Course: CPY 602: Human Growth and Development Course Schedule: Spring 2017, Mondays 4:00-6:30PM, Rm. CSS 230 Instructor: Kristin Page, Ph.D., LMHC, NCC Phone: (850) 226-2308 E-mail: kpage@rollins.edu Office Hours: By Appointment Only

Course Description: This course introduces and examines several theories of human growth, development, and regression. The entire lifespan is explored. Various philosophical perspectives— psychoanalytic, behavioral, humanistic, psychosocial, and organismic—are examined as to their implications for counseling. An analysis is made of developmental behaviors associated with stages of development, environmental and disruptive influences upon development, and responses of mental health services and practitioners. Normal and abnormal human behavior and development including psychological, sociological, moral, and physical factors are addressed. Also included are the cognitive-structural developmental theories concerned with moral, intellectual, and ethical development. Methods of instruction: Involvement and learning in the course will be facilitated by means of: discussion, lectures, videotapes, small group experiences, and self-directed readings. Course Objectives:

Expected Student Learning Outcomes for this Course

The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes:

SL

O Learning activities that

facilitate development of knowledge, skills, and/or practices of this content:

SLO Assessment

Point By Rubric or Exam Score

2.F.3.a. theories of individual and family development across the life span

S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam. Complete Child and Middle Adult or

Exam Score

Older Adult Developmental Interviews. Complete Middle Adult or Older Adult Developmental Interview Paper.

2.F.3.b. theories of learning

S

Read assigned chapters and participate in class discussion. Complete Child Developmental Interview. Complete Mid-Semester Exam.

Exam Score

2.F.3.c. theories of normal and abnormal personality development S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam.

Exam Score

2.F.3.e. biological, neurological, physiological factors that affect human development, functioning, and behavior S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam. Complete Child and Middle Adult or Older Adult Developmental Interviews. Complete Middle or Older Adult Developmental Interview Paper.

Exam Score

2.F.3.f. systemic and environmental factors that affect human development, functioning, and behavior

S

Read assigned chapters and participate in class discussion. Complete Child and Middle or Older Adult Development Interviews. Complete Mid-Semester Exam.

Exam Score

2.F.3.g. effects of crises, disasters, and trauma on diverse individuals across the lifespan

S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam.

Exam Score

2.F.3.h. a general framework for understanding differing abilities and strategies for differentiated interventions

S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam. Complete Middle Adult or Older Adult Developmental Interview Paper.

Exam Score

2.F.3.i. ethical and culturally relevant strategies for promoting resilience and optimum development and wellness over the life span

S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam.

Exam Score

2.F.5.h. developmentally relevant counseling treatment or intervention plans

Read assigned chapters and participate in class discussion.

5.C.2.g. impact of biological and neurological mechanisms on mental health

S

Read assigned chapters and participate in class discussion. Complete Mid-Semester Exam. Complete Child and Middle Adult or Older Adult Developmental Interviews.

Exam Score

5.C.3.b. techniques and interventions for prevention and treatment of a broad range of mental health issues

Read assigned chapters and participate in class discussion.

Required Text:

Broderick, P. C. & Blewitt, P. (2015). The life span: Human development for helping professionals. (4th Ed.). Upper Saddle River, NJ: Pearson. Additionally, you should have the following publication manual available for your use throughout the semester:

American Psychological Association (2010). Publication manual of the American Psychological Association (6th Ed.). Washington, D.C.: Author.

Web Resources

Rollins College – Olin Library: http://www.rollins.edu/library/

Recommended Articles: (Blackboard) Any recommended articles for your review will be posted on Blackboard.

Required Assignments and Learning Experiences:

1. Class participation (10) Every student is expected to attend class and contribute to class discussion and activities. Attendance and active participation are an integral part of this course. Success in this course requires being present academically, physically, personally, and interpersonally. It is expected that master’s level students prepare, attend, be one time to, and participate in all class meetings. If absences are necessary, please notify Dr. Page prior to class via a phone call or text message: (850) 226-2308. Please make sure and include your name with your phone or text message. Failure to notify Dr. Page can result in a lowered final grade, as per the Rollins College Attendance Policy. See rubric on Blackboard that will be used to help determine attendance and participation points.

