University Press.
Thompson, R. A. (2015). Doing It with
Feeling: The Emotion in Early Socioemotional Development. Emotion Review, 7(2),
121-125. doi: 10.1177/1754073914554777
Camras, L. A., & Shutter, J. M. (2010). Emotional facial expressions in
infancy. Emotion Review, 2(2), 120-129. doi:
10.1177/1754073909352529
Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P.,
Glover, G., & Casey, B.J.(2013). The medial prefrontal cortex and the
emergence of self-conscious emotion in adolescence. Psychological
Science, 24, 1554-1562.
PDF
9/11. Intensification (email)
Ahn
YA, Önal Ertuğrul I, Chow S-M, Cohn JF, Messinger DS (2023). Automated
measurement of infant and mother Duchenne facial expressions in the
Face-to-Face/Still-Face. Infancy n/a. https://doi.org/10.1111/infa.12556.
Kenyon1
Mattson, W. I., Cohn, J. F.,
Mahoor, M. H., Gangi, D. N., & Messinger,
D. S. (2013). Darwin’s Duchenne: Eye constriction during infant joy and
distress. PLoS
ONE, 8(11). doi: 10.1371/journal.pone.0080161.
Extra:
Perlman, S. B., Luna, B., Hein, T. C., &
Huppert, T. J. (2014). fNIRS evidence of prefrontal
regulation of frustration in early childhood. Neuroimage, 85 Pt 1,
326-334. https://doi.org/10.1016/j.neuroimage.2013.04.057
9/13. Emotion Outcomes
Sheinkopf
SJ, Tenenbaum EJ, Messinger DS, Miller-Loncar CL, Tronick
EZ, LaGasse LL, Shankaran S, Bada H,
Bauer CR, Whitaker TM, Hammond JA, & Lester BM. (2016). Maternal and infant affect at 4 months
predicts performance and verbal IQ at 4 and 7 years in a diverse population.
Developmental Science. [Epub ahead of print]:doi: 10.1111/desc.12479. PMID:
27774733. Bella1
Coffey, J. (2019). Cascades of infant happiness:
Infant positive affect predicts childhood IQ and adult educational attainment.
Emotion, 20. https://doi.org/10.1037/emo0000640
Hittner, E. F.,
Stephens, J. E., Turiano, N. A., Gerstorf, D.,
Lachman, M. E., & Haase, C. M. (2020). Positive Affect Is Associated With Less Memory Decline: Evidence From a 9-Year
Longitudinal Study. Psychological Science, 31(11), 1386-1395. https://journals.sagepub.com/doi/pdf/10.1177/0956797620953883
9/18. Predictors of
interactive competence.
Zeng,
G., Maylott, S. E., Leung, T. S., Messinger, D. S., Wang, J., & Simpson, E.
A. (2022). Infant temperamental fear, pupil dilation, and gaze aversion from
smiling strangers. Developmental Psychobiology, 64(7), e22324. https://doi.org/10.1002/dev.22324 Arushi2
Extra.
Alternate: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211944/
Meltzoff, A. N., & Marshall, P. J. (2018). Human
infant imitation as a social survival circuit. Current Opinion in Behavioral
Sciences, 24, 130–136. https://doi.org/10.1016/j.cobeha.2018.09.006
Reeb-Sutherland,
B.C., Levitt, P., & Fox, N.A. (2012). The predictive nature of individual
differences in early associative learning and emerging social behavior. PLoS ONE; 7: e30511. PDF
9/20. Early interaction: Process
Elmlinger SL, Schwade JA, Vollmer L,
Goldstein MH. Learning how to learn from social feedback: The origins of early
vocal development. Dev Sci. 2023 Mar;26(2):e13296. doi: 10.1111/desc.13296. Epub
2022 Jul 5. PMID: 35737680. Kenyon2
Murray, L., De Pascalis, L., Bozicevic, L., Hawkins, L.,
Sclafani, V., & Ferrari, P. F. (2016). The functional architecture of
mother-infant communication, and the development of infant social
expressiveness in the first two months. Scientific Reports, 6(1), 39019.
https://doi.org/10.1038/srep39019.
Abney DH,
Warlaumont AS, Oller DK, Wallot S, Kello CT (2017)
Multiple Coordination Patterns in Infant and Adult Vocalizations. Infancy
22:514-539. doi:10.1111/infa.12165.
