Child Develop Dysfunction Child and Adolescent Development and Dysfunction

SSBT 501. Child and Adolescent Development and Dysfunction
Instructor: Jeffrey Longhofer, Ph.D., LISW
Intensive Weekend Program
Spring 2007

Office Phone: 368-0160 Mailing Address:
Office Location: MSASS #309 MSASS\CWRU
Email: Jeffrey.longhofer@case.edu 10900 Euclid Ave.
Class meets January 19, 20, 21; February 17, 18 ( CRN: 34446) Cleveland, Ohio 44106-7164

Course Description

This advanced sociobehavioral theory course builds on the content from required foundation courses of Human Development Over the Life Span (SSBT 440) and Theories of Groups, Organizations and Communities (SSBT 540). This course offers the theoretical base for other advanced courses in the mental health concentration, specifically Child and Adolescent Psychopathology (SSBT 542), Mental Health Policy and Service Delivery (SPPP 510), Mental Health Practice with Children and Adolescents (SSWM 580), Social Work in Child Abuse and Family Violence (SSWM 582), and Practice Evaluation (SRCH 530).

This course examines biopsychosocial theories and research on the development of the individual from conception through adolescence. Particular consideration is given to social and economic influences like poverty, discrimination and parental pathology that might place a population at risk of developmental deficits, delays, or dysfunctions. Students examine how social work values, ethics and empowerment perspectives relate to development and dysfunction assessment. Equal consideration is made for factors supporting individual development, such as the strength of sociocultural belief systems, health, and capacity for resilience. Even though the course is aimed at secondary level assessment and intervention, the course stresses transactions between the individual and his/her environment (including family, peers, school and community) and identifies possible primary and tertiary level (e.g., community-based) interventions. In addition, students learn to think critically about the myriad ways that culture influences the relationship between normal development and dysfunction. Because it is an advanced course, students are expected to relate coursework with field setting experiences.

A variety of theoretical perspectives, including the neurophysiological perspective, address the etiology of symptom formation in major developmental deficits during childhood and adolescence.

Course Objectives

To develop knowledge about the vicissitudes of factors in growth and development from birth through adolescence.

To develop an understanding of developmentally determined vulnerability to biological, cognitive, affective, and behavioral dysfunctions.

To increase knowledge about the impact of social and economic influences—poverty, discrimination, and oppression—cultural and health status factors upon normal growth and development from conception through adolescence.

Using the knowledge of normal development and dysfunction, identify cultural influences that might require theory and assessment adjustments.

To competently communicate an understanding of child and adolescence development and the myriad ways one is vulnerable to biological, cognitive, affective, and behavioral dysfunctions.

To identify and critically evaluate how community-based approaches support (primary and tertiary levels of assessment and intervention) normal child and adolescent normal development and how community-based interventions should target populations at risk of developmental dysfunction.

To recognize how optimal child and adolescent development depends upon social work values, ethics, and empowerment perspectives.

To develop and achieve a personalized learning objective that will integrate field-setting objectives with classroom objectives.

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."

Required Readings

*Read and prepare summaries (see instructions) for the first weekend (January 19)
**Read and prepare summaries for the second weekend .

*Waters, E. & E. M. Cummings. 2000. A Secure Base from Which to Explore Intimate Relationships. Child Development, January/February, 71(1): 164-172.

*Volkmar, F. & A.K. Chauarska, S. Klin. 2005 (pre-publication copy). Autism in Infancy and Early Childhood. Annual Review of Psychology, 56:12.

**Steinberg, L & A. Sheffield Morris. 2001. Adolescent Development. Annual Review of Psychology, 52: 83-110.

**Korbin, J. 2003. Children, Childhoods and Violence. Annual Review of Anthropology, 2003, 32: 431-46.

*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.

*Shonkoff, J. & D. Phillips. Eds. 2000. From, Neurons to Neighborhoods: The Science of Early Childhood Development. Washington DC.: National Academy Press. Read, The Nature and Tasks of Early Development, Acquiring Self Regulation, Chapter 5; Read, as well, Communicating and Learning, Chapter 6. Chapters 7 and 8 will be mailed to you.

