LIFESPAN DEVELOPMENT

COUN 506

Summer 2017 (1st 5wk)

Syllabus

Course and Instructor

Instructor:Dr. Raissa Miller, LPC

Assistant Professor, Dept. of Counselor Education

E-mail:

Office Hours: By appointment

Course Number:COUN 506

Course Title:Lifespan Development

Course Time:Meet on campus Wednesday May 31st, June 7th, June 14th, June 21st, and June 28th 5:00-8:00 pm.

Additional course contact will occur through Blackboard

Course Location:ILC 204

Semester:Summer 2017, 1st Five Week Session

Credits:2 credits

Course Objectives and Accreditation
CACREP Standards Addressed in the Course
II. / Professional Identity
Human Growth and Development
G.3
a. / Theories of individual and family development and transitions across the life span
b. / Theories of learning and personality development, including current understandings about neurobiological behavior
c. / Effects of crises, disasters, and other trauma-causing events on persons of all ages
d. / Theories and models of individual, cultural, couple, family, and community resilience
e. / A general framework for understanding exceptional abilities and strategies for differentiated interventions
f. / Human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior
h. / Theories for facilitating optimal development and wellness over the life span
Helping Relationships
G.5
a. / An orientation to wellness and prevention as desired counseling goals

Course Description

This course will examine theoretical constructs related to developmental process, both typical and atypical, and analyze developmentally based behavior patterns across the age spectrum (birth to death) through a variety of contemporary cultures and beliefs. This course is designed to provide an overview of life span development for counselors-in-training. Students will learn about child, adolescent, and adult development and the major theories will be discussed. Students will also learn about physical, cognitive, social, and emotional development at the various stages of life. Cultural and individual differences will be explored.

Methods of Instruction

This course will be taught as a hybrid or blended learning course (i.e., combined face-to-face and online instruction). Instructional methods will primarily include lecture, case analysis, discussion, and multi-media presentations (e.g., PowerPoint, videos, etc.).

Course Objectives

Students will learn how to describe and apply stage models, incremental models, and multidimensional models of development; voice understanding of how heredity and environment affect human development; describe key theoretical constructs of cognitive, emotional and social development; analyze major theories and their application in working with people across the lifespan; describe multicultural implications (including issues of race, ethnicity, sexual orientation, gender, immigrant status, history, trauma, etc.) of applying life span development theories with clients/students dealing with these issues; integrate concepts related to physical, cognitive and personality development across the lifespan; describe grief and loss issues as they apply to developmental theory; understand self and family as it relates to professional and personal development.

Upon completion of the course, the student will:

  • Understand theories of individual and family development and transitions across the life span (II.G.3.a),
  • Understand theories of learning and personality development, including current understandings about neurobiological behavior (II.G.3.b),
  • Understand the effects of crises, disasters, and other trauma-causing events on persons of all ages (II.G.3.c),
  • Understand theories and models of individual, cultural, couple, family, and community resilience (II.G.3.d)
  • Develop a general framework for understanding exceptional abilities and strategies for differentiated interventions (II.G.3.e),
  • Understand human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior (II.G.3.f).
  • Understand theories for facilitating optimal development and wellness over the life span (II.G.3.h).
  • Be exposed to an orientation to wellness and prevention as desired counseling goals (II.G.5.a).

Technology Skills Addressed in the Course
Instructor Application / Student Application
Check computer system and preview CD-ROM software / X / X
Word process, including APA formatting /
X
Use a spreadsheet and a statistical package
Acquire graphics from the web, digital camera, or scanner and insert them into a poster or presentation / X /
X
Create and deliver a power point presentation / X /
X
Find material on the Web and review Web sites /
X
/ X
Be able to use e-mail, including document attachments / X / X
Be able to sign in and participate in listservs
Be familiar with computerized testing
Be able to use audio visual equipment and playback units
Readings

Course readings will provide students with important information that they can use to explore the major questions of the course and develop the essential clinical skills this course is intended to foster. Readings are intended to help students prepare for the intellectual challenges they will face in class and in completing learning exercises, as well as serve as resources for future clinical practice.

TEXTBOOKS

Required *e-text available

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping

Professionals (4thEd.). Upper Saddle River, NJ: Pearson.

