Life Span Development HDCN 6320 Section 775 August 4, 2015 October 9, 2015 Thursday 6:00 PM 10:15 PM Lecturer: Terrie L. Naramor, Ph.D. Email: ; tnaramor@smu.edu Phone: or Office Hours: By appointment Required Texts: Kail, R.V. and Cavanaugh, J.C. (2016). Human Development: A Life-Span View (7 th Edition). Cengage Publishing. ISBN-13: 978-1305116641 Publication Manual of the American Psychological Association (6 th Edition). Washington, D.C. American Psychological Association. Supplemental reading may be required. In this case, the instructor will provide hard copies or direct students to electronic resources. General Reminders: No internet/email use on laptops during class No disruptive eating during class No talking when another individual is speaking Page 1 of 22
COURSE DESCRIPTION Examines physical, cognitive, communicative and linguistic, and social and emotional development processes through the life span. Topics are addressed within the context of the major theories of development with a focus on chronological and developmental age and cultural and socioeconomic diversity. Students learn appropriate developmental practices useful in interventions across the life span. COURSE PURPOSE AND GOALS The purpose of Life Span Development HDCN 6320 is to gain a working knowledge of life span development principles for use in an applied counseling setting. Learning Objectives Identify key theorists and describe their contributions to developmental psychology in terms of psychodynamic, behavioral, cognitive, ecological, and eclectic perspectives. Discuss themes that dominate research and the application of developmental principles in practice such as the continuity and discontinuity of age related changes across the life span. Communicate orally, and in writing, the defining physical, cognitive, social, and emotional features of infants, toddlers, early childhood, middle childhood, adolescence, adulthood, and elderhood. Identify basic human anatomy and its function as related to lifespan development. This primarily includes the brain, central nervous system and endocrine system. Integrate life span developmental theories with other disciplines in the field of psychology such as neuropsychology and school psychology. Observable Outcomes Students will demonstrate mastery of key developmental theories by answering questions on midterm and final exams and completing all assigned projects and presentations. Students will demonstrate knowledge of prevailing developmental themes through classroom presentations, discussions, and film analysis. Students will demonstrate mastery of major physical, cognitive, social and emotional milestones across the lifespan by answering questions on midterm and final exams and completing all assigned projects and presentations. Students will demonstrate knowledge of basic human anatomy and function by answering questions on the midterm and final exams. Students will demonstrate an integrated knowledge of prevailing developmental themes through classroom presentations and discussions. Page 2 of 22
COURSE CALENDAR Week Date Topics Readings 1 8/4/15 Overview of course and syllabus Overview of course requirements/assignments Counseling center guest to discuss mock counseling requirements The Study of Human Development Chapter 1 2 8/11/15 Discuss presentation assignment and sign-ups Biological Foundations Chapters 2,3 Tools for Exploring the World 3 8/18/15 Expert Presentations The Emergence of Thought and Language Chapters 4,5 Entering the Social World 4 8/25/15 Watch film on your own prior to Week 4 Discuss film assignment Expert Presentations Guest Lecturer on Play Therapy Chapters 6,7 Off to School Expanding Social Horizons 5 9/1/15 Midterm Exam Lecture on topic chosen by students Rites of Passage Chapter 8 6 9/8/15 Review Mid-Term Results Expert Presentations Moving Into the Adult Social World Chapters 9,10 Becoming an Adult 7 9/15/15 Expert Presentations Being With Others Chapters 11,12 Work and Leisure 8 9/22/15 Developmental Milestone Chart due Expert Presentations Making it in Midlife Chapters 13,14 The Personal Context of Later Life 9 9/29/15 Film Analysis Paper Due Social Aspects of Later Life Chapters 15, 16 The Final Passage 10 10/6/15 Final Exam Film and Discussion or Visit Dr. Naramor s Private Practice Page 3 of 22
ASSIGNMENTS There are six areas in which your work will be evaluated, as shown on the table below. A grading scale is also provided which shows graduate level grading. Expectations for attendance, classroom participation, and all assignments are also provided. Course syllabi are intended to provide students with basic information concerning the course. The syllabus is best viewed as a blueprint for the course. The instructor reserves the right to make changes in the syllabus (such as due dates for assignments); however, students will be informed of any substantial changes in a timely manner. Course Assignments Grading and Evaluation Assignment/Activity Points Possible Class Attendance and Participation (includes mock counseling sessions) 200 Expert Presentation 100 Developmental Milestones Chart 150 Film Analysis 150 Midterm Exam 200 Final Exam 200 Total Points Possible 1,000 Graduate Level Grading Grade Performance Description Percentile Range A Exceptional 93-100 A- 90-92 B+ High Pass 87-89 B 83-86 B- Pass 80-82 C+ to F Failure any grade of C+ or below 79 Page 4 of 22
