Associated Canadian Theological Schools
CLG 504: Family Life Cycle and Human Development
Summer 2009: April 27 to July 31 (In class instruction: June 22 – 26, 8:30-4:30)
3 semester hours
Instructor: Dave Phillips, MSc (MFT), MDiv
Clinical Member and Supervisor (AAMFT)
Office Hours: After class by appointment
Reach me by E-mail: firstname.lastname@example.org
This course focuses on cognitive, physical, sexual, emotional and spiritual development of the
person throughout the lifespan, from birth to death. Students will examine central concepts
related to parameters of human individual and social development - with a focus on the Family
Life Cycle, from both a conceptual and personal perspective. Focus is also on clinical
assessment and diagnosis, treatment planning, case management and therapeutic
interventions as they relate to transitional crisis across the lifespan, appropriate to the cultural
and developmental sensitivities of the client and the family.
Prerequisite: An undergraduate course in Developmental Psychology.
1. To provide understanding of adult human development within the context of the family
2. To comprehend and evaluate the impact of emerging social and political systems on
3. To comprehend, assess and apply appropriate therapeutic interventions throughout
adult periods of developmental adjustments and crises.
4. To view development as an organizing theological construct.
5. To understand one’s own place in the family life cycle process as it impacts the clinical
As a result of this class, students will be able to:
1. Understand and apply to client cases current issues related to developmental
psychology and counselling: sexuality, gender development, couple processes and
family development processes (e.g. Family, relational, system dynamics).
2. Examine treatment issues from a human lifespan perspective.
3. Examine treatment issues from a family lifecycle perspective
4. Utilize clinical assessment and diagnosis issues throughout the human lifespan.
5. Develop treatment planning and case management approaches that are effective
throughout the lifespan.
6. Implement a wide range of therapeutic interventions that can be used throughout the
7. Integrate a Christian worldview in order to incorporate new ideas and strategies to work
with a diverse population.
8. To understand one’s own place and role in the family life cycle process.
9. Integrate a deeper awareness of the impact of lifespan when working with clients.
10. Develop skills in empowering older adults in their personal growth and development.
11. To attend to the client’s spiritual issues and awareness.
12. Provide the opportunity for self exploration regarding one’s own internal reaction to
issues in death and bereavement.
Balswick, J.O., King, P., & Reimer, K.S. (2005). The Reciprocating Self: Human
Development in Theological Perspective. IVP.
Carter B. & McGoldrick, M. (eds.) (2005). The Expanded Family Life Cycle (3rd ed.).
Pearson: Allyn & Bacon.
1. Pre- Course Text Summary Paper #1: 5 pages. To begin April 26 and Due
first day of class
a. Students will be required to compose a chapter summary paper on chapters 13-
18 of the Carter & McGoldrick text. This paper must include:
i. A summary of the prominent themes within each chapter
ii. A personal interaction/reflection with at least one theme within each
chapter. Students should be prepared to share some of their personal
insights from this paper in a group assignment on the first day of class.
2. Pre-Course Reflection Paper #2: 5 pages. To begin April 26 and Due first
day of class
a. Based on your reading in the Balswick, King & Reimer text, what is a
reciprocating self? How do you see yourself as a developing individual? (see for
example the Preface) Interact with the readings into your paper. Refer to your
readings with page numbers. This paper will serve as the beginning of the final
version of the reflection paper.
3. Post-Course Reflection Paper #3 – 5 pages. Due July 3, 2009
a. Incorporating all your readings, including spiritual, moral, individual and lifecycle
development, what are your challenges as a reciprocating self? What are the
challenges of your parents? How will you work out the conflicting challenges of
you and your parents’ lifecycle issues?
4. In-Class Presentation and reading
a. Students will be assigned in small groups of 3 - 5 people to present a class
presentation on topics related to the Family Life Cycle. The presentations will
take place on Thursday and Friday afternoon of the course week. The topic will
be based on chapters 4, 5, 6, 7, 9, 11 of the Carter & McGoldrick text.
b. It is anticipated that each group will be responsible for one class period (90
minutes). Each group presentation will be one hour in length followed by 30
minutes of facilitated class discussion about the content of the presentation. You
may use short video segments as part of your presentation if applicable.
Students will be expected to prepare PowerPoint slides to accompany their class
c. The presentation notes must also be submitted to the instructor in written form
at the time of the class presentation. Please include a page with your paper
listing 200 extra pages of reading that you completed in preparation for this class
5. Post-Course Research Paper – 20 pages. Due September 1 2009
a. The student is to prepare a research paper on a current issue in Life Span
Development. Possible topics will be discussed in class. This paper must:
i. Demonstrate a scholarly understanding of your chosen topic
ii. Focus on individual and family developmental issues and crises, not
psychopathology or situational issues
iii. Include a discussion of relevant Biblical principles as they address your
iv. Include a related 5 page case study (the actual case study material should
be brief) indicating how you would conceptualize a family life cycle based
treatment plan for the client. The treatment plan should evidence a
working knowledge of material covered in class.
v. Include a minimum of 15 quality references.
6. Final exam – Last day of class
a. This exam will consist of short essay responses to questions based on chapters
13-18 of the Carter & McGoldrick’s text.
1. Students are expected to budget their time and anticipate due dates for assignments.
Only medical emergency or other extreme circumstances will be acceptable excuses for
2. Late assignments will be penalized 5% per day.
3. Those who experience extenuating circumstances that result in a delay in the
completion of their work, are required to fill out the necessary paperwork and pay the
$50 fee at the registrar’s office. An incomplete (INC) will be entered on a student’s
transcript until all work is completed (15 weeks maximum).
