Developmental Psychology



Dr. Debra L. Stout Office Hours: Wednesday: 3:00- 4:00 p.m. by appt.

Office: E-mail: dstout@fullerton.edu

Phone: 278-4543 (during office hrs) Voice-mail:

|OVERVIEW |

The course provides a comprehensive overview of child development, from prenatal development to late adulthood. Class meetings include lecture and discussion on selected topics in the textbook. Films and class activities expand on the material. To maximize your learning, complete assignment readings PRIOR to lecture.

I hope to facilitate a practical understanding of developmental to serve as a bridge for students in their future roles as parents, family members, educators, and other professionals who influence children.

Course Prerequisite: Completion of Psych 101, Introductory Psychology

|REQUIRED TEXTBOOKS & RECOMMENDED STUDY GUIDE |

Required Text Books:

Newman, B. M., & Newman, P. R. (2003). Development through life: A psychosocial approach. Canada: Thomson/Wadsworth. [Available at the Little Professor, 725 N. Placentia Ave., Fullerton. (714) 996-3133].

Recommended Text Books:

Diessner, R. (2008). Classic Edition Sources: Human Development. Dubuque, IA: McGraw-Hill (ISBN: 0073379689) Available on

Newman, B. M., & Newman, P. R. (2003). Study Guide for Development through life: A psychosocial approach. Canada: Thomson/Wadsworth. Available at the Little Professor

American Psychological Association (2001). Publication Manual of the American Psychological Association. Washington, DC: Author.

|BLACKBOARD ENROLLMENT |

I use Blackboard to provide students with pertinent course information, PowerPoint slides, application activities, handouts, links to other websites (including the very helpful and important textbook website), etc. You automatically are enrolled in Blackboard within 24 hours of enrolling in this course. Blackboard may be accessed through your student portal found at the following web address: . Please check the announcements weekly to be sure you are up to date on any changes or updates to course information and assignments. Please make sure the email address associated with your profile in Blackboard is an email address you regularly check (go to Tools ( Personal Information( Edit Personal Information to edit your email address). I also will create separate group pages for the group project. You can use this page to email group members, have online discussions, or exchange electronic files.

Additional readings may be posted on Blackboard as necessary and relevant throughout the semester. It is the students’ responsibility to check Blackboard weekly for readings and announcements.

|GENERAL EDUCATION REQUIREMENTS (per UPS 411.201) |

Psychology 361 meets GE requirements for Section IV, Lifelong Learning. Courses in Lifelong Learning address the context and trajectory of human life, integrating knowledge and experiences gained from the general education categories of Core Competencies, Historical and Cultural Foundation, and Disciplinary Learning.

|COURSE OBJECTIVES |

By the end of the course you should be able to:

Describe psychological and physical development, theories, methods and research findings regarding the development of perception, learning, cognition, intelligence, cognition, personality and social behavior.

Describe psychosocial model of development and give examples from the literature.

Analyze different developmental events from the perspectives of the major theories of development-cognitive, learning, humanistic, and psychoanalytic- and recognize those theories when used by others to analyze events.

Explain how research contributes to the understanding of development and evaluate and use research findings to investigate topics of interest to you.

Relate developmental psychology to significant social problems (e.g. prenatal care, parenting education, teen parenting)

Grading Policy. The basis for evaluation in student performance includes written papers, group presentation, and exams. Grades are based on the total number of points at the end of the semester. Plus/minus grades will be assigned. Below 59% = F

97-100% = A+ 87-89% = B+ 77-79% = C+ 67-69% = D+

94-96% = A 84-86% = B 74-76% = C 64-66% = D

90-93% = A- 80-83% = B- 70-73% = C- 60-63% = D-

Academic Dishonesty Policy. The student will receive an oral reprimand in cases where there is reasonable doubt that the student knew his/her action constituted academic dishonesty; an F on the particular paper, project or examination where the act of dishonesty was unpremeditated, or where there were significant mitigating circumstances; and F in the course where the dishonesty was premeditated or planned. Students should consult the CSUF Catalog for university regulations regarding the challenging of an instructor’s response to academic dishonesty. All reports of academic dishonesty will be reported to the Chair, Dean of Humanities & Social Sciences and the Academic Affairs office.

