Course Syllabus PSYC 2314: Human Growth &...

Houston Community College Northeast Psychology 2314: Life Span Development

Disclaimer: Syllabus may be adjusted at any time at the discretion of the instructor

Course Syllabus PSYC 2314: Human Growth & Development

Spring Semester 2015


Disclaimer: Syllabus may be adjusted at any time at the discretion of the instructor

Northline Houston Community College Northeast

Spring Semester 2015 CRN:42015

Instructor: Dauphine L. Billingsley Phone: 713-718- 8000 E-Mail: [email protected] Please allow 24 hours for a response. Required Text Book Berger, Kathleen S. (2014). The Developing Person Through the Life Span, Ninth Edition, Worth Publishers. Course Location: Northline Course Semester: Credit Hours: 3 Credit Hours: Lecture Hours: 3 Lab 0 Total Contact Hours 48 Course Length 16 Weeks Type of Instruction:

A developmental psychology course designed to provide an understanding of human behavior and characteristics from conception through death. This course includes information on physical, cognitive, and psychosocial changes throughout the lifespan. Theory, research, and applications are covered.

Course Description This class focuses upon the development of people from the beginning of life to their death. This course examines the physical maturation, as well as, the social, emotional, and cognitive psychological factors of human growth at each stage of the life cycle. The developmental theories of Freud, Erikson, and Piaget are used give students a working understanding of the psychological factors each stage of human development. Class room activities include observations of children, analysis of a series of VCR & DVD’s movies of each developmental stage so that students can recognize how human development influences peoples behavior throughout their lives.

Students with Disabilities

"If you have a documented disability and need reasonable accommodation in order to make some aspect of your course more feasible for your special needs, please discuss the situation with me, your instructor, as soon as possible. If you are unsure of your disability status or rights to reasonable accommodation, please contact the Disability Support Services office at 713-718-6164.

mailto:[email protected]


Course Prerequisite(s) PREREQUISITE(S):

PSYC 2301 or

Departmental Approval

Must be placed into college-level reading (or take GUST 0342 as a co-requisite) and

be placed into college-level writing (or take ENGL 0310/0349 as a co-requisite)

FREQUENT REQUISITES

Departmental approval

College Level Reading

College Level Writing

Academic Discipline/CTE Program Learning Outcomes

1. All students : Upon completion of any course in the psychology program, students will be able to define, discuss, and apply psychological terms and concepts that are covered in the course and are also referred to in news reports, self-help materials, and the process of seeking and engaging in psychotherapy. 2. Psychology Majors: Upon completion of any course in the psychology program, students who are seeking undergraduate degrees in psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in upper division psychology courses that are required for an undergraduate degree in psychology (e.g., abnormal psychology, history and systems of psychology). 3. Non-Psychology Majors : Upon completion of any course in the psychology program, students who are seeking degrees in fields other than psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in psychology-related courses that are required for degrees in fields other than psychology (e.g., nursing, human relations, addiction, consumer behavior).

Course Student Learning Outcomes (SLO): 4 to 7

1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. 3. Demonstrate knowledge of and explain concepts related to lifespan development. 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting,


discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations.

PREREQUISITE(S):

PSYC 2301 or

Departmental Approval

Must be placed into college-level reading (or take GUST 0342 as a co-requisite) and

be placed into college-level writing (or take ENGL 0310/0349 as a co-requisite)

FREQUENT REQUISITES

Departmental approval

College Level Reading

College Level Writing

1. All students : Upon completion of any course in the psychology program, students will be able to define, discuss, and apply psychological terms and concepts that are covered in the course and are also referred to in news reports, self-help materials, and the process of seeking and engaging in psychotherapy.

2. Psychology Majors: Upon completion of any course in the psychology program, students who are seeking undergraduate degrees in psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in upper division psychology courses that are required for an undergraduate degree in psychology (e.g., abnormal psychology, history and systems of psychology).