Recommended

Ray, D. C. (2016). A therapist’s guide to child development: The extraordinarily normal years. New York, NY: Routledge

Siegel, D. J. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guildford

ARTICLES

Cassidy, J., & Mohr, J. J. (2001). Unsolvable fear, trauma, and psychopathology: Theory, research, and clinical considerations related to disorganized attachment across the lifespan. Clinical Psychology and Practice, 8(3), pp. 275-298.

Hammack, P. L. (2005). The life course development of human sexual orientation: An integrative paradigm. Human Development, 48, 267-290.

Sikes, A., & Hays, D. G. (2010). The developmental impact of child abuse on adulthood: Implications for counselors. Adultspan, 9, 26-35.

Myer, R. A., & Moore, H. B. (2007). Crisis in context theory: An ecological model.

Journal of Counseling & Development, 84, 139-147.

Venart, E., Vassos, S., & Pitcher-Heft, H. (2007). What individual counselors can do to sustain wellness. Journal of Humanistic Counseling, Education, and Development, 46, 50-65.

Methods of Assessing Learning

The objectives described in a prior section reflect promises of the course. The learning exercises detailed below reflect what students will be doing to realize these promises.

Lifespan Development Interviews (40 pts.): Students will interview an individual falling within each of the four following developmental life periods: middle childhood (6-12), adolescence (13-22), young-middle adulthood (23-64), late adulthood (65+). Students will then write a report linking their interview experiences with concepts learned in readings (e.g., stage theories, developmental tasks and milestones, challenges, etc.). Include scholarly citations when referencing readings. Example interview and reflection questions will be provided. Although length many vary based on writing style, most successful reports tend to be 3-5 pages (single spaced). This length is generally necessary to adequately integrate domains, theories, and interview excerpts. Instead of writing one big 25 page research paper at the end of the term, you are writing four smaller papers over the course of the class. Reports are due on Blackboard by Monday at 11:59pm of each week (June 5th, 12th, 19th, 26th).

Report reflections (20 pts.): Students will respond to two other students’ posts (within pre-assigned groups) with meaningful comments and feedback. Responses are due by the start of class on Wednesday of each week (June 7th, 14th, 21st, & 28th).

Final Exam (40 pts.): Students will complete a 60-question timed (3 hrs.) multiple-choice final exam on Blackboard. The exam will be comprehensive, drawing from course readings, lectures, and experiential activities. Students may reference the course textbook, readings, and lecture notes,however,students may notconsultclassmates or other individuals. Students should assure they have a strong and reliableInternetconnection and use Google Chrome or Firefox browsers. For any technical issues, contact the Boise State Help Desk at 208-426-3457. Due Sunday July 2nd 11:59 pm.

Bonus Points (5 pts.): Students can earn 5 extra points by watching The Beginning of Life (2016) – currently available on Netflix – and write a 1-2 page summary (double space) reflecting on the key points of the documentary and implications for counseling.

Grading Scale

Grading is a way of communicating to students and to academic and professional communities the amount of learning students have achieved in the course. Formal learning will be assessed through the learning exercises detailed above and through observation of professional characteristics and behaviors (including attendance, participation, and professionalism).

Letter Grade / Points
A+ / 97-100
A / 94-96
A- / 90-93
B+ / 87-89
B / 84-86
B- / 80-83
C+ / 77-79
C / 74-76
C- / 70-73
D+ / 67-69
D / 64-66
D- / 60-63
F / 59
Important Policies

Due Dates

Timely completion of readings and learning exercises demonstrates respect for peers and the instructor in the learning community and allows for adequate assessment of learning progress. If students are unable to adhere to due dates, reading schedules, and other deadlines, they should email the instructor to schedule a meeting. The instructor and student will discuss reasons for delays in completing readings and learning exercises and brainstorm solutions for moving forward.

Attendance, Participation, & Professionalism

Enrollment in COUN 506 is limited to graduate students who are preparing for professional careers; thus, attendance is required and class participation is expected as just one component of professional responsibility. Students are expected to demonstrate personal attributes consistent with the characteristics of professional counselors, engage in ethical behavior as defined in the American Counseling Association Code of Ethics, and adhere to BSU’s Academic Integrity Policy. As professionals, students also are responsible for coming to class prepared to discuss readings, making productive contributions to class discussions/activities, and attending respectfully to others.

