Indiana University-Purdue University Fort Wayne
School of Education
Counselor Education Program
Course Syllabus
P514 Life Span Development: From Birth to Death
Summer I, 2006
Instructor: Dr. Jim Burg
Office: 250-H Neff Hall
Phone: (219) 481-5406
Fax: (219) 481-5408
E-mail:
Office Hours: Tuesday and Thursday, 3:00-4:30 p.m. (and by appointment)
Class Schedule: Tuesday and Thursday, 4:30 to 7:50, 239 KT, on-line with WebCT
Overview:
This course represents a variety of readings and experiences focusing on human development from both the individual and family life-cycles. Students will examine developmental issues across multiple levels of human systems and diverse cultures. It is an experiential study of how the individual self develops in the context of relationships that are shaped by community and social norms, and how norms of community and the larger society affect individuals and their family relationships. Course assignments include applications to both personal and professional life. Learning activities used include: WebCt forum discussion, group projects, hands-on-learning activities, and integrative writing projects.
Graduate Bulletin Description:
A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implication for all life stages from birth to death.
Required Texts:
Broderick, P. & Blewitt, P. (2006). The Life Span: Human development for helping
professionals (2nd Ed). Prentice Hall. ISBN: 0131706845
Carter, B. & McGoldrick, M., (1998). The Expanded Family Life Cycle, 3rd Edition,
Prentice Hall. ISBN: 0205200095
Frankl, V.E. (1963). Man’s Search for Meaning. Washington Square Press.
(any edition of this book)
Course Objectives:
1. Students will recognize the interaction of family life-cycle transitions with the developmental transitions of individuals over time. Standards met: SOE Conceptual model: Habits of mind, Knowledge; CACREP & NBCC: Human Growth and Development; IHPB: Individual development, Family Development and Family Relations; COAMFTE: 330.02, 330.03; IPSB: Standards 1, 3.
2. Students will track and identify strengths and limitations within their own personal development across life-span and multi-system contexts. Standards met: SOE Conceptual model: Habits of mind, Knowledge; CACREP & NBCC: Human Growth and Development; IHPB: Individual development, Family Development and Family Relations; COAMFTE: 330.02, 330.03; IPSB: Standards 1, 3.
3. Students will understand popular models of individual development. Standards met: SOE Conceptual model: Habits of mind, Knowledge; CACREP & NBCC: Human Growth and Development; IHPB: Individual development, Family Development and Family Relations; COAMFTE: 330.02; IPSB: Standards 1, 3.
4. Students will understand the concepts involved with the family life-cycle. Standards met: SOE Conceptual model: Habits of mind, Knowledge; CACREP & NBCC: Human Growth and Development; IHPB: Individual development, Family Development and Family Relations; COAMFTE: 330.03; IPSB: Standards 1, 3.
5. Students will be familiar with diverse family structures, cultures, and issues of gender. Standards met: SOE Conceptual model: Habits of mind, Knowledge; CACREP & NBCC: Human Growth and Development; IHPB: Individual development, Family Development and Family Relations; COAMFTE: 330.03; IPSB: Standards 1, 3.
Note: this course is part of the final comprehensive exam. Students should retain notes, exams and papers.
Course Requirements:
Assignment Points
1. Reflection Paper 100
2. Application Paper 200
3. Discussion Leader 100
4. On-line participation points 100
Grading Scale: A 90-100%
B 80-89%
C 70-79%
D 60-69%
1. Reflection Paper (100 points total). In a five page paper, pick one critical life-cycle event or period from your life for each of the life-cycle stages covered in class (childhood, middle childhood/early adolescence, adolescence, young adulthood, adulthood (if there)). This event should be something that had a significant impact in shaping who you are and how you perceive the world. Briefly identify this impact and how you think it may affect your work as a counselor. Note: you do not need to disclose information about the event, only on its impact on your life and your role as a counselor/therapist. Papers will be graded on thoroughness, application, writing quality, and quality of thought (my perception of how well you presented your thoughts on the issues covered).
2. Application Paper (200 points). In an eight to ten page APA formatted paper, discuss the challenges of a life-cycle transition or problem and develop a plan for treating this issue in counseling/therapy. The treatment plan should include a specific theory and rationale for its choice. The treatment plan should be written in a narrative format (i.e., noting the problem, goal, objectives and interventions) rather than the two-page format used in practicum. While information about the life-cycle may be provided by the course texts, additional references concerning your topic are required for this project.
3. Discussion Leader (100 points)
Since this class with be conducted mostly in a WebCT, participatory, seminar style, the purpose of the discussion leader is to review the assigned reading for the class. While everyone is expected to read each assignment, the discussion leader’s role is to prepare a one- to two-page handout summarizing the essential points of a reading. The discussion leader is also responsible for leading/prompting/guiding a professional and scholarly discussion of the reading and of its relevance to the other readings on WebCT. You will be graded on the quality of your handout, coverage of the readings, your presentation methods, preparation, and professionalism. At least two forum questions should be posted by the discussion leader to start the conversations. Discussion leaders must post their handout and forum discussion questions on WebCT before 5:00 p.m. on the day that the material is covered.
4. On-line participation (100 points).
The majority of the class will be conducted on WebCt and in order to create professional discussion and a learning community, you are required to participate at least once weekly in the discussion forums. Participation must be at a substantive level, saying the equivalent of “hello” or “I agree” will not be counted as participation.
Course Information and Policies
· The IPFW Student Handbook and the Counselor Education Orientation Handbook describe policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize yourself with these policies.