4. All work is due at the beginning of class time.
5. Students are expected to proof read all written assignments carefully and to turn in
papers free of spelling and grammatical errors. All assignments are to be neatly typed.
It is expected that at a Graduate level, all assignments have been edited several times so
that one’s thoughts are original, logical, and well organized (and in APA format). These
factors will be taken into account in the calculation of the grade. Assignments that do
not meet graduate standards will be returned ungraded. Please refer to the Student
Handbook for paper writing guidelines.
6. Please put your box number on all assignments.
1. Pre-Course Reflection Paper #1 10%
2. Post-Course Reflection Paper #2 10%
3. Pre-Course Summary Paper 10%
4. Class Presentation 20%
5. Final Exam 25%
6. Post-Course Research paper 25%
98 — 100 = A+ 80 — 82 = B-
93 — 97 = A 77 — 79 = C+
90 — 92 = A- 73 — 76 = C
87 — 89 = B+ 70 — 72 = C-
83 — 86 = B 0 — 71 = F
Supplement: Important Academic Notes from ACTS
Web Support – Student Portal https://students.twu.ca
All students at TWU have a TWUPass username and password. This is determined at the time of
an online application or can be managed through the computing services help desk or the link on
the student portal. Your student email account is also available through this student portal and is
vital for communication about grades, account statements, lost passwords, sign-up instructions,
etc. If you do not know your account or password, there is a link at the login area called “I
forgot my password.” When you click on that link, you will be walked through the process of
retrieving your account information.
In the event of deteriorating weather conditions overnight or other emergency situations, every
effort will be made to communicate information regarding the cancellation of classes to the radio
stations CKNW (980 AM), CKWX (1130 AM), MAX (850 AM), PRAISE (106.5 FM) and
KARI (550 AM) by 6:30 a.m., and an announcement will be placed on the University's
switchboard as well as on the website http://www.twu.ca/conditions/. The first announcement
regarding a closure will cover the period up to 1:00 p.m. only. If classes are to be cancelled
beyond 1:00 p.m., this decision will be announced by the same means before 11:00 a.m. that day.
Students and faculty should assume that all night classes will continue to operate. If the
emergency continues into the evening, students and faculty may check for a closure notice on the
University's switchboard and website after 3:00 p.m. that day.
Students need to adhere to Turabian Notes (Bibliography) format except in counselling courses,
for which APA format is used.
Students are strongly encouraged to use RefWorks (available through the library home page
www.twu.ca/library) as their bibliographical manager and as a tool for formatting
bibliographies. They will need to be aware of the need to “clean up” most bibliographies
generated by this program. Students are encouraged to view the documents on the following
websites for format samples:
www.dianahacker.com/resdoc/. Note that in RefWorks the available formatting styles are those
of Turabian (Notes), 7th edition, and APA – American Psychological Association, 5th edition.
For Turabian, note that there are two formats – Notes (or Bibliography Style) and Reference List
(a short format citation style). ACTS uses the Notes (Bibliography) format, not Reference List.
Counselling students are expected to purchase the APA Publications Manual. More information
found at the following website. http://www.apastyle.org/pubmanual.html.
For free online programs that will enable you to create properly formatted bibliography citations,
go to http://www.calvin.edu/library/knightcite/ ("Chicago stands for "Turabian") or
CANIL students can locate this on the CANIL intranet, under the “student” side. A hard copy is
given to incoming students in the fall.
Please check with your professor to see which one he/she recommends you use!!
Please note that all research projects involving human participants undertaken by members of the
TWU university community (including projects done by ACTS students to satisfy course or
degree requirements) MUST be approved by the Trinity Western University Research Ethics
Board. Information and forms may be found at http://www.twu.ca/academics/research/ethics/
Those needing additional clarification may contact Dr. Bruce Guenther. Please allow at least
three (3) weeks from the date of submission for a review of the application.
Academic Integrity and Avoiding Plagiarism at TWU
As Christian scholars pursuing higher education, academic integrity is a core value of the entire
TWU community. Students are invited into this scholarly culture and required to abide by the
principles of sound academic scholarship at TWU. This includes, but is not limited to, avoiding
all forms of plagiarism and cheating in scholarly work. TWU has a strict policy on plagiarism
(see academic calendar 2008-09, pp. 37-38). Further details on this subject are contained in the
ACTS Student Handbook in section 4.12. The handbook is available online on the ACTS
webpage (www.acts.twu.ca) at the following link: www.acts.twu.ca/Handbook.html.
Learning what constitutes plagiarism and avoiding it is the student's responsibility. An excellent
resource describing plagiarism and how to avoid it has been prepared by TWU Librarian William
Badke and is freely available for download (PPT file) or used as flash (self running) tutorials of
varying lengths from:
http://www.acts.twu.ca/lbr/Plagiarism.swf (14 minute flash tutorial)
http://www.acts.twu.ca/lbr/Plagiarism_Short.swf (8 minute flash tutorial)
Equity of Access
It is the responsibility of a student with a learning disability to inform the ACTS Director of
Student Life of that fact before the beginning of a course so that necessary arrangements may be
made to facilitate the student’s learning experience. We are unable to accommodate any student
who informs the Director of Student Life of a disability after the beginning of class.