PP 8470

Adult Development & Aging

Summer 2008

INSTRUCTOR:

Daniel H. Friedman, Psy.D., M.B.A.

PHONE:

773 388 CAPS

EMAIL:


REQUIRED TEXTS:

Title / Aging Well
Author(s) / Vaillant, George
Copyright
Publisher / Little Brown and Co.
ISBN / 0-316-09007-7
Edition

This Course Requires the Purchase of a Course Packet: NO

PP 8470---ADULT DEVELOPMENT and AGING

Summer 2008

DANIEL H. FRIEDMAN Psy.D., M.B.A.

MOBILE TELEPHONE # (773) 818-9940

E mail:

Office Hours Thursday TBD.

COURSE SYLLABUS

COURSE SYLLABUS

Doctoral Program in Clinical Psychology

MISSION STATEMENT

The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/Illinois School of Professional Psychology/Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

* The training of practitioners capable of delivering diagnostic and therapeuticservices effectively to diverse populations of clients in need of such treatment

* The development of mental health practitioners who understand the biological,psychological, and sociological bases of human functioning

* The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals

* The preparation of mental health practitioners capable of expanding the role of psychologists within society

The education of psychologists capable of working with other disciplines as part of a professional team

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

  • Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
  • Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
  • Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
    Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
  • Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
  • Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
  • Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

COURSE DESCRIPTION

This course focuses on the development of the adult through the life cycle and aging processes. Especial attention is given to the manner in which health and dysfunction form the experience of the adult moving through growth and aging. Contextual issues are critically examined as central to adult and aging development. Additionally, throughout the course a systemic approach in followed in which the unfolding of the adult life cycle is consistently viewed within the dynamics of systems.

COURSE OBJECTIVES

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 ASSESSMENT

Course assessment will be based on the following course requirements: (1)Weekly: each week each student will turn in a one page summary of the week’s readings, noting two critical points or questions about the readings. In the first class you will select a small group in which you will be involved throughout the course to discuss in class the assigned readings per your weekly written summary (2) Midterm examination: this midterm will require you to present a written integrated application of course concepts, demonstrating your ability to relate these concepts to the clinical context. You will be asked to pick a movie with characters that illustrate class concepts regarding adult development. Your small group will then develop a paper describing one of the characters in the movie and the particular adult development theory that applies to this character. Your small group will function as a staff that will provide a staffing for treatment for this character (who has been referred to your staff). From your staffing you will develop a treatment plan, including identifying problems, diagnosis, treatment goals, treatment interventions and possible countertranferential reactions to this client. Your treatment plan will be written up in a paper that the group will develop and present in class week 8. (3) Final examination: each student will complete a paper, 12-15 pages in length, based upon a life span interview with a community based older adult. You will demonstrate mastery of the course material, e.g., readings, class discussions, case presentations, etc., in discussing/critiquing your interview. Specific guidelines will be handed out. All final papers are due at the beginning of the last class. No late papers will be accepted.

In regard to course objectives, course objective # 1will be assessed by demonstration of knowledge of these various dimensions in discussion of weekly readings, weekly general class discussions and in the content of both the midterm and final papers; objective # 2 will be assessed by concrete articulation of the relationship between adult development and the aging process and the clinical context in weekly discussions of the readings, the description of how various aspects of adult development are played out in the clinical setting in midterm and final papers and in general class discussions in looking at ongoing case material in class; objective # 3 will be assessed by examination of specific instances of health and problems in adult and aging processes in weekly class discussions of the readings, the midterm and final papers and in particular exploration of case material connected to health and dysfunction in adults and the aging experience; objective # 4 will be assessed through probing the explicit aspects of the relationship between contextual issue areas and a biopsychospiritual model of understanding adults through weekly class and readings discussions, and the identification as well as development of this relationship in the midterm and final papers.

GRADING AND ATTENDANCE POLICY

All assigned papers are due on the date specified in the syllabus; late papers will automatically be given one letter grade lower than the grade earned. All students are expected to attend every class. If you cannot attend a class, please call me and let me know. If you miss class, you will be required to write a 2 page reaction paper on an aspect of the focus of the course; this paper will be due at the next class session. PLEASE NOTE: ANY STUDENT WHO IS ABSENT FROM MORE THAN TWO CLASSES MAY RECEIVE AN “F” FOR THE CLASS.

Required Texts

Aging Well by George Vaillant M.D. Little, Brown and Co. ISBN 0-316-09007-7

Readings will be assigned throughout the course.

CLASSES, DATES, TOPICS & ASSIGNED READINGS

ClassAssignment

1. An Overview of Adult Development and the Life

Cycle.The Study of Adult Dev. Chapter 1.

Suggested movie: “Magnolia”

2. Early Adult Development.

Readings:Social and Emotional Maturation Chapter 2.

Suggested movie: “Slackers.”

3.Middle Age: Nature and Issues. Chapters 3 and 4

4. Meaning of Aging Ch. 5 and The Female

Perspective.

5. The Male Perspective. (Handout)

Suggested movie: “Billie Elliott.”

6. Lesbian, Gay & Bisexual Identities.

Readings:(Handout)

7. Parenting. Readings: (Handout).

Suggested Movie: “OrdinaryPeople.”

People of Color. (Handout)

Movie: “The Color Purple.”

8. MID TERM PRESENTATIONS

9. Integrity Chapter 6

  1. Adult Development & Spirituality. Readings:

Chapter 10

11. Healthy Aging, an introduction. Chapter 7

12. Retirement. Chapter 8

13. Aging: Cognitive Changes in the

Aging Process; The Aging

Process and Family Systems.

Chapter 11

14Positive Aging. Chapter 12.

  1. Summary
  2. Final Paper

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 Detailed descriptions of online resources are located at

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

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,” ( an online resource established to help educators develop 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.

TheArgosy 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.

Attendance/participation / 15%
Weekly Assignments / 20%
Midterm / 30%
Final Paper / 35%
100%

Grading Scale Grading requirements

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
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