Jeffrey Longhofer, Ph.D., LISW
Human Development I
Course Description
This course examines theories and research on the biological, social, cultural, and spiritual development from infancy through adolescence. Particular consideration is given to biological, emotional, cognitive, behavioral, and environmental influences and their contributions to child and adolescent development. Social and economic influences like poverty, discrimination and parenting styles are also considered. The course will consider, as well, how social work values, ethics and empowerment perspectives relate to development. Equal consideration is made for factors supporting individual development, such as the strength of sociocultural belief systems, health, and capacity for resilience. The course stresses transactions between the individual and his/her environment (including family, peers, school and community), and the reciprocal relationship between the child/adolescent and their environments.
A variety of theoretical perspectives, including the neurophysiological perspective, address the etiology of symptom formation in major developmental deficits during childhood and adolescence.
Abilities that students will have opportunities to work on in this course include: Values and Ethics (VE); Communication (C); Critical Thinking (CT); Diversity (D); Social Work Practice (SWP)
Course Objectives\Abilities
- Develop a knowledge base about the social and environmental factors that contribute to both developmental and social-emotional growth from birth through adolescence. (SWP, CT)
- Understand the impact of social and economic influences—poverty, discrimination, and oppression—cultural and biological factors upon growth and development from birth through adolescence. (D)
3. Communicate an understanding of child and adolescence development and the myriad ways one is vulnerable to biological, cognitive, affective, and behavioral interactions. (C, CT))
4. Identify and critically evaluate how the family impacts child and adolescent development. (CT) (SWP)
6. Develop and achieve a developmental learning objective that will integrate field education objectives with classroom objectives. (SWM, CT)
The readings and assignments for this course have been designed to reflect the course objectives. These readings and assignments include content on: 1) children and adolescents whose minority status is predicated on ethnicity, race, poverty and gender; 2) on empowerment; 3) on parenting contributions to development; 4) on social work values and ethics; 5) populations at risk; and 6) on social/economic justice.
Required Readings:
Austrian, Sonia. (Ed). 2002. Developmental Theories through the Life Cycle. New York: Columbia University Press.
Garbarino, James. Lost Boys, Chapters 2 and 3.
Greenfield, Patricia, Heidi Keller, Andrew Fuligni, & Asheley Maynard (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461-490.
Eccles, Jacquelynne (1999). The Development of Children from 6 to 14. The Future of Children, 9, 30-44.
Gemelli, R. 1996. Late Childhood (Latency) Phase of Mental Development: Age 6 Years to Age 11 Years. In, Normal Child and Adolescent Development. Washington D.C., American Psychiatric Press.
Gemelli, R. 1996. Adolescent Phase of Mental Development: Age 12 Years to Age 19 Years. In, Normal Child and Adolescent Development. Washington D.C., American Psychiatric Press.
Korbin, J. 2003. Children, Childhoods and Violence. Annual Review of Anthropology, 32: 431-46.
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press.
Steinberg, Laurence & Amanda Sheffield Morris (2001). Adolescent Development. Annual Review of Psychology, 52: 83-110.
Classroom Format and Expectations
The basic format will be lectures, class discussions and presentations. Audio-visuals and handouts will augment the curriculum where appropriate.
Students will be expected to contribute to class discussions utilizing examples from field education and readings. Often there will be an opportunity to write down your thoughts before discussion begins, so that students who may not be as comfortable talking to a group will find it easier to present their ideas and insights.
You must read and critically analyze the assigned materials so that the class has a “common ground” of theory and examples for discussion of human development. The more you read the richer will be your learning.
Course Topics
Topic 1
Readings:
Austrian, Sonia. Introduction. In, Austrian, Sonia. (Ed). 2002. Developmental Theories through the Life Cycle. New York: Columbia University Press.
Greenfield, Patricia, Heidi Keller, Andrew Fuligni, & Asheley Maynard (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461-490.
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press, Executive Summary.
Topic 2
Readings:
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press. Chapter 1, Setting the Stage 17-38; Rethinking Nature and Nurture 39-56; The Challenge of Studying Culture 57-69; Making Causal Connections.
