Section 101: Monday, Wednesday, Friday, 12:00-12:50pm, BUCHA201

Section 102: Monday, Wednesday, Friday, 1:00-1:50pm, BUCHA201

WELCOME TO PSYC319! LEARNING GOALS

Every week, new research is published about By the end of this course, you will be able to:
the development of infants, children, and 1. Think critically about developmental
adolescents… but how does that research psychology research and how it may be
actually apply to the real world? Can this applied to real-world situations.
research be used to help inform parenting 2. Consider the advantages and
decisions, education, public policies, and to disadvantages of the research methods
improve children’s lives? commonly used in applied
developmental psychology.
These are the big question we’ll be exploring 3. Discuss, analyze, and synthesize research
in this course. To do so, we will examine on socially important issues relevant to
developmental psychology research on development.
several socially important issues, including 4. Reflect on the importance of contextual
childcare, schooling, juvenile justice, and influences on the application of
sexual development. developmental psychology.
5. Translate psychological research into
meaningful suggestions for parents,
educators, and policy-makers.

We acknowledge that this course (located at the Point Grey campus of UBC) takes place on the traditional, ancestral,
and unsurrendered land of the xʷməθkʷəyəm (Musqueam) people.

The xʷməθkʷəyəm people have used this land as a site of learning for generations before us. Throughout our class,
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we aim to honour this history by focusing on our learning together, through both academic and personal growth.
 OUR INSTRUCTIONAL TEAM

INSTRUCTOR
Dr. Lillian May Hi! I’m Lily, your instructor
• Please call me: Lily or Dr. May for the term! I’m a Lecturer
(pronouns: she/her) in the Department of
• Email: [email protected] Psychology, where I teach
• Office: Kenny 2037 several classes all about
development.
• Zoom Drop-in Student Hours:
o Tuesdays: 11:00am-12:00pm When I’m not teaching,
o Thursdays: 3:00-4:00pm you can usually find me
• Appointments (either in-person or hanging out with my 3
via Zoom): Email or book on kids: 5year-old Remy and
calendly.com/lamay 2-year -old twins Gus and
Poppy! I also enjoy tea,
baking, terrible reality TV,
and sleep.

TEACHING ASSISTANTS
Maria Stahre
• Please call me: Maria (pronouns: she/her)
• Email: [email protected]
• Student hours by appointment
• Maria previously completed her undergrad in Psychology at UBC
and is now an MA student in the Counselling Psychology program. If
you have any questions about grad school or counselling
psychology, she’s always happy to chat.

Francesca Berthiaume
• Please call me: Francesca (pronouns: she/her)
• Email: [email protected]
• Student hours by appointment
• Francesca is a fifth-year Psychology student. Her research interests
lie in the intersection of psychology and public health with a focus on
using technology to develop more efficient prevention and
intervention strategies. Currently, she works with Dr. Daniel Vigo at
the Mental Health Systems and Services Lab developing a mental
health intervention app!

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 ABOUT THIS COURSE

This course will be a mixture of lecture, small You can find the room recordings at the via
group discussion, whole class discussion, and the links on our Canvas homepage, following
occasional activities. We aim to make class each class session.
interactive—please feel welcome to ask
questions, make comments, and chat with Do note that recordings will likely
your classmates! (definitely) experience technical
difficulties, and will not be perfect! You
Class is planned to be fully in-person: probably will want to get to know some
lectures will be held in the classroom on classmates from whom you can get notes on
Mondays, Wednesdays, and Fridays. It is days you are unable to attend.
generally expected that you attend class— a
lot of learning happens as we discuss course The last two weeks of class will not contain
content together. However, lecture any new content, but will instead be time for
recordings will be available to anyone who us to work on your final Dissemination of
is unable to attend class (for illness, family Knowledge projects. Attendance is optional,
circumstances, etc.). If you are feeling but should be useful for your final project
unwell, please stay home and spend your work.
time getting better!

DIVERSITY & INCLUSION

I hope we all come to this class as our whole selves. I come to this class as a settler to these lands, as a
developmental psychologist, a white straight cisgender woman, a mom, a person with an anxiety
disorder… it is impossible for me to separate my teaching from these identities. I welcome you to
bring your identities to our learning, in whatever way you feel safe and able.

To that end, we strive to build a classroom environment where all students feel included for all of who
you are. This class aims to be inclusive of gender identity, gender expression, sex, race, ethnicity,
socioeconomic background, sexual orientation, political and religious affiliation,
ability/disability, health, mental health, body size, and age (this is not an exhaustive list!).

