Jupiter.plymouth.edu



PLYMOUTH STATE UNIVERSITY

of the University System of New Hampshire

Graduate School of Education

ADVANCED HUMAN DEVELOPMENT

CO 5050.01 Leo R. Sandy, Ed.D., NCSP

Spring 2010 38 Mountain Vista Drive

Tel. 535-2287 (Off.) Fax. 535-2879 New Hampton, NH 03256

Email: lsandy@plymouth.edu Tel. 279-4271 (H)

During our stay on this planet, for ninety or a hundred years at most, we must try to do something good, something useful with our lives. By trying to be at peace with ourselves we can help others to share that peace. If we can contribute to other people’s happiness, we will find the true goal, the true meaning of life.

H.H. Dalai Lama

Think each day that you may die but also that you may live to be a hundred./ Finnish proverb

Human beings are because they are in a situation. And they will be more the more that they not only critically reflect upon their existence but critically act upon it./ Paulo Freire

There is...at every age a new miracle of vigorous unfolding which constitutes a new hope and a new responsibility for all/ Erik Erikson

You must be the change you want to see in the world/ Mahatma Gandhi

Each and every one of us can come to realize that he or she, no matter how insignificant or helpless he may feel, is in a position to change the world...If we wait for someone else, none of us will ever see change...If he does not even try, it is quite certain he will achieve nothing/ Vaclav Havel

The web of our life is of a mingled yarn,

good and ill together; our virtues would be

proud if our faults whipped them not, and

our crimes would despair if they were not

cherished by our virtues/ Shakespeare

REQUIRED TEXT/MATERIAL

Broderick, P.C., & Blewitt, P.B. (2006). The life span: Human development for helping

professions (2nd ed.). Columbus, Ohio: Merrill Prentice Hall

Beller, K., & Chase, H. (2008). Great peacemakers: True stories from around the world.

Sedona, Arizona: LTS Press

Gregorc Style Delineator record form (provided)

RESOURCES

APA Style:  

  My Web Page:

EVALUATION

* Class Participation (includes punctuality & attendance) 25%

* Service Learning Proposal and Contract due 3-8 ----

* Journal Article Review due 4-5 10%

* Advocacy Action due 5-3 5%

* Service Learning Paper due 5-3 30%

* Final Examination 5-10 30%

COURSE DESCRIPTION

Focuses on a life-span approach to human development and looks at constancy and change in behavior throughout life, from conception to death. Students will study human development in the context of a multidisciplinary approach and the larger ecological context of developmental events in human behavior. This course will have four major concerns: a) to identify and describe the changes that occur across the life span; b) to explain these changes in the context of maturation, early learning, and societal factors impacting development; to review research and theoretical frameworks that have affected our way of thinking; and d) study the interdependence and interrelatedness of all aspects of development. This course has a 16-hour service learning component [Note: This course addresses U.N. resolutions A/52/13 A Culture of Peace and A/53/243 A Program of Action for a Culture of Peace. Thus, it has a human rights and advocacy component based on the assumption that full human development cannot occur when human rights have not been achieved.

CONTENT AREAS

1. Characteristics and issues of ages and stages from prenatal to senescence

2. Theories of development

3. Social, cognitive, moral, and physical aspects of development

4. Age/stage specific problem areas

5. Environmental conditions that promote and retard development

6. Personal and public policy interventions designed to promote human development across the life cycle

7. Newberger's Stages of Parental Awareness

8. Human rights

9. Great peacemakers around the world

10. The Gregorc Style Delineator

ESSENTIAL QUESTIONS

1. What are the major issues and characteristics of the stages of development from prenatal through senescence?

2. What are some age/stage-specific problems and their possible etiologies?

3. What theories and techniques would be applicable to each of the developmental stages?

4. What environmental conditions promote and hinder development at each of the stages?

5. What are some needed institutional reforms/environmental changes that would facilitate development at each of the developmental stages?