Topic 3
Readings:
Austrian, Sonia, Chapter 2, text, Infancy and Toddlerhood
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press. Chapter 2, The Nature and Tasks of Early Development 89-92; Acquiring Self-Regulation 93-123; Communicating and Learning 124-162;
Topic 4
Readings: continued
Topic 5:
Readings:
Austrian, Sonia, Chapter 2, text, Infancy and Toddlerhood
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press. Chapter 2, Making Friends and Getting Along with Peers 163-181;The Developing Brain 182-218.
Topic 6
Readings:
Shonkoff, J.P. & Phillips, D.A. (2000), From Neurons to Neighborhoods: The Science of Early Childhood Development, Washington, D.C.: National Academy Press. Chapter 3, The Context for Early Development 219-224; Nurturing Relationships 225-266; Family Resources 267-296; Growing Up in Child Care 297-327; Neighborhood and Community 328-336; Promoting Healthy Development Through Intervention
Topic 7
Readings:
Eccles, Jacqueline (1999). The Development of Children from 6 to 14. The Future of Children, 9, 30-44.
Gemelli, R. 1996. Late Childhood (Latency) Phase of Mental Development: Age 6 Years to Age 11 Years. In, Normal Child and Adolescent Development. Washington D.C., American Psychiatric Press.
Topic 8
Topic 9
Reading:
Cincotta, Nancy, F. Chapter 3 (text) The Journey of Middle Childhood.
Topic 10
Reading: continued
Topic 11
Reading:
Austrian, Sonia. Chapter 4. Adolescence
Steinberg, Laurence & Amanda Sheffield Morris (2001). Adolescent Development. Annual Review of Psychology, 52: 83-110.
Topic 12
Reading: Continued
Topic 13
Readings:
Gemelli, R. 1996. Adolescent Phase of Mental Development: Age 12 Years to Age 19 Years. In, Normal Child and Adolescent Development. Washington D.C., American Psychiatric Press.
Steinberg, Laurence & Amanda Sheffield Morris (2001). Adolescent Development. Annual Review of Psychology, 52: 83-110.
Topic 14
Reading:
Steinberg, Laurence & Amanda Sheffield Morris (2001). Adolescent Development. Annual Review of Psychology, 52: 83-110.
Topic 15:
Readings:
Korbin, J. 2003. Children, Childhoods and Violence. Annual Review of Anthropology, 2003, 32: 431-46.
Garbarino, James. Lost Boys. (Chapters 2 and 3)
Academic Integrity: "Plagiarism is defined as the submission of work done by another with the intent that it be viewed and evaluated as one's own. Thus copying on an examination, turning in a term paper or homework assignment done by someone else, intentionally using or presenting false data and making extensive use of sources without acknowledging them are all interpreted as acts of plagiarism."
Grades
Grades for the course will be assigned on the basis of three assignments, attendance, and participation in class discussions. Learning is enhanced by class questions and differing opinions – please participate.
All assignments must be turned in on time. Exceptions to this will only occur with extenuating circumstances and with the prior approval of the instructor. Requests for redoing assignments will be denied.
I want to give your assignments the same thought and energy in reading and assessing them that you give in writing and creating them. Please do not look for your assignments to be returned sooner than two weeks.
Assignment #1 25 points
Assignment #2 60 points
Attendance and Participation 15 points
A = 91-100 points
B = 81-90 points
C = 71-80 points
F = 71 or less
A = Outstanding/superior. Exceptional performance. Consistently exceeds expectations.
B = Very good. Student consistently meets, and occasionally exceeds, expectations for the course.
C = Average to poor. Student demonstrates unevenness in grasp of content. Inconsistent in meeting normal expectations for the course.
Assignment 1: Child Observation
Complete one of the following assessments and observations and write a brief paper (4-6 pages) of your observations. (Do only ONE of these observations a-g). As part of your assessment please review the literature and choose an assessment tool to aid you in this process. Please describe your chosen assessment tool and your rationale for choosing that tool. If you find you have problems arranging to do one of these observations, please call me so we can work it out.
Papers should be typed, double-spaced and proofread.
