Argosyuniversity, Chicago

Argosyuniversity, Chicago

ArgosyUniversity, Chicago


PP 8470

Adult Development and Aging

Summer I 2012

Faculty Name: Susan S. Zoline, Ph.D.


Contact Information:

Office Location: 1368

Office phone number: (312) 777-7704


Office Hours:Monday 10AM-12PM, Thursday 9AM-11AM and by appointment

Short Faculty Bio:

Susan Zoline, Ph.D. is an Associate Professor of Psychology and core faculty member in the Clinical Psychology Department at ArgosyUniversity, Chicago where she has been teaching since 1988. She currently teaches courses in the areas of Professional Issues, Portfolio Development, Adult Development and Clinical Supervision, as well as Pro Groups and Practicumseminars. Dr. Zoline also chairs and serves on CRP committees, serves as a new faculty mentor, co-chairs the Clinical Psychology Admissions Committee, and serves on the Clinical Psychology Student Professional Development Committee. She has worked clinically in a broad variety of settings and is active professionally as well.

Course Catalogue Description:

This course concentrates on the health development of the individual personality during the second half of the lifespan, from early adulthood through the process of aging. Theories and empirical literature relevant to the biological, cognitive/intellectual, emotional, social, cultural and transcultural dimensions of personality development are examined. The normative path of individuation is the subject of the course, with some consideration, through class presentations, given to the genesis and epigenesis of psychopathology.

Course Pre-requisites:PP7020 – Child and Adolescent Development

Required Readings:

Mikulincer, M, & Shaver, P.R. (2007). Attachment in adulthood: Structure, dynamics, and change. NY: Guildford Press. (avilable electronically through the school library)

Journal Articles as listed below. All articles may be obtained electronically through the school library databases.

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length:15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Courese Objectives

Course Objectives / Program Goals / Method of Assessment
Demonstrate understanding of the
various dimensions of adult development / Goal 4 (Scientific Foundations), Goal 5 (Scholarship) / Participation in classroom discussion and exercises, class discussion leader, weekly assignments, mid-term exam, final paper
Demonstrate understanding of the significance of adult developmental processes, life cycle changes and aging for the practice of clinical psychology / Goal 4 (Scientific Foundation), Goal 5 (Scholarship) / Participation in classroom discussion and exercises, class discussion leader, weekly assignments, mid-term exam, , final paper
Articulate the normative and pathological phenomenon in adult development and aging, especially in connection with the clinical implications of this information / Goal 2 (Intervention), Goal 4 (Scientific Foundations), Goal 5 (Scholarship) / Participation in classroom discussion and exercises, class discussion leader, weekly assignments, mid-term exam, final paper
Recognize how gender, race, ethnicity, sexual orientation, age, socioeconomic issues and spirituality, as aspects of the biopsychosocial model of understanding human nature, impact the socio-cultural context of adult development and aging. / Goal 3 (Diversity), Goal 4 (Scientific Foundations), Goal 5 (Scholarship) / Participation in classroom discussion and exercises, class discussion leader, weekly assignments, mid-term exam, final paper

Instructional Contact Hours/Credit:

Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.


Course objectives are: (1) comprehension of the various dimensions of adult development (2) understanding the significance of adult developmental processes, life cycle changes and aging for the practice of clinical psychology (3) articulation of the normative and pathological phenomena in adult development and aging, especially in connection with the clinical implications of this information (4) development of how gender, race, ethnicity, sexual orientation, age, socioeconomic issues and spirituality, as aspects of the biopsychospiritual model of understanding human nature, impact on the socio-cultural context of adult development and aging.

Course Requirements and Guidelines

1. Classes will meet on Mondaysand Thursdays from 12:30- 3:15 PM to, beginning May 7, 2012 and concluding on June 21, 2012. There will be no class on Monday May 28th due to the Memorial Day holiday.

2. Students are expected to attend all scheduled classes. Please contact the instructor if you are unable to attend class. Absence from more than two class sessions may result in a failing grade (F) for the course. Tardiness of more than 30 minutes may be counted as a missed class. Attending class means attending the entire class session. Missing more than 30 minutes but less than 60 minutes of more than one class session will be considered an absence. Missing 60 or more minutes of any class session is considered an absence. If you experience a personal emergency that prevents you from attending class, please email me ahead of time or as soon as possible.If you miss a class, you are required to submit a 1-page, single-spaced content summary regarding that week’s readings along with that week’s reaction paper.

