Middle Childhood And Adolescence

PSY 838 Spring 2017 1

Interpersonal Behavior and Relationships PSY 838 – Fall, 2017 Wednesdays 12:40 to 3:30, Psychology 249B

Instructor: Debby Kashy Office: 249B Psychology Phone: 517-432-9898 email: [email protected] Office Hours: Tuesdays 2-4

Course Objectives:

The goal of this course is to provide an introduction to some of the major theoretical issues, debates, and empirical findings concerning relationships. This field is characterized by enormous breath of content, unique methodological and statistical challenges, and a need for meta-theories around which major empirical findings can be integrated and organized.

Course Requirements

1. Constructive participation in seminar (30% of your final grade). It is critical that everyone reads the course material and actively participates in seminar meetings. Every week there will be a set of readings that everyone in the class will read. In addition, each week you will read one unique paper. For that unique reading you will need to prepare to present the material discussed in the paper to the class in an informal discussion (i.e., not power-point). Some weeks I’ll provide a list of options for the extra paper/chapter and other weeks I’ll have you find a paper that is of particular interest to you.

2. Leading the half of one course period for a topic of your choice (35% of final grade). At the beginning of the semester each of you will chose a topic in the field of close relationships that you think that you may want to pursue in your future work. Your assignment will be to derive a reading list for the class, make a lesson plan for the class period, and lead the class on that day. Note that this is actually a pretty big assignment because you need to know considerably more than just the content of the papers you assign.

3. Write a research proposal for an empirical study that you of the topic you chose in (2). (35% of final grade). The proposal should include an introduction section, a method section, and an analysis section. It should not exceed 15 pages double spaced.

Topics: Friendship Online dating, Social media Relationships in later adulthood Intimate Partner Violence Conflict & conflict resolution Health Personality & Relationships Relationship Initiation Diversity Relational transgressions Relationship dissolution Sexuality Family relationships PSY 838 Spring 2017 2 Attendance Policy: For graduate courses, there is a lot of in-class exchange of ideas and discussion of readings. Missing class is problematic and will be considered in awarding of participation points. Absences will be excused only in accordance with ombudsmen’s website on Attendance Policy (see www.msu.edu/unit/ombud) Academic Honesty: The Spartan Code of Honor states, "As a Spartan, I will strive to uphold values of the highest ethical standard. I will practice honesty in my work, foster honesty in my peers, and take pride in knowing that honor is worth more than grades. I will carry these values beyond my time as a student at Michigan State University, continuing the endeavor to build personal integrity in all that I do." In addition, Article 2.III.B.2 of the Student Rights and Responsibilites (SRR) states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." The (insert name of unit offering course) adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site: www.msu.edu.)

Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Also, you are not authorized to use the www.allmsu.com Web site to complete any course work in this course. Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also the Academic Integrity webpage.) Limits to confidentiality. Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the MSU Police Department) if you share it with me: --Suspected child abuse/neglect, even if this maltreatment happened when you were a child, --Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff, and --Credible threats of harm to oneself or to others. These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting you are encouraged to make an appointment with the MSU Counseling Center. Accommodations for Students with Disabilities (from the Resource Center for Persons with Disabilities (RCPD): Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a Verified Individual Services Accommodation ("VISA") form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date (test, project, etc.). Requests received after this date may not be honored. Commercialized Lecture Notes: The Code of Teaching Responsibility requires that students receive the written consent of the instructor to sell or otherwise commercialize class notes and materials. Specifically, the PSY 838 Spring 2017 3 Code of Teaching Responsibility states, “Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.” The Ad Hoc Committee on Social Media, Pedagogy, Academic Rights and Responsibilities in their final report (January 10, 2014) suggested the following language: As members of a learning community, students are expected to respect the intellectual property of course instructors. All course materials presented to students are the copyrighted property of the course instructor and are subject to the following conditions of use: 1. Students may record lectures or any other classroom activities and use the recordings only for their own course-related purposes. 2. Students may share the recordings with other students enrolled in the class, provided that they also use the recordings only for their own course-related purposes. 3. Students may not post the recordings or other course materials online or distribute them to anyone not enrolled in the class without the advance written permission of the course instructor and, if applicable, any students whose voice or image is included in the recordings. 4. Any student violating the conditions described above may face academic disciplinary sanctions, including receiving a penalty grade in the course. Disruptive Behavior: Article 2.III.B.4 of the Student Rights and Responsibilities (SRR) for students at Michigan State University states: "The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned." Article 2.III.B.10 of the SRR states that "The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility." General Student Regulation 5.02 states: "No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action. Religious Accommodations If you will miss class for a religious observance, let me know in advance.

