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					                                                                                                COU 620        1

                                  University of Massachusetts Boston
                                    Graduate College of Education
                           Department of Counseling and School Psychology
                         COU 620 Clinical Applications of Human Development
                                             Spring, 2007

Instructor: Amanda Costin, Ph.D.                  
Office: off site                                            413.341.3035 (home)
Office hours: by phone appointment
Online section-Thursdays, 8-9pm

Course Description: This course provides students with a comprehensive view of life span development
from childhood through adulthood from several perspectives: (1) the interaction of age with such factors
as gender, cultural background, disabilities, and other significant issues encountered at particular stages of
life, (2) how individuals at specific stages of cognitive development process information and experiences,
and (3) a structural approach to ego development.

Students are advised to retain a copy of this syllabus in personal files for use when applying for
certification, licensure, or transfer credit. This syllabus is subject to change.

Relationship to the Professional Education Unit's (PEU) conceptual framework: This course
increases the student's understanding of life span development in order to increase effectiveness as a
thoughtful and responsive practitioner. In understanding current research on human development and
applying this research to case studies, the student is better equipped to work with clients from diverse
backgrounds and developmental stages.

Objectives of course:
(1) Students will demonstrate a thorough understanding of the current knowledge base in human physical,
cognitive, emotional, and social development across the entire life span.

(2) Students will demonstrate an understanding of the interaction of human development with various
forms of diversity (i.e. cultural, gender, disabilities) and its significance to the application to clinical
practice through the analysis of case studies.

(3) Students will demonstrate the ability to use technology in acquiring and disseminating information.

(4) Students will demonstrate expertise in critically evaluating and synthesizing developmental scholarly
research presented in traditional journals, popular psychology publications, and the Web.

Required readings:

Sigelman, C. K., & Rider, E. A. (2006). Life Span Human Development, 5th. edition. Available at the
   campus bookstore or at or

Journal articles: Available on-line through the UMass Boston Library electronic database. Some articles
   are required. Most are recommended as "enrichment" for those who are interested.

Readings relevant to major project including the assigned popular psychology book and empirical,
  scholarly original research articles on that topic.
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Accommodations: Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
of 1990 offer guidelines for curriculum modifications and adaptations for students with documented
disabilities. If applicable, students may obtain adaptation recommendations from UMass Boston's Ross
Center for Disability Services (617-287-7430). The student must present
and discuss these recommendations with the professor within a reasonable period, preferably by the end
of the Drop/Add period.

Academic Integrity: Our interactions with one another must be based on mutual respect, and our
inquiries guided by a firm commitment both to pursue the truth and to acknowledge the possibility that
we might be wrong. Given the ease with which information currently flows across the Internet, it is
particularly important that every student understands and respects the rules governing academic honesty. I
will operate on the assumption that every class member is thoroughly familiar with UMass, Boston Code
of Student Conduct, with the ethical guidelines included in the program handbook, and with the relevant
codes of ethical conduct (ASCA, ACA, etc.). If you're not, please consider these documents to be your
first reading assignment! The bottom line is this: words copied from another source must be indicated
with quotation marks and attributed to the source. Any sources which you have paraphrased, or from
which you have drawn significant evidence, must be attributed to the source. You are expected to
complete assignments and exams independently, unless specified otherwise, although you may
reference readings and class notes without citation. Please consult with me should you feel in need of
any clarification.

Grading: Grades in the graduate programs at UMass Boston can be A, A-, B+, B, B-, C+, C, or F. There
are no A+ grades, nor passing grades below C. Grades of A, as the highest available grade, are indications
of significant excellence. They are taken seriously by faculty and are not routinely assigned. Grades of B-
or below are an indication of significant weakness.

