DEVELOPMENTAL PSYCHOLOGY

Developmental Psychology

Department: Human Development & Learning

Course: HDAL 2310

Course Title: Developmental Psychology

Semester Hours: Three (3)

Date of Revision: 1/99

Text: Berk, Laura E., Development through the Lifespan, 2nd ed., (2001)

I. History, theory, and research in human development

II. Biological foundations/Environmental contexts

III. Prenatal/neonatal development and birth

IV. Infancy and Toddlerhood

V. Early childhood

VI. Middle childhood

VII. Puberty

VIII. Early Adolescence

IX. Late Adolescence

X. Young adults

XI. Adulthood

XII. Middle ages

XIII. Elderhood

XIV. Death and Dying

A study of the human learning and development principles applicable to infancy, early child, childhood, adolescence, early adulthood, adulthood, and the geriatric phase of life. This course provides students with a knowledge and understanding of human development principles, phases, and issues covering the entire life span and review of the major frames of reference in psychology and how these impact the design of effective treatments across the lifespan.

Additional Course Information:

Developmental lifespan psychology is the branch of psychology concerned with the growth and changes occurring throughout the lifespan. This course is an introduction to the systematic use of scientifically based principles and procedures which are applicable to developing individuals in their various environments. This course is appropriate for persons to seek to engage in teaching/staff training and individual/group/family counseling as well as the programming of child care centers, schools, developmental facilities, elder care, and related endeavors.

Development across infancy, toddlerhood, early childhood, middle childhood, adolescence, early adulthood, middle adulthood and later adulthood; developmental tasks across the lifespan (e.g., social attachment, self-control, sex-role identification, social cooperation, physical maturation, autonomy from parents, marriage, child rearing, acceptance of one's life, and developing a perspective on death); the diversity of modern psychology, errors in science, placebo effects, correlation and causation, multiple causation, Erikson's socioemotional stages, Piaget's cognitive principles, Information Processing theories, Vygotsky's sociocultural theory, Bronfenbrenner's ecological perspective, and similar theoretical paradigms.

1. Describe the major theories of human development including maturational, psychodynamic, behavioral, psychosocial, cognitive, social learning, ecological, existential/phenomenological, sociocultural, and ethological/sociobiological.

2. Comprehend qualitative and quantitative research and evaluate the utility and accuracy of analyzed data.

3. Design research related to developmental concerns.

4. Specify the foundations of genetic and chromosomal bases in determining human characteristics as well as diagnostic criteria of major anomalous syndromes.

5. Contextualize the environmental and cultural influences on development including the historical perspective, issues in diversity, cohort effects, nature vs nurture, embeddedness, current events that impact developmental issues, and concerns for the future of humanity.

6. List and define the trimesters of prenatal development and the stages of childbirth, including the opportunity to view a birth.

7. Elaborate upon the effects of teratogens on human development including tobacco, alcohol (Fetal Alcohol Syndrome), environmental toxins such as hormonal disrupters, lead, and food additives, cocaine and heroin, marijuana, prescribed and over-the-counter drugs,etc.

8. Anticipate the major milestones of maturation thruout the lifespan. 9. State and describe the 4 stages of cognitive development as conceived by Piaget, including sensorimotor, preoperational, concrete operational, and formal operational, and speculate on a 5th stage.

10. State and describe the 8 stages of socioemotional development as specified by Erikson, including trust vs mistrust, autonomy vs shame & doubt, initiative vs guilt, industry vs inferiority, identity vs role diffusion, intimacy vs isolation, generativity vs self absorption, and integrity vs despair.

11. Measure attachment and temperament in young children.

12. Teach parenting skills especially Baumrind's styles, STEP, Active

Parenting, and PET applications with an emphasis on family preservation

reunification from the family resource perspective.

13. Design and construct an educational toy.

14. Grasp the essentials of language development.

15. Implement behavior management for children.

16. Help teens deal effectively with psychosocial problems such as substance abuse, delinquency, suicide & depression, etc.

17. Assist with aspects of early or late maturation.

18. Create effective educational and counseling programs.

19. Relate to issues of gender and sexuality.

20. Promote a healthy lifestyle for any age group.

21. Assess and facilitate cognitive functioning in areas of memory and related cognitive processing.

22. Understand the aging process.

23. Discuss concerns in adult development such as midlife crises, empty nest syndromes, retirement, ageism, etc.

24. Consider stages in grieving/dying and perspectives of Kubler-Ross.

25. Identify the different types of agencies and services, residential and clinical programs that exist to help developmental issues and concerns.

Course Title: Developmental Psychology

Credit Hours: 3

Semester: regularly

Instructor: Human Development and Learning

Office: Rm 301A College of Education Warf-Pickel (Bldg 18)

Telephone: 423/439-4189 

Office Hours: posted

Text: Development through the Lifespan 2nd Edition (2000) Laura Berk

Examinations:

There are four (4) exams given during the semester including the final exam. This means three (3) major tests and the final exam. The tests during the semester are scheduled in class to be taken toward the end of each month of school in session. The final exam must be taken at the date and time scheduled unless special arrangements are make in advance.

An integral, essential aspect of this course relates to its experiential component. Written assignments, class projects, group activities, and presentations constitute a major portion of the course evaluation. The use of the 5th edition of the Publication Manual of the American Psychological Association is recommended for writing papers - several written assignments (1-3 pages) on topics from child, adolescent, and adult development. Due dates are set by instructor. Class discussion is encouraged. Students who take an interested, active part in class experiences will receive credit for their efforts. This is the learning period for expressing professional knowledge in a group setting. The more you talk, the more you learn. Please ask...

Class attendance is required. Those who are unable to reasonably attend have not fulfilled class expectations. Absences over the semester which exceed 10% of class time require satisfactory explanation and result in a lower grade.

Extra Credit: Those who involve themselves in learning experiences that exceed class expectations can receive points for these activities. This is not a requirement. It can be useful in demonstrating a degree of learning especially when compensation is needed from other areas of evaluation. Please discuss this option with the instructor before selecting a project.

A 94 - 100 B 83 - 85 C 73 - 75 D 63 - 65

A- 90 - 93 B- 80 - 82 C- 70 - 72 D- 60 - 62

B+ 86 - 89 C+ 76 - 79 D+ 66 - 69 F below 60

Each component - final exam, monthly exams, and class participation (including papers) - counts equally. Letter grades are computed at the highest numerical value for the range of scores. Excessive absenteeism affects the final grade. Extra credit adds points to the overall grade for the semester.