Participation: This portion of the grade covers the quality of student participation in classroom exercises and discussion. Additionally, this grade will be impacted by the student’s professional conduct and attitude, which should reflect an understanding of professional ethics codes, such as those set forth by the American Counseling Association (ACA). Professionalism: As a course in a professional training program, students are expected to consistently demonstrate professional behavior. This includes but is not limited to:

Being on time to class and with assignments

Respectful interactions with students and faculty

Proactive engagement in learning process and assignments

Being organized and prepared

Managing paperwork and technology effectively

Managing personal crises effectively

Managing personal information (your own and others’) appropriately.

2. Mid-Semester Exam (20)

The Mid-Semester Exam will cover all reading assignments, lectures, and class discussions prior to the date the examination is given. Questions will be Multiple Choice. CACREP Common Core areas addressed by this method of evaluation: 2.f.3.a.; 2.F.3.b.; 2.F.3.c.; 2.F.3.e.; 2.F.3.f.; 2.F.3.g.; 2.F.3.h.; 2.F.3.i.; and 5.C.2.g. 3. Expressive Arts Developmental Theories Assignment (20) Students will create an expressive and creative format for comparing and contrasting two or more theories of development. Feel free to use any means of expressing your learning style and creativity. Expressive Art examples for completing this assignment might include symbolic representation via: writing (stories, poems); visuals (photographs, videos, collages, poster boards, paintings); or other expressive means (music, dance, or games). Your assignment should include a representation of theorists and theoretical construct. Please submit a three - five page, APA style paper that describes the theorists, theories and theoretical constructs of your project. You will not submit your expressive arts project. Students will have fifteen (15) minutes each to present their expressive arts project during class. This assignment is worth 20 points total: 5 points for the paper and 15 points for the expressive arts project. See rubric on Blackboard that will be used to help determine points for expressive arts assignment. CACREP Common Core areas addressed by this method of evaluation: 2.f.3.a.; 2.F.3.b.; 2.F.3.c.; 2.F.3.e.; 2.F.3.f.; 2.F.3.g.; 2.F.3.h.; 2.F.3.i.; and 5.C.2.g. 4. Child Developmental Interview, Paper, and Group Discussion (20) Each student will conduct one developmental interview with a child, ages 4 – 10 years of age. Please do not interview a relative. Students will write a Developmental Interview Paper based on the significant finding and observations of the interview. The length of the interview should be approximately two hours and should be audiotaped. A brief description of the interview process and purpose should be included on the signed consent form that will be obtained prior to beginning the interview. Parental consent must be obtained when interviewing a child. This paper should be comprehensive and include cites from appropriate and current literature. The paper should be 8 – 10 typed pages, double-spaced, utilizing APA style. Students will participate in a class group discussion and are required to discuss their learning experience. Client information will remain confidential, please use an alias when discussing client.

8 - 10 pages maximum (not including title page, abstract, reference pages and copy of signed consent form).

This paper should have no less than three (3) professional references. References can include peer reviewed journals, books, and any other approved materials (be mindful when using wed-based information).

A comprehensive paper will be clear and discuss your clinical interests in interviewing an individual in a specific developmental stage. Please include details

on how you selected your participant, what worked and didn’t work in interview process, what you might do differently in future interviews, and how you might utilize what you have learned in your future role as counselor.

This paper will be evaluated on: clarity, content, writing style/organization, and APA format.

Students will share their learning experiences with classmates in a group discussion. Be prepared to share two significant learning experiences from this assignment in class.