Assignment Descriptions Class Attendance and Participation The class participation grade is based on attendance, punctuality, preparation, and the quality and degree of student participation and discussion while in class. Additionally, each student is required to participate in 5 mock counseling sessions in the counseling center. Class Attendance and Punctuality Regular attendance is required and considered integral to learning. Likewise, students are expected to arrive to class on time, return from breaks at the time specified, and remain in class for the entire period or until dismissed by the instructor. All class periods will involve class discussion and activities that cannot be made up due to absences. Students may not request make-up work for missed in-class activities or class notes from the instructor. In the event an unavoidable absence causes a student to miss an exam, the student should contact the instructor in advance and arrange for a make-up exam date. Examples of unavoidable absences include student or close family member illness, death of a close family member, car accidents, injuries requiring medical attention, etc. Examples of absences that will not be considered unavoidable include vacations, family gatherings, conference travel, rest days, etc. In the case of a true emergency, please notify the instructor as soon as possible. Preparation, Participation, and Decorum Preparation and classroom environment. Students should arrive at each class meeting having completed all of the assigned readings and be sufficiently familiar with the readings to engage in discussions. All students are responsible for participating in class discussions and activities. All students are expected to maintain a respectful and courteous demeanor toward other students and the instructor. All students are expected to contribute to a safe classroom climate free from judgment, derision, or marginalization. Any student who finds the conduct of another offensive is encouraged to respectfully voice a concern in class or have a private conversation with the instructor. Any student who has particular difficulty participating should discuss this privately with the instructor prior to the second week of class. Electronic media and distractions. Please turn off (or set on silent/vibrate) all cell phones and other electronic devices. Please do not engage in any other activity while in class (working on another assignment, reading, surfing the net, instant messaging, etc.). Note taking by Page 5 of 22
handwriting or laptop will be discussed in the first class session and a classroom policy will be adopted for the term. Breaks and meals. Light snacks and drinks may be consumed in the classroom. One 20 minute break will be taken during the class session each week. Students may earn up to 20 points per class session for attendance and participation in class. Students who are more than 5 minutes tardy (or chronically tardy) will lose 5 participation points for each occurrence. Students will lose 20 participation points for each absence. Students missing more than two classes may: Receive a grade of Incomplete if the requirements to do so have been met Receive a failing grade for the course Drop or withdraw from the course. (This option may have financial and/or financial aid consequences. Students should refer to the Add/Drop Policy and the Withdrawal Policy for the Counseling Program and consult with the Program Specialist if they believe this is a possibility.) Religious Observance. Religiously observant students whose practices require them to miss class should notify the instructor in writing prior to Week 2 of class. If an exam is missed due to a religious observance, advanced arrangements should be made with the instructor for making up the exam. The student may earn class participation points by completing an additional assignment. The scope and details of the assignment are to be arranged directly with the instructor. (See University Policy No. 1.9) University Extracurricular Activities. Students participating in officially sanctioned, scheduled university extracurricular activities should notify the instructor in writing prior to Week 2 of class. If an exam is missed due to an extracurricular activity, advanced arrangements should be made with the instructor for making up the exam. Additionally, the student may earn class participation points by completing an additional assignment. The scope and details of the assignment are to be arranged directly with the instructor. Expert Presentation Assignment Each student will be required to make one classroom presentation lasting 15 minutes. The student will choose a topic on which she/he can become an expert and teach the remainder of the class about their chosen topic. The instructor will provide a list of presentation topics with sign-ups during Weeks 1 and 2 of class. Each expert presentation will be worth 100 Page 6 of 22
