This course takes a comparative approach to Spanish and American life-span development with a focus on identity, culture, relationality and socialization. The course adopts a bio- psycho-social perspective, drawing from research that demonstrates the importance of the interaction between nature and nurture. Key issues such as language development, bilingualism, ethnic and gender identity, and prosocial and antisocial behavior will be explored in its sociocultural context. Adolescences and the emerging adulthood stage of human development—from 18-25 years of age—will be examined in detail with an eye to key challenges that may be differentially contemplated in Spain and the US.
The first part of the course will provide students with an introduction to developmental psychology from a relational bio-psycho-social perspective. The course then proceeds to explore developmental explanations for differences in Spanish and US identities and socialization by considering the effects of Spanish and American socio-cultural contexts on development. Students will be encouraged to bring their experiences and observations of life in Spain and the US into discussions of the course material.
Prerequisites:
Open to Psychology, Social Work, Child Education, or Social Science Major/Minor
Attendance policy:
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Learning outcomes:
By the end of the course, the students are able to:
• define and differentiate the major models of developmental psychology
• apply theoretical constructs from these developmental models to observations of Spanish individuals in their social and cultural context
• discuss important differences between US and Spanish culture that affect development
• identify and discuss common differences in US and Spanish identity
• analyse developmental causes of different psychosocial and sociocultural phenomena
Method of presentation:
• Readings will provide a foundation in theory and research relevant to the course.
• Lectures will help clarify readings, present additional, related material, and apply theory to observations of students’ experiences in Spain.
• Class Discussion will encourage students’ active participation in the learning process and provide opportunities for application of theory to students’ observations and experiences.
• Interview of a Spanish person will provide students with an opportunity to learn interview techniques, practice interview data-gathering skills and develop insight into the differences between Spanish and US development and identity.
• Final paper (based on interview) will challenge students to organize and represent theory and research in a coherent manner while applying it to data gathered in the interview.
• Film viewings Research film clips will provide insight into how developmental research is conducted, while commercial film will be used as a method of providing background information about culture in
Spain while teaching students to observe people in context of their socio-cultural environment.
LANGUAGE OF PRESENTATION: English
Required work and form of assessment:
• Class participation (15%)
Students will be expected to participate in class discussions of course material and application of concepts to their observations and experiences. Students will co-lead at least one class session.
• Journal (10%)
Students will hand in a weekly journal in which they reflect upon the issues dicussed in class as applied to their own experience.
• Semi-structured interview and final paper (25%)
Students will design and conduct a semi-structured interview with a Spanish “emerging adult” adult about the development of their identity, relationships, career, etc. Students will then write a paper
debating whether mainstream psychological models of development apply to Spanish individuals using data from their interview to support their argument.
• Midterm and final exam (25%, 25%)
Both exams will cover material from readings and lectures and will be a combination of short answer, and long answer questions. While the midterm will emphasize theories and concepts, the final will
also test the ability to integrate theory and experience.
content:
Session 1: Introduction
Session 2: Spain is different
Required Reading:
Wattley-Ames, Helen (1999). Spain is Different (2nd Edition): Chapter 1: Spain is Different, 1-21. Yarmouth, Maine: Intercultural Press.
Schiffen, A. (2003). The change in Spain: Transformed in a very short time.
Radical Society, 30 (3-4), 7-11.
Session 3: Theroetical approaches to human development
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 1: The Study of Human Development, 1-39. New York: Worth Publishers.
Session 4: An ecological model to human development
Required Reading:
Bronfenbenner, Urie (2005). Ecological models of human development. In M.
Gauvain, and M. Cole (eds.), Readings on the Development of Children
(4th Edition): 3-8. New York: USA Worth Publishers.
Session 5: Biology and human development
Required Reading:
Siegel, D. J. (1999). Developing Mind : Toward a Neurobiology of
Interpersonal Experience. Chapter 1: Introduction: Mind, brain and experience, 1-22. New York, NY, USA: Guilford Press.
