COURSE NUMBER: 8470
COURSE NAME: Adult Development & Aging
TERM: Spring 2010
INSTRUCTOR:
Gary L. PhillipsPHONE:
312 777-7692EMAIL:
FAX:
847 864-3538ALT PHONE:
847 446-0050REQUIRED TEXTS:
Title / The Expanded Family Life CycleAuthor(s) / Carter, Betty & McGoldrick, Monica
Copyright / 1999
Publisher / Allyn & Bacon
ISBN / 0205200095
Edition
Title / Psychological Pespectives on Lesbian and Gay Male Experiences
Author(s) / Garnets, L.D. & Kimmel, D.C. (Eds.)
Copyright / 1993
Publisher / Columbia U. Press
ISBN / 0231124139
Edition
Title / A New Psychology of Men
Author(s) / Levant, Ronald & Pollack, William
Copyright / 1995
Publisher / Basic Books
ISBN / 047145821X
Edition
Title / Woman’s Growth in Diversity
Author(s) / Jordan, J.
Copyright / 1997
Publisher / The Guilford Press
ISBN / 1572302062
Edition
Title / Adult Development & Aging: Biopsychosocial Perspectives on Aging
Author(s) / Whitbourne, Susan
Copyright / 2005
Publisher / John Wiley
ISBN / 047145821-X
Edition
Argosy University
COURSE SYLLABUS
PP8470
Adult Development and Aging
Faculty Information
Faculty Name: Gary Phillips
Campus: Argosy-Chicago
Contact Information: 312-777-7692 (argosy)
Office Hours:
Course Description: This course focuses on the development of the adult through the life cycle and aging processes. Especial attention is given to the manner in which health and dysfunction form the experience of the adult moving through growth and aging. Contextual issues are critically examined as central to adult and aging development. Additionally, throughout the course a systemic approach in followed in which the unfolding of the adult life cycle is consistently viewed within the dynamics of systems.
Course Pre-requisite: None
Required Textbook: Carter, Betty & McGoldrick, Monica. (1999). The Expanded Family Life Cycle. Allyn & Bacon. 0205200095
Garnets, L.D. & Kimmel, D.C. (Eds.). (1993). Psychological Pespectives on Lesbian and Gay Male Experiences. Columbia U. Press. 0231124139
Levant, Ronald & Pollack, William. (1995). A New Psychology of Men. Basic Books. 047145821X
Jordan, J. (1997). Woman’s Growth in Diversity. The Guilford Press. 1572302062
Whitbourne, Susan. (2005). Adult Development & Aging: Biopsychosocial Perspectives on Aging. John Wiley. 047145821-X
Technology: PentiumIII CPU/Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape 4.08; Norton Antivirus.
Course Length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3
Course Objectives: Course objectives are: (1) comprehension of the various dimensions of adult development (2) understanding the significance of adult developmental processes, life cycle changes and aging for the practice of clinical psychology (3) articulation of the normative and pathological phenomena in adult development and aging, especially in connection with the clinical implications of this information (4) development of how gender, race, ethnicity, sexual orientation, age, socioeconomic issues and spirituality, as aspects of the biopsychospiritual model of understanding human nature, impact on the socio-cultural context of adult development and aging.
Course Assessment: Course assessment will be based on the following course requirements: (1)Weekly, each student will be required to discuss the assigned weekly class readings. There will be three options for preparation for discussion of the readings: (1) a one page, double spaced written reaction paper, stressing two points for discussion (2) a written development of 3-4 questions for discussion (3) being prepared in class to discuss the readings without writing a paper according to (1) or (2). In the first class you will select a small group in which you will be involved throughout the course to discuss in class the assigned readings. (2) Midterm examination: this midterm will require you to present a written integrated application of course concepts, demonstrating your ability to relate these concepts to the clinical context. You will be asked to pick a movie with characters that illustrate class concepts regarding adult development. You will then develop a paper describing one of the characters in the movie and the particular adult development theory that applies to this character. You will be expected to provide a staffing for treatment for this character (who has been referred to your staff). From your staffing you will develop a treatment plan, including identifying problems, diagnosis, treatment goals, treatment interventions and possible countertransferential reactions to this client. Your treatment plan will be written up in a paper that you will develop and present in class. Length of the paper: 8-10 pages. (3) Final examination: each student will complete a paper, 15 pages in length, based upon a life span interview with a community based older adult. You will demonstrate mastery of the course material, e.g., readings, class discussions, case presentations, etc., in discussing/critiquing your interview. Specific guidelines will be handed out. All final papers are due at the beginning of the last class. No late papers will be accepted.
In regard to course objectives, course objective # 1will be assessed by demonstration of knowledge of these various dimensions in discussion of weekly readings, weekly general class discussions and in the content of both the midterm and final papers; objective # 2 will be assessed by concrete articulation of the relationship between adult development and the aging process and the clinical context in weekly discussions of the readings, the description of how various aspects of adult development are played out in the clinical setting in midterm and final papers and in general class discussions in looking at ongoing case material in class; objective # 3 will be assessed by examination of specific instances of health and problems in adult and aging processes in weekly class discussions of the readings, the midterm and final papers and in particular exploration of case material connected to health and dysfunction in adults and the aging experience; objective # 4 will be assessed through probing the explicit aspects of the relationship between contextual issue areas and a biopsychospiritual model of understanding adults through weekly class and readings discussions, and the identification as well as development of this relationship in the midterm and final papers.
