VANGUARD UNIVERSITY OF SOUTHERN CALIFORNIA PSYC : Developmental Psychology Instructor: Steve Cuffari M.A., M.A., MFC #44845 Spring Semester 2016

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1 VANGUARD UNIVERSITY OF SOUTHERN CALIFORNIA PSYC : Developmental Psychology Instructor: Steve Cuffari M.A., M.A., MFC #44845 Spring Semester 2016 Class Meeting: 1:00 2:15 M-W ONLY Voice Mail: Teaching Assistant: Megan Jeske Office Hours: Monday & Wednesday 12:00 1:00pm by appointment only Office: Psych 101 Course description: Developmental Psychology will explore human development from conception to adulthood. This exploration is conducted through several overarching paradigms of human development spiritual, biological, cognitive and psychosocial. Prerequisite: General Psychology (PSYC 103) Course Fulfillment: This course meets elective upper division requirements for all students, regardless of major. It is a requirement for the Major in Psychology. Required texts: Berk. Laura E. Exploring Lifespan Development." Publisher: Pearson; 3 rd edition, 2014 Daniel J. Siegel. Mindsight: The New Science of Personal Transformation, Random House, Internet Resources The Internet contains a wealth of resources. The following are useful web sites

2 COURSE SPECIFIC STUDENT LEARNING OUTCOMES (SLOs) The student will demonstrate a competent knowledge base in the following areas. 1. Define Developmental Psychology. 2. Know how developmental psychologists do research and follow the scientific method. 3. Describe major theories of developmental psychology (Freud, Piaget, Erikson, Bowlby). 4. Articulate how the study of developmental psychology integrates with your faith. 5. Describe development from a biological, cognitive, and psychosocial point of view as a process that involves both continuity and change, by giving examples from the literature, class discussions and their life examples. 6. Evaluate different developmental events from the perspective of the major theories of development cognitive, learning, humanistic, and psychoanalytic and recognize those theories when others are using them to conduct research, present their research findings or simply raise children from a certain theoretical construct. 7. Explain how research contributes to the understanding of human development and how research findings can enable students to be more objective about human development, be wiser spouses, and be well-equipped parents. 8. Recall important developmental concepts and apply those concepts to the vast array of situations waiting for them as they progress through their own lives. 9. Formulate objective questions about human development that help them appreciate differences in other humans as well as empower them to be all that they can be as future Developmental Psychologists, spouses, and parents. VUSC Psychology graduates should be able to 1. Apply principles of cognitive, behavioral, biological, socio-cultural, and spiritual perspectives on human nature to practical issues such as personal, social and/or organizational issues. 2. Apply core principles of empirical research, including research design, data analysis, and interpretation, to critically evaluate scholarly research. 3. Practice professional ethics (as defined by American Psychological Association), cultural competency, and citizenship with the focus on core principles of beneficence, responsibility, integrity, justice, and respect. 4. Develop oral and written products that demonstrate information literacy skills in an established scientific format (APA). 5. Apply psychological knowledge, skills and values to various careers and/or postgraduate study. 6. Integrate a Christian worldview with knowledge of psychology.

3 INSTITUTIONAL/CORE SLOs 1. Integration of Faith and Learning: Students will develop and articulate a Biblical worldview informed by a Pentecostal perspective, integrating faith with learning. Students integrate faith and psychology throughout the course, through classroom discussions and written assessments. 2. Cultural Competency and Citizenship: Students will understand and practice effective local, national and global citizenship and demonstrate appreciation of diverse psychological, social, historical and artistic aspects of culture. Cultural competency and citizenship is demonstrated through diverse approaches to cognitive and behavioral treatment. 3. Communication: Students will demonstrate effective, college-level written and oral communication skills. Students demonstrate communication skills through the submission of written assessments. Oral communication is demonstrated through a classroom oral presentation. 4. Critical Thinking: Students will develop and apply qualitative and quantitative critical thinking skills. Students apply qualitative and quantitative critical thinking skills through critical analyses and an understanding of behavior modification internet sites; students evidence critical thinking through all submitted written assignments. 5. Holistic Living: Students will appreciate and demonstrate a holistic view of health and living. Students are encouraged to maintain a healthy body, mind, and spirit, as they structure their time and energy for this course. Additionally, students read about these topics in the textbook for this course. 6. Information Competency: Students will demonstrate foundational technology skills that allow one to locate and evaluate the integrity of information, and to understand the ethical uses of information. Students are instructed in techniques to think critically about psychological science and participate in classroom discussions on these topics and skills. Additionally, students evaluate internet research and critically reflect on research through written assessments.