Library access: The UMass Boston library has a rich and valuable academic online resource, which will
allow you to do most of your research work off-campus. The articles for this class are available through
the UMass Boston library electronic database and you will also use both the Expanded Academic and
PsychInfo databases for your projects. A library tutorial that informs you how to access various attributes
of the library is available at

To access the library resources, you will need your barcode number found on the reverse of your student
ID card. If you don't have a student ID card or are unable to read the bar code number you can send an e-
mail request to: Your request should include your first and last name,
Social Security number (or student ID number), course name and number and semester. You will receive
the address of the library website. Barcode access terminates at the end of the semester. (Note: This
service is available Monday - Friday 9 - 5 PM)

Technical support and requirements: If this is the first time you're using WebCT, take the time to
learn more about it by reading the Student User Guide available at Technical
help is available via e-mail or phone. Send e-mail to: or call 1-800-569-
6505. Computer based application training can be found at if needed. If you
have Microsoft Office loaded on your computer you will be able to open most of the files posted. If you
don't, you can download viewers at

PDF/Adobe files. Many of the research articles on PsychInfo and Expanded Academic are in Adobe file
format. To view them, you need Adobe Acrobat Reader, which can also be downloaded for free from the
Adobe web site at Click on the link under the "Support" heading for "Download
Acrobat Reader,” and follow the directions on your screen for downloading the software. Depending on
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your Internet connection (dial-up modem, cable modem, DSL/broadband), downloading the software
could take several minutes.

Streaming video. The online course contains streaming video or audio clips. To view or listen to them,
you must have a media program loaded on your machine. The most widely used programs are RealPlayer,
Windows Media, and QuickTime. Many computers come with at least one of these software programs
already pre-loaded. However, if you don't have such a program on your computer, you will be prompted
to download one when you click on the audio or video link in the course. Free versions of each of these
programs are available for download. Just be sure that you are choosing a download option that is clearly
marked "FREE" on the site you're downloading it from (some "enhanced" versions of these programs do
have a cost associated with them). For RealPlayer: and for Windows Media Player: -- click on "Downloads," then on "Windows Media Player." For QuickTime:

PowerPoint. This course contains content created in PowerPoint. You must have PowerPoint OR
PowerPoint Viewer loaded on your computer to view these slides. You can download PowerPoint Viewer
for free from the Microsoft web site: Click on "More Downloads" on the right
side of the page. Supported operating systems for PowerPoint Viewer are: Windows 2000, Windows 98,
Windows ME, Windows NT, and Windows XP. The application file size is 2789 KB. Mac Users can also
download a version of the application; go to the "Macintosh and Other Platforms" area of the download
section for more information.

Wimba: This online course includes lectures and discussions through Wimba (used to be Centra). The
on campus lectures and discussions will occur during class sessions, Thursdays, 8-9 pm. The online
course lectures are recorded and attached to PowerPoint slide presentations. For information about how to
log onto the Wimba server and configure your PC to run Wimba, please see the UMB Wimba support

Assignments: Your learning will be evaluated using the following assignments:

1) Attendance and participation in class discussions and WebCT discussions (25% of total)

2) Case study analyses (25% of total)

3) Generate a question related to human development that intrigues you and/or has aroused your curiosity,
    based on your experiences and interactions with others. Review the literature (do a literature search
    using a minimum of 6 articles from databases described in major project) and apply your knowledge
    to the individual(s) who has inspired the research question. Allow three to four pages for the
    presenting question and literature review and one to two pages for the application to the individual (s)
    inspiring your research question. Your question and review needs to address “normal” human
    development in contrast to emphasis on psychopathology. Paper should be no more than 7 pages
    (25% of total).


Read two children’s books on a topic relevant to issues in human development i.e. divorce, death,
   hospitalization for illness/ and or medical procedure. Summarize the books, and answer the following:
  A) What are the developmental assumptions made by the authors? Compare and contrast..
  B) How does the author communicate to the reader, applying developmental principles of the topic
   covered? Critically evaluate.
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   C) Include suggestions based on your understanding of human development and the material
   addressed in your readings regarding application of developmental theory providing specific
   examples. Paper should be no more than 7 pages (25% of total).

NOTE: Depending on size of class, you will each do a 10-15 minute presentation on one of the above
  projects that you select.

4) Midterm exam (10% of total)

5) Final exam (15% of total)

POSTINGS: There are three types of postings for this course: “Major Discussion Postings” and “Peer
Responsive Postings” and “Assignment Postings”

       Major Discussion postings are due weekly and are in response to each unit’s discussion
        question. I expect that your major responsive postings will be complete and posted in
        the course by midnight on Sunday for each unit. You will be expected to integrate all
        of the unit’s reading assignments in your postings. ALL major responsive postings will
        be a minimum of 250 and require at least one citation within the posting and
        corresponding reference as APA 5th indicates. References must be from your text,
        required reading, other books, or scholarly journal articles you find. DO NOT USE
        usually contain opinion rather than fact.

