DEP 1004H-82466 Developmental Psychology

Spring 2016 3 Credit Hours Instructor’s Name: Dr. Beth Smith Telephone Number: (813) 253-7882 Email: [email protected] Class Schedule: M/W 11:00 – 12:15 Classroom Location: BACA 218 Office Hours/Location: BACA 212B M-H: 8 – 9:30 a.m.; M-H: 12:15 – 1:00 p.m. Text Book and Materials Required: Belsky, J. (2010). Experiencing the Lifespan (3rd ed.). New York: Worth. Requirements: Access to MyHCC is mandatory. Supplemental reading and materials will be posted on that site.

Honors Notation: To be enrolled in this course, the student must apply to and be accepted into the Honors Institute. If the student is not an official member of the Honors Institute, the student will be administratively removed from this course. The removal could take place anytime during the semester; and therefore, the student would not be entitled to any refund or placement into another course. Course Description: Emphasizes developmental and psychosocial growth from conception to death. Topics include Piaget’s stages of cognitive development, Erikson’s “Eight Ages,” the concept of maturity, changing personalities in later adulthood, theories of aging, and death and dying. Course Objectives: Upon completion of this course, students should be able to do the following: 1. Evidence comprehension of developmental psychology as a behavioral and social science including its vocabulary, concepts, and personalities. 2. Describe the scientific method as a tool of research. 3. Exhibit a scientific attitude and critical thinking process by the examination of theories by developmental psychologists who have discovered attributes peculiar to certain segments of the human life cycle. 4. Identify the stages of human growth and development from cell to society, and the awareness and understanding of others. 5. Apply the principles of developmental theory and relate these theories to promote self-awareness and understanding of others. 6. Identify various patterns of psychological adjustment and growth in the developmental stages of the life span and relate these to possible ramifications in personal and social life. Attendance Policy: You are required to attend class regularly and punctually. If you miss classes, regardless of the cause, your opportunities for learning and academic success will be adversely affected. More than 4 absences during the term will result in a lowering of your grade. Continued tardiness will be treated as an absence.

Instructional Methods (including examination policies): This class will be conducted in a lecture/discussion format. Your participation is encouraged and will enhance your ability to relate to and recall the information. Supplemental materials will be presented to support various topics within the course. Cell Phone Policy: Cell phones should be muted during class. Texting is not allowed during class, no exceptions. Grading System: Students will be awarded letter grades for courses taken at HCC. There are four (4) multiple choice tests worth 100 points each and one (1) paper worth 200 points total required. Students are responsible for keeping track of their grades and should bring discrepancies to the instructor’s attention immediately. Grades can be found under the Grades tab within the course on MyHCC. Tests: 4 at 100 points each Written Assignment: 200 points A B C D F

90 – 100 80 -- 89 70 -- 79 60 -- 69 Below 60

Final grades may be viewed via WebAdvisor at the end of each term (www.facts.org). Withdrawing from class The last day to withdraw from the course without receiving a grade is March 25, 2016. Students who have received financial aid this semester should not drop or withdraw from this class without first talking with someone in the financial aid department. Dropping or withdrawing may require you to repay the financial aid you received for this class, including all federal and state aid, both grants and loans. This is especially true for Bright Futures and Pell Grant recipients. Course Schedule: Date Jan 11 - 13 Jan 18 - 20 Jan 25 - 27 Feb 1 - 3 Feb 8 - 10 Feb 15 - 17 Feb 22 - 24 Feb 29 – Mar 2 Mar 7 - 9 Mar 14 - 16 Mar 21 - 23 Mar 28 - 30 Apr 4 - 6 Apr 11 - 13 Apr 18 - 20 Apr 25 - 27 May 2 May 9

Reading Introduction; Theories and Research MLK Day; Prenatal Development Infancy: Physical & Cognitive Infancy: Emotional TEST 1; Early Childhood President’s Day; Early Childhood Early & Middle Childhood Middle Childhood TEST 2 Spring Break Adolescence Adolescence Early Adulthood Early Adulthood TEST 3; Middle Adulthood Middle and Late Adulthood Late Adulthood TEST 4

