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DEP 2004 - Developmental Psychology of the Life Span

Fall 2015 Semester

3 Credit Hours; Class # 220

INSTRUCTOR: Dr. Lori (Dolores) Puterbaugh, LMHC, LMFT, NCC

Contact Phone Number: Please call the social science office at 727-791-2671

Email: through MyCourses

Expectation for Instructor follow-up: I usually check email daily, Monday through Saturday.

Office Hours: I am available between my classes on Tuesday and Thursdays, generally 9:30 – 10:45 AM. Please do not expect to consult with me after class as I will be en route to my next class assignment in another classroom.

Availability of Course Content/Interaction: The instructor will be available for consultation during office hours. Email instructor any time for assistance or to ask questions.

ACADEMIC DEPARTMENT

Dean of Social Sciences: Dr. Joseph Smiley

Department Chair Name: Anja Norman

Office Location: Clearwater Campus

Department Chair Office Number: ES Building, Social Sciences

MEETING INFORMATION

Course location: ES 314 Clearwater campus

Learning modality: Face-to-Face; Lecture; Classroom Discussion; MyCourses for Supplement, materials, dropboxes

Meeting Days: Tuesday and Thursday

Class Times: 11:00 AM – 12:15 PM

ADDENDUM FOR ALL SYLLABI:

COURSE DESCRIPTION

This course is a study of human development from conception to death. Emphasis is on the ongoing changes which result from the interaction of inherited and environmental factors, and on the uniqueness of the individual. The course examines the ways in which age, gender, ethnicity and race affect development. This course has a substantial writing requirement and meets three hours weekly.

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COURSE GOAL:

The primary goal of this course is student success in developing an understanding of the biosocial, cognitive, and psychosocial contributions of human development across the life span.

COURSE OBJECTIVES

A. The student will acquire knowledge of the nature of human development throughout the life span.

B. The student will acquire understanding of the principles of development.

C. The student will acquire understanding of theories and models of human development.

D. The student will acquire knowledge of the effects of genetic and environmental influences on human development throughout the life span.

E. The student will acquire understanding of the periods and the aspects of life span development.

F. The student will acquire knowledge of the methodology used in the student of life span development.

PREREQUISITES

Prerequisite for this course: PSY 1012 or PSY 1020(H).

Proficiencies in MyCourses; Word; credible web research; and Library or Library Online research are needed.

REQUIRED TEXTBOOK & OTHER RESOURCE INFORMATION

Berger, K. S. (2014). Invitation to the life span. New York: Worth Publishers.

ISBN numbers for text:

IMPORTANT DATES

Drop/Add: On or before 8/21/2015

Last Day to Withdraw with a Grade of W: On or before 10/21/2015

Course Dates: 8/17/15 through Final Exam Week (week of December 7-11, 2015).

ATTENDANCE

The instructor will record student attendance during each scheduled class. Because this class meets two (2) times per week, you may accrue up to four (4) unexcused absences before exceeding the maximum number of absences allowed. If you exceed the maximum number of allowed absences, you need to speak with the instructor to determine an academic plan for successful completion of the course. If you do not consult with the instructor, you will need to withdraw from the course before the 60 percent point in the term to receive a grade of “W.” If this occurs after the 60 percent point in the term, you will receive a grade of “WF.” If you are in your third attempt at completing a course, you will be given a grade of “WF” at any point that you attempt to withdraw or at any point that you violate the attendance policy.

Excused absences that have been communicated with the instructor and documented accordingly will not count against you. Frequent communication with the instructor is highly recommended!

If illness or other emergencies prevent you from attending class, please notify the instructor immediately via email in MyCourses or voicemail to the college office. Students are responsible for all materials covered in class.

ASSIGNMENTS

1. Tests: a short test will be made available on MyCourses following the completion of every two chapters, with the exception of chapters 11-13, which are on one test. Because the tests are available online for more than one day, there will be no make-ups except in cases of documented medical emergencies, military service or similar documented crises that prevent participation.

2. Critical Thinking Essay: Applying human development theory and knowledge to current issues and trends. You will be given a choice of two articles in MyCourses. You will read the article, and, consulting the article, your text, and one other scholarly source, you will write a 750 word essay discussing the article and the implications re: human development. The rubric for written assignments included in the syllabus will apply, including using APA formatting, length, grammar and evidence of scholarly thought.