       Peer Responsive Postings are responses to TWO of your classmates’ major responsive
        postings for EACH discussion question in EACH unit. These postings are due by
        midnight on each Tuesday. Comments limited to “good post”, or “that was very
        interesting” will not receive credit. Although you are not required to use references in
        your responsive postings to classmates, the responses should be substantive in content
        and lead to an intellectual dialogue. If they lack substance, points will be deducted.
        Repost Response: If I ask you to repost a response and/or if I ask you a question –please
        reply. Therefore, it is important that once you finish your assignment for the week that
        you continue to check in to the course room to read peer responses, my responses, and
        any questions I may have for you. My comments often include APA5th feedback,
        further questioning, supportive comments and so on.

       Assignment Postings include project, case analyses, etc.

                                   SEMESTER SCHEDULE
    Please complete readings before class: YOU LEARN MORE WHEN YOU READ AHEAD

Week of 2/5
   Introduction, syllabus overview, WebCT overview

Week of 2/12
   READ: Sigelman & Rider, Chapters 1, 2
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      VIEW FILM: Online class: Surprises in Mind at
      ANSWER: WebCT discussion question and respond to peers

Week of 2/19
   READ: Sigelman & Rider, Chapters 3, 4
   Assignments—Case #1 due

Thursday 2/26
      READ: Sigelman & Rider Chapters 5, 6
    ANSWER: WebCT discussion question and respond to peers

Week of 3/5
   READ: Sigelman & Rider Chapters 7, 8
   VIEW FILM: The Behaving Brain at
   ANSWER: WebCT discussion question and respond to peers

Week of 3/12
   Assignment-Case #2 due
   READ: Sigelman & Rider Chapter 9
   READ: Sigelman & Rider Chapter 10
   Myers, J. E., Shoffner, M., & Briggs, M. K. (2002). Developmental counseling and
      therapy: an effective approach to understanding and counseling children. Professional School
      Counseling, 5, 194-203. Available at Expanded Academic


Week of 3/26
   Midterm Exam due March 30th

Week of 4/2
   Case Study Analysis #3 due
   READ: Sigelman & Rider Chapter 11
   READ: Sigelman & Rider Chapter 12
   OPTIONAL FILM: Gender: the Enduring Paradox (available on library reserve)

Week of 4/9
   READ: Sigelman & Rider Chapter 13
   READ: Sigelman & Rider Chapter 14
   ANSWER: WebCT discussion question and respond to peers

Week of 4/16
   Case Study Analysis #4 due
   READ: Sigelman & Rider Chapter 15

Week of 4/23
   READ: Sigelman & Rider Chapter 16
   Assignment—Case #5 due
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Week of 4/30
   READ: Sigelman & Rider Chapter 17
   Assignments: (1) Analysis and application of question relevant to human development or
      (2) analysis of two children’s books due

Week of 5/7

Final due by Friday, May 11, 2007.
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These articles, full-text, are available at Select Electronic resources and databases,
then select Expanded Academic or PsychInfo as indicated. Go to Advanced Search, limit search to full text
articles, input the first words of the title and the first author’s last name.

Benson, P. L., Roehlkepartain, E. C., Rude, S. P. (2003). Spiritual development in childhood and
       adolescence: Toward a field of inquiry. Applied Developmental Science, 7, 205-213. Available
       through PsychInfo.

Chapman, P. L., & Mullis, R. L. (2000). Racial differences in adolescent coping and self-esteem. Journal
      of Genetic Psychology, 151, 152. Available through Expanded Academic.

Compton, W. C. (2001). Toward a tripartite factor structure of mental health: Subjective well-being,
      personal growth, and religiosity. The Journal of Psychology, 135, 486(15). Available through
      Expanded Academic.