Students, instructors, and readings may sometimes raise controversial and/or sensitive issues.
Respectful discussion is encouraged: our goal is not to always agree, but rather to explore different
perspectives without being threatening or alienating. Statements or behaviours likely to offend others
or make others feel excluded in any way should not be shared in class-- but can be shared with me after
class or in office hours.

I am always working to learn more and do better supporting diverse experiences and identities. If you
ever feel as though the class is failing to live up to an inclusive environment, please let me or a TA know.
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 COURSE MATERIALS

READINGS (You’ll likely want to share log-in information

between you as well).
There is no course textbook! Instead, 1-2
Once you have your access code, go to
readings are assigned for each topic, and are
http://www.myvirtualchild.com/ . Click on
available through the course Canvas website.
“Register”à “Student.” On the next page,
Readings include review articles, research
click on “Yes, I have an access code” and
studies, and popular media writings. These
follow the rest of the steps to register. When
readings are intended to provide background
registering, you will be asked for your name. If
to the material discussed in lecture, as well as
you don’t feel comfortable using your real
to cover additional topics. Some of the
name (MyVirtualChild is a US-based website
readings are at an advanced level: don’t
and stores your information on US-based
worry, you do not necessarily need to
internet servers), you can pick a false name—
understand the statistics used! However, do
just be sure to send the me an email with your
try to look up unknown words, to read
“chosen” name.
carefully, and to ask questions when you don’t
understand.
For our class, you must register on My
Virtual Child using the following course ID:
You will be responsible for knowing the
30872
material from readings, and it will be
discussed in class and tested on exams. Parts
of the readings that are not covered in lecture TOPHAT
may also be tested on exams.

TopHat is an online classroom

MY VIRTUAL CHILD response system that allows you
to answer questions and engage
in discussions during class. We
will use it for in-class activities,
and for your Engagement mark.

Sign up at tophat.com
Course Join Code:
• Section 101 (12pm): 707249
We will use an online learning module called
• Section 102 (1pm): 621005
“My Virtual Child.” You can you purchase a
digital access code from the UBC bookstore
for $36.05.
Top Hat can be accessed through your
internet browser, or through Apple/Android
We’ll be using this module for our
apps. During sign-up, make sure you enter
MyVirtualChild assignments, which you can
your UBC Student ID correctly so your Top
do alone or with a partner (“co-parent”). If you
Hat responses are counted towards your
work together, you can split the cost—only
grades! TopHat is a US-based program and
one of you needs to purchase the module.

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hosted on US-based servers, so if you wish to
use a false name, just email us with your
chosen name!

COURSE WEBSITE
Find everything for our class on
www.canvas.ubc.ca, and check the site
often!

Course material will be posted under the

Modules tab, and Assignment information
under the Assignments tab.

The Modules tab is also where you can find

lecture slides. The night before class, you can
find a “draft” version posted—this version will
be incomplete (discussions and “surprises”
left out, and changes may be made just
before class!), but will give you an outline on
which you can take notes. Following class, a
“final” version will be posted.

Make sure your Canvas settings are such

that you see course announcements when
they are released—they will be used
frequently to convey important information
(go to Account à Notificationsà
Announcements à select Notify me right
away)

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 COURSE ASSESSMENTS & GRADING

Engagement Exam #1
2% 20%
Dissemination of
Knowledge Project
18%
Exam #2
MyVirtualChild 20%
Project
20% Exam #3
20%

EXAMS (60%)
available—one during our officially
Three non-cumulative exams each worth 20%. scheduled course exam time, and one at
an alternative time. In rare cases in which
• Exam #1 (20%): February 2 students are unable to take a make-up
• Exam #2 (20%): March 4 exam, a missed exam can be reweighed
• Exam #3 (20%): March 27 equally to other exams.

Exams will consist primarily of multiple choice

questions. ASSIGNMENTS (38%)

There is no final exam!