Policy on Lateness. Penalties are assessed for each day that Child letter & research papers are late (one letter grade). No papers will be accepted for credit more than two days beyond the due date unless prior arrangements have been made. I do not accept late Student Information Sheets or group reflection papers, regardless of the reason.

Submitting Assignments. Under no circumstance are papers accepted via alternatives such as e-mail, fax, inserted under door, or placed on my desk when I am out of my office. The professor may use all turned in assignments for future classes, unless student requests otherwise.

Policy on Extra Credit. No extra credit assignments are offered.

|COURSE ASSIGNMENTS |

| |Points |Grade |

|Exam 1 |20 pts | |

|Exam 2 |20 pts | |

|Exam 3 |20 pts | |

|Writing to child & Student Info Sheet |5 pts | |

|Group Project |20 pts | |

|Attendance & Participation |15 pts | |

|TOTAL |100 pts | |

|EXAMS (60 pts) |

There will be 3 objective exams, consisting of true/false, multiple-choice, and essay/short-answer items. Each exam covers the material presented in readings, lectures, and videos during that section of the course. Exams include factual and applied questions about developmental psychology. Exam questions cover basic knowledge and the application of critical concepts. The final exam is not comprehensive. Bring one F-288-PAR (red, wide) ParSCORE enrollment form for the first exam (fill-out prior to exam). Bring a F-289-PAR (red, skinny) ParSCORE to the other exams.

Policy on Make-up Exams. NO make-up exams are provided without documentation of extenuating circumstances. It is your obligation to schedule personal business around your academic schedule. Documentation for emergencies is required (e.g., hospital admission, police report). Should a personal emergency arise, contact me prior to the exam to discuss options. I will consider giving make-up exams ONLY if you email, call, or otherwise contact me before the scheduled exam with a valid excuse (i.e., emergency). In such cases, any exams taken after the scheduled date will be penalized 10% for each day late. If you miss an exam and do not contact me ahead of time, you will receive a 0 for the exam. If you already foresee scheduling conflicts with exam dates, please let me know immediately. I am happy to arrange for you to take the exam earlier than scheduled without penalty to your grade. The instructor has the option to administer an essay exam to replace the missed exam.

Preparation: Read over your notes every day. Doing so eliminates the need to “cram” before an exam. Distribute your studying across the semester. Don’t confuse the amount of time you spend studying with the quality of your studying.

|WRITING ASSIGNMENTS (25 pts) |

In accordance with University policies, all courses that receive general education credit must include one or more writing assignments appropriate for the course. Both the content and the quality of the student’s writing are assessed as part of the course grade.

Child Letter Assignment & Student Information Sheet (5 pts):

You will write a 1-2 page typed letter to your child, perhaps unborn, unknown. This letter is due by 2/6. It will be a letter of promise. Of course the letter could be for the children or grandchildren you already have, or to the child you will adopt, or any other child you may become the mother, father, or guardian of. You will receive credit for this assignment by turning it in on time, insightful content, and following the correct APA format (margins, font, & style). However, no citations are required for this assignment. In order to get credit for this assignment, you must include the student information sheet with recent photo, see page 7 of syllabus.

Group Research Project (20 pts)

This assignment provides you an opportunity to work collaboratively with colleagues in small groups. The goal of the project is to increase your awareness, knowledge, and sensitivity about current research and issues related to the life-span as proposed in the following question:

How does the developmental period influence how I understand the developmental process of .

The Process:

• Organization: The class will be divided into groups of 3-4 students.