Connolly, J., Furman, W., Konarski, R., (2000). The role of peers in the emergence of heterosexual
       romantic relationships in adolescence. Child Development, 71, 1395-1408. Available through

Ferri, B. A., Keefe, C. H., & Gregg, N. (2001). Teachers with learning disabilities: A view from both
         sides of the desk. Journal of Learning Disabilities, 34, 22-32. Available through Expanded

Graham, S., Farr, S., Flowers, C., & Burke, M. T. (2001). Religion and spirituality in coping with stress.
      Counseling and Values, 26(1), 2. Available through Expanded Academic.

Green, S. K., & Gredler, M. E. (2002). A review and analysis of constructivism for school-based practice.
        School Psychology Review, 31, 53(18). Available through Expanded Academic.

Hird, M. J., & Jackson, S. (2001). Where `angels' and `wusses' fear to tread: sexual coercion in adolescent
       dating relationships. Journal of Sociology,37 (1), 27. Available through Expanded Academic.

Keltner, N. L., Christopher A. James, C. A., Darling, R., Findley, L. S., & Oliver, K. (2001). Nature vs.
        Nurture: Two Brothers With Schizophrenia. Perspectives in Psychiatric Care, 37 (3), 88.
        Available through Expanded Academic.

Kitsantas, A.. (2002). Test preparation and performance: a self-regulatory analysis. The Journal of
        Experimental Education, 70 (2) 101(13). Available through Expanded Academic.

LaTorre, M. A. (2001). Meditation and psychotherapy: An effective combination. Perspectives in
       Psychiatric Care, 37 (3), 103. Available through Expanded Academic.

Moller, K., & Stattin, H. (2001). Are close relationships in adolescence linked with partner relationship in
        midlife? A longitudinal, prospective study. International Journal of Behavioral Development, 25,
        69-77. Available through PsychInfo

Mora, M. T (2000). English-Language Assistance Programs, English-Skill Acquisition, and the Academic
       Progress of High School Language Minority Students. Policy Studies Journal, 28 (4), 721.
       Available through Expanded Academic.
                                                                                           COU 620          8

Mowbray, C., Oyserman, D., Bybee, D. (2002). Parenting of mothers with a serious mental illness:
      Differential effects of diagnosis, clinical history, and other mental health variables. Social Work
      Research, 26(4), 225-240. Available through PsychInfo.

Mulqueen, J., & Elias, J. L. (2000). Understanding spiritual development through cognitive development.
      Journal of Pastoral Counseling, 99(14). Available through Expanded Academic.

Myers, J. E., Shoffner, M., & Briggs, M. K. (2002). Developmental counseling and therapy: an effective
        approach to understanding and counseling children. Professional School Counseling, 5 (i3),
        194(9). Available through Expanded Academic.

Newman, B. M. et al. (2000). The transition to high school for academically promising urban, low-
     income African American youth. Adolescence, 35, 45-66. Available through Expanded

Nierenberg, B., & Sheldon, A. (2001). Psychspirituality and pediatric rehabilitation: Children and
       religious experiences. Journal of Rehabilitation, 67(1), 15. Available through Expanded

Okazaki, S. (2002). Influences of culture on Asian Americans' sexuality. The Journal of Sex Research, 39
       (1), 34(8). Available through Expanded Academic.

Smalley, S. Y., Reyes-Blanes, M. E. (2001). Reaching out to African American parents in an urban
       community: A community-university partnership. Urban Education, 36, 518-533. Available
       through PsychInfo.

Smetana, J. G., Campione-Barr, N., & Daddis, C. (2004). Longitudinal development of family decision
       making: Defining healthy behavioral autonomy for middle-class African American
       adolescents. Child Development, 75, 1418-1434.

Sternberg, R. J., Wagner, R. K., Williams, W. M., Horvath, J. A. (1995). Testing Common
       Sense. American Psychologist, 50, 912-927. Available through PsycARTICLES

Roberts, C. D., Stough, L. M., & Parrish, L. H. (2002). The role of genetic counseling in the elective
        termination of pregnancies involving fetuses with disabilities. Journal of Special Education, 36
        (1), 48(8). Available through Expanded Academic.

Robinson-Zañartu, C, Peña, E., Cook-Morales, V., Peña, A., Afshani, R., & Nguyen, L. (2005).
       Academic crime and punishment: Faculty members' perceptions of and responses to plagiarism.
       School Psychology Quarterly, 20, 318-337.

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