MY VIRTUAL CHILD PROJECT
Notes on Exams: (20%)
• Exams will cover content from lecture,
discussions, and assigned readings. For this assignment, you can work on your
Basically, anything covered throughout own or with one “co-parent”. If you work with
the course is possible to show up on a co-parent, you will raise the child together,
exams! submit the assignments together, and
• Exams tend to rely heavily on application: typically receive the same grade.
i.e., you need to do more than just
memorize terms and facts, but be able to For our class, you (or your partner) must
apply this knowledge to new examples register on My Virtual Child using the
and situations. following course ID: 30872
• If you have to miss an exam (for illness,
mental health, family circumstances, etc.), With My Virtual Child, you will “raise” your
we will offer make-up exams during the own child from birth to age 18.
final exam period. Two sessions will be

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At three points in your child’s development, DISSEMINATION OF
you’ll submit reflections on raising your child
KNOWLEDGE PROJECT (18%)
and how experiences in your parenting/in
your child’s life connect to our course
For this assignment, you may work alone or in
learning. We’ll provide you some feedback
groups of up to 4 classmates.
(but not grades) on these reflections.

One major focus of applied developmental

Once your child has “grown up” to 18 years,
psychology is to disseminate and make
you’ll submit your final project. You’ll provide:
available developmental psychology research
• A brief description of your child and
for the general public. This could be
their life thus far.
pamphlets or books for parents, social media
• Reflections on how your child’s life
posts, lesson plans for teachers, presentations
connected to course content.
for law-makers, etc.
• What you’ve learned through raising a
virtual child during this class, and what
For this project, you will create a resource
you might do differently in raising a
disseminating knowledge on relevant
child after learning all of our course
research and suggestions for one topic
material.
relevant to development. This can be a topic
This final project can take whatever form you
covered in class, or something new!
wish—a traditional paper, an infographic, a
comic book, a video, etc.!
The format is entirely up to you—think about
what you believe would be the best way to
As you are the best expert on your own
convey the information you will disseminate.
learning via raising your virtual child, YOU will
We’ll ask you to include at least 3 references,
be the one to evaluate your own virtual child
ideally scholarly sources.
project. We don’t ask that you evaluate how
your child turned out—but to evaluate your
We’ll spend the last 2 weeks of the term
work and engagement with the project.
working on these projects in class.

In submitting the final MyVirtualChild project,

As with the MyVirtualChild project, we see
you will also complete a self-evaluation form,
you as the expert on your learning through
and provide us with your mark for the
this assignment—so you will be the one to
assignment, along with your justification.
evaluate your work. In submitting your DoK
project, you will provide us with your mark for
Schedule of MyVirtualChild Assignment:
the assignment, along with a justification of
• 9 months: due January 26
this mark.
• 4 years: due February 16
• 13 years: due March 22
Due April 19 @ 11:59pm.
• Final Project (18 years): due April 12

A further assignment guide to the DoK

A further assignment guide to the project will be available on Canvas.
MyVirtualChild project will be available on
Canvas.

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Notes on Assignments: If you feel that your engagement is better
• Your will provide your own evaluation demonstrated in an alternative way (ie, you
and grades for assignments, based on were unable to attend classes regularly but
your assessment of your effort and stayed engaged via discussion board posts or
work. In the vast majority of cases, we’ll office hours), you will be able to submit an
use your provided grades for the final Alternative Engagement Option.
assignment marks. However, if
instructor/TA evaluation of your work
differs significantly from your provided EXTRA CREDIT (UP TO 3%)
marks, we reserve the right to set up a
meeting to discuss further. You may earn up to 3% extra credit to your
• Due dates are given for assignments final course grade! You can gain research
to both keep you on track, as well as to experience by serving as a participant in one
allow TAs time to provide feedback. of the many different psychological studies
That said, we understand that delays that are being conducted by the department.
do occur! Thus, a 3-day grace period For each hour of experimental participation
is automatically granted. As long as you can earn one credit towards your final
you submit your assignment within 3 grade. You can sign up for studies by
days of the due date, there is no visiting https://ubc-psych.sona-systems.com/.
issue—and you do not need to let us If you prefer, you can earn these same extra
know! This is already built into Canvas. credits by completing a library-writing
project, in which you read and summarize a
peer-reviewed research article. You can find
ENGAGEMENT (2%) out more about how you can earn extra
credits at https://psych.ubc.ca/hsp. There you
Engaging with our class is incredibly useful for will find a detailed guide about how to
your learning—and for our class community! participate in the HSP, how-to videos, and a
list of frequently asked questions.
To help encourage this engagement, we will
use TopHat questions during each class—
some will help you test your knowledge, GRADING
some will help spark discussion, and some
will be just for fun. MISSED EXAMS

None of the TopHat questions will be graded I understand that life happens, and can
for accuracy—they are all just marked for sometimes interfere with scheduled exams.
participation. Your Engagement mark will be
determined in the following manner: If you are unable to take an exam (for any
reason—you don’t have to tell me why, I don’t
If you respond to TopHat You will need to know the details!), you can be
questions… receive… excused from that exam and take a make-up
>50% of the time 2% exam. Make-up exams will be offered during
<50% of the time 0% the final exam period: one session will be

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available during the set final exam time, and
one during an alternative time. In rare cases if Scaling may be used in order to comply with
students are unable to sit a make-up exam, a these norms; grades may be scaled up or
missed exam will be reweight to other down as necessary by an instructor or the
completed exams. department.

