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Course on Human Development

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Course on Human Development Human Development and the Family California Institute of Integral Studies MCP 5201, Spring 2008 Instructor: Greg Bogart, Ph.D. (415) 575----6167 Course Description: A survey of the major stages of the life cycle, emphasizing psychosexual, psychosocial, cognitive, and moral development, attachment, object relations, and the evolving self’s broadening experience of education, employment and career development; family and parenting; creativity and spiritual awakening. Course Objectives: o To provide a foundation for clinical work with children, adolescents, and adults. o To promote self-awareness of the developmental challenges of each stage of life. o To provide a grounding in the most influential theories of development, including those of Freud, Erikson, Klein, Fairbairn, Winnicott, Bowlby, Mahler, Stern, Piaget, Kohlberg, Gilligan, Levinson, and Jung. o To cover material you will need to know to pass the MFT licensing exams. o To examine gender differences in human development. o To consider cross-cultural issues in the study of human development. o To understand the importance of initiation and rites of passage during transitional stages such as adolescence and midlife. o To explore transpersonal dimensions of human development. o To critically assess the claims and findings of the field of developmental psychology. Course Requirements: o Consistent class attendance (two absences maximum) and active participation in class discussions. o Complete two midterm take-home exams, due on October 16 and November 13, and final paper, due December 11. Papers should be typed, double-spaced, and written in APA style. Please carefully edit and proofread all written work prior to submission. o Demonstrate multi-cultural competency by including a cross-cultural component in each of the three assigned papers. In writing your assessment or life-study of a child, an adolescent, and an adult, compare and contrast the individual studied with the typical life experience of a child, adolescent, and adult of another culture. o Optional in-class presentation in which you give your personal response to that week’s reading material. o Cell phones and pagers are to be turned off during class. Grading: Your classroom participation, midterm exams, and final paper are given equal weight in determining your grade for the course. Required texts: 1) Reader of selected articles. 2) Rathus, S. A. (2006). Childhood and adolescence: Voyages in development. Belmont, CA: Wadsworth Publishing. 3) Gilligan, C., Lyons, N., & Hanmen, T. (Eds.) (1990). Making connections. Cambridge, MA: Harvard University Press. 4) Gardiner, H. W., Mutter, J. D., & Kosmitzki, C. (1998). Lives across cultures: Cross-cultural human development. Boston: Allyn and Bacon. Several chapters of this book are on Eres (Electronic Reserve). The password for the course is ‘‘development.’’ If you wish to read the entire book, you can order the 4th edition (2007), available from CIIS Inner Light Bookstore. 5) For the Adult Development section of the course, please select one of the following five books: a) Sheehy, G. (1995). New passages. New York: Ballantine. b) Levinson, D. (1996). The seasons of a woman’s life. New York: Ballantine. c) Levinson, D. (1978). The seasons of a man’s life. New York: Ballantine. d) Borysenko, J. (1996). A woman’s book of life: The biology, psychology, and spirituality of the feminine life cycle. New York: Riverhead Books. e) Hunter, S., Shannon, C, Knox, J., & Martin, J (Eds.) (1998). Gay, lesbian, and bisexual youth and adults. Thousand Oaks, CA: Sage Publications. 6) Optional but recommended: Dass, R. (2000). Still here: Embracing aging, changing, and dying. New York: Riverhead Books. Readings marked with an asterisk (*) are optional. January 22: Introduction to the course. Overview of stages of development. Biological and environmental- cultural influences. From psychosexual to psychosocial theories of development. Reading: Rathus, chapter 1. Instructor’s notes on Ernest Schactel, ‘‘On memory and childhood amnesia.’’ January 29: Sexual Reproduction, Heredity, and Prenatal Development. Conception. Germinal, embryonic, and fetal stages. Genetic determinants. Embryological defects. Environmental factors. Maternal nutrition and emotional state. Prenatal and perinatal consciousness. Reading: Rathus, chapters 2, 3. W. Y. Evans-Wentz, selection from the Tibetan Book of the Dead. Jenny Wade, ‘‘Pre- and peri-natal consciousness.” Joseph Chilton Pearce, ‘‘Mother-child bonding; Bond-breaking.’’ * February 5: Birth and the Newborn Baby. Object Relations theory. Stages of birth. Birthing options and birth problems. Postpartum period. Assessing neonates. Physical development and motor development. Sensory and perceptual development. Object Relations theory: Winnicott and Fairbairn. Mahler: Symbiosis and hatching. Reading: Rathus, chapters 4, 5. Instructor’s notes on Stephen Mitchell & Melanie Black, Freud and beyond. Instructor’s notes on Ashley Montagu, Touching: The human significance of skin. * February 12: Infancy. Piaget: Sensori-motor stage. Object permanence. Freud: Oral stage. Pleasure seeking and frustration. Curiosity and exploratory behavior. Components of emotional communication. Erikson: Trust versus mistrust. Fear of strangers. Separation anxiety. Transitional objects. Emotional regulation. Winnicott: Primary maternal preoccupation, and the holding environment. Mahler’s practicing subphase and the rapprochement crisis. Daniel Stern’s critique of Mahler. Reading: Rathus, chapters 6, 7. Instructor’s notes on Margaret Mahler, The psychological birth of the human infant. Instructor’ notes on Daniel Stern, The interpersonal world of the infant. Daniel Stern, ‘‘Affect attunement.’’ K. Wong, ‘‘Baby talk beginnings.’’ * S. Boyles, ‘‘Baby talk may help infants learn faster.’’ * Gardiner & Kosmitski, chs. 1, 2. February 19: Early Childhood. Motor development. Children’s drawings. Sleep and elimination disorders. Freud: Anal stage. The battle of wills. Parents, socialization, and discipline. Piaget: Preoperational stage. Fantasy and symbolic play. Causality. Early childhood education. Development of language, vocabulary, and grammar. Impulse control. Boundary formation. Early moral development. Development of conscience. Erikson: Initiative vs. guilt. Group play. Friendship groups. School readiness. Self-esteem. John Bowlby and Attachment Theory. The Strange Situation test. Reading: Rathus, chapters 8, 9. Instructor’s notes on Jeremy Holmes, John Bowlby and Attachment Theory. Instructor’s notes on Melanie Klein. * Gardiner & Kosmitski, ch. 3. February 26: Early and Middle Childhood. Parenting styles. The influence of siblings and peers. Initiative versus guilt. Moral development continues. Piaget: Concrete operational stage. Play. Learning. Erikson: Industry vs. inferiority. Gender-roles and gender differences. Exercise and fitness. Learning disabilities. Attention Deficit Hyperactivity Disorder. Autism. Reading: Rathus, chapters 10, 11. S. Vedantam, ‘‘Suicide link to meds seen in children.’’ E. Goode, ‘‘Troubling rise in preschoolers use of psychiatric drugs.’’ Instructor’s notes on E. Hallowell & J. Ratey, Driven to distraction: Recognizing and coping with attention deficit disorder. * Gardiner & Kosmitski, ch. 4 March 4: The Spiritual Life of Children. Reading: Thomas Armstrong, ‘‘Transpersonal experience in childhood.’’ Instructor’s notes on Robert Coles, The spiritual life of children. Instructor’s Notes on Edward Hoffman, Visions of innocence: Spiritual and inspirational experiences of childhood. First MidtermTake-Home Exam Due. March 11: Middle Childhood. Piaget: Concrete operational stage. Information processing. The measurement of intelligence. Gardner’s theory of multiple intelligences. Psychoanalytic theory. Peer relationships and socialization. Friendship. Reading: Rathus, chapters 12, 13. Thomas Armstrong, ‘‘Seven learning styles in children.’’ Nancy Chodorow, ‘‘Gender identity (Oedipal crisis and resolution); Oedipal asymmetries.’’ * Gardiner & Kosmitski, ch. 5 March 18: Adolescence. Physical maturation. Piaget: Formal operational thought. Emotional development. Eating disorders. Delinquency. Depression. Alcohol and drug use. Sexuality. Anger. Peer group culture. Ethnic/racial identity formation. Reading: Rathus, chapters 14, 15, 16. Instructor’s Notes on D.W. Sue & D. Sue, ‘‘Racial/Cultural Minority Identity Development.’’ Instructor’s notes: ‘‘Piaget in a nutshell.’’ Instructor’s notes: ‘‘Piaget, Kohlberg, and the development of moral reasoning.’’ Instructor’s notes on Hilde Bruch, The golden cage: The enigma of anorexia nervosa. March 25: Spring Break. Break out. Break free. April 1: Adolescence (continued). Gender and Development. Carol Gilligan’s Feminist Developmental Theory. Gay and lesbian identity. Gender differences in development. Developmental issues of female adolescents. Morality of justice vs. morality of care. Separation and attachment in adolescence. Reading: Carol Gilligan, Nona Lyons, and Trudy Hanmen, Making connections: ‘‘Preface’’; ‘‘Listening to voices we have not heard.’’ ‘‘Conceptions of separation and connection in female adolescents’’; ‘‘Save the world, save myself’’; optional chapters: ‘‘Normal female adolescent development and the development of eating disorders’’; ‘‘Girl’s sexual choices: Looking for what is right.’’ [THESE CHAPTERS ARE POSTED ON ELECTRONIC RESERVE (ERES)] Instructor’s Notes on R. R. Troiden, ‘‘The formation of homosexual identities.’’ M. Jacobo, ‘‘Revolutions in psychoanalytic theory of lesbian development.’’
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