Emergency Procedures If an emergency should occur that would require the cancellation of class, I will send an email. While an emergency occurring during class is unlikely, please take time the first day to think through your emergency plans for such events (e.g., know at least two exits from the building). To receive emergency messages, set your cellular phones on silent mode when you enter this classroom. If you observe or receive an emergency alert, immediately and calmly inform your instructor. (See also www.alert.msu.edu.) PSY 838 Spring 2017 4

History of the science of close relationships

Campbell, L., & Simpson, J. A. (2013). The blossoming of relationship science. In J. A.Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 3-10).Oxford, UK: Oxford University Press.

Duck, S. (2008). A past and a future for relationship research. The Journal of Social and PersonalRelationships, 25, 189 – 200.

Reis, H.T., Aron, A., Clark, M.S., & Finkel, E.J. (2013). Ellen Berscheid, Elaine Hatfield, and the emergence of relationship science, Perspectives on Psychological Science, 8, 558-572.

Evolutionary Psychology & Close Relationships

Kenrick, D. T., Neuberg, S. I., & White, A. E. (2013). Relationships from an evolutionary life history perspective. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 3-10). Oxford, UK: Oxford University Press.

Maner, J. K., & Ackerman, J. M. (2013). Love is a battlefield: Romantic attraction, intrasexual competition, and conflict between the sexes. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 137- 160). Oxford, UK: Oxford University Press.

Gildersleeve, K., Haselton, M. G., & Fales, M. R. (2014). Do women’s mate preferences change across the ovulatory cycle? A meta-analytic review. Psychological Bulletin, 140, 1205- 1259

Eastwick, P.W. (2016). The emerging integration of close relationships research and evolutionary psychology. Current Directions in Psychological Science, 25, 183–190.

Individual Readings (select 1)

Moss, J. H., & Maner, J. K. (2016). Biased sex ratios influence fundamental aspects of human mating. Personality and Social Psychology Bulletin, 42, 72–80.

Pazda, A. D., Prokop, P., & Elliot, A. J. (2014). Red and romantic rivalry: Viewing another woman in red increases perceptions of sexual receptivity, derogation, and intentions to mate-guard. Personality and Social Psychology Bulletin, 40, 1260–1269.

Jonason, P. K., Garcia, J. R., Webster, G. D., Li, N. P., & Fisher, H. E. (2015). Relationship dealbreakers: Traits people avoid in potential mates. Personality and Social Psychology Bulletin, 41, 1697–1711.

Attachment theory (I)

Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28, 759-775

Fraley, R. C., & Spieker, S. J. (2003). Are infant attachment patterns continuously or categorically distributed? A taxometric analysis of strange situation behavior. Developmental Psychology, 39, 387-404.

Thompson, R. A. (2008). Early attachment and later development: Familiar questions, new answers. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 348-366). New York: Guilford Press. PSY 838 Spring 2017 5 Bowlby, J. (1982). Attachment & Loss: Retrospect and Prospect. American Journal of Orthopsychiatry, 52.

Plus 1 research article of your choice that specifically targets attachment theory in childhood.

If you want to read the original (i.e., optional). Harlow, H. F. (1958). The nature of Love. American Psychologist.

Attachment theory (II)

Mikulincer, M., & Shaver, P. R. (2013). The role of attachment security in adolescent and adult close relationships. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 66-89). Oxford, UK: Oxford University Press.

Hazan, C., and Shaver, P.R. (1994). Attachment as an organizational framework for research on close relationships. Psychological Inquiry, 5, 1-22

Overall, N. C., & Simpson, J. A. (2015). Attachment and dyadic regulation processes. Current Opinions in Psychology, 1, 61-66.

Individual Readings (select 1)

Fraley, R. C. (2002). Attachment stability from infancy to adulthood: Meta-analysis and dynamic modeling of developmental mechanisms. Personality and Social Psychology Review, 6, 123-151.

Brumbaugh, C. C., & Fraley, R. C. (2006). Transference and attachment: How do attachment patterns get carried forward from one relationship to the next? Personality and Social Psychology Bulletin, 32, 552-560.

Arriaga, X. B., Kumashiro, M., Finkel, E. J., VanderDrift, L. E., & Luchies, L. B. (2014). Filling the void: Bolstering attachment security in committed relationships. Social Psychological and Personality Science, 5, 398-406.

Overall, N. C., Girme, Y. U., Lemay, E. P., & Hammond, M. D. (2014). Attachment anxiety and reactions to relationship threat: The benefits and costs of inducing guilt in romantic partners. Journal of Personality and Social Psychology, 106, 235-256.

Klohnen, E. C., Weller, J. A., Luo, S., & Choe, M. (2005). Organization and predictive power of general and relationship- specific attachment models: One for all, and all for one? Personality and Social Psychology Bulletin, 31, 1665- 1682.