Further details on UBC’s grading practices are

LATE ASSIGNMENTS
available at
https://students.ubc.ca/enrolment/courses/gr
A 3-day grace period is automatically granted
ades
for all assignments. You can submit up to 3
days late with no issue.
Grades are not official until they appear on a
student’s record.
If you need more than 3 days past the due
date, please check in with Lily. We may ask
that you apply for formal in-term concession
with your faculty’s advising office. While we
may be able to accommodate a later
submission, this often means that there will be
no detailed feedback available.

For UBC policies regarding in-term academic

concessions, visit:
http://www.calendar.ubc.ca/vancouver/index.
cfm?tree=3,329,0,0.

GRADE DISTRIBUTION &

SCALING

In order to reduce grade inflation and

maintain equity across multiple course
sections, all psychology classes are required
to comply with departmental norms
regarding grade distributions.

The average grades for 300- and 400-level

classes will be 75% for an excellent class, 73%
for an average class, and 71% for a week
class, with a standard deviation of 13.

Class Performance Mean SD

Strong class 75% 13%
Average class 73% 13%
Weak class 71% 13%
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 POLICIES

EMAILS & COMMUNICATION caution and cite a source! It is very unlikely to

ever be penalized for over-citing, while
under-citing may be a significant error. Unless
Please feel free to email your course
a statement can be thought of as common
instructor or TA for any reason. Using email—
knowledge, spend some time thinking about
not Canvas inbox—is the best method of
the source of that information and how best
contant.
to cite.
Our policy is to aim for emails replies within
In Psychology, we use APA citation style to
48 hours, excluding weekends and holidays. If
indicate our sources. Useful guides to APA
you haven’t heard back from us in 48 hours,
style can be found at:
do follow up. We’re not ignoring you— there
https://guides.library.ubc.ca/apacitationstyle
are just a lot of emails, and sometimes things
and
get lost in the pile!
https://owl.purdue.edu/owl/research_and_cit
ation/apa_style/apa_style_introduction.html.
ACADEMIC INTEGRITY
In writing within Psychology, direct quotations
We are all—students, professors, TAs— from sources are discouraged. Instead, you
should try to paraphrase ideas into your own
members of the academic community. In this
words, while citing the original source of
community, there are ethical standards for
those ideas.
how we share and produce knowledge. These
standards of academic integrity hold that we
produce our own contributions (ie, we don’t If you have questions on citing or what may
constitute plagiarism, please discuss with
copy or buy papers, we don’t cheat on exams)
and we don’t take credit for someone else’s Lily/TAs before any assessment is begun.
work (ie, we include citations and references).
AI/CHAT GPT
Students are expected to comply with all
university regulations regarding academic
Developments in AI have meant that this is a
integrity; including plagiarism, cheating, and
quickly-changing new tool that can be useful—
submitting your own work more than once.
as well as harmful—to your learning and
Policy guidelines can be found at:
performance in this class. AI (Chat GPT and
http://vpacademic.ubc.ca/integrity/ubc-
other related resources) can be helpful in
regulation-on-plagiarism/.
testing your own knowledge, and providing
new ideas for projects. However, AI is not
CITING VS. PLAGIARISM
perfect—it commonly makes mistakes, and is
Plagiarism is defined as “where an individual
heavily biased.
submits or presents the oral or written work of
another person as his or her own.” In
In this class, you can use AI at your own risk.
academic work, it is crucial that you
My advice is to not use it for any final project—
acknowledge where ideas come from
it can be great for getting initial inspiration (or
through citing those sources. If you are ever
for exam review), but the potential errors are
unsure of whether to cite, it is best to err with

