Human development and developmental psychopathology

Course goals

1. Students will demonstrate a comprehensive knowledge of major theoretical models of human development and their underlying assumptions.
2. students will be able to describe, discuss, and present theoretical models of human development.
3. students will be able to analyze such theories critically and identify how assumptions about human nature shape theoretical frameworks and research questions and evaluate how such assumptions function as heuristic tools in the study of human behavior.
4. students will be able to apply these theories to empirical studies investigating issues in human development

Content

• Discussion Question: pass/fail
• 4 Reaction Papers: 50% of grade
• Theoretical Article Presentation: 20%
• Empirical Article Presentation: 20%
• Class Discussion Leadership: 10%

1. Reading mandatory papers and uploading discussion questions (goal 1 and 2): Each week, students are expected to read the mandatory theoretical papers prior to class. These readings are intended to provoke discussion of the week’s topic. Every student prepares two discussion questions related to the required readings and uploads them to the Discussion Board on Brightspace at least three days before class. The discussion questions should be theory related and deep! Discussion questions are graded on a pass/fail basis. No discussion questions are required in weeks when a student’s subgroup is presenting.
2. Reaction papers integrating theoretical and empirical literature (goal 2 and 3): Each student writes four reaction papers for sessions in which they are not presenting a theoretical paper, leading the discussion, or presenting an empirical article. Each reaction paper has two parts. Part I (approx. ½ page) is submitted on Blackboard before the session and contains an introduction with at least one interesting thought or question about the readings. This question should also be submitted to the discussion leaders for possible inclusion in class. Part II (approx. 2 pages) is written after the session and builds on the first part. It includes the main body and conclusion of the reaction paper, integrates additional empirical literature, and develops the ideas discussed in class. A combined PDF of both parts is submitted before the next session. The four reaction papers are averaged and together account for 50% of the final grade.

3. Team presentation of mandatory theoretical reading (goal 2): Students present in a team of two or three the most important points of the required readings at the beginning of each class in a presentation of maximum 15 minutes, serving as preparation for the discussion. Presentations are evaluated by the instructor and three fellow class members. The team receives a collective grade for the presentation, which contributes 20% to the final grade.

3. Structuring and leading the discussion (goal 2, goal 3): Each team of students collects and organizes the discussion questions submitted by all students and prepares and leads the discussion for the session. The team selects the six or seven most important or thought-provoking questions and provides the class with a summary of these issues to guide the discussion. Additional questions may be addressed if time allows. The team receives a collective grade for discussion leadership, which contributes 10% to the final grade.

4. Team presentation of an empirical paper (goal 4): Each team also summarizes and presents one recent empirical paper. Sample articles are provided on Blackboard and may be selected without affecting the grade, but students are encouraged to search for additional articles. Any self-selected article must first be approved by the instructor to ensure fit with the course topic. Only the presenters are required to read the full article. Presentations (maximum 15 minutes) should include a short critique of the research, an evaluation of how the research fits within a theoretical framework, and how it relates to other readings. Presentations are followed by a 10-minute Q&A and additional discussion. Presenters e-mail the instructor a copy of their presentation at least three days before class. Presentations are evaluated by the instructor and three fellow students and videotaped for self-evaluation. The team receives a collective grade for this presentation, which contributes 20% to the final grade.