Guidelines for conducting the Child Developmental Interview are included at the end of this syllabus. See rubric on Blackboard that will be used to help determine points for Child Developmental Interview Paper. CACREP Common Core areas addressed by this method of evaluation: 2.f.3.a.; 2.F.3.b.; 2.F.3.e.; 2.F.3.f.; 2.F.3.h.; and 5.C.2.g. 5. Middle Adult or Older Adult Developmental Interview, Paper, and Presentation (30) Each student will conduct one developmental interview with an adult (ages 40 – 69), or older adult (age 70 and older). Please do not interview a relative or classmate. Students will write a Developmental Interview Paper based on the significant finding and observations of the interview. The length of the interview should be approximately two hours and should be audiotaped. A brief description of the interview process and purpose should be included on the signed consent form that will be obtained prior to beginning the interview. This paper should be comprehensive and include cites from appropriate and current literature. The paper should be 10 - 12 typed pages, double-spaced, utilizing APA style. Students will participate in a class group discussion and are required to discuss their learning experience. Client information will remain confidential, please use an alias when discussing client.

10 – 12 pages maximum (not including title page, abstract, reference pages and copy of signed consent form).

This paper should have no less than three (3) professional references. References can include peer reviewed journals, books, and any other approved materials (be mindful when using wed-based information).

A comprehensive paper will be clear and discuss your clinical interests in interviewing an individual in a specific developmental stage. Please include details on how you selected your participant, what worked and didn’t work in interview process, what you might do differently in future interviews, and how you might utilize what you have learned in your future role as counselor.

This paper will be evaluated on: clarity, content, writing style/organization, and APA format.

Students will share their learning experiences with classmates by providing a presentation in class. Presentations must be 15 minutes in length. I am interested in hearing about the process of the interview experience rather than specific personal details pertaining to the adult interviewed.

Guidelines for conducting the development interview are included at the end of this syllabus. The Adult Developmental Paper is worth 20 points and the presentation is worth 10 points. See rubric on Blackboard that will be used to help determine points for the paper

and presentation. CACREP Common Core areas addressed by this method of evaluation: 2.f.3.a.; 2.F.3.e.; 2.F.3.f.; 2.F.3,g.; 2.F.3.i.; and 5.C.2.g.

Class Attendance/Participation/Evaluation:

Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

The instructor will not make judgments or decisions regarding “allowing” student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to:

Recommendation to withdraw from the class. Requiring additional assignments(s) to complete the class. Reduction in the final grade per the percentage allotted to attendance and

participation. Any other action deemed appropriate by the professor in consultation with

the full faculty.

Your final grade will be lowered one half of a letter grade for every absence, and one letter grade for two or more absences. Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. As a result, chronic tardiness will result in the lowering of a final grade (2 equal 1 absence). Class will start on time and time agreements for class breaks will be honored. Breaks during class meetings are at the discretion of the professor and may range from 2-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks. Not all assigned readings will be reviewed in class; students are responsible for asking questions about material they do not understand.

Penalty for late work: Students will forfeit a half a letter grade when an assignment is turned in beyond the announced class deadline (beginning of class on the due date). This half a letter grade reduction will continue for each day beyond the deadline.

Class Participation is accounted for in appropriate professional participation in all of the following:

Attendance at all class meeting times

Completing all assigned readings prior to class

Offers a different and unique, but relevant, perspective;

Contributes to moving the discussion and analysis of the topic forward;

Builds on the comments and contributions of other peer colleagues;

Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and reflective thinking.

Participation in all in-class assignments and graded activities

Any additional homework assignments

Participation in all parts of class role-plays to further the experiential component of the course

Appropriate professional participation in all of the above criteria o Professional participation includes students refraining from engaging in

non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.). If this behavior is witnessed by the professor, it will not be brought to the student’s attention. The student will find a reduction in their overall semester grade. The number of points will be at the discretion of the professor.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance.