10
a significant risk for final projects. To me, use customized “Originality Reports” containing
of AI on final projects also seems to several sensitive measures of plagiarism;
undermine the learning we aim to emphasize instructors receive copies of these reports for
in projects within this class. But that is your every student in their class.
decision to make.
In all cases of suspected academic
If you do use AI in your projects, you must cite misconduct the parties involved will be
it appropriately—as with other academic pursued to the fullest extent dictated by the
standards of integrity, it is important to guidelines of the University. Strong evidence
provide credit for where your of cheating or plagiarism may result in a zero
work/information comes from. In this class, credit for the work in question. According to
there is no penalty or negative connotation the University Act (section 61), the President
associated with using AI if cited. of UBC has the right to impose harsher
penalties including (but not limited to) a
If it is suspected that you used AI without failing grade for the course, suspension from
citation, we will invite you to a meeting to the University, cancellation of scholarships, or
discuss further. This may constitute a violation a notation added to a student’s transcript.
of academic integrity,
All graded work in this course, unless
otherwise specified, is to be original work
PSYCHOLOGY done independently by individuals. If you
DEPARTMENT’S POSITION have any questions as to whether or not what
you are doing is even a borderline case of
ON ACADEMIC academic misconduct, please consult your
MISCONDUCT instructor. For details on pertinent University
policies and procedures, please see Chapter
Cheating, plagiarism, and other forms of 5 in the UBC Calendar
academic misconduct are very serious (http://students.ubc.ca/calendar) and read
concerns of the University, and the the University’s Policy 69 (available at
Department of Psychology has taken steps to http:/www.universitycounsel.ubc.ca/policies/
alleviate them. In the first place, the policy69.html).
Department has implemented software that
can reliably detect cheating on multiple-
choice exams by analyzing the patterns of
UBC VALUES STATEMENT
students’ responses. In addition, the
Department subscribes to TurnItIn – a service UBC provides resources to support student
designed to detect and deter plagiarism. All learning and to maintain healthy lifestyles but
materials (term papers, lab reports, etc.) that recognizes that sometimes crises arise and so
students submit for grading will be scanned there are additional resources to access
and compared to over 4.5 billion pages of including those for survivors of sexual
content located on the Internet or in TurnItIn’s violence. UBC values respect for the person
own proprietary databases. The results of and ideas of all members of the academic
these comparisons are compiled into community. Harassment and discrimination

11
are not tolerated nor is suppression of
academic freedom. UBC provides
appropriate accommodation for students with
disabilities and for religious and cultural
observances. UBC values academic honesty
and students are expected to acknowledge
the ideas generated by others and to uphold
the highest academic standards in all of their
actions. Details of the policies and how to
access support are available here
(https://senate.ubc.ca/policiesresources-
support-student-success ).

SUPPORT FOR STUDENTS

Your well-being is more important than anything going on is this course. I fully
understand that you may have other priorities—your self-care, your families, your work,
etc. If you find that you are struggling to balance these priorities with the demands of
this class, do reach out. I will try to provide resources and discuss options.

If you are dealing with an emergency during this course (medical, emotional, family,
etc.), try to take care of yourself first. Contact us when you are able. We will then work
with you to figure out the best course of action— along with likely having you discuss
with your faculty’s advising office.

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 RESOURCES

We participate in the Early Alert program, • UBC Counselling Services:

which helps us support students who are https://students.ubc.ca/health/counsellin
facing difficulties that are interfering with g-services or 604-822-3811. Offers a
school. For answers to frequently asked variety of resources to help you maintain
questions regarding the Early Alert program, your mental health while in school,
please visit: including individual and group
https://facultystaff.students.ubc.ca/systems- counselling.
tools/early-alert • AMS Peer Support:
https://www.ams.ubc.ca/student-
services/peer-support/
ACADEMIC RESOURCES Provides free, confidential, one-on-one
peer support for UBC students and staff
• UBC Academic Regulations: facing a wide variety of challenges.
http://www.calendar.ubc.ca/Vancouver/in • Student Health Services:
dex.cfm?tree=3,0,0,0 Information on UBC https://students.ubc.ca/health/student-
regulations, including academic health-service or 604-822-7011. Provides
concession and accommodation. students with a variety of healthcare
• UBC Learning Commons: related services to help you maintain your
http://learningcommons.ubc.ca/ Offers a health. Access to doctors and registered
variety of learning and research sources nurses.
for students, including tutoring, writing • AMS Food Bank:
support, and many other links to https://www.ams.ubc.ca/support-
academic resources. services/student-services/food-bank/ If
• Centre for Accessibility: you are in a financial emergency, the AMS
http://students.ubc.ca/about/access or food bank can provide you with a food
604-822-5844. Provides accommodations bag. You are able to use the service for
for students living with physical, mental, up to 16 times per term.
and/or learning disabilities. • BC Crisis Center:
http://www.crisiscentre.bc.ca/ or 604-
872-3311. Non-profit, volunteer-driven
WELLNESS RESOURCES organization that provides emotional
support to youth, adults, and seniors in
• Campus Lightbox: campuslightbox.ca A crisis in BC. Crisis line available 24/7.
student-created website noting many of • Distress Line: 1-800-Suicide (784-2433).
the mental health support resources If you are in distress or are worried about
available to UBC students. someone in distress who may hurt
• The Kaleidoscope: http://the- themselves, call 1-800-SUICIDE 24 hours
kaleidoscope.com/ A confidential peer- a day
run mental health support group.