Suggested Class Topics

Introduction

Child and adolescent development in social, cultural, and historical context.
Biopsychosocial model of child and adolescent development
Health and environmental factors in child and adolescent developmental dysfunctions

2. Attachment Theory

Attachment as a context of development
Attachment disorders as a context of developmental dysfunctions

Fetal and Infant Development

Maternal health and perinatal developmental issues
Maturation and development of physical capabilities
Maturation and development of cognitive capabilities
Maturation and development of temperamental capabilities
Maturation and development of emotions
Development of self and object relationships
Maturation and development of adaptational capabilities
Infants at high risk for developmental dysfunctions
Assessment of infant development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

Toddler Development

Parental functions during toddler development
Maturation and development of gross motor, visual-motor, and manual dexterity capabilities
Emergence of objective self-awareness and conceptual thinking
Development of autonomous and gender identity
Emergence of social emotions
Development of verbal language

Emergence of conscience development
Assessment of toddler development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

Early Childhood Development

Maturation of bodily control and coordination
Further development of reality-based thinking
Development of the capacity for emotional containment
Development of sexual identity
Development of a peer identity
Assessment of a young child’s development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

Late Childhood Development

Development of a social identity
Development of internal controls
Differentiation of primary and secondary process thinking
Progression from speech to thought dominance
Development of self-esteem
Assessment of an older child’s development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

7. Adolescent Development

Further development of social and sexual identities
Emergence of hypothetical thinking
Development of emotional self-awareness
Developmentally predetermined conflicts with parents

Formation of an emancipated identity
Initiation of sexual activity
Construction of realistic ambitions and reasonable ideals

Assessment of adolescent development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

8. Parental Psychopathology and Child and Adolescent Developmental Dysfunctions

Exploitation of developmentally determined vulnerabilities in children and adolescents by mentally compromised parents
Identification of parents at high risk for compromising their child and adolescent development
Assessment of parental development and developmental dysfunctions in the context of societal values and ethics, minority status, socioeconomic factors, culture, family, and community

9. The Influence of Culture on Child and Adolescent Developmental Dysfunctions

The concept of ethnicity and ethnic socialization

Multiple social stressors
Cultural attitudes toward child and adolescent development and dysfunctions

10. Culturally Predetermined Supports of Child and Adolescent Development

Supports for African American children and adolescents
Supports for Hispanic American children and adolescents
Supports for immigrant children and adolescent

11. Substance Use and Abuse

A high risk factor for the development of child and adolescent developmental dysfunctions

12. Adolescent Pregnancy

A high risk factor for the development of child and adolescent developmental dysfunctions

13. Congenital Handicaps and Chronic Illness

A high risk factor for the development of child and adolescent developmental dysfunctions

14. Social Work Interventions in the Context of Child and Adolescent Development

Interventions based on the developmental accomplishments, capacities, and vulnerabilities of children and adolescents
Applicability of social work tenets “empowerment” and “building on strengths” to the assessment and treatment of children and adolescents in the context of development

15. Community-Based Approaches in Support of Child and Adolescent Development

Community support services
Schools

16. Accessing the Professional Literature

Internet resources
Other research resources

Class Assignments and Requirements:

Attendance: Required. You must be present for all class sessions; exceptions will be made only for dire emergencies. You will be required to complete additional assignments for missed sessions.

Reading Summaries (40 points total) You are required to submit reading summaries of each assigned article and book chapter. They must be submitted at the beginning of each class. Make sure you bring a second copy that you can use for class discussion. They must be typed, single-spaced, and address the following: 1) what are the key concepts? Summarize them in one or two paragraphs; 2) what kind of data is collected and how was it collected? 3) Is the argument convincing? 4) How can you see the article or chapter relating to social work practice?

Case Study Assignment (60 points)

The focus of this assignment is the exploration of the relevance of theoretical constructs from developmental theories to practice. Hence, you are expected to explore and discuss the following two cases in the context of the questions prepared by the instructor.

