Psychological Foundations:Development



CPS – 504 Psychological Foundations: Development

Spring 2011 Wednesdays 4:35 – 7:00 pm Mahar 103

Instructor: Adrianne L. Johnson, Ph.D.

Office: Mahar 406

Phone: 315-679-8083 (call or text)

Email: adrianne.johnson@oswego.edu

Office Hours:

TBA

And by appointment.

Course Description

A survey of major theories of human development, analysis of developmental processes and examination of contemporary research issues in development. Focus is on synthesis of theories and their application within schools and other institutions.

PREREQ: graduate standing.

Course Objectives

CACREP Standards are written to ensure that students develop a professional counselor identity and master the knowledge and skills to practice effectively. At the completion of this course, students should be able to satisfy the ethical competencies outlined in the 2009 CACREP Standards:

K.1.b. Professional roles, functions, and relationships with other human service providers.

K.2.b. Attitudes, beliefs, understandings, and acculturative experiences.

K.3.a. Theories of individual and family development and transitions across the life-span.

K.3.b. Theories of learning and personality development.

K.3.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.

K.3.d. Strategies for facilitating optimum development over the life-span.

K.1.h. Ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

Student Expectations

✓ Students are expected to participate in all aspects of the course. Students are encouraged to discuss personal concerns with the instructor.

✓ Students are expected to respect others’ experiences, and personal information shared in the class is expected to be maintained as confidential by all present.

✓ Students are encouraged to seek personal counseling at any and all times should the content of the course challenge development and growth as a professional-in-training.

✓ Students are expected to observe ethical standards at all times.

Late Assignment Policy:

All assignments, readings, and presentations are due on the date specified in the syllabus. Late assignments will not be accepted unless instructor approval is granted.

Required Texts

Berk, L. (2010). Exploring Lifespan Development (2nd ed.). Prentice Hall.

** Note: Most course material will be posted on Angel. Material may be added throughout the semester.

Recommended Resources

American Psychological Association (2001). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Recommended Journals

Journal of Counseling & Development (JCD); Journal of Multicultural Counseling and Development (JMCD); Professional School Counseling; other journals published by the American Counseling Association found at [].

Course Assignments

Class Participation — 20 pts.

Students are expected to participate in various course activities to continue the development of reflectivity and critical thinking skills. Activities will include lecture, group discussion, individual assignments, and experiential activities designed to enhance student comprehension of course content.

Development Paper – 40 pts.

Students will compose a 4 page (minimum) APA-style paper reflecting on their own lifespan development. Students will select a lifespan theory as discussed in class, and apply it to their own development as a framework which has shaped the individual they are today.

Development Presentation — 40 pts.

Students will give a class presentation related to one (or more) of the Course Objectives (CACREP Standards, 2009) listed on page 1 of the syllabus as applied to a developmental stage discussed during the course. The presentation will be in PowerPoint format and length of the presentation will be limited to 12-15 minutes. A 1-page summary will be provided to the instructor at the time of the presentation. Audience members will provide feedback to the presenter on the feedback sheet provided by the instructor at the time of the presentation. Grading rubric follows:

2.5 pts.: Time

2.5 pts.: Relevance

5 pts.: Developmental stage addressed

5 pts.: Theory applied

5 pts.: Counseling applications

5 pts.: Multicultural considerations

5 pts.: Recommendations for further research

Exam I and II — 50 pts. ea.

Exam material includes all text and course material up to exam date. Exam II is cumulative. There will be 25 multiple choice exam questions at 2 points each. Exams are closed-book and in class and are designed to elicit student understanding of the foundation, practices, and processes of counseling practice across client populations and contexts related to stages of development across the lifespan.

Course Schedule

|Date |Material / Due Date |

|1/26 |Chapter 1: History, Theory, and Research Strategies |

| |Chapter 2: Biological and Environmental Foundations |

|2/2 |Chapter 3: Prenatal Development, Birth, and the Newborn Baby |

|2/9 |Chapter 4: Physical Development in Infancy and Toddlerhood |

| |Chapter 5: Cognitive Development in Infancy and Toddlerhood |

| |Chapter 6: Emotional and Social Development in Infancy and Toddlerhood |

|2/16 |Chapter 7: Physical and Cognitive Development in Early Childhood |

| |Chapter 8: Emotional and Social Development in Early Childhood |

|2/23 |Chapter 9: Physical and Cognitive Development in Middle Childhood |

| |Chapter 10: Emotional and Social Development in Middle Childhood |

|3/2 |EXAM I |

|3/9 |Chapter 11: Physical and Cognitive Development in Adolescence |

| |Chapter 12: Emotional and Social Development in Adolescence |

|3/16 |No class – Spring Break |

|3/23 |Chapter 13: Physical and Cognitive Development in Early Adulthood |

| |Chapter 14: Emotional and Social Development in Early Adulthood |

|3/30 |Chapter 15: Physical and Cognitive Development in Middle Adulthood |

| |Chapter 16: Emotional and Social Development in Middle Adulthood |

|4/6 |Chapter 17: Physical and Cognitive Development in Late Adulthood |

| |Chapter 18: Emotional and Social Development in Late Adulthood |

| |Chapter 19: Death, Dying, and Bereavement |

|4/13 |Quest (SUNY Oswego campus) – no classes |

|4/20 |Research Project Presentations |

|4/27 |Research Project Presentations |

|5/4 |Development Paper Due |

| |EXAM II |

Grading

|GRADE |POINTS |

|A |185 - 200 |

|B |169 - 184 |

|C |153 - 168 |

|D |137 - 152 |

SUNY - Oswego Intellectual Integrity Policy

Intellectual integrity on the part of all students is basic to individual growth and development through college course work. When academic dishonesty occurs, the teaching/learning climate is seriously undermined and student growth and development are impeded. For these reasons, any form of intellectual dishonesty is a serious concern and is therefore prohibited.

Attendance

Regular attendance at classes is obligatory. It is the student's responsibility to regularly attend classes and complete assignments as scheduled. When a student is unable to attend a class due to circumstances beyond his or her control, he or she is expected to communicate directly with the instructor concerning class absence and missed assignments.

Accommodations for Persons with Disabilities

If you have a disabling condition, which may interfere with your ability to successfully complete this course, please contact the Office of Disability Services. SUNY Oswego’s accommodations of students with disabilities extend beyond basic moral responsibility and beyond our university’s commitment to fulfill the promise of access and our obligations to federal law. The Disability Services Office of SUNY Oswego coordinates reasonable accommodations for students with documented disabilities. Additional information regarding Disability Services may be found at oswego.edu/dis_svc/, in person at 183 Campus Center, or by phone (315) 312-3358. All students with disabilities in need of assistance should identify themselves early (pre-semester preferred) and should make regular contact with the office.

Inclement Weather Notification

Classes will proceed as scheduled unless official announcements of cancellation are made. When classes are canceled, faculty and commuting students are advised not to come to campus. To find out if classes are canceled because of inclement weather, members of the campus community have several options: oswego.edu, SUNY Oswego Information Line (315) 312-3333, and radio and television.

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