Attendance Notification Policies: Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity. Please call or text Dr. Page at 850-226-2308 prior to class if you will miss a class. Students are responsible for the content of all assignments, lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance. Method of Evaluation and Grading:

Activity Maximum Points Class Participation 10 Mid-Semester Examination 20 Expressive Arts Developmental Theories Assignment 20 Child Developmental Interview Paper 20 Adult Developmental Interview Paper 20 Adult Development Interview Presentation 10

TOTAL---------------------------------------------------------100 Points

A = 94 – 100 % of total points

A- = 90 – 93% of total points

B+ = 87 – 89% of total points

B = 84 – 86% of total points

B- = 80 – 83% of total points

C+ = 77 – 79% of total points

C = 74 -76 % of total points

C- = 70 – 73% of total points

Final Grades will be based on a point accumulation basis. Points will be converted in a percentage score based off earned points vs. total points. Your Final Grade can only be rounded up greater than or equal to .5. Hence a 93.5 will earn a grade of “A” and a 93.4% will earn a grade of “A-“.

Course Policies and Expectations of Graduate Students This is the “fine print” for which you are fully responsible for knowing and following.

Please read this section of the syllabus carefully!

Academic and Professional Integrity

By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Academic Honor Code Reaffirmation http://www.rollins.edu/college-of-arts-and-sciences/documents/academic-honor-code-rollins-college.pdf

The Philosophy of the Rollins Academic Honor Code: Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

The Honor Pledge: Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. The Rollins College Academic Honor Code is consistent, in philosophy, with the Code of Ethics of the American Counseling Association as well as other expectations of the profession. Therefore, as a student of Rollins College, graduate students are expected to show their commitment to these virtues by abstaining from any lying, cheating, or plagiarism in their academic endeavors and by behaving responsibly, respectfully and honorably in their social life and in relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the all work, including papers, quizzes, exams, etc., the handwritten signed statement:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

All material submitted electronically or in paper form should contain the pledge followed by the student’s name. Submission implies signing the pledge.

Respect for Individual Differences – The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and world views are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

Self-Disclosure Expectations and Guidelines – During this and most courses in the Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or functioning, or professional standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Professionalism and Classroom Civility – Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section.

Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

Professional Association Membership – All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also includes professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Incomplete Policy – Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Technology Policies

E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

Blackboard – This course instruction is accompanied by the online “Blackboard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.

Laptop Computers – Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference pages. Points will be deducted from the grade if this style format is not followed. Students should assume that these

formatting components are expected for each and every assignment unless stated otherwise in the syllabus. Use of Student Work - Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Students with Disabilities - Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. It is the spirit of these laws which guides the college toward expanding access in all courses and programs, utilizing innovative instructional design, and identifying and removing barriers whenever possible. If you are a person with a disability and anticipate needing any type of academic accommodations in order to fully participate in your classes, please contact the Disability Services Office, located in the Mills Memorial Building, Room 217, as soon as possible. You are encouraged to schedule a Welcome Meeting by filling out the “First Time Users” form on the website: http://www.rollins.edu/disability-services/ and/or reach out by phone or email: 407-975-6463 or Access@Rollins.edu.

All test-taking accommodations requested for this course must first be approved through the Disability Services Office (DSO) and scheduled online through Accommodate at least 72 hours before the exam. Official accommodation letters must be received by and discussed with the faculty in advance. There will no exceptions given unless previously approved by the DSO with documentation of the emergency situation. We highly recommend making all testing accommodations at the beginning of the semester. DSO staff are available to assist with this process. (7/20/16)

Sex and Gender Discrimination Title IX Policy - Rollins College is committed to making its campus a safe place for students. If you tell any of your faculty about sexual misconduct involving members of the campus community, your professors are required to report this information to the Title IX Coordinator. Your faculty member can help connect you with the Coordinator, Oriana Jiménez (TitleIX@rollins.edu or 407-691-1773). She will provide you with information, resources and support. If you would prefer to speak to someone on campus confidentially, please call the Wellness Center at 407-628-6340. They are not required to report any information you share with the Office of Title IX. Sexual misconduct includes sexual harassment, stalking, intimate partner violence (such as dating or domestic abuse), sexual assault, and any discrimination based on your sex, gender, gender identity, gender expression or sexual orientation that creates a hostile environment. For information, visit http://www.rollins.edu/titleix/. (7/12/16)

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please do not wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class. The best way to contact Dr.

