EPSY 5113.001 - Course Syllabusp. 1
Fall 2014
/ UNIVERSITY OF NORTH TEXASDEPARTMENT OF EDUCATIONAL PSYCHOLOGY
COURSE INFORMATION
EPSY 5113.001/600 Developmental and Family Theories
Fall/2014 Wooten Hall 210
Professor Contact Information
Arminta L. Jacobson, Professor, CFLE, CFCS
Office: Matthews Hall 304A
Office phone: 940-565-2432
Email address:
Office hours:
Monday / 10-11 A.M.Tuesday / 10-12 A.M.
Wednesday / 2-3 P.M.
Thursday / 1-3 P.M.
Other Times / By Appointment
Course Description
Survey of classic and contemporary theories in the fields of human development and family studies, including the role of theory in empirical investigation, conceptual frameworks, strategies of theory building, and an examination of theoretical perspectives useful in the study of behavior.
Required Readings
Miller, P. H. (2011). Theories of developmental psychology (5th ed.). NY: Worth Publishers.
White, J.M., & Klein, D.M. (2008). Family theories(4rd ed.). Thousand Oaks, CA: Sage Publications.
Course Goals
- Identify the role of theory in research & practice.
- Understand how theories are developed and tested.
- Understand the concepts of different developmental theories.
- Understand and apply concepts of different family theories.
Course Assignments
The overall evaluation for the student will be composed of the following assignments: (1) weekly assignments applying theory to life via media; (2) presentation re: student’s theory choice, and (3) a longer paper regarding student’s theory choice.
Weekly Application of Theory to LifeAssignments:
As a means of applying each theory to the “real world,” students will be required to select tenets/elements of each theory and apply them to behavior depicted in each of the films below.
Elements of the developmental theories will be applied to:
Pakula, A. (Producer), & Mulligan, R. (Director). (1962). To kill a mockingbird [Motion picture].UnitedStates: Brentwood Productions.
UNT Call No. DVD 1472
Elements of family theories will be applied to:
Schwary, R. (Producer), & Redford, R. (Director). (1980). Ordinary people [Motion picture]. UnitedStates: Paramount Pictures.
UNT Call No. DVD 890
In order to complete the assignments, students need to have watched To Kill a Mockingbird no later than ______, and Ordinary People no later than______. Even if you have seen these films before, I strongly suggest you watch them again so you can meet the expectations for these assignments.Both films are available for viewing in the UNT Media Library in Chilton Hall, and both can be readily obtained at area DVD rental locations.
The weekly assignments consist of 2 parts:
- Description of two (2) behaviors of characters observed in the appropriate film that may be applied to the theory under discussion that week; and
- Explanation of how the behaviors described serve as examples of the tenet/element of the theory(ies) reviewed.
These assignments must be typed and handed in at the beginning of class each night. You are required to be in class to get credit for this assignment each week. Please note that in some weeks more than one theory will be discussed in class. On the nights when more than one theory is discussed, you will be required to apply one behavior to one theory and one behavior to a different theory. Each assignment will be graded on a 2-point scale, for a maximum of 26 pts. These assignments will contribute 25% to your overall course grade: total of points earned/ 26 X 25 = points toward final course average.
Presentation re: Student’s Theory Choice:
On the first night of class students will be required to select one theory to focus on for this assignment as well as the paper described below. Students in the Human Development concentration are encouraged to choose a developmental theory on which to focus; students in the Family Studies concentration are encouraged to choose a family theory on which to focus. Students also are required to identify a film or television program they will use in their presentation and paper to apply their selected theory. (NOTE: You may not use To Kill a Mockingbird or Ordinary People. To do this assignment well, you need to plan time to watch your film or television program several times across the semester.)
On the night the student’s selected theory is discussed, each student is required to
- lead a discussion re: the historical context of the theory andtheoretician, and
- share with the class three (3) observations from his/her selected film or \television
program s/he has applied to the theory. These 3 observations must demonstrate different 3 tenets of the theory, not 3 demonstrations of 1 idea.
Please feel free to bring clips from your selection film or television program to share with the class as demonstration.
This presentation will be graded on a scale of 0 to 11 (i.e., 5 pts. for the historical overview and 2 pts. per observation/application) and will contribute 15% to your overall course grade: total of points earned / 11 X 15 = points toward final course average.Due date: night student’s theory is discussed.
Paper re: Student’s Theory Choice:
For this assignment, students will prepare a paper using the theory selected on the first night of class. Elements for the paper include:
- a discussion re: the historical context of the theory and theoretician
- a review of the major tenets/concepts/ideas of the theory (this does not mean a review of the stages in stage theories)
- explanation of change in developmental theory OR explanation of use in intervention for family theory
- description of three (3) behaviors observed in the student’s film or television program choice and explanation of how the theory can be applied to better understand the behavior (NOTE: These descriptions and explanation should be complete so that someone not familiar with either the film/television program or the theory can understand both the behavior and the application.) Reminder, these 3 observations must demonstrate 3 different tenets of the theory, not 3 demonstrations of 1 idea.