Assignment Due

Literature Review Due 2/21

Honors Academic Dishonesty: Regardless of the grade received in any Honors course or the number of Honors courses completed, any student who has committed any academic dishonesty including but not limited to cheating and/or plagiarism will be removed from the Honors Institute and, therefore, will not graduate from the Honors Institute. Academic Success Centers are located throughout the college. Don’t wait to get academic help. Your instructors are available during office hours and tutorial centers offering a wide variety of tutorial services are available at each campus. Writing centers are available at the Dale Mabry and Brandon Campuses to assist students with all English and Gordon Rule assignments. However, it should be noted that these resources are not for making up for missed classes. http://www.hccfl.edu/br/student-services/academic-success-center/asc-frontpage.aspx SmarThinking is a 24/7 online tutoring service provided free to students at Hillsborough Community College. Students can get help in Math, Bilingual Math, Biology, Chemistry, Physics, Economics, Accounting, Statistics, Spanish, Writing and more. http://www.hccfl.edu/dm/associate-in-arts/academic-programs/mathematics/smarthinking.aspx Recording of Class Sessions: A student shall not, without my express authorization, make or receive any recording, including but not limited to audio and video recordings, of any class, co-curricular meeting, organizational meeting, or meeting with me. Further, it is not permissible to post my class lectures/course materials on the web. Request for Accommodation: Any student whose disability falls within the American Disabilities Act (ADA) and requires accommodations should contact the Office of Services for Students with Disabilities. The Brandon office is located in the Student Service Building Room 109. You may also reach the office by phone at (813) 253-7914. Requests for accommodations should be submitted to the instructor within the first two weeks of the course. Accommodations cannot be applied retroactively. With that in mind, you are encouraged to seek assistance from the Disabilities Office as soon as possible, and to present the accommodations memo to your instructor immediately upon receiving it. Presenting a memo after the fact will not entitle you to redo work or retake exams with accommodations. Religious Observances: HCC will reasonably accommodate the religious observances, practices, and beliefs of students in its admissions, class attendance, and examination policies and work assignments. Students must notify instructors at least one week prior to a religious observance. Safety and Security: Students who notice situations that represent potential or real safety or security problems should notify the HCC Public Safety Office: • 253-7911 • Equity Policy: Hillsborough Community College is an equal access/equal opportunity employer that makes employment and education-related decisions without regard to race, color, gender, religion, national origin, age, disability, sexual orientation, marital status or any other bias that is or may be prohibited by laws. In addition, the college does not discriminate in employment practices or in the admission and treatment of students. HCC is committed to equitable treatment for all students and employees and to a learning and working environment free of discrimination and harassment for current as well as future students and employees. The college provides equal educational opportunities for qualified individuals with disabilities and complies with, as well as, supports the Americans with Disabilities Act. HCC’s Equity Officer ensures compliance with federal and state laws prohibiting discrimination and sexual harassment. Employees and students who believe they have been a victim of discrimination or sexual harassment should contact: Dr. Joan B. Holmes Special Assistant to the President for Equity and Special Programs District Administrative Offices 39 Columbia Drive, Room 718 Tampa, FL 33606 Telephone: 813-253-7043 Email: [email protected]

Topics to Be Covered This Term Psychological Theorists and Theories:

Darwin, Freud, Erikson’s Psychosocial Theory, Pavlov’s Classical Conditioning, Skinner’s Operant Conditioning, Bandura’s Observational Learning, Piaget’s Cognitive Developmental Theory, Vygotsky’s Socio-cultural Theory

Research:

Hypothesis, Experiments, Correlations, Descriptive, Longitudinal, Cross-Sectional, Independent Variable, Dependent Variable, Confounding Variables, Ethics, Research Flaws

Concepts Across the Lifespan:

Resilience, Obesity, Intelligence (Sternberg, Gardner), Learning Disabilities, Personality- McCrae and Costa’s Big Five

Prenatal Development:

Germinal, Embryo, Fetus, Teratogens, Childbirth, APGAR, Newborn Reflexes, Sensory Capabilities

Infancy and Toddlerhood: Neuron and Brain Development, Breastfeeding, Fine and Gross Motor Skills, Piaget’s Assimilation, Accommodation, Object Permanence, Infantile Amnesia, Vygotsky’s Sociocultural Theory- Zone of Proximal Development, Scaffolding, and Private Speech, Language Development, Emotions, Temperament, Attachment- Ainsworth Strange Situation Early Childhood:

Piaget’s Pre-Operational Period- Conservation, Egocentrism, Flaws in Thinking, Child Care, Television Programming, Language Development, Self-Concept, Emotional Regulation, Friendships, Aggression, Gender, Parenting