1. The Case of Leah

Leah, age 10, was referred by her teacher to a child mental health out-patient department within a university hospital setting because of irritability, tearfulness, and difficulty concentrating in class. Two and half months earlier Leah had been among a group of children pinned down by sniper fire on her school playground. Over a period of 15 minutes, the sniper killed one child and injured several others. After the gunfire ceased, no one moved until the police stormed the sniper’s apartment and found that he had killed himself. Leah did not know the child who was killed or the sniper.

Before the shooting, according to her teacher, Leah was shy but vivacious, well-behaved, and a good student. Within a few days after the incident, there was a noticeable change in her behavior. She withdrew from her friends. She began to bicker with other children when they spoke to her. She seemed uninterested in her schoolwork and had to be prodded to persist in required tasks. The teacher noticed that Leah jumped whenever there was static noise in the public address system and when the class shouted answers to flashcards.

Leah’s parents were relieved when the school took the initiative to make the referral because they reportedly did not know how to help her nor how to get help. Leah had been uncharacteristically quiet when her parents asked her about the sniping incident. At home she had become moody, irritable, argumentative, fearful, and clinging. She was apprehensive about new situations and fearful of being along, and insisted that someone accompany her to the bathroom. Leah regularly asked to sleep with her parents; a request which was denied. She slept restlessly and occasionally cried out in her sleep. She appeared always to be tired, complained of minor physical problems, and seemed more susceptible to minor infections. Her parents became especially worried after Leah nearly walked in front of a moving car without being aware of it. Although she seemed less interested in many of her usual games with siblings and peers, her parents noticed that she frequently engaged other children in nurse games, in which she was often bandaged.

When asked about the incident in the interview with her social work therapist, Mr. Scott, Leah said that she had tried desperately to hide behind a trash can when she heard the repeated gunfire. She had been terrified of being killed, and she was “shaking all over,” her heart pounding and her head hurting. She vividly told of watching an older child fall to the ground, bleeding and motionless; the girl subsequently died. Leah ran to safety when there was a pause in the shooting.

Leah described the recurring image of the girl lying bleeding on the playground. She told Mr. Scott, a young male social worker, that thoughts of the incident sometimes disrupted her attention, though she would try to think about something else. Lately she could not always remember what was said in class.

Leah no longer played in the area where the shooting had occurred. During recess or after school, she avoided crossing the playground on her way home from school each day and avoided the sniper’s house and street. She was particularly afraid of school on Fridays, the day the shooting had occurred. Although her parents appropriately and consistently comforted her, she did not know how to tell them what she was feeling.

Leah continue to be afraid that someone would shoot at her again. She had nightmares and dreams in which she or a family member was being shot at or pursued. She ran away from any “popping noises” at home or in the neighborhood. Although she said that she had less desire to play, when asked about new games, she described to Mr. Scott playing a game in which a nurse helped an injured person. Leah began to watch television news about violence, and recounted news stories that demonstrated that the world was full of danger.

Based on your class notes and required readings, discuss Leah’s post-traumatic experience from the following developmental perspectives:

1. The impact Leah’s traumatic experience may have on the development of her autonomous identity in late childhood?
2. The impact Leah’s traumatic experience may have on the development of her social identity in later childhood.
3. The impact Leah’s traumatic experience may have on her sexual and social identities in adolescence?
4. The impact Leah’s traumatic experience may have on her current and future attempts toward separation/individuation from parents?

In the assessment of Leah’s current level of development, list five questions you would ask Leah and/or her parents. Give your rationale for each of the questions.
Identify the type of primary and tertiary interventions that would support Leah.
Identify how a strengths and empowerment perspective would support Leah.

2. The Case of John

John is a 16 year old African American adolescent. He lives with his unemployed mother and a 5 year old sister in a housing project within a small-size town in Iowa. Approximately 20% of the town’s population are Afro-Americans and another 20% are Hispanics. The members of these two minority groups are primarily employed by the local farmers raising cattle.

