West Coast University s2

PSYCH 290 Lifespan Psychology

WEST COAST UNIVERSITY Course Syllabus

COURSE TITLE: LIFESPAN PSYCHOLOGY

COURSE NUMBER: PSYC 290

COURSE PREREQUISITE: PSYC 260

INSTRUCTOR NAME: Jerry Biggerstaff [email protected] [email protected] (949) 422-0111

DATE: Summer Term, 2010 (8/30 – 10/29)

CREDIT HOURS: 3 semester credits/5 contact hours/week (Lecture)/45 hours per term

CREDIT LENGTH: 9 week term

UNIVERSITY MISSION STATEMENT At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

COURSE DESRIPTION:

This course will cover basic concepts and theories of child and adult development. We will study findings from classic as well as recent studies of physical growth, brain development, perception, language, cognitive development, social interaction, emotional and personality development and moral development. We will cover these topics in seven major periods of life: prenatal, infancy, preschool, school age, adolescence, adulthood, and old age. Development will be seen as a individual adaptation to the demands of life that follows a roughly similar course across cultures. However, different patterns can emerge as a function of the individuals biological make –up, interactions with the environment, family background, and culture.

COURSE OBJECTIVES:

1B 8/10 PSYCH 290 Lifespan Psychology By course completion, students will be able to:

1. Discuss the basic facts and research findings, terminology, principles and theories important in the various areas of life span psychology. 2. Obtain an understanding of the developmental continuities and changes in the biological, cognitive, emotional and social domains across the human life span. 3. Obtain an understanding of the basic developmental tasks, strength, and needs at different points across the human life span. 4. Obtain an appreciation of the diversity and individual differences in human development under the interactive influences of multiple factors within the individual (e.g. genetic factors) as well as those from outside (e.g. social and cultural, the family and societal systems). 5. Develop an understanding of the scientific method and the basic development designs for studying human behavior across the life span. 6. Compare and contrast critical thinking skills through evaluation developmental theories, appreciating various influencing factors on human development, and finding real life opportunities to apply developmental principles. 7. Apply the skills to local valid research information and to understand the information in primary and secondary sources, 8. Write proper citations and prepare references in APA style 9. Develop skills to present information and express opinions in a clear and interactive way.

REQUIRED TEXT:

Santrock, J.W. (2009). Life-span development. (12th ed.) McGraw Hill: New York.

SUPPLEMENTARY READINGS:

Adams, H. E., & Sutker P.B. (2001). Comprehensive handbook of psychopathology. (3rd ed.) New York: Kluwer Academic Publishers. Pulkkinen,L., & Caspi, A. (2002). Paths to successful development: Personality in the life course. Cambridge University Press. Pushkar, D., Bukowski, W. M., & Schwartzman, A.E. (1998). Improving competence across the lifespan: Building interventions based on theory and research. New York: Kluwer Academic Publishers. Stuart-Hamilton, Ian. (2000). Psychology of aging. (3rd ed.). New York: Jessica Kingsley Publishers.

TEACHING STRATEGIES:

Students will participate in open discussions of textbook assignments and attendant issues, in- group discussions and will make oral presentations of assigned case studies. Emphasis will be placed on developing group interaction as well as written and oral communication skills.

EVALUATION METHODS/GRADING Weekly Quiz Average 30% Midterm examination 30% Final examination 30%

2 PSYCH 290 Lifespan Psychology Research Paper 10% Total 100%

ATTENDANCE: To maintain satisfactory attendance, students should not be absent for more than 30.00% of the class. Absences in excess of 30.00% of any class may lead to dismissal from the class, and the student may be required to repeat the class.

ACADEMIC INTEGRITY: In its commitment to academic honesty and accurate assessment of student work, West Coast University uses a plagiarism-detection web-service to help prevent plagiarism. Consequently, instructors reserve the right to submit student assignments to the website to check for similarities between student submissions and the internet, various research databases, and the website’s database of previous student submissions.

