Human Nature, Development and Assessment



Springfield College

School of Human Services

Tampa Bay Campus

MCCP 627/86

Human Nature, Development and Assessment

( 2 Credits )

Summer, 2009

Larry Pittinger

261 Steele Street

New Britain, CT 06052

860-224-9255

lpittinger@

CLASS DATES: Sundays: 5/17, 6/14, 7/19, 8/16.

TIMES: 9:00 a.m. to 5:00 p.m.

Location: Tampa Campus

REQUIRED TEXTS:

 

1. No Two Alike: Human Nature and Human Individuality by Judith Rich Harris (Paperback - Jun 11, 2007)

·                                 Paperback: 336 pages

·                                 Publisher: W. W. Norton (June 11, 2007)

·                                 ISBN-10: 0393329712

·                                 ISBN-13: 978-0393329711

 

2. The Blank Slate: The Modern Denial of Human Nature (Paperback)

by Steven Pinker (Author)

·                                 Paperback: 528 pages

·                                 Publisher: Penguin (Non-Classics) (August 26, 2003)

·                                 ISBN-10: 0142003344

·                                 ISBN-13: 978-0142003343

COURSE DESCRIPTION:

This course is a critical exploration of various views of human nature and how these contribute to an understanding of human development and assessment. Biological, psychological and social arguments will be discussed, along with various philosophical ideas and views of the world. The course should give ample room for discussion and speculation on these topics.

COURSE OBJECTIVES:

Historical and current theories of Human Nature and Human Individuality will be examined. Understanding the range and limits of individuality is critical for effective human service professionals. The need to be aware of diverse models of human nature, development, and assessment must be met with more responsive and effective human service delivery systems. Upon successful completion of this course, students will be able to:

1. Demonstrate a working knowledge of the dynamic relationship between instinct and choice.

2. Enter into a scholarly discussion related to the impact of evolutionary factors that influence individuals including gender, age, and culture.

3. Demonstrate an understanding of “Social Darwinism” in the twenty-first century.

4. Define major theories of stages of human development and understand their impact on both the development of the child and the adult.

5. Demonstrate an understanding of the role, responsibility, and impact of the human services professional in assessing and diagnosing individuals in the behavioral health care field.

COURSE FORMAT:

This class will involve interactive exercises, case studies, debates, readings, role plays, socio-drama, and discussions.

This course is designed to build on student’s written and oral communication skills. The influence of social factors on Human development will be examined. The social factors may include race, gender, class, power, professionalism, advocacy, etc. It is important for each student to come to each session well prepared to actively engage in meaningful discussion of materials that will be covered. Given the fact that some of the material may address topics of a controversial nature, it is to be understood that opinions and viewpoints are to be conveyed in a manner that fosters both inclusion and mutual respect.

Due for Session I: Pre-class assignment

Text Reading Assignment: None, but bring both texts to class.

Write a 3-5 page double spaced paper in which you discuss your views and opinions about how individuals become unique. Specifically, in the field of human services what do you need to learn about the groups and people you serve and what you need to know about the group(s) you represent.

SESSION 1:

1) Review of course expectations, Introductions

2) Review of Pre-Class Assignment

3) Introduction to instinct and choice

4) In-Class Assignment – Collective Unconscious

5) Review Assignment for Session Two.

Session II:

WRITTEN ASSIGNMENT: Prepare a 4 page written assignment – topic to be discussed at first session.

Text Reading Assignment: Blank Slate - Read Chapters 1, 2 and 3 (pages 1-58); No Two Alike - Read Chapters 1 and 2 (pages 1-49) and be prepared to actively discuss the material.

1) Review of Assignment

2) Review of Texts

3) Individuality

4) Differences

5) In-Class Assignment –

6) Review Assignment for Session Three

Session III

WRITTEN ASSIGNMENT: Prepare a 4 page written assignment – topic to be discussed at second session.

Text Reading Assignment:

Blank Slate – Read Chapters 6 and 7 (pages 103-135); No Two Alike – Read Chapters 4 and 6 (pages 83-114 and pages 143-163) and be prepared to actively discuss the material.

1) Review of Assignment

2) Review of Eugenics, Euthenics

3) Introduction to Family Life Cycle

4) Dealing with Birth Order

5) In-Class Assignment – Real Problems

6) 6)Review Assignment for Session Four

Session IV

Text Reading Assignment: Blank Slate – Part VI (pages 421-434);

No Two Alike – Chapters 9 and 10 (pages 209-265).

WRITTEN ASSIGNMENT: Prepare a five page written assignment – topic to be discussed at third session.

1) Review Assignment for Session Four

2) In-Class Assignment - Participants will present papers on human nature Task Groups

3) Review of Course Expectations

ASSIGNMENTS:

Springfield College’s graduate program is based on the participative learning process. As such, the core value of the school includes providing an atmosphere that promotes the exchange of disciplined ideas. Each participant is expected to fully participate in each session. Although a participant is expected to hand in all required papers, even late – late assignments will result in a lowered final grade. Attendance is a requirement of the School of Human Services and will be expected. Failing to attend a session may result in a lowered final grade.

CLASS DISCUSSIONS & STUDENT PARTICIPATION:

Class discussions are of vital importance in this course. Your participation in these discussions is considered essential, and will largely contribute to your final grade. Review the outline of the class discussion prior to each class, and be prepared to enter into an active and scholarly discussion related to the topic indicated. Research into the topic or issues indicated for each class discussion is strongly advised and encouraged.

DEFINITION OF CLASS PARTICPATION:

All talk does not constitute good class participation. Class participation that contributes to a positive grade is characterized by the following:

• Ties personal experiences to the concepts being studied, gives an orderly, brief version of the experience, with a point made by others:

• Avoids repeating in a different form points made by others;

• Shows evidence of having completed, understood, and applied the readings for the course:

• Incorporates ideas shared by others and the instructor to create “ a fuller picture” of the concept under discussion”

• Poses real-life questions or challenges that spring from the discussion and attempts to shape an “informed” conclusion.

ACADEMIC HONESTY:

All students are expected to do their own work, and give appropriate credit when citing/quoting from other sources. Plagiarism, which is the using of ideas, words, concepts, thoughts, etc. of others without giving them proper credit, is unacceptable in any form. A complete explanation of plagiarism can be found in the Springfield College Student Handbook, as well as the current edition of the APA Publication Manual.

GRADING CRITERIA:

As stated earlier, the form of this class is Socratic. Therefore open discussions about the material will occur at each session. Class participation in the form of meaningful and disciplined reasoning will make up 50% of your final grade.

Completion and presentation of the pre-class assignment will make up 25% of your final grade. The final presentation in Session IV will count 25% of your final grade.

GRADING CRITERIA:

A = 95-100 A- = 90-94

B+ = 86-89 B = 83-85

C+ = 76-79 C = 70-72

F = ................
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