A few months before John’s birth, his father left the family and has had no involvement since then. The parents were officially divorced when John was about 3 years of age. John’s mother has been his sole primary caretaker since birth. John’s birth was normal without any medical complications. There is no history of physical illnesses during his childhood and adolescence. Although having had no contact with his father, John knows the father’s identity and whereabouts.

John’s sister, Desiree, was born from the mother’s relationship with another man whom the mother never married. The family has sporadic contact with Desiree’s father; however, he has always provided the family considerable financial support for Desiree’s needs and wants.

During the past year John has been referred to the Juvenile Court system on several occasions for possession of marijuana and for truancy from school. During that time, he has also been seeing a court-appointed mental health counselor once every week for counseling. (Although disguised as to the identity of the individuals addressed in this case presentation, the following information evolves from the notes of John’s counselor, Mr. Austin, M.S.W.).

Exploration of John’s history revealed his long-standing and pathological parentification (role reversal) within the family. John’s truancy, for example, is a consequence of working late nights at a warehouse, a well-paying job that he recently took to help support the family. Constantly fatigued, John frequently misses school to sleep.

John describes himself as his mother’s “main man. In addition to the financial support, John has been helpful to mother in other ways. He assumes the responsibility as a co-parent to Desiree. The mother can always count on John to help her feel better, which includes talking with and hugging her whenever she feels “blue.”

At the same time, there are signs that John attempts to distance himself from mother. Recently he has exploded when she comments upon his clothes or behavior, leading her to withdraw from him. John has confided to Mr. Austin that he wants a “divorce” from his mother and often considers running away from home. He worries, however, that mother and Desiree could not make it without him, reflecting the degree to which he has been captivated by his parentified role and by the reality of his family’s situation.

Since about 10 years of age, John has been aware of being emotionally attracted to boys. He shares with Mr. Austin his primarily homosexual fantasies and interests. Although having had no sexual experiences with members of either gender, John claims to have no sexual interest in girls. However, he is popular at school with both boys and girls. John attributes his popularity to athletic talents as a basketball player rather than to any close friendships. The demands of his home situation have impeded John’s ability to pursue friendships and extra curricular activities. His marijuana use, often in the company of male co-workers at work, is not only a relaxant, but a much needed social recreational activity as well. Another major source of gratification for John at work is his supervisor’s paternal interest in him.

John’s mother has been consistently uninvolved in her son’s peer, school, and court-related activities. She simply warns John that he better complete school lest he end up like all the other men in her life – “loosers.” Yet, the mother has never objected to John working late at night.

John is his mother’s sole support system. Other sources of support; e.g., friendships and work have been either unavailable to her or beyond her capacity to cultivate. The family is on public assistance.

When John’s mother was 14 years of age, her own mother died as a victim of a random gunshot wound in their drug-infested neighborhood within the inner city of a major metropolitan area in California. After this death, John’s mother and her three half-siblings were placed in separate foster homes. Although her three half-sisters reside in California, John’s mother has little involvement with them. She has been often heard to say: “I have no mother; I have no sisters.” Thus, John’s mother lives a life of isolation from her family of origin as well as from others within her social system. John’s mother claims she has no knowledge about her natural father.

A few years after the sudden and brutal death of her own mother, John’s mother became pregnant with him and subsequently married his father, Ron. She and Ron were 18 and 24 years of age, respectively, t the time of their marriage. Immediately following the marriage, the couple moved to Iowa where Ron started to work for a farmer raising cattle. Throughout her pregnancy John’s mother was hopeful that her child-to-be would give her a reason to live. Indeed, he did. Forming an undifferentiated, boundaryless relationship with John, she has depended on him not only for emotional support but also for self-definition. Accordingly, her parenting attitudes and behaviors have reflected an underlying egoistic or self-invested orientation.

John’s early development was marked by the function of serving as a primary attachment figure for his mother. Since toddlerhood he has been oversolicitous toward her. Upon entering school, John suffered extreme separation anxiety, which affected his school attendance during the early school years. It is likely that his separation anxiety was reactive, functioning to keep him in his mother’s emotional and physical orbit.

