PULS
Foto: Matthias Friel
This course will provide an introduction to theories, research, and applied work on risk and resilience among school-aged children. Resilience can be defined as successful adaptation by children who have been exposed to biological and/or environmental risk factors (Werner & Smith, 1992). In other words, some children live, work, and play well despite experiencing difficult or adverse conditions. Using an ecological systems perspective, we will examine individual, family, peer, school, and community factors to understand risk and resilience in children’s academic and social/emotional development.
In general two articles (usually one in German and one in English) will be posted to Moodle at least one week before each class.
Risk and Resilience in Child Development Instructor: Ursula Moffitt
Summer Semester 2015 Contact: moffitt@uni-potsdam.de
Mondays, 2pm – 4pm Office hours: Tuesdays, 2:30pm – 4:30pm House 14, Room 0.38
Course description
Readings
In general two articles (usually one in German and one in English) will be posted to Moodle at least one week before each class. Most of the articles are also listed in the course schedule below, though they may be changed slightly, so please check Moodle and listen for announcements.
Please read the articles before coming to class and be ready to build off of what you have read.
Course requirements
Students will work in groups to research a topic of their choice and will present their findings in a poster session at the end of the seminar. Students are encouraged to ask questions, discuss and be engaged with the reading and in-class materials throughout the course.
Course schedule
Week and date
Week 1
April 13th
Introduction to risk and resilience
What is resilience? What is healthy development? Why is this important for teachers?
- Masten, A. (2010). Ordinary magic: Lessons from resilience research in human development.
- Wustmann, C. (2009). Die Erkenntnisse der Resilienzforschung – Beziehungserfahrungen und Ressourcenaufbau.
Week 2
April 20th
Ecological systems theory and child development
How do theories help us make sense of our world and the people in it?
- Bronfenbrenner, U. (1994). Ecological models of human development.
- Seifert, A. (2011). Oekosystemischer Ansatz: Entwicklung als Prozess zwischen Mensch und Umwelt.
Week 3
April 27th
Specific developmental periods as times of heightened risk
Are there different points in development where children are more at risk?
- Dockett, S. & Perry, B. (2013). Trends and transitions: Australian and international research about starting school.
- Griebel (2011). Uebergang in die Grundschule als Transition der Familie.
Week 4
May 4th
Early stress/trauma: Effects on the brain and learning
How do stress and trauma affect brain development? How does this relate to learning?
- Harvard University Working Paper (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function.
- Braun (2012). Neurobiologie des kindlichen Lernens.
Week 5
May 11th
Gender: Implications for risk and resilience
Do boys and girls differ in their experience of risk and resilience?
- Tiedemann (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school.
- Richter Kornweitz (2011). Resilienz – Geschlecht – Gesundheit.
Week 6
May 18th
Immigration: Implications for risk and resilience
Do children of migrant backgrounds differ in their experience of risk and resilience?
- Motti-Stefanidi & Masten (2013). School Success and School Engagement of Immigrant Children and Adolescents.
- Michel & Sattler (2007). Resilienz von jungen Menschen mit Migrationshintergrund.
May 25th
**No class due to Pfingsten / Pentecost holiday**
Week 7+8
June 1st
Combined class – Individual factors in risk and resilience
What are the effects of a growth mindset, self-control, and emotion regulation?
Do children’s temperament and coping strategies matter for resilience?
- Yeager & Dweck (2012). Mindsets that promote resilience.
- Hellmich (2011). Implizite Fähigkeitstheorien von Grundschulkindern vor dem Übergang auf die weiterführenden Schulen
- Witt et al., (2014) Temperament und Charaktereigenschaften als protektive Faktoren
Week 9
June 8th
Family factors in risk and resilience
What role do parenting, attachment, and family relationships play in child resilience?
- Black & Lobo (2008) A conceptual review of family resilience factors.
- Noeker & Petermann (2008) Resilienz: Funktionale Adaptation an widrige Umgebungsbedingungen.
Week 10
June 15th
Peer factors in risk and resilience
What role do friendships and peer acceptance play in child resilience? How and why is bullying a risk factor for child development?
- Cortes & Kochendorfer-Ladd (2014) What influences children’s decisions to report bullying to their teachers?
- Marees & Petersmann (2009) Bullying an Grundschulen.
Week 11
June 22nd
School factors in risk and resilience
What role do school climate and teachers play in child resilience?
- Eccles & Roeser (2011) Schools as developmental contexts during adolescence
- Satow (1999) Zur Bedeutung des Unterrichtsklimas für die Entwicklung schulbezogener Selbstwirksamkeitserwartungen
Week 12
June 29th
**Group work on poster presentations**
Week 13
July 6th
Cultural factors in risk and resilience
What role do cultural identity and community play in child resilience?
- Faas (2008) From foreigner pedagogy to intercultural education: An analysis of the German responses to diversity and its impact on schools and students.
- Werning, Löser & Urban (2008) Cultural and social diversity: An analysis of minority groups in German schools.
Week 14
July 13th
**Poster presentations**
Week 15
July 20th
Prevention and intervention
What are the characteristics of effective prevention and intervention programs promoting positive youth development (PYD) and child resilience?
- Larson (2000) Toward a psychology of positive youth development.
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