• Library Research & Discussion: Each student will research and read one article from the selected article list for each selected topic (8 articles for each student). If you would like to select a different article, the instructor must approve it. Approved additional articles must be within the past 5 years, study in United States, come from a professional journal, and have a minimum of 5 pages.

On selected weeks, the group will discuss their articles in a small group w/ your 2 discussion questions. When you present your article the student will complete the one page (single space) summary of the article with the course connection and bring a copy for the instructor and their group members. There will be 8 article papers due. Late papers will be reduced 1 letter grade each day it late.

• Reflection. After the group meeting, the other students will keep a typed journal of 1 page (single space) on the other two (or three) articles. This journal recording will include their personal reflections, questions, ideas, etc. regarding the group discussions. The journal will be turned in to the instructor the following week. You will then be given them back and you must keep them for the final project (DO NOT LOSE THEM). Late reflection papers will not be accepted.

• Intervention. During week 14 each group will review all of the journal article summaries and reflections and complete a list of interventions for each developmental period issue.

• Evaluation. Individual group members will evaluate themselves, fellow group members, process and product at the end of the term.

More detailed guidelines will be provided at the first group meeting. The detailed guidelines will provide further explanation for each step of the project as well as the rubric that I will use to grade final project.

|ATTENDANCE & PARTICIPATION (15 points) |

Students are expected to come to class on time each week the class meets. I do not differentiate between an excused or unexcused absence; you are absent regardless of the reason. If a student expects to miss all or part of a class, the instructor is to be notified before the class meeting time (except, of course, where emergencies prevent). More than 1 absence will result in a 3-point deduction from your FINAL grade. The third or fourth absence will result in an additional 5-point deduction from your FINAL grade. Missing more than 30 minutes of class time (i.e., leaving early, arriving late, or a combination) in any one meeting will count as an absence, regardless of the reason. Frequent (more than twice during the semester) late attendance will result in ½ an absence per incident. Class activities such as viewing videotapes cannot be made up outside of class. You are responsible for getting the information you missed regardless of the reason.

Active participation in class and small group discussions is expected. This involvement provides a forum in which to raise questions, clarify issues, develop competencies, and grow in the understanding of self and others. In order to participate fully in discussions, students are expected to complete class readings prior to the class meeting for which they are assigned. Please note that active participation does not necessarily mean talking more than others, it means actively listening to others and sharing in the contribution of feedback, perspectives, and opinions. When I lecture I assume that you have done the reading and that you have a basic understanding of the material. Because class time is limited, it is impossible for me to cover all of the information in each chapter. However, you are responsible for all the assigned textbook material.

As a courtesy to your classmates and the instructor, please turn off your beepers, cell phones, and any other electronic devices that make noise. Please do not use your laptop for games, using the internet or your phones to text message others during lecture.

Each student will receive 40 index cards for your “pearls of wisdom.” When you speak up in class, jot down your name, the date, and your comment on the card and turn it in at the end of the class. These cards will part of your evaluation for participation points. The criteria in grading the participation cards will be on depth, integration, and insight of material with your site activities. A minimum of 30 cards is required to be turned in by the final class meeting on 5/7 (total of 15 points is possible).

The Department of Psychology is dedicated to providing you with the highest quality educational program. In order to maximize the benefits of our program, it is important that you meet your responsibilities as a student. Listed below are some of the responsibilities to be met.

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Advisement – Please familiarize yourself with university and departmental policies and deadlines.

You should obtain and read pertinent sections of the University Catalog, Class Schedule booklet, and instructor course outlines. If you are a psychology major or minor, you should read the Psychology Student Handbook and meet with a psychology undergraduate advisor (Room H-507) at least once a year to review your study plan and career goals. The Handbook is available to you at no charge from the Psychology Department Office (H-830M) or from the Psychology Undergraduate Advisement Office (H-507). Please also consult for further information.

Class Attendance – Please remember that you are responsible for attending all classes and for being on time. The benefit you derive from your education is often lost if you are lost too!

