Social Development

Fall, 2010
1

The University of Texas at Dallas

Course Syllabus
Social Development

Course Information

Course Number: HCS 6350, Section 001

Term: Fall 2010
Meeting Times: Tuesdays 1:00-3:45 PM, CR 1.508

Contact Information

Professor: Lisa H. Rosen, Ph.D.

Office: GR 4.802
Office Hours: Wednesday 2:30-4:00 PM or by appointment
Telephone: 972-883-4179
Email: lisa@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Requirements

There are no formal prerequisites for this class.

Course Description

This course provides an advanced survey of current and classical research in social development.
We will review theories, processes, and major topics in infant, child, and adolescent social
development.

Student Learning Objectives/Outcomes

With your active participation, this course will allow you to:
1. Identify and describe key milestones and complexities of social development across infancy,
early childhood, middle childhood, and adolescence.
2. Define and apply major theoretical viewpoints in understanding social development.
3. Critique and apply the research methods used in studying social development.
4. Critically evaluate conclusions derived from published research in social development.
5. Demonstrate effective writing skills in creating a research proposal on one of the major topics
addressed in the course.
6. Demonstrate effective oral communication skills in delivering presentations in class.
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Course Requirements

Discussion Questions (25% of grade). For each assigned reading, students will write a discussion
question. The purpose of these questions is to encourage thoughtful analysis of the material as
well as to structure our course discussion. There are many types of questions that foster good
discussion including questions that critique methods, questions that discuss potential implications
of the research, and questions that suggest connections to other readings.

You should post these questions on eLearning no later than 1 PM on the Monday afternoon before
we meet. I will integrate and organize these questions in preparation for our class discussion. I
will e-mail these questions to you by Tuesday morning to review before class.

Class Presentations (20% of grade). Students will be assigned articles for which they will be
responsible for leading a class discussion. You should be prepared to describe the following in no
more than 10 minutes:

Purpose of the study

General methodology
Major findings
Strengths and weaknesses
Overall evaluation including future directions

Presentation of an article also involves preparing a 1-page handout summarizing the article for
other students. If you would like me to make copies of your summary, please submit your
summary to me by 9 AM on the day of your presentation. You are exempt from writing
discussion questions on the days when you are presenting.

Class Debate (5% of grade). Students will debate Judith Harris' controversial contention that
parenting practices do not matter because genes and peers are the ultimate shapers of adult
personality. Each student will be assigned to one particular side of one of the debate, and we will
establish ground rules for the debates as a group.

Research Proposal (50% of grade). Students will develop a research proposal for an empirical
study related to some aspect of social development. I encourage you to relate this assignment to
your current program of research. The proposal will be due in installments, and I will provide
you with detailed feedback along the way. You will also have some class time to work with a
writing partner on your proposal and as a group we will help formulate an analytic plan.

Important dates:
Tuesday, 9/14 Statement of topic due in writing
Tuesday, 10/5 Outline of introduction and method due
Tuesday, 10/19 Introduction and method due
Tuesday 11/23 Oral presentations of the research proposals
Tuesday, 11/30 Entire proposal due
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Readings. Readings are available through electronic course reserves. The URL for our class is:
http://utdallas.docutek.com/eres/coursepage.aspx?cid=870. Prior to each class meeting, you need
to read all of the assigned selections. Readings for presentations are marked by * on the reading
list that follows. These readings are not required unless you are presenting. Readings may be
modified somewhat depending on the needs and interests of this group.

Course Policies

The following policies, along with your active participation, will help ensure a good class
experience.
Students should be open-minded to new information.
Students should demonstrate respect and professionalism toward fellow students and the
instructor throughout the course.
Students may leave the classroom if they feel uncomfortable during any of the class
discussions or films.

Academic Calendar
DATE TOPIC ASSIGNMENT
8/24 Introduction
8/31 Emotional development and
temperament
9/7 The self and identity
9/14 Attachment Statement of Topic Due
9/21 Families and parenting
9/28 Parental discipline
10/5 Peer relationships: Status and Outline Due
rejection
10/12 Peer relationships: Friendships
and romance
10/19 Aggression, bullying, and Introduction and Method Due
antisocial behavior
10/26 Gender development
11/2 Ethnicity and ecological
context
11/9 Childcare and schools
11/16 Abuse and neglect
11/23 Presentation of research Class Presentations/Fall Celebration
proposals
11/30 Risk and Resilience Entire proposal due
* Note: I reserve the right to change these dates for pedagogical reasons.
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Readings

8/31 Emotional Development and Temperament

Thompson, R. A., & Goodvin, R. (2005). The individual child: Temperament, emotion, self, and
personality. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science (pp. 391-
428). Mahwah, NJ: Lawrence Erlbaum.

