1
PC 6025
Human Growth & Development
Summer 1 2008
Instructor
Charlotte J. Moore, LCPC, CADC, MAC, NCRS, MISAII
Phone
773-7271361
Required Texts
Title Development through the lifespan
Author Laura Berk
Copyright 2007
Publisher Allyn & Bacon
ISBN 0-205-49125-1
Edition 4th
Title Diversity and development: Contexts for Change
Author Dana Comstock
Copyright 2004
Publisher Wadsworth
ISBN 0534574068
Edition 1st
Course Dates And On –Campus Meeting Dates And Times
Course Dates: 5/5/08-6/25/08 The Online Component begins 1 week prior to first on campus meeting.
On campus meeting dates and times: 5/9/08-5/11/08 & 5/30/08-6/1/08
Fridays 6-9PM
Saturdays 9am - 4pm
Sundays 9am- 5pm
Course Information
Course description: This course includes studies that provide a broad understanding of the nature ad needs of individuals at all levels of development: Normal and abnormal human behavior, personality theory, lifespan theory, and learning theory within cultural context.
Technology: Pentium III CPU/Windows 98; 128MB Ram, printer; Microsoft Office Acrobat (full version) Microsoft Internet Explorer 5.5 (PC) (MAC) or Netscape navigator4.08 Norton Antivirus
Course Delivery Format
This course has class meetings scheduled on two weekends and is web- augmented with a weekly online component found at www.myeclassonline.com This online component provides weekly instructional contact with the instructor and the other students enrolled in the course. Students ca expect weekly assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as an opportunity to engage together around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web based learning environment to provide supplemental resources and reading material.
The course will be available to students one week prior to the beginning of the term. For questions pertaining to the online format please refer to Student Services.
Course length 7.5 weeks
Contact hours 45
Credit value 3.0
MA Community Counseling Program Outcomes
1. PROFESSIONAL IDENTITY; Students will understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
2. SOCIAL AND CULTURAL DIVERSITY; Students will apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, and to attend to the practice of professional counseling.
3. HUMAN GROWTH AND DEVELOPMENT; Students will apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
4. CAREER DEVELOPMENT; Students will apply core theory ad research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
5. HELPING RELATIONSHIPS; Students will exhibit the knowledge base and skills needed to ethically and effectively deliver a rage of professional counseling and consultation services.
6. GROUP WORK: Students will understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
7. ASSESSMENT; Students will understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
8. RESEARCH AND PROGRAM EVALUATION; Students will understand how research methods, statistical analysis, needs assessments and program evaluations are conducted and the role of these practices in the counseling profession.
9. COMMUNICATION SKILLS; Students will communicate clearly and effectively both orally and in writing.
COURSE OBJECTIVES
This course aims at providing students with an understanding of the nature and needs of individuals at all levels of development. Upon completion of this course, students will be expected to be able to meet the following CACREP and programmatic competencies specifically (CACREP Section II K 3 a, K3b, K3c, K3d, K3e).
1. Demonstrate knowledge of theories of individual and family development and transitions across the life span.
2. Demonstrate knowledge of theories of learning and personality development
3. Understand human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal ad abnormal behaviors.
4. Understand and demonstrate strategies for facilitating optimum development over the life span.
5. Understand and demonstrate ethical and legal considerations for human development.
Summary of Assignments
In this class you will be evaluated on the following: Basic Academic Skills, Application of Knowledge and the Interpersonal/Professional Presentation.
In class and Online Discussion
Weekly postings begin each Monday morning. You have until the following Sunday at midnight to respond. Postings require analysis and integration of text material with personal experiences. Quality of discussion will be evaluated using the attached method.
Weekly online assignments: You will be required to fully answer questions that will cover material from the texts. You will be emailing your results directly to me at cmoore@ argosy.edu.
In Class Presentations
Topics can be found at the end of this syllabus. You may work individually or in a team of no more than 4.
Application Project A range of course application projects are available for you to choose. See later I Syllabus.
Your final grade will be calculated based on the following course requirements with the corresponding percent of the final grade:
Weekly Assignments 20%
Presentations 30%
Application Project 30%
Class Participation 20%
Grading Scale
Mastery of Content and Concepts
A 93-100%
A- 90-92%
Good Understanding of Material
B+ 87-89%
B 83-86%
B- 80-82%
Rather Basic understanding- more work is needed to perform appropriately and at a professional level
C+ 77-79%
C 73-76%
C- 70-72%
Measured performance indicates that material was not adequately understood
F Less that 70%
Attendance Policy
Owing to the concentrated nature of our 7.5-week courses, the counselor Education Department at Argosy University/Chicago has a strict attendance policy. It is expected that students will be I class during the on campus meetings, and that they will log – on to the online platform at least twice per week.
On Campus Weekends
It is expected that students will be in class unless very ill or involved in an emergency. More than 3 hours missed will result in automatic loss of one full letter grade. More than 6 hours missed will result in automatic failure. Late or missing online participation will also result in loss of one full grade. Please notify your instructor concerning any anticipated absences. Consult your AU catalog and campus handbook for information concerning course withdrawal policies and deadlines.
