Course Outline

Part I
Programme Title : MEd Specialization Educational & Developmental Psychology
Course Title : PSY 6017 Psychology of Childhood and Adolescence: Personal,
Social, Emotional, & Moral Development
Department : Psychological Studies
Credit Points : 3 cps
Course Hours : 39 hrs
Pre-requisite(s) :

Part II
1. Synopsis
This course will provide a broad overview of childhood and adolescent psychological development.
It will cover major developmental theories with particular emphasis on personal, social, emotional,
and moral development. The course will assist students in making a critical evaluation of each
theoretical perspective covered based on the coherence of the theoretical framework and the
substantive empirical research evidence supporting each theory. The role of culture in shaping the
development of children and adolescents, particularly in Hong Kong context, will be considered.
The course will further present the opportunity for students to test theory into practice through
engagement in the analysis of developmental issues in school context.

2. Objectives (Os)
Students will:
O1. Understand major concepts and theories of childhood and adolescent psychological
development
O2. Specifically review and critique theories of personal development
O3. Specifically review and critique theories of social development
O4. Specifically review and critique theories of emotional development
O5. Specifically review and critique theories of moral development
O6.Critically evaluate the application of western-based theories of child and adolescent
development in the Hong Kong cultural context
O7. Analyze developmental issues practically in school context in light of relevant theory and
previous empirical research

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3. Content
Course content Objectives
Personal
Developmental theories (nature vs. nurture; psychodynamic and O1-2
psychosexual-stage theories (Erikson and Freud); Piagets cognitive
development theory; Vygotskys sociocultural theory;
Bronfenbrenners ecological theory, Rogers and Maslows Humanism
and personal development
Risk-taking behavior and deviancy in adolescence (Definitions of
deviance, risk-taking theories, depression, drug use, suicide ideation,
aggression)
Personal development (self concept, self esteem, identity)

Social
Socialization and gender development (i.e., prosocial behaviors, O 1, 3, 7
antisocial behavior: aggression, bullying, delinquency, gender
development)
Family relationships (parents and siblings)
Peer relationships (friendship, peer group, peer status)
Adolescent sexuality
Emotional O1, 4
Emotional development, temperament and attachment (Emotional
milestones, different types of temperament, Bowlbys attachment
theory, attachment cross-culture)
Moral O1, 5
Moral development (Piaget, Kohlberg, Turiel, Gilligan)
Morality and cross-cultural considerations
Social/Cultural issues including O6, 7
Adolescents & the Family (Parenting style, family configurations,
siblings, gender expectations, abuse in the family)

4. Assessment
Assessment Tasks Weighting (%) Objectives
Quizzes 30% O1-7
Essay on an instructor provided topic, outlining & 70% O1-7
critiquing key theories and principles covered in the course
and their applications

5. Required Text
Shaffer, D. R. & Kipp, K. (2010). Developmental psychology: childhood and adolescence (8th
Ed). Belmont, Calif. : Wadsworth Cengage Learning.

6. Recommended Reading
Boyd, D. & Bee, H. (2009). Lifespan development (5th Ed.). Boston: Pearson/Allyn and Bacon.
McInerney, D. M. (2006). Developmental psychology for teachers: An applied approach. Crows
Nest, NSW: Allen & Unwin.

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Readings for different topics:
Emotional Development
Smetana, J G., Campione-Barr, N., & Metzger, A. (2006). Adolescent development in
interpersonal and societal contexts. Annual Review of Psychology, 57, 255-284.
Saarni, C., Campos, J. J., Camras, L., & Witherington, D. C. (2006). Emotional development:
Action, communication, and understanding. In W. Damon (series ed.) and N. Eisenberg (vol.
ed.), Handbook of Child Psychology, Vol. 3; John Wiley & Sons, Inc.
Attachment
Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to
adulthood, Attachment and Human Development. 7, 349-367.
Carlson, E., Sampson, M., & Sroufe, L. A. (2003). Attachment theory and pediatric practice.
Journal of Developmental and Behavioral Pediatrics, 24 (5), 364-379.
Ho, M. Y., Zhang, H., Lin, D., Lu, A. T., Bond, M. H., Chan, C., & Friedman, M. (2010). Saving
Graces: The Impact of Current Partner Support and Current Maternal Attachment on Partner
Attachments in an Individualistic and a Collectivist Cultural Context. Asian Journal of Social
Psychology, 13, 19-29.
Personality development
Clark, L. A. (2009). Stability and change in personality disorder. Current Directions in
Psychological Science. 18, 27-31.
Self and Identity
ODea, J. A. & Abraham, S. (1999). Association between self-concept and body weight, gender,
and pubertal development among male and female adolescents. Adolescence, 133, 69-79.
Heine, S. J. (2001). Self as a product of culture: An examination of East Asian and North
American selves. Journal of Personality, 69, 881-906.
Dating & sexuality
Collins, W. A. (2003). More than myth: The developmental significance of romantic relationships
during adolescence. Journal of Research on Adolescence, 13, 1-24.
Connolly, J., Furman, W., & Konarski, R. (2000). The role of peers in the emergence of
heterosexual romantic relationships in adolescence. Child Development, 71, 1395-1408.
Family relationships
Arnett, J. (2007). Family Relationships (pp.192-235). In Adolescence and Emerging Adulthood.
Tokyo: Prentice-Hall.
Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents' control in early adolescents'
psychological functioning: A longitudinal investigation in the United States and China. Child
Development, 78, 1592-1610.