Session 6: Culture, psychology and biology
Required Reading:
Miller, J. (2002). Integrating cultural, psychological, and biological perspectives in understanding child development. In Keller, H., Poortinga,
Y. H., & Scholmerich, A. (2002). Between Culture and Biology :
Perspectives on Ontogenetic Development. West Nyack, NY, USA: Cambridge University Press. (pp. 136-158).
Session 7: Development in Spain and the US
Required Reading:
Requena, F. (2001). Family, Socialization, and Development in Spain A Cross-National Comparison with the United States. International Journal of Comparative Sociology, 42(4) 369-387
Session 8: Before birth
Required Reading:
Seglow, R. & Canham, H. (1999). Intra-uterine life and the experience of birth. In Hindle, D., & Smith, M. V. (1999). Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 13-32).
Session 9: The parental environment: Attachment
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 6: The End of Infancy, 223-235. New York: Worth Publishers.
Boston Change Process Study Group (BCPSG)(2007). The foundational level of psychoanalytic meaning: Implicit process in relation to conflict, defense and the dynamic unconscious. International Journal of Psychoanalysis, 88, 1-16.
Session 10: Infancy
Required Reading:
Miller, L. (1999). Babyhood: Becoming a person in the family. In Hindle, D.,
& Smith, M. V. (1999). Personality Development : Psychoanalytic
Perspective. London, GBR: Routledge.(pp. 33-47).
Session 11: Infancy and temperament in the US and Spain
Required Reading:
Gartstein, M., Gonzalez, C., Carranza, J., Ahadi, S., Ye, R., Rothbart, M., et al. (2006). Studying Cross-cultural Differences in the Development of
Infant Temperament: People’s Republic of China, the United States of
America, and Spain. Child Psychiatry & Human Development, 37(2), 145-161.
Session 12: Midterm review
Session 13: Midterm exam
Session 14: Toddlerhood and beyond
Required Reading:
Steiner, D. (1999). The toddler and the wider world. In Hindle, D., & Smith, M. V. (1999). Personality Development : Psychoanalytic Perspective.
London, GBR: Routledge.(pp. 48-70).
Session 15 : Family environment and quality of life
Required Reading:
Coenders, G., Casas, F., Figuer, C., & González, M. (2005). Relationships
Between Parents’ And Children’s Salient Values For Future And Children’s
Overall Life Satisfaction. A Comparison Across Countries. Social Indicators
Research, 73(2), 141-177.
Session 16: Growing up in a neo-liberal context
Required Reading:
Timimi, S. The McDonaldization of Childhood: Children’s Mental Health in
Neo-liberal Market Cultures. Transcultural Psychiatry, 47(5), 686-706.
Session 17: Adolescence
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th
Edition): Chapter 16: The Cognitive and Psychological Achievements of
Adolescence, 636-664. New York: Worth Publishers.
Session 18: Linguistic and national identity
Required Reading:
Woolard, K.A: (2009). Linguistic Consciousness among Adolescents in
Catalonia: A Case Study from the Barcelona Urban Area in Longitudinal
Perspective. Zeitschrift für Katalanistik 22, 125–149
Session 19: Adolescence and substance use
Required Reading:
Secades-Villa, R., Fernández-Hermida, J. R. & Vallejo-Seco, G. (2005).
Family Risk Factors for Adolescent Drug Misuse in Spain. Journal of Child
& Adolescent Substance Abuse, 14(3), 1 - 15
Session 20: Adolescence and sexuality
Required Reading:
Teva, I., Paz Bermúdez, M., & Buela-Casal, G. (2009). Characteristics of sexual behavior in Spanish adolescents. The Spanish Journal Of
Psychology, 12(2), 471-484.
Session 21: Emerging adulthood
Required Reading:
Arnett; J. (2004). Emerging Adulthood : The Winding Road from the Late
Teens Through the Twenties. Chapter 1: A longer road to adulthood, 3-26. Cary, NC, USA: Oxford University Press.
Arias, D. F., & Hernández, A. M. (2007). Emerging Adulthood in Mexican and
Spanish Youth: Theories and Realities. Journal of Adolescent Research, 22(5), 476-503.