6. How is human development related to human rights?

7. How can we use our knowledge of human development to promote a culture of peace in our personal and professional lives, e.g. personal disarmament?

8. How do great peacemakers in the world exemplify full human development?

COURSE OBJECTIVES

Students will:

* formulate a holistic and integrated theoretical perspective of the developing person

* critically analyze research studies and theories of human development

* explain the interacting influence of biological, cultural, psychological, and sexual

factors on the developing person

* explain the nature and function of change in the human growth cycle

* discuss major issues specific to each of the following: prenatal, infancy; early, middle, and late childhood; adolescence; and early, young, middle and late adulthood

* identify factors of institutions which promote and retard human development - home, school, church, workplace and government.

* formulate policies and practices which contribute to the creation of healthy personalities

* identify key terms associated with developmental theory

* apply their respective foci to one or more of the stages of development, e.g. counseling, teaching, or parenting

* distinguish among Newberger's Parental Awareness Stages

* undertake an advocacy action in support of a specific human rights issue related to human development

* report on how great peacemakers exemplify full human development and UN Culture of Peace action areas

COURSE FORMAT & ASSIGNMENTS

Meetings will usually begin with small group discussion of the readings for approximately 20 minutes. This will be followed by a 60 minute open discussion. Then there will be a 40 minute lecture/discussion. After a short break, there will be a 30-60 minute video and a 30 minute discussion. This format is flexible as some activities may take more or less time than others. Also, this format is subject to change as determined by the needs of the students.

For the Journal article review, students will read an article focusing on some aspect of one of the stages of human development from a journal or one that is included in Annual editions: Human development and write a review of it. The article should be summarized and include a personal reflection to it.

The (pre-practicum) service learning project is intended to help students sharpen observational and helping skills, but mainly to enhance their developmental understanding. The pre-practicum component is designed for graduate students in order to acclimate them to their aspired professional roles. By "shadowing" a professional during the course of his/her regular duties, it will allow the student to get a better understanding of and feeling for this role as it applies to working with people at a particular age level. Initially, the student will spend most of his/her time observing (i.e. not serving). Later, the student will take on a more active role in assisting the supervisor in ways that fall within the student's capabilities. The service learning aspect of the experience will evolve during the transition from observation to activity and requires the student to make a specific contribution to the institution within which s/he is engaged. Because service involves the development of relationships the 16 hours should be done over a period of 6 to 8 weeks rather than a shorter time period. This contribution will be overseen by a professional who represents the chosen field of the student and be of a nature that satisfies the criteria for both service and learning. Thus, the service activity should involve playing an active helping role that provides the context for developmental understanding. In total, the pre-practicum/service learning project provides students with a field

experience that:

1) relates to one or more course objectives and the student's area of study

2) is a learning experience

3) offers a service to others

4) focuses on specific aspects one or more age stages

The Pre-Practicum/Service Learning report will use the following format (see Appendix):

I. INTRODUCTION: In this section you will identify the age group you chose, the specific aspects of it that your paper will be focusing on, e.g., identity, concrete thinking, etc. and your rationale for choosing the focus topic(s). Curriculum Administration students need to focus on topics that reflect the two standards of their program that the course meets.

II. WHAT? In this section you will describe what you did for your service and how it provided you the opportunity to observe the specific aspects of the age group you chose

III. SO WHAT? In this section you must indicate, through paraphrases and/or direct quotes, how your readings allowed you to make more sense out of the specific aspects you chose to observe. In other words, how did your readings illuminate and validate your observations?

IV. NOW WHAT? In this section you must indicate how you were impacted by the understanding you gained by the theory-practice connections you made about this age group, and how such understanding translated into the specific advocacy action* that you undertook to help advance the development of growth of people in this age group.

V. Evaluations (your performance through verifiable evaluations)

[see appendix for paper checklist]

*One grade each will be taken off the paper for missing contracts and proposals as well as completion of the hours in less than 6 weeks.