- a discussion of the strengths of the theory (i.e., what can this theory do, what explanation does it offer us that other theories do not; what makes this theory a “better” tool for understanding individual behavior or family interactions than that proposed by other theoretical frameworks; etc.)
- a discussion of the weaknesses of the theory (i.e., what does this theory fail to do, what behaviors or interaction patterns can it not be used to understand, etc.)
- a comparison of this theoretical approach to other developmental or family theories (whichever is appropriate).
It is important in d. above that you describe the behavior from the film/television program in sufficient detail that anyone reading the description can clearly understand what you observed. It is equally important in d. above that you clearly explain how you think the behaviors serve as examples of the theory. Write this paper as if the reader, me, has no clue what you are talking about.
You may not rely solely on reading assignments for this course as sources of information for your paper. You must also rely on external sources. In selecting your external sources, please do not include other textbooks (e.g., theory texts, development text, family texts), but instead include professional publications that provide more in-depth information than the textbook level. When possible, use of at least one original source is desirable (e.g., include something the theoretician actual wrote). This assignment will be graded on a scale of 0 to 100 and will contribute 60% to your final course average. Due date: beginning of class,______.
RESOURCES
Links to Academic Support Services, such as Office of Disability Accommodation, Counseling and Testing Services, UNT Libraries, Online Tutoring, UNT Writing Lab and Math Tutor Lab can be located within Blackboard Learn on the “Academic Support” tab.
UNT Blackboard Learn Student Resources: Technical Support:
UNT Library Information for Off-Campus Users:
UNT Computing and Information Technology Center:
UNT Academic Resources for Students:
UNT Writing Lab
Graduate student writing resources:
Computer Labs: [provide information if departmental labs are available for use to students]. General access computer lab information (including locations and hours of operation) can be located at:
SCHOLARLY EXPECTATIONS
All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level.
COURSE POLICIES
GRADING POLICIES
- Your grade will reflect how much time and effort you spend on this course on a weekly basis.
- Extra credit work will not be offered on an individual basis.
- All assignments are to be turned in according to the course calendar unless permission given by instructor.
- It is the student’s responsibility to regularly check accuracy of grades andcumulative scores on the Bb Learn grade book and to inform the instructor of inaccuracies.
- An Incomplete Grade ("I") is a non-punitive grade given only during the last one-fourth of a term/semester and only if a student (a) is passing the course and (b) has a justifiable and documented reason, beyond the control of the student (such as serious illness, child birth, or military service), for not completing the work on schedule. The student must arrange with the instructor to finish the course at a later date by completing specific requirements. These requirements must be listed on a Request for Grade of Incomplete form signed by the instructor, student, and department chair, and also entered on the grade roster by the instructor. Grades of "I" assigned to an undergraduate course will default to "F" if work is not completed within a year unless the instructor has designated a different automatic grade.(UNT Policy). Getting behind in submitting assignments does not qualify.
Turnitin Notice
Students are required to submit written assignments for this class to Turnitin, a web-based plagiarism detection service. The Turnitin portal for each assignment will be on the Blackboard Homepage.
Late Work
Late assignments will be accepted for grading with permission of instructor due to medical or unavoidable/extenuating circumstances. For excused late work, bring verification of illness (yours or your child), emergency, or other extenuating circumstance.
Classroom Citizenship
Please use proper etiquette when interacting with class members and the professor.
All drop/withdraw/incomplete request/etc. deadlines can be viewed on the Registrar website at
UNT POLICIES
UNIVERSITY CLASS ATTENDANCE REGULATIONS
1. Regular and punctual attendance in classes is expected by the University.
2. Responsibility for class attendance rests with the student.
3. In general, students are graded on the basis of intellectual effort and performance, not on class attendance. Because of participation and quiz grades absences may lower the student's grade.
4. In accordance with state law, a Student absent due to the observance of a religious holiday may take examinations or complete assignments scheduled for the days missed, including those missed for travel, within a reasonable time after the absence. Students should notify the instructor in each course of the date of the anticipated absence as early in the semester as possible. Only holidays or holy days observed by a religion whose place of worship is exempt from property taxation under Section 11.20 of the Tax Code may be included. A student who is excused under this provision may not be penalized for the absence, but the instructor may appropriately respond if the student fails satisfactorily to complete the assignment or examination.
5. Absences of students due to participation in university-sponsored activities, such as athletics, debate, musical organizations, AFROTC, class field trips, etc., must be authorized by the student's academic dean. Within three days after the absence, students must obtain authorized absence cards from the Dean of Students for presentation to their instructors.
6. Students who have been issued authorized absence cards or who have made other satisfactory explanation of absence to the instructor shall, when practicable, be given an opportunity to make up the work missed. If it is not feasible for the student to make up the work, some allowance shall be made in order that the student is not penalized.