7. Related Journals
Child Development
Developmental Psychology
International Journal of Behavioral Development
Journal of Educational Psychology
Journal of Experimental Child Psychology
Journal of Family Psychology
Social Development
Journal of Research on Adolescence
Journal of Adolescence
Journal of School Psychology 3
 PSY6017 Psychology of Childhood and Adolescence: Personal, Social,
Emotional, & Moral Development
Lecture Schedule
Venue: B4-LP-08
Day & Time: Wednesday 18:30-21:20
Lecturer: Dr. Lin Dan, Linda
D1-2/F-24 (Tel: 2948-8654)
lindan@ied.edu.hk

Week Date Topic Textbook Readings

1 Ch. 1, 2, 3
11 Sep Introduction
2 Ch. 4. 5
18 Sep Prenatal Development and Infancy
3 Ch. 6
25 Sep Physical Development
4 Ch. 7, 10
2 Oct Cognitive and Language Development
5 Emotional Development, Temperament and Ch. 11
9 Oct
Attachment
6 Independent Study
16 Oct
7 Quiz 1 (30 minutes, covers topics from Week 1 to
Week 6)
23 Oct
Development of the Self Ch. 12
8 Ch. 13
30 Oct Gender-role Development
9 Ch. 14
6 Nov Aggression. Altruism and Moral Development
10 Ch. 15
13 Nov The Context of Development
11
20 Nov Independent Study

12 Quiz 2 (30 minutes, covers all materials from Week 7

to Week 11)
27 Nov

General Discussion
13
4 Dec Independent Study

Deadline of essay submission (both hard copy and soft copy) : 11 Dec, 2013 (11:59 pm)

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 THE HONG KONG INSTITUTE OF EDUCATION
PSY 6017 Psychology of Childhood and Adolescence: Personal, Social, Emotional, & Moral
Development
ASSIGNMENT GUILDLINE

I. Assessment mode
Assessment Tasks Weighting (%) Test Date/Deadline
1. Quizzes (multiple-choice) 30% (15% x 2) Quiz 1: 23 Oct, 2013
Quiz 2: 27 Nov, 2013
2. An essay addressing a specific developmental issue 70% 11 Dec, 2013
that demonstrates the students in-depth understanding (11:59pm)
of theories covered in the course and their
applications in real life, particularly in the Hong Kong
context. The essay should be not exceeded eight A4
double-spaced pages excluding reference and
appendix (Either English or Chinese is acceptable).

II. Assessment requirement

1. Quizzes (multiple-choice)
It is a closed book test consisting of 15 multiple-choice questions. Students are required to
finish them in 30 minutes in class.
Approval should be sought from the lecturer if student cannot participate the test on specified
days. Otherwise, Zero mark will be given for this assessment task.

2. Essay
A. Suggested structure of the assignment
1.) Brief introduction of a developmental topic
2.) Analysis
3.) Reflection and conclusion
Remarks:
1.) The specific developmental topic can be your own life-stories; real-life news, records of
observation or interviews of an individuals development. Detailed description of the
specific developmental issue or any background information can be included in the
appendix.
2.) Use theories/concepts covered in this course to critically analyze the introduced topic. For
example, how the factors of family and peer contribute to the development of your self-
esteem.
3.) Base on the analysis, reflect on the implications of development theories in facilitating
healthy development of an individual.
B. Submission deadline:
Please upload a soft copy to e-learn and submit a hard copy to the assignment collection
box outside D1-2/F-05 on or before 11 Dec, 2013 (11:59pm). Please follow the
assignment submission policy of PS Department
(http://www.ied.edu.hk/ps/view.php?secid=1137). Application of late submission should
be in written before the submission deadline and written approval should be obtained from
the lecturer.
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 C. Marking Criteria
1.) Information in the introduction is coherent and relevant.
2.) The analysis and reflection demonstrates thorough understanding and accurate application
of theories and concepts related to topics covered in the course.
3.) Writing and organization: (a) clear and critical; (b) systematic organization and presentation;
(c) citation and reference are accurate in APA system (refer to Student Handbook; quick
reference: http://owl.english.purdue.edu/owl/resource/560/01/; http://www.apastyle.org/).

Grade Descriptors
Grade Grade Descriptors
(Distinction) Demonstrates a high level of judgment, interpretation, synthesis and critical
A+ thinking; is well organized, fluently written and correctly documented; there
A is evidence of substantial and relevant theories covered in the course to back
A- up the analysis.
(Good) Demonstrates a sound, but uncritical understanding of the topic chosen; is
B+ well organized, fluently written and mainly correctly documented;
B appropriate theories covered in the course are used to back up the analysis.
B-
(Satisfactory) Demonstrates general grasp of the topic chosen, but at superficial depth; the
C+ material is organized logically but there is little evidence of critical analysis
C and/or synthesis; the language is reasonably fluent but has some grammatical
weakness; superficial link between the theories and the analysis.
(Marginal Demonstrates partial understanding of the topic chosen; an attempt has been
Pass) made to organize the material but has not been effective; there are major
C- mistakes in written expression and poorly documented; there is weak link
D between the theories and analysis.
(Fail) Demonstrates little understanding of the topic chosen and/or has not
F interpreted the question correctly; the material is poorly organized, there are
major and frequent mistakes in written expressions, it is poorly documented;
there is little evidence of theories in the documentation, analysis and
interpretation are not consistent.