Informed Consent Statement For Counseling Courses
The counseling profession encourages that counselors fully integrate their own personal attributes and identity, as well as their strengths and weaknesses, into therapeutic processes. Therefore, self- awareness is critical because this knowledge relates to being an effective therapist.
There is an emphasis in many courses on self- awareness/ exploration, as well as giving feedback to peers. Although uncomfortable at times, we encourage students to be open to self-exploration, since we frequently ask clients to do so. Please be aware that although instructors strive to create a safe environment for any personal self- disclosures, we cannot guarantee that other students will maintain the confidentiality of any such disclosures that are made.
It is each student’s responsibility to determine an appropriate level of self-disclosure (i.e. the content and depth of personal information that you share) in experiential learning activities.
Self-disclosure will not be used as a basis for grading in any course. However, should a student disclose information indicating impairment or the potential for harm to clients, the faculty member may take appropriate action in accordance with the ACA Code of Ethics (2005) and Argosy University’s Student’s Professional Development or Students Conduct Committees.
Academic Dishonesty/ Plagiarism
In an effort to foster 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.
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.
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 Students Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request. The Director of Students Services will notify students 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 Students services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not bee approved, in this manner.
Diversity Statement:
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. Argosy University does not discriminate or harass on the basis of race, color, national origin, sex, gender, sexual orientation, disability, age, religion, and/or any other characteristic protected by state, local or federal law, in our programs and activities. Each campus has designated a staff member to handle inquiries and coordinate individual campus compliance efforts regarding nondiscrimination policy.
Weekly Assignments
1. Online work begins 5/12/08 but the online course will be available to you one week prior to that date. You must log on to the online portion of the course by 05/11/08 for instructions.
a. Prior to the first assignment please read my introductory lecture online?
b. Read chapters 1,2 and 19 of the Berk Book
c. Read chapter1 in Comstock
d. Complete online assignment
2. On Campus Weekend 05/05/08-05/07/08
a. Read chapters 3,4,5 in Berk
b. Read chapter 2 in Comstock
3. Online 05/09-05-16
a. Read chapters 6,7,8, in Berk
b. Read chapter 4 I Comstock
c. Complete online assignment
4. Online 05/17-05-24
a. Complete online assignments
5. On Campus 5/30/08- 06/01/08
a. In class presentations
b. Final exam
In Class Presentations
Individually or in a team of no more that four total students you may choose to address and present on any one of the following questions/situations. If you work in a team, the contributions of each member must be obvious, and all members of the team will receive the same grade. Be vivid and creative in your presentation format (e.g.- role plays and live demonstrations, Power Point presentations, video clips, poster sessions, etc). We will try to not duplicate presentations if possible.
1. You are counseling the parents of a young infant. They describe their baby as fussy and irritable. They are convinced that they must be doing something wrong to make their child act this way. Based on the evidence available from research, what could you tell these parents about the relative contributions of heredity vs. environment (including parents) in shaping the temperament of the infant? Secondly, given this information, what specific recommendations would you make regarding parenting behaviors they should demonstrate to create a more synchronous relationship? Be sure to provide behavioral examples that would be helpful to most parents. For the purposes of the presentation, you must also present the evidence based on research to justify your approach.
1. Imagine a 4-year-old child. What are the important issues confronting this child according to Freud, Erikson, and Piaget? Compare and contrast these viewpoints and provide helpful hints for parents to assist their negotiation through this challenging time. These hints should be specific enough so that they will be helpful to parents and with clear, concrete instructions for implementation. For the presentation, be sure to provide clear examples of a 4- year- olds physical, cognitive, emotional, and social worlds as viewed by each of these three theorists perspectives.
3. Frasier is a five year old boy who is deathly afraid of the outdoors, particularly when there are dogs around. This intense fear has been a part of Frasier’s life since the day he was playing outside and was attacked by a German Shepard. Now he refuses to go outside to play and he avoids the family dog, a poodle.
Using any ideas and concepts from any of the learning theory perspectives, explain how this intense fear developed, and why it continues and how you might extinguish Frasier’s fear. Design a plan to help Frasier overcome this fear of dogs. Use specific concepts from the operant and classical conditioning as part of your plan.
4. Discuss parental style and its importance to child outcomes. Given this information, how would you advise parents to minimize later problems and foster a more positive parent- child relationship? Be specific and provide behavioral examples that parents can use as a guide.
5. Summarize and evaluate the research on the factors involved in promoting healthy attachment of infants and children to their parents/caretakers. List and describe Ainsworth’s 3 primary attachment styles as well as any other attachment styles which have been observed and discovered since her pioneering work, describe Ainsworth’s research on attachment styles, and evaluate the impact of various attachment styles on the behavior of young children and its potential influence on later adult relationships.
6. Summarize and evaluate the theories about causes of ADJD. Describe and evaluate ways of helping children with ADHDS. Be sure to include parental and therapeutic interventions and that some of these interventions are specific enough for children and /or parents to understand and implement.
7. Discuss couple/ marital relationships. What factors contribute to their success as well as failure? These include personal, situational and contextual factors. How does the marital life cycle impact happiness and satisfaction? Given this information what recommendations would you give a young couple that is contemplating marriage or long-term commitment? Provide specific suggestions that will pave the way for greater chances of happiness and satisfaction.