3. Non-Psychology Majors : Upon completion of any course in the psychology program, students who are seeking degrees in fields other than psychology will be able to define, discuss, and apply the key terms and concepts that are covered in the course and are also included in psychology-related courses that are required for degrees in fields other than psychology (e.g., nursing, human relations, addiction, consumer behavior).

1. 1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. 2. 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. 3. 3. Demonstrate knowledge of and explain concepts related to lifespan development. 4. 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations.

1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. 1. 1.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Define 1.1.1. Developmental psychology 1.1.2. Life-span perspective 1.1.3. Cohort effects 1.2. CORE DOMAIN 2: THE SYSTEMS APPROACH


Define 1.2.1. The ecological-systems approach to the study of human development 1.2.2. Epigenetic system’s theory 1.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT Define 1.3.1 Genes and chromosomes 1.3.2. Dominant and recessive genes 1.3.3. Behavioral genetics 1.3.3. Stages of prenatal development 1.3.4. Teratogens 1.3.5. Prenatal Abnormalities 1.3.6. Preterm and low birth weight 1.3.7. Gerontology 1.3.8. Menopause 1.3.9. Changes in the sense organs during adulthood 1.3.10. Ageism 1.3.11. Gerontology 1.3.12. Stages of dying 1.3.13. Grief and bereavement 1.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT Define 1.4.1 Learning theory 1.4.2 Piaget’s theory of cognitive development 1.4.3 Vygotsky’s theory of cognitive development 1.4.4 Characteristics of good schools 1.5 CORE DOMAIN 5: : PSYCHOSOCIAL DEVELOPMENT Define 1.5.1. Freud’s Psychosexual theory 1.5.2. Erikson’s Psychosexual theory 1.5.3. Kinkeeper 1.5.4. Activities of daily life 1.5.5. Respite care 1.5.6. Hospice 1.5.7. Palliative care 1.5.8. Living will 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. 1. 2.1 CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Define and identify 2.1.1. Cross-sectional research method 2.1.2. Longitudinal research method 2.1.3. The basic steps of the scientific method 2.1.4. Surveys and case studies, noting at least one advantage (or strength) and one disadvantage (or weakness) of each 2.1.5. Scientific observation as a research strategy, noting at least one advantage (or strength) and one disadvantage (or weakness) 2.1.6. The components of an experiment, and discuss the main advantage of this research method 2.1.7. Some of the ethical issues involved in conducting research with humans 3. Demonstrate knowledge of and explain concepts related to lifespan development.


1. 3.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Explain 3.1.1. Differences among the major theoretical perspectives in lifespan psychology. 3.2. CORE DOMAIN 2: THE ECOLOGICAL-SYSTEMS APPROACH Describe 3.2.1. The ecological-systems approach to the study of human development, and explain how this approach leads to an understanding of the overlapping contexts in which people develop. 3.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT Explain 3.3.1. Nature / nurture controversy 3.3.2. Process of reproduction 3.3.3. Multiple births 3.3.4. Genetics research 3.3.5. Genetic counseling 3.3.6. Brain development 3.3.7. SIDS 3.3.8. Role of nutrition, including breastfeeding 3.3.9. Role of exercise and it’s effects on preventing obesity 3.3.10. Eating disorders 3.3.11. Role of hormones in development during adolescence 3.3.12. Puberty 3.3.13. Changes in body image during adolescence 3.3.14. Sexual behavior including STD’s and decisions 3.3.15. Teen pregnancy 3.3.16. Factors that contribute to drug use and addiction 3.3.17. Primary and secondary aging 3.3.18. Osteoporosis 3.3.19. Hormone replacement therapy (HRT) 3.3.20. Variables affecting life expectancy 3.3.21. Theories of aging 3.3.22. Euthanasia and assisted suicide 3.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT Explain 3.4.1. Sensorimotor intelligence, including object permanence 3.4.2. Preoperation thought 3.4.3 Concrete operations 3.4.4 Formal operational thinking 3.4.5. Vygotsky’s theory 3.4.6. Theories of language development 3.4.7. Bilingualism and second language learners 3.4.8. School related testing 3.4.9. Mental retardation 3.4.10. Learning disabilities and ADHD 3.4.11. Metacognition and selective attention 3.4.12. Information Processing theory 3.4.13. Moral development 3.4.14. Characteristics of good schools 3.4.15. Working outside of school and it’s effects 3.4.16. Senescence 3.4.17. Psychological impact of attending college 3.4.18. Postformal thought 3.4.19. Fluid and crystallized intelligence and how each is affected by age


