PSYC 8250 Developmental Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Counseling and Psychology Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework) Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment. Equity Principle: All learners deserve high expectations and support. Process Principle: Learning is a lifelong process of development and growth. Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. Impact Principle: Effective practice yields evidence of learning. Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition. Standards Principle: Evidence-based standards systematically guide professional preparation and development. REQUIRED TEXTBOOKS Sigelman, Carol K. and Rider, Elizabeth A. (2012) Life-Span Human Development. Bellmont, CA: Wadsorth Cengage Learning. COURSE DESCRIPTION Prerequisite: RSCH 7100 or PSYC 8000, and Advanced standing. The course is designed to acquaint the student with life span developmental problems, milestones, achievements, and social influences from a psychological perspective. Topics will include, but not be limited to, theory research methods, biosocial influences, cognition, language, moti- vation, personality, and socialization processes. Positively Impacting Learning Through Evidence-Based Practices 1
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) (identify those that apply to the course) I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels. II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students. III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession. COURSE OBJECTIVES (CO): Students will 1. Identify conditions fostering normal and abnormal development for reproductive/prenatal risk, attachment and childcare, nutrition/routine health care, parenting practices; 2. Assess how nature and nurture interact to impact development (e.g. Affective, cognitive, physical, etc.) 3. Develop and refine technical writing skills and utilize APA guidelines in a report; 4. Participate in data analysis while observing appropriate ethical and procedural safeguards; 5. Discriminate among the technical terms and research methods unique to this field; 6. Identify and describe sequences within each realm of development and major theories in personality, cognitive and social development; 7. Discriminate among current methods of developmental assessment across systems; 8. Appropriately associate major concepts with theory, evaluate its explanatory range and limitation, and understand applied implications, especially for education, parenting and individual differences; Positively Impacting Learning Through Evidence-Based Practices 2
9. Relate theory and research findings to social outcomes in terms of current problems, e.g. Teen pregnancy, suicide, substance abuse, dropouts, racism, single parenting, midlife crises, and care of aging parents; 10. Define resiliency and problems behaviors during development. In addition to these major course objectives, specific learning objectives will be provided for major lectures and readings. BOARD OF REGENTS PRINCIPLES IIA(1). Advocate for school policies, programs and services that are equitable and responsiveness to cultural differences among students. IIA(2). Advocate for rigorous academic preparation of all students to close the achievement gaps among demographic groups. IIA(5). Use student outcomes data to facilitate student academic success. IIA(6). Provide individual and group counseling and classroom guidance that promote academic success, social/emotional development, and career preparedness for all students. IIA(7). Collaborate with other professionals in the development of staff training, family support, and appropriate community initiatives that address student needs. IIA(8). Assess student needs and make appropriate referrals to school and/or community resources. IIA(9). Demonstrate mastery and application of the content knowledge in each of the following eight core areas of counseling recommended by Council for the Accreditation of Counseling and Related Educational Programs (CACREP): (1) Professional Identity and Orientation; (2) Social and Cultural Diversity; (3) Human Growth and Development; (4) Career Development; (5) Helping Relationships; (6) Group Work; (7) Assessment and Evaluation; and (8) Research and Program Evaluation. M.ED. SCHOOL COUNSELING PROGRAM OUTCOMES 1. Students will apply theories of individual and family development and transitions across the life span; (CACREP K.3.a.) 2. Students will apply theories of learning and personality development; ((CACREP K.3.b) 3. Students will describe human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior; (CACREP K.3.c) 4. Students will develop strategies for facilitating development over the life span; (CACREP K.3.d.) 5. Students will describe ethical and legal considerations relevant to human growth and development. (CACREP K.3.e) 6. Students will describe issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, and suicide) (CACREP C.2.d) Positively Impacting Learning Through Evidence-Based Practices 3