Extra:
Beebe, B., D. Messinger, L. E. Bahrick, A.
Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant
Face-to-Face Communication. Developmental Psychology, 52(4),
556-571.
Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants Time Their Smiles to Make Their Moms Smile. PLoS
ONE, 10(9), e0136492. doi:
10.1371/journal.pone.0136492
9/25.
No class.
9/27. Interaction disrupted: The still-face
Extra:
Gao M, Vlisides-Henry RD, Kaliush PR,
Thomas L, Butner J, Raby KL, Conradt E, Crowell SE (2023) Dynamics of mother-infant
parasympathetic regulation during face-to-face interaction: The role of
maternal emotion dysregulation. Psychophysiology 60:e14248.https://doi.org/10.1111/psyp.14248.
Ekas,
N. Haltigan, J.D., Messinger, D.S. (2012). The Dynamic Still-Face Effect: Do
Infants Decrease Bidding Over Time When Parents are Not Responsive? Developmental
Psychology, 49(6), 1027-1035. doi:
10.1037/a0029330. PMC3568681.
Mesman, J., M. H. van IJzendoorn, et al.
(2009). "The many
faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.
Bigelow, A. E., & Power, M. (2014).
Effects of Maternal Responsiveness on Infant Responsiveness and Behavior in the
Still-Face Task. Infancy, 19(6), 558-584. doi:
10.1111/infa.12059
10/2
What does early
interaction predict?
Mitsven, S. G., Prince, E. B.,
Messinger, D. S., Tenenbaum, E. J., Sheinkopf, S. J., Tronick, E. Z., Seifer,
R., & Lester, B. M. (2021). Testing
the mid-range model: Attachment in a high-risk sample. Developmental
Science, e13185. https://doi.org/10.1111/desc.13185 Bella2
Extra:
Raby, K. L., Roisman, G.
I., & Booth-LaForce, C. (2015). Genetic moderation of stability in
attachment security from early childhood to age 18 years: A replication study.
Dev Psychol, 51(11), 1645-1649. doi:
10.1037/dev0000053
10/4. Attachment defined and describing secure and
insecure attachment
Extra:
Attachment
site: http://johnbowlby.com: Overview
of attachment classifications (on p. 11) and coding.
Messinger,
D. S., E. B. Prince, M. Zheng, K. Martin, S. G. Mitsven, S. Huang, T. Stölzel, N. Johnson, U. Rudolph, L. K. Perry, B. Laursen
& C. Song (2019). Continuous measurement of dynamic
classroom social interactions. International Journal of
Behavioral Development: 0165025418820708.
10/9. CLASS
ON ZOOM Predicting
attachment security
Raby, K. L., Roisman, G. I., &
Booth-LaForce, C. (2015). Genetic moderation of stability in attachment
security from early childhood to age 18 years: A replication study. Dev
Psychol, 51(11), 1645-1649.
https://doi.org/10.1037/dev0000053 Jiye2
Extra:
Fraley RC, Roisman GI, Booth-LaForce C, Owen MT, Holland AS.
Interpersonal and genetic origins of adult attachment styles: a longitudinal
study from infancy to early adulthood. J Pers Soc Psychol.
2013;104(5):817-838. doi:10.1037/a0031435 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4624037/pdf/nihms716035.pdf
Raby, K. L., Cicchetti, D., Carlson, E. A.,
Cutuli, J. J., Englund, M. M., & Egeland, B. (2012). Genetic and Caregiving-Based Contributions to
Infant Attachment. Psychological Science, 23(9),
1016-1023. doi: 10.1177/0956797612438265.
10/11
CLASS ON ZOOM
What does secure attachment predict?
