PCO 515 (Instructor), p. 5
PCO 515: Human & Family Development
Cincinnati Christian University
Counseling & Family Studies Department
Spring 2013▪ 3 Credit Hours▪Section 01 ▪ Tuesday, 3:20-6:00pm▪ Location TBA
Updated 04.12.2012
Instructor: Stephanie Young, M.S., LPCC-S
Email:
Phone: 513-661-8336 (office)
513-484-6988 (cell)
Office: Counseling Center
COURSE DESCRIPTION
This course provides information regarding human development theory and research. Changing trends and issues are also explored with focus upon family life cycle variations. Emphasis is given to the application of scientific knowledge to select issues and thematic narratives of lifespan development as well as to information regarding child development in families and their socio-cultural contexts.
COURSE RATIONALE
CACREP – The material in this course is designed to meet the 2009 Council on Accreditation of Counseling and Related Educational Programs (CACREP) curriculum standards for masters training. The specific standard (Section II.G.3.a-h) states that students are to have “studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts.”
Ohio – This course meets education requirements for Ohio Administrative Code (OAC) for techniques 4757-13-01(A)(4)(e), as well as the Ohio Revised Code (ORC) for eligibility for the LPCC credential: 4757.22(C)(1).
Kentucky – This course meets education requirements for Kentucky Revised Statutes (KRS) for helping relationships: 335.525(1)(d)(2), as well as the Kentucky Administrative Regulations (KAR) for eligibility for the LPCC credential: 201 KAR 36:070.
Indiana – This course meets education requirements for Indiana Administrative Code (IAC) for mental health counseling: 839 IAC 1-5-1(a)(6), as well as Indiana Code (IC) for eligibility for the LMHC credential: IC 25-23.6-8.5-3(1)(A).
COURSE OBJECTIVES
1. To help students become familiar with theoretical concepts and models associated with individual and family development including personality development and neurobiological behavior: CACREP II.G.3.a,b; MAC 2.c.
2. To examine the development and dynamics of diverse individuals, couples, and families in various stages of the family life cycle, including the development of differentiated treatment strategies across the lifespan: CACREP II.G.3.d,e; CMHC E.1.
3. To explore implications of individual and family development in working with clinical populations: CACREP II.G.3.f; CMHC C.8; CMHC E.3.
4. To describe effects of and responses to crises,such asatypical transitions and poverty, in human, couples, and family development: CACREP II.G.3.c; CMHC A.9.
5. To analyze theories for facilitating optimal development and wellness: CACREP II.G.3.h.
METHOD OF INSTRUCTION
The class will follow a lecture and discussion format.Active participation is required to help develop a richer understanding of the material.Learning will be facilitated via discussion of course materials, presentations, writing, and quizzes/examinations. Students are expected to discuss their application, insights, and understanding of the course material and the assignments with the instructor and other students. It is essential that students prepare for class by reading assigned material prior to class.
REQUIRED MATERIALS
Moodle and Email:
All students enrolled in this course are required to check Moodle and their email weekly for the duration of the course. Course announcements, changes to the syllabus, and memos from the instructor will be distributed via Moodle and/or email. Students are responsible for all information distributed in this manner.
Required Text:
Broderick, P. C., &Blewitt, P. (2009).Life span: Human development for helping professionals (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Recommended Text:
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Alexandria, VA: Author.
GRADING/EVALUATION*
Course Assignments / Points / Points / PercentageDiscussion Leader & Handout / 100 / A / 475-500 / 95-100%
Discussion Forum Posts (5 posts x 20 points) / 100 / A- / 460-474 / 92-94.99%
Developmental Milestone Self-Reflection / 100 / B+ / 445-459 / 89-91.99%
Mid-Semester Examination / 70 / B / 430-444 / 86-88.99%
Final Examination / 70 / B- / 415-429 / 83-85.99%
Reading Quizzes (12 quizzes x 5 points) / 60 / C+ / 400-414 / 80-82.99%
C / 385-399 / 77-79.99%
C- / 370-384 / 74-76.99%
D+ / 355-369 / 71-73.99%
D / 340-354 / 68-70.99%
D- / 325-339 / 65-67.99%
F / ≤ 324 / ≤ 64.99%
*MAC students: In accordance with rule 4757-3-01(J)(1), from the Ohio Counselor, Social Worker, & Marriage and Family Therapist Board, you must receive a B- (minimum of 415 points or 83%) or higher in this course for it to count toward your MAC degree.