7. Any instructor who informs students in writing about the necessity of class attendance may request of the Registrar that a student be dropped from the course with a grade of WF upon the accumulation of the stated number of absences. For this course, a student may be withdrawn from class after mid-semester for attending fewer than half of scheduled class hours.
ACADEMICDISHONESTY
Studentscaughtcheatingorplagiarizingwillreceivea"0"forthatparticularassignmentorexam [orspecifyalternativesanction, suchascoursefailure]. Additionally, theincidentwillbe reportedtotheDeanofStudents,whomayimposefurtherpenalty.Accordingtothe
UNTcatalog,theterm"cheating"includes,butisnotlimitedto:a. useofanyunauthorized
assistanceintakingquizzes,tests,orexaminations;b.dependenceuponthe aidofsources beyondthoseauthorizedbytheinstructorinwritingpapers,preparingreports,solving problems,orcarryingoutotherassignments;c.theacquisition,withoutpermission,oftestsor other academicmaterialbelongingtoafacultyorstaffmemberoftheuniversity;d.dual submissionofapaperorproject,or resubmissionofapaperorprojecttoadifferentclass withoutexpresspermissionfromtheinstructor(s);ore.anyotheractdesignedtogivea studentanunfairadvantage.Theterm"plagiarism"includes,butis notlimitedto:a.the knowingornegligentusebyparaphraseordirect quotationofthepublishedorunpublished workofanotherpersonwithoutfullandclearacknowledgment;andb.theknowingor negligentunacknowledgeduseofmaterialspreparedbyanotherpersonoragencyengagedin thesellingoftermpapersorotheracademicmaterials.
ACCEPTABLESTUDENTBEHAVIOR
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TheUniversityofNorthTexasmakesreasonableacademicaccommodationforstudentswith disabilities.StudentsseekingaccommodationmustfirstregisterwiththeOfficeofDisability Accommodation(ODA)toverifytheireligibility.Ifadisabilityis verified,theODAwillprovide youwithanaccommodationletter tobedeliveredtofacultyto beginaprivatediscussion regardingyourspecificneedsinacourse.Youmayrequestaccommodationsatanytime, however,ODAnoticesofaccommodationshouldbeprovidedasearlyaspossibleinthe semesterto avoidanydelayinimplementation.Notethatstudentsmustobtaina newletterof accommodationforeverysemesterandmustmeetwitheachfacultymemberpriorto implementationineachclass.ForadditionalinformationseetheOfficeofDisability Accommodationwebsiteat Youmayalsocontactthembyphone
at(940)565‐4323.
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RETENTIONOFSTUDENTRECORDS
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STUDENTEVALUATIONOFTEACHING(SETE)
Studentfeedbackisimportantandanessentialpartofparticipationinthiscourse.TheStudent EvaluationofTeaching(SETE)isarequirementforallorganizedclassesatUNT.Thisshort surveywillbemadeavailableattheendofthesemestertoprovideyouwithanopportunityto evaluatehowthiscourseistaught.
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DFST 5113
Developmental and Family Theory
TENTATIVE SCHEDULE AND READING ASSIGNMENTS
Week 1What do you know about theories?
Week 2What is theory? What’s your theory?
Miller – Ch. 1: Introduction
White & Klein (W&K) – Ch.1: Introduction
Week 3Developmental Theory
Miller - Ch. 3: Freud’s and Erikson’s Psychoanalytic Theories
Week 4Developmental Theory
Miller - Ch. 3: Freud’s and Erikson’s Psychoanalytic Theories
Week 5Developmental Theory
Miller - Ch. 2: Piaget’s Cognitive-Stage Theory
Week 6Developmental Theory
Miller - Ch. 4: Vygotsky and the Sociocultural Approach
Week 7Developmental Theory
Miller - Ch. 5: Social Learning Theory
Week 8Developmental Theory
Miller - Ch. 6: Information Processing
Week 9Developmental Theory
Miller - Ch. 7: Ethology and Other Evolutionary Theories
Miller - Ch. 9: Contemporary Minitheories and Emerging Approaches
Week 10Family Theory
W&K – Ch. 2: Functionalist Framework
W&K – Ch. 5: Family Life Course Development Framework
Week 11Family Theory
W&K – Ch. 3: Social Exchange and Rational Choice Framework
Week 12Family Theory
W&K – Ch. 6: Systems Framework
Week 13Family Theory
DFST 5113.001 - Course Syllabusp. 1
Glover – Spring, 2011
W&K – Ch. 4: Symbolic Interaction Framework
W&K – Ch. 7: Conflict Framework
Week 14Family Theory
DFST 5113.001 - Course Syllabusp. 1
Glover – Spring, 2011
W&K – Ch. 8: Feminist Framework and Poststructuralism
W&K – Ch. 9: Bioecological Framework
Week 15Developmental and Family Theories
Miller – Ch. 10: Reflections
W&K – Ch. 10: The State of Family Theory and Its Future