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RLED676 Topics: Psychological Development: Life Span




Instructor: Nancy J. Carbonell, Ph.D. Class Time: M - F 8:00 a.m. - 4:20 pm

Office: 159D Bell Hall Class Room: Bell Hall, Room 161

Phone: 471-3472


Study Sources
Course Objectives
Pre-Campus Assignments
On-Campus Assignments
Post-Campus Assignment
Course Evaluation

Full Syllabus

Course Description:

A survey of the factors influencing human development throughout the life span from conception to senescence.

Study Sources:

Required Text: Berger, Kathleen S. (2001). The Developing Person Through the Life Span, 5th Edition. Worth Publishers: NY, NY.

Required Readings:

Pipher, Mary (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls. Ballantine Books: N.Y.

Sommers, C.H. (2000). The War Against Boys: How Misguided Feminism is Harming Our Young Men. Simon & Schuster: N.Y.

Optional Reading:

Angelou, Maya. 1969. I Know Why the Caged Bird Sings. Bantum Books.
ISBN 0553279378

 

Suggested Journals:
Adolescence Journal Child Language
American Psychologist Journal Child Psychology & Psychiatry
American Journal of Orthopsychiatry Journal of Family Practice
Child Development Journal of Genetic Psychology
Child Study Journal Journal of Gerontology
Developmental Psychology Journal of Marriage and the Family
Family Relations Journal of Orthopsychiatry
Gerontologist Journal of Pediatrics
Human Development Journal of Psychology and Aging
Irtn'l Journal of Aging & Human Dev. Merrill Palmer Quarterly
Journal of Adolescence Pediatrics
Journal of Applied Psychology Science

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General Course Objectives:

Upon completion of the course the student should be able to:

1. Describe normal developmental patterns from the life span viewpoint, integrating the past with the present and the future.

2. Describe the developmental changes in physical growth from conception through late adulthood.

3. Describe the process of intellectual growth form birth through late adulthood.

4. Describe the process of personality and social development from birth through late adulthood.

5. Describe the process of spiritual development from conception through late adulthood.

6 Describe the influences of the home, the school, and the community on human development.

7. Describe the influence of culture on human development.

8. Describe behavior which may indicate possible disturbance in the developmental process.

9. Compare the major theoretical viewpoints on human development and apply their findings to parenting, teaching and counseling.

10. Relate knowledge of human development to major issues affecting the development of the individual such as child care, schooling, help for the disadvantaged, or care for the aging.

11. Relate knowledge of human development to the spiritual growth and character development of the individual.

12. Understand one's own personal development, especially as this relates to events of childhood and adolescence.

14. Apply knowledge of human development to major life decisions of self and others.

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Course Organization:
The course is organized to study human development from a chronological (age) viewpoint. The first section deals with theoretical perspectives and research methods for the study of human development. The following sections deal with each age level from conception through late adulthood and death.

Course Requirements:
Since this course is being given as a one-week intensive, it has been designated a DG course, which means that some assignments will be completed after the on-campus classes have met. This course is designed so that most reading assignments and some other types of assignments are to be completed as pre-campus work. On-campus work will focus on in-class discussions, activities, group work and library work. Post-campus work will also be required.

 

Precampus Assignments:

1. Read Chapters 3 through 25 and the Epilogue in the Berger textbook.

2. Portfolio Assignment: Based on the textbook material in Chapters 3-25, prepare a brief (1-2 typed pages) essay or discussion on ten (10) of the 22 chapters. These essays or discussions should be divided into the following three parts:

a. Find and summarize a recent newspaper or magazine article or describe a personal experience or observation that illustrates, exemplifies, or pertains to one of the developmental phenomena, theories, processes, issues, or research findings in text. (Note: You may wish to check the original journal article on which the newspaper or magazine account is based to be sure that the author's findings are accurately reported in the media.)

b. Briefly explain the developmental phenomenon, theory, process, issue, or research finding described in item 1.

c. Explain why the phenomenon, theory, process, issue, or research finding applies to the article or to your personal experience or observation, and evaluate how well it "fits."

3. Read the two (2) books of required reading and prepare a reaction paper of 3-4 pages on each one. Highlight the parts you agreed with or disagreed with, or sections that were particularly moving or pertinent to your own personal experience.


Please note: the pre-campus assignments are due during the 1st class period, July 8, 2002.

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On Campus Assignments:

1. Attend class and participate in class discussions. Class will begin at 8:30 each day, and end at 3:30, Monday through Thursday. A one hour lunch break will be given each day from 12:30-1:30. On Friday, our last day of class, we will meet for only a half a day, from 8:30-12:30. To be a contender for an A in the class, attendance to all sessions is strongly advised.

2. Take the four quizzes online on WebCT (to be explained further in class). Quiz One will cover material found in Chapters 3-7; Quiz Two will cover material from Chapters 8-12; Quiz Three will cover material from Chapters 13-16; and Quiz Four will cover material from Chapters 17-22 from the Berger textbook.

3. Submit two journal article reviews on:

a. Two journal articles reporting research on human development. Journals may be selected from the journals listed under "Study Sources" or from other searches.

b. Both reports must be typewritten on one to one and 1/2 pages of 8" by 11" paper, using APA format. Submit each report on a separate sheet. Include your name, complete bibliographic information, and number of pages read. Each report should follow the guidelines presented below.

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Post-Campus Assignments:

1. Submit a personal development project. See following instructions as to what should be included in project.

2. Conduct four developmental interviews. See following guidelines as to how to conduct an interview, how to prepare for an interview, and what to include in your assignment.

Post-course assignments are due as soon after the intensive as you can complete them. The sooner you finish the assignment, the easier it will be and the more motivated you will be to finish. Please note, that your assignments should be mailed to me by November 15, 2002 for the grade to be recorded in the fall semester grading period. If you want your graded assignments to be returned to you, you should enclose in your assignment packet a self-addressed, stamped envelope.

You may submit your assignments until April 15, 2003, however any assignment received after the November 15, 2002 deadline will be charged a late fee of $25.00, and should be sent, NOT to the instructor, but rather to:

Family Life Office
Seminary Hall
Andrews University
Berrien Springs, MI 49104-1500

If you do not complete all assignments by April 15, 2003, a grade will be given you based upon the work that has been turned in to that date.


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Course Evaluation:

Points Due Date

1. Portfolio Assignment 100 July 8, 2002

(10 chapters @ 10 pts. each)

2. Two Reaction Papers for Required Reading 50 July 8, 2002

(2 @ 25 pts. each paper)

3. Journal article reviews

(2 @ 10 pts. each) 20 July 12, 2002

4. Four Quizzes on WebCT (@ 50 pts. each) 100 July 12, 2002

5. Personal Development Project 50 Nov. 15, 2002

6. Four Developmental Interviews (@ 15 pts. each) 60 Nov. 15, 2002


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Please Note: All assignments are due on the date indicated on the schedule. Late assignments will not receive better than a B grade. If a student's performance is borderline, overall class attendance and participation may be considered in determining the grade.