points. Presentations will correspond with the appropriate week of readings and instruction during the course. The student will provide the instructor with a Title Page (APA format), an outline of the presentation, and references (in APA format). Each presentation should include a minimum of 5 references, at least 3 of which are to be peer-reviewed journal articles. Up to 2 additional resources may be used such as books or materials from an agency that addresses your area of expertise. A grading rubric is provided at the end of the syllabus. Developmental Milestones Chart Assignment Students will construct a chart, or any type of visual of their choosing, to depict life span developmental milestones. Theorists that must be included at each appropriate age level are: Piaget, Erikson, Kohlberg, Bandura, Vygotsky, Sternberg, and Kubler-Ross (the instructor will likely add to this list throughout the course). Other theorists of the student s choosing may be included. Your visual should highlight the essential developmental features of each age category and a sampling of concerns or issues relative to that age. Students should place greater emphasis on the age group with which they anticipate working in the future. Students should indicate (either on the chart or by informing the instructor) which age group they have chosen to emphasize. The goal is to develop a chart that will assist the student in his/her graduate studies, clinical practice, and for licensure preparation, etc. Students may collaborate on this project but each must turn in their own chart. Developmental Milestones Charts are due on Week 8 and must include the ages discussed in chapters 3-15 of the text (Infancy through Elderhood). This assignment is worth 150 points. A grading rubric is provided at the end of the syllabus. Creativity is encouraged, however, the instructor is most interested in the development of charts that will be useful to the student for a long period of time. This assignment will be very easy to complete if the student works on it each week as we discuss each stage of development or if the class works collaboratively on this project. Film Analysis Assignment Students will watch the film Secondhand Lions on their own time prior to Week 4. The class may watch the film together during Weeks 9 and 10 of the term and discuss various developmental themes and topics presented in the movie. The goal is to assist the student in Page 7 of 22
thinking like a counselor; therefore, this assignment is to be considered a case study. The instructor would like the student to be able to identify such constructs as: parenting style, attachment, Piaget s theory of cognitive development, Erickson s theory of developmental conflicts, Kohlberg s theory of moral development, etc. Of course the student s understanding of these constructs will develop over the weeks of the term. Students will choose from a list of questions provided by the instructor. Students will be required to respond to a minimum of 5 questions, but no more than 10 questions, from the list provided. The student is to analyze the content of the film in light of the course content, using the textbook to support their understanding of the events in the film. For example, there will be a question about parenting styles. The student will analyze May s (or the bachelor uncles ) parenting styles. They will need to identify the style (using the theories provided in the text), provide evidence to support the decision (by giving examples from the movie), and give an opinion about the effectiveness of the parenting style. This assignment is worth 150 points. Analysis questions as well as a grading rubric are provided at the end of the syllabus. The student is to present the instructor with 5 single-spaced pages of responses. The student may double space between questions. The student will identify which question(s) they have chosen to respond to with a number at the beginning of the response. Do not type out the entire question. The pages should be filled with the student s responses rather than repeating the questions or providing useless or repetitive information. A title page (APA format) should accompany each film analysis. This assignment is due Week 9. Midterm Exam The midterm exam will be administered at the beginning of class on Week 5. The midterm exam will be worth 200 points. The midterm exam will consist of 100 multiple choice questions which will be taken from the textbook readings (Chapters 1-7). The instructor will provide essay questions for extra credit. Each student may answer up to 2 essay questions worth a maximum of 10 points each. A list of 5 essay questions will be provided. Students will be given two hours of classroom time to complete the midterm exam. After a break, class will resume and dismiss at the regular dismissal time of 10:15 PM. If a student completes their exam early, they may leave the classroom but are asked to not loiter in the hallway where they may distract others still working on their exams. Page 8 of 22