Session 22: Gender
Required Reading:
Mínguez, A. M. (2010). Family and gender roles in Spain from a comparative perspective. European societies, 12(1), 85-111.
Session 23: Marriage and beyond
Required Reading:
Tobaño, C. (2001). Marriage, cohabitation and the residential independence of young people in Spain. International Journal of Law, Policy and the Family, 15(1), 68-87.
Session 24: Exam review
Final exam
Required readings:
Arias, D. F., & Hernández, A. M. (2007). Emerging Adulthood in Mexican and Spanish Youth: Theories and Realities. Journal of Adolescent Research, 22(5), 476-503.
Arnett; J. (2004). Emerging Adulthood : The Winding Road from the Late Teens Through the Twenties.
Chapter 1: A longer road to adulthood, 3-26. Cary, NC, USA: Oxford University Press.
Boston Change Process Study Group (BCPSG)(2007). The foundational level of psychoanalytic meaning: Implicit process in relation to conflict, defense and the dynamic unconscious. International Journal of Psychoanalysis, 88, 1-16.
Bronfenbenner, Urie (2005). Ecological models of human development. In M. Gauvain, and M. Cole (eds.), Readings on the Development of Children (4th Edition): 3-8. New York: USA Worth Publishers.
Coenders, G., Casas, F., Figuer, C., & González, M. (2005). Relationships Between Parents’ And Children’s Salient Values For Future And Children’s Overall Life Satisfaction. A Comparison Across Countries. Social Indicators Research, 73(2), 141-177.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 1: The
Study of Human Development, 1-39. New York: Worth Publishers.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 6: The
End of Infancy, 223-235. New York: Worth Publishers.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 16: The Cognitive and Psychological Achievements of Adolescence, 636-664. New York: Worth Publishers.
Gartstein, M., Gonzalez, C., Carranza, J., Ahadi, S., Ye, R., Rothbart, M., et al. (2006). Studying Cross-
cultural Differences in the Development of Infant Temperament: People’s Republic of China, the
United States of America, and Spain. Child Psychiatry & Human Development, 37(2), 145-161.
Miller, J. (2002). Integrating cultural, psychological, and biological perspectives in understanding child development. In Keller, H., Poortinga, Y. H., & Scholmerich, A. (2002). Between Culture and
Biology : Perspectives on Ontogenetic Development. West Nyack, NY, USA: Cambridge
University Press. (pp. 136-158).
Miller, L. (1999). Babyhood: Becoming a person in the family. In Hindle, D., & Smith, M. V. (1999).
Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 33-47).
Mínguez, A. M. (2010). Family and gender roles in Spain from a comparative perspective. European
societies, 12(1), 85-111.
Requena, F. (2001). Family, Socialization, and Development in Spain A Cross-National Comparison with the United States. International Journal of Comparative Sociology, 42(4) 369-387
Seglow, R. & Canham, H. (1999). Intra-uterine life and the experience of birth. In Hindle, D., & Smith,
M. V. (1999). Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 13-32)
Secades-Villa, R., Fernández-Hermida, J. R. & Vallejo-Seco, G. (2005). Family Risk Factors for
Adolescent Drug Misuse in Spain. Journal of Child & Adolescent Substance Abuse, 14(3), 1 - 15
Siegel, D. J. (1999). Developing Mind : Toward a Neurobiology of Interpersonal Experience. Chapter 1: Introduction: Mind, brain and experience, 1-22. New York, NY, USA: Guilford Press.
Schiffen, A. (2003). The change in Spain: Transformed in a very short time. Radical Society, 30 (3-4), 7-11.
Steiner, D. (1999). The toddler and the wider world. In Hindle, D., & Smith, M. V. (1999). Personality
Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 48-70).
Teva, I., Paz Bermúdez, M., & Buela-Casal, G. (2009). Characteristics of sexual behavior in Spanish adolescents. The Spanish Journal Of Psychology, 12(2), 471-484.
Timimi, S. The McDonaldization of Childhood: Children’s Mental Health in Neo-liberal Market Cultures.
Transcultural Psychiatry, 47(5), 686-706.
Tobaño, C. (2001). Marriage, cohabitation and the residential independence of young people in Spain.