Kagan, J. (1989). Temperamental contributions to social behavior. American Psychologist, 44,

668-674.

Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful control and its socioemotional
consequences. In J.J. Gross (Ed.), Handbook of emotion regulation (pp. 287-306). New
York: Guilford Press.

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive

Sciences, 9, 69-74.

Goldsmith, H. H., Buss, A. H., Plomin, R., Rothbart, M. K., Thomas, A., Chess, S., Hinde, R. A.,
& McCall, R. B. (1987). Roundtable: What is temperament? Four approaches. Child
Development, 52, 505-529.

9/7 The Self and Identity

Rosen, L. H., & Patterson, M. M. (in press). The self and identity. In M. K. Underwood &
L.H. Rosen (Eds.), Social development. New York: Guilford.

Lewis, M., & Ramsay, D. (2004). Development of self-recognition, personal pronoun use, and
pretend play during the second year. Child Development, 75, 1821-1831.

Montemayor, R., & Eisen, M. (1977). The development of self-conceptions from childhood to
adolescence. Developmental Psychology, 13, 314-319.

Marcia, J. E. (2002). Adolescence, identity, and the Bernardone family. Identity, 2, 199-209.

Phinney, J. (1989). Stages of ethnic identity in minority group adolescents. Journal of Early
Adolescence, 9, 34-49.

* Harter, S., Waters, P., & Whitesell, N.R. (1998). Relational self-worth: Differences in
perceived worth as a person across interpersonal contexts among adolescents. Child
Development, 69, 756-766.

* Cassidy, J., Ziv, Y., Mehta, T. G., & Feeney, B. C. (2003). Feedback seeking in children and
adolescents: Associations with self-perceptions, attachment representations, and
depression. Child Development, 74, 612-628.
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* Subrahmayam, K., Smahel, D., & Greenfield, P. (2006). Connecting developmental

constructions to the internet: Identity presentation and sexual exploration in online teen
chat rooms. Developmental Psychology, 42, 395-406.

9/14 Attachment

Van den Boom (2001). First attachments: Theory and research. In G. Bremner & A. Fogel
(Eds.), Blackwell handbook of infant development (pp. 296-325). Malden, MA:
Blackwell.

Isabella, R. A., & Belsky, J. (1991). Interactional synchrony and the origins of infant-mother
attachment: A replication study. Child Development, 62, 373-384.

Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000). Attachment security
in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71,
684-689.

Van den Boom (1994). The influence of temperament and mothering on attachment and
exploration: An experimental manipulation of sensitive responsiveness among lower-
class mothers with irritable infants. Child Development, 65, 1457-1477.

Zeanah, C. H., Smyke, A. T., Koga, S. F., Carlson, E., & the Bucharest Early Intervention
Project Core Group. (2005). Attachment in institutionalized and community children in
Romania. Child Development, 76, 1015-1028.

Fraley, R. C. & Shaver, P. R. (1998). Airport separations: A naturalistic study of adult

attachment dynamics in separating couples. Journal of Personality and Social
Psychology, 75, 1198-1212.

* Barry R.A., Kochanska G., & Philibert R.A. (2008). G x E interaction in the organization of
attachment: Mothers’ responsiveness as a moderator of children’s genotypes. Journal of
Child Psychology and Psychiatry, 49, 1313-1320.

*Anisfeld, E., Casper, V., Nozye, M., & Cunningham, N. (1990). Does infant carrying promote
attachment? An experimental study of the effects of increased physical contact on the
development of attachment. Child Development, 61, 1617-1627.

*Allen, J. P., Porter, M., McFarland, C., McElhaney, K. B., & Marsh, P. (2007). The relation of
attachment security to adolescents’ paternal and peer relationships, depression, and
externalizing problems. Child Development, 78, 1222-1239.