Due Date:
Assignment 2:
Research Paper on Minority Adolescents
Write a 12 to 15 page paper incorporating at least 10 references on developmental issues of minority adolescents. For the purposes of this written assignment, the minority status will refer specifically to ethnicity, poverty, developmental or physical disability, or sexual orientation; if appropriate; choose a research subject\category that corresponds to your field education experience.
Papers should be typed and double spaced, including a list of your references. All references should be cited according to APA format.
Due Date:
General References
Ainsworth, M.D.S., Biehar, M.C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.
Alessandri, S.M., & Wozniak, R.H. (1987). A child’s awareness on parental beliefs concerning the child: A developmental study. Child Development, 58, 316-323.
Andersen, M., & Collins, P. (1992). Race, class and gender. Belmont, CA: Wadsworth Publishing.
Arnett, J. (1990). Contraceptive use, sensation seeking, and adolescent egocentrism. Journal of Youth and Adolescence, 19, 171-180.
Asher, S.R., and Cole, J.D. (Eds.). (1990). Peer rejection in childhood. Cambridge: Cambridge University Press.
Berk, L.E. (1993). Infants, children and adolescents. Boston: Allyn and Bacon.
Blos, P. (1979). The adolescent passage: Developmental issues. New York: International Universities Press.
Borus-Rotheram, M.J. (1989). Ethnic differences in adolescents’ identity status and associated behavior problems. Journal of Adolescence, 12, 361-374.
Bowlby, J. (1969). Attachment and loss, Volume I: Attachment. New York: Basic Books.
(1980). Loss, Sadness and depression, Volume III. New York: Basic Books.
(1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brooks-Gunn, J., Klebanov, P.K., & Duncan, G.J. (April 1996). Ethnic differences in children=s intelligence test scores: Role of economic deprivation, home environment, and maternal characteristics. Child Development, 67, 396-408.
Canimo, I.A., & Spurlock, J. (1994). Culturally diverse children and adolescents. New York: The Guilford Press.
Collins, W.A. (Ed.). (1984). Development during middle childhood. Washington, D.C.: National Academy Press.
Cummings, E.M. (1987). Coping with background anger in early childhood. Child Development, 58, 976-984.
Davies, D. (1997). Child development: A practitioner’s guide. New York: The Guilford Press.
Erikson, E. (1963). Childhood and Society. (Second edition). New York: W.W. Norton & Co.
Elkind, D. (1991). Instrumental narcissism in parents. Bulletin of the Menninger Clinic, 55, 291-307.
Esman, A. (1983). The stimulus barrier. The Psychoanalytic Study of the Child, 23, 193-206.
Fraiberg, L. (Ed.). (1987). Selected writings of Selma Fraiberg. Columbus, Ohio: Ohio State University press.
Fraiberg, S. (1959). The magic years. New York: Charles Scribners & Sons.
_____. (Eds.). (1980). Clinical studies in infant mental health. New York: Basic Books.
_____. (1982). Pathological defenses in infancy. The Psychoanalytic Quarterly, 51, 612-635.
Freeman, J. (1985). The psychology of gifted children: Perspectives on development and education. New York: John Wiley & sons.
Freud, A. (1963). The concept of developmental line. The Psychoanalytic Study of the Child, 18, 245-265.
(1966). The ego and the mechanisms of defense. New York: International Universities Press. (Originally published in 1936).
Furman, E. (Ed.). (1974). A child’s parent dies. New Haven, CT: Yale University Press.
(1982). Mothers have to be there to be left. The Psychoanalytic Study of the Child, 37, 15-28.
Gabel, S. & Shindledeck, R. (1992). Behavior problems in sons and daughters of substance abusing parents. Child Psychiatry and Human Development, 23, 99-115.
Gilligan, C.F. (1982). In a different voice. Cambridge, MA: Harvard University Press.
Gliedman, J., & Roth, W. (1980). The unexpected minority: Handicapped children in America. New York: Harcourt, Brace, Javanovich.
Greene, B. (1990). Sturdy bridges: The role of African-American mothers in the socialization of African-American children. Women and Therapy, 10, 205-225.
