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陈欣银教授:“社会性与个性发展(Social and Personality Development)”研讨班(Seminar)

  被浏览:2394次
时间:2017年6月26-29日
地点:俊秀楼107教室(待定)
报告人:陈欣银教授 (Prof. Xinyin Chen)

 

主讲教师:陈欣银教授 (Prof. Xinyin Chen)

陈欣银教授现为美国宾夕法尼亚大学(University of Pennsylvania)人类发展与量化研究所教授、上海市“千人计划”讲座教授、国际行为发展研究会(ISSBD)主席。

陈欣银教授八十年代毕业于华东师范大学心理系,1992年在University of Waterloo获心理学博士学位。之后先后就职于加拿大西安大略大学、宾夕法尼亚大学。长期从事儿童发展心理学的研究,对儿童人格与社会性发展、儿童心理发展的跨文化研究做出重要贡献。

研讨班报名信息

为便于研讨班课程材料准备和授课组织管理,请有意参加本研讨班的本院研究生或高年级本科生在6月21日前,将个人信息(姓名、学号、专业、年级)发给郭丽月同学:guoliyue27@163.com

同时,请有意参加研讨班的同学尽快将所选的陈述主题(your selections of up to 3  topics for presentation发给陈欣银教授(xinyinchen3@163.com)

组织单位:发展与教育心理学研究所

 

Social and Personality Development

 

INSTRUCTOR:  Dr.  Xinyin Chen

Email:                xinyinchen3@163.com

In this short-term seminar course, we will discuss current issues in the study of social, emotional, and personality development.  The course will emphasize an examination of the basic constructs, theories, and research methods in different areas.  Topics to be discussed in this course include socioemotional functioning, such as shyness and social withdrawal, social competence, and peer relationships.  The role of temperament, socialization and family context, and socio-cultural factors in social and personality development will also be discussed.

 

I have listed below the topics/issues that may be discussed in this course.  Given particular interests of students, they may be deleted, added, or expanded.

 

       Theoretical issues

              -    background, tasks, and issues

              -    theories and models

              -    challenges and future directions

 

       Methodological issues

-          finding a “good” research topic in social and personality development

-          observations, self-reports, standardized tests

-          longitudinal research

-          modeling

 

Temperament, competence, and social behavior

-          early disposition

-          shyness, inhibition, and social withdrawal

-          self-regulation

-          emotion, emotion expression, emotion regulation

-          social-cognitive competence, academic achievement

 

       Social relationships

              -     attachment

              -     peer relationships: interactions, acceptance and rejection

              -     peer relationships: friendships and groups

 

Family influences, sociocultural contexts

              -     parenting beliefs and child-rearing practices

-     family systems

-     culture, immigration, social change

 

       Developmental psychopathology

-     loneliness, depression

-     behavioral problems

 

 

TEXTBOOK:  Shaffer, David R. (2005/2009), Chinese version

The chapters in the following books will be useful for the discussion of related topics:

Lamb, M. E. (2015).  Handbook of Child Psychology and Developmental Science (formerly The Handbook of Child Psychology), Vol. 3, Socioemotional Processes (7th edition).  New York: Wiley.

Hart, C. & Smith, P. (2011), Wiley Blackwell handbook of childhood social development, 2nd edition.  Malden, MA, US: Blackwell Publishing.

In addition to the textbook, there will be some articles as readings for the course.

 

Course requirements:

1. Class participation:  Students are required to attend each meeting of the course, and to play an active role in class discussion.  Students should prepare some questions for class discussion, based on the reading material. 

2. Classroom presentation and discussion:  Each participant will make one or two presentations of articles related to particular topics.  In addition, each participant will serve as a discussant of one or two presentations (articles) made by others.  Generally, the classroom presentation lasts approximately 25-30 minutes, followed by the discussion/evaluation, and then is open to general discussion of the whole class.   The presenter should present the main conceptual and methodological issues, findings, and implications.  The presentation should focus on the main ideas or parts in the article.  It is not necessary to cover all the material, particularly the relatively unimportant detail (e.g., items in the measure, complicated results).  Outstanding presentations also include effective communication with other students in the class.  Using equipment such as power-point, videotapes, etc. is encouraged. 

 

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