Groh, A. M., Fearon, R. M. P., van Ijzendoorn, M. H., Bakermans-Kranenburg,
M. J., & Roisman, G. I. (2017). Attachment in the Early Life Course:
Meta-Analytic Evidence for Its Role in Socioemotional Development. Child
Development Perspectives, 11(1), 70-76. doi:
10.1111/cdep.12213. Kenyon3
Extra:
Lucassen, N., Tharner,
A., Van Ijzendoorn, M. H., Bakermans-Kranenburg,
M. J., Volling, B. L., Verhulst, F. C., Lambregtse-Van
den Berg, M. P., & Tiemeier, H. (2011). The association between paternal
sensitivity and infant-father attachment security: a meta-analysis of three
decades of research. J Fam Psychol, 25(6), 986-992. doi:
10.1037/a0025855
10/16
Fall recess
10/18
(Attachment processes in) intimate relationships and adulthood
Lantagne, A., & Furman, W. (2017). Romantic relationship
development: The interplay between age and relationship length. Dev Psychol,
53(9), 1738-1749. https://doi.org/10.1037/dev0000363. https://pubmed.ncbi.nlm.nih.gov/28604025/
Suleiman, A. B., Galván, A., Harden, K. P., & Dahl, R.
E. (2017). Becoming a sexual being: The 'elephant in the room' of adolescent
brain development. Dev Cogn Neurosci,
25, 209-220. doi:10.1016/j.dcn
.2016.09.004
Extra:
10/23. Classroom
Social Networks
Fasano,
R. M., Mitsven, S. G., Custode, S. A., Sarker, D., Bulotsky-Shearer, R. J.,
Messinger, D. S., & Perry, L. K. (2023). Automated measures of vocal
interactions and engagement in inclusive preschool classrooms. Autism Research, 1– 14. https://doi.org/10.1002/aur.2980
Fasano, R. M.,
Perry, L. K., Zhang, Y., Vitale, L., Wang, J., Song, C., & Messinger, D. S.
(2021). A granular perspective on inclusion:
Objectively measured interactions of preschoolers with and without autism. Autism
Research, 1– 14. https://doi.org/10.1002/aur.2980 Jiye3
Extra:
Chen, J., Justice, L. M., Rhoad-Drogalis, A., Lin, T.-J., & Sawyer, B. (2020). Social
Networks of Children with Developmental Language Disorder in Inclusive
Preschool Programs. Child Development, 91(2), 471-487. https://doi.org/https://doi.org/10.1111/cdev.13183
10/25 Social
development in classroom settings.
Extra:
Banarjee,
C., Tao, Y., Fasano, R. M., Song, C., Vitale, L., Wang, J., Shyu, M.-L., Perry,
L. K., & Messinger, D. S. (2023). Objective quantification of
homophily in children with and without disabilities in naturalistic contexts.
Scientific Reports, 13(1), 903. https://doi.org/10.1038/s41598-023-27819-6
10/26 Thursday. Charles Carver Memorial
Colloquium*, Dr. Chen Yu: .3:30-5:00 pm, Room 502. Magnifying Time and Space: Computational Approaches Lead
to Precision in Studying Natural Behavior
10/30. Peers.
Schmidt, M. F. H.,
Butler, L. P., Heinz, J., & Tomasello, M. (2016). Young Children See a
Single Action and Infer a Social Norm: Promiscuous Normativity in 3-Year-Olds.
Psychological Science. https://doi.org/10.1177/0956797616661182
Laursen, B. (2017). Making and Keeping
Friends: The Importance of Being Similar. Child Development Perspectives,
11(4), 282-289. https://doi.org/10.1111/cdep.12246
Extra:
11/1. Aggression, empathy, and evolution.
Extra:
Kim,
S., Kochanska, G., Boldt, L. J., Koenig Nordling, J.,
& O’Bleness, J. J. (2014). Developmental
trajectory from early responses to transgressions to future antisocial
behavior: Evidence for the role of the parent-child relationship from two
longitudinal studies. Development and Psychopathology,
26, 93-109.
Dickson, D. J., Richmond, A. D., Brendgen, M., Vitaro, F., Laursen, B., Dionne, G., &
Boivin, M. (2015). Aggression can be contagious: Longitudinal associations
between proactive aggression and reactive aggression among young twins.
Aggressive Behavior, 41(5), 455-466. doi:
10.1002/ab.21582
11/6. Self-regulation and Risk-taking.
Duell,
N. and Steinberg, L. (2019), Positive Risk Taking in Adolescence. Child Dev Perspect, 13: 48-52. https://doi.org/10.1111/cdep.12310 Shuo3
EXTRA:
11/8. Prosocial development and morality..