9/21 Families and Parenting

Holden, G. W. (2010). Parenting: A dynamic perspective. Los Angeles: Sage. [Read chapter 4]
 Social Development
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Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of
genotype environment effects. Child Development, 54, 424-435.

Harris, J. R. (2002). Beyond the nurture assumption: Testing hypotheses about the child’s
environment. In J. G. Borkowski, S. Ramey, & M. Bristol-Power (Eds.), Parenting and
the child’s world: Influences on academic, intellectual, and social-emotional
development (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum.

Gladwell, M. (1998). Do parents matter? The New Yorker, August 17, 1998.
[http://www.gladwell.com/1998/1998_08_17_a_harris.htm ]

Galambos, N. L., Barker, E. T., & Almeida, D. M. (2003). Parents do matter: Trajectories of
change in externalizing and internalizing problems in early adolescence. Child
Development, 74, 578-594.

Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000).
Contemporary research on parenting: The case for nature and nurture. American
Psychologist, 55, 218-232.

9/28 Parental Discipline

Rankin, J. L. (2005). Discipline. In J. Rankin (Ed.), Parenting experts: Their advice, the
research, and getting it right (pp. 117-162). Westport, CT: Praeger.

Grusec, J., & Goodnow, J. (1994). Impact of parental discipline methods on the child's
internalization of values: A reconceptualization of current points of view. Developmental
Psychology, 30, 4-19.

Benjet, C., & Kazdin, A. (2003). Spanking children: The controversies, findings and new
directions. Clinical Psychology Review, 23, 197-224.

Lansford, J., Criss, M.M., Dodge, K. A., Shaw, D.S., Pettit, G.S., & Bates, J.E. (2009).
Trajecotries of physical discipline: Early childhood antecendents and developmental
outcomes. Child Development, 80, 1385-1402.

Lansford, J., Chang, L., Dodge, K., Malone, P., Oburu, P., Palmerus, K., Bacchini, D.,
Pastorelli, C., Bombi, A., Zelli, A., Tapanya, S., Chaudhary, N., Deater-Deckard,
K., Manke, B., & Quinn, N. (2005). Physical discipline and children's
adjustment: Cultural normativeness as a moderator. Child Development, 76,
1234-1246.

*Vittrup, B., Holden, G. W., & Buck, M. J. (2006). Attitudes predict the use of physical
punishment: A prospective study of the emergence of disciplinary practices. Pediatrics,
117, 2055-2064.
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*Straus, M .A. & Kaufman Kantor, G. (1994). Corporal punishment by parents: A risk factor
in the epidemiology of depression, suicide, alcohol abuse, child abuse and wife beating.
Adolescence, 29, 543-561.

10/5 Peers: Status and Rejection

Hymel, S., Vaillancourt, T., McDougall, P., & Renshaw, P. D. (2002). Peer acceptance and
rejection in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of
childhood social development (pp. 265-284). Malden, MA: Blackwell.

Coie, J. D., & Cillessen, A. H. (1993). Peer rejection: Origins and effects on children’s
development. Current Directions in Psychological Science, 2, 89-92

Brendgen, M., & Vitaro, F. (2008). Peer rejection and physical health problems in early
adolescence. Journal of Developmental & Behavioral Pediatrics, 29, 183-190.

Crick, N. R., & Grotpeter, J. K. (1996). Children's treatment by peers: Victims of relational and
overt aggression. Development and Psychopathology, 8, 367-380.

Bierman, K.L. (2004). Peer rejection: Developmental processes and intervention strategies.
New York: Guilford. [Read chapter 10]

*Rosen, L. H., & Underwood, M. K. (2010). Attractiveness as a moderator of the association

between aggression and popularity. The Journal of School Psychology, 48, 313-333.

*Sebastian, C., Viding, E., Williams, K. D., & Blakemore, S. (2010). Social and brain
development and the affective consequences of ostracism in adolescence. Brain and
Cognition, 72, 134-145.

10/12 Peers: Friendship and Romance

Bukowski, W. M., Motzoi, C., & Meyer, F. (2009). Friendship as process, function, and
outcome. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer
interactions, relationships, and groups (pp. 217-231). New York: Guilford.

Hartup, W. W., & Stevens, N. (1999). Friendships and adaptation across the life span. Current
Directions in Psychological Science, 8, 76-79.