Page is via her Rollins email address or via text at (850) 226-2308. If communication is urgent please send a text or leave a voicemail message at (850) 226-2308. Thank you.

Course And Instructor Evaluation – At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.

The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form. Final Grades may be reduced for not following the above “Policies and Procedures”.

The instructor reserves the right to modify the schedule and grading policy as needed.

SPRING 2017 Course Schedule: CPY 602 HUMAN GROWTH AND DEVELOPMENT

Date Topics Due

1/16 No class – M.L. King, Jr. Day (Holiday)

1/23

Personal introductions Introduction to Course & Review of Syllabus

1/30

Broderick & Blewitt: Ch. 1, 2 (Development themes, behavioral development)

Ch. 1, 2

2/06

Broderick & Blewitt: Ch. 3, 4 (Early Years)

Ch. 3, 4

2/13

Broderick & Blewitt: Ch. 5, 6 (Early years, Middle Childhood)

Ch. 5, 6

2/20

Broderick & Blewitt: Ch. 7, 8 (Middle Childhood) Child Development Interviews – Class Discussion

Ch. 7, 8 Due: Child Developmental Interview Paper

2/27

Broderick & Blewitt: Ch. 9, 10 (Adolescence) Mid-Semester Exam Review

Ch. 9, 10

3/06

Mid-Semester Exam

Mid-Semester Exam

3/13

NO CLASS – SPRING BREAK

NO CLASS

3/20

Broderick & Blewitt: 11, 12 (Young Adulthood)

Ch. 11, 12

3/27

Broderick & Blewitt: 13, 14 (Middle Adulthood, Living Well)

Ch. 13, 14

4/03

Broderick & Blewitt: 15 (Late Adulthood)

Ch. 15

4/10

Expressive Arts Developmental Theories Presentations

Due: Expressive Arts Developmental Theories Papers

4/17

Expressive Arts Developmental Theories Presentations

4/24

Adult Developmental Interview Presentations

Due: Adult Developmental Interview Papers

5/1

Adult Developmental Interview Presentations

Final Class

Syllabus and Schedule Subject To Change

Child Developmental Interview (to be conducted with child ages 4 - 10) The following are guidelines for conducting the child developmental interview. The length of the interview/observation should be approximately one to two hours and should be audio taped.

1.) You are expected to interview and observe a child between the ages of 4 and 10 years of age, and interview their primary caretaker. This can be conducted over several sessions, if preferred, and should include some observation periods of the child’s behavior.

A brief description of the interview should be provided to the parent or guardian (see below) and a signed consent form should be obtained prior to beginning the interview. I: INTRODUCTION Review the purpose and outline of the interview/observation with the child’s parent or guardian and obtain their signature to the consent form before beginning the interview/observation process. You are being asked for your permission to conduct an interview and observation of your child as part of requirements for a graduate course in Human Growth and Development at Rollins College. What I would like to do today is discuss your general impressions of how your child has changed or developed in the recent year. I would also like to ask your child questions that would help me better understand the development of children his or her age and conduct some observations of their behavior. You have the right to decline to answer any question put to you or your child and to end the interview at any time. Although I am required to report the results of my discussion with you to my instructor, you and your child will be identified only by age, race occupation, and gender. No names will be used. Finally, as indicated on the consent form, I will be audio taping the interviews. I will use the tapes to prepare my report and my instructor may listen to the tape if necessary. The tapes will not be shared with anyone else and will be erased once my assignment is fulfilled. Determine that the participant has understood the directions and is in agreement to continue. Answer any questions as honestly as possible then proceed with the interview. If the participant is uncomfortable in any way you should end the interview. II: INITIAL PHASE: OBSERVATION Be sure to thoroughly read the sections in the course text and other resources that relate to the age range of the child you are observing. Utilize at least three (3) sources, which are to be referenced in your paper.