*For the Advocacy Action Component in section IV you may choose one of the following:

1. Write a stamped and addressed, reasoned and thoughtful letter of advocacy to a policy maker such as a member of the state legislature, senator, congressman, cabinet member, or head of state for a program or policy that promotes a specific human right or some aspect of human growth and development (or a letter protesting against a bad policy), e.g., parenting classes for high school students or small class size for elementary age children. The letter should be carefully proofread. I will read it and then mail it.

2 Write a stamped and addressed, reasoned and thoughtful letter to the editors of any two newspapers (e.g. Concord Monitor, Union Leader, etc.) or magazines (e.g. Time, Newsweek, etc.) on an opinion that relates to a specific human right or human need such as fully funding Headstart or providing funding for an anti-bullying program. The letter should be carefully proofread. I will read and mail them.

3. Join an advocacy group and show proof of membership.

4. Participate in a nonviolent action intended to promote some aspect of human

development

5. Other (with instructor approval) [See Advocacy Competencies]

Note: Ideally, your advocacy action should be an outgrowth of and related to your service learning experience. The prepracticum/service learning supervisor will be a good source for a number of advocacy actions and resources as well as your own observations at the site.

PARTICIPATION/ATTENDANCE GRADING POLICY

Number of Absences Level of Participation Grade

0 HIGH A/A-

0 AVERAGE B+/B

0 LOW B-/C+

1 HIGH B

1 AVERAGE B-

1 LOW C+

For 2 absences, the course grade will be C+ or lower. For 3 or more absences (excused or unexcused), the course will need to be retaken or the missing days made up the next time the course is taught. For 2 or more excused absences, an incomplete grade is appropriate and the classes missed can be made up the next time the course is given.

Incomplete grades are strongly discouraged and should only be requested for emergency situations. If an IC grade is given, students will have one full semester to complete the course requirements. After that, the registrar will record an F grade that will stand, and the course will have to be retaken if it is a requirement.

Academic integrity is the foundation of the pursuit of knowledge. All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast doubt upon the seriousness with which students accept the responsibility of acquiring an education.

Late assignments Consistent with graduate level expectations, all assignments are expected on their due dates. However, exceptions to this rule may be made due to circumstances beyond the control of students such as family emergencies, illness, injury, power outages, computer malfunctions, accidents and other situations. Because of these potentialities, students are advised to complete their assignments in advance of the due date. Also, students should back up their work so that computer crashes will not delay assignments. If possible, the student should request an extension for the assignment from the instructor before the assignment is due. If this is not possible, the student should contact the instructor as soon as possible after the due date. If an extension is granted, the assignment should be submitted no later than one week from the due date. In cases where the reason for the delay may require a longer time period to complete, the decision to allow a longer extension will be made on a case-by-case basis. Students may be asked to provide documentation to verify their request for an extension. Assignments that are handed in beyond the due date for which no extension is granted will not be accepted and will result in a failing grade for the assignment.

Computer and Cell Phone Use in the Classroom

Computers and cell phones may be brought into the classroom but their use should be appropriate. Computers should be limited to academic class-related uses deemed appropriate by your instructor. During class discussions, videos and student presentations, they should not be open. Cell phones play an important role in emergency situations but they should be kept on vibrate and not be used for receiving or sending text messages during the class meeting.

CLASS SCHEDULE AND READING ASSIGNMENTS

3-1 COURSE INTRODUCTION, SERVICE LEARNING PLANNING, DEVELOPMENTAL THEORIES OVERVIEW, WHY STUDY

DEVELOPMENTAL THEORIES?, BRONFENBRENNER'S

ECOLOGICAL MODEL & THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

Video: Theories of Development

3-8 THE PRENATAL PERIOD AND TERATOGENS & ADVOCACY COMPETENCIES

Texts: Organizing Themes in Development, Ch. 1/Broderick; and Part I/ Choosing Nonviolence: Henry David Thoreau and Mahatma Gandhi/Beller