3.4.20. Gardner’s view of multiple intelligences 3.4.21. Dementia and Alzheimer’s disease 3.4.22. Wisdom 3.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT Explain 3.5.1. Temperament 3.5.2. Attachment, including secure and insecure and the strange situation 3.5.3. Prosocial and antisocial behavior 3.5.3. Child care concerns 3.5.4 Parenting styles 3.5.5 Cross-cultural parenting 3.5.6 Disciplining children 3.5.7 effects of media 3.5.8 Gender development theories 3.5.9 Identity vs. role confusion 3.5.10 Depression and suicide 3.5.11 Challenges of adolescence 3.5.12 Role of work in adult development 3.5.13 Intimacy vs. isolation 3.5.14 Generativity vs. stagnation 3.5.15 Integrity vs. despair 3.5.16 Social clock 3.5.17. Marital success 3.5.18. Divorce 3.5.19. Work and family issues in dual-income families, including role overload and role buffering 3.5.20. Role of work in adult development 3.5.21. Midlife crisis 3.5.22. Sandwich generation 3.5.23. partner abuse 3.5.24. violent behavior of males 3.5.25. Activity theory vs. disengagement theory 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. 1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY Students will interpret 4.1.1. Psychological research on the basis of ethical standards. 4.2. CORE DOMAIN 2: BIOSOCIAL DEVELOPMENT Students will apply 4.2.1. Principles of Lifespan Psychology to relate to problems of biosocial development, such as, factors that contribute to drug use and addiction 4.3. CORE DOMAIN 3: COGNITIVE DEVELOPMENT Students will apply 4.3.1. Postformal thought to address the problem of a moral dilemma, such as, cheating in schools 4.4. CORE DOMAIN 4: PSYCHOSOCIAL DEVELOPMENT Students will apply


4.4.1. Principles of Lifespan Psychology to interpreting social problems (including rejection, peer pressure & bullying)

Core Curriculum Competencies: No Learning Outcomes Selected

Web-enhanced (49% or less) Hybrid (50% or more) Distance (100%) Face to Face various assigned readings from textbooks, peer-reviewed articles, books, original source seminal texts and other original source material, films, field trips, etc.

1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. Each professor will create assignments for use in the class. 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. Each professor will create assignments for use in the class. 3. Demonstrate knowledge of and explain concepts related to lifespan development. Each professor will create assignments for use in the class. 4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations. Each professor will create assignments for use in the class.

1. Define and identify key concepts in multiple (5) areas of lifespan psychology including concepts, facts and theoretical perspectives. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay 2. Define and identify the basic research and evaluation methods used in lifespan psychology, including the strengths and weaknesses of each method. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay 3. Demonstrate knowledge of and explain concepts related to lifespan development. Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay

4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of presentations.

Course Policies:

Absences: State policy is that “a student should be dropped from a course for excessive absences after the student has accumulated absences in excess of 12/5% of the hours of instruction.” If a student misses five or more classes he or she may be dropped by the instructor. Absences are counted beginning the first day of class. If you must be absent please email your professor. Northeast Campus Codwell Hall (713) 718-8300 (Your campus main number) or in emergency situations the HCC Faculty e-mail [email protected].

Tardies: Please be on time for class. Roll may be called at the beginning and/or end of class.

mailto:[email protected]


Make-ups: LATE ASSIGNMENTS ARE ACCEPTED UP TO ONE DAY AFTER ORIGINAL ASSIGNMENT IS DUE. There will be a 20 POINT PENALTY DEDUCTED AND ONLY IF ARRANGEMENTS ARE MADE IN ADVANCE with your Professor.

