This course is an exploration of life span development through the lenses of social, cultural, cognitive, biological, and learning theories and research. A primary emphasis of the class is on gaining better conceptual understanding of different perspectives on healthy development in order to support informed practical understanding of how to help children, adolescents, and adults progress through the developmental periods and to help them with the challenges they face across their lifespan. This course is intended for graduate students. Undergraduate students should take CPSY 2301 or 3301 and not also 5301.

This course concerns the development and function of thinking skills throughout the lifespan, touching upon several aspects of what makes humans unique. How are humans able to perceive, evaluate, interpret, infer, remember, symbolize, plan, evaluate, problem solve, and hypothesize? What influences the very emergence of such abilities and the nature of their function? What obstacles interfere with the development or the quality of cognitive processes? Brain development and other biological factors, and our relationships and other environmental factors influence our thinking and its development. Throughout this course, we will discuss how knowledge about cognitive development can influence our work with children, adolescents, and adults, in daily life, professional practice, and public policy. Among the many applications of our knowledge of cognitive development, in this course we will focus on select examples relevant to parenting, education, and media exposure, and on topics initiated by students. The course will address individual differences and cultural differences in cognitive development, and how knowledge about variation in “typical” cognitive development provides an important foundation for understanding atypical cognitive development.

What are the roots of becoming who we are, as individuals in society? What roles do others –parents, siblings, peers, teachers, and communities -- play in the socialization of an individual, and how stable are the forces and outcomes of these influences? This course focuses on social development throughout the human lifespan, with an emphasis on how biology, culture, and relationships influence that development. Throughout this course, we will discuss how knowledge about social development can inform our interpretation of social issues and guide our reaction to them, in terms of behaviors, practices, and public policy. Among the many possible applications of social development, we focus in particular (but not exclusively) on positive psychology, widespread social problems such as poverty and social disparities, and prevention science. We emphasize individual differences in social development, and attend to the interplay between social development and cognition, learning, and biological development.

Applied child and adolescent development research builds upon on traditions of general, clinical, developmental, and educational psychology research, while focusing on efforts to address social needs, social problems, and public policy. Knowledge of scientifically sound and effective approaches to studying social problems and solutions will support those individuals who lead, contribute to, or use research. That is, knowledge gained from this course will support your development as an investigator or research associate, and it will also empower your role as a savvy consumer of the research you intend to apply to practice or policy.

This course concerns ethical principles, issues, and codes relevant to research and practice in applied developmental psychology. These ethical considerations pertain to the work of professionals and researchers in communities, school, medical, and social agencies that serve children, youth, families, and adults. Throughout the course, we will consider the general principles that guide ethical behaviors and decision-making across settings, unique issues that might arise in specific settings, and the roles served by formal codes of conduct. We also consider the roots of ethical thinking, behavior, and decision-making, and the social and cultural influences on individual's developing sense of ethics.

Emphasizes field experiences focusing on the development of children and adolescents as individuals or members of groups; may include interactions with children and adolescents in natural settings, or research on applied topics or with atypical populations.

History, theory, research, concepts, and issues in infant mental health. Typical development. Difficulties in development. Expert guest lectures. Readings, visual material. prereq: 5501 or enrolled in MA program or IECMH graduate minor

How an infant develops in context of family relationships over a 9-12 month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.

How an infant develops in context of family relationships over a nine- to twelve-month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.

How an infant develops in context of family relationships over 9-12 month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.

The course introduces processes and evidence-based methods of early childhood assessment and diagnosis from a developmental, multi-disciplinary framework. prereq: CPSY 5503 or instructor permission

Students design prevention/intervention programs and apply evidence-based strategies in workplace/practicum settings. Readings, in-class reflective practice groups. prereq: CPSY 5513

This course is designed to prepare students to apply their knowledge of developmental science, infant mental health, and developmentally informed, dyadic intervention with young children and parents to program development, direct practice and program evaluation. Students will review the interdisciplinary nature of infant and early childhood practice and policy across multiple community settings. The course will examine IECMH intervention strategies in parent support programs, early care and education, home visiting, primary care, community adult mental health, and specialized programming for families experiencing complex challenges, such as parental incarceration, domestic violence, or homelessness. The course will examine professional and relational ethical codes of conduct across disciplines.

With a strong foundation in the theory and science of child development, Child Life Specialists promote effective coping for children experiencing the stress and uncertainty of illness, injury, disability, and hospitalization. Child Life Specialists translate the theory of developmental science into practice and advocate for patient- and family-centered care in medical settings. This course will provide an overview of history, fundamental theories, relevant research, and application of the Child Life Professional Practice. The Official Documents of the Child Life Council (2011) will be analyzed as a source of guiding principles for professional practice. An introduction to Child Life program development is also examined in this course. This course must be taken prior to a child life internship.

With a strong foundation in the theory and science of child development, Child Life Specialists promote effective coping for children experiencing the stress and uncertainty of illness, injury, disability, and hospitalization. Child Life Specialists translate the theory of developmental science into practice and advocate for patient- and family-centered care in medical settings. This course will provide an overview of developmental theories as they apply to children and adolescents experiencing illness and injury in healthcare. Child Life preparation, relaxation interventions, and patient support practices for ill children will be examined.

With a strong foundation in the theory and science of child development, Child Life Specialists promote effective coping for children experiencing the stress and uncertainty of illness, injury, disability, and hospitalization. Child Life Specialists translate the theory of developmental science into practice and advocate for patient- and family-centered care in medical settings. This course will provide an overview of the theoretical framework of play across childhood development and its role within pediatric healthcare settings and Child Life practice. Students will gain a professional understanding of therapeutic play interventions essential for facilitation of children’s coping and adjustment in various healthcare experiences.

With a strong foundation in the theory and science of child development, Child Life Specialists promote effective coping for children experiencing the stress and uncertainty of illness, injury, disability, and hospitalization. Child Life Specialists translate the theory of developmental science into practice and advocate for patient- and family-centered care in medical settings. This course will provide an overview of the role of Child Life professionals in therapeutic relationships with patients, caregivers and families. The theoretical foundations of therapeutic relationships will be examined and students will gain a working knowledge of the philosophies and principles underpinning patient and family-centered care.

With a strong foundation in the theory and science of child development, Child Life Specialists promote effective coping for children experiencing the stress and uncertainty of illness, injury, disability, and hospitalization. Child Life Specialists translate the theory of developmental science into practice and advocate for patient- and family-centered care in medical settings. This course will provide an overview of the fundamental theories of children’s concept of death and the grief process across development. Students will gain an understanding of how Child Life Specialists collaborate with multidisciplinary care teams to support and provide culturally competent care to pediatric patients and their families at end-of-life and bereavement.

State, federal, and international policies and legislative activity touching first five years of a child's life. Family, community, and institutional roles in promoting children's social, cognitive, and emotional development. Issues related to health, mental health, poverty, developmental delays, and special needs.

EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.