3. The class will include group discussion of course material as well as reactions to it. While frequency of participation is important, your demonstration of a thoughtful and critical understanding of the material and your ability to present your ideas and reflections are equally so. To facilitate free expression in class, I will work to create a safe and comfortable environment and ask students for their cooperation in this effort. If, at any time during the course, you feel unable to express yourself or participate fully, please make an appointment to talk with me privately.

4. All written work should reflect APA style using the APA Publication Manual, 6th Edition. Papers should be typed with a 12 point Times New Roman font and one inch margins and double spaced. Page limits should be followed. All references must be from scholarly publications.

5. Students who receive authorized ADA accommodations are required to privately identify themselves to the instructor at the start of the course so that suitable arrangements may be made to provide authorized accommodations. In the case of illness, disabilities or personal concerns which may arise during the course of the semester, students are encouraged to discuss their needs with the instructor as soon as they become aware of a situation which may interfere with successful completion of course requirements.

6. There is no assigned Teaching Assistant (TA) for this course. Please know that the instructor is fully available to answer any questions in class, during office hours, and by appointment. Please do not hesitate to contact me with any questions you may have regarding course material or to schedule a personal or small group review session with me.

7. Students are respectfully requested to turn their cell phones and all other electronic devices off (other than for note taking purposes) during class so as not to interfere with the learning environment. If a special circumstance exists in which the student needs to have their cell phone on during class, a request should be made to the instructor prior to the start of class.

8. Students are encouraged to keep this syllabus as licensure departments frequently request copies of course syllabi to determine if a specific course meets their state licensure requirements.


  1. Weekly Assignment:

To facilitate critical reading of the course assignments and to stimulate class discussion, students are expected to provide a written summary and critique of two assigned readings on a weekly basis, excluding the week of the midterm exam and the final week of the term when the final paper is due. Five reflection papers will be due during the term. Reflection papers are due each week on Mondays.

The summary should be two to three pages double-spaced. One reading should be chosen from each of the two class periods for the week. The following components should be included for each of the two articles discussed: a brief summary of the author’s main ideas or point of view and the student’s response, point of view, questions, critical comments, or critique of the article. Your comments can be general, theoretical, philosophical, specific, personal, etc., but must address the readings for that week’s class.They may be in the form of short paragraphs or elaborate questions.You are encouraged to include reflections on how the readings fit or did not fit with your understanding of adult development and aging based on personal experience or the experiences of adults you know.NOTE:the critique can integrate ideas from several of the readings but two articles, one from each class period, must be briefly summarized and responded to.

Papers will be due at the start of each class.It is important that papers be submitted in a timely manner (either electronically or a hard copy), and therefore no late papers will be accepted unless due to exceptional circumstances.

2. Class Presentation:

Each student will be required to facilitate a discussion of the readings based on the written critique one time during the semester. Assignments will be made on the first day of class.

Presentations should be 10-15 minutes in length and should cover and discuss the main points made in the article. Please include two to three questions for class discussion in your presentation. Ideally the questions should promote critical thinking and classroom dialogue. Please plan to turn in a typed copy of your presentation summary and class questions on the day that you are scheduled to present. Note, if a reflection/reaction paper is assigned for the week you are presenting, your presentation paper will also count as your reflection/reaction paper.

3. Midterm Exam

An in-class closed book mid-term exam will be given onThursday May 31st, covering concepts presented in the first half of the course. Make-up exams will be granted only at the instructor’s discretion. Requests for special arrangements regarding exams should be submitted with one week’s notice.

4. Final Project/Paper:

Each student will conduct a life span interview with a community based older adult (“older” is over 65).You will then complete a 12-15 page paper demonstrating your mastery of course material as you integrate this with the interview of the older adult.Specific guidelines for this paper will be provided on the first day of class.Final papers are due at the beginning of class on Thursday June 21st. No late papers will be accepted except under the most extenuating circumstances and not without express permission from the instructor.