Discussion Leader and Handout
Once during the semester, you will lead/co-lead the class discussion. While all class members are expected to actively participate in generating discussion, discussion leaders will make a special effort to assist class members in understanding and applying the material. Leaders should create a handout that outlines the reading(s) being discussed. Please see Moodle for Discussion Leader Evaluation Rubric. Leading the discussion and creating a handout is worth 100 points (20% of grade).
Course Objective(s): 1,2,3,4,6
Discussion Forum Posts (Moodle)
Students will provide five 200-300 word discussion forum posts on Moodle. Discussion topics will be provided by the course instructor. Discussion forum posts should comment on lecture topics and required reading, applying course materials to specific situations and/or populations. Please see Moodle for Discussion Forum Post Evaluation Rubric for more information. Each discussion forum post is worth 20 points (4% of grade) for a total of 100 points (20% of grade).
Course Objective(s): 2,3,4
Reading Quizzes (#1 thru #12)
Twelve Reading Quizzes will be given throughout the course. The quizzes are five (5) questions in length, and all questions are multiple-choice or true/false. Each Reading Quiz will be available online (on Moodle) for one week only. Students should not use textbooks or course handouts when completing the quizzes. Once students open the quizzes, they will have ten (10) minutes to complete the quiz. The quizzes are designed so that each student will have two attempts. Both attempts must be completed within the allotted time and due date. Each Reading Quiz is worth 5 points (1% of grade) for a total of 60 points (12% of grade).
Course Objective(s): 1,2,3,4,5
Developmental Milestones Self-Reflection
Students will write a 2000-2500 word self-reflection that reflects on three developmental milestones in their personal experience from three different developmental ages. One experience should include involvement with a diverse population or relate to interacting with an individual, group, or setting that is a different ethnicity, race, sexual orientation, or socioeconomic status than you. Describe the social and cultural context in which your experience occurred. Analyze the ways in which subsequent milestones relate to or were influenced by the first. Speculate on how these milestones might influence future development in a particular area. Draw on and incorporate specific developmental theories for your analysis. This paper should be primarily a self-reflection paper, not a research-based paper. Please see Moodle for Developmental Milestone Self-Reflection Evaluation Rubric for more information. This paper is worth 100 points (20% of grade).
Course Objective(s): 1,2,3,5
Mid-Semester Examination
The Mid-Semester Examination will consist of multiple-choice, true-false, short-answer essay questions, and a case study. The Mid-Semester Examination will be available online (on Moodle) for one week only. Once students open the Mid-Semester Examination, they will have sixty (60) minutes to complete the exam. An optional portion of the Mid-Semester Examination (case study response) will be submitted in class. More information is available on Moodle. The Mid-Semester Examination is worth 70 points (14% of grade).
Course Objective(s): 1,2,3,4,5
Final Examination
The Final Examination will consist of multiple-choice, true-false, short-answer essay questions, and a case study. The Final Examination will be available online (on Moodle) for one week only. Once students open the Final Examination, they will have sixty (60) minutes to complete the exam. An optional portion of the Final Examination (case study response) will be submitted in class. More information is available on Moodle. The Final Examination is worth 70 points (14% of grade).
Course Objective(s): 1,2,3,4,5
IMPORTANT NOTES
Attendance and Participation: Because active discussionis anintegral part of the learning experiences in this course, class attendance is expected and participation in class activities is critical to your success in the course. If, for any reason, you are unable to attend class, you are still held responsible for all in-class material and any announcements made during class. Per the university’s policy (see the CCU student handbook), two (2) absences are excused without penalty. However, you should only miss class if absolutely necessary since you will miss group experiential activities. If you miss more than two days, you may be dropped from the class and/or required to complete an additional, substantial assignment. A decision about your continuation in the class will be decided by the MAC Faculty. Because class time should be a priority, absences for lateness will be assigned as follows: 10 minutes late = ¼ day absence, 20 minutes late = ½ day absence, and over 30 minutes = 1 day absence.
Late Assignments:Unless otherwise noted, assignments are due in class at the beginning of class. Out of respect for the hard work that everyone puts into the course, late assignments will NOT be accepted unless there is a serious personal medical or family emergency (e.g., hospitalization, death in the family) that can be substantiated with documentation. Furthermore, students who are absent from class for any reason will not receive credit for any in-class activities (such as the counseling laboratories). In the rare event that a late assignment is accepted, there will be a deduction of one letter grade each day it is late. It is understand that unexpected life events occur, but this policy is to encourage the development of positive professional behavior. Therefore, please plan accordingly to complete assignments on time asregular life stressors or technology failures will not be accepted as reasons to turn work in late. I invite you to talk with me about any challenges you face in completing your assignments.