Guiding the course will be an emphasis on the scientific exploration of all areas of this course. Pursuant to this general focus will be an understanding of the significance of evidence based diagnosis and treatment in understanding adult development and aging. Students will be assigned particular study materials that illustrate both the scientific nature of psychological exploration and the evidenced based approach to understanding adult development and aging. Such materials will include the Report of the Presidential Task Force, 2005, on Evidence Based Practice, Ronald Levant and the APA Task Force Recommends Dissemination of Evidence Based Practice, 2008,
Packet. Readings will be assigned throughout the course.
Assignment Table
Week / Topics / Reading / Assignment1. / An Overview of Adult Development and the Life Cycle / Readings: (Carter & McGoldrick), Part one, chapters 1,2,3,4, 5 & 6
Suggested movie: “Magnolia”
2. / Early Adult Development / Readings: (Carter & McGoldrick), PartTwo, chapters 13, 16
Suggested movie: “Slackers”
3. / Middle Age: Nature and Issues / Readings (Carter &
McGoldrick) Part Two, chapters 17 & 21; (Garnets & Kimmel), chapter 22.
Suggested Movie: “Dr T & the Women”
4. / The Female Perspective / Readings: (Garnets & Kimmel), Part One; (Carter & McGoldrick), Part One; (Levinson &Levinson), entire book; packet reading, J. Surrey
Suggested movie: “Afterglow”
5. / The Male Perspective / Readings: (Levant & Pollack), chapters 1,2,3, 5, 6, 8,9, 10, 11 & 12; (Carter & McGoldrick), chapter 7;Coda.
Suggested Movie: “Billie Elliott”
6. / Lesbian, Gay & Bisexual Identities. / Readings: (Garnets &Kimmel), Parts Two, Three, Four, Five, Seven & Eight;
(Carter & McGoldrick), Chapter 20
7. / Parenting / Readings: (Garnets & Kimmel), Part 6; (Carter &McGoldrick), chapters 5, 12,14, 15,18,22,23,24,25,27 & 28.
Suggested Movie: “Ordinary People”
8. / MID TERM PRESENTATIONS
9. / People of Color / Readings: (Garnets & Kimmel), Part 5;
(Carter & McGoldrick), chapters 8, 10, & 19
Suggested Movie: “The Color Purple”
10. / Adult Development & Spirituality. / Readings: Packet readings:Hersen/Van Hasselt, “Late Life Depression,”; Kart,C. & Metress, J., “Death and Dying; (Carter & McGoldrick), chapters 26 & 30
Suggested Movie: “With Eyes Wide Shut”
11. / The Aging Process, an introduction. / Readings: (Garnets &
Kimmel), pp. 517-535; (Carter & McGoldrick), chapters 18 & 29;
Packet readings: Hersen/Van Hasselt, “Social Adaptation inOlder Adults”; Hersen/Van Hasselt, “Assessment in Older
Adults”; (Whitbourne), chapters 1, 2 &3
12. / Aging: Biological and Psychosocial Aspects of Aging. / Readings: (Whitbourne), chapters 4 & 5
13. / Aging: Cognitive Changes in the Aging Process; The Aging
Process and Family Systems. / Readings: (Whitbourne), chapters 6, 7 & 8
14 / Natural Consequences of Aging: Retirement & Widowhood;
Major Problems of Aging: Psychological Assessment; Loss / Readings: (Whitbourne), chapters 9, 10 &11
15. / Responses to the Grieving Process; Societal Responsesto the Aging and Elderly. / Readings:(Whitbourne), chapters 13 &14
Movie: “Morrie”
Grading and Attendance Policy: All assigned papers are due on the date specified in the syllabus; late papers will automatically be given one letter grade lower than the grade earned. The final grade will be determined in the following manner:
Grading ScaleGrading requirements
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Midterm exam/paper / 45%
Final exam/paper / 45%
Class participation
(class discussion – 5%; reaction papers – 5%) / 10%
100%
All students are expected to attend every class. If you cannot attend a class, please call me at Argosy and let me know. If you miss class, you will be required to write a 2 page reaction paper on an aspect of the focus of the course; this paper will be due at the next class session. PLEASE NOTE: ANY STUDENT WHO IS ABSENT FROM MORE THAN TWO CLASSES MAY RECEIVE AN “F” FOR THE CLASS. A FINAL NOTE: CELL PHONES ARE NOT PERMITTED IN CLASS; THIS INCLUDES THE USE OF CELL PHONES FOR TEXT MESSAGING, GAMES, ETC.
Library Resources: Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at
Academic Policies: The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a sub-
sequent course or the submission of work done partially or entirely by another person to be academic dishonesty. If is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an
assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
Americans with Disabilities Act Policy: It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If your are a student with a disability and need accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodations needs of any student with instructors
The Argosy University Statement Regardeing Diversity: Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.