Final Exam The final exam will be administered at the beginning of class on Week 10. The final exam will be worth 200 points. The final exam will consist of 100 multiple choice questions which will be taken from the textbook readings (Chapters 8-16). The instructor will provide essay questions for extra credit. Each student may answer up to 2 essay questions worth a maximum of 10 points each. A list of 5 essay questions will be provided. Students will be given two hours of classroom time to complete their final exam. After a break, class will resume and dismiss at the regular dismissal time of 10:15 PM. If a student completes their exam early, they may leave the classroom but are asked to not loiter in the hallway where they may distract others still working on their exams. GENERAL INFORMATION Late and Make-Up Work Policy All assignments are due at 6:00 PM on the posted dates. In general, there is a 10% penalty for each day an assignment is late (including weekends and holidays). If an assignment is more than 3 days late, it will not be accepted and a grade of 0 will be recorded. Students who are absent on the day an assignment is due may submit the assignment electronically prior to 6:00 PM on the due date. If extreme, unavoidable circumstances prevent completion of an assignment by the due date, the student should contact the instructor as far in advance of the due date as possible to determine whether an extension will be allowed. In-class participation grades cannot be made up. Grades of Incomplete A student may receive a grade of I (Incomplete) if at least 50% of the course requirements have been completed with passing grades, but for some justifiable reason, acceptable to the instructor, the student has been unable to complete the full requirements of the course. At the time a grade of I is given, the instructor will provide written instructions to the student and to the University registrar, detailing the remaining requirements and setting a completion date in order to convert the Incomplete to a letter grade. These instructions will also provide the letter grade that is to be awarded if the requirements are not met by the due date. The maximum period of time allowed to clear the I is 12 months. If the student s work is incomplete, poor quality, and unacceptable, a grade of F will be awarded. The grade of I does not authorize a student to attend the course during a later Page 9 of 22
term. Graduation candidates must clear all I grades prior to the deadline in the Official University Calendar. In some cases, this may allow fewer than 12 months to complete the assignments and clear the I grade. Failure to do so may result in removal from the degree candidacy list and/or conversion of the grade of I to the grade indicated by the instructor at the time the grade of I was awarded. For graduate students, a maximum of 2 (6 hours) concurrently held grades of I in courses other than thesis are allowed. If this maximum is reached, the student will be allowed to take only 1 three-hour course per term until the I total is reduced. Students who accumulate a total of 3 grades of I in courses other than thesis will be put on probation and not be allowed to enroll in further courses until the total is reduced. Academic Integrity Students must adhere to the SMU Honor Code as described in the Student Handbook. Students in counseling training are dually responsible for abiding by all applicable ethical standards, as mandated by University policy and the professional codes of ethics. Please review the University policies on the responsibilities and penalties regarding academic honesty. Ignorance of academic and/or professional ethical standards does not excuse ethical infractions. Unethical practices are determined by behavior, not students intentions. Any incidents of academic or clinical ethics infractions will be reported for investigation. Student should also be familiar with the professional code of ethics for LPCs in the State of Texas. Unless otherwise specified in the syllabus, all course assignments and exams must be the student s original work, produced by the individual to whom the work is assigned. Disability Accommodations Students needing academic accommodations for a disability must first contact Disability Accommodations and Success Strategies (DASS) at 214-768-1470 or www.smu.edu/alec/dass.asp to verify the disability and establish eligibility for accommodations. Once the student s disability has been established with the University, the student is to schedule an appointment with the professor to make appropriate arrangements. In addition, if you have difficulty that does not qualify as a recognized disability, but which affects your ability to succeed in the course, please meet with the instructor within the first two weeks of the semester, or as soon as possible, in order for reasonable accommodations to be made. The instructor will try to be sensitive to issues such as extreme fear of public speaking, shyness, cultural traditions, or upsetting personal events that may affect a student s success. The instructor is willing to work with such a student to overcome these obstacles or find appropriate ways around them. (See University Policy No. 2.4) Page 10 of 22