Greenfield, S.F., Swartz, M.S., Landerman, L.R., & George, L.K. (April 1993). Long-term psychosocial effects of childhood exposure to parental problem drinking. American Journal of Psychiatry, 150, 608-613.
Greenspan, S.I. (1992). Infancy and early childhood: The practice of clinical assessment and intervention with emotional and developmental challenges. Madison, CT: International Universities Press.
Kalter, N. (1987). Long-term effects of divorce on children. A developmental vulnerability model. American Journal of Orthopsychiatry, 57, 587-599.
Kazdin, A. (1987). Conduct disorders in childhood and adolescence. Newbury Park, CA: Sage Publications, Inc.
Klaus, M., & Kennell, J. (1982). Parent-infant bonding. St. Louis, MO: C.V. Mosby Co.
Kohlberg, L. (1984). The psychology of moral development. New York: Harper & Row.
Loeber, R. (1982). The stability of antisocial and delinquent child behavior. A review. Child Development, 53, 1431-1446.
Mahler, M.S., Pine, F., & Bergman, A. (1975). The psychological birth of the human infant. New York: Basic Books, Inc.
Miller, A. (1990). The drama of the gifted child. New York: Basic Books. (Originally published in 1981 as Prisoners of childhood).
Miller, D.B. (1994). Influences on parental involvement of African-American adolescent fathers. Child and Adolescent Social Work Journal, 11, 363-378.
Mishne, J. (1986). Clinical work with adolescents. New York: The Free Press.
. (December 1992). The grieving child: Manifest and hidden losses in childhood and adolescence. Child & Adolescent Social Work Journal, 9, 471-490.
Muster, N. J. (1992). Treating the adolescent victim-turned-offender. Adolescence, 27, 441-450.
Nickman, S. L., Silverman, P.R., & Normand, C. (January 1998). Children’s construction of a deceased parent. The surviving parent’s contribution. American Journal of Orthopsychiatry, 68, 126-134.
Olshansky, S. (April 1962). Chronic sorrow: A response to having a mentally defective child. Social Casework, XLIII, 190-193.
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Press.
Powell, G. (1983). Psychosocial development of minority group children. New York: Brunner/Mazel.
Robinson, B. (1988). Teenage pregnancy from the father’s perspective. American Journal of Orthopsychiatry, 58, 46-51.
Robinson, T., & Ward, J.V. (1991). A belief in the self far greater than one’s disbelief: Cultivating resistance among African-American female adolescents. Women and Therapy, 11, 87-103.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
Rutter, M., & Rutter, M. (1993). Developing minds. New York: Basic Books.
Safyer, A. W., Brandell, J. R., & Atwood, R. (1997). The autonomous self versus the relational self: A developmental perspective. Smith College Studies in Social Work, 67, 137-157.
Sarnoff, C. (1976). Latency. New York: Jason Aronson, Inc.
Sigman, M., Kasari, C., Kwon, J., and Yirmiya, N. (1992). Responses to the negative emotions of others by autistic, mentally retarded, and normal children. Child Development, 63, 796-808.
Singer, M., & Hussey, D. (1995). Direct practice with adolescents. Encyclopedia of Social work, 40-48. Washington, D.C.: National Association of Social Workers Press.
Solnit, A.J. (1982). Developmental perspectives of self and object constancy. The Psychoanalytic Study of the Child, 37, 201-218.
Small, M. (1998). Our babies, ourselves. New York: Anchor Books.
Steinglass, P., Bennett, L., Wolin, S., & Reiss, D. (1987). The alcoholic family. New York: Basic Books.
Stern, D. (1985). The interpersonal world of the infant. A view from psychoanalysis and developmental psychology. New York: Basic Books.
Strauss, C.C., Last, C.G., Hersen, M., & Kazdin, A.E. (1988). Association between anxiety and depression in children and adolescents with anxiety disorder. Journal of Abnormal Child Psychology, 16, 57-68.
Takaki, R. (1993). A different mirror: A history of multicultural America. Boston: Little, Brown & Co.
