INDIVIDUAL & FAMILY LIFESPAN DEVELOPMENT PSYCHOLOGY 302 SUMMER, Tuesdays, May 5 through August 11

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1 INDIVIDUAL & FAMILY LIFESPAN DEVELOPMENT PSYCHOLOGY 302 SUMMER, 2009 Tuesdays, May 5 through August 11 Allan Leung, PhD afwleung@comcast.net Required Texts: Siegel, Daniel J. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York: The Guilford Press. (S) Sigelman, C.K., & Rider, E.A. (2009). Life-span human development, 6 th Ed. Belmont, CA: Wadsworth Cengage Learning. (SR) Articles are assigned by the instructor during the course Course Objectives: This course will provide a lifespan perspective of human development. Biopsychosocial factors of development will be examined, including important ecological factors. Major theories of biological, cognitive, social, personality and emotional development will be reviewed. The neurobiological basis of development and its contributions to these aspects will be discussed, especially as it relates to changes in personality, behavior, cognition, and significant relationships over the life span. Students will also be asked to consider their own development with regard to these factors. Particular emphasis will be placed on applying our knowledge and understanding of human lifespan development to our clinical work. Students will increasingly appreciate how their knowledge of development will enhance their effectiveness with their therapy clients by becoming more aware of the developmental issues that their clients face.

2 Course Requirements: Confidentiality. Personal information that class members share with each other, information from interview subjects, and clinical case material that are discussed are confidential. Identifying information regarding a person that a student writes about must be disguised by changing key identifying information. It is also everyone s responsibility to be sensitive to and respect others privacy. Classroom Participation and Attendance. Classroom participation and attendance are required for successful course completion. Class participation will be evaluated according to the quality of students participation, engagement in class discussion, feedback, self-awareness, and their use of their imaginations. Frequency of class participation is also a factor in evaluating students overall course evaluation. An attendance sign-in sheet will be passed around at the beginning of each class. Two absences will necessitate a meeting with the instructor initiated by the student. More than two absences will result in a full letter grade drop in the final course grade. More than three (3) absences will result in withdrawal from the class. Reading and other Assignments. To get the most out of class discussions, complete reading and other assignments before the class. Structured Interview and Paper. Students will conduct a structured interview with an individual who is age 70 or older. Prior to the interview, students will develop a series of questions that are based on a developmental theory of their choosing that was covered in class. This theory will provide the framework from which relevant questions are formulated. The structured interview questions will be submitted to the instructor prior to the interview according to the course outline. At least eight (8) questions are to be submitted. In addition to the prepared questions (the backbone of the interview), additional questions may be asked during the interview to flesh out an interviewee s responses. To form an adequate basis for the paper described below, the interview should be one and one-half to two hours in length. Interviewees should not be relatives. Interviewees shall be advised of the confidential nature of the interview. An opportunity should be given for an interviewee to raise questions about his/her participation prior to any questioning. The interviewee can stop the interview at any time if she/he does not want to proceed.

3 Based on interviewees responses from the structured interview, students will write a paper discussing the key developmental issues that their interviewees faced as they progressed through the life span. Students shall also consider those historical, environmental, social, and/or interpersonal factors that have significantly influenced the interviewee s development. Students papers should incorporate and integrate their understanding and appreciation of the developmental theory that they have chosen. This theory serves as the lens through which students bring into sharp relief those aspects of their interviewees lives that lend particular meaning and resonance. Students are expected to use their best writing style. Grammar and clarity are considered in the evaluation of the paper. The paper is five to seven (maximum) typewritten pages (excluding reference page). At least four references are used (excluding course textbooks and articles). Only professional journal articles and books are utilized. Material from websites (except data bases containing professional journals/articles) and lay organizations is not acceptable. The paper must conform to the APA Publication Manual guidelines (typed, 1-inch margins, 12-point font, double-spaced, use of citations). Take-Home Mid-Term Examination. The exam will focus on assigned readings and in-class activities. The examination consists of multiple choice and/or other force-choice questions. Essay questions also are included. Late submission of a test will result in a deduction of points from the grade. Final Grade Determination. The final grade will be determined based on the student s work in the following areas: Take-Home Mid-Term Exam 30% Structured Interview Questions 15% Paper 35% Participation and Attendance 20% Course Grade Determination =A =B =C =D = A 83 86=B 73 76=C 63 66=D 90 92= A =B =C 60 62=D- Below 60=F Additional Information. The instructor reserves the right to make changes in the syllabus and class activities.

4 Psychology 302 Course Syllabus May 5 Housekeeping Chores Course Overview Introduction to Human Development Across the Life Span: Theoretical Issues May 12 Theoretical Issues (Continued) Theories of Human Development: Freudian Theory, Erikson s Psychosocial Model SR: Ch 1, 2 (p ). Ch 11 (p ) May 19 Theories of Human Development: Learning Theories, Social Cognitive Theory SR: Ch 2 (p ) May 26 Theories of Human Development: Piaget s Cognitive Developmental Theory SR: Ch 2 (p ), Ch 7 (p ) June 2 Theories of Human Development: Systems Theory, Levinson s Adult Developmental Theory SR: Ch 2 (p ), Ch 11 (p ); Handout: A Conception of Adult Development June 9 Memory and Information Processing SR: Ch 8, S: Ch 1,2 June 16 Attachment SR: Ch 14 (p ), S: Ch 3 (p ) Take-Home Exam Due at the Beginning of the Class June 23 Attachment (continued) SR: Ch 14 (p ), S: Ch 3 (p )

5 June 30 The Family Emotions SR: Ch 15 ( ), S: Ch 4 July 7 Consciousness, Representational Processes SR: Ch 9, S: Ch 5 Structured Interview Questions Due July 14 States of Mind: Cohesion, Subjective Experience, Self- Regulation SR: Ch 11 (exclude p ), S: Ch 6, 7 July 21 Interpersonal Connection S: Ch 8 July 28 The Final Challenge: Death and Dying Aging: Clinical Considerations SR: Ch 17 (p ; ) August 4 Aging: Cognitive Disorders August 11 Aging: Cognitive Disorders Paper Due Assignments and/or topics are subject to revisions.