Assignment Table

Week / Topics / Readings / Assignments
May 7 / Introduction
Theories & Conceptual Models of Adult Development and Aging / ® Crain, W. (2005). Erikson and the eight stages of life. Theories of Development: Concepts and Applications (pp. 277-302). Upper Saddle River, NJ: Pearson Education, Inc.
Mikulincer & Shaver (2007) Chapter One
Hagestad, G. O., & Neugarten, B. L. (1976). Age and the life course. In R. H. Binstock, & E. Shanas (Eds.), Handbook of aging and the social sciences (pp. 46). New York: Van Nostrand Reinhold.
(article is on reserve in the school library)
Whitbourne S. (1985). The psychological construction of the life span. In Birren, J., & Schaie, K. (Eds.), Handbook of the Psychology of Aging p. 594-618.
May 10 / Theories & Conceptual Models of Adult Development and Aging (Continued) / Bee, H. (1987). Theories of adult change and development (chapter 3).
The journey of adulthood. New York: Macmillan.
Bronfenbrenner, U. (2005). The bioecological theory of human development. In U. Bronfenbrenner (Ed.), Making Human Beings Human: Bioecological Perspectives on Human Development (pp.3-15). Thousand Oaks, CA: Sage Publications. (Reprinted from International encyclopedia of the social and behavioral sciences, 10, pp. 6963-6970, by N.J. Smelser & P.B. Baltes, Eds., 2001, NY: Elsevier).
Hoare (2006). Handbook of adult development and learning. New York: Oxford Press. Chapter Three: Research Design and Methodological Issues for Adult Development and Learning (pp. 52-70). Available through the AU Chicago Electronic Library System.
Mikulincer & Shaver (2007)
Chapter Two and Three / Reflection Paper #1 due for Week 1 Readings
May 14 / The Transition to Adulthood / Arnett, J., & Brody, G. (2008). A fraught passage: The identity challenges of African American emerging adults. Human Development, 51(5), 291-293.
Bergman, S. (1995). Men’s psychological development: A relational perspective. In R. F. Levant & W. S. Pollack (Eds.), A new psychology of men (pp. 68-90). New York: Basic Books.
Levinson, D. (1978). Developmental periods: The evolution of the individual life structure (Chapter 3). The Seasons of a Man’s Life. New York: Ballantine Books.
Mikulincer & Shaver (2007)
Chapter Four and Five / Reflection Paper #2 due for Week 2 Readings
May 17 / Young Adulthood
Gender Issues in Development / Jordan, J. (1997). A relational perspective for understanding women’s development. In J.V. Jordan (Ed)., Women’s Growth in Diversity (pp. 9-24).New York: Guilford
Krugman, S. (1995). Male development and the transformation of shame. In R. F. Levant & W. S. Pollack (Eds.), A new psychology of men (pp. 91-126). New York: Basic Books.
Mikulincer & Shaver (2007)
Chapters Seven and Eight
May 21 / Relational and Cultural Perspectives / Mikulincer & Shaver (2007)
Chapters Six and Nine
Sanchez-Hucles, J.V., & Davis, D.D. (2010). Women and women of color in leadership: Complexity, identity, and intersectionality.American Psychologist,65,171-181.
Swain & French (2000). Towards an Affirmation Model of Disability. Disability and Society, 15 (4), 569-582. / Reflection Paper #3 due for Week 3 Readings
May 24 / Romance, Love, Coupling and Parenting / Bergman, S.J,.& Surrey, J.L. (1997). The woman-man relationship: Impasses and possibilities. In J.V. Jordan (Ed)., Women’s Growth in Diversity (pp. 260-287). New York: Guilford
Mikulincer & Shaver (2007) Chapters Ten, Eleven and Twelve
Mitchell, S. (2002). Safety and Adventure (Chapter One). In Can Love Last: The Fate of Romance Over Time. New York: Norton.
May 28 / Contemporary Social Influences on Adult and Family Development
Midterm Exam Review / Cherlin, A. (2004). The deinstitutionalization of American marriage. Journal of Marriage and Family, 66(4), 848-861.
DePaulo, B., & Morris, W. (2006). The unrecognized stereotyping and discrimination against singles. Current Directions in Psychological Science, 15(5), 251-254.
Mikulincer & Shaver (2007)
Chapters Thirteen, Fourteen and Sixteen
Wager, M. (2000). Childless by Choice? Ambivalence and the female identity. Feminism and Psychology, vol. 10 (3),
Patterson, C. (2000). Family relationships of lesbians and gay men. Journal of Marriage & the Family, 62(4), 1052-1069. / No Reaction/Reflection paper due this week
June 4 / Middle Adulthood /

Lachman, M.E., Rocke, C., Rosnick, C., & Ryff, C. D. (2008). Realism and Illusion in Americans' Temporal Views of Their Life Satisfaction: Age Differences in Reconstructing the Past and Anticipating the Future.