Various assigned readings from textbooks Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay

New System-Wide Withdrawal Policy The HCC withdrawal deadlines will now be enforced as of Fall 2007 term. Here is a summary of the new withdrawal procedures.

1. Faculty will no longer be able to issue a grade of W on the final grade roster. The “W” option will not be available on the final grade roster. An actual grade must be entered for the student (A, B, C, D, F or Incomplete, if appropriate).

2. Students, in order to withdraw, will need an instructional faculty or counseling faculty consultation

(in person, email, phone, etc.) before the withdrawal deadline each term in order to receive a W on their grade reports.

3. To facilitate the withdrawal after the consultation, instructional faculty will need to use the faculty

withdrawal link recently added in the Peoplesoft instructional faculty website where you access class rosters and enter grades (see attached). The link in Peoplesoft is for instruction-initiated withdrawals, whether sought by a student after consulting with the faculty person or whether sought by the instructor for excessive absences, etc. A similar withdrawal link will be created as soon as possible for the staff side of Peoplesoft for counseling faculty and others to utilize.

4. If an instructor has facilitated a consultation with the student regarding the withdrawal request, the

instructor should submit the withdrawal request using the withdrawal link in Peoplesoft. There is no need to additionally refer the student to counseling to facilitate the withdrawal. Also, do not send the student to Registration staff to facilitate the withdrawal. Registration staff are not authorized to approve withdrawals.

5. As mentioned earlier, there are many negative consequences for students to withdraw from

classes. It is perhaps best to give students whatever grades they earned (A, B, C, D, F, but not W). As always, for low-performing students, please talk to them early in the semester and regularly throughout the semester so that they can be helped to improve their grades.

6. We will be creating a similar link in Peoplesoft soon for you to activate the Early Alert referrals and

process. NOTE: The dates for assignments and exams as they are stated on this calendar are approximate. As we progress through the course, the dates may change. Please stay alert to all class announcements concerning quiz dates, etc. Any changes concerning dates or chapters that are added or deleted from the list will be announced in class. Attendance is very important!

Technical compliance:


Students are expected to maintain a state of technical compliance, including (but not limited to): up- to- date software as required by the instructor; a stable internet connection; and use of the Firefox browser when using Eagle Online. The instructor is NOT required to give consideration for lost/missing/unacceptable work stemming from technical non- compliance and/or end-user technical issues. In short, computer problems are no excuse for not successfully completing the requirements of this class. Computer labs are available at HCC campuses & there are public libraries across the city. HCC Policy Statement - ADA Services to Students with Disabilities Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc. who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. (At any HCC campus) Faculty is authorized to provide only the accommodations requested by the Disability Support Services Office. If you have any questions, please contact the ADA Counselor in the Student Services Office at your college for more information. HCC Policy Statement: Academic Honesty A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and that student is claiming an advantage not available to other students. The instructor is responsible for measuring each student's individual achievements and also for ensuring that all students compete on a level playing field. Thus, in our system, the instructor has teaching, grading, and enforcement roles. You are expected to be familiar with the College's Policy on Academic Honesty, found in the catalog and student handbook. What this means is if you are charged with an offense, pleading ignorance of the rules will not help you. Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. “Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion. If you have taken this course before remember to complete all assignments yourself and only provide work that I have requested. Don’t recycle work from another EDUC class, from a friend, or a class that you have taken before. Cheating includes: • Copying another students’ work • Using materials not authorized by your instructor • Collaborating with another student during an assignment without authorization • Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a test that has not been administered; • Bribing another person to obtain a test that is to be administered. Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit. Collusion is the unauthorized collaboration with another person in preparing written work offered for credit. Possible punishment for academic dishonesty may include a grade of 0% or F on the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System. (See the Student Handbook for more info.)


