Secretary: Mrs. Judy Manners x Office: 280 BSB

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1 YORK UNIVERSITY, PSYCHOLOGY DEPARTMENT SEMINAR IN DEVELOPMENTAL PSYCHOLOGY : A Tentative Outline Summer 2012, S2 June 26 August 2, 2012; Tuesday and Thursday 2-5 PM, Classroom: VH Prerequisites: PSYC 1010 with a minimum grade of C; PSYC 2110; PSYC 2021; PSYC Students must be in an Honours Program in Psychology and have completed 14 university courses or 84 credits (excluding education courses). Course Director: Dr. Ehud E. Avitzur Webpage: As class gathers twice a week, please do not contact the professor via . Office: BSB 256. Office Hours: During the summer: Only by appointment. Phone Messages: (416) Ex Secretary: Mrs. Judy Manners x Office: 280 BSB This course aims to deepen the knowledge and understanding of developmental processes. It will focus mainly on the emotional and social aspects of the mental development, and will require intellectual and emotional involvement of the participants. The course will examine the field of developmental psychology, as a developmental process in itself. The work of giants - including Freud, Klein, Mahler, and Bowlby - will enable us to evaluate this process. Application and contemporary research are on the focus of this seminar as well. The personal and professional growth of the students is an aim of itself. Active involvement of students in both reading and in class discussions are of major importance. Reading: Specific chapters and papers assembled in a reading kit for students convenience. Assignments: For each class students have to read and to prepare class assignments. Each student will also prepare a presentation. Guidance will be offered to students in class. Quizzes: Answers will be well articulated, very short and to the point. Note: NO MAKE-UP WILL BE OFFERED for any reason. Final Exam: Essay format. On the last day of class. Location: Hebb Lab (BSB). Many students find it helpful to participate in an academic writing course. You are advised to consider this idea favorably: A good, clear, correct style will significantly upgrade your grade.

2 The structure of the course: Course will be devoted to theory, application and contemporary research. We will study the main theoretical frameworks in developmental psychology, by reading and discussing some of the original writing by Freud, Klein, Mahler, Bowlby, Ainsworth and others. The application part will be devoted to major issues in developmental psychology. Here we will be exposed to the life stories of adults who experienced different important issues during the formative years. Students may suggest topics of interest, and can invite guest speakers. The main focus would be: How has the discussed issue impacted the trajectory of this individual s life. Contemporary research: We will discuss contemporary research in the field of developmental psychology. Research may be found in specialized journals for the subject matter.

3 Course Evaluation As a seminar student you are expected to take an active role in class. This would be reflected in the way your final grade will be calculated: Demonstration of preparing assignments; active, positive involvement; sharing ideas (25%); Two quizzes (25%); Presentation (25%); Final exam (25%). Your grade for the course will be based on the following scale: A ; A 80-89; B ; B 70-74; C ; C 60-64; D ; D 50-54; E and F 49 and below. Senate approved the following grading schemes for the Faculties of Administrative Studies, Arts, Atkinson College, Education, Fine Arts, Science and Glendon College: A+. 9. Exceptional Thorough knowledge of concepts and/or techniques and exceptional skill or great originality in the use of those concepts, techniques in satisfying the requirements of an assignment or course. A. 8. Excellent Thorough knowledge of concepts and/or techniques with a high degree of skill and/or some elements of originality in satisfying the requirements of an assignment or course. B+. 7. Very Good Thorough knowledge of concepts and/or techniques with a fairly high degree of skill in the use of those concepts, techniques in satisfying the requirements of an assignment or course. B. 6. Good Good level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment or course. C+. 5. Competent Acceptable level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment or course. C. 4. Fairly Competent Acceptable level of knowledge of concepts and/or techniques together with some skill in using them to satisfy the requirements of an assignment or course. D+. 3. Passing Slightly better than minimal knowledge of required concepts and/or techniques together with some ability to use them in satisfying the requirements of an assignment or course. D. 2. Barely Passing Minimum knowledge of concepts and/or techniques needed to satisfy the requirements of an assignment or course. E. 1. Marginally Failing F. 0. Failing.

