Department: Educational Studies, Leadership and Counseling

SYLLABUS

GUI 635, Developmental Processes

COURSE SYLLABUS OUTLINE

Department: Educational Studies, Leadership and Counseling

Course Number: GUI 635 Credit Hours: 3 semester hours

I. Title: Developmental Processes

II. Catalog Description:

A detailed study of the life-span development of the individual in terms of human growth and development, foundations and dynamics of human behavior and personality, and learning theories and their application.

III. Purpose:

This course is designed to help developing counselors, educators, and other human service workers to have a better working knowledge of development/socialization models at each developmental stage- infancy, childhood, adolescence, young adulthood, the middle years, and aging. Students will be expected to demonstrate a broad understanding of these needs and tasks, to have knowledge of change, motivation, biological and cultural influences, and development of the self-concept. In addition, students will be familiar with how these meet KERA's Learning Expectations especially goals 3 and 4.

IV. Course Objectives: (KY School Counselor Standards 2, 3, 4, 5, 6, 7)

A. Students will gain knowledge of:

1.  Developmental studies as an academic discipline, its aid to personal adaptation, as well as cultural value.

2.  History of human development, major theories, and research methods.

3.  Implications of genetic influence on human development as well as maturation issues such as brain development, individual differences, health and nutritional and environmental (ecological) impact.

4.  Biosocial influences such as ethology, developmental preparedness environment interaction, and behavioral influences.

5.  Social influences such as family interaction, identification, socialization impact of class, peers, schools, religion, and other cultural effects.

6.  Sensation, perception, cognition, and how maturation and aging affects these issues.

7.  Learning theory and its application as well as the role of attention and memory.

8.  Theories of cognitive and intellectual development, and issues in measurement of intelligence over the life-span.

9.  Neurobiological bases of motivation as well as personality and environmental impact on development.

10.  Theories of sex-role development, sexual behavior over the life span, and biosocial influences of sexual development.

11.  Theories of personality development and related issues such as self-concept, attitudes, beliefs, values, and life-style.

V. Content Outline:

A. Overview of Life-Span Human Development

1. History

2. Theories

3. Cultural Values

4. Methods of Research

B. Biological and Biosocial Influences

1. Genetics

2. Maturation

3. Health and Nutrition

4. Interactive Influences

C. Social and Environmental Influences

1. Early Experience

2. Family Influence

3. Social Influence

4. Cultural Influence

D. Behavioral Processes

1. Sensation and Perception

2. Learning, Attention, and Memory

3. Intelligence

4. Motivation and Emotions

5. Sex Differences and Behaviors

6. Personality

VI. Instructional Activities:

How learning will be accomplished and how this learning will be assessed

Learning Focus: Assessment:

1. acquisition A. Portfolios

2. extension B. On Demand Tasks

3. application

4. reflection

5. professionalism

Knowledge Base

1. History of human development major theories, and research methods. (1 & 2 B)

2. Implications of genetic influence on human development as well as maturation issues such as brain development, individual differences, health and nutritional and environmental (ecological) impact. (1 & 2 B)

3. Biosocial influences such as ethology, developmental preparedness environment interaction, and behavioral influences. (1 & 2 B)

4. Social influences such as family interaction, identification, socialization impact of class, peers, schools, religion, and other cultural effects. (1 & 2 B)

5. Sensation, perception, cognition, and how maturation and aging affects these issues. (1 & 2 B)

6. Learning theory and its application as well as the role of attention and memory. (1 & 2 B)

7. Theories of cognitive intellectual development, and issues in measurement of intelligence over the life-span. (1 & 2 B)

8. Neurobiological bases of motivation as well as personality and environmental impact on development. (1 & 2 B)

9. Theories of sex-role development, sexual behavior over the life span, and biosocial influences of sexual development. (1 & 2 B)

10. Theories of personality development and related issues such as self-concept, attitudes, beliefs, values, and life-style. (1 & 2 B)

Skills Base

1. Obtain Case Study experience by examining our own developmental history. (3 A)

VII. Field and Clinical Experiences:

None

VIII. Resources:

See XI. Text and References

IX. Grading Procedures:

A. Examinations

Test I (1,2,5,6,7) 20 points

Test II (8,9,10,11) 20 points

Test III (12,13,14,15) 20 points

Test IV (16,17,18,19,20) 20 points

80 points (80%)

A = 91% - 100%

B = 80% - 90%

C = 70% - 79%

B. Personal Project Paper 20 points (20%)

TOTAL 100 points (100%)

C. Class Participation:

Since this course is organized in a seminar format, all students are expected to participate in the class activities and discussions. Where a grade is "borderline," the instructor may use his subjective evaluation of a student's in-class participation for determining the final course grade.

D. Evaluation:

Administer student rating evaluation instrument, MSU Instructional Assessment System (IAS)

X. Attendance Policy:

This course adheres to the policy published in the MSU Graduate Bulletin.

XI. Academic Honesty Policy:

Cheating, plagiarism (submitting another person’s material as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers or the presentation or unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.

XII. Text and References:

A. Text:

Kaplan, Paul S., The Human Odyssey: Life-Span Development, West Publishing, 3rd Ed., 1998.

B. References: (See Bibliography)

XIII. Prerequisites:

Admission to graduate study at Murray State University and graduate standing.

BIBLIOGRAPHY

1. Berks, Laura E., Child Development, Allyn and Bacon, 1989.

2. Dworetzby, John P., and Davis, nancy J., Human Development:

A Life Span Approach, West Publishing, 1989.

3. Fitzgerald, H.E., and Walraven, M.G., Human Development:

Annual Editions, Duskin, 1988.

4. Hoffman, Paris, Hall and Schell, Developmental Psychology

Today, Random House, 1988.

5. Papalia, D., and Olds, S. W., Human Development, McGraw

Hill, 1981.

6. Salkind, N.J., Theories of Human Development, 2nd Ed.,

Wiley, 1985.

7. Shaffer, David R., Developmental Psychology, Brooks/Cole,

1989.

8. Shaffer, David R., Social and Personality Development,

Brooks/Cole, 1988.

9. Sheehy, Gail, Passages, E. P. Dutton, 1976.

10. Sheehy, Gail, Pathfinders, William Morrow, 1981.

11. Vanden-Zander, James W., Human Development, 4th ed.,

Alfred A. Knoph, 1989.

12. See Web based resources

Schedule

Class ITV WEB PRE EXAM

1. Introduction to Class X

Chapter 1 & 2, Do Workbook

1 & 2

2. Web, Do Workbook 3 & 4 X

3. Infancy & Toddlerhood, X

Chapter 5-7

4. Early Childhood, Chapter 8 & 9 X X

Test #1 over Chapters 1-2, & 5-7

5. Middle Childhood, Chapter 10 X X

6. Middle Childhood, Chapter 11 X

7. Adolescence, Chapter 12 X X X

8. Adolescence, Chapter 13 X

9. Early Adulthood, X X

Chapter 14 & 15

10.  Middle Adulthood, X X

Chapters 16 & 17

Test #3 over Chapters 12-15

11.  Late Adulthood, X X

Chapters 18 & 19

12. Late Adulthood, Chapter 20 X X

13. Project Presentations X X

14. Project Presentations X X

15. Project Presentations X X