*Important Dates: Spring Break: March 16, 2015 Last Day to Withdraw: March 24, 2015 Instruction Ends: May 10, 2015 Final Exams Begins: May 11, 2015

Grades Available to Students: May 22, 2015


Course Schedule Plagiarism Tutorial

I. The Beginning Chapter 1 - The Science of Human Development

The NatureNurture Controversy 2 -Theories of Development

Psychoanalytic Theory: Freud/Erikson Behaviorism: Conditioning & Social Learning Cognitive Theory: Piaget & Info Processing Sociocultural Theory: Vygotsky Humanism Evolutionary Theory

3 – Heredity & Environment Genes Genotype to Phenotype Nature and Nurture

4 – Prenatal Development & Birth Germinal – Birth

II. The First Two Years Chapter 5 – Biosocial Development

Perceiving and Moving Health

6 - First Two Years: Cognitive Development Sensorimotor Intelligence Piaget Theories of Language

7 - First Two Years: Psychosocial Development Emotional Development

Brain & Emotions Social Bonds Theories

III. Early Childhood Chapter 8: Biosocial Development Body Changes Brain Development Motor Skills

9: Early Childhood: Cognitive Development Thinking During Early Childhood Case Studies/Vygotsky

10: Psychosocial Development Play/ Caregivers/ Moral Development

Assignment: Is Spanking Okay? 2 pages/double-spaced/Times New Roman


IV. Middle Childhood: Biosocial Development

Chapter 11: Middle Childhood: Biosocial Development Health/Special Needs

12: Cognitive Development Building on Theory Teaching and Learning

13: Psychosocial Self-Concept Assignment: _______________________________________

Mid-Term Exam

V. Adolescence Chapter 14: Biosocial Puberty (Stress)

15: Cognitive Logic/Modes of Thinking 16: Psychosocial Identity/Peer Pressure

Assignment: ______________________________________

VI. Emerging Adulthood

Chapter 17: Active Bodies/ Sexual Activity/ Risks 18: Cognitive Practical and Personal 19: Psychosocial Continuity/Change/Intimacy

Assignment: _______________________________________

VII. Adulthood Chapter 20: Biosocial Aging/Reproductive/Measuring Health

21: Cognitive Intelligence 22: Psychosocial Personality Development Theories of Adult Personality Intimacy/Generativity

Assignment: ________________________________________

VIII. Late Adulthood Chapter 23: Biosocial Prejudice & Predictions 24: Cognitive New Development Maslow & Erikson

25: Theories of Late Adulthood Epilogue Death and Hope

Choice Affirmation

Assignment: _____________________________________________


Final Exam Course Grade The course grade is based upon each student’s grades on homework, observations & film interpretations, and two exams. Assignment % of Semester Grade Class Attendance/Homework 25 Observations & Writing Assignments 25 Mid-Term 25 Final Exam 25 Total 100%

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses.

FINAL GRADE OF FX: Students who stop attending class and do not withdraw themselves prior to the withdrawal deadline may either be dropped by their professor for excessive absences or be assigned the final grade of "FX" at the end of the semester. Students who stop attending classes will receive a grade of "FX", compared to an earned grade of "F" which is due to poor performance. Logging into a DE course without active participation is seen as non-attending. Please note that HCC will not disperse financial aid funding for students who have never attended class.

Students who receive financial aid but fail to attend class will be reported to the Department of Education and may have to pay back their aid. A grade of "FX" is treated exactly the same as a grade of "F" in terms of GPA, probation, suspension, and satisfactory academic progress.

To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA.

Health Sciences Programs Grading Scales may differ from the approved HCC Grading Scale. For Health Sciences Programs Grading Scales, see the "Program Discipline Requirements" section of the Program's syllabi.

Instructor Grading Criteria Students must be present to take all test in person this includes mid-term and finals. If a student fails to take an either exam a grade of F will be assigned for the semester.

Instructional Materials Berger, K. (2014). The Developing Person Through the Life Span, 9e. Worth Publishers.

Course Syllabus PSYC 2314: Human Growth &...

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