Students may be required to electronically submit their work to the instructor or to the website. By taking WCU courses, students agree that all assignments are subject to plagiarism detection processes and academic honesty policies. Assignments submitted to the website by the student or instructor will become part of the service’s database and will be used for plagiarism prevention and detection. Student papers, however, will remain the intellectual property of the authors.

Course Completion Requirements: Students must achieve a passing grade of C or above, submit all required exercises and projects, complete all required quizzes and examinations, and meet the standards of the school attendance policy. At the end of each course, each student is assigned a final grade as follows:

Points WCU Numerical Score A 4 90-100 B 3 80-89 C 2 70-79 D 1 60-69 F 0 59 and below TC N/A Transfer Credit W N/A Withdrawal I N/A Incomplete

Credit for Challenge CR N/A exams= 75% passing

MAKE UP WORK POLICY: Students are required to make up all assignments and work missed as a result of absences. The instructor may assign additional outside make-up work to be completed for each absence. 3B 8/10 PSYCH 290 Lifespan Psychology Arrangements to take tests and/or quizzes missed because of an absence or tardy can only be made with the instructor’s approval. Hours of make-up work cannot be accepted as hours of class attendance.

CLASSROOM POLICIES:  To maintain satisfactory attendance, students should not be absent for more than 30.00% of the class. Absences in excess of 30.00% may lead to dismissal from the class and the student may be required to repeat the class. Arriving anytime after 7:00 am is counted as a tardy and counts as 1/3 of an absence (tardy 3 times = 1 full absence). Also, returning late from a break counts as 1 tardy. Leaving before the end of class is also counted as absence from class.  Students who are required to participate in military duties and are absent from their scheduled classes will not be penalized. Students must provide the Academic Dean with written documentation verifying the required military leave and length of time requested.  Students are expected to dress professionally during class time, as they will in their future roles and positions in health care.  A student who acts in an unethical or unprofessional manner on a test or an assignment will receive a grade of “0” for that test or assignment. A second incident of unethical or unprofessional behavior may result in administrative termination from the college.  No children are allowed in class or unattended on campus.  Use of cell phones in the classroom during class time is not allowed. and if they are used or go off in class the faculty member may confiscate them for the remainder of the class and report the behavior to the Dean.

ACADEMIC DISHONESTY: All student work is to be submitted to faculty and represent the student’s original work. All students are encouraged to follow the APA, 5th edition guidelines. APA workshops will be scheduled for students who are new to the format. If other sources are used as references, each source must be identified.

The University considers plagiarism and falsification of documents, including documents submitted to the University for other than academic work, a serious matter that may result in the following sanctions: Please refer to your academic handbook for full review.

DISRUPTIVE BEHAVIOR: Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' ability to learn and instructors' ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office of the Dean/Director or Academic Dean.

ACADEMIC ACCOMMODATIONS: Any student requesting academic accommodations based on a verified disability is required to provide documentation to, and to register with, the Director of Student Services at least six weeks prior to his/her first class start, or as soon as is reasonable based on the date of enrollment. This documentation will be reviewed and appropriate reasonable accommodations will be determined. A letter of verification will be provided to the student explaining the reasonable accommodation granted. Please be sure the

4 PSYCH 290 Lifespan Psychology letter is delivered to your instructors at the beginning of each class so that they may appropriately assist you.

Syllabus last reviewed / revised 06/10

PSYCH 290 LIFE SPAN PSYCHOLOGY Essentials for Associate/Baccalaureate Education in Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in PSYCH 290 include the following:

Essential 1: Liberal Education

Outcome 1 – Integrate theories and concepts from liberal education into nursing practice

 Psychological human development theories are covered from prenatal, genes, and birth through death.

Outcome 2 – Synthesize theories and concepts from liberal education to build an understanding of the human experience

 Psychological theories explain and predict the human experience in all stages of life.

Outcome 4 – Use written, verbal, non-verbal, and emerging technology methods to communicate effectively

 A written paper is required and a PowerPoint presentation.

Outcome 7 – Integrate the knowledge and methods of a variety of disciplines to inform decision making

 Understanding how people change over a lifetime, and integrating that knowledge into caretaking roles can greatly enhance a professional’s response and care of patients. It also helps students become better communicators by providing them with varying approaches to life stages.