Video: Arms for the Poor

*Service Learning Proposal and Contract Due

3-15 SPRING BREAK

3-22 ERIKSON, FREUD, & BIRTH

Texts: Heredity, Environment, and the Beginnings of Human Life, Ch. 2/ Broderick.; and Part I/ Choosing Nonviolence: Martin Luther King, Jr. and Anderson Sa/ Beller

Video Clip: Childbirth

3-29 VYGOTSKY, PIAGET & INFANCY

Texts: Neural, Cognitive, and Emotional Development in the Early Years,

Ch. 3 & 4/ Broderick; and Part Two/ Living Peace: Mother Teresa and Thich Nhat Hanh/ Beller

Video: Ages and Stages 0-5

4-5 NEWBERGER'S STAGES OF PARENTAL AWARENESS, TEMPERAMENT, TODDLERHOOD & PRESCHOOL AGE

Texts: The Emerging Self and Socialization in the Early Years, Ch. 5/ Broderick; and Part II/ Living Peace: Colman McCarthy and Oscar Arias/ Beller .

Videos: Flexible, Fearful, & Feisty

*Journal Article Review due

4-12 KOHLBERG, SCHOOL AGE & SELF-ESTEEM

Texts: Realms of Cognition in Middle Childhood, Self and Moral Development; and Gender and Peer Relationships in Middle Childhood through Early Adolescence, Ch. 6, 7 & 8/ Broderick; and Part III/ Honoring Diversity: Bruno Hussar and Desmond Tutu/ Beller

Video: The Learner-Centered School

4-19 ADOLESCENCE, MARCIA'S IDENTITY STATUSES, & MINORITY AND HOMOSEXUAL IDENTITY DEVELOPMENT

Texts: Physical, Cognitive, and Identity Development in Adolescence, and The Social World of Adolescence, Ch. 9 & 10/ Broderick; and Part III/ Honoring Diversity: Riane Eisler and The Dalai Lama/ Beller

Video: What Makes Teens Tick?

4-26 YOUNG ADULTHOOD, FOWLER’S STAGES OF FAITH & THE GREGORC STYLE DELINEATOR

Texts: Physical, Cognitive, Socioemotional and Vocational Development in Young Adulthood, Ch, 11 & 12/ Broderick; and Part IV/ Valuing All Life: Henry Salt and Albert Schweitzer/ Beller

Video: Love, Marriage and Divorce

5-3 MIDDLE ADULTHOOD & POSITIVE PSYCHOLOGY

Texts: Cognitive, Personality, and Social Development in the Middle Years of Adulthood, and Living Well: Stress, Coping and Life Satisfaction, Ch. 13 & 14/ Broderick; and Part IV/ Valuing All Life: Astrid Lindgren and Jane Goodall/ Beller

Video: Half-time

*Service Learning Paper and Advocacy Action Due

5-10 COURSE EVALUATION, LATE ADULTHOOD, DEATH AND DYING, PRINCIPLES OF HUMAN DEVELOPMENT & FINAL EXAMINATION

Texts: Gains and Losses in Late Adulthood, Ch. 15/ Broderick; and

Part V/ Caring for the Planet: Rcahel Carson, David Suzuki,

Nader Khalil and Wangari Maathi/ Beller

Video Clip: Exercise Physiology

Video: 100-Something

CHECK

C is for Collaborative

• home, school, community, work and society-at-large must work as partners. So should this class.

•

H is for Holistic

• the needs of people are best served by looking at the whole person - child or adult. We need to avoid single cause theory, surface views and quick fix approaches.

E is for Experience

• subject matter, events, and life are connected. It is important to reflect upon the relationship between classroom learning and personal experiences. Your course assignments, materials and methods will help you make these connections.

C is for Commitment

• because helpers have the future of people in their hands, they must value learning and be lifelong learners. They must demonstrate scholarship, hold high personal standards and show patience, caring, kindness, and persistence. Helpers need to see these virtues modeled by their professors. Helping is about affecting both hearts and minds.

