Human Growth and Development

Human Growth and Development CPSE 649 Course Syllabus

General Information: Instructor: Jenny Cannon Class Time: Wed. 9:00 – 11:50 AM Email: [email protected] Office phone: (801) 422-9232 Office: 1513 WSC Office Hours: by appointment

Co-Instructor: Joy Cox Email: [email protected] Phone: (719) 357-1767 Office Hours: by appointment

Course Description:

This course is intended to provide a thorough review of the basics of lifespan development. Development can be described as systematic changes and continuities that occur in the individual between conception and death. The three broad areas of developmental psychology are 1) physical development, 2) cognitive development, and 3) psychosocial development. We will then apply this knowledge of human development specifically to the field of psychology and explore in-depth ways in which developmental psychology can be applied to different areas of practice as a psychologist.

Course Objectives:  Students will be able to articulate the fundamental assumptions of developmental psychology.  Students will be able to differentiate developmental psychology from other models of psychology.  Students will be able to articulate the process of human development across “stages” of the human lifespan.  Students will be able to articulate the characteristics of each progressive “stage” of human development.  Students will be able to identify processes and characteristics in case studies.  Students will be able to apply developmental psychology to specific problems in the human condition.

Required Reading:

o Santrock, John W. (2011). Life-Span Development (13th Edition). New York: McGraw- Hill. o Additional readings and materials will be distributed via Learning Suite during the course.

Class Requirements:

Participation/Contribution: We expect each student to be personally accountable for their own learning and growth in this class. I will serve as a mediator for that to happen, but as such, your participation inside and outside of class is essential. The quality of each class and your grade is linked to your class participation. Students are expected to come to every class having read the assigned readings and to participate actively (if you have problems or concerns about talking in class or asking questions please let me know) in class lectures, discussions, and activities. I look for class contributions that move the discussion forward, add new information, strategic insight or critical thinking. The grade is based less on quantity and more on quality of contribution. The participation grade will be primarily my evaluation of your participation—but you will also write a summary at the end of the semester about how you feel you contributed and participated in class.

Class Quizzes: Throughout the semester twelve quizzes (worth 10 points each) will be administered and cover the text, discussion, or assigned readings. The lowest two quizzes will be thrown out. You cannot make up quizzes.

Autobiographical/Personal Reflection Papers: These assignments are to help you identify key components of your own developmental history. Please refer to autobiographical/personal reflection paper descriptions page for more details (found at the back of this syllabus and on Learning Suite).

Experiential Activities and Observations: This assignment is intended to give you opportunities to do activities or observations outside of class that will allow you to apply specific developmental psychology principles to real-life situations. You are responsible for completing two activities/observations (from provided list or as suggested by you and approved by instructors) and for documenting your experience in the form of a short paper describing what you did and what you learned from it. Please refer to experiential activities and observations description page for more details (found at the back of this syllabus and on Learning Suite).

Case Study: You will be responsible for writing a case study using developmental psychology as a lens about a character in a book, movie, or TV show. Please refer to case study description page for more details (found at the back of this syllabus and on Learning Suite).

Exams: You will take a midterm and a final exam this semester. Each of these exams will be composed of two parts. Part 1 will be composed of multiple-choice, true/false, and short-answer questions and Part 2 will be composed of essay prompts. The first part of each of these exams will come primarily from questions that you and your study groups will create on your reading and in-class discussions. You will be responsible for submitting one question after each class period. The second part of each of these exams will be essay prompts provided for you by your instructors asking you to apply your knowledge of developmental psychology to case studies. You will be given the opportunity to address two of three prompts provided for you (2-3 page responses each) and then a longer prompt (4-5 page response). Part 1 of your exams will be “closed book, notes, and other outside material” and Part 2 will be “open notes and book.” You are expected to complete Part 1 of each exam in one sitting; however, you may work on Part 2 of each exam over the course of several days and in as many sittings as you would like. Please submit each part of each exam separately as instructed on Learning Suite.

Other Classroom Issues:

Turning in Assignments. All assignments will be turned in electronically by the time provided for you on Learning Suite. Any assignment turned in more than 5 minutes late after the time due will be considered late and will subsequently be marked down for this.