Assignment Formatting: Formatting expectations are provided for each assignment. Assignments will be penalized if formatting is not provided according to requirements. All assignments should be submitted on Moodle, unless otherwise noted. Submit all assignments in DOC, DOCX, RTF, or WPS formats.
Christian Component: As we strive to provide a biblically-based approach to counseling, we expect you to evaluate all readings and discussions from a Christian perspective and work to integrate biblical truth into your life, thought, and work.
Student Conduct:Except under unusual circumstances, you should not arrive late or leave early. Cell phones should be turned off. You should not IM, text-message, or surf the web during class. During discussions and experiential activities, everyone is expected to be respectful of themselves and others. Keep in mind that it may not be appropriate to disclose your own psychological struggles to the class. If you become distressed about any material/discussions, please talk with me and/or make an appointment to see a counselor.
Accommodations: Students with special needs should speak with me or provide documentation to the office of Student Retention specifying the accommodations they require to help assure success in class.
Academic Dishonesty: Cheating, plagiarism, and all other forms of academic dishonesty will NOT be tolerated. All incidents of academic dishonesty will be dealt with in accordance to university regulations (see CCU student handbook), which will include failure of class and additional action by the Committee on Academic Integrity.
Flexibility Clause: This syllabus is NOT a binding contract. The dates of lectures, exams, projects, etc. may be revised as the term progresses. All modifications to the syllabus will be announced in class and/or via Moodle.
COURSE SCHEDULE
Week / Discussion Topic &Required Reading / Discussion Leader(s) / Assignments Due01.22
(1) / Introduction & Overview to Course
Introduction to Human Development / Course Instructor
01.29
(2) / Themes of Development
Heredity & Environment
Broderick &Blewitt: Chapters 1 & 2
Objective(s): 1,2,3 / Course Instructor / Reading Quiz #1
02.05
(3) / Neural & Cognitive Development
Broderick &Blewitt: Chapter 3
Objective(s): 1,3,4 / Reading Quiz #2
02.12
(4) / Emotional Development
Broderick &Blewitt: Chapter 4
Objective(s): 1,2,3,4,5 / Discussion Forum Post #1
Reading Quiz #3
02.19
(5) / Emerging Self & Socialization
Broderick &Blewitt: Chapter 5
Objective(s): 1,2,3,5 / Reading Quiz #4
02.26
(6) / Cognition in Middle Childhood
Broderick &Blewitt: Chapter 6
Objective(s): 1,2,3 / Discussion Forum Post #2
Reading Quiz #5
03.05 / No Class—Spring Break
03.12
(7) / Self & Moral Development
Broderick &Blewitt: Chapter 7
Objective(s): 1,2,3,4,5 / Reading Quiz #6
03.19
(8) / Gender & Peer Relationships
Broderick &Blewitt: Chapter 8
Objective(s): 1,2,3,4,5 / Mid-Semester Examination
Reading Quiz #7
03.26
(9) / Physical/Cognitive Development in Adolescence & Young Adulthood
Broderick &Blewitt: Chapters 9 & 11
Objective(s): 1,2,3,5 / Discussion Forum Post #3
Reading Quiz #8
04.02
(10) / Socialization in Adolescence
Broderick &Blewitt: Chapter 10
Objective(s): 1,2,3 / Reading Quiz #9
04.09
(11) / Young Adulthood: Social, Emotional, & Vocational Development
Broderick &Blewitt: Chapter 12
Objective(s): 1,2,3 / Discussion Forum Post #4
Reading Quiz #10
04.16
(12) / Middle Adulthood: Cognitive, Personality, & Social Development
Broderick &Blewitt: Chapter 13
Objective(s): 1,2,3 / Reading Quiz #11
04.23
(13) / Adulthood: Wellness, Stress, Coping, & Life Satisfaction
Broderick &Blewitt: Chapter 14
Objective(s): 1,2,3,5 / Discussion Forum Post #5
Reading Quiz #12
04.30
(14) / Late Adulthood, Death, & Bereavement
Broderick &Blewitt: Chapter15
Objective(s): 1,2,3,4,5 / Developmental Milestone Paper
05.07
(15) / Course Wrap-up / Course Instructor
12.10
(15) / Final Examination is due by Wednesday, May 15 @ 12:00pm
More information for the Final Examination is available on Moodle. / NO CLASS THIS WEEK!!!
05.14 / NO CLASS – Final Examinations Week