Mikulincer, M., Gillath, O., & Shaver, P. R. (2002). Activation of the attachment system in adulthood: Threat-related primes increase the accessibility of mental representations of attachment figures. Journal of Personality and Social Psychology, 83, 881-895.

Interdependence Theory & Commitment PSY 838 Spring 2017 6 Arriaga, X. B. (2013). An interdependence theory analysis of close relationships. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 39-65). Oxford, UK: Oxford University Press.

Rusbult, C.E., & Van Lange, P. A. M. (2008). Why we need Interdependence theory. Social and Personality Psychology Compass, 2, 2049-2070.

Arriaga, X. B., & Agnew, C. R. (2001). Being committed: Affective, cognitive, and conative components of relationship commitment. Personality and Social Psychology Bulletin, 27, 1190-1203.

Murray, S. L., & Holmes, J. G. (2015). Maintaining mutual commitment in the face of risk. Current Opinion in Psychology, 1, 57-60.

Segal, N., & Fraley, R. C. (2016). Broadening the investment model: An intensive longitudinal study on attachment and perceived partner responsiveness in commitment dynamics.Journal of Social and Personal Relationships, 33, 581-599.

Individual Readings (select 1)

Lemay, E. P., Jr. (2016). The forecast model of relationship commitment. Journal of Personality and Social Psychology, 111, 34-52.

Hui, Chin Ming; Finkel, E. J., Fitzsimons, G. M., Kumashiro, M., Hofmann, W. (2014). The Manhattan effect: When relationship commitment fails to promote support for partners’ interests. Journal of Personality and Social Psychology, 106, 546-570.

Ogolsky, B. G., & Surra, C. A. (2014). A comparison of concurrent and retrospective trajectories of commitment to wed. Personal Relationships, 21, 620-639.

Lydon, J., & Karremans, J. C. (2015). Relationship regulation in the face of eye candy: A motivated cognition framework for understanding responses to attractive alternatives. Current Opinion in Psychology, 1, 10-13.

VanderDrift, L. E., & Agnew, C. R. (2014). Relational consequences of personal goal pursuits. Journal of Personality and Social Psychology, 106, 927-940.

Fitzsimons, G. M., Finkel, E. J., & Vandellen, M. R. (2015). Transactive goal dynamics. Psychological Review, 122(4), 648.

Eastwick, P. W., Luchies, L. B., Finkel, E. J., & Hunt, L. L. (2014). The predictive validity of ideal partner preferences: A review and meta-analysis. Psychological bulletin, 140(3), 623.

Righetti, F., Finkenauer, C., & Finkel, E. J. (2013). Low self-control promotes the willingness to sacrifice in close relationships. Psychological Science, 24(8), 1533-1540.

Finkel, E. J., Rusbult, C. E., Kumashiro, M., & Hannon, P. A. (2002). Dealing with betrayal in close relationships: Does commitment promote forgiveness?. Journal of personality and social psychology, 82(6), 956. PSY 838 Spring 2017 7 Research Methods

Finkel, E. J., & Eastwick, P. W. (2008). Speed-dating. Current Directions in Psychological Science, 17, 193-197.

Kenny, D. A. (1996). Models of nonindependence in dyadic research. Journal of Social and Personal Relationships, 13, 279-294.

West, T. V. (2013). Repeated measures with dyads. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 731-749). Oxford, UK: Oxford University Press.

Kenny, D.A., Kashy, D. A., & Cook, W.L. (2006) Chapter 12: Dyadic Indices, Dyadic Data Analysis.

Individual readings

Aron, A., Melinat, E., Aron, E. N., Vallone, R. D., & Bator, R. J. (1997). The experimental generation of interpersonal closeness: A procedure and some preliminary findings. Personality and Social Psychology Bulletin, 23(4), 363- 377.

Aron, A., Norman, C. C., Aron, E. A., McKenna, C., & Heyman, R. E. (2000). Couples’ shared participation in novel and arousing activities and experienced relationship quality. Journal of Personality and Social Psychology, 78, 273- 284.

Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54, 579-616.

Tenney E. R., Vazire S., Mehl M. R. (2013). This examined life: The upside of self-knowledge for interpersonal relationships. PLoS ONE 8(7): e69605.

Slatcher, R. B., Selcuk, E., & Ong, A. D. (2015). Perceived partner responsiveness predicts diurnal cortisol profiles 10 years later. Psychological Science, 26, 972-982.

Murray, S. L., Rose, P., Bellavia, G. M., Holmes, J. G., & Kusche, A. G. (2002). When rejection stings: How self-esteem constrains relationship-enhancement processes. Journal of Personality and Social Psychology, 83(3), 556-573.