Furman, W., & Collins, W. A. (2009). Adolescent romantic relationships and experiences. In K.
H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions,
relationships, and groups (pp. 341-360). New York: Guilford.

Collins, W. A. (2003). More than myth: The developmental significance of romantic

relationships during adolescence. Journal of Research on Adolescence, 13, 1-24.
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Davila, J. (2008). Depressive symptoms and adolescent romance: Theory, research, and
implications. Child Development Perspectives, 2, 26-31.

Zimmer-Gembeck, M.J., Siebenbruner, J., & Collins, W. A. (2001). Diverse aspects of dating:
Associations with psychosocial functioning from early to middle adolescence. Journal of
Adolescence, 24, 313-336.

*Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of
personal relationships. Child Development, 63, 103-115.

*Rose, A. J., Carlson, W., & Waller, E. M. (2007). Prospective associations of co-rumination
with friendship and emotional adjustment: Considering the socioemotional trade-offs of
co-rumination. Developmental Psychology, 43, 1019-1031.

*Piehler, T. F., & Dision, T. J. (2007). Interpersonal dynamics within adolescent friendships.
Dyadic mutuality, deviant talk, and patterns of antisocial behavior. Child Development,
78, 1611-1624.

* Shulman, S. Tuval-Mashiach, R., Levran, E., & Anbar, S. (2006). Conflict resolution patterns
and longevity of adolescent romantic couples: A 2-year follow-up study. Journal of
Adolescence, 29, 575-588.

10/19 Aggression, Bullying, and Antisocial Behavior

Brendgen, M., Boivin, M., Vitaro, F., Bukowski, W.M., Dionne, G., Girard, A., Tremblay, R.E.,
& Perusse, D. (2008). Linkages between children’s and their friends’ social and physical
aggression: Evidence for a gene-environment interaction? Child Development, 79, 13-29.

Dodge, K.A. (2006). Translational science in action: Hostile attributional style and the
development of aggressive behavior problems. Development and Psychopathology, 18,
791-814.

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001).
Bullying behaviors among US youth: Prevalence and association with psychosocial
adjustment. Journal of the American Medical Association, 285, 2094-2100.

Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students.
Journal of Adolescent Health, 41, 22-30.

Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic
conduct problems in adolescence. Developmental Psychology, 39, 349-371.

Dodge, K.A. (2008). Framing public policy and prevention of chronic violence in American
Youths. American Psychologist, 63, 573-590.

* Tremblay, R. E. (2006). Prevention of youth violence: Why not start at the beginning? Journal
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of Abnormal Child Psychology, 34, 481-487.

*Capella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social
Development, 15, 434-459.

10/26 Gender Development

Golombok, S., & Hines, M. (2002). Sex differences in social behavior. In P. K. Smith & C. H.
Hart (Eds.), Blackwell handbook of childhood social development (pp. 117-136). Malden,
MA: Blackwell.

Leaper, C., & Friedman, C. K. (2007). The socialization of gender. In J. E. Grusec, & P. D.
Hastings (Eds. ), Handbook of socialization: Theory and research (pp. 561-587). New
York, NY, US: Guilford Press.

Martin, C. L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on
gender development. Current Directions in Psychological Science, 13, 67-70.

Rose, A. J. & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes:
Potential tradeoffs for the emotional and behavioral development of girls and boys.
Psychological Bulletin, 132, 98-131.

Wood, W., & Eagly, A. H. (2002). A cross-cultural analysis of the behavior of women and men:
Implications for the origins of sex differences. Psychological Bulletin, 128, 699-727.

*Leaper, C., & Brown, C. S. (2008). Perceived experiences with sexism among adolescent girls.
Child Development, 79, 685-704.

* Brown, C. S., Chu, H., & Bigler, R. S. (in press). An experimental study of the correlates and
consequences of perceiving oneself to be the target of gender discrimination. Journal of
Experimental Child Psychology.

* Lamb, L., Bigler, R.S., Liben, L. S., & Green, V. A. (2009). Teaching children to confront
peers' sexist remarks: Implications for theories of gender development and educational
practice. Sex Roles, 61, 361-382.

