Developmental Psychology Page 8 of 10
Berger Invitation to the Life Span 7th Edition Fall Semester 2011
Developmental Psychology
2011 Fall Semester: 8-22-11 to 12-18-11 (Revised 8-18-11)
Course Information: PSYC 2023
9:00 – 11:50 a.m. - Call Number 16062, Section 308
NSU-BA Campus, Education Bldg, Room 136
Course Delivery Method: Lecture
Instructor: Shannon Opitz
Instructor Email:
Instructor Emergency Cell: 918-232-4238
TO CONTACT THE DIVISION OFFICE:Division: Liberal Arts, Southeast Campus
Interim Associate Dean: Ms. Phoebe Baker
Office: Business/Liberal Arts (Bldg 4), Room 4107
Phone: 918-595-7780 or 918-595-7781 / TO CONTACT ACADEMIC & CAMPUS SERVICES:
Director: Susan Burlew
Office: Administration (Bldg 2), Room 2202
Hours: 7:30 a.m. - 9:00 p.m. Monday through Thursday
7:30 a.m. - 6:00 p.m. Friday
7:30 a.m. - 12:30 p.m. Saturday
Phone: 918-595-7673
TO MAKE UP AN EXAM or LEAVE MESSAGE FOR INSTRUCTOR:
Jeannie Hardgrove, Staff Assistant, is in the Education Building at NSU-BA where our class meets.
Contact info: or (918) 449-6129
TCC Blackboard: https://bb.tulsacc.edu/webapps/portal/frameset.jsp
Textbook Web Site: http://www.worthpublishers.com/berger/ or http://bcs.worthpublishers.com/bergerinvitels1e/
Tulsa Community College Main Website: http://www.tulsacc.edu/
Course Prerequisites:
PSYC 1113 (Introduction to Psychology)
Course Description:
A theoretical and research-based psychology course that covers social, emotional, physical and cognitive aspects of human development throughout the life-span.
Materials :
· Text: Invitation to the Life Span, 7th Edition, by Kathleen Stassen Berger, Worth Publishers, New York ©2010 ISBN-13: 978-07167-5466-4
· Text Companion Web site: http://bcs.worthpublishers.com/bergerinvitels1e/
· Required: Unopened packet of 6 ScanTron test answer cards
· Southeast Campus Bookstore: Student Union (Bldg 9), Room 9206 Phone: 918-595-7625
Hours: M-TH 8:00 a.m. -6:00 p.m., F 8:00 a.m. -5:00 p.m.
http://tccstores.tulsacc.edu/TULSA/Home.aspx
Teaching Methods:
The teaching methods used in class include the following: lectures, class discussions, video modules, and small group activities. To get the most out of this class, attend and participate in the class sessions! Think of class time as an ongoing dialogue between you, the instructor, and your peers.
The learning activities used outside of class are as follows: a regular reading schedule and assignments that require delving into and reflecting on issues in developmental psychology.
Evaluation Techniques:
150 pts (5) Out-of-Class Assignments (30 pts each)
50 pts In-class Participation Points
200 pts (2) Observations/Interviews (100 pts each)
200 pts (4) In-class Exams (50 pts each)
600 pts TOTAL
Reading Assignments:
We will cover the material in Berger’s Invitation to the Life Span as follows:
9/2 & 9/9: The Beginning (Ch. 1 & 2)
9/16 & 9/23: The First Two Years (Ch. 3 & 4)
9/30 & 10/7: Early Childhood (Ch. 5 & 6)
10/14 & 10/21: Middle Childhood (Ch. 7 & 8)
10/28 & 11/4: Adolescence (Ch. 9 & 10)
11/11 & 11/18: Adulthood (Ch. 11, 12, & 13)
12/2 & 12/9: Late Adulthood (Ch. 14 & 15)
You are responsible for reading the textbook material outside class in preparation for assignments, in-class discussions, and exams. I recommend reading the summary/review pages at the end of each chapter first and then skimming through the chapter, using sub-headings, graphs/pictures, and definitions in the margins to aid faster reading. Taking notes as you read is especially beneficial.