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS: COURSE ACTIVITIES AND REQUIREMENTS: 1. Readings 2. Lecture 3. Discussion 4. Videos 5. Internet Activities Assignments Weekly Quizzes/Assignments: For each week chapter readings are assigned. These readings are crucial to your understanding of child and adolescent counseling. All students will be expected to read prior to class and be prepared to discuss the content in class. Additional assignments may be given on a week-to-week basis to enhance understanding of course content and course topics. These readings will be posted on BlazeView. Quizzes will be given to help you assess your knowledge of the reading. Examinations I & II: Students will take two written examinations on the weeks assigned. They will be a mixture of multiple choice, short answer, and essay questions. Developmental Milestones / Stories of Development Self-Reflection Paper: Reflect on three developmental milestones in your experience, from three different developmental ages. Describe each experience, explaining it from the perspective of story in your life. One of the experiences should include involvement with a diverse population or relate to interacting with an individual, group or setting that is of a different ethnicity, race, sexual orientation, or socioeconomic status than you. Describe the social and cultural context in which your experience occurred. Analyze the ways in which the subsequent milestones relate to or were influenced by the first. Speculate on how these milestones might influence your future development in a particular area. Draw on and incorporate into your paper specific developmental theories for your analysis. The paper should be 5-8 pages and is primarily a self-reflection, not a research-based paper. Developmental Issues Paper and Presentation / Panel Discussion (Small group project) Paper: In small groups, choose a topic that interests your group related to a developmental issue (e.g. mental retardation, autism, fetal alcohol syndrome, blended families, midlife crises, or Alzheimer s disease). The purpose of the project is for you to gain more knowledge or skill in an area that you can use in your current or future work in counseling. The small group is responsible for writing a 10-12 page, APA style, research-based paper and include the following sections: 1. description of the problem / topic of investigation (review of the literature) 2. why this problem / topic is important 3. relevance of this problem / topic to minority populations Positively Impacting Learning Through Evidence-Based Practices 4
4. how is this problem / topic addresses by community counselors and school counselors (brief review of most relevant treatment, interventions, counseling strategies supported in the literature) 5. a conclusion summarizing the project including your personal perspectives and thoughts about the future of this topic 6. references (at least 15 references, five of which must be accessed through the internet). Please use the service available through the Odum library for support or direction on a chosen topic. Students will have to e-mail this document to the professor by noon on the day before the class this assignment is due (see course schedule) Presentation / Panel Discussion: The small groups are also responsible for conducting a presentation about your problem / topic. The presentation should summarize your project, identify pertinent issues, relevance of problem / topic to minority populations, and the relevance to both community counseling and school counseling. An alternative to doing a lecture style presentation is to engage the class in a panel discussion with the group members as experts, discussing your problem / topic and the relevance to both community counseling and school counseling. A summary of the project and references should be given to the professor and distributed to the rest of the class. Both the presentation format and panel discussion format should be approximately 30-45 minutes in length. Class Participation and Professionalism: Each member of the class has important thoughts and insight on all topics. Being prepared for and a part of the discussion is crucial in graduate school. There will be ample opportunities to participate in class activities. Remember the importance of professionalism, teamwork (group work for our class), dependability, attendance, and punctuality in this and in every one of your courses. Productivity and reliability as a team member are a must. You will rate yourself and will be expected to write about specific examples of your class participation/professionalism for the course. The distribution is as follows: 10 points = exceptionally spirited class participation every class meeting, above and beyond teamwork, consistent attendance and punctuality 8 points = spirited class participation each class meeting with one exception (i.e. one absence), above and beyond teamwork, one late arrival. 6 points = average class participation each class meeting, one absence or late arrival, average group work. 4 points = less than average class participation or multiple absences with exceptional participation when present and excellent group work. 2 points = poor or little class participation in multiple class meetings, average performance in teamwork. PLEASE NOTE REGARDING SUBMISSION OF ASSIGNMENTS AND CLASS COMMUNICATION: All assignments must be turned in to me as a hard copy in class on the day they are due. Additionally, all assignments must be emailed to me at my BlazeView email so that I have an electronic copy as well. Positively Impacting Learning Through Evidence-Based Practices 5
I will communicate with you through your VSU email. It is imperative that you check your email frequently as I may send additional readings, changes to the class schedule, etc. through your VSU email. I did not see the email is not an acceptable response from a graduate student. COURSE EVALUATION Developmental Milestone Paper 15 Quizzes 10 Developmental Issues Paper and Presentation / 35 Panel Discussion (Small group project) Exam I 15 Exam II 15 Class Participation and Professionalism 10 TOTAL 100 LATE WORK Students are expected to turn all work in on the due date assigned. Any late assignments will receive a lower grade and will be discussed with students on an individual basis in which circumstances are considered. SUBMITTING WORK Students are expected to turn in a hard copy of all work assigned and to email a copy of the assignment to the instructor on the day it is due as well. Send assignments to my BlazeView email. Please note that group