· Weather Cancellations 4815770 or 4816050
· *If you have or acquire a disability and would like to find out what special services and accommodations may be available to you, contact Services for Students with Disabilities in wu 118 & 218, voice/tty.
· As a professional counselor, much of your communication with other professionals will be in writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of their writing in all assignments does not meet the standard expected of a graduate student. Students may sign up for an appointment or walk-in for help (priority is given to those with appointments). The Writing Center staff will not revise, edit, or proofread your papers for you, but will help you learn how to better to do this on your own. You can get free help brainstorming, developing, and organizing ideas, and learning how to revise and edit final drafts by visiting the writing center, Kettler g35, open daily except Saturday.
· If you are going to miss a class or be late, you must contact the professor. You are responsible to makeup any exams or lectures missed. More than two absences will result in a reduction of one letter grade for the course.
· All papers and materials submitted will be retained by the professor unless otherwise noted. Should you desire copies of submitted material, please make duplicates prior to submission. Late assignments will receive a one-letter grade reduction.
· Issues related to student diversity will be addressed in each of the courses in the Counselor Education Program. This means that differences in individuals and groups will be discussed. It is our understanding that different contexts result in different worldviews. Counselors must always be sensitive to the possible differences in perception and belief that exist outside of their own.
SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM WRITTEN ASSIGNMENTS
Description Percentage of Points
The project meets all the major and minor project requirements. 100%
The project contains no more than one or two grammatical or
spelling errors. The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of scholarly research. The project topic
is highly relevant and material to the learning needs of counselors
and therapists. 90%
The project meets all the major project requirements, but may not 89%
meet one minor requirement. The project contains very few grammatical
and/or spelling errors. The project design and organization is clear, coherent,
and easy to follow. Critical thought and analysis is evident. Some evidence
is present of scholarly research. The project topic is relevant and material to
the learning needs of counselors and therapists. 80%
The project substantially meets all of the major project requirements but 79%
may not meet minor requirements. The project may contain some grammatical
and/or spelling errors. The project is designed well and organized well. Some
minimal critical thought and analysis is evident. Some, but not significant,
evidence is present of scholarly research. The project topic is somewhat
relevant and material to the learning needs of counselors and therapists. 70%
The project meets most, but not all, of the major project requirements. Only 69%
minimal evidence of scholarly research is present. The project may contain
several grammatical and/or spelling errors. The project is not well designed
and organized. Minimal critical thought and analysis is evident. Little evidence
of scholarly research is present. The project topic is not in a significantly and
meaningful way relevant and material to the learning needs of counselors and
therapists. 60%
The project does not in a substantial way meet most of the major project 59%
requirements. The project may contain numerous grammatical and/or spelling
errors. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of scholarly research is present.
The project topic is not relevant and material to the learning needs of counselors
and therapists. 0%
Tentative Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the course. In case of the cancellation of a class session, the professor will modify the course syllabus to cover relevant topics. Canceled classes will not be made up.
Session Date Topic and Assignments
1 T 5/16 Introduction & Early Development
Syllabus Review
B & B Ch. 1, 2, 3, 4
C & M Ch. 1
2 TH 5/18 Childhood Development
B & B Ch. 5, 6
C & M Ch. 2, 3
Begin Frankl, read at your own pace
***********************
3 T 5/23 Middle Childhood & Early Adolescence
B & B Ch. 7, 8
4 TH 5/25 Adolescence, & Siblings
B & B Ch. 9, 10
C & M Ch. 9
***********************
5 T 5/30 Young Adulthood
B & B Ch. 11, 12
C & M Ch. 13, 14, 15
6 TH 6/1 Adulthood
B & B Ch. 13
C & M Ch. 16, 17
***********************
7 T 6/6 Late Adulthood
B & B Ch. 14
C & M Ch. 11, 18
Reflection Paper Due
8 TH 6/8 Divorce, Singe Parents, Remarriages: Relationships
C & M Ch. 22, 23, 24, 25
***********************
9 T 6/13 Diversity in Life-Cycle Development
Pick at least four of the following chapters:
C & M Ch. 4, 5, 6, 7, 8, 10, 19, 20, 21
Application Paper Due
10 TH 6/15 Clinical Issues in Life-Cycle Development
C & M Ch. 26, 27, 28, 29, 30
***********************
11 T 6/20 Frankl Discussion & Class Summary
Professor Biography
Dr. Burg has been a marriage and family therapist for 15 years, working in private practice, mental health agencies, and a psychiatric hospital. He is a Licensed Marriage and Family Therapist and Licensed Mental Health Counselor. Dr. Burg is also a Clinical Member and Approved Supervisor of the American Association for Marriage and Family Therapy and is the recent past-president of the Indiana Association for Marriage and Family Therapy. He is also chair of the Marriage and Family Enrichment Focus Group of the National Council on Family Relations. His professional and research interests are in the area of building stronger marriages, and he developed and directs the Healthy Marriages Sturgis program, a novel community-wide marriage enrichment initiative. Dr. Burg received his M.A. in Marriage and Family Therapy from Michigan State University and his Ph.D. in Marriage and Family Therapy from Purdue University. He is an associate professor of Counselor Education, coordinator of the Marriage and Family Therapy Specialization, and coordinator of the Counseling Center at Indiana University-Purdue University Fort Wayne.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
· Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
· Improving the human condition by creating positive learning environments;
· Becoming change agents by demonstrating reflective professional practice;
· Solving client problems through clear, creative analyses;
· Assessing client performance and creating and executing effective teaching, counseling, and educational leadership by utilizing a variety of methodologies reflecting current related research;
· Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1. Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.