Course Syllabus PSYC 2314: Human Growth & Development Fall Semester 2014

Transcription

1 Course Syllabus PSYC 2314: Human Growth & Development Fall Semester 2014 Disclaimer: Syllabus may be adjusted at any time at the discretion of the instructor

2 Northline Houston Community College Northeast Fall Semester 2014 CRN: Instructor: Dauphine L. Billingsley Phone: Please allow 24 hours for a response. Required Text Book Invitation to the Life Span 2 nd e by Kathleen Stassen Berger, Worth Publishers, Second Edition. Course Location: Northline Course Semester: Credit Hours: 3 Credit Hours: Lecture Hours: 3 Lab 0 Total Contact Hours 48 Course Length 16 Weeks Type of Instruction: A developmental psychology course designed to provide an understanding of human behavior and characteristics from conception through death. This course includes information on physical, cognitive, and psychosocial changes throughout the lifespan. Theory, research, and applications are covered. Course Description This class focuses upon the development of people from the beginning of life to their death. This course examines the physical maturation, as well as, the social, emotional, and cognitive psychological factors of human growth at each stage of the life cycle. The developmental theories of Freud, Erikson, and Piaget are used give students a working understanding of the psychological factors each stage of human development. Class room activities include observations of children, analysis of a series of VCR & DVD s movies of each developmental stage so that students can recognize how human development influences peoples behavior throughout their lives. Students with Disabilities "If you have a documented disability and need reasonable accommodation in order to make some aspect of your course more feasible for your special needs, please discuss the situation with me, your instructor, as soon as possible. If you are unsure of your disability status or rights to reasonable accommodation, please contact the Disability Support Services office at Disclaimer: Syllabus may be adjusted at any time at the discretion of the instructor

3 Course Prerequisite(s) PREREQUISITE(S): PSYC 2301 or Departmental Approval Must be placed into college-level reading (or take GUST 0342 as a corequisite) and be placed into college-level writing (or take ENGL 0310/0349 as a corequisite) FREQUENT REQUISITES Departmental approval College Level Reading College Level Writing Academic Discipline/CTE Program Learning Outcomes 1. All students : Upon completion of any course in the psychology program, students will be able to define, discuss, and apply psychological terms and concepts that are covered in the course and are also referred to in news reports, self-help materials, and the process of seeking and engaging in psychotherapy. 2. Psychology Majors: Upon completion of any course in the psychology program, students who are seeking undergraduate degrees in psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in upper division psychology courses that are required for an undergraduate degree in psychology (e.g., abnormal psychology, history and systems of psychology). 3. Non-Psychology Majors : Upon completion of any course in the psychology program, students who are seeking degrees in fields other than psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in psychology-related courses that are required for degrees in fields other than psychology (e.g., nursing, human relations, addiction, consumer behavior). Course Student Learning Outcomes (SLO): 4 to 7 1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. 3. Demonstrate knowledge of and explain concepts related to lifespan development. 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting,

4 discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. PREREQUISITE(S): PSYC 2301 or Departmental Approval Must be placed into college-level reading (or take GUST 0342 as a co-requisite) and be placed into college-level writing (or take ENGL 0310/0349 as a co-requisite) FREQUENT REQUISITES Departmental approval College Level Reading College Level Writing 1. All students : Upon completion of any course in the psychology program, students will be able to define, discuss, and apply psychological terms and concepts that are covered in the course and are also referred to in news reports, self-help materials, and the process of seeking and engaging in psychotherapy. 2. Psychology Majors: Upon completion of any course in the psychology program, students who are seeking undergraduate degrees in psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in upper division psychology courses that are required for an undergraduate degree in psychology (e.g., abnormal psychology, history and systems of psychology). 3. Non-Psychology Majors : Upon completion of any course in the psychology program, students who are seeking degrees in fields other than psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in psychology-related courses that are required for degrees in fields other than psychology (e.g., nursing, human relations, addiction, consumer behavior) Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method Demonstrate knowledge of and explain concepts related to lifespan development Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. 1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Define Developmental psychology Life-span perspective Cohort effects 1.2. CORE DOMAIN 2: THE SYSTEMS APPROACH