Conte,
E., Grazzani, I., & Pepe, A. (2018). Social
cognition, language, and prosocial behaviors: A multitrait
mixed-methods study in early childhood. Early Education and Development,
29(6), 814–830. https://doi.org/10.1080/10409289.2018.1475820 Additional_Link. Eraine3
Tan E, Hamlin JK (2024) Toddlers’ affective
responses to sociomoral scenes: Insights from physiological measures. Journal
of Experimental Child Psychology 237:105757. https://doi.org/10.1016/j.jecp.2023.105757 .
Extra:
11/13. Maltreatment
Danese,
A., & Widom, C. S. (2020). Objective and subjective experiences of child
maltreatment and their relationships with psychopathology. Nature Human
Behaviour, 4(8), 811-818. https://doi.org/10.1038/s41562-020-0880-3.
Bella4
Cuartas,
J., Weissman, D. G., Sheridan, M. A., Lengua, L., & McLaughlin, K. A.
(2021). Corporal Punishment and Elevated Neural Response to Threat in Children.
Child Development, 92(3), 821-832. https://doi.org/https://doi.org/10.1111/cdev.13565
Extra:
Dube SR, Li ET, Fiorini G, Lin C,
Singh N, Khamisa K, McGowan J, Fonagy
P (2023) Childhood verbal abuse as a child maltreatment subtype: A systematic
review of the current evidence. Child Abuse & Neglect 144:106394.https://doi.org/10.1016/j.chiabu.2023.106394.
11/15.
Szapocznik
J, Lombard J, Martinez F, Mason CA, Gorman-Smith D, Plater-Zyberk
E, Brown SC, Spokane A (2006) The impact of the built environment on children's
school conduct grades: the role of diversity of use in a Hispanic neighborhood.
Am J Community Psychol 38:299-310.
10.1007/s10464-006-9084-x. PMC3835623. NIHMS508978. Jiye4
Liu,
S.R., Kia-Keating, M., Nylund-Gibson, K. and Barnett, M.L. (2020), Co-Occurring
Youth Profiles of Adverse Childhood Experiences and Protective Factors:
Associations with Health, Resilience, and Racial Disparities. Am J Community
Psychol, 65: 173-186. https://doi.org/10.1002/ajcp.12387
Seaton, E.K. and Carter, R. (2019),
Perceptions of Pubertal Timing and Discrimination Among African American and
Caribbean Black Girls. Child Dev, 90: 480-488. https://doi.org/10.1111/cdev.13221
Extra:
Delgado, M. Y., Nair, R. L., Updegraff, K. A., & Umaña-Taylor, A. J. (2019). Discrimination, Parent–Adolescent Conflict, and Peer Intimacy: Examining Risk and Resilience in Mexican-Origin Youths' Adjustment Trajectories. Child Development, 90(3), 894-910. https://doi.org/10.1111/cdev.12969 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12969?campaign=wolearlyview
11/20. Parenting CLASS ON ZOOM
Extra:
Belsky,
J. (2014). Toward an evo-devo theory of reproductive strategy, health and longevity. Perspectives in Psychological Science,
9, 16-18.
11/27. Gender identity
11/29. Final project PowerPoint presentations
11/30/2023.
Child division colloquium, 3:30-5pm, Dr. Brian Doss, “Why romantic
relationships matter: The role of the OurRelationship
program.”
12/4. Final paper workshop
12/6. Final paper optional workshop.
12/6. Final paper due (11:00 pm).
Campus Closure: In the event that the UM’s campus closes unexpectedly for an
extended period of time due to a hurricane, pandemic, or other emergency
situation that prevents this course from meeting in person, students should be
prepared to continue their learning through other means as determined by the
instructor. In the most likely scenario, instruction would be delivered
remotely through BlackBoard and other
platforms. Students are expected, to the extent feasible, to check their UM
email and course BlackBoard regularly for
communications from their instructors. If instructed by the faculty, students
are expected, to the extent feasible, to continue their participation in their
courses from their off-campus location.
Class
Recordings Policy: Students are expressly prohibited from
recording any part of this course. Meetings of this course might be recorded by
the University. Any recordings will be available to students registered for
this class as they are intended to supplement the classroom experience.
Students are expected to follow appropriate University policies and maintain
the security of passwords used to access recorded lectures. Recordings may not
be reproduced, shared with those not in the class, or uploaded to other online
environments. If the instructor of a University of Miami office plans any other
uses for the recordings, beyond this class, students identifiable in the
recordings will be notified to request consent prior to such use. See the
separate FERPA consent.