presentation outlines are due 24 hours before the class at which they will be presented. ATTENDANCE POLICY The University System of Georgia Board of Regents (GBOR) requires college students to attend classes. For this course, there are 15 class meetings of 150 minutes (with 15 minute break) totaling 2250 minutes of class time. GBOR policy states missing more than 20% of class time results in a failing grade for the course. In this class, each class meeting is divided into 2 sessions (before and after break). Students with 2 or more unexcused session absences will receive a penalty of 50 points per occurrence. Students who are absent from class are responsible for accessing their own class notes and handouts from the class BlazeView site, or from other students in class. If you miss a quiz or exam, you ll need to take a makeup. Make sure you have a reasonable written excuse. Makeups are 100% essay, even if taken before the class takes the same quiz or exam. Typically you ll be required to answer 3 of 4 questions provided for a missed quiz, and 5 of 6 questions provided for a missed exam. If you have an unexcused absence, the maximum you can earn on the quiz is 5 points (not 10 points), and 10 points (not 15 points) for an exam. I expect that you will attend and arrive on time for every class. Any missed class must be discussed with me personally. Positively Impacting Learning Through Evidence-Based Practices 6
PROFESSIONALISM Students are expected to act responsibly in their academic work both in and out of class. Work on tests, term papers, and projects should reflect your own efforts. In class, cell phones should be turned off, and under no circumstances should students talk or text on their phones during lecture. Similarly, students using computers or tablets to take notes during lecture, must not surf the web, text, or access files not relevant to the lecture. On the first occurrence, inappropriate use of technology such as texting in class, will result in confiscation of the phone, computer or tablet for the remaining portion of the lecture period. The confiscated technology will be placed at the lectern and returned at the end of lecture. A second occurrence will result in confiscation of the technology for the remaining portion of the lecture period and the student will receive a formal, written warning. Beginning with the third occurrence, the student will be asked to leave the class for the rest of that day s lecture. DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM Below is information directly quoted from the Academic Honesty Policies and Procedures: Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics. The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). The consequences for acts of academic dishonesty in the Dewar College of Education are: FIRST OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern Form (http://www.valdosta.edu/coe/studentsinfo.shtml). 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). SECOND OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). Positively Impacting Learning Through Evidence-Based Practices 7
2. The faculty member will complete a Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml). The Dewar College of Education Concern Form Policy will be followed. 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). According to the Academic Honesty Policies and Procedures document, after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee. ACCESSIBILITY STATEMENT Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973. Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are 229-245-2498 (V), 229-375-5871 (VP) and 229-219-1348 (TTY). For more information, please visit http://www.valdosta.edu/access or email: access@valdosta.edu. STUDENT OPINION OF INSTRUCTION At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an email notification through their VSU email address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at http://www.valdosta.edu/academic/onlinesoipilotproject.shtml. Positively Impacting Learning Through Evidence-Based Practices 8
INSTRUCTOR Name: Dr. Natalie Spencer, PhD, LPC, NCC, ACS Office Number: 2102 Telephone Number: 229-245-4367 Email Address: nfspencer@valdosta.edu Office Hours: Tuesday: 11:00am-4:00pm; Wednesday: 2pm-5pm; Thursday: 2pm-5pm or by appointment Positively Impacting Learning Through Evidence-Based Practices 9
Course Agenda Date Topic Assignment 8-15 Introductions/orientation to course Read and bring syllabus to class 8-22 Understanding Life-Span Chapter 1 Development 8-29 Theories of Human Chapters 2, 3 Development; Genes, Environment and Development 9-5 Prenatal Development and Chapters 4,5 Birth; Health and Physical Development 9-12 Perception Chapter 6 Developmental Milestone Paper Due 9-19 Cognition; Memory and Chapter 7, 8 Information Processing Exam Review 9-26 Exam 1 Exam 1 10-3 Intelligence and Creativity; Chapters 9,10 Language and Education 10-10 Self and Personality; Gender Chapters 11,12 Roles and Sexuality 10-11 Social Cognition and Moral Chapters 13,14 Development; Attachment and Social Relationships 10-24 The Family; Developmental Chapters 15,16 Psychopathology 10-31 Exam 2 Exam 2 11-7 The Final Challenge: Death and Dying Chapter 17 Students will be given time to prepare for upcoming presentations. 11-14 Special Topics Developmental Issues Paper and Presentation / Panel Discussion (Small group project) 11-21 Special Topics Developmental Issues Paper and Presentation / Panel Discussion (Small group project) 11-28 NO CLASS THANKSGIVING Positively Impacting Learning Through Evidence-Based Practices 10
12-5 FINAL EXAMS FINAL EXAMS This class schedule is a guide that may need to be changed/amended as the semester progresses. If changes are necessary, you will be notified. Positively Impacting Learning Through Evidence-Based Practices 11