11/2 Ethnicity and Ecological Context

Coll, C. G., Crnic, K., Lamberty, G., & Wasik, B. H. (1996). An integrative model for the study
of developmental competencies in minority children. Child Development, 67, 1891-1914.

Hill, N. E. (2006). Disentangling ethnicity, socioeconomic status and parenting: Interactions,

influences, and meaning. Vulnerable Children and Youth Studies, 1, 114-124.

Luthar, S. S. (1999). Poverty and children’s adjustment. Thousand Oaks, CA: Sage. [Read
 Social Development
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chapters 4 & 5]

Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being.
Current Directions in Psychological Science, 14, 49-53.

Patterson, M. M., & Bigler, R. S. (2006). Preschool children's attention to environmental

messages about groups: Social categorization and the origins of intergroup bias. Child
Development, 77, 847-860.

* Hughes, J. M., & Bigler, R. S. (2007). Consequences of learning about historical racism among
European American and African American children. Child Development, 78, 1689-1705.

* Bigler, R. S., Arthur, A. E., Hughes, J. M., & Patterson, M. M. (2008). The politics of race and
gender: Children's perceptions of discrimination and the U. S. presidency. Analyses of
Social Issues and Public Policy, 8, 1-30

* Luthar, S. S., Shoum, K. A., & Brown, P.J. (2006). Extracurricular involvement among
affluent youth: A scapegoat for "ubiquitous achievement pressures"?. Developmental
Psychology, 42, 583-597.

11/9 Childcare and Schools

Vandell, D.L. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly,
50, 387-414.

NICHD Early Child Care Research Network. (2003). Does amount of time spent in child care
predict socioemotional adjustment during the transition to kindergarten? Child
Development, 74, 976-1005.

Belsky, J., Vandell, D. Burchinal, M. Clarke-Stewart, K.A., McCartney, K., & Owen, M.
(2007). The NICHD Early Child Care Research Network (2007). Are there long-term
effects of early child care? Child Development, 78, 681-701.

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N. & the NICHD Early
Child Care Research Network. (2010). Do effects of early child care extend to age 15
years? Results from the NICHD study of early child care and youth development. Child
Development, 81, 737-756.

Love, J. M., Harrison, L., Sagi-Schwartz, A., Van IJzendoorn, M. H, Ross, C., Ungerer, J. A., et
al. (2003). Child care quality matters: How conclusions may vary with context. Child
Development, 74, 1021-1033.

Eccles, J.S. & Roeser, R.W. (2003). Schools as developmental contexts. In G. Adams & M.D.
Berzonsky (Eds.), Blackwell Handbook of Adolescence (pp. 129-148). Malden, MA:
Blackwell.
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* Gunnar, M. R., Kryzer, E., Van Ryzin, M. J., & Phillips, D. A. (2010). The rise in cortisol in
family day care: Associations with aspects of care quality, child behavior, and child sex.
Child Development, 81, 851-869.

*NICHD Early Child Care Research Network. (2005). A day in third grade: A large-scale study
of classroom quality and teacher and student behavior. The Elementary School Journal,
105, 305-323.

*Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment:
Impact of duration, number of activities, and breadth of participation. Applied
Developmental Science, 10, 132-146.

11/16 Abuse and Neglect

Child Welfare Information Gateway. (2008). Available online at:

http://www.childwelfare.gov/pubs/can_info_packet.pdf. U.S. Department of Health and
Human Services.

Cicchetti, D. (2004). An odyssey of discovery: Lessons learned through three decades of

research on child maltreatment. American Psychologist, 59, 731-741.

Watts-English, T., Fortson, B. L., Gibler, N., Hooper, S. R., & De Bellis, M. (2006). The
psychobiology of maltreatment in childhood. Journal of Social Issues, 62, 717-736.

Daro, D., & Cohn-Donnelly, A. (2002). Child abuse prevention: Accomplishments and
Challenges. In J. Myers, L. Berliner, J. Briere, C. T. Hendrix, C. Jenny, & T. Reid (Eds.),
APSAC Handbook on Child Maltreatment (pp. 431-448). Newbury Park, CA: Sage.

Toth, S. L., Manly, J. T., & Nilsen, W. J. (2008). From research to practice: Lessons learned.
Journal of Applied Developmental Psychology, 29, 317-325.