Statement on Confidentiality and Emotional Safety In order to provide a safe learning environment for students in the class and too protect the confidentiality of practice clients and class members, students will discuss case material and others personal information, reactions, etc. only while in class or privately with other current class members. Although the nature of the counseling program invites and expects students to confront themselves in order to maximize personal growth, each student is ultimately responsible for what he or she chooses to share in class, knowing that he or she has the right to pass on any activity or discussion that seems too personal. It is also the responsibility of each class member to treat classmates with respect and integrity, thus providing emotional safety for each other during class activities. All students in the Counseling Department will demonstrate behavior that is consistent with the Ethical Standards forwarded by the American Counseling Association Code of Ethics, Texas LPC Code of Ethics, American Association for Marriage and Family Therapy Code of Ethics, and Texas LMFT Code of Ethics. Failure to do so may result in dismissal from the program. Mock Counseling Instructions Mock counseling between the Practicum student counselor and the Life Span student is to be used as a personal growth opportunity and provide Practicum students with the ability to practice new interventions and further develop novice clinical skills. Each Life Span student will complete a Personal Growth Plan to be used as a basis for session discussions and personal and/or professional progress during the term. All Life Span Mock Counseling activities used by the student counselor are being implemented with the goal of practicing basic micro skills prior to using them with a real client. Thus, full participation by the Life Span student is expected and required as part of the Life Span course, and the Student Counselor should not utilize all of the 50 minute allotted for each session. Mock counseling sessions will begin the third week of the term. Five mock counseling sessions, one per week, must be scheduled by each Life Span student no later than the second week of the term. Life Span students may either call the Center for Family Counseling at 972-473-3456 or drop by the office to schedule a standing appointment for the five sessions. Students who are currently engaged in on-going counseling or psychotherapy with a licensed professional may be excused from this requirement. The student is to provide the instructor with a letter from their therapist stating that the student is participating on-going therapy at the present time. Page 11 of 22
Practicum Student Counselor Role: Introduce and complete the Life Span Personal Growth Plan with the Life Span student during the first session. Discuss progress on the Life Span Personal Growth Plan the following sessions. Practice/implement basic micro skills during each session. Take the last 10 minutes of each session and process with the Life Span student any suggestions they have for the implementation of the intervention from their perspective in the role of the client. Save all of the products the Life Span student creates from session activities and maintain them in a file along with a copy of the activity description for the student s future use. Complete the Life Span Mock Counseling Verification Form at the completion of the sessions and provide a signed copy to the Life Span student. Log all hours seeing the Life Span student as Direct Client Contact in Time2Track. Life Span Student s Role: Sign the Life Span Student Mock Counseling Agreement Statement (found at end of syllabus) and submit to the Life Span instructor before scheduling mock counseling sessions. Schedule five mock counseling sessions with a Practicum student through the Clinic Coordinator. Attend five mock counseling sessions, complete the Life Span Personal Growth Plan, and participate in the Practicum student s counseling techniques and selected activities. Understand the potential results of disclosing any information from the referral criterion topics (listed below). Offer the Practicum student counselor helpful feedback and suggestions on the implementation of the activities used at the end of the session. Obtain a signed copy of the Life Span Mock Counseling Verification Form at