5 Define The ecological-systems approach to the study of human development Epigenetic system s theory 1.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT Define Genes and chromosomes Dominant and recessive genes Behavioral genetics Stages of prenatal development Teratogens Prenatal Abnormalities Preterm and low birth weight Gerontology Menopause Changes in the sense organs during adulthood Ageism Gerontology Stages of dying Grief and bereavement 1.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT Define Learning theory Piaget s theory of cognitive development Vygotsky s theory of cognitive development Characteristics of good schools 1.5 CORE DOMAIN 5: : PSYCHOSOCIAL DEVELOPMENT Define Freud s Psychosexual theory Erikson s Psychosexual theory Kinkeeper Activities of daily life Respite care Hospice Palliative care Living will 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Define and identify Cross-sectional research method Longitudinal research method The basic steps of the scientific method Surveys and case studies, noting at least one advantage (or strength) and one disadvantage (or weakness) of each Scientific observation as a research strategy, noting at least one advantage (or strength) and one disadvantage (or weakness) The components of an experiment, and discuss the main advantage of this research method Some of the ethical issues involved in conducting research with humans 3. Demonstrate knowledge of and explain concepts related to lifespan development.

6 CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Explain Differences among the major theoretical perspectives in lifespan psychology CORE DOMAIN 2: THE ECOLOGICAL-SYSTEMS APPROACH Describe The ecological-systems approach to the study of human development, and explain how this approach leads to an understanding of the overlapping contexts in which people develop CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT Explain Nature / nurture controversy Process of reproduction Multiple births Genetics research Genetic counseling Brain development SIDS Role of nutrition, including breastfeeding Role of exercise and it s effects on preventing obesity Eating disorders Role of hormones in development during adolescence Puberty Changes in body image during adolescence Sexual behavior including STD s and decisions Teen pregnancy Factors that contribute to drug use and addiction Primary and secondary aging Osteoporosis Hormone replacement therapy (HRT) Variables affecting life expectancy Theories of aging Euthanasia and assisted suicide 3.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT Explain Sensorimotor intelligence, including object permanence Preoperation thought Concrete operations Formal operational thinking Vygotsky s theory Theories of language development Bilingualism and second language learners School related testing Mental retardation Learning disabilities and ADHD Metacognition and selective attention Information Processing theory Moral development Characteristics of good schools Working outside of school and it s effects Senescence Psychological impact of attending college Postformal thought Fluid and crystallized intelligence and how each is affected by age

7 Gardner s view of multiple intelligences Dementia and Alzheimer s disease Wisdom 3.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT Explain Temperament Attachment, including secure and insecure and the strange situation Prosocial and antisocial behavior Child care concerns Parenting styles Cross-cultural parenting Disciplining children effects of media Gender development theories Identity vs. role confusion Depression and suicide Challenges of adolescence Role of work in adult development Intimacy vs. isolation Generativity vs. stagnation Integrity vs. despair Social clock Marital success Divorce Work and family issues in dual-income families, including role overload and role buffering Role of work in adult development Midlife crisis Sandwich generation partner abuse violent behavior of males Activity theory vs. disengagement theory 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. 1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Students will interpret Psychological research on the basis of ethical standards CORE DOMAIN 2: BIOSOCIAL DEVELOPMENT Students will apply Principles of Lifespan Psychology to relate to problems of biosocial development, such as, factors that contribute to drug use and addiction 4.3. CORE DOMAIN 3: COGNITIVE DEVELOPMENT Students will apply Postformal thought to address the problem of a moral dilemma, such as, cheating in schools 4.4. CORE DOMAIN 4: PSYCHOSOCIAL DEVELOPMENT Students will apply

8 Principles of Lifespan Psychology to interpreting social problems (including rejection, peer pressure & bullying) Core Curriculum Competencies: No Learning Outcomes Selected Web-enhanced (49% or less) Hybrid (50% or more) Distance (100%) Face to Face various assigned readings from textbooks, peer-reviewed articles, books, original source seminal texts and other original source material, films, field trips, etc. 1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. Each professor will create assignments for use in the class. 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. Each professor will create assignments for use in the class. 3. Demonstrate knowledge of and explain concepts related to lifespan development. Each professor will create assignments for use in the class. 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. Each professor will create assignments for use in the class. 1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay 3. Demonstrate knowledge of and explain concepts related to lifespan development. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay

