James Madison University Advanced Developmental Psychology PSYC 614 Sample Syllabus

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1 James Madison University Advanced Developmental Psychology PSYC 614 Sample Syllabus Course Description: This course provides an advanced overview of current research and theory on life-span human development. The course will enhance students understanding of significant developmental changes that occur over the life span. Emphasis will be placed on typical physical, cognitive, emotional and social developmental transitions as well as on issues such as diversity and socialization in relation to perceptions of human development. Professional, clinical, legal, and ethical issues will also be addressed. Required Texts: **Note: textbooks required by individual professors may differ from this list Berger, K. S. (2008). The developing person: Through the lifespan. Worth Publishers: New York. Salinger, J. D. (1951/1991). The catcher in the rye. Little/Brown: Boston. Additional readings will be assigned throughout the semester. Course Objectives: The objectives of this course are to help you understand the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following: a. theories of individual and family development and transitions across the life span; b. theories of learning and personality development, including current understandings about neurobiological behavior; c. effects of crises, disasters, and other trauma-causing events on persons of all ages; d. theories and models of individual, cultural, couple, family, and community resilience; e a general framework for understanding exceptional abilities and strategies for differentiated interventions; f. human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

2 g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and h. theories for facilitating optimal development and wellness over the life span (CACREP, 2009). Methods of Instruction: The format of this course combines discussion, presentations, and experiential activities. Please read all course assignments prior to our class discussion. Your classmates and I rely on you to share your thoughts and questions, so plan to attend every class session. Evaluation: Students will be evaluated on their demonstrated understanding of the course material and on the quality of their participation. The final course grade will be determined by the following: Course Activity Class Presentations and Class Participation 30 % Observation Summaries 10%) 30 % Midterm Exam 30 % Reflection Paper 30 % Percentage of Grade A B B Please note: All papers and assignments are due at the beginning of the class or at the time specified. Assignments turned in late will not receive full credit. The final score will be reduced by one grade for each day the assignment is late. Class Presentations and Participation Each of you will be asked to present a cogent explanation of one primary view of development, a relevant aspect of a specific theory, or recent research regarding developmental psychology. I will ask for volunteers to present specific topics as the semester progresses. Your grade for the class presentations and participation will be based on your presentation as well as your respectful and attentive commitment to our class discussions throughout the term. Observation Summaries One of the best ways to ensure that theory will inform your counseling practice is to bring theory to life through observation. You will take three field trips in which you will observe humans in action. You will then be asked to write a comprehensive summary of your observations. Observation summaries should include: a description of your subjects;

3 explanation of your subjects activities; hypotheses about your subjects background and current situation; application of theory; and counseling considerations. Observation summaries are due immediately after the field trip. Come prepared to discuss your findings in class. Midterm Exam The midterm will be designed to assess your understanding of key concepts regarding human development. Reflection Paper Choose a 5-year period of your life and discuss your development by writing a critical analysis of your own physical, cognitive, emotional, and social development. Be sure to write about your personal risk factors as well as your protective factors. Apply theory to your own developmental process whenever possible. Explain what your progress through that time period suggests about your future. Schedule of Classes Class Date Activity Assignment 1 Introductions Chapter 1 Theory Overview 2 Theories of Development; Intro to Chapters 2 & 3 Neurobiology 3 The Beginning of Life ; Risk & Resilience Chapters 4, 5, & 6 4 Development during Infancy Chapters 7 & 8 Blackboard: Child Protection 5 Early Childhood Chapters 9 & 10 Field Trip 6 Middle Childhood Development Chapter 11 Exceptional Education and Interventions 7 Adolescence Chapter 12 Field Trip Blackboard: Burn Journals 8 Adolescence, continued Thirteen

4 9 Midterm Chapters 13 & Early Adulthood; Springfest, Chapters 15 & 16 revisited (aka Substance Use &Abuse) 11 VCA Convention; Field Trip 12 Early & Middle Adulthood Chapters 17 & 18 Blackboard: Guidelines and Mandated Reporting 13 Thanksgiving Break 14 Middle & Late Adulthood Chapter Death, Dying & Bereavement Reflection Papers Due 16 Life Span Review: Continuing the Wellness Perspective Notes: The above schedule and procedures for this course are subject to change in the event of extenuating circumstances. Weekly topics and reading assignments will follow in the general order listed above, although some topics may be explored for several weeks. JMU abides by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, which mandate reasonable accommodations be provided for students with documented disabilities. If you have a disability and may require some type of instructional and/or examination accommodations, please contact me early in the semester so that I can provide or facilitate provision of accommodations you may need. If you have not already done so, you will need to register with the Office of Disability Services, the designated office on campus to provide services for students with disabilities. The office is located in Wilson Hall, Room 107; you may call for more information. Students are respectfully reminded to refer to university policies regarding conduct of courses, including the JMU Honor Code, located in the university catalog. JMU s inclement weather policy is available: If you have questions about whether classes are cancelled or postponed, please check the JMU website at

5 Recommended Reading Angrosino, M. V. (2007). Naturalistic observation. Walnut Creek, CA: Left Coast Press. Brazelton, T. B. (1992). Touchpoints. New York: Harper Collins. Conway, J. K. (1989). The road from Coorain. New York: Random House. Monette, P. (1992). Becoming a man. San Francisco: Harper. Pipher, M. B. (1995). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine. Kindlon, D. J. (2000). Raising Cain: Protecting the emotional life of boys. New York: Ballantine. Sears, J., Sears, M., Sears, R., & Sears, W. (2003). The baby book (rev. ed.). New York: Little Brown. Sheehy, G. (1995). The silent passage: Menopause (rev.ed.). New York: Pocket Books. Walls. J. (2006). Glass Castle: A memoir. New York: Scribner.