International Journal of Law, Policy and the Family, 15(1), 68-87.
Wattley-Ames, Helen (1999). Spain is Different (2nd Edition): Chapter 1: Spain is Different, 1-21.
Yarmouth, Maine: Intercultural Press.
Woolard, K.A: (2009). Linguistic Consciousness among Adolescents in Catalonia: A Case Study from the Barcelona Urban Area in Longitudinal Perspective. Zeitschrift für Katalanistik 22, 125–149.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition). New York: Worth Publishers.
Erikson, Erik (1950). Childhood and Society. New York: W. W. Norton & Company.
Erikson, Erik (1980). Identity and the life cycle. New York: W. W. Norton & Company.
Hooper, John (2006). The New Spaniards (2nd Edition). London: Penguin Books.
Mahler, M. S., Pine, F. & Bergman, A. (1975). The psychological birth of the human infant: Symbiosis
and individuation. New York: Basic Books.
Mitchell, S.A., and Black, M.J. (1995). Freud and Beyond: A History of Modern Psychoanalytic Thought.
New York: Basic Books.
Perez-Vidal, C., Juan-Garau, M., and Bel, A. (2007). A Portrait of the Young in the New Multilingual Spain (Child Language & Child Development). London, U.K.: Mulitlingual Matters.
Piaget, J. (1983). Piaget’s Theory. In W. Kessen (Ed.) & P. H. Mussen (Series Ed.), Handbook of child psychology: Vol. 1. History, theory, and methods (pp. 103–126). New York: Wiley.
Stanton, Edward F. (2002). Culture and Customs of Spain. Westport, CT: Greenwood Press.
Vaillant, George (1997). The Wisdom of the Ego. Cambridge, MA: Harvard University Press.
Wattley-Ames, Helen (1999). Chapter 4: Language and Communication. In Spain is Different (2nd
Edition): 65-82. Yarmouth, Maine: Intercultural Press.
This course takes a comparative approach to Spanish and American life-span development with a focus on identity, culture, relationality and socialization. The course adopts a bio- psycho-social perspective, drawing from research that demonstrates the importance of the interaction between nature and nurture. Key issues such as language development, bilingualism, ethnic and gender identity, and prosocial and antisocial behavior will be explored in its sociocultural context. Adolescences and the emerging adulthood stage of human development—from 18-25 years of age—will be examined in detail with an eye to key challenges that may be differentially contemplated in Spain and the US.
The first part of the course will provide students with an introduction to developmental psychology from a relational bio-psycho-social perspective. The course then proceeds to explore developmental explanations for differences in Spanish and US identities and socialization by considering the effects of Spanish and American socio-cultural contexts on development. Students will be encouraged to bring their experiences and observations of life in Spain and the US into discussions of the course material.
Open to Psychology, Social Work, Child Education, or Social Science Major/Minor
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
By the end of the course, the students are able to:
• define and differentiate the major models of developmental psychology
• apply theoretical constructs from these developmental models to observations of Spanish individuals in their social and cultural context
• discuss important differences between US and Spanish culture that affect development
• identify and discuss common differences in US and Spanish identity
• analyse developmental causes of different psychosocial and sociocultural phenomena
• Readings will provide a foundation in theory and research relevant to the course.
• Lectures will help clarify readings, present additional, related material, and apply theory to observations of students’ experiences in Spain.
• Class Discussion will encourage students’ active participation in the learning process and provide opportunities for application of theory to students’ observations and experiences.
• Interview of a Spanish person will provide students with an opportunity to learn interview techniques, practice interview data-gathering skills and develop insight into the differences between Spanish and US development and identity.
• Final paper (based on interview) will challenge students to organize and represent theory and research in a coherent manner while applying it to data gathered in the interview.
• Film viewings Research film clips will provide insight into how developmental research is conducted, while commercial film will be used as a method of providing background information about culture in
Spain while teaching students to observe people in context of their socio-cultural environment.
LANGUAGE OF PRESENTATION: English
• Class participation (15%)
Students will be expected to participate in class discussions of course material and application of concepts to their observations and experiences. Students will co-lead at least one class session.