3. Your Own Research Studies: Students will gather experiential research; record and analyze thoughts and impressions; evaluate experiences; synthesize experiences with course content; and reflect on what has been learned. Students will select and complete one of the following:

a. Naturalistic Observation Study on Attachment – Students will observe and record the interactions between a parent/caregiver and his/her infant (about 9 - 24 months) through naturalistic observation; can be completed by an individual or a team of up to three students. Your finished paper should include the following sections:

i. Cover page (APA style)

ii. An introduction that sets up the paper for your readers.

iii. A brief discussion of normal parent-child interactions based on the literature and your text. You should draw on at least two other scholarly sources, besides the text book. What should you expect to observe, and why?

iv. A description of your methodology.

v. A narrative description of your observations that summarizes the data you gathered.

vi. A discussion section in which you compare your findings with the research in the literature.

vii. A conclusion

viii. APA style References page

ix. Appendix, with the chart you developed for research. This will note the type of interaction and frequency. You should develop this chart in advance based on your reading of normal interaction, and then add to it in the field

You should expect to write at least 1500 words (not including cover page, References or Appendix) to adequately address the topic. Please note: the syllabus includes an entire class session dedicated to this kind of research. Please plan to learn how to prepare for observational and interview research, how to analyze your data, and how to present your findings.

b. Adolescence Then and Now: A Structured Interview – Students will conduct a guided interview with a person 65 or older to inquire about their adolescent years. Then, students will analyze and evaluate how adolescence has changed over time; can be completed by an individual or by a team of up to three students. You will prepare at least 10 questions in advance that reflect your readings on developmental issues in adolescence. Your finished assignment should comprise:

i. Cover page (APA style)

ii. An introduction that sets up the paper for your readers.

iii. A brief discussion of normal adolescent development based on the literature and your text. You should draw on at least two other scholarly sources, besides the text book. What should you expect to learn, and why?

iv. A discussion of your methodology. Please note that your questions should reflect developmental milestones. These include the challenges identified by Erikson (4 aspects of identity), Kohlberg’s moral developmental theory, and Deci & Ryan’s theory of motivation/relationship. You should specify at least 10 questions you will ask your subject and you must support your rationale for asking that question by referring to the data. For example, if you inquire about ethnic/cultural identity and its meaning to the subject during adolescence, its effects on friendships, behavior and world view, etc., you must refer back to Erikson’s theory and cite the literature (your text or another scholarly source) as the basis for asking the question.

v. A narrative description of the data you gathered. This cannot be a bullet point series of quotes or a numbered list of answers. You may quote your subject but use the direct quotes sparingly. In this section, you describe your findings. Direct quotes should be to highlight points, not a substitute for your description.

vi. A discussion section in which you compare your findings with the research in the literature. Remember you are also comparing an older person’s experience of adolescence with modern adolescence. The data on modern adolescence must be rooted in scholarly literature (including your textbook), not your personal experiences or impressions.

vii. A conclusion

viii. APA style References page

ix. Appendix, with the raw data you gathered during your research.

You should expect to write at least 1500 words, not including references and appendix, to adequately address the topic.

c. Views on Death: Modified Cross Sectional Design – To analyze and report views on death, students will briefly interview three people from the following groups: a child or adolescent; a young adult or middle-age adult; and an elderly adult; can be completed by an individual or by a team of up to three students. Your finished project should include:

You will prepare at least 10 questions in advance that reflect your readings on psychological development as well as death, dying and grief. Your finished assignment should comprise:

i. Cover page (APA style)

ii. An introduction that sets up the paper for your readers.

iii. A brief discussion of normal/expected attitudes towards death, dying and grief, based on the literature and your text. You should draw on at least two other scholarly sources, besides the text book. What should you expect to learn, and why?

iv. A discussion of your methodology. Please note that your questions should reflect research on grief, death and dying, and must be modified depending upon the age of your participants. You should specify at least 10 questions you will ask your subject and you must support your rationale for asking each question by referring to the data. Cite the literature (your text or another scholarly source) as the basis for asking the question.

v. A narrative description of the data you gathered. Use separate paragraphs for each research participant. This cannot be a bullet point series of quotes or a numbered list of answers. You may quote your subjects but use the direct quotes sparingly. In this section, you describe your findings. Direct quotes should be to highlight points, not a substitute for your description.

vi. A discussion section in which you compare your findings with the research in the literature. This will include a discussion of the differences between your three participants. Be sure to include analysis related to stages of development.

vii. A conclusion

viii. APA style References page

ix. Appendix A, with the raw data you gathered during your research.

x. Appendix B, the signed permission from parent/guardian for any minor who participated in the research

You should expect to write at least 1500 words, not including references and appendix, to adequately address the topic.

3. Guided Autobiography and Integration of Theory

You have a choice of developing a power point presentation or writing a short APA style paper (about 1000 words) for this assignment.

Important Note: If a student would prefer to conduct a guided biography on a famous person’s life as opposed to one’s own life, please consult the instructor. The basic requirements will be the same.

The following assignment is designed to integrate the content covered in class with self-reflection. Students will compose an autobiography about one segment of life they have already experienced or are currently experiencing, such as: infancy, early childhood, the school years, adolescence, young, middle, or late adulthood. The goal of this assignment is to reflect and integrate psychological theory to one segment of your life.