Late Work : Late work will be accepted but will be marked down. There will be a 10% deduction for each day that the assignment is late up until 5 days. You may not turn in assignments if they are more than 5 days late. Please notify the instructors as early as possible if you have any extenuating circumstances that you believe will necessitate turning an assignment in late. If you experience a death in the family, severe illness, or other more extreme extenuating circumstances, the instructors may decide not to mark your assignment down for being late. However, do not assume that this will be the case and please communicate as early with the instructors as possible if you believe you qualify for this accommodation.

Extra Learning (credit): Occasionally you will be given the opportunity to answer an additional question on a quiz that will count as extra-credit. You also will be given the opportunity to create and answer your own essay prompt on each exam for extra-credit. In addition, if you fill out an online teacher/course evaluation during the middle of the semester and at the end of the semester (make sure you check the box giving permission for your name to be included in a list for me) and we see that your grade is within just a couple of points short of a higher grade, we will bump your grade up.

Class Room Etiquette . Cell phones, iPods, and any other handheld device should be turned off in class. Laptop computers (including iPads and other tablets) can be used in this class to take notes. We may ask you to put your laptop away occasionally if we find them to be distracting while we’re teaching. Food and drinks are allowed (and welcomed, if you share ), but please try not to distract others.

Grading Policy: Your grades will be calculated according to weights assigned to each portion of your course responsibilities.. Plan on spending up to 2 hours studying for every hour you are in class.

We will use the following grading scale:

93-100% = A 77-79.99% = C+ 90-92.99% = A- 74-76.99% = C 87-89.99% = B+ 70-73.99% = C- 84-86.99% = B 67-69.99% = D+ 80-83.99% = B- 60-66.99% = D below 60% = F Breakdown of Grade: Assigned Weight Exams 50%

Midterm 20% Part 1 6.5% Part 2 13.5% Final 30% Part 1 10% Part 2 20%

Papers 30%

Autobiographical/Personal Reflection 1 15% Autobiographical/Personal Reflection 2 15%

Quizzes 10%

Each of 10 quizzes 1%

Experiential/Observation Activities and Write-up 5%

Case Study 5%

TOTAL 100% COURSE SCHEDULE (disclaimer: this schedule can be changed by the instructors at any time) Date Topic Assignments Introductions Review of Syllabus 8/29 Theorists/theories Index Divide into study groups The Life-span Perspective Read Section 1 (chapter 1) Review of Study Group Requirements Review Theorists/theories 9/05 House-keeping Items Index Take Quiz 1 (on Theorists/theories index) Beginnings (biological concepts, prenatal development, Read Section 2 (ch. 2, 3) 9/12 and birth) Take Quiz 2 Infancy Read Section 3 (ch. 4, 5, 6) 9/19 Take Quiz 3 Early Childhood Read Section 4 (ch. 7, 8) 9/26 Take Quiz 4 Middle and Late Childhood Read Section 5 (Ch. 9, 10) 10/3 Take Quiz 5 Adolescence Read Section 6 (ch. 11, 12) Take Quiz 6 10/10 Autobiographical Paper 1 Due 10/17 NO CLASS—work on midterm Extended Adolescent Case Study Take Quiz 7 (review of 10/24 previously quizzed content) Midterm Due by 9 AM Working in public schools with Adolescents and 10/31 Take Quiz 8 Children Working with children and adolescents in clinical Read Section 7 (ch. 13, 14) 11/7 environments Take Quiz 9 Early Adulthood Read Section 8 (ch. 15, 16) 11/14 Clinical/Counseling work with Young Adults Take Quiz 10 11/21 NO CLASS (Thanksgiving break) Read Section 9 (ch. 17, 18, 19) Middle Adulthood 11/28 Take Quiz 11 Late Adulthood Autobiographical Paper 2 Due Death, Dying, and Grieving Read Section 10 (ch. 20) 12/5 Review for FINAL Take Quiz 12 12/12 FINAL Final Due by 5 PM

BYU Policies: Academic Dishonesty: All students sign the honor code which obligates them to not engage in plagiarism or cheating; clear instances of cheating on exams or plagiarism on papers will be noticed and due action taken. We do understand that you may need to learn how to correctly cite sources and that access to the internet has made it easy to cheat in a variety of ways. Thus, we will take time in class you systematically lead you through the paper-writing process and give you support in your assignment. See http://www.byu.edu/honorcode for specific examples of intentional plagiarism, inadvertent plagiarism, and fabrication and falsification.