• Journal (10%)
Students will hand in a weekly journal in which they reflect upon the issues dicussed in class as applied to their own experience.
• Semi-structured interview and final paper (25%)
Students will design and conduct a semi-structured interview with a Spanish “emerging adult” adult about the development of their identity, relationships, career, etc. Students will then write a paper
debating whether mainstream psychological models of development apply to Spanish individuals using data from their interview to support their argument.
• Midterm and final exam (25%, 25%)
Both exams will cover material from readings and lectures and will be a combination of short answer, and long answer questions. While the midterm will emphasize theories and concepts, the final will
also test the ability to integrate theory and experience.
Session 1: Introduction
Session 2: Spain is different
Required Reading:
Wattley-Ames, Helen (1999). Spain is Different (2nd Edition): Chapter 1: Spain is Different, 1-21. Yarmouth, Maine: Intercultural Press.
Schiffen, A. (2003). The change in Spain: Transformed in a very short time.
Radical Society, 30 (3-4), 7-11.
Session 3: Theroetical approaches to human development
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 1: The Study of Human Development, 1-39. New York: Worth Publishers.
Session 4: An ecological model to human development
Required Reading:
Bronfenbenner, Urie (2005). Ecological models of human development. In M.
Gauvain, and M. Cole (eds.), Readings on the Development of Children
(4th Edition): 3-8. New York: USA Worth Publishers.
Session 5: Biology and human development
Required Reading:
Siegel, D. J. (1999). Developing Mind : Toward a Neurobiology of
Interpersonal Experience. Chapter 1: Introduction: Mind, brain and experience, 1-22. New York, NY, USA: Guilford Press.
Session 6: Culture, psychology and biology
Required Reading:
Miller, J. (2002). Integrating cultural, psychological, and biological perspectives in understanding child development. In Keller, H., Poortinga,
Y. H., & Scholmerich, A. (2002). Between Culture and Biology :
Perspectives on Ontogenetic Development. West Nyack, NY, USA: Cambridge University Press. (pp. 136-158).
Session 7: Development in Spain and the US
Required Reading:
Requena, F. (2001). Family, Socialization, and Development in Spain A Cross-National Comparison with the United States. International Journal of Comparative Sociology, 42(4) 369-387
Session 8: Before birth
Required Reading:
Seglow, R. & Canham, H. (1999). Intra-uterine life and the experience of birth. In Hindle, D., & Smith, M. V. (1999). Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 13-32).
Session 9: The parental environment: Attachment
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 6: The End of Infancy, 223-235. New York: Worth Publishers.
Boston Change Process Study Group (BCPSG)(2007). The foundational level of psychoanalytic meaning: Implicit process in relation to conflict, defense and the dynamic unconscious. International Journal of Psychoanalysis, 88, 1-16.
Session 10: Infancy
Required Reading:
Miller, L. (1999). Babyhood: Becoming a person in the family. In Hindle, D.,
& Smith, M. V. (1999). Personality Development : Psychoanalytic
Perspective. London, GBR: Routledge.(pp. 33-47).
Session 11: Infancy and temperament in the US and Spain
Required Reading:
Gartstein, M., Gonzalez, C., Carranza, J., Ahadi, S., Ye, R., Rothbart, M., et al. (2006). Studying Cross-cultural Differences in the Development of
Infant Temperament: People’s Republic of China, the United States of
America, and Spain. Child Psychiatry & Human Development, 37(2), 145-161.
Session 12: Midterm review
Session 13: Midterm exam
Session 14: Toddlerhood and beyond
Required Reading:
Steiner, D. (1999). The toddler and the wider world. In Hindle, D., & Smith, M. V. (1999). Personality Development : Psychoanalytic Perspective.
London, GBR: Routledge.(pp. 48-70).
Session 15 : Family environment and quality of life
Required Reading:
Coenders, G., Casas, F., Figuer, C., & González, M. (2005). Relationships
Between Parents’ And Children’s Salient Values For Future And Children’s
Overall Life Satisfaction. A Comparison Across Countries. Social Indicators
Research, 73(2), 141-177.