Three components are graded and need to be integrated into your Guided Autobiography. How you integrate the three components is up to you.

Component 1: Description (If students submit a text-only description, as opposed to submitting a PowerPoint Slide Show, then the word count is about 400 words.)

Students will use their own memories; any written records of his/her life during that time period (such as baby books, diaries, report cards, and/or pictures); and/or accounts from relevant people (such as parents, caregivers, grandparents, friends, teachers, or neighbors) to include a broad description of his/her development during that segment with specific examples and experiences. Be sure to include any key life experiences that occurred during the segment of life you chose. Be creative! In a power point, this should include text as well as images, and you should expect to prepare at least 5 slides (besides an introductory slide) to cover this.

Component II: Integration of Theory (If students submit a text-only integration, as opposed to synthesizing the theory with the PowerPoint Slide Show, then the word count is about 400 words.)

Students will choose one theory of human development that explains his/her development during the life segment. Choose a theory that is both personally meaningful to you and appropriate for the segment of life you chose. For instance, if you chose your adolescent years, then you may analyze the stage of Identity versus Role Confusion, according to Erikson’s Psychosocial Stages of Development. To provide a full analysis, you may need to briefly travel through the earlier psychosocial stages to note the crisis and resolution associated with the prior stages of Trust versus Mistrust; Autonomy versus Shame and Doubt; Initiative versus Guilt; and Industry versus Inferiority. However, the bulk of your integration should focus on the chosen stage of development. Avoid re-stating theory; instead, integrate your life segment with the relevant portion of the theory you chose. Expect this to take at least 5 slides, comprising mostly text. Images are to highlight and illustrate; they don’t substitute for analysis.

Component III: Reflection (If students submit a text-only reflection, as opposed to integrating the reflection into the PowerPoint Slide Show, then the word count is about 200 words.)

In your reflection, please include the following:

1. What sources of information were helpful in developing your autobiography? What sources would have been helpful, but were not available to you?

2. How well did your chosen psychological theory explain that segment of your life? In what ways did the chosen theory fall short in explaining that segment of your life? Which other theory might have filled that void? Explain.

3. What influenced you to choose the particular segment of your life? In general, describe your impressions and experiences while composing your autobiography.

Component IV: References. Whether in written form or a powerpoint presentation, you are required to provide a slide/page of APA style references.

This is the rubric for written assignments, and will also apply to your power point presentation if that is how you choose to do your autobiography assignment.

WRITING/PRESENTATION ASSIGNMENT RUBRIC TOOL:

Student Name:

Class:

Date:

Assignment:

All papers are required to be in APA format, including margin size, header and page numbering, font style/size, and formation of citations and References.

|AREA | | | | | |

|BASIC |Typewritten, Times New|Name, date, class on |Title page and |Grammatical and |SCORE: |

|10% |Roman, 12 Pt, regular,|title page? |reference page |spelling errors? | |

| |double-spaced? |(for ppt, on first |included? |7% if more than 3 | |

| |(does not apply to |slide) |1% |errors. Prorated for | |

| |ppt) |1% | |fewer errors; -3 for | |

| |1% | | |1, -5 for 2, -7 for 3| |

| | | | |or more errors | |

|GENERAL 50% |Completed accurately? |Checked through |Word Count correct? |Resources cited |SCORE |

| |Does it cover the |Turnitin? |You should be within|properly and are | |

| |assignment |(does not apply to |5% of required word |scholarly | |

| |requirements? |ppt) |count in the body of|15% | |

| |20% |TURNITIN included? |the paper. | | |

| | |10% |5% | | |

|CRITICAL THINKING |Did the writing |Did the writing | | |SCORE |

|40% |indicate critical |indicate a grasp of | | | |

| |thinking, e.g., |the basic concepts of| | | |

| |compare, contrast, |the text? | | | |

| |check information? | | | | |

|TOTAL SCORE | | | | | |

Your total points will vary according to the assignment.

GRADING

Student’s total points scored on the following will determine his/her final grade:

7 Chapter Tests (50 points each): 350 points

Critical Thinking Essay: 75 points

Guided Autobiography or Biography: 250 points

Original Research Project: 250 points

In-class activities/quizzes: 75 points

Total points in course: 1000 points

Please note that I provide opportunities to earn extra credit via specified written assignments as well as students’ documented participation in SPC Library workshops. There is no cumulative final examination for this course.

The student’s final grade in this course is determined on the basis of his/her accumulated points:

A = 900 – 1000 points (90 – 100%)

B = 800 – 899 points (80 – 89.9%)

C = 700 – 799 points (70 – 79.9%)

D = 600 – 699 points (60 – 69.9%)

F = 0 – 599 points (0 – 59.9%)

Each student can determine his/her grade at any point during the course by totaling the number of points accumulated to date and comparing it to the total number of possible points.