The Learning Environment – Please be mindful of your fellow students and the instructors.

Behavior that persistently interferes with classroom activities may be subject to disciplinary action. Such behavior may include, but is not limited to, cell phones or beepers ringing, entering the class late, leaving the class prematurely, or eating in class. A student responsible for continual disruptive behavior may be required to leave class pending discussion and resolution of the problem.

Workload – Please be realistic in adjusting your outside responsibilities (work, family, social obligations, etc.) in order to allow sufficient time for your education.

In order to receive a quality education, you must not overload yourself. As a general rule, you should allow two to three hours of study outside of class, for each hour spent in class. Additional information on this topic is discussed in the Psychology Student Handbook.

Academic Integrity – The world of academia is completely dependent on straightforward honesty and integrity, and it protects these values in many ways. Your ability to think of yourself as an educated person depends on these same values. For these reasons the University imposes serious penalties for breaches of academic honesty and cases of suspected breaches of honesty may be reported. Please familiarize yourself with the academic integrity guidelines found in the current student handbook.

o Work produced through academic misconduct (e.g., cheating on exams, plagiarism) will be dealt with according to the policies of the academic integrity guidelines. Students who violate university standards of academic integrity are subject to disciplinary sanctions, including failure in the course and suspension from the university. Since dishonesty in any form harms the individual, other students and the University, policies on academic integrity are of great concern to us all.

o Your exams, homework, research reports, and term papers should reflect your own work, unless your instructor directs you otherwise.

o Proper methods of referencing outside sources of information should be used at all times. Additional information on this requirement may be obtained by reading the University Catalog section on Academic Dishonesty.

Special Needs – If you need special assistance in the classroom, please inform the instructor in order to facilitate contact with Dr. Paul Miller at the office of Disabled Student Services located at UH-101, (714) 278-3117.

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If you have any questions concerning the above responsibilities,

please contact your psychology instructor or the Psychology Department Chair.

|Week | |Topic |Assignment |Notes |

|#1 |1/23 |Introduction | |Buy Textbooks at Little Professor |

| | |Review Syllabus | | |

|#2 |1/28 |Life Stage Development & |Newman, & Newman Ch 1, 3, 4 | |

| |1/30 |Theoretical approaches to human development | | |

|#3 |2/4 |Prenatal Development |Newman & Newman Ch 5 |Due on Wednesday, 2/6: |

| |2/6 | | |Letter to child w/ Student Info sheet |

|#4 |2/11 |Infancy and Toddlerhood |Newman & Newman Ch. 6 & 7 |*ARTICLE 1- Wednesday |

| |2/13 | | | |

|#5 |2/18 |No Class 2/18 (HOLIDAY) | | |

| |2/20 |Review for Exam #1 | | |

|#6 |2/25 |Exam 1 (1-7) |Newman & Newman Ch. 8 |*ARTICLE 2 - Wednesday |

| |2/27 |Early School Age | | |

|#7 |3/3 |Middle Childhood |Newman & Newman Ch. 9 |*ARTICLE 3 - Wednesday |

| |3/5 | | | |

|#8 |3/10 |Early Adolescence |Newman & Newman Ch. 10 |*ARTICLE 4 - Wednesday |

| |3/12 | | | |

|#9 |3/17 |Late Adolescence |Newman & Newman Ch. 11 |*ARTICLE 5 - Wednesday |

| |3/19 | | | |

|#10 |3/24 |Review for Exam #2 | | |

| |3/26 |Exam 2 (Ch 8- 11) | | |

| |

|SPRING BREAK (March 31-April 4) |

|#11 |4/7 |Emerging |Newman & Newman Ch. 12 |Guest Speaker: Adoption |

| |4/9 |Adulthood | | |

|#12 |4/14 |Early Adulthood |Newman & Newman Ch. 13 | *ARTICLE 6 - Wednesday |

| |4/16 | | | |

|#13 |4/21 |Middle Adulthood |Newman & Newman Ch. 14 |*ARTICLE 7 - Wednesday |

| |4/23 | | | |

|#14 |4/28 |Older Adults and the Elderly Death and Dying |Newman & Newman Ch. 15 & Ch. 16 |*ARTICLE 8 - Wednesday |