Session 16: Growing up in a neo-liberal context
Required Reading:
Timimi, S. The McDonaldization of Childhood: Children’s Mental Health in
Neo-liberal Market Cultures. Transcultural Psychiatry, 47(5), 686-706.
Session 17: Adolescence
Required Reading:
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th
Edition): Chapter 16: The Cognitive and Psychological Achievements of
Adolescence, 636-664. New York: Worth Publishers.
Session 18: Linguistic and national identity
Required Reading:
Woolard, K.A: (2009). Linguistic Consciousness among Adolescents in
Catalonia: A Case Study from the Barcelona Urban Area in Longitudinal
Perspective. Zeitschrift für Katalanistik 22, 125–149
Session 19: Adolescence and substance use
Required Reading:
Secades-Villa, R., Fernández-Hermida, J. R. & Vallejo-Seco, G. (2005).
Family Risk Factors for Adolescent Drug Misuse in Spain. Journal of Child
& Adolescent Substance Abuse, 14(3), 1 - 15
Session 20: Adolescence and sexuality
Required Reading:
Teva, I., Paz Bermúdez, M., & Buela-Casal, G. (2009). Characteristics of sexual behavior in Spanish adolescents. The Spanish Journal Of
Psychology, 12(2), 471-484.
Session 21: Emerging adulthood
Required Reading:
Arnett; J. (2004). Emerging Adulthood : The Winding Road from the Late
Teens Through the Twenties. Chapter 1: A longer road to adulthood, 3-26. Cary, NC, USA: Oxford University Press.
Arias, D. F., & Hernández, A. M. (2007). Emerging Adulthood in Mexican and
Spanish Youth: Theories and Realities. Journal of Adolescent Research, 22(5), 476-503.
Session 22: Gender
Required Reading:
Mínguez, A. M. (2010). Family and gender roles in Spain from a comparative perspective. European societies, 12(1), 85-111.
Session 23: Marriage and beyond
Required Reading:
Tobaño, C. (2001). Marriage, cohabitation and the residential independence of young people in Spain. International Journal of Law, Policy and the Family, 15(1), 68-87.
Session 24: Exam review
Final exam
Arias, D. F., & Hernández, A. M. (2007). Emerging Adulthood in Mexican and Spanish Youth: Theories and Realities. Journal of Adolescent Research, 22(5), 476-503.
Arnett; J. (2004). Emerging Adulthood : The Winding Road from the Late Teens Through the Twenties.
Chapter 1: A longer road to adulthood, 3-26. Cary, NC, USA: Oxford University Press.
Boston Change Process Study Group (BCPSG)(2007). The foundational level of psychoanalytic meaning: Implicit process in relation to conflict, defense and the dynamic unconscious. International Journal of Psychoanalysis, 88, 1-16.
Bronfenbenner, Urie (2005). Ecological models of human development. In M. Gauvain, and M. Cole (eds.), Readings on the Development of Children (4th Edition): 3-8. New York: USA Worth Publishers.
Coenders, G., Casas, F., Figuer, C., & González, M. (2005). Relationships Between Parents’ And Children’s Salient Values For Future And Children’s Overall Life Satisfaction. A Comparison Across Countries. Social Indicators Research, 73(2), 141-177.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 1: The
Study of Human Development, 1-39. New York: Worth Publishers.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 6: The
End of Infancy, 223-235. New York: Worth Publishers.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition): Chapter 16: The Cognitive and Psychological Achievements of Adolescence, 636-664. New York: Worth Publishers.
Gartstein, M., Gonzalez, C., Carranza, J., Ahadi, S., Ye, R., Rothbart, M., et al. (2006). Studying Cross-
cultural Differences in the Development of Infant Temperament: People’s Republic of China, the
United States of America, and Spain. Child Psychiatry & Human Development, 37(2), 145-161.
Miller, J. (2002). Integrating cultural, psychological, and biological perspectives in understanding child development. In Keller, H., Poortinga, Y. H., & Scholmerich, A. (2002). Between Culture and
Biology : Perspectives on Ontogenetic Development. West Nyack, NY, USA: Cambridge
University Press. (pp. 136-158).