4 General Class Policies: 1. All exams must be taken on or before the exam date regardless of travel plans made before or during this semester. 2. If there are extenuating circumstances which contributed to the lateness of an assignment or inability to take an exam, a formal request for an incomplete for the class may be made. Per university policy "An incomplete grade is granted only for such circumstances as major personal or family crisis. Unacceptable reasons include: course load too heavy, previous incompletes, regular job or ministry responsibilities, English problems, computer problems, etc." 3. If a question arises over a test score, it will be the responsibility of the student to prove the validity of the mistake. Therefore, it is strongly advised that you save all test scantrons in order to be able to show evidence of the test score to the professor. 4. Should your professor be tardy for any class session, students should wait for 20 minutes before assuming that the class session will be cancelled. 5. Don t hesitate to meet with your professor in order to talk about issues that relate to the course or that have to do with your spiritual formation. 6. Don t leave class sessions early without letting the professor know in advance that you need to do so. 7. Students that use laptop computers in class are required to sit in the back rows during class for the entire semester. Disability Services: The Disability Services Office: The Disability Services Office offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you, your instructor(s) and the Disability Services Office. If you have not yet established services through the Disability Services Office, but have a temporary or permanent disability that requires accommodations (this can include but not limited to; mental health, attentionrelated, learning, vision, hearing, physical or health impairments), you are welcome to contact the Disability Services Office at or disabilityservices@vanguard.edu Classroom Diversity Statement: As students and faculty at Vanguard University of Southern California, and foremost as Christian believers, we endeavor to communicate with honesty and confidentiality, to speak with encouraging and edifying words, and to create a safe environment where we shelter one another with love when vulnerabilities arise. This classroom intends to foster a Christ-centered community that promotes appreciation and respect for individuals, enhances the potential of its members, and values differences in gender, ethnicity, race, abilities, national origins, and age.

5 Academic Honesty Plagiarism MOODLE: Academic dishonesty, either cheating or plagiarism (presenting the words or opinions of others as one s own work), is regarded as a serious violation of both the academic and moral standards of Vanguard University. Dishonesty in any class assignment can result in: loss of credit for the assignment, loss of credit for the entire course, and referral to the Director and/or Provost. It is the prerogative and responsibility of the instructor to determine if academic dishonesty has occurred and the seriousness of the infraction. The Office of the Provost is to be notified of instances of academic dishonesty. Students have a responsibility to understand plagiarism and to learn how to avoid it. They should refuse to allow fellow students to borrow or to use an assignment without proper citation, encourage fellow students to do their own work, and refrain from completing assignments for their fellow students. If a student helps another plagiarize in these or other ways, he or she is equally guilty of academic dishonesty. To plagiarize is to present someone else s work his or her words, line of thought, or organizational structure as our own. For information on the consequences of plagiarism, please consult the student handbook. This course will be using the latest in classroom portal technology, Moodle 2.2. The classroom portal provides you with the ability to view course resources, check your grades, keep up with assignment due dates, get the latest course announcements, and much more. You can access our course page by logging into using your VU credentials. Syllabus, course outlines and other important materials are available on the course page. I will be using Moodle to post PowerPoint slides, study guides, handouts, and grades.

6 Attendance Policy: Because of the heavy weight placed on in class material it is important for you to show up on time for every class. Attendance will be taken at the beginning of every class. If you miss a class, you will miss vital information that may negatively affect your grade. In some instances missing just one class can translate into missing up to 20-25% of the information needed for the next exam. According to college policy, Regular and punctual class attendance is expected and is essential to optimum academic achievement. Students in lower division classes are given an F for any course in which they have been absent more than one-fifth of the scheduled class meetings. Attendance requirements in upper division classes are established by each professor. For this class, 20% translates into missing more than six (6) classes. At that point an F is given. Please note: It is the responsibility of the student to monitor their accumulated absences. Athletes: Absences occasioned by participation in a college-approved activity (e.g. field trips, athletic contests) are governed by the following: 1. Students are responsible for initiating the process of makeup work. Work must be submitted when due whether or not the student is present. 2. Scheduled events (games, concerts, tournaments) constitute an excuse to miss class; however, practices do not. 3. Students should clear their class schedules with coaches or directors before registering for classes to minimize potential conflicts. 4. Missed classes for authorized events will count toward the one-fifth absence allowance. Student athletes and others affected by excused absences should be particularly careful not to miss other class sessions for unauthorized reasons. 5. Students shall not be penalized for missing class for authorized college activities by loss of attendance points. On the rare occasion it would be impossible to make up a missed class or lab; the student should miss the activity and not be penalized by the coach or director. Classroom Punctuality: Students who show up more than five minutes after class will not get credit for attending that class.