| |4/30 | | | |

|#15 |5/5 |Interventions project | | |

| |5/7 |Review for Exam #3 | | |

|Final Exam |5/12 |Exam 3 (Ch 12- 16) at 5 p.m. |Bring F-289-PARSCORE |

ARTICLE LIST

(*) Found in Diessner Text.

Infancy and Toddlerhood

Ainsworth, M.D. (1979). Infant-Mother Attachment. American Psychologist, 34, 932-937.*

Ainsworth, M., & Bowlby, J. (1991, April). An ethological approach to personality development. American Psychologist, 46(4), 333-341. Retrieved January 13, 2008, from PsycARTICLES database.

Perry, B., Pollard, R., Blakley, T., Baker, W., & Vigilante, D. (1995, December). Childhood trauma, the neurobiology of adaptation, and 'use-dependent' development of the brain: How 'states' become 'traits.'. Infant Mental Health Journal, 16(4), 271-291. Retrieved January 13, 2008, from PsycINFO database.

Piaget, J. (1961, December). The genetic approach to the psychology of thought. [J. educ. Psychol.]. Journal of Educational Psychology, 52(6), 275-281. Retrieved January 13, 2008, from PsycARTICLES database.

Early School Age

Bandura, A., Ross, D., & Ross, S. (1963). Imitation of Film-Mediated Aggressive Models. Journal of Abnormal and Social Psychology, 66, 3-9, 11.*

Brofenbrenner, U., & Evans, G. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115-125. Retrieved January 13, 2008, from PsycINFO database.

Anda, R., Felitti, V., Bremner, J., Walker, J., Whitfield, C., Perry, B., et al. (2006, April). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186. Retrieved January 13, 2008, from PsycINFO database.

Vygotsky, L.S. (1962). The Genetic Roots of Thought and Speech. Thought and Language,

44-48, 50-51.*

Middle Childhood

Wong, C., Eccles, J., & Sameroff, A. (2003, December). The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment. Journal of Personality, 71(6), 1197-1232. Retrieved January 13, 2008, from PsycINFO database.

Selman, R.L. & Selman, A.P. (1979). Children’s ideas about friendship: A new

theory. Psychology Today, 71-72, 74, 79-80, 114.*

Stout, D. (2005). Commitment to learning in middle school students. Retrieved January 13, 2008, from PsycINFO database.

Whiting, B.B. & Edwards, C.P. (1973). A cross-cultural analysis of sex differences in

behavior of children aged three through eleven. Journal of Social Psychology,

171-188.*

Early Adolescence

Burrow-Sanchez, J. (2006). Understanding adolescent substance abuse: Prevalence, risk factors, and clinical implications. Journal of Counseling and Development, 84, 283-290.

Bukowski, W. M. & Adams, R. (2005). Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms, and meanings. Journal of Clinical Child and Adolescent Psychopathology, 34, 3-10.

Coley, R. L., & Chase-Lansdale, P. L. (1998). Adolescent pregnancy and parenthood: Recent evidence and future directions. American Psychologist, 53, 152-166.

Paikoff, R., & Brooks-Gunn, J. (1991, July). Do parent-child relationships change during puberty?. Psychological Bulletin, 110(1), 47-66. Retrieved January 13, 2008, from PsycARTICLES database.

Later Adolescence/Emerging Adulthood

Banks, M. E. (2003). Disability in the family: A life span perspective. Cultural Diversity

And Ethnic Minority Psychology, 9, 367-384.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469-480.