9 New System-Wide Withdrawal Policy The HCC withdrawal deadlines will now be enforced as of Fall 2007 term. Here is a summary of the new withdrawal procedures. 1. Faculty will no longer be able to issue a grade of W on the final grade roster. The W option will not be available on the final grade roster. An actual grade must be entered for the student (A, B, C, D, F or Incomplete, if appropriate). 2. Students, in order to withdraw, will need an instructional faculty or counseling faculty consultation (in person, , phone, etc.) before the withdrawal deadline each term in order to receive a W on their grade reports. 3. To facilitate the withdrawal after the consultation, instructional faculty will need to use the faculty withdrawal link recently added in the Peoplesoft instructional faculty website where you access class rosters and enter grades (see attached). The link in Peoplesoft is for instruction-initiated withdrawals, whether sought by a student after consulting with the faculty person or whether sought by the instructor for excessive absences, etc. A similar withdrawal link will be created as soon as possible for the staff side of Peoplesoft for counseling faculty and others to utilize. 4. If an instructor has facilitated a consultation with the student regarding the withdrawal request, the instructor should submit the withdrawal request using the withdrawal link in Peoplesoft. There is no need to additionally refer the student to counseling to facilitate the withdrawal. Also, do not send the student to Registration staff to facilitate the withdrawal. Registration staff are not authorized to approve withdrawals. 5. As mentioned earlier, there are many negative consequences for students to withdraw from classes. It is perhaps best to give students whatever grades they earned (A, B, C, D, F, but not W). As always, for low-performing students, please talk to them early in the semester and regularly throughout the semester so that they can be helped to improve their grades. 6. We will be creating a similar link in Peoplesoft soon for you to activate the Early Alert referrals and process.

10 Course Schedule I. The Beginning 1. The Science of Human Development 2. From Conception to Birth The Nature-Nurture Controversy Theories of Human Development 23 Psychoanalytic Theory 23 Behaviorism 26 Cognitive Theory 29 Humanism 31 Evolutionary Theory 32 II. III. IV. The First Two Years 3. The First Two Years: Body and Mind 4. The First Two Years: Psychosocial Development Early Childhood 5. Early Childhood: Body and Mind 6. Early Childhood: Psychosocial Development Middle Childhood 7. Middle Childhood: Body and Mind 8. Middle Childhood: Psychosocial Development Mid-Term Exam V. Adolescence 9. Adolescence: Body and Mind 10. Adolescence: Psychosocial Development Essay VI. VII. Adulthood 11. Emerging Adulthood: Body, Mind, and Social World 12. Adulthood: Body and Mind 13. Adulthood: Psychosocial Development Film Analysis: Late Adulthood 14. Late Adulthood: Body and Mind 15. Late Adulthood: Psychosocial Development Film Analysis: Film Analysis: Final Exam

11 Course Grade The course grade is based upon each student s grades on homework, observations & film interpretations, and two exams. Assignment % of Semester Grade Class Attendance/Homework 25 Observations & Writing Assignments 25 Mid-Term 25 Final Exam 25 Total 100% IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. FINAL GRADE OF FX: Students who stop attending class and do not withdraw themselves prior to the withdrawal deadline may either be dropped by their professor for excessive absences or be assigned the final grade of "FX" at the end of the semester. Students who stop attending classes will receive a grade of "FX", compared to an earned grade of "F" which is due to poor performance. Logging into a DE course without active participation is seen as non-attending. Please note that HCC will not disperse financial aid funding for students who have never attended class. Students who receive financial aid but fail to attend class will be reported to the Department of Education and may have to pay back their aid. A grade of "FX" is treated exactly the same as a grade of "F" in terms of GPA, probation, suspension, and satisfactory academic progress. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA. Health Sciences Programs Grading Scales may differ from the approved HCC Grading Scale. For Health Sciences Programs Grading Scales, see the "Program Discipline Requirements" section of the Program's syllabi. Instructor Grading Criteria Instructional Materials Students must be present to take all test in person this includes mid-term and finals. If a student fails to take an exam a grade of F will be assigned for the semester. Berger, K. (2011). Invitation to the Lifespan, 2e. Worth Publishers.