7 DESCRIPTION OF EVALUATION: Students in this course will be evaluated by the College s 4.0 grading system. You should refer to the Student Handbook for further details on the grading system. The following criteria are used in determining the student s grade: Assignment Points Due Dates Four Exams: 150 pts each 600 2/1; 2/24; 3/28; 4/29 Final Exam Optional 1pm Book evaluation 150 3/9 Developmental Interview 250 4/13 TOTAL POINTS: 1000 STUDENT EVALUATION Percentages Points Grade Significance GPA % A Exceptional % A % B % B Above Average % B % C % C Average % C % D % D Below Average % D % F Failure 0.00 Non-Competitive Grading: Your grade is determined by the total number of points you earned by the end of the semester, regardless of the points of others. There is no curve. You should therefore feel free to help each other learn, study, and succeed in class. Keep in mind that does not mean helping each other on test day. How Final Grades Are Calculated: Your final grade is based on the total points earned in class not the percentage posted in Moodle. For example, let s say Moodle says that your final grade is 890/1000 total points which Moodle translates as 89%. Keep in mind that 89% of 1000 points can range from points. At first glance, some would reason that your professor should round up based on percentage points. Since your instructor uses the total points to calculate grades and not percentage points, then here is how it shall work. If you have total points, then your grade would remain a B+. If, however, you have 896 points, then your instructor will give you 4 additional points and round up your final grade to 900 points or an A- in the class.

8 Exams: (150 points each) Each exam consists of 50 multiple-choice questions worth three (3) points each with two (2) extra-credit questions. Students can actually earn as much as 156 points on each exam! Exam #1: Chapters 1-4 Exam #3: Chapters 9-12 Exam #2: Chapters 5-8 Exam #4: Chapters Final Exam: (Optional) A comprehensive final exam will be given, consisting of 50 multiple-choice questions worth three (3) points each with two (2) extra-credit questions. Once again, students can actually earn as much as 156 points on this exam! Students who are satisfied with their previous test scores may choose not to take the final exam. Students who wish to take the exam may replace their lowest test score with the final exam score. Therefore, taking the final exam cannot lower a student s course grade; it may only improve the grade. General Class Policies: 8. Extra credit can be earned in this course by submitting papers to the writing center. 9. All exams must be taken on or before the exam date. 10. All written assignments must be turned in via Moodle 11. Papers not turned in (electronically) on the due date will be considered late and will not be read and the student will forfeit those points. 12. If there are extenuating circumstances which contributed to the lateness of an assignment or inability to take an exam, a formal request for an incomplete for the class may be made. Per university policy "An incomplete grade is granted only for such circumstances as major personal or family crisis. Unacceptable reasons include: course load too heavy, previous incompletes, regular job or ministry responsibilities, English problems, computer problems, etc." DESCRIPTION OF WRITING ASSIGNMENTS: Requirements for both written assignments: 1. Each paper shall comply with APA formatting. 2. Any final papers turned in late will not be read and/or graded.

