Argosy University s2

Argosy University COURSE SYLLABUS PSY300 Developmental Psychology

Faculty Information Faculty Name: Kimberly Swiss, Psy.D. Campus: Chicago Contact Information: [email protected] Office Hours: by appointment Short Faculty Bio: I received my doctorate in clinical psychology from the Illinois School of Professional Psychology. Frequently, I teach courses in Diversity, Psychological Assessment, Cognition & Learning, Psychopathology, and Psychodynamic Intervention at the graduate and undergraduate level. In addition to teaching, I am a member of a group private practice on Chicago’s Northwest side. My areas of specialization include psychological testing and individual therapy with children, adolescents and young adults. An object relations understanding of human behavior heavily informs my clinical work.

Course description: Survey of theory and research on cognitive, emotional, social development during childhood, adolescence, and adulthood.

Course Pre-requisites: PSY101

Required Textbook:

Santrock, J. W. (2007). Life-Span development (11th ed.). McGraw-Hill. ISBN: 0-07-331024-7

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

1. Cognitive Abilities 1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue. 1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to respond to the question. 2. Research 2.1. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article. 2.2. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation. 3. Communication Skills 3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.

Spring II 1 3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience. 4. Ethics/Diversity 4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology. 4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology. 5. Knowledge of the Field 5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology. 6. Knowledge of Applied Psychology 6.1. Apply psychological principles to personal, social, and/or organizational issues. 7. Interpersonal Effectiveness Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others. 7.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and are appreciative of diversity and culture. 7.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. 7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships. 7. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships. 7. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.

Course Objectives:

1. Discuss the essentials of major theories, controversies and questions in developmental and lifespan psychology. (Program Outcome(s): 1.1, 3.1 & 5) 1.1. Describe the history, controversies, and issues of development over the lifespan. 1.2. Discuss the major theories of lifespan development. 1.3. Analyze the differences between the major theories of human development and demonstrate how each theory addresses the questions and controversies in lifespan development. 1.4. Analyze the strengths and weaknesses of the existing knowledge base of the science of lifespan development. 1.5. Discuss the various domains of lifespan development, such as relationships, gender, family, parenthood, education, and career. 1.6. Analyze the roles and responsibilities associated with each domain of lifespan development. 2. Discuss the changes in physical, cognitive, social, emotional, moral, and personality development throughout the lifespan, from prenatal life to old age, including family life cycle. (Program Outcome(s): 1.1, 3.1, & 5) 2.1. Discuss the changes in physical, cognitive, social, emotional, moral, and personality development throughout the lifespan, including; biological beginnings, prenatal development and birth, physical, cognitive, and socioemotional development in infancy; early, middle, and late childhood; adolescence; and early, middle, and late adulthood, Physical and socioemotional aspects of death and dying. 2.2. Analyze the process and changes of dying and death, and examine how bereavement is viewed at each stage of human development, including: expressions and the process of grieving, cultural differences in views on death and dying. 3. Discuss the strengths and weaknesses of research methods in lifespan psychology, including cross- sectional, longitudinal, ethical and multicultural contexts. (Program Outcome(s): 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 5, & 6)

Spring II 2 3.1. Examine the research into the biological, neurological, psychological, and social issues relevant to each stage and era of the lifespan. 3.2. Analyze the research into effects of transition, change, and stress on the evolution process during the lifespan. 3.3. Review the research into the effect of cultural and social differences on lifespan development. 3.4. Review the research into the effect of personality styles on the process of lifespan development. 3.5. Examine the deviations and disorders that cause developmental dysfunction. 3.6. Discuss the available resources that provide support for further development.

Spring II 3 Assignment Table

Week Topics Readings Formative Assignment/Assessment 1  Pregnancy and Birth Santrock  Infancy Chapter 1 Assignment:  Physical Chapter 2 Developmental Issues Chapter 3 This is the first of the two special assignments we  Cognitive Chapter 4 will complete as part of the school’s check on how Developmental Issues Chapter 5 well we are meeting our learning goals for our  Socioemotional Chapter 6 students. Here are the instructions as they are Developmental Issues Chapter 7 found in the master syllabus:  Cultural Perspectives Concerning Infancy This week you’ll analyze the impact of the physical, cognitive, and socioemotional processes on the Prenatal-Birth-Infancy stage and focus on maximizing the physical and emotional health.

Consider the following case studies:

Charles often felt he was unwanted. His feelings were the result of his mother’s ranting and raving when under the influence of alcohol. She often said that she was forced to marry her husband right after school because she got pregnant with Charles. She moaned about the fact that she could have had a better life had she not gotten pregnant with Charles. She spoke of her friends who worked and enjoyed their lives while she had to care for Charles, who was born premature and with low birth weight. Charles often suffered fever. Charles’ weakened medical condition was often a bone of contention for his parents.

Paul’s parents thought he was a blessed child. His mother often said, before his birth, she had a vision of God sending a basket full of sparkling stars her way and blessing her. During the pregnancy, his sister who had fallen off a fence and was in bed for almost six months, recovered and started walking on her own. Paul’s father also said Paul was the most robust of all his children and was a handful when he started walking. b. Refer to the listing of topics corresponding to the physical development process and the case studies to analyze the impact of medical issues on an infant’s normal development. c. Analyze the influences that contribute to the physical development of infants and present specific recommendations for maximizing the physical development of infants. d. Refer to the listing of topics

Spring II 4 corresponding to the cognitive development process and the case studies to analyze the impact of early, late, or on- time developmental milestones. e. Analyze the influences that contribute to the cognitive development of infants and present specific recommendations for maximizing the cognitive development of infants. f. Refer to the listing of topics corresponding to the socioemotional development process and the case studies to analyze the impact of family on infant development. g. Analyze the influences that contribute to the socioemotional development of infants and present specific recommendations for maximizing the socioemotional development of infants.