Psychological Science, 19 (9), 889-897.
Stewart, A. J., & Ostrove, J. M. (1998). Women’s personality in middle age: Gender, history, and midcourse corrections. American Psychologist, 53(11), 1185-1194.
Sand, B. A. (2003). Lesbians and Gay Men in Midlife. In L. D. Garnets & D. C. Kimmel (Eds.), Psychological perspectives on lesbian, gay, and bisexual experiences (pp. 602-628). New York: ColumbiaUniversity Press. Available electronically through the AU library. / Reflection/Reaction Paper #4 due for Week 5 Readings
Begin Locating a Senior Adult for your Final Paper if you have not already done so
June 7 / Transitions to Older Adulthood:
Retirement / Murray, J (2000). Loss as a universal concept: A review of the literature to identify common aspects of loss in diverse situations. Journal of Loss and Trauma, 6, 219-241.
Schultz, K.S., & Wang, M. (2011). Psychological perspectives on the changing nature of retirement. American Psychologist, 66 (3), 170-179.
Seeman, T. E., Lusignolo, T. M., Albert, M., & Berkman, L. (2001). Social relationships, social support, and patterns of cognitive aging in healthy, high-functioning older adults: MacArthur Studies of Successful Aging.Health Psychology, 20(4), 243-255.
Wang, M., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical adjustments. American Psychologist: 66 (3), 204-213. / Your senior interview should be complete by this week
June 11 / Older Adulthood:
Cognitive and Physical Abilities and Changes / Agrigoroaei, S., & Lachman, M.E. (2011). Cogntive functioning in midlife and old age: Combined effects of psychosocial and behavioral factors. Journal of Gerontology: Psychological Sciences, 66B(S1), i130-i140.doi: 10.1093/geronb/gbr017
Gatz, M. (2007). Genetics, dementia, and the elderly. Current Directions in Psychological Science, 16 (3), 123-127.
Whitbourne, S. K. (2001) The physical aging process in midlife: Interactions with psychological and sociocultural factors. Handbook of Midlife Development (pp. 109-155). New York: John Wiley & Sons, Inc. / Reflection Paper #5 due for Week 6 Readings. The paper should include commentary on one of the following scales as one of your readings. Note, you do not need to indicate your actual score in your reflection paper.
Complete the Living to 100 Life Expectancy online calculator
Play the Longevity Game

June 14 / Older Adulthood:
Social, Emotional and Sexual Development and Changes / Muraco, A., & Fredriksen-Goldsen, K. (2011). “That’s what friends do”: Informal caregiving for chronically ill midlife and older lesbian, gay and bisexual adults. Journal of Social and Personal Relationships, 28 (8), 1073-1092.
Waldinger, R.J., & Schulz, M.S. (2010). What’s love got to do with it? Social functioning, perceived health, and daily happiness in married octogenarians. Psychology of Aging, 25 (2), 432-445.
Zeiss, A. M., & Kasl-Godley, J. (2001).Sexuality in Older Adults’ Relationships. Generations, 25 (2), 18-26.
June 18 / Older Adulthood:
Spiritual and Cultural Factors / Feldstein, B.D., Grudzen, M., Johnson, A., & LeBaron, S. (2008). Integrating spirituality and culture with end-of-life care in medical education. Clinical Gerontologist: 31(4), 71-82.
Harrington, A. (2010). Spiritual well-being for older people. In E. MacKinlay (Ed.), Ageing and spirituality across faiths and cultures (pp. 1791-194).London, GBR: Jessica Kingsley Publishers.
(available electronically through the school library)
MacKinlay, E. (2010). Ageing and spirituality: Living and being in multifaith and multicultural communities. In E. MacKinlay (Ed.), Ageing and spirituality across faiths and cultures (pp. 11-21).London, GBR: Jessica Kingsley Publishers.
(available electronically through the school library)
June 21 / Death and Dying / Byock, I. (2002). The Meaning and Value of Death. Journal of Palliative Medicine, 5(2), 279-288.
Liao, S., & Ackerman, R.J. (2008). Interdisciplinary end-of-life care in nursing homes. Clinical Gerontologist: 31 (4), 83-96.
Haley, W. E., Larson, D. G., Kals-Godley, J., Neimeyer, R. A., & Kwilosz, D. M. (2003). Roles for psychologists in end-of-life care: Emerging models of practice. Professional Psychology: Research and Practice, 34(6), 626-633. / Final paper due

Grading Criteria