9 Extra credit: A total of 30 extra credit points can be earned if students turn in a copy of the rough draft of their book report (15 points) and/or Developmental Interview paper (15 points). Note: In order to receive extra credit students have two(2) options: a) Option one: Students turn in a hard copy of their rough draft that must be signed and stamped by the writing center on that hard copy. b) Option Two: An electronic copy of the edited rough draft must be sent to the T.A. s . This usually involves students forwarding the electronic (edited) version that the writing center sent to the student with corrections made on it. c) In either option, the morning after the due date(s), the TA will send the professor a spread sheet with a list of students who have met this criterion. d) Any final papers turned it without being edited by the writing center personnel will not receive extra credit. In other words, having your friend (even if they are an English major) edit the paper does not constitute extra credit. I. BOOK EVALUATION (150 points): Due 3/9 All students will complete a 5 page evaluation of the book, Daniel J. Siegel. Mindsight: The New Science of Personal Transformation, This evaluation is to be in APA-format and must include all of the following: 1. The title page must consist of four items: The actual title, the author s name and institutional affiliation, a running head, and a page number. The title page does not count as content. 2. An abstract which allows readers to get a condensed version of a the book evaluation that highlights the major points covered, concisely describes the book s content and scope of the writing, and then reviews the contents of the book in abbreviated form. The abstract should not contain more than 120 words. The title of the book should not be repeated in the abstract. The abstract counts as page one (1). 3. An introductory statement designed to give your reader a brief indication of what he or she is about to read. For example: To focus one s attention in a way that allows us to see the internal workings of our own mind and the mind of others does not happen by accident. Dr. Daniel Siegel offers a scientifically grounded, integrated view of interpersonal neurobiology that helps readers learn how to focus their attention in ways that can literally change the wiring and architecture of their brains. 4. A purpose statement which announces the purpose (what you intend to do), and direction of the report (how you intend to do it). It needs to be on a separate page from the abstract. It tells the reader precisely what to expect in the paper, what the specific focus will be, and provides a detailed description of how the author intends to accomplish that goal. It s always a good practice to break a purpose statement down into small, manageable steps. For example, In the pages that follow the author will provide an interaction with Dr. Daniel Siegel s book Mindsight. The first section of the paper will provide the thesis or central idea that drives Siegel s book. The second section provides six (6) general ideas that author Siegel presents about personal transformation. Next, the paper will discuss how well, from the author s viewpoint, Siegel s ideas

10 on mindsight and personal reflection line up with scripture. Lastly, the report will end with the author s critical evaluation of the book. 5. Thesis: In your own words, state the thesis or central idea that drives this book. 6. Response: Name at least six (6) general ideas that author Dan Siegel presents about personal transformation. With each of the six (6) general ideas given provide real life examples of how that idea has unfolded in your personal life. For example, if you want to regulate your anxiety more effectively, then you must become more mindful of how your brain responds to anxiety provoking stimuli. Or, as we develop mindsight, we tap into the brain's capacity for both insight and empathy. Note: Each general idea must be accompanied with page numbers. 7. Integration of faith and learning: To what degree does Siegel s ideas on mindsight and personal reflection line up with scripture? To what degree do you believe that our actions are the result of biological development, social conditioning, or spiritual forces inside of us. Make sure that your response is based on well-articulated, appropriately cited Scriptural foundations. 8. Offer a critical evaluation of the book. In other words, criticize and praise, agree and disagree, point out any omissions and over-generalizations that contrast your opinions or the work of other authors you have read previously. II. DEVELOPMENTAL INTERVIEW (250 points): Due 4/13 The student must write a 9-11 page paper that is the summation of an interview focused on development. The purpose of interview is to help students apply what they have learned from this class. It is designed to help them describe the cognitive, physical, social, and biological development of real people. In addition, it is designed to help students explain why persons develop the way they do. Therefore, each student will interview a person or a couple and select them from one of the following five (5) groups. Group I: Group II: Group III: Group IV: Group V: Adolescent (12-17 years old) Young, Married, individual or couple Parent(s) with children Middle aged person (45-60 years old) Married or single older adult (65 years or older) Upon choosing a subject for the interview, explain to that person that you are doing this research for a course in life-span development. Make sure you let your subject know that his name will in no way be used in the report. Let him know that the main purpose of this study is to help you see how textbook knowledge applies to real life. Let him know that you are not making any sort of psychological evaluation because you are not legally qualified to do so. The person interviewed can be a family member, friend, or stranger. Below is how the paper should be assembled.