Tolpin, M. 91972). On the beginnings of a cohesive self. The Psychoanalytic Study of the Child, 26, 315-352.
Travis, G. (1976). Chronic illness in children: Its impact on child and family. Stanford, CA: Stanford University Press.
Tyson, P., & Tyson, R.L. (1990). Psychoanalytic theories of development: An integration. New Haven, CT: Yale University Press.
Wallerstein, J.S. (1985). The overburdened child: Some long-term consequences of divorce: A review. Social Work, 30, 116-123.
Wallerstein, J.S., & Kelly, J.B. (November 1979). Children and divorce: A review. Social Work, 24, 468-475.
I. Child Abuse
Child Abuse and Neglect. An International Journal. (Available at the Harris Library from 1977 on).
DeYoung, M. (1981). Siblings of Oedipus: Brothers and sisters of incest victims. Child Welfare, 60, 561-568.
Egeland, B., Jacobvitz, D., & Stroufe, L.A. (1988). Breaking the cycle of abuse. Child Development, 52, 1080-1088.
Faller, K.C. (Ed.). (1981). Social work with abused and neglected children. New York: the Free Press.
Galdston, R. (1981). The domestic dimensions of violence. The Psychoanalytic Study of the Child, 36, 391-414.
Garbarino, J., Guttman, E., & Seeley, J.W. (1986). The psychologically battered child. San Francisco: Jossey-Bass Publishers.
Helfer, R.E., & Kempe, R.S. (Eds.). (1987). The battered child. Chicago: University of Chicago Press.
Herman, J.L. (1992). Trauma and recovery. New York: Basic Books.
Hunter, R.S., & Kilstrom, N. (1979). Breaking the cycle in abusive families. American Journal of Psychiatry, 136, 1320-1322.
Hussey, D.L., Strom, G., & Singer, M. (1992). Male victims of sexual abuse: An analysis of adolescent psychiatric inpatients. Child and Adolescent Social Work Journal, 2, 491-503.
Jaffe, P.G., Wolfe, D.A., & Wilson, S.K. (1990). Children of battered women. Newbury Park, CA: Sage Publications, Inc.
Kilgore, L.C. (April 1988). Effect of early childhood sexual abuse on self and ego development. Social Casework, 69, 224-230.
Malone, C.A. (1966). Safety first: Comments on the influence of external dangers in the lives of children of disorganized families. American Journal of Orthopsychiatry, 36, 3-12.
Martin, H.P. (1979). Child abuse and child development. Child Abuse and Neglect, 3, 415-421.
Milling, K. (1980). Emotional development in physically abused children. American Journal of Orthopsychiatry, 50, 686-696.
Morris, M.G., & Gould, R.W. (1963). Role reversal: A necessary concept in dealing with AThe battered child syndrome.@ American Journal of Orthopsychiatry, 33, 298-299.
Patten, S.B., Gatz, Y.K., Jones, B., & Thomas, D.L. (May 1989). Post-traumatic stress disorder and the treatment of sexual abuse. Social work, 34, 197-203.
Salzinger, S., Feldman, R.S., Hammer, M., & Rosario, M. (1993). The effects of physical abuse on children’s social relationships. Child Development, 64, 168-187.
Scavo, R.R. (1989). Female adolescent sex offenders: A neglected treatment group. Social Casework, 70, 114-117.
Sgroi, S.M. (1982). Handbook of clinical intervention in child sexual abuse. Lexington, MA: Lexington Books.
Shengold, L. (1989). Soul murder. The effects of childhood abuse and deprivation. New Haven, CT: Yale University Press.
Singer, M., Anglin, T., Song, L., & Lunghofer, L. (1995). Adolescents’ exposure to violence and associated symptoms of psychological trauma. Journal of the American Medical Association, 273, 477-482.
Social Casework. (February 1987). Issue on child sexual abuse.
Steele, B.L. (1986). Notes on the lasting effects of early child abuse throughout the life cycle. Child Abuse and Neglect, 10, 283-291.
Summit, R. (1983). The child sexual abuse accommodation syndrome. Child Abuse and Neglect, 7, 177-193.