the completion of the sessions and provide it to the Life Span course instructor. Every session will be supervised by a licensed professional of the SMU Masters of Counseling faculty and staff and may be viewed by those who are affiliated with the SMU Center for Family Counseling. If you discuss any items on the referral criterion list, the counseling professional may find it necessary to intervene due to legal or ethical considerations. If a Life Span student has concerns that warrant counseling or psychotherapy, it is that student s responsibility to arrange for those services at another facility, such as the student counseling center on the main campus). If the Life Span student discloses issues such as those topics on the referral criterion list that are beyond the scope of mock counseling and the services offered by the Center for Page 12 of 22
Family Counseling, the Practicum student counselor may discontinue the mock counseling and refer the Life Span student for appropriate therapeutic services elsewhere. Referral Criterion: Substance use and abuse Process addictions Illegal behaviors Suicidal or homicidal ideation or intention Self-injurious behavior DSM diagnoses or medications History of abuse (domestic violence or child abuse) Inpatient or residential treatment history Grievances against peers, faculty, or SMU Masters of Counseling program Mental health issues that illicit the need for long-term treatment Changes to Course Structure and Schedule Changes to the course structure, content, or schedule may become necessary in order to enhance the teaching/learning experience and/or to make up missed classes due to holidays. In addition, changes to course requirements, deadlines, and grading percentages may be subject to change due to campus emergencies such as widespread illness, weather emergencies, or collective traumatic events. The University and the instructor will provide updates, information, and resources as needed in such emergencies. Page 13 of 22
Expert Presentation Grading Rubric Expert Presentation Points Possible Points Earned Notes Title Page 10 Must be APA format Outline 10 References 25 1. Journal/Other 2. Journal/Other 3. Journal/Other 4. Journal/Other 5. Journal/Other Content/Organization 55 Presentation Depth of Coverage Logical Sequence Poise/Authority Resources Creativity Use of time Totals 100 Student s Name Date of Presentation Page 14 of 22
Developmental Milestones Chart Grading Rubric Development Chart Points Possible Points Earned Notes Developmental Stages 100 Infancy (10) Toddlerhood (10) Early School Age (10) Middle Childhood (10) Early Adolescence (10) Late Adolescence (10) Early Adulthood (10) Middle Adulthood (10) Late Adulthood (10) Elderhood (10) Required Theorists 10 Overall Organization 10 Clear Emphasis on 10 one group Coverage/Complete 10 Neatness/Spelling 5 Creativity 5 Total 150 Student s Name: Comments: Page 15 of 22
Film Analysis Grading Rubric Film Analysis Title Page Must be APA Format 10 Points Possible Points Earned Notes Overall Length/Layout 10 Grammar/Spelling 30 Responses 100 Theory/Theorist Evidence from Text Opinion/Observation Depth of Analysis Total 150 Student s Name: Comments: Page 16 of 22
Expert Presentations Topics/Dates Date Chapter Presentation Topic Student Name 8/18 2 Alcohol as a Teratogen - FAS 2 Post-Partum Depression 3 Attachment Theory, Patterns of Attachment, RAD 4 Language Development in Toddlerhood 8/25 5 The Importance of Play 6 Reading Disorders 6 Attention Deficit-Hyperactivity Disorder 7 Erikson and the Psychosocial Crisis: Industry vs. Inferiority 9/8 7 The Impact of Divorce on Children 7 The Impact of Electronic Media on Children 8 Brain Development in Teens: Executive Function, Formal Operations 8 Kohlberg s Theory on Moral Development 9/15 9 Developing an Identity 10 Autonomy from Parents: Becoming an Adult 11 Sternberg s Triangle of Love 13 Erikson s Psychosocial Crisis: Generativity vs. Stagnation 9/22 14 Erikson s Psychosocial Crisis: Integrity vs. Despair 14 Physiological Changes with Age 15 Elderly Males and Suicide 16 Bereavement/Grief Page 17 of 22
Film Analysis Assignment Assignment: Students will respond to a minimum of 5 questions and a maximum of 10 questions. Students will choose questions they wish to answer from the list below. The student is to analyze the content of the film in light of course content utilizing the textbook, lectures, and discussions. Students will use constructs and theories described in the course to support their analysis of the film. Each student will present 5 single-spaced pages of responses. The student may double space between questions. The student is to identify which question(s) they have chosen to respond to with a number at the beginning of the response. Do not type out the entire question. Do not tell the instructor the story. The pages should be filled with the student s responses rather than repeating the questions or providing useless or repetitive information. The assignment presentation will follow APA format, including a title page. No reference page is required. Questions: 1. Using Kolberg s Theory of Moral Development, what stage of moral development do you believe May had achieved? Consider her desire to get close to the uncles in order to get their money. 