2132 W Roscoe, 2nd Floor, Chicago office hours by appointment

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1 CCP Human Development I The Institute for Clinical Social Work, Fall Semester 2016 Jim Grabowski, MA, LCPC 2132 W Roscoe, 2nd Floor, Chicago office hours by appointment jcgrabow@yahoo.com; This course will provide a graduate level survey of the full range of human development from infancy through adolescence to adulthood, with an emphasis on the formative stages of human development. We will review psychodynamic conceptions of the important tasks of these developmental stages. We will explore past and present notions of how a person psychologically develops and what is thought to influence, facilitate and/or impede the process, particularly human relationships. An important component of this course will be the exploration of universality, cultural variations, and social context in human development. This course builds the student s foundational knowledge of human development for counseling and clinical field work. Goals 1) Acquire an understanding of the concepts and metaphors of development and developmental processes, both past and present; 2) Acquire an appreciation for the interface between emotional development and the role of relationships as well as the many other environmental factors that influence development; 3) Become knowledgeable about the major psychodynamic stages and theories of development; 4) To learn about the following domains of development: a) Physical/biological, b) emotional, c) cognitive, d) psychosexual and gender, e) moral, f) social; 5) To develop appreciation for age-appropriate developmental tasks; 6) To develop an appreciation of developmental continuity and discontinuity over the lifespan;

2 7) To develop an appreciation of the role of culture in variations of development. Evaluation Class participation: 32%. This includes attendance and demonstration that you read and worked to understand the assignments. Two short written assignments: 20% each Final paper: 28%. Guidelines for Written Work Evaluation of written work will be based on these guidelines: 1) Presentation and development of ideas: The introduction states the thesis and indicates how the ideas developed are intended to be presented. Demonstration of an accurate understanding of the material. There is support, with sources cited, for ideas. The ideas are explained clearly and cogently and the connections between ideas are clear and explicit. An analysis is offered that indicates the significance to the topic presented. The conclusion draws the ideas together, and strongly restates the thesis. 2) Writing: Use of correct grammar and spelling. Transitions between sentences and paragraphs are clearly explained. There is a logical structure and organization to the way the ideas are outlined and presented. References and bibliography are complete and in correct format. The writing is clear and persuasive. 3) Timeliness. Any assignments received after the due date will incur a letter grade reduction. Grades A work demonstrates not only mastery of the material but fluency with the material and the capacity to use the ideas creatively. B work presents an overall understanding of the material and a well-written, well organized presentation. C work represents a basic grasp of the material but has some significant deficits or distortions in the use of ideas and/or written presentation. Failing means there is little evidence of comprehension of the material and/or the presentation is in unacceptable form. First assignment - due Class 5: child observation and writeup. Observe a preschool or school age child for 45 to 60 minutes. This can be in a formal setting like a school classroom, or an informal setting like a playground or the child s home. Observe the child s activities, play and behavior and their interaction with others. Write a 2-3 page summary of the observation. You can relate your observations to concepts discussed in class or in the readings.

3 Second assignment - due Class 8: on Stern s Interpersonal World of the Infant. Question to be handed out by class 6 Final Exam Due Class 16. Class Policies Reading The learning in this class takes place mostly between the assigned readings and class lectures and discussions about the material. The readings are designed to provide a foundation in the subject matter, which will then be further explained and discussed in class. It is expected that everyone will do the reading and bring any questions or reactions to class. The readings are at differing levels of difficulty and, thus, some of it is impossible to master; rather it is intended as an introduction to topics that will continue to be learned and thought about throughout the course and beyond. Attendance Students are expected to attend class, be on time, and participate in discussion. If a student needs to miss a class, please inform the instructor by or telephone. ICSW Attendance Policy: Students are required to attend class every class session. The intimacy and intensity of our classroom environments make consistent attendance very important. Students who miss more than one class session may see that reflected in their grade. Missing more than two class sessions will result in either a withdrawal from the class or a failing grade. Students who miss two or more classes a semester are reported to the Progression Committee for follow up at the time of the second absence. Required Texts: Inside Lives, by Margot Waddell The Early Years of Life, by Gertraude Diem-Wille Interpersonal World of the Infant, by Daniel Stern

4 Week Reading 1 Reading 2 Subject 1 Tyson and Tyson - Ch2 Theory of the Developmental Process 2 Benedek, T. (1959). Parenthood as a developmental phase. Journal of the American Psychoanalytic Association, 7: PEP Archive Stern pp Recommended: Concept of Developmental Lines - A. Freud Handbook of IMH - Ch2 on Pregnancy Intro Pregnancy 3 Diem-Wille Ch2 Emergence of Body Ego Stern Emergent Sense of Self Newborn 4 Stern Core Sense of Self, Pt I Stern Core Sense of Self, Pt II Infancy 5 Essential Other - the Human Environment of Infancy pp Diem-Wille Ch3 Emotional Dev in the First Years 7 Diem-Wille Ch4 Development of Thinking and the Capacity to Symbolize Davies Chapter 5 pp Stern Subjective Sense of Self Stern Sense of a Verbal Self Infancy First Assignment Due Symbolic Thinking 8 Becoming Attached, Karen, Atlantic Diem-Wille Ch5 Psychosexual Development Attachment and psychosexuality Second assignment due. 9 The Emotional Life of the Toddler, Alicia F. Lieberman, PhD. Chapter 7, Early Anxieties, pp The Emotional Life of the Toddler, Alicia F. Lieberman, PhD. Chapter 8, Issues to Negotiate, pp Optional - Waddell, Ch5 Language and Toddlerhood