Essential 3: Scholarship for Evidence-Based Practice

Outcome 1 – Explain the interrelationships among theory, practice, and research Outcome 3 – Advocate for the protection of human subjects in the conduct of research

5B 8/10 PSYCH 290 Lifespan Psychology Outcome 4 – Evaluate the credibility of sources and information, including but not limited to databases and Internet resources

 Research investigating psychology are discussed, including human subjects rights, responsibilities of researchers, and past research abuses. Students evaluate Internet and database sources for a research paper.

Essential 5: Healthcare Policy, Finance, and Regulatory Environments

Outcome 6 – Explore the impact of socio-cultural, economic, legal, and political factors influencing healthcare delivery and practice Outcome 8 – Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery Outcome 9 – Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations

 Changing policies and laws affecting research and treatment of subjects is covered. A special focus is on social policies of vulnerable populations.

Essential 7: Clinical Prevention and Population Health

Outcome 1 – Assess protective and predictive factors, including genetics, which influence the health of individuals, groups, communities, and populations Outcome 5 – Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout a lifespan

 Lifespan psychology covers prediction and treatment – including genetic factors – throughout the entire lifespan.

Essential 8: Professionalism and Professional Values

Outcome 1 – Demonstrate the professional standards of moral, ethical, and legal conduct Outcome 2 – Assume accountability for personal and professional behaviors Outcome 6 – Reflect on one’s own beliefs and values as they relate to professional practice Outcome 7 – Identify personal, professional, and environmental risks that impact personal and professional choices and behaviors Outcome 9 – Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations

Outcome 14 – Recognize the relationship between personal health, self renewal, and the ability to deliver sustained quality care

 Students must exhibit professionalism and learn guidelines for moral, ethical, and legal conduct when working in health care.

6 PSYCH 290 Lifespan Psychology

 Students must face their own biases and preconceptions about patient care.

Essential 9: Baccalaureate Generalist Nursing Practice

Outcome 1 – Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches Outcome 7 – Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their case

 The course brings up intricacies like culture, spirituality, and patient preferences in treatment in the health care setting.

Psychological treatment and views of disorders based on culture are discussed.

7B 8/10 8

COURSE OUTLINE / PSYCH 290

Week Class Behavioral (Learning) Objectives Chapter and Content Assignments Quiz Text 1 Selected content and ways of knowing from the sciences (E1) The Life Span Perspective and Theories of Human Reliability sciences in health care (E2) Development Ch. 1, 2, 3 & 4 Health literacy, health behavior, and change Biological Beginnings theories (E7) 2 Social and public policy (E5) Prenatal Development Ch. 3 & 4 Ch. 5 & 6 Birth & Physical Development in Infancy 3 Forces driving research agendas (E3) Cognitive Development in Infancy Socioemotional Development in Infancy Ch. 5 & 6 Ch. 7 & 8 4 Social and public policy (E5) Physical & Cognitive Development in Early Ch. 7 & 8 Childhood Research Paper Outline Due Socioemotional Development in Early Childhood 5 Differentiation of clinical opinion from Midterm Exam (Ch. 1 – 8) research/evidence (E3) Health literacy, health Physical & Cognitive Development in Middle and behavior, and change theories (E7) Late Childhood Ch. 9, 10, 11 & 12 Socioemotional Development in Middle & Late Childhood 6 Concepts related to intellectual diversity, Physical & Cognitive Development in Adolescence Ch. 11 & 12 Ch. 14 & 16 tolerance, and social justice (E1) Socioemotional Development in Adolescence 7 Ethical and legal frameworks and social Socioemotional Development in Early Adulthood Ch. 14 & 16 Ch. 17 & 18 implications (E8) Socioemotional Development in Middle Adulthood Research Paper Due 8 Ethical and legal frameworks and social Physical Development in Late Adulthood Ch. 17 & 18 implications (E8) Cognitive Development in Late Adulthood Stress management strategies (E8) Socioemotional Development in Late Adulthood 9 Final Exam (Ch. 9, 10, 11, 12, 14, 16, 17, & 18)