2. What type of attachment do you believe Walter had with his mother? 3. Walter overheard his mother and uncles discussing him. He heard them call him a weenie. Using Erikson s stages of Psychosocial Development, how might this discussion have impacted him developmentally? 4. At what point in the film do you believe the uncles began to demonstrate care, parenting, or responsibility for Walter? You may name several examples demonstrating their shift from disinterested and inconvenienced to caring and responsible. 5. Did Walter ever develop a secure attachment with his uncles? Provide evidence for your position. 6. Name several points at which Walter demonstrated a sense of belonging or connection to his uncles. 7. What was May s parenting style? 8. What parenting style did the uncles use with Walter? 9. When the uncles described the body growing old but the spirit staying young and restless, what Psychosocial stage might they have been in? 10. As the uncles told their stories of Africa and Jasmine, what developmental task was being accomplished? Page 18 of 22
11. What psychosocial crisis might Uncle Hub have been experiencing when he said he felt useless and we ve outlived our time? 12. Can you identify a point in the story when Walter began to use Perspective Taking? 13. Using Kolberg s Theory of Moral Development, what stage of moral development do you believe Walter had achieved? Consider his actions when he was beaten by his mother s boyfriend. 14. With respect to Walter s relationship with the lion, Jasmine, what Psychosocial crisis was Walter in and how did he resolve it? 15. Using Erikson s Psychosocial Stages of Development, what crisis do you believe May was in, and how was it resolved? 16. In what way was the What Every Young Man Should Know speech a Rite of Passage for Walter? 17. When Walter confronted his uncles and said, I need you. I need you to stick around and be my uncles, what message was he really communicating to his uncles? Think in terms of attachment, belonging, etc. 18. When Walter stood up to Stan and said, Defend yourself! what do you think was happening to him emotionally? 19. Why might May believe she had no choice but to marry Stan? Think about this through a developmental lens. 20. Using Sternberg s Theory of Love, what type of love do you think May and Stan exhibited? 21. Do you believe the uncles intended to die when they flew the airplane through the barn? 22. Using Erikson s Psychosocial Stages of Development, what developmental crisis were the uncles addressing at the end of the movie? Was the crisis resolved? How? 23. Using Erikson s Psychosocial Stages of Development, what developmental crisis was Walter addressing at the end of the movie? 24. What type of relationship might you imagine grown-up Walter having with his mother? Page 19 of 22
Secondhand Lions Assignment I have watched the film Secondhand Lions on my own time as required toward the completion of the film analysis assignment. Student s Name: Date of Viewing: Page 20 of 22
Life Span Student s Mock Counseling Agreement Statement I understand that the purpose of this assignment is for the Practicum student to practice new interventions and further develop their clinical skills. I understand that I should use this experience as an opportunity for personal growth and not for treatment of serious personal and/or clinical issues in the form of psychotherapy. I acknowledge that if any information is shared with the Practicum student that is of concern to the Practicum student and/or their supervisor, I may be referred to the SMU Counseling Center on the main campus and will be required to complete the remaining sessions through psychotherapy by a licensed clinical professional. A grade of Incomplete will be received for the Life Span course until proof of counseling sessions has been demonstrated. Life Span Student Printed Name Life Span Student Signature Date Page 21 of 22
Life Span Development HDCN 6320 ~ Section 775 Instructor: Dr. Naramor August 2015 I am enrolled in the Life Span Development course for the August 2015 term. I have received a copy of the course syllabus. I was in attendance when the course syllabus was covered by the instructor and discussed during the first class meeting. I had an opportunity to ask any questions or request clarification of any and all aspects of the syllabus. I understand the course requirements and expectations as presented in class and on the syllabus. Student Signature Date Contact Information for the student: Preferred phone number: Preferred email: Any additional information that you believe the instructor should have or know about you may be entered below. You may use the back of the page if needed. Page 22 of 22