Out-of-Class Assignments:
Throughout the semester, you will be assigned tasks to complete outside the classroom. These are designed to go beyond the material we cover in class and persuade you to think critically about dev psych issues in the world. These may include analysis of a scholarly article, written reflection on a dev psych topic, short presentation on a popular cultural reference and its developmental themes, etc. These will be assigned and posted to Blackboard as we reach various points in the curriculum, and you will be given adequate time to complete the assignments. Note: If you are absent the day a task is assigned, you are responsible for checking Blackboard or a classmate for the assignment. Late assignments are handled according to the Late Work Policy on p. 8.
In-Class Participation Points:
It is important to be in class and participate in class discussions and activities. Reading on your own and taking notes during lectures are important, but most class sessions will also include a measure of discussion, video segments, and short activities to enhance learning. Each student brings a wealth of personal experience, attitudes, and opinions to the table, and we will draw on those to apply new perspectives and ideas to the material. As long as you show up ready to work, these should be easy points to earn. You will start with a bank of 50 points at the beginning of the semester; three points will be deducted for each absence. If you are over 15 minutes late to class, you will lose a portion of your participation points.
Observations/Interviews:
You are required to complete TWO of the following assignments. The due dates for these assignments are listed on the calendar on p. 9. Please notice there are three options, and students may choose two of the three. Late assignments are handled according to the Late Work Policy on p.8.
1. NATURALISTIC OBSERVATION of a child five years of age or younger.
This observation should be with a child unrelated to the student, or a child
the student does not know well...... 100 POINTS
2. INTERVIEW: MID-LIFE. Interview a married couple between the ages of 25-50 using
the questions stipulated in the syllabus...... 100 POINTS
3 INTERVIEW: LATER-LIFE. Interview an individual at least 65 or older, or a
couple married more than fifty years...... 100 POINTS
Exams:
Four in-class exams will be given; the dates for each exam and chapters covered are listed on the calendar on p.9. The questions will be drawn from the lectures, discussions, and video segments. You will be allowed to use your hand-written class notes on the exam, so note-taking during the semester is important. All test questions follow an objective format (i.e., multiple choice, true/false, or matching). Some questions may contain visual information (e.g., identifying people, images, graphs, parts of a drawing, etc.). You will need to provide your own ScanTrons for the purposes of taking these exams. If you need to miss an exam, contact Jeannie Hardgrove on the NSU-BA campus to schedule a makeup (contact info listed on p. 1). You have one week from the scheduled day of the exam to make it up. Because we meet for three hours, we will continue with class after everyone has finished the exams; please plan on staying for the entire class session and bring your usual class materials.
FURTHER INFORMATION ON OBSERVATIONS/INTERVIEWS:
GUIDELINES FOR NATURALISTIC OBSERVATION:
1. Observation should be with a child you are not related to or do not know well. This could be in a child-care setting or in a home environment. Make sure you have the consent of the parents or the child care facility. The main purpose of this assignment is to help you see the relationship between textbook material on child development and real children.
2. Make sure you are familiar with the textbook material for the particular age group before you attempt your observation.
3. Ask the parents or child care provider when the child is likely to be awake and active, and observe the child for an hour during this time. You should try to be as unobtrusive as possible; you are not there to play with or care for the child. If the child wants to play, explain that you must just sit and write for now, and that you may play later.
4. Write down, as much as possible, everything the child does and what others do with the child. Try to be objective, focusing on behavior rather than interpretation.
5. Activity Level:
a. time spent in various activities
b. frequency of behaviors
c. interactions with others
6. At the end of the hour you may want to interact with the child to observe his/her personality and abilities in a relaxed setting. This may include playing games, reading books, or talking. Asking younger children to show you his/her room or favorite toy is a good way to break the ice.
7. Interview of parents or other adults responsible for the care of the child.
Keep these interviews loose and open-ended. Your goals are to (1) learn the child’s history, especially any illnesses or problems that might affect development; (2) learn the child’s daily routine; (3) current problems the child might be experiencing.
8. Did you observe a particular parenting style? How is this style effective or ineffective? Does the child have a sense of gender identity? Do you notice gender segregation? What positive methods did adults use to manage the child’s behavior? Any other comments related to what you learned in class?
Criteria for Grading the Observation:
A. Report of relevant background information, including the child’s gender and birth date, if the child has siblings, and their ages and genders.