Students who do not meet expectations regarding professional responsibilities will be evaluated as such. This evaluation may be reflected in a grade reduction, competency concern report, and/or request for other remediation per Counseling Program policies. The following chart serves as a guide regarding expectations for professional behavior and potential outcomes for those who do not meet these expectations. Note that one only meets professional expectations if ALL indicators are met. However, one need only have ONE area in which s/he is below expectations to necessitate remediation.

Meets professional expectations / Below professional expectations / Significantly below expectations
  • 0 absences
  • Rarely tardy or late from break
  • Contributes more days than not
  • Contributions reflect routine, careful preparation for class
  • Attentive and respectful toward others when not contributing directly
  • No concerns regarding personal characteristics
  • Shows ethical integrity and adheres to ACA Code of Ethics
  • No concerns regarding academic integrity
/
  • 1 absence* (see below)
  • Frequent, minor tardiness
  • Rarely contributes to class
  • Contributions reflect occasional preparation for class
  • Sometimes distracted or disrespectful nonverbally when not contributing directly (e.g., texting, surfing, sidebars)
  • Occasional or minor personal characteristic concerns
  • If ethical violation present, concern is minor and student takes action to remedy
  • Minor, uninformed violations of academic integrity
/
  • 2+ absences
  • Persistent, minor tardiness
  • Recurrent, major tardiness
  • Contributions are rare or not productive
  • Contributions reflect lack of preparation for class
  • Behaviors detract from safe, scholarly learning environment
  • Serious concerns regarding personal characteristics
  • Major ethical violation OR inability to understand ethical concerns
  • Major, intentional violations of Academic Integrity Policy

Indicators show potential for continued success in graduate school and beyond. / Final grade adjustment of ½ - 1 letters, conference with instructor, and/or competency concern report filed with Counseling Program. / Final grade adjustment of 1-2 letters, conference with instructor, and/or competency concern filed with Counseling Program. Serious violations may require repeating course (e.g., 3+ absences), assignment of F in course (e.g., ethical or integrity concerns), or other remediation per competency concern report.

Format Guidelines

Guess what?!? No big paper in this class that requires close adherence to APA formatting!!! Journal article reflections can be written in a narrative style, single spaced. Practice writing in a professional manner, similar to COUN 550 biopsychosocial style. When referencing concepts from course readings, please do cite in accordance with APA style (6th ed.).

Disability statement

Students with disabilities needing accommodations to fully participate in this class should contact the Educational AccessCenter (EAC). All accommodations must be approved through the EAC prior to being implemented. To learn more about the accommodation process, visit the EAC’s website at

Academic integrity statement

Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed. This includes referencing material that has not been read by you, such as secondary references.

Course Schedule

COUN 506 is a 2-credit course condensed into 5 weeks. That’s not a lot of time to cover a lot of really important and relevant information. Please anticipate the time and energy the course will require and plan accordingly. Based on feedback from other students, approximate tasks and time are provided below:

Learning Exercises / Approximate Time
Weekly readings / 3-4 hours
Interviews / 2-3 hours
Reflecting and writing time / 5-6 hours
Responding to others posts / 3-4 hours
In-class time / 3 hours
TOTAL TIME PER WEEK / 16-20 hours
Date / Topic / Readings
May 31st /
  • Introduction/Overview/Syllabus
  • Organizing themes in development
  • Brain development
/ Broderick & Blewitt, Ch 1-2
June 7th /
  • Early childhood
  • Middle childhood
/ Broderick & Blewitt, Ch 3-6
Cassidy & Mohr (2001)
June 14th /
  • Adolescence
/ Broderick & Blewitt, Ch 7-10
Hammack (2005)
June 21st /
  • Young Adulthood
  • Middle Adulthood
/ Broderick & Blewitt, Ch 11-13
Myer & Moore (2007)
Sikes & Hays (2010)
June 28th /
  • Wellness in Adulthood
  • Late Adulthood
/ Broderick & Blewitt, Ch 14-15
Venart et al. (2007)

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