Office Location and Hours:
MW: 11 a.m.-12 p.m.
TH: 9:30 a.m.-10:30 a.m.
Area of Research: Attachment Quality and Children's Perceptions of Parents and Teachers during Preschool/Kindergarten
Year Joined SMC: 1994
I specialize in Developmental Studies with particular interests in early social development and special needs children. I have participated in longitudinal, ethnographic research with the UCLA Center for Culture and Health, focusing on families of children with unspecified developmental disabilities and older adults with disabilities. I have also worked as an early childhood speech/language pathologist in the New Mexico public school system before moving to California and obtaining my Ph.D. in Education. I have also taught Child Development briefly at Cal State LA, UCLA, and Pacific Oaks before settling in at SMC for the past 20 years, teaching primarily Psych 11 (Child Growth and Development), but also Psych 1 and ECE 45 (Introduction to Special Ed. Disability Categories).
Relevant Pubs / Links, etc:
Matheson, C. C., Olsen, R., J., & Weisner, T.S. (2007). A good friend is hard to find: Friendship among adolescents with disabilities. American Journal on Mental Retardation.
Weisner, T. S., Matheson, C., Coots, J., & Bernheimer, L.P. (2005). Sustainability of daily routines as a family outcome. In A. E. Maynard & M. I. Martini (Eds.) Learning in Cultural Context: Family, Peers, and School. Kluwer Academic/Plenum Publishers: New York.
Begay, R. C., Roberts, R. N., Weisner, T. S. & Matheson, C. (1999). Indigenous and informal systems of support: Navajo families who have children with disabilities. In T. V. Fletcher & C. S. Bos (Eds.) Helping Individuals with Disabilities and Their Families. The Bilingual Review (V. 24). Bilingual Review/Press: Tempe, AZ.
Weisner, T., Matheson, C., & Bernheimer, L. (1996). American cultural models of early infancy and parental recognition of developmental delays: Is early always better? In C. Super & S. Harkness (Eds.) Parents’ Cultural Belief Systems: Their Origins and Expression. Guilford Press: New York.
Howes, C., & Matheson, C. (1996). Contextual constraints on the concordance of mother-child and teacher-child relationships. In R. Pianta (Ed.) Beyond Parents.
Howes, C., Matheson, C., & Hamilton, C. (1994). Maternal, teacher, and child care history correlates of children’s relationships with peers. Child Development 65, 264-273.
Howes, C., with Unger, O. & Matheson, C. (1992). The Collaborative Construction of Pretend. New York: SUNY Press.
Galluzzo, D.C., Matheson, C., Moore, J.A., & Howes, C. (1988). Social orientation to adults and peers in infant child care. Special Edition on Infant Day Care, Early Childhood Research Quarterly, 3, 417-426.