B. Describe the child’s physical, cognitive, and psychosocial development. Use information from your observation as illustrations. Make sure you relate textbook and lecture/classroom discussions to your observation. How does the child seem to be developing according to Erickson’s, Piaget’s and Freud’s stages of development? Does the child have a sense of his or her gender?
C. List the strengths of the child and family. Do you predict any future difficulties for the child?
This observation should be at least three pages in length, typed and double-spaced.
GUIDELINES FOR INTERVIEW: MID-LIFE
Select a married couple in young/middle adulthood (25-50) and ask them the following questions:
1. How did you meet? What attracted you to each other?
2. How long did you date? What was a typical date like?
3. What are your similarities? What are your differences? (culture, demographics, education)
4. When did you decide to get married? Did you live together first and for how long? Is this your first marriage?
5. What premarital counseling, if any, did you pursue? Include books you may have read on the subject of marriage and/or relationships.
5. How is married life different than you imagined? How is it similar? What advice would you give a new couple?
6. Describe each of your roles in the marriage. How did you come to have these roles?
7. What do you argue about most in your marriage?
8. Do you have children? How many?
9. How did you make the decision when to have children? (For those who do not currently have children, what conversations have they had?)
10. (If they have children), how has having children changed your life and your marriage?
11. Do both of you work? What is most rewarding about your work: How do you manage home and childcare responsibilities?
12. What social support do you have in your marriage? Looking ahead, what are you most concerned about?
Criteria for Grading the Mid-Life Interview:
Write a report describing what you learned. Identify the ages of the couple and how long they have been married and whether this is their first marriage. Do not mention their real names; give them pseudonyms, if you like.
Do you see any patterns? Does the couple divide responsibilities equally? Does gender affect some of the answers? Did either of the partners seem to have relationship characteristics that made the relationship more positive or negative? It will help to read the following concepts in the textbook before your interview so you can draw some conclusions and discuss them in your paper: Sternberg's Forms of Love (p. 412-413), Erikson's stages of adulthood (p. 456), the social clock (p. 457-458), marriage and happiness (p. 468-469), and extrinsic and intrinsic rewards of work (p. 480).
This observation should be at least three pages in length, typed and double-spaced.
GUIDELINES FOR INTERVIEW: LATER LIFE
People are usually willing to talk about their lives if they feel the researcher will treat their information ethically. Their comments can be a rich source of information about human development. You should mention that general information may be shared with the class, but their names and personal information will not be shared. This activity provides an occasion for students to view development as a constant, on-going process. Each stage of development provides new challenges and opportunities. The preference for completing this assignment is to report on the individual’s life in a narrative form. Tell the story of his or her life.
Some questions you may want to ask: Please be sensitive to the interviewee's feelings and resist asking questions that make the individual uncomfortable.
Gender roles and society
When you were young, how were males and females supposed to act? To what extent did men do housework or women have careers? How have changes in the roles of men and women affected your own life? Do you think the changes are beneficial for men and women?
Retirement
What kind of job did you hold before you retired? When did you retire? Did you look forward to it? Did you plan for it financially and emotionally? (If not yet retired, how much longer will you likely work?)
Describe your adjustment to retirement. What factors made the adjustment easier or more difficult? How do you feel now about being retired?
Life Satisfaction
How satisfied are you with your life today? Is it better or worse than you had expected when you were younger? What was (is) the happiest period of your life? The unhappiest? Why? Are you looking forward to the next decades? Why? Describe some of your plans for the future.
Cognitive Development
What sort of intellectual activities do you engage in (reading, games, taking courses, politics, debates, etc.)? What do you enjoy about these activities? Would you take college courses now? Why?
Marital satisfaction (couples married more than fifty years)
How have you kept your marriage interesting over the years? How has your relationship changed? When were your happiest years? Your unhappiest? What do you think is the key to a successful marriage?
Bereavement (If applicable) It is not necessary to include this component if the individual seems uncomfortable answering these questions.
How long have you been a widow(er)? What was your marriage like? What adjustments were the most difficult after your spouse's death? How did the advice or actions of friends and relatives help or hurt? How have you resolved your loss now? Would you consider remarriage? What would you look for in a new partner?