Observe how the child interacts with others, how they play, any social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor characteristics or qualities. Make careful note of their behavior so you can later analyze their functioning in terms of developmental stages and theories related to these areas. III: MIDDLE PHASE: Interview of the Primary Caretaker Next you will be asking the parent or guardian specific questions about how this particular child functions. You might want to design questions that will help you better understand your earlier observations of the child. You will also want to ask questions that will enable you to compare the child’s social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor functioning in the context of other children of the same age (although you shouldn’t necessarily ask their parent about this as they may not have the knowledge of typical child development.) Tell me about your child’s development (example: physical development):

1. What incidents come to mind? 2. How has it changed from a year ago or six months ago? 3. What have you noticed about her/his (ex: physical) abilities that you think may be unique to your child?

IV: FINAL PHASE: Interview of the Child With the information you have gathered from your reading, your own observations of the child, and your interview with the parent or caretaker, compose: a) A list of questions that you would like to ask the child to further determine his or her social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor functioning. b) A series of tasks (experiments) in the form of games, puzzles, activities, etc. to further determine the stage of his or her social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor achievement. Try to identify this child’s functioning as it compares to normative information found in the text (e.g., Piaget’s stages of cognitive development, standard physical characteristics such as height and weight categories, Brown’s stages of language development, Kohlberg’s moral development stages, etc.) and/or your other readings (be sure to include appropriate citations). In your paper, include an analysis of this child’s functioning as it compares to at least three (3) of the theories of development presented in the book over the areas of functioning mentioned above (social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor). Discuss any discrepancies you discover or other influences that may explain functioning unique to the child you observed.

Adult Developmental Interview Middle Adult (ages 40 – 69) OR Older Adult (to be conducted on adult at least age 70) The following are guidelines for conducting the developmental interview. The length of the interview should be approximately two hours and should be audiotaped. A brief description of the interview should be provided and a signed consent form should be obtained prior to beginning the interview. Write a 10 - 12 page paper based on the significant findings/observations of your interview. I: INTRODUCTION Review the purpose and outline of the interview by indicating the following (audio-tape): You are being asked to participate today in an interview as part of requirements for a graduate course in Human Growth and Development at Rollins College. What I would like to do today, for about two hours, is discuss your general impressions of how you have changed over the course of your life and what factors you believe have influenced that change. I am going to ask you some questions about different periods in your life. There are no right or wrong answers. I ask only that you respond honestly to any questions that I may ask in the course of our discussion. You have the right to decline to answer any question put to you and to end the interview at any time. Although I am required to report the results of my discussion with you to my instructor, you will be identified only by age, race, occupation, and gender. Your name will not be used. Finally, as we discussed and indicated in the consent form, I will be audiotaping the session. I will use the tape to prepare my report and my instructor may listen to the tape if necessary. The tape will not be shared with any one else and will be erased once the assignment is completed. Determine that the participant has understood the directions and is in agreement to continue. Answer any questions as honestly as possible then proceed with the interview. If the participant is uncomfortable in any way you should end the interview. II: INITIAL PHASE: SIGNIFICANT CHANGES Begin the interview with the following: Let us begin our session by asking you to think back over your life to this point. What stands out for you? What are the major or most significant changes that you see in yourself? What factors seemed to you most important in fostering such change? Encourage participants to be specific as possible by asking for examples when necessary but otherwise discourage the telling of stories if the general conclusion to be drawn can be stated clearly at the outset. Check with the respondent to be clear whether he/she is speaking from one’s own experience or the experience of others. Encourage him/her,

where appropriate, to distinguish between one’s own personally held beliefs and one’s general impressions of the attitudes, beliefs or behaviors of others. III: MIDDLE PHASE: AGE PERIODS Next you will be asking specific questions about various age periods (i.e., twenties, thirties, forties, fifties, sixties, etc.) up to the current age of the respondent. Tell me about your ___________________ (insert age period).