Svechs, I. (Fall/Winter 1991-92). The impact of child abuse upon parenting: Attachment issues. The Journal of Applied Social Sciences, 16, 11-21.
Terr, L.C. (1991). Childhood traumas: An outline review. American Journal of Psychiatry, 148, 10-20.
Trickett, P.K. & Putnam, F.W. Impact of child sexual abuse on females: Toward a developmental, psychobiological integration. Psychological Science, 4, 81-87.
Van der Kolk, B. A., & Fisher, R. E. (1994). Childhood abuse and neglect and loss of self-regulation. Bulletin of the Menninger Clinic, 58, 145-168.
II. Depression
Asarnow, J.R., Carlson, G.A., and Guthrie, D. (1987). Coping strategies, self-perceptions, hopelessness, and perceived family environments in depressed and suicidal children. Journal of Consulting and Clinical Psychology, 55, 361-366.
Garrison, C.Z., Schluchter, M.D., Schoenback, V.J., & Kaplan, B.K. (1989). Epidemiology of depressive symptoms in young adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 343-351.
Gyzinski, M., & Shapiro, V. (1990). Depression and childhood illness. Child and Adolescent Social Work Journal, 7, 179-197.
Kaufman, J. (1991). Depressive disorders in maltreated children. Journal of the American Academy of child and Adolescent Psychiatry, 30, 257-265.
Kazdin, A.E. (1990). Childhood depression. Journal of Child Psychology and Psychiatry, 31, 121-160.
Nolen-Hoeksema, S., Girgus, J.S., & Seligman, M.E.P. (1991). Sex differences in depression and explanatory style in children. Journal of Youth and Adolescence, 20, 233-246.
Petersen, A.C., Sarigiani, P.A., & Kennedy, R.E. (1991). Adolescent depression: Why more girls? Journal of Youth and Adolescence, 20, 247-272.
Roberts, R.E., & Sobhan, M. (1992). Symptoms of depression in adolescents: A comparison of Anglo, African, and Hispanic Americans. Journal of Youth and Adolescence, 21, 639-652.
Robertson, J.F., & Simons, R.L. (1989). Family factors, self-esteem, and adolescent depression. Journal of Marriage and the Family, 51, 125-138.
Spitz, R.A. (1946). Anaclitic depression. The Pyschoanalytic Study of the Child, 2, 313-342.
III. Parenting/Poverty
Banki, L., Forgatch, M.S., Patterson, G.R., & Fetrow, R.A. (1993). Parenting practices of single mothers: Mediators of negative contextual factors. Journal of Marriage and the Family, 55, 371-384.
Conger, R.D., Xiaojia, G., Elder, G.H., Lorenz, F.O., & Simons, R.L. (1994). Economic stress, coercive family process, and developmental problems of adolescents. Child Development, 65, 541-561.
Duncan, G.J., Brooks-Gunn, J., & Klebanov, P.K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
Garrett, P., Ngandu, N., & Ferron, J. (1994). Poverty experiences of young children and the quality of their home environments. Child Development, 65, 331-346.
Lempers, J.D., Clark-Lempers, D., & Simons, R.L. (1989). Economic hardship, parenting and distress in adolescence. Child Development, 60, 25-39.
Lempers, J.D., & Clark-Lempers, D. (1990). Family economic stress, maternal and paternal support and adolescent distress. Journal of Adolescence, 13, 217-229.
Pollitt, E. (1994). Poverty and child development. Relevance of research in developing countries to the United States. Child Development, 65, 283-295.
Safyer, A.W. (1994). The impact of inner-city on adolescent development: Implications for social work. Smith College Studies in Social Work, 64, 153-169.
Simons, R.L., Beaman, J., Conger, R.D., & Chao, W. (1993). Stress, support and antisocial behavior traits as determinants of emotional well-being and parenting practices among single mothers. Journal of Marriage and the Family, 55, 385-398.
IV. Sexual Orientation
Cates, J. (1987). Adolescent sexuality Gay and lesbian issues. Child Welfare, 66, 353-364.
Heidt, G. (1989). Gay and lesbian youth. New York: Harrington Park Press, Inc.