K is for Knowledge

• knowledge includes facts, skills, techniques, ideas, concepts, insights, contexts, intuitions, perspectives, theories, models, philosophies, and methods of research and assessment. It also involves reading, study, practice, diligence, doubt, skepticism, playfulness, creativity, curiosity, questioning, analysis, and synthesis.

THE SERVICE LEARNING EXPERIENCE

Service learning is a method of instruction through which graduate students learn the content of the curriculum of the course Advanced Human Development while actively participating and reflecting on experiences that benefit both the field site and themselves. It involves identifying the content to be learned, reflecting on challenges in the setting that need to be addressed, choosing experiences that connect the content of the course to the challenges that exist in the setting, participating in the service activity, and reflecting on how the project connects to the content of the course and the lives of both the participants and recipients involved.

Graduate students seeking further professional preparation can utilize this experience to prepare them for their roles as effective human relaters and facilitators of institutional and societal change. The pre-practicum phase of the experience is intended to acclimate students with the multiple roles that professionals play in the settings in which they are employed. By “shadowing” mentors, graduate students can observe what, how and why the professional does what s/he does on a daily basis. This more passive stance allows the graduate student the freedom to reflect on observations without immediately being required to play the kind of active role they will play during the service phase as well as later experiences such as internships. The graduate student is thus able to transition into his/her aspiring role by gradually increasing the degree to which s/he becomes involved in the profession.

As s/he acquires an appreciation of the mentor’s responsibilities, the graduate student is able to take on a more active role in assisting the mentor. The duties chosen will be based upon the level of skill that the graduate student brings to a particular task as well as the judgment of the mentor. This gradually increasing active involvement on the part of the graduate student represents the service learning aspect at the field site. Both the site and the graduate student should benefit from the experience.

When preparing the final report, the graduate student must describe the experience, connect it directly to material s/he is learning in the course, describe specific feelings and thoughts associated with the experience, and explore not only public policy implications but also actions that s/he can take now and in the future to enhance human development when s/he enters into his/her chosen profession.

An evaluation of the student’s performance during the experience will be completed by the site supervisor. This evaluation should address the student’s strengths and skills, areas needing further development, and the student’s potential for becoming an effective professional.

Service Learning Paper Checklist

1. General:

• Have I included a title page?

• Are my pages numbered?

• Is my paper double-spaced?

• Do I have a 12 point font?

• Do I have proper grammar and punctuation?

• Have I checked for correct spelling?

• Am I using APA format for margins, citations, etc.?

• Is my paper too short or too long?

• Have I used the proper headings I through IV below? (papers without

headings will have one full grade taken off)

• Have I carefully proofread my paper?

2. Headers of the Paper:

I. Introduction:

• Have I clearly described the focus of my paper and my rationale for choosing it?

II. What (Description of Service):

• Have I clearly described what I did for service and how it helped me develop my topic?

III So What (Analysis): [ Your Reflection Log will help here].

• Have I maintained focus on the main topic of my paper?

• Have I clearly, explicitly and directly related the readings to my observations and focus of the paper through direct quotes and paraphrases?

• Have I reflected on the impact that this experience has made on me relative to my personal feelings, perceptions, insights, disappointments, and regrets?

• Have I explained the reasons why I feel that my service was beneficial to the site?

• Does this section make up the largest part of the paper?

IV. Now What (Future Action):

• Have I explained how my service learning will impact my future role as a professional?

• Have I explained why I chose the specific political/social action I took to improve the lives of people of the age group I chose to focus on?

• Have I attached the advocacy letter or membership receipt?

• Have I served for the minimum number of hours and weeks?

• Have I made sure to get the evaluation form and letter on formal letterhead stationary from my site supervisor that states the length of my service, the dates of service, the number of hours and weeks I served, my duties, a telephone number of the contact person, and the quality of the work I did?