5 Week Reading 1 Reading 2 Subject 10 Bornstein On Latency 1951 PSC 6; PEP Galatzer-Levy, R. & Cohler, B. (1993). Moving into the larger world: Middle childhood. In R. Galatzer-Levy & B. Cohler, The essential other (pp ), NY: Basic Books. Latency 11 Novick, K.K., Novick, J. (1994). Postoedipal Transformations: Latency,, and Pathogenesis. J. Amer. Psychoanal. Assn., 42: Waddell Chapter 9, Puberty and Early Knight, R. (2011). Fragmentation, Fluidity, and Transformation: Nonlinear Development in Middle Childhood. Psychoanal. St. Child, 65:19 47 S. Freud, The Transformations of Puberty, from the Three Essays on the Theory of Sexuality Latency Puberty and Early 13 Waddell Chapter 10, Mid- Richmond and Slansky, Structural Change in Middle 14 Waddell, Chapter 11 - Later On, Anna Freud Late

6 Week Reading 1 Reading 2 Subject 15 Waddell, Chapter 12 The adult world (pages ) Waddell, M. (2002). Inside lives: psychoanalysis and the growth of the personality. Chapter 13 The Later years (pages ). Adulthood 16 DWW Normal Child Tolpin, Forward Edge Wrap-up, etc ICSW Academic Policies Classroom and Grading Policies Respect for Diversity Guided by the NASW and ACA Codes of Ethics and the mission of ICSW, students and faculty have a shared responsibility for championing social and economic justice for all members of society. This includes a commitment to eliminate personal and institutional discrimination, ensure access to needed resources and opportunities for all persons, especially those who are disadvantaged or disenfranchised. Prejudicial attitudes and discriminatory practices are examined. Students are expected to be respectful of the opinions of others while at the same time striving to attain the ideals of social justice. Students with Special Needs Students with special needs or difficulties in learning and completing courses assignments are strongly encouraged to notify instructors as soon as possible so that appropriate resources and accommodations can be provided. Student Evaluation and Grades Classroom instructors grade students on their course work and submit evaluations on the caliber of each student s work. The purpose of grading is evaluative, as well as to provide a learning tool for students, i.e., to provide feedback on progress, strengths and weaknesses, and issues that need to be addressed. Cumulative grade point average is based on full letter grades, not plus or minus grades. Only letter grades are recorded in the students transcript. Instructors are required to submit full letter grades (not pluses or minuses) within two weeks after classes end. Grading Standards Grades are assigned according to the following standards: A - Superior Work (4.0 value) B - Satisfactory Work (3.0 value) C - Marginal Work (2.0 value) F - Failure* (0.0 value) P - Pass* (0.0 value) AU - Audit (0.0 value) - Auditing a course with approval of instructor INC - Incomplete (0.0 value) Grading Policy

7 Incompletes: An incomplete can be granted only in cases of significant personal emergency and when the student has been in touch with the instructor in advance of the due date for the required work. Any incompletes must be resolved by the first day of the following semester (fall, spring, summer). If the work has not been completed by this date, the incomplete grade will convert to a failing grade. It is always the student s responsibility to initiate the process for an incomplete. It is also the responsibility of the student to turn in the completed work by the following semester s end. Late papers: A late assignment is one that is submitted after the deadline but before grades are submitted. Approval for turning assignments in late is determined by individual instructors. Student Code of Academic and Professional Conduct ICSW is committed to the support of the standards and ideals of the social work, counseling, and psychology professions. In accordance with these goals, each student at ICSW is bound by the code of ethics for their respective discipline. Students are expected to adhere to principles of academic honesty and integrity. Any student who engages in academic dishonesty, which includes giving or receiving unauthorized aid to any assignment or examination, plagiarism, or tampering with grades or irregularities shall be subject to disciplinary action. Such action may include a failing grade in the course, suspension, or dismissal from the program as determined by the Progression Committee and the Dean. Students are expected, at all times, to respect the confidentiality of their clients and must, therefore, appropriately disguise client materials in all oral and/or written presentations to consultants, and/or to teachers and fellow students during class discussions. Plagiarism Policy Plagiarism is unacceptable at any time, and constitutes a severe academic violation. When plagiarism is suspected, students may be asked to submit their papers electronically to a third party plagiarism detection service. If a student is asked to submit the paper and refuses to do so, the student must provide proof that all work is correctly sited and/or original. Papers that are determined to contain plagiarism will receive a failing grade, and the student will be referred to the Progression Committee and the Dean. Plagiarism Defined: Plagiarism takes many forms, but falls into three main categories: using a source s language without quoting, using information from a source without attribution, and paraphrasing a source in a form that stays too close to the original (Yale Writing Center, 2014). If a student has any question about what constitutes plagiarism, please contact the Associate Dean. Reusing Your Own Work: Cutting and pasting from or resubmitting a paper written for an earlier purpose or class is a form of academic dishonesty commonly referred to as self-plagiarism. It is prohibited at ICSW to reuse your own written work. It is allowable to quote from your own earlier work, but the material is subject to the same rules of citation that govern all academic writing.