11 SECTION I: APA REQUIREMENTS A. Title page: Although this is required it does not count as page one of content. B. Abstract SECTION II: GENERAL INFORMATION C. Purpose statement Example: This paper will provide a developmentally focused interview with a 76 year old male subject. In general, it will describe, explain, and attempt to predict how the subject s biological, psychological and social factors have influenced, and continue to influence, his development. More specifically, section one of this paper will provide a socially stratified profile of the subject. Then, it will touch on the major themes that emerged from the question and answer time. Section two of the paper will use academic research to shed light on his development from the perspective of three developmental theories: Bowlby s theory of attachment, Erikson s theory of psychosocial development, and Kohlberg s moral developmental perspective. Lastly, the paper will summarize the findings of the author and provide some final thoughts about the interview. D. Profile of your interviewed subject Do not state the name of the subject interviewed. Social stratification: age, gender, ethnicity, education, socio-economic-status S.E.S., religion (if applies), number of siblings. To what degree does the subject have an optimistic or pessimistic explanatory style of his development? E. Questions and answers Provide a brief overview of the questions and answers that stood out to you. Note: The suggested interview questions can be downloaded from Moodle. SECTION III: ACADEMIC FINDINGS Do not state every question and answer given during the interview. F. Published research Provide a brief summary (1/2 page each) of three (3) published journal articles used to integrate into the developmental interview. Each journal article must be dated within the last 5 years. Research in developmental psychology is so active that you re the paper must reflect the current findings about the subject s development. The most customary kinds of references are journal articles or professional books. However, for this assignment No books are to be used. Also, articles from Psychology Today or Web M.D. and similar publications are written for the general public, rather than a professional audience, and so they too must not be used. Each article must fit with the developmental stage or some developmental aspect of the person interviewed. For example, teenage drug use for parents whose teenager is using drugs; death and dying for a person whose faced with terminal cancer; egocentrism for parents with a four year old child.

12 SECTION IV: INTEGRATION G. General influences What experiences from the subject s past have been most influential to the subject s present life? What have been the influences of family, friends, and mentors in the subject s choice of employment and satisfaction with work? What other factors have been influential (education, personal preference, financial needs, temperament, catastrophic event(s), disease, and so on)? H. Theoretical insights Students are required to use at least three (3) developmental theories to describe, explain, and predict the subject s past, present, and/or future development. SECTION V: CONCLUSION For example, let s say that the subject was a mother of an infant. A good theory of infant caregiver attachment would (1) describe the behaviors of the 6 to 8 month old baby as he seeks the affection and comfort of his mother, (2) explain how and why he develops this strong desire to bond with his mother, and (3) predict the consequences of this emotional bond for future relationships with peer groups and a future spouse in marriage. Let s say that the subject was a 26 year old married college student. Erikson s theory of psycho-social development would (1) describe the behaviors of the subject as she lives out her thoughts and feelings of making a permanent commitment to her spouse, (2) explain how and why she redefines her identity to include the values and interests of her partner, and (3) predict the consequences of how she tries to reconcile her desire for self-determination with her desire for intimacy with her spouse. I. Closing thoughts How has this developmental interview influenced the writer s understanding of human development? J. Reference page

13 M-W 1:00p.m. Developmental Psychology (Sec-01): Tentative Class Schedule Date Day Topic Due Jan 11 M Introduction /History and Theories Ch: 1 Jan 13 W History and Theories of Development Ch: 1 Jan Jan 18 M Holiday/No Class Jan 20 W Biological & Environmental Foundations Ch: 2 Jan 25 M Prenatal Development Ch: 3 Jan 27 W Physical Dev.: Infancy-Toddlers Review Ch: 4 Feb 1 M Exam 1 Chapters 1-4 Feb 3 W Cognitive Development in Infancy Ch: 5 Feb 8 M Emotional & Social Development in Infancy Ch: 6 Feb 10 W Emotional & Social Development in Infancy Ch: 6 Feb Feb 15 M Holiday/No Class Feb 17 W Emotional & Social Dev.: Early Childhood Ch: 8 Feb 22 M Emotional & Social Dev.: Review Ch: 8 Feb 24 W Exam 2 Chapters 5-8 M Physical & Cognitive Dev.: Middle Ch: 9 Feb 29 Childhood March 2 W Emotional & Social Dev.: Middle Childhood Ch: 10 March 7 M Emotional & Social Dev.: Middle Childhood Ch: 10 Mach 9 W Class Discussion of Mindsight Ch: Eval Due March Spring Break March 21 M Physical & Cognitive Dev.: Adolescence Ch: 11 March 23 W Emotional & Social Dev.: Adolescence Ch: 12 March 28 M Exam 3 Ch 9-12 March 30 W Interview Purpose Statements (in class) April 4 M Emotional & Social Dev: Early Adulthood Ch: 14 April 6 W Emotional & Social Dev: Early Adulthood Ch: 14 April April 11 M Emotional & Social Dev.: Middle Adulthood Ch: 16 April 13 W Developmental Interview Due Paper Due April 18 M Emotional & Social Dev.: Late Adulthood Ch: 18 April 20 W Death, Dying and Bereavement Ch: 19 April 25 M Review April 27 W Exam 4 Ch May May 2 M Comprehensive final 1:00 3:00pm