Discrimination: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the University but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours) or contact the Honor Code Office at 422-2847.

Students with Disabilities: BYU is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities (SSD) office at 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated by the SSD office. If you need assistance or feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422-5895, D-282 ASB.

Plagiarism. It is an act of plagiarism to "borrow" ideas or quotes from former students' old papers and from the papers of students presently taking the course with you. Plagiarism also includes quoting or paraphrasing passages from any of your references without giving proper credit to the real authors (i.e., an APA-style citation), because doing so implies that this information came from you. Presenting the ideas of others as one's own is called plagiarism. Plagiarism, as defined by the BYU Honor Code, is a form of intellectual theft. It is an act of fraud; it is dishonest, deceitful, unethical, and can lead to serious and lasting negative consequences for your academic and professional career. For this reason, please follow the course guidelines for when and when not to read other 378 students’ papers (including those from other sections) or have them read yours. In addition, please use only those sources that meet the course criteria for acceptable reference materials.

Preventing Sexual Discrimination and Harassment. Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university- sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847. Autobiographical/Personal Reflection Paper Description Page Autobiographical/Personal Reflection Paper 1: Write a 10+ page paper (double-spaced, Times New Roman font) addressing the following areas of information: · Biological factors of import (any know biological pieces that play into your life experience) · Prenatal development (teratogen exposure, how much did your mother attend to things like teratogens— maybe ask about knowledge they had at time regarding over-the-counter med use, etc., maternal stress, easy or hard pregnancy and why, etc.) · Birth experience (i.e., any complications, natural or not, at home or hospital, etc.) · Development in infancy (physical, cognitive, socioemotional) · Development in early childhood (physical, cognitive, socioemotional) · Development in middle and late childhood (physical, cognitive, socioemotional) Please address any connections you make between all of this and your memories or memories of others from the time (e.g. you might remember being worried because you knew one of your siblings was really sick during your middle childhood—connect this with report from others about what was occurring at that time and how it might have played into your functioning and development in different ways; another example would be describing what your relationship was like with your father during early childhood as far as you can piece it together and then relate this to what you know about how this might affect development and whether it is a typical experience for a child of that age from your particular culture and SES group). Gather this information from as many sources as possible including ones such as your own memories, memories of siblings, info from parents, grandparents, etc. Some of you will have access to much more outside information that others, and that is expected. Just gather what you can and address as much as you are able. Please let us know if you have special circumstances that are making this assignment hard for you, and we will find a way to address your needs and adjust the assignment as necessary. Please submit this paper by the time class starts on the day it is due (Oct 17, 9 AM). Your paper is considered late if it is turned in after this. It will be marked down 10% for each day it is late, and will count as a day late on the day it is due if it is turned in after class begins (i.e. Paper turned in 20 minutes after class starts is marked down 10%, paper turned in after that same time the next day is marked down 20%, etc.). Submit your paper online through Learning Suite. Autobiographical/Personal Reflection Paper 2: Write a 10+ page paper (double-spaced, Times New Roman font) addressing the following areas of information: · Your own adolescent development (physical, cognitive, and socioemotional) · Your own early adulthood development (physical, cognitive, and socioemotional) · If you are currently in middle or late adulthood, please address these areas of development as well (physical, cognitive, socioemotional) Please address any connections you make between all of this and your memories or memories of others from the time. Please address areas of development as discussed in your text, but also include information about your development from different theorists’ perspectives that are not in your book, but are covered in class, such as Chickering and Perry. Gather information from as many sources as possible including ones such as your own memories, memories of siblings, info from parents, grandparents, spouses, significant others, roommates, children, etc. Some of you will have access to much more outside information that others, and that is expected. Just gather what you can and address as much as you are able. Please let me know if you have special circumstances that are making this assignment hard for you, and we will find a way to address your needs and adjust the assignment as necessary. Please submit this paper by the time class starts on the day it is due (Nov 28th, 9 AM). Your paper is considered late if it is turned in after this. It will be marked down 10% for each day it is late, and will count as a day late on the day it is due if it is turned in after class begins (i.e. Paper turned in 20 minutes after class starts is marked down 10%, paper turned in after that same time the next day is marked down 20%, etc.). Submit your paper online through Learning Suite. Experiential Activities and Observations Description Page *You are responsible for completing two of these activities/observations and for turning in your documentation of your learning by the beginning of class on December 5, 2012. Please turn them in electronically via Learning Suite. Total documentation length should be approximately 3-6 type-written pages (double-spaced, 12-pnt font).