Now, here is some additional instruction. I do not know what list of topics the assignment refers to, there may be a list we can find when we have access to the online material.

Please read section 2 in Chapter 1 of our text. It is called Developmental Processes and Periods. Then study Chapters 4 , Prenatal Development and Birth, and 5, Physical Development, in order to complete section b. of the assignment. Read Chapter 6, Cognitive Development in Infancy, in our text, to complete section d. of the assignment, and Chapter 7, Socioemotional Development in Infancy to complete section f. of the assignment.

Sections b,d, and f are what we will write about. For each section, carefully summarize and discuss the processes and factors that effect development in infancy, and give an example of how these might be observed in the development of an individual. You may consider how they may influence the development of Charles and Paul, from the example in our syllabus, or you may use an example of an individual you know in real life. Allow 4 to 5 pages for this assignment

2  Early Childhood Santrock In Class Case Conceptualization  Physical Chapter 8 Developmental Issues Chapter 9  Cognitive Developmental Issues  Socioemotional Developmental Issues  Cultural Perspectives Concerning Early

Spring II 5 Childhood 3  Middle and Late Santrock Childhood Chapter 10 Discussion Question 1  Physical Chapter 11 Obesity is a major threat to normal development Developmental Issues in children. Unfortunately, according to statistics,  Cognitive childhood obesity is on the rise. Results from the Developmental Issues 1999-2002 National Health and Nutrition  Socioemotional Examination Survey (NHANES), which used Developmental Issues measured heights and weights, indicate that an  Cultural Perspectives estimated 16 percent of children and adolescents Concerning Middle aged 6-19 years are overweight. This represents a and Late Childhood 45% increase from the overweight estimates of 11% obtained from NHANES III conducted from 1988 to 1994. Obese children have a greater likelihood of low self-esteem, poor health, and social and emotional issues, which impact their overall well being.

Analyze the causes of childhood obesity.

What are the health risks of obesity?

Discuss the Dos and Don’ts of dealing with an obese child.

Suggest ways to reduce future health risks.

Examine the advantages of dealing with obesity early in a child’s life against ignoring it until the child reaches adolescence.

Discussion Question 2 Children are born with innate capabilities as part of their personalities that go through dramatic changes as they grow up. According to Erikson, all individuals pass through eight stages of development; each characterized by a “psychosocial crisis” that they have to resolve to the best of their capabilities.

Erikson’s eight stages of socioemotional development inculde the following:

 Trust vs. Mistrust-Infancy  Autonomy vs. Shame and Doubt-Early Childhood  Initiative vs. Guilt-Mid-childhood  Industry vs. Inferiority-Late Childhood  Identity vs. Role Confusion-Teens  Intimacy vs. Isolation-Early Adulthood  Generativity vs. Stagnation-Middle Adulthood

Spring II 6  Ego Integrity vs. Despair-Late Adulthood

Consider the case of Margarite with Erikson’s theory in mind. Margarite, age 8, has recently moved to a small town in the mid west. She is facing a tough time at school because she only uses Spanish to communicate with her family members and has a limited English vocabulary. She has been feeling left out for a while and has started coming up with excuses to avoid going to school. Her parents are worried and approach the counselor to seek intervention.

What will the counselor discuss with Margarite’s parents about her ability to make friends? This ability will influence her development based on the resolution of Erikson's stage of industry versus inferiority?

What intervention tips would the counselor provide to her parents to assist in Margarite’s overall cognitive and socioemotional development at school in the current academic year?

Discussion Question 3 Paul is a friend of your cousin Harold, who studies in the middle school. Paul had failed a grade in elementary school and is now up for retention this year in eighth grade. As a friend, Harold is concerned and requested you to speak with Paul’s parents because Harold believes you, as a student of developmental psychology, can help Paul out. After a talk with Paul’s parents, you discover that Paul’s parents have used the “hands-off” approach to bring him up based on their belief that the best way to raise a child is to let the child explore life at will. It appears that Paul has suffered because of this parenting model.

Analyze how you will help Paul’s parents best understand the ideal models of parenting and parental involvement for the following developmental periods of children’s lives:

 middle childhood

 late childhood 4  Adolescence Santrock Personal Reflection Exercise  Physical Chapter 12 Developmental Issues Chapter 13  Cognitive Developmental Issues  Socioemotional

Spring II 7 Developmental Issues  Cultural Perspectives Concerning Adolescence

5  Early Adulthood Santrock Personal Reflection Paper Due  Physical Chapter 14 Developmental Issues Chapter 15  Cognitive Developmental Issues  Socioemotional Developmental Issues  Cultural Perspectives Concerning Early Adulthood 6  Middle Adulthood Santrock In Class Group Exercise  Physical Chapter 16 Developmental Issues Chapter 17  Cognitive Developmental Issues  Socioemotional Developmental Issues  Cultural Perspectives Concerning Middle Adulthood 7  Death and Dying Santrock Personal Reflection Paper Due  Cultural Perspectives Chapter 18 In class group exercise on death & dying Concerning Death Chapter 19 and Dying Chapter 20  Dealing with Grief Chapter 21 and Loss Issues  Societal Norms Involved in Death and Dying 8 Course Termination Final Exam

Spring II 8 Grading Criteria

Grading Scale Grading requirements

A 100 -93 Attendance/participation 25% Weekly Assignments 20% A- 92 – 90 Final Exam 35% B+ 89 – 88 TBD 20% B 87 – 83 100% B- 82 – 80 C+ 79 -78 C 77 – 73 C- 72 – 70 D+ 69 – 68 D 67 – 63 D- 62 – 60 F 59 and below

Spring II 9 Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop

Spring II 10 writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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