Marcia, J. (2003, January 1). Treading fearlessly: A commentary on personal persistence, identity development, and suicide. Monographs of the Society for Research in Child Development, 68(2), 131. (ERIC Document Reproduction Service No. EJ673638) Retrieved January 14, 2008, from ERIC database.

Penn, M.L. Witkin, D.J. (1994). Pathognomic versus developmentally appropriate self

focus during adolescence: Theoretical concerns and clinical implications. Psychotherapy, 31, 368-374. *

Early Adulthood

Gottman, J. (1993, January 1). The roles of conflict engagement, escalation, and avoidance in marital interaction: A longitudinal view of five types of couples. Journal of Consulting and Clinical Psychology, 61(1), 6. (ERIC Document Reproduction Service No. EJ468187) Retrieved January 14, 2008, from ERIC database.

Patrick, S., Sells, J.N., Giordano, F.G., & Tollerud, T.R. (2007). Intimacy, differentiation, and personality variables as predictors of marital satisfaction. The Family Journal, 15, 359-367.

Spring, J. A. (1993). After the affair: Healing the pain and rebuilding trust when a partner

has been unfaithful. New York: Harper Collins. Introduction and Chapter 2.

Tannen, D. (1995, January 1). The power of talk: Who gets heard and why. Harvard Business Review, 73(5), 138. (ERIC Document Reproduction Service No. EJ509507) Retrieved January 14, 2008, from ERIC database.

Middle Adulthood

Chao, R. K. (1994). Beyond parental control and authoritarian parenting style:

Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119.

Levinson, D. (1986). A conception of adult development. American Psychologist. 3-8, 13. *

Maslow, A.H. (1971). Self-actualizing people: A study of psychological health. Motivation

and Personality New York: Harper & Row. (condensed version*)

Saucier, M. G. (2004). Midlife and beyond: Issues for aging women. Journal of Counseling & Development, 83, 420-425.

Older Adults and the Elderly

Baltes, P.B. & Schaie, K.W. (1974). Aging and IQ: The myth of the twilight years.

Psychology Today. 35-38, 40. *

Kubler-Ross, E., Kessler, D. (2005) On Grief & Grieving. New York: Scribner Publishers. Introduction and Chapter 1.

Shmotkin, D., & Eyal, N. (2003). Psychological time in later life: Implications for counseling. Journal of Counseling and Development, 81, 259-267.

Zalaquett, C., & Stens, A. (2006). Psychosocial treatments for major depression and dysthymia in older adults: A review of the research literature. Journal of Counseling and Development, 84, 192-201.

Due Date: 2/6/08

Please fill out the following information about yourself. All information will be used within the context of the course and will remain confidential. You must include a recent photo this personal profile. This sheet must be filled out in entirety, including the photo, for full points.

Name (please print)

Picture Here

Part I: Personal & Professional Goals

Major & Minor:

Intended Career:

(if related to education or counseling, please specify age or grade level – e.g., elementary, jr high, adolescence, college)

Part II. Your Learning Style

Imagine I called on you to give your thoughts/opinions on a topic in class, and circle the number on the scale below that best represented your likely reaction.

|5 |4 |3 |2 |1 |

|Good luck shutting me up |I usually enjoy sharing |A bit uncomfortable, |Pretty nervous |I may actually throw up |

| |my opinion |but I can handle it | | |

What do you hope to learn from this class? (be as specific or general as you like)

What techniques/activities/strategies have other teachers used before that helped you learn?

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PSYCH 361: DEVELOPMENTAL PSYCHOLOGY

Spring 2008

Mon. & Wed. 4:00-5:20

H524

ASSESSMENT OF LEARNING OBJECTIVES

If there is anything else you would like me to know about your background, future goals, learning style, expectations, etc.., please write it

DEPARTMENT OF PSYCHOLOGY

Student Responsibility Code

Developmental Psychology Flexible Calendar

Spring 2008

PSYC 361: STUDENT INFORMATION SHEET

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