Hunter, J., & Schaecher, R. (1987). Stresses on lesbian and gay adolescents in schools. Social Work in Education, 9, 180-184.
Morrow, D.F. (1994). Social work with gay and lesbian adolescents. Social Work, 38, 655-660.
Proctor, C., & Groze, V. (1994). Factors affecting suicide risk among gay, lesbian and bisexual adolescents. Social Work, 39, 505-513.
Sullivan, T., & Schneider, M. (1987). Development of identity issues in adolescent homosexuality. Child and Adolescent Social Work, 4, 13-23.
Zera, D. (1992). Coming of age in a heterosexist world: The development of gay and lesbian adolescents. Adolescence, 27, 848-854.
Selected Bibliography for Written Assignment 2
Allen, W. D., & Doherty, W. J. (1996). The responsibilities of fatherhood as perceived by African American teenage fathers. Families in Society, 77, 142-155.
Arcia, E., & Johnson, A. (1998). When respect means to obey: Immigrant Mexican mothers values for their children. Journal of Child and Family Studies, 7, 79-95.
Black, M. M., & Krishnakumar, A. (1998). Children in low-income urban settings: Interventions to promote mental health and well-being. American Psychologist, 53, 635-646.
Branch, C. W., & Newcombe, N. (1986). Racial attitude development among young Black children as a function of parental attitudes: A longitudinal and cross-sectional study. Child Development, 57, 712-721.
Brooks-Gunn, J., Duncan, G. J., Klebanov, P. K., & Sealand, N. (1993). Do neighborhoods influence child and adolescent behavior? American Journal of Sociology, 99, 353-395.
Brooks-Gunn, J., Klebanov, P. K., & Duncan, G. J. (1996). Ethnic differences in children’s intelligence test scores: Role of economic deprivation, home environment, and maternal characteristics. Child Development, 67, 396-408.
Brown, U. M. (January 1995). Black/white interracial young adults: Quest for a racial identity. American Journal of Orthopsychiatry, 65, 125-130.
Carlson, J. M., & Iovini, J. (1985). The transmission of racial attitudes from fathers to sons: A study of Blacks and Whites. Adolescence, 20, 233-237.
Conger, R. D., Xiaojia, G., Elder, G. H., Lorenz, F. O., & Simons, R. L. (1994). Economic stress, coercive family process, and developmental problems of adolescents. Child Development, 65, 541-561.
Cook, T. D., Church, M. B., Ajanaku, S., Shadish, W. R., Jr., Kim, J. R., & Cohen, R. (1996). The development of occupational aspirations and expectations among inner-city boys. Child Development 67, 3368-3385.
Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
Franklin, D.L. (1988). Race, class and adolescent pregnancy: An ecological analysis. American Journal of Orthopsychiatry, 58, 339-354.
Gibbs, J. T. (1987). Identity and marginality: Issues in the treatment of biracial adolescents. American Journal of Orthopsychiatry, 57, 265-278.
Greene, B. (1990). Sturdy bridges: The role of African-American mothers in the socialization of African-American children. Women and Therapy, 10, 205-225.
Greif, G. L., Hrabowski, F. A., & Maton, K. I. (1998). African American fathers of high-achieving sons: Using outstanding members of an at-risk population to guide intervention. Families in Society, 77, 142-155.
Guerra, N. G., Huesmann, L. R., Tolan, P. H., & Van-Acker, R. (1995). Stressful events and individual beliefs as correlates of economic disadvantage and aggression among urban children. Journal of Consulting and Clinical Psychology, 63, 518-528.
Jessor, R. (1993). Successful adolescent development among youth in high-risk settings.
American Psychologist, 48, 117-126.
Koplow, L., & Messinger, E. (1990). Developmental dilemmas of young children of immigrant parents. Child and Adolescent Social Work Journal, 7, 121-134.
Lempers, J. D., Clark-Lempers, D., & Simons, R. L. (1989). Economic hardship, parenting and distress in adolescence. Child Development, 60, 25-39.
Littlejohn Blake, S. M., & Darling, C. A. (1993). Understanding the strengths of African
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