Miller, L. (1999). Babyhood: Becoming a person in the family. In Hindle, D., & Smith, M. V. (1999).
Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 33-47).
Mínguez, A. M. (2010). Family and gender roles in Spain from a comparative perspective. European
societies, 12(1), 85-111.
Requena, F. (2001). Family, Socialization, and Development in Spain A Cross-National Comparison with the United States. International Journal of Comparative Sociology, 42(4) 369-387
Seglow, R. & Canham, H. (1999). Intra-uterine life and the experience of birth. In Hindle, D., & Smith,
M. V. (1999). Personality Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 13-32)
Secades-Villa, R., Fernández-Hermida, J. R. & Vallejo-Seco, G. (2005). Family Risk Factors for
Adolescent Drug Misuse in Spain. Journal of Child & Adolescent Substance Abuse, 14(3), 1 - 15
Siegel, D. J. (1999). Developing Mind : Toward a Neurobiology of Interpersonal Experience. Chapter 1: Introduction: Mind, brain and experience, 1-22. New York, NY, USA: Guilford Press.
Schiffen, A. (2003). The change in Spain: Transformed in a very short time. Radical Society, 30 (3-4), 7-11.
Steiner, D. (1999). The toddler and the wider world. In Hindle, D., & Smith, M. V. (1999). Personality
Development : Psychoanalytic Perspective. London, GBR: Routledge.(pp. 48-70).
Teva, I., Paz Bermúdez, M., & Buela-Casal, G. (2009). Characteristics of sexual behavior in Spanish adolescents. The Spanish Journal Of Psychology, 12(2), 471-484.
Timimi, S. The McDonaldization of Childhood: Children’s Mental Health in Neo-liberal Market Cultures.
Transcultural Psychiatry, 47(5), 686-706.
Tobaño, C. (2001). Marriage, cohabitation and the residential independence of young people in Spain.
International Journal of Law, Policy and the Family, 15(1), 68-87.
Wattley-Ames, Helen (1999). Spain is Different (2nd Edition): Chapter 1: Spain is Different, 1-21.
Yarmouth, Maine: Intercultural Press.
Woolard, K.A: (2009). Linguistic Consciousness among Adolescents in Catalonia: A Case Study from the Barcelona Urban Area in Longitudinal Perspective. Zeitschrift für Katalanistik 22, 125–149.
Bretherton, I. (1992). The Origins of Attachment Theory. Developmental Psychology, 28, 759-775.
Available: http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf. Accessed: 6
October 1997.
Cole, M., Cole, S., and Lightfoot, C. (2004). The Development of Children (5th Edition). New York: Worth Publishers.
Erikson, Erik (1950). Childhood and Society. New York: W. W. Norton & Company.
Erikson, Erik (1980). Identity and the life cycle. New York: W. W. Norton & Company.
Hooper, John (2006). The New Spaniards (2nd Edition). London: Penguin Books.
Mahler, M. S., Pine, F. & Bergman, A. (1975). The psychological birth of the human infant: Symbiosis
and individuation. New York: Basic Books.
Mitchell, S.A., and Black, M.J. (1995). Freud and Beyond: A History of Modern Psychoanalytic Thought.
New York: Basic Books.
Perez-Vidal, C., Juan-Garau, M., and Bel, A. (2007). A Portrait of the Young in the New Multilingual Spain (Child Language & Child Development). London, U.K.: Mulitlingual Matters.
Piaget, J. (1983). Piaget’s Theory. In W. Kessen (Ed.) & P. H. Mussen (Series Ed.), Handbook of child psychology: Vol. 1. History, theory, and methods (pp. 103–126). New York: Wiley.
Stanton, Edward F. (2002). Culture and Customs of Spain. Westport, CT: Greenwood Press.
Vaillant, George (1997). The Wisdom of the Ego. Cambridge, MA: Harvard University Press.
Wattley-Ames, Helen (1999). Chapter 4: Language and Communication. In Spain is Different (2nd
Edition): 65-82. Yarmouth, Maine: Intercultural Press.