Based on your knowledge from the required readings, class notes, and previous knowledge about human development, discuss the Case of John from the following two perspectives:

1. John’s developmental deficits due to the parentification (role reversal) by his mother.
2. Select any relevant content from your annotated bibliography on the developmental issues of minority adolescents (Mid-Term Assignment) to understanding John’s past and current development and functioning as a member of a minority group.

Suggested length of paper: 15 to 20 typed, double-spaced, and proofread pages, including a reference list. Citation of references should be according to the APA format, latest edition.

General References

Ainsworth, M.D.S., Biehar, M.C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.

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.

Blos, P. (1979). The adolescent passage: Developmental issues. New York: International Universities Press.

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.

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, OH: Ohio State University press.

Fraiberg, S. (Eds.). (1980). Clinical studies in infant mental health. New York: Basic Books.

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.

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., & Norman, 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.

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.

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.

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.

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.
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

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 I

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.

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.

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 American Journal of Sociology, 99, 353-395.

Luthar, S. S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 67, 396-408.

McKelvey, R. S., Mao, A. R., & Webb, J. A. (1992). A risk profile predicting psychological distress in Vietnamese American Journal of the American Academy of Child and Adolescent Psychiatry, 31, 911-915.

Carlson, J. M., & Iovini, J. (1985). The transmission of racial attitudes from fathers to sons:

McLoyd, V. C. (1990). The impact of economic hardship on Black families and children: Psychological distress, parenting, and socioemotional development. Child

Development, 65, 541-561.

McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Miller, D. B. (1994). Influences on parental involvement of African American adolescent fathers. Child and Adolescent Social Work Journal, 11, 363-378.

Page, M. H., & Washington, M. D. (1987). Family proverbs and value transmission of

single black mothers. Journal of Social Psychology, 127, 49-58.

Pawliuk, N., Grizenko, N., Chan-Yip, A., Gantous, P., Mathew, J., & Nguyen, D.

(January 1996). Acculturation style and psychological functioning in children of
immigrants. American Journal of Orthopsychiatry, 66, 111-121.

Porte, Z., & Torncy, P. J. (1987). Depression and academic achievement among Indo-Chinese refugee unaccompanied minors in ethnic and nonethnic placements. American Journal of Orthopsychiatry, 57, 536-547.

Powell, G. J., Morales, A., Romero, A., & Yamamato, J. (Eds.). (1983). The psychosocial development of minority children. New York: Brunner/Mazel.

Robinson, T., & Ward, J. V. (1991). AA belief in the self far greater than one=s disbelief.@ Cultivating resistance among African-American female adolescents. Women and Therapy, 11, 87-103.

Rousseau, C., Drapeau, A., & Corin, E. (April 1996). School performance and emotional problems in refugee children. American Journal of Orthopsychiatry, 66, 239-251.

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.

Sampson, R. J., & Laub, J. H. (1994). Urban poverty and the family context of delinquency: A new look at structure and process in a classic study. Child Development, 65, 523-540.

Slaughter-Defoe, D. T., Nagakawa, K., Takanishi, R., & Johnson, D. (1990). Toward cultural-ecological perspectives on schooling and achievement in African and Asian-American children. Child Development, 61, 363-383.

Stiffman, A. R. (1991). Adolescent mothers: Racial differences in childrearing support. Child and Adolescent Social Work Journal, 8, 369-389.

Taylor, R. (1976). Psychosocial development among black children and youth: A re-examination. American Journal of Orthopsychiatry, 46, 4-19.

Zahr, L. K. (July 1996). Effects of war on the behavior of Lebanese preschool children.

American Journal of Orthopsychiatry, 66, 239-251.

NOTE: American Psychologist and Journal of Social Psychology are located at Kelvin

Smith Library. Journal of the American Academy of Child and Adolescent Psychiatry is located at Allen Memorial Library. All other journals on this bibliography may be found on the shelves of the Harris Library at MSASS.