[A grade will not be assigned to the paper without proper written verification].

Graduate Education Mission

o Commitment to providing outreach and services to students, businesses, industries and

schools across the state

o Commitment to strive to be responsive to the various needs of the state and the region

o Promotion of the abilities to assume the responsibilities of citizenship, to appreciate the

power of the cultural arts

o Offer high quality professional degree programs

I. Goals of all graduate programs

1. Provide real world relevance

2. Offer practical application of information

3. Promote research and best practices

4. Offer opportunities for students to reach personal and professional goals

5. Promote personal and professional reflection

II. Hallmarks of graduate programs

1. Leadership and Advocacy

2. Scholarship, Action and Application

3. Reflection and Innovation

4. Professionalism and Service

5. Global Awareness and Social Responsibility

The curriculum of graduate programs is viewed as national standards-based, integrated, and culturally responsive. The curriculum is designed to develop professional competence in ethics, research and communication.

III. Dispositions / Perspectives (as adapted from Harvard Business Review, Nov. 2003)

Graduate students need to possess five perspectives - Ability to:

1. manage self: the reflective mind-set

2. manage organizations: the analytic mind-set

3. manage context: the worldly mind-set

4. manage relationships: the collaborative mind-set

5. manage change: the action mind-set (Goslig & Mintzberg, 2003)

IV. Core Propositions of the National Board for Professional Teaching Standards

These standards are incorporated and promoted in the certification courses and activities of the professional teacher education programs:

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

This course meets School Psychology Standard 1.a. Psychological Foundations

4. Child and Adolescent Development

This standard is met through a comprehensive final examination and a service

learning paper

7. Social Basis of Behavior

This standard is met through a comprehensive final examination and a service

learning paper

Students will also be required to include these standards (and all school psychology standards) in a portfolio at the completion of their internship.

The course meets the following CACREP standards:

1 g. advocacy processes needed to address institutional and social barriers that impede access,

equity, and success for clients; and

2 d. counselors' roles in social justice, advocacy and conflict resolution, cultural self-awareness,

the nature of biases, prejudices, processes of intentional and unintentional oppression and

discrimination, and other culturally supported behaviors that are detrimental to the growth

of the human spirit, mind, or body;

2 e. theories of multicultural counseling, theories of identity development, and multicultural

competencies

3. human growth and development - studies that provide an understanding of

the nature and needs of individuals at all developmental levels, including

all of the following:

a. theories of individual and family development and transitions across the

life-span;

b. theories of learning and personality development;

c. human behavior including an understanding of developmental crises,

disability, exceptional behavior, addictive behavior, psychopathology, and

situational and environmental factors that affect both normal and abnormal

behavior;

d. strategies for facilitating optimum development over the life-span; and

e. ethical and legal considerations.

NH State Standards for School Counseling:

Standard 1. Counseling and Guidance

g. Various age-level characteristics that impact and are impacted by the counseling process, including techniques for pre-kindergarten, elementary, middle and junior high school, and high school age students. This standard is met through the Final Exam and Service Learning Paper

Standard 2 In the area of human growth and development

b. Knowledge of learning and personality development. This standard is met through the Service Learning Paper and Final Exam

c. Understanding of human behavior, including developmental crises, disability, exceptional behavior, addictive behavior, psychopathology and its diagnosis and treatment, and situational and environmental factors that affect both normal and abnormal behavior. This standard is met through the Service Learning Paper and Final Exam

Standard 4. In the area of consultation and collaboration

e. Strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children . This standard is met through the Service Learning Paper, Advocacy Action and Final Exam

Standard 5. In the area of social and cultural diversity

b. Knowledge of school counselors' roles in the realms of social justice, advocacy and conflict resolution. This standard is met through the Advocacy Action and Final Exam

Standard 6. In the area of professional school counseling

a. History and foundations of the school counseling profession, including professional roles and functions, relationships with other human service providers, and advocacy processes designed to facilitate access, equity, and success for students and families. This standard is met through the Advocacy Action and Final Exam

This course meets School Administrator standard Ed 614.13 Curriculum Administrators .