Activity Point Value Documentation of Learning

Write a reflection paper that discusses what you learned. What Observe a preschool class, 50 surprised you? What developmental levels did you observe? What were an elementary classroom, or the behavioral manifestations of the developmental levels of the a secondary classroom for 45 (per children? How did the environment/teacher appropriately meet the minutes. observation) developmental needs of the children?

What developmentally appropriate/inappropriate behaviors did you observe? What adult behaviors did you observe that contributed to Observe a youth sporting healthy child development? Was the behavior of the children gender event such as a soccer game, 50 consistent? What recommendations would you give to the coaches and dance, other presentation parents to create a developmentally responsive experience for the children?

What were the parent’s experiences with a child with special needs? What are the joys and challenges of having a child with special needs? What community or school services have contributed to helping this Interview a parent who has a 50 child reach appropriate developmental levels? What are the parents’ child with special needs expectations for the future of this child? If they could change one thing about being the parent of a child with special needs, what would they change?

How have dances changed since you were a youth? What cultural Chaperone a jr. high or sr. influences have contributed to these changes? What socially 50 high school dance appropriate/inappropriate behaviors did you observe? What would you do to make the dance more enjoyable for all students?

What social behaviors did you observe? Were they within the normal behavior range? What gender specific behaviors did you observe? Eat school lunch 50 What influence did culture have on the behaviors of the students you observed?

What developmental levels did you observe? What behaviors were Volunteer to help in the inside/outside the normal development range? How do you know? What nursery at your church or 50 adult behaviors contributed to healthy child development? What other community center recommendations or commendations would you give the nursery leaders or parents?

Interview a speech language pathologist to determine how Write a reflection paper discussing the role of language in he/she works with children 50 development? What are frequently occurring speech delays? How can and how caregivers can help caregivers help children develop healthy language skills? Other? children develop language skills.

Interview an occupational therapist and a physical Write a reflection paper discussing the role of occupational and physical therapist. What are their roles therapists in helping children experience optimal development? How do 50 in the schools? How do they they work with parents/families? How do they identify which children help children develop need their services? appropriately?

Observe at least two recess 50 Write a reflection paper that documents how social development periods and document how theories were played out during your observation? Did children of Activity Point Value Documentation of Learning the children interacted different cultures play similarly or differently? How? What behaviors socially. seemed developmentally appropriate? Developmentally inappropriate?

Interview parents or Write a reflection paper that discusses how your culture and the other caregivers from a culture that 50 culture are different? Similar? How does the culture influence parenting is different from your culture styles? How does the culture influence child development?

Ask the teacher about the disabilities of the youngsters. What was the role of the school counselor or school psychologist in identifying the Observe a special education student as disabled? What was their role in developing interventions? classroom for 45 minutes and 50 How does this classroom structure differ from a general education interview the teacher classroom? What aspects of the classroom were developmentally appropriate? How did the apparent development of the students in this classroom differ from the students in a general education setting.

Other Check with professor Case Study Description Page Write an in-depth analysis of the development of a character in a movie or book (of your own choosing). Note the ways in which you see evidence of different developmental milestones (or lack thereof) in multiple domains. Is your character developing in ways that seem developmentally typical? Why or why not? How did you determine this? How would you describe the psychological functioning of this character? How would you address this psychological functioning in psychological terms? You may outline the development of your character throughout many years and domains in a more general fashion or you can focus on a very specific time in a character's life and very specific domains of development, but go much more in-depth. Your analysis should be at least 4 pages, double-spaced, 12 point font. Please turn it in electronically through Learning Suite.

Additionally, you have the option of presenting your case study to the class for up to 10 points of extra credit. These presentations should last anywhere from 5 to 10 minutes long and clearly demonstrate the development of the character you analyzed. If you choose this extra-credit option, please be aware that you must turn an outline in for approval before you wish to present and you also may not be able to present if you wait until the last few sessions of class and there is not enough time.