ACKNOWLEDGEMENTS

Portions of this syllabus inspired by Drs. Steven Barnes, Lawrence Walker, Afra Foroud,
Catherine Rawn Mark Lam, Erica Wojcik, Celeste Leander & Leslie Berntsen. 13
 COURSE SCHEDULE

Date Unit Class Topic Assigned Readings Important Dates

January 8 Class
Introduction!
January 10 What is Applied Miller (2017). Applied research.
Developmental
Psychology?
January 12 Methods in Applied Berk (2012). Research strategies.
Developmental
Psychology
January 15 Background Risk, Resilience, &
Individual
Differences
January 17 Families, Part 1 Fraley, R. C. (2023). Attachment
through the life course.
January 19 Families, Part 2 Add/drop
deadline
January 22 Birth Shah, Browne, & Poehlmann-Tynan
(2018). Prematurity: Identifying
risks and promoting resilience.
January 24 Feeding Oster (2019). Breast is best? Breast
is better? Breast is about the same?
January 26 Focus on Childcare, Part 1 Vandell, Burchinal, & Pierce. MyVirtualChild-
Infant & Early (2016). Early child care and 9 Month Reflection
Child adolescent functioning at the end Due
Development of high school: Results from the
NICHD study of early child care
and youth development
January 29 Childcare, Part 2

January 31 Wrap-Up & Exam

Review
February 2
EXAM #1

February 5 Adoption & Foster Palacios & Brodzinksy (2010).

Care, Part 1 Adoption research: Trends, topics,
outcomes.
February 7 Focus on Adoption & Foster
Early & Care, Part 2
February 9 Middle Child Institutionalization Marshall (2017). An experiment in
Development zero parenting.
February 12 Media Linder et al. (2021). The impact of
parent and child media use on
early parent–infant attachment
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February 14 Media

February 16 Play Dodd, Nesbit, & Fitzgibbon (2023). MyVirtualChild-

Child’s play: Examining the 4 Year Reflection
association between time spent Due
playing and child mental health.
February
READING BREAK
19-23
February 26 Child Testimony Brown & Lamb (2018). Forks in the
road, routes chosen, and journeys
that beckon: A selective review of
scholarship on children’s testimony
February 28 Child Testimony

March 1 Wrap-Up & Exam

Review
March 4
EXAM #2
March 6 Schooling, Part 1 Eccles & Roeser (2011). Schools as
developmental contexts during
adolescence
March 8 Schooling, Part 2

March 11 Schooling, Part 3 Ooi & Cortina (2023). Cooperative

and competitive school climate:
their impact on sense of belonging
across cultures.
March 13 Sexual Steinberg (2019). Sexuality.
Development, Part 1
Focus on
March 15 Sexual
Adolescent
Development, Part 2
Development
March 18 Sexual
Development, Part 3
March 20 Juvenile Justice, Part Steinberg & Icenogle (2019). Using
1 developmental science to
distinguish adolescents and adults
under the law.
March 22 Juvenile Justice, Part MyVirtualChild-
2 13 Year Reflection
Due
March 25 Wrap-Up & Exam
Review
March 27
EXAM #3

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March 29-
NO CLASS- EASTER BREAK
April 1
April 3

April 5
April 8
Work on Final
April 10 No New Content!
Projects!

April 12 Final
MyVirtualChild
Project Due

Final Dissemination Project due April 19

In this class, potentially sensitive topics discussed may include: sex, sexual
orientation, sexual violence, child abuse and maltreatment, neglect, divorce,
adoption, foster care, parental abandonment, juvenile incarceration, race and racism.

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