4 COURSE OUTLINE: TENTATIVE SYLLABUS SEMINAR IN DEVELOPMENTAL PSYCHOLOGY: June 26- August 2, 2012 Professor: Ehud E. Avitzur Lesson # Topic Reading Assignment Summer Term Introduction: Main issues in dev. psych. 1: Tue, June 26 Ecological systems Over-determination Thomas and Chess: Temperamental basis of behaviour Urie Bronfenbrenner (1994) Ecological Models of Human Development Temperament and parentchild interaction Preparing a small show 2: Thu. June 28 The crucial impact of childhood Intro to trauma, coping and resilience Repeat the readings for class 1 Reflect: Why childhood experiences are considered so important? Prepare discussion: long lasting effect of trauma during childhood and adolescence 3: Tue July 3 Freud Second essay on sexuality Psychoanalytic revolution A debate: For/ against Freud s theory of psychosexual development. E. Erikson 4: Thu July 5 Guidance for presentation Childhood and Society: Chapter 7 A short quiz 5: Tue, July 10 Introduction to Object- Relations School. M. Klein Beneath the mask: Pages Hand in a proposal for

5 your presentation 6: Thu, July 12 M. Mahler M. Mahler: On human symbiosis; on the first three subphases of separationindividualtion process Prepare discussion: Implications in adolescence 7: Tue, TBA July 17 8: Thu, July 19 TBA 9: Tue July 24 10: Thu July 26 11: Tue The development of the self Students presentations J. Bowlby: Socio- Biological perspective M. Ainsworth: Experiment and research in attachment Students presentations A presentation of a case on which the exam will focus On Kohut in Mitchell and Black pages (top), (top) Bowlby: Secure Base. Pages Ainsworth: Patterns of attachment: Chapter 8 For each of the readings: What s new here? July 31 Students presentations A short quiz 12: Thu August 2 Final Exam Location: Hebb Computer Lab, BSB. Make sure you have set an access to work in Hebb Lab

6 Course Kit: Will be available in the bookstore. Course s Bibliography (some of the following items are mandatory, others- recommended) Ainsworth, M.D, Blehar, M.C., Waters, E. and Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. NJ: Erlbaum. Bowlby, J. (1969). Attachment and Loss, London: Pimlico. Bronfenbrenner, U. (1994), Ecological models of human development, International Encyclopedia of Education, 3, Erikson, E. H. (1950). Childhood and Society. New York: Norton. Freud, S. (1975). Three Essays on the Theory of Sexuality, NY: Basic Books. Gilligan, C. (1982). In a Different Voice, MA: Harvard University Press. Greenberg, J., & Mitchell, S. (1983). Object relations in psychoanalytic theory. Cambridge, MA: (Harvard University Press. Hazan, C., & Shaver, P.R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, Mahler, M.S., Pine, F. and Bergman, A. (1975). The Psychological Birth of the Human Infant. NY: Basic Books. Miller, A. (1981). The Drama of the Gifted Child. NY: Basic Books. Millon, T., Grossman S., Millon, C., Meagher, S. and Ramnath, R. (2004). Personality disorders in modern life. NJ: Wiley & Sons, Inc. Mitchell, S. A. and Black, M.J. (1995). Freud and beyond. NY: Basic Books. Monte, C. F. & Sollod, R. N. (2003). Beneath the Mask: An Introduction to Theories of Personality. NY: Wiley.s Segal, H. (1979). Klein, London: Fontana/Collins. Shaver, P.R. and Mikulincer, M. (2005). Attachment theory and research: Resurrection of the psychodynamic approach to personality, Journal of Research in Personality. Stern, D. (1985). The Interpersonal World of the Infant, NY: Basic Books. Thomas, A. and Chess, S. (1977). Temperament and Development, NY: Brunner/Mazel. Winnicott, D.W (1958). Collected Papers: Through Pediatrics to Psychoanalysis. NY: Basic Books. Winnicott, D.W. (1971). Playing and Reality, NY: Basic Books.