COURSE ETIQUETTE/NETIQUETTE

Students are expected to respect diverse opinions during class discussions, some of which may center on sensitive topics. Rude, crude, or disrespectful behavior will not be tolerated and may result in class withdrawal.

Students are expected to complete exams and assignments independently, unless the assignment is given a “team” option. Cheating may result in failure of the course.

Plagiarism is not tolerated. Academic honesty violations may result in failure of the course. Please consult the following link for more information:

Students are expected to contribute fully to the workload of team assignments. If a conflict arises during a team project, the team must immediately consult the instructor for assistance. Failure of a student to contribute to team projects may result in his or her failure of the assignment.

Please silence your cell phones during class. If a student has a concern regarding silencing his or her cell phone, please consult the instructor.

Please be reminded that online communication through MyCourses or other means is saved, stored, and can be referenced. Please do not put anything in an email, drop box, or discussion forum that you would not openly share.

Course Outline: this is a flexible outline, depending on variables such as weather or the amount of time a particular subject area requires. Students are expected to be present for announcements at the beginning of class and to check MyCourses at least weekly for announcements.

Week 1 8/18-8/20: Introduction/Syllabus; start Chapter 1

Syllabus signature page due, signed, in class 8/20.

Week 2 8/25-8/27: Chapter 1; start Chapter 2

Week 3 9/1-9/3: Finish Chapter 2; Test on Chapters 1 & 2 in MyCourses; dates/times to be announced in class and in the online course environment. We will start Chapter 3

Week 4 9/8-9/10: Finish Chapter 3; start Chapter 4

Week 5 9/15-9/17: Chapter 4; Test on Chapters 3 & 4 in MyCourses; dates/times to be announced in class and in the online course environment. We will start Chapter 5

Critical thinking essay is due by 11:30 PM on Tuesday, September 15. Drop box in MyCourses.

Week 6 9/22-9/24: Finish Chapter 5 (Tues); Research Lessons (Thurs)

Week 7 9/29-10/1: Chapter 6. Test on Chapters 5 & 6 in MyCourses; dates/times to be announced in class and in the online course environment

Week 8 10/6-10/8: Chapter 7

Autobiography is due in by 11:30 PM on Thursday, October 8, Drop box in MyCourses.

Week 9 10/13-10/15: Chapter 8. Test on Chapters 7 & 8 in MyCourses; dates/times to be announced in class and in the online course environment

Week 10 10/20-10/22: Tuesday, October 20 is College Day. Faculty and staff are in meetings/trainings all day; students enjoy a day off! On Thursday, we begin Chapter 9

October 21 is the final day to withdraw from class if you plan to drop the course. This is the date after which I must enter “withdrawn failing” as the grade for students who are not participating adequately in class.

Week 11 10/27-10/29: We finish Chapter 9 and begin Chapter 10

Week 12 11/3-11/5: Finish Chapter 10. Test on Chapters 9 & 10 in MyCourses; dates/times to be announced in class and in the online course environment. We will begin Chapter 11

Week 13 11/10-11/12 : Note: Chapters 11, 12 & 13 are covered in 1 test. Finish Chapter 11; Begin Chapter 12

The college is closed on 11/11 in observance of Veterans Day.

Your Research Study is due by 11/12/15 at 11:30 PM. Drop box in MyCourses.

Week 1411/17-11/19 Finish Chapter 12. We will begin Chapter 13

All Extra Credit Projects are due in their respective dropboxes on or before Friday, November 20 at 11:30 PM. No exceptions.

Week 15 11/24: Finish Chapter 13. Test on Chapters 11, 12 & 13 in MyCourses; dates/times to be announced in class and in the online course environment. Begin Chapter 14

There is no class on Thanksgiving Day.

Week 16: 12/1-12/3: Chapters 14 & 15. Test on Chapters 14 & 15 in MyCourses; dates/times to be announced in class and in the online course environment

There is no cumulative final exam for this course.

Student signature Page:

I understand that rudeness and unprofessional behavior have no place in this class. I agree that I will abide by the student conduct requirements for St. Petersburg College, including:

No use of cell phones or other electronic devices during class;

Being actively and appropriately involved in the class activity;

Observing SPC requirements for Netiquette while in MyCourses and other SPC environments;

Abiding by the code of Academic Honesty

Arriving on time and staying through class unless prior arrangements are made with the instructor;

Respecting others’ right to their education by not disrupting the class.

I agree that I may be asked to leave if my behavior is inappropriate and/or disruptive, and that if I must leave the class I forfeit the right to make up any assignment, quiz or test that I may miss during my absence.

Signature

I have read, understand, and agree to abide fully by the parameters set in this syllabus and the Syllabus Addendum.

Student Signature: Date:

Print Student Name:______________________________

Student ID:____________

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