1. What incidents come to mind? Did they affect you for better or for worse?

How so? 2. Who were the most important people in your life at that time? Why were

they important? 3. Did you change during your _______________ (insert age period)? If so,

how did you change? 4. Do you wish anything had been different about your

___________________? If so, what? 5. Why do you think it would be important to have changed this thing?

With some participants you may be able to go through all of the time periods. However, with others this will not be possible in the time allotted. When interviewing older adults (70+) make sure you cover at least three time periods, preferably the later three (forties, fifties and sixties), leaving time for identification of themes and closure. IV: FINAL PHASE: THEMES Try to identify general themes in the responses (i.e., recurrent disappointments, successes, persistent difficulties, losses, aspirations, beliefs about themselves, etc.). Ask the following questions to see if you can elicit these from the participant: Thinking back over your life to this point, are there any particular themes that you see? Is there any particular pattern to your life as you see it now? During the interview keep the following areas of development in mind: intellectual, educational/career, moral/values, social, emotional, and physical health. Where appropriate you may want to probe for more information. The following are some questions you may utilize to gather information.

Intellectual - In what ways, if any, has the way in which you think about things changed? What factors were most influential in changing the way in which you think?

Career - What does it mean to you to have a career? In what ways, if any, has the choice of a career influenced other experiences in your life? In what ways have your ideas about the purposes or values for a career changed over time? What factors would you say have been most influential to this point in shaping your ideas about and choices of a career?

Social - In what ways, if any, have your relationships with significant others changed over time? Family? Former friends? How has it been for you in trying to maintain old relationships and in developing new ones? What advice might you have for someone who is trying to make friend?

Emotional - What emotion(s) would you say is (are) easiest/hardest for you to express? Why do you think that is? How has the way in which you express/handle emotions changed over time? Why do you think that is?

Physical Health - What would you say is the level of importance to you of staying healthy? What factors do you believe contribute to or inhibit your ability to stay as healthy as you would prefer? What changes would you like to make in yourself that might contribute to improving your health?

V: CLOSURE Bring the interview to a close by letting the participant know that the interview is almost finished. Ask the following set of questions: How do you feel about this interview? Are there questions that you wish I had asked? Were there any questions that you did not like? Would you like to add anything? After the interview, some people think of things they wish they had asked. Please do not hesitate to contact me if there is anything you would like to add. (Adapted from an interview format prepared by Richard Hayes, EdD.)

Spring 2017

Dear Volunteer,

As part of a graduate course entitled Human Growth and Development at Rollins

College, Winter Park, Florida, students are required to conduct an interview aimed at

helping them learn more about the development of people in certain age groups.

Students are required to audiotape interviews with volunteers and write a paper about what

they learned as it relates to the context of the course. All information disclosed on the

audiotape will be confidential and may only be shared with the course professor, Dr. Kristin

Page. Your name will not be used in the paper and the information you share will not be

transmitted in any form that would reveal your identity. After the paper is completed the

audiotape will be erased. You may request feedback from the student about what she or he

learned through the interview with you.

Please read the consent statement below and sign and date in the designated space. If you

are under 18 years of age, please have your parent or guardian sign as well.

Thank you very much for your assistance with this project.

Dr. Kristin Page

Rollins College, Graduate Studies in Clinical Mental Health Counseling

kpage@rollins.edu

I have read the above letter and agree to participate in the interview project. I understand

that the interview will be audiotaped and may be heard by Dr. Kristin Page, and then erased.

I realize that I may request feedback regarding the interview from the student interviewer.

Volunteer’s signature: _____________________________________________________

Volunteer’s name (Please Print): _____________________________________________

Volunteer’s parent or guardian: ______________________________________________

(if applicable)

Date: ___________________________________________________________________

Student interviewer’s signature: _____________________________________________