 

 

  (b) The curriculum administrator preparation program shall provide the candidate with the skills, competencies, and knowledge gained through a combination of academic and supervised practical experience in the following areas:

 

(1) Knowledge of the philosophy of learning;

 

(2) Knowledge of the culture of teaching and learning;

 

The following proposal made by UNESCO, the United Nations General Assembly in 1998 (resolution A/52/13) defined the Culture of Peace as consisting of values, attitudes and behaviours that reject violence and endeavour to prevent conflicts by addressing their root causes with a view to solving problems through dialogue and negotiation among individuals, groups and nations. The 1999 United Nations Declaration and Programme of Action on a Culture of Peace (resolution A/53/243) called for everyone – governments, civil society, the media, parents, teachers, politicians, scientists, artists, NGOs and the entire United Nations system – to assume responsibility in this respect. It staked out eight action areas for actors at national, regional and international levels:

Culture of peace: eight action areas . . . . . peace in our hands

1. Fostering a culture of peace through education by promoting education for all, focusing especially on girls; revising curricula to promote the qualitative values, attitudes and behavior inherent in a culture of peace; training for conflict prevention and resolution, dialogue, consensus-building and active non-violence . . .

2. Promoting sustainable economic and social development by targeting the eradication of poverty; focusing on the special needs of children and women; working towards environmental sustainability; fostering national and international co-operation to reduce economic and social inequalities . . .

3. Promoting respect for all human rights by distributing the Universal Declaration of Human Rights at all levels and fully implementing international instruments on human rights . . .

4. Ensuring equality between women and men by integrating a gender perspective and promoting equality in economic, social and political decision-making; eliminating all forms of discrimination and violence against women; supporting and aiding women in crisis situations resulting from war and all other forms of violence . . .

5. Fostering democratic participation by educating responsible citizens; reinforcing actions to promote democratic principles and practices; establishing and strengthening national

institutions and processes that promote and sustain democracy . . .

6. Advancing understanding, tolerance and solidarity by promoting a dialogue among civilizations; actions in favour of vulnerable groups, migrants, refugees and displaced persons, indigenous people and traditional groups; respect for difference and cultural diversity . . .

7. Supporting participatory communication and the free flow of information and knowledge by means of such actions as support for independent media in the promotion of a culture of peace; effective use of media and mass communications; measures to address the issue of violence in the media; knowledge and information sharing through new technologies . . .

8. Promoting international peace and security through action such as the promotion of general and complete disarmament; greater involvement of women in prevention and resolution of conflicts and in promoting a culture of peace in post-conflict situations; initiatives in conflict situations; encouraging confidence-building measures and efforts for negotiating peaceful settlements .

ESCO

 

FINAL EXAMINATION

1. Choose any two stages of development (toddlerhood, preschool age, school age, adolescence, young adulthood, middle adulthood, old age)* and discuss how an understanding of these stages informs your work as a helping professional. Your discussion should include not only how you can directly facilitate the development of clients using a developmental perspective but also how you can intervene on behalf of clients through Bronfenbrenner's micro, exo and macrosystem levels ( 8-10 pages).

2. Discuss how your knowledge of minority, faith and/or homosexual identity development theories informs your work with adolescents and adults.

3. Choose two of the great peacemakers examined in this course and discuss how they exemplify full human development and specific UN Culture of Peace action areas?

Include in your discussion what Piaget, Erikson and Kohlberg would say about the stages at which these people were operating?

*Note: Counselor Education, School Psychology and Curriculum Administration students must choose as their stages school age and adolescence.

Curriculum Administration students also answer the following:

4. How does an understanding of the theories/philosophies of Erik Erikson, Jean Piaget, Lawrence Kohlberg, Lev Vigotsky, Paulo Freire help them to effectively address the learning needs of children.

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