*Cyr, C., Euser, E. M., Bakermans-Kranenburg, & Van Ijzendoorn, J. (2010). Attachment
security and disorganization in maltreating and high-risk families: A series of meta-
analyses. Development and Psychopathology, 22, 87-108.

*Noll, J. G., Trickett, P. K., Harris, W. W., & Putnam, F. W. (2009). The cumulative burden
borne by offspring whose mothers were sexually abused as children: Descriptive results
from a multigenerational study. Journal of Interpersonal Violoence, 24, 424-449.

*Fuller-Thomson, E., Brennenstuhl, S., & Frank, J. (in press). The association between
childhood physical abuse and heart disease in adulthood: Findings from a representative
community sample. Child Abuse and Neglect.
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11/30 Risk and Resilience

Masten, A. S., & Coatsworth, J. D. (1998) The development of competence in favorable and
unfavorable environments: Lessons from research on successful children. American
Psychologist, 53, 205-220.

Fergusson, D. M., & Horwood, L. J. (2003). Resilience to childhood adversity: Results of a 21-
year study. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context
of childhood adversities (pp. 130-155). New York: Cambridge.

Reynolds, A. J., & Ou, S. (2003). Promoting resilience through early childhood intervention. In
S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood
Adversities (pp. 436-462). New York: Cambridge.

Olds, D., Henderson, C.R. Jr., Cole, R., Eckenrode, J., Kitzman, H., Luckey, D., Pettitt, L.,
Sidora, K., Morris, P., & Powers, J. (1998). Long-term effects of nurse home visitation
on children’s criminal and antisocial behavior: 15-year follow-up of a randomized trial.
The Journal of the American Medical Association, 280, 1238-1244.

Boo, K. (2006). Swamp Nurse: What's the best hope for the first child of a poor mother? The
New Yorker, February 6, 2006.
[http://www.newamerica.net/publications/articles/2006/swamp_nurse]

*Klasen, F., Oettingen, G., Daniels, J., Post, M., Hoyer, C., & Adam, H. (2010). Posttraumatic
resilience in former Ugandan child soldiers. Child Development, 81, 1096-1113.

*Kilmer, R. P., & Gil-Rivas, V. (2010). Exploring posttraumatic growth in children impacted by
Hurricane Katrina: Correlates of the phenomenon and developmental considerations.
Child Development, 81, 1211-1227.

*Kronenberg, M. E., Hansel, T. C., Brennan, A. M., Osofsky, H. J., Osofsky, J. D., & Lawrason,
B. (2010). Children of Katrina: Lessons learned about postdisaster symptoms and
recovery patterns. Child Development, 81, 1241-1259.

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to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and
from any other source is unacceptable and will be dealt with under the university’s
policy on plagiarism (see general catalog for details). This course will use the
resources of turnitin.com, which searches the web for possible plagiarism and is over
90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of
communication between faculty/staff and students through electronic mail. At the same
time, email raises some issues concerning security and the identity of each individual
in an email exchange. The university encourages all official student email
correspondence be sent only to a student’s U.T. Dallas email address and that faculty
and staff consider email from students official only if it originates from a UTD student
account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information.
UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at
U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other
fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
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evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the
Dean of Graduate or Undergraduate Education, and the deal will appoint and convene
an Academic Appeals Panel. The decision of the Academic Appeals Panel is final.
The results of the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting
the rules and regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed.
An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove
the incomplete grade is not submitted by the specified deadline, the incomplete grade
is changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational
opportunities equal to those of their non-disabled peers. Disability Services is located
in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m.
to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m.
to 5:30 p.m.
The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape recorders
or animals (in the case of dog guides) for students who are blind. Occasionally an
assignment requirement may be substituted (for example, a research paper versus an
oral presentation for a student who is hearing impaired). Classes enrolled students
with mobility impairments may have to be rescheduled in accessible facilities. The
college or university may need to provide special services such as registration, note-
taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class
or during office hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as
possible regarding the absence, preferably in advance of the assignment. The
student, so excused, will be allowed to take the exam or complete the assignment
within a reasonable time after the absence: a period equal to the length of the
absence, up to a maximum of one week. A student who notifies the instructor and
completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period
may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement about
whether the student has been given a reasonable time to complete any missed
assignments or examinations, either the student or the instructor may request a ruling
from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.