Colloquium 3 & 4 (Residency 1) Edited

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Developmental Psychology Professional Development Sessions Student Instructions This Professional Development Sessions will take place during Colloquium 3 and Colloquium 4 (see program schedule for specific times and links). So that the Professional Development Session becomes a worthwhile academic and professional experience, you must come to the residency prepared to participate. Preparation entails : For Colloquium 3: 1. Locate and bring to our session information about one professional organization (e.g., APA, Division 7) relevant to developmental psychology or your dissertation research topic. Be prepared to discuss the following during Colloquium 3: a. The organization’s relevance to developmental psychology/your research topic and its contribution to the field b. The advantages of joining a professional organization c. Student membership fees (if any) d. Some supportive resources provided by the organization e. The goals of the organization’s conference/meetings (e.g., initiatives, topics, themes) f. What research topics (if any) are of particular interest to the organization For Colloquium 4 : 2. Review the vignette assigned to you (see below) and be prepared to share your thoughts about the vignette during Colloquium 4. If by chance you are assigned a vignette that you had discussed in a previous residency, please contact me so I can assign you to a group with a different vignette. 3. When you get to the Professional Development Session, you will be working in a small group with those classmates assigned to the same group as you, as noted in the attached assignment list. Over the course of these two days, your group will examine the roles of professional organizations as well as the professional activities that are common among developmental psychologists. The primary objective of the Professional Development Colloquium 3 and Colloquium 4 is for you to develop as a scholar-practitioner within the discipline of developmental psychology by analyzing certain key aspects (e.g., contemporary research trends, professional career paths, the application of scientific knowledge to societal change, etc.) relevant to the field. Colloquium 3 will have two primary activities:

1. Faculty will provide an overview of the field of developmental psychology and examples of career options that cover a range of developmental phenomena. 2. You will break into small groups and briefly discuss professional organizations relevant to developmental psychology. Your goal is to learn about a professional organization in sufficient detail within your group, getting feedback from one another about the advantages of joining a professional organization, research trends, resources, etc. You will report your group’s overall findings to the class following your discussion. Colloquium 4 will have two activities: 1. You will meet with your assigned group and discuss your findings related to the vignette that your group was assigned. In addition, as a group, you will develop a vignette appropriate for future Developmental Psychology Residency students. 2. Each group will make a presentation to the larger group about key takeaways from their group’s vignette discussion, then will present the vignette they developed for future students, leaving time for comments and questions from other students and faculty. Be sure to include the implications that the vignettes, and professional skills required to address them, have for social change. October 2023 Virtual Residency: Developmental Psychology Colloquium 3 & 4 Vignettes A. You are an internationally renowned researcher who focuses on attachment in infancy. You have been invited to give a lecture to a group of new parents at a community center in New York City. The parents are not only new parents, but they are new immigrants to the United States and want the best for their newborn. Knowing that they come from diverse cultures around the world, what do you teach them about attachment? What does the developmental literature tell us that is ‘universal’ and what is ‘culturally specific’? What can/should they do (if anything) to facilitate healthy attachments? Group I will be working with: Brooke Fennell LaToya Glenn Natasha Holmes

For Colloquium 3: 2. Locate and bring to our session information about one professional organization (e.g., APA, Division 7) relevant to developmental psychology or your dissertation research topic. Be prepared to discuss the following during Colloquium 3: A. The organization’s relevance to developmental psychology/your research topic and its contribution to the field B. The advantages of joining a professional organization C. Student membership fees (if any) D. Some supportive resources provided by the organization E. The goals of the organization’s conference/meetings (e.g., initiatives, topics, themes) F. What research topics (if any) are of particular interest to the organization ***Division 53: The Society of Clinical Child and Adolescent Psychology*** a. Their mission is to improve the mental health and resilient development of children, adolescents, and families with a full commitment to promoting diversity, equity, and inclusion. They also enhance the science and practice of clinical and child psychology by supporting its membership, and the field’s workforce in the domains of 1.) research, 2.) evidence-based practice, 3.) training and career development, 4.) diversity, equity and inclusion, and 5.) dissemination. b. Classes, practice documents, free access to scholarly articles, seminars and workshops, and organized conventions are available to you. c. No student fee as long as student is in undergrad, grad, and post-grad studies or training in field related to SCCAP as well as reached the age of 65 and live in a developing country defined by the World Bank. d. Effectivechildtherapy.org initiative of SCCAP that provides parents and other caregivers with easy to access comprehensive information on symptoms treatment of behavior and mental health problems in children and adolescents. e. They have recorded conferences online. They range from $0-$15. Some conferences I’ve seen covers the ecological model of Multicultural Guidelines and teaches the members how to apply the principles of multicultural practice to working with diverse families. Also, another webinar addressed patient-centered approaches to making research finding assessable for non-research audiences including the clients attending therapy. ***Division 7: Developmental Psychology*** a. Focuses on research, pouring into research to grow the field, and allowing students to acclimated to the field b. Getting acclimated to the field

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c. $6 for undergrad and grad $12 after graduation $24 after a year d. Grants, mentor/mentee (in your field), reminder emails that go out with updates e. Conferences, employment resources, funding to apply for if you need help with research f. F g. Developement 1. You are an internationally renowned researcher who focuses on attachment in infancy. You have been invited to give a lecture to a group of new parents at a community center in New York City. The parents are not only new parents, but they are new immigrants to the United States and want the best for their newborn. Knowing that they come from diverse cultures around the world, what do you teach them about attachment? What does the developmental literature tell us that is ‘universal’ and what is ‘culturally specific’? What can/should they do (if anything) to facilitate healthy attachments? A. What does the developmental literature tell us that is ‘universal’ and what is ‘culturally specific’? - Literature shows that the universal attachment are: Behaviors: Infant display certain behavior when separated from caregiver Primary Attachment Figure: Most children have a prefer caregiver whether that is mother father or grandmother Attachment Styles: Lit. shows that there are different attachment styles, however, the most common is secure attachment where they are able to be themselves in the relationship Responsiveness and sensitivity: Its universal for the child’s needs being met and it is essential for healthy attachment. Attachment Predispositions: Evidence shows that children are born with certain predispositions to form attachments such as preferences for faces and the ability to recognize and respond to their caregiver’s emotional expressions.

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