Middle Childhood:

Piaget’s Concrete Operational Period, Memory Skills, Learning to Read, Self-Concept, Attribution Theory, Friendships, Family (Siblings, Divorce)

Adolescence:

Brain Development, Depression, Eating Disorders, Sexual Activity, Substance Abuse, Piaget’s Formal Operational Period, Distorted Thinking (Imaginary Audience, Personal Fable), Preventing School Drop Outs, Identity, Self-Concept, Friendships, Juvenile Delinquency

Early Adulthood:

Career Theories, College, Social Clock, Love, Marriage, Divorce

Middle Adulthood:

Cognitive Development, Self-Concept, Sandwich Generation, Friendships, Employment, Unemployment

Late Adulthood:

Life Expectancy, Activities of Daily Living, Physical Disabilities, Dementia, Assistive Technology, Retirement, Suicide, Elder Abuse, Marriage

Death, Dying, and Bereavement:

Death Anxiety, Kubler-Ross Stages of Dying, Grieving Process, Right to Die Issues

Literature Review Paper (100 points) For this assignment, you will be writing a 3-5 page paper on your presentation topic (see below). You will need to find at least 5 resources. The goal is to become knowledgeable about the research in this area. Use the library databases to find peerreviewed journal articles. In addition to using at least 5 peer reviewed journal articles, you can also use research based books or websites. Organization of Paper: * Introduction- Importance of the Topic * 3 Main Themes that Emerged from the Research- include details from at least one original study on each theme * Summary- Review key findings and their importance * References

Paper Analytical Rubric

“D” or “F” Work

“B” or “C” Work

“A” Work

Content

Inaccurate or minimal information included; Lack of organization or flow; Did not include original research studies

Comprehensive overview of the topic; Information was accurate and complete; Major points were emphasized; Good details about at least 2 original research studies; Well organized

Writing Skills

Did not address three main themes. Limited to no research support for statements. Citations not used or inappropriately used. Several spelling and grammatical errors.

Resources

Did not include at least 5 scholarly sources; Sources were not research based

General overview of the topic; Information was accurate but missed some important concepts; Difficult to differentiate between main points and supporting details; Some details about at least 2 original studies Good organizationincluded organization, described 3 main themes, conclusion summarized key points. Most statements supported by research. APA style was used. Few spelling and grammatical errors. At least 7 scholarly sources were used- some were not research based

Well organized- clear introduction, description of approximately 3 main themes, and strong conclusion. Research supported all statements and APA Style was used. Free of grammatical and spelling errors At least 5 scholarly sources were used; All sources were research based; At least 2 original studies included

Presentation (75 points) Analytical Rubric Presentation Content

“D” or “F” Work Inaccurate or minimal information; Little to no details on original studies; Relied more on opinions vs. research

Presentation Style

Read off paper or slides; Minimal eye contact; Little to no emphasis on main points

“B” or “C” Work Information was accurate but missed some important concepts; Difficult to differentiate between main points and supporting details; Minimal information from 2 original research studies ; Limited discussion of application Good eye contact and organization of presentation; Minimal emphasis on major points

“A” Work Information was accurate and complete; Numerous research findings were discussed and at least 2 original studies were explained in detail; Major points were emphasized and application to education was highlighted Good eye contact and engagement; Well organized- major points were emphasized; Brief active learning techniques

so all information seemed equally important

helped students learn material

Information presented in very clear and well organized fashion. Effective use of Smart Art, graphs, tables, etc. to visually organize the information. Amount of information provided was substantial but not overwhelming Questions directly assessed learning of main points

Power Point Presentation and Handout

Relied solely or almost solely on the use of words with little organizational structure. Not enough information or too much information on slides

Some use of organizational strategies such as bullets, but limited use of tools such as Smart Art, graphs or tables.

Assessment Questions

Did not use questions or questions unrelated to presentation Did not follow the time plan

Questions did not focus on main points emphasized

Time Management

Generally on target with time but some activities took more or less time than planned

All activities were completed within the allotted time

Reflection Paper (25 points) Reflecting on your work is an excellent way to improve your performance. After the presentation, you will be writing a 1-2 page reflection paper. In this paper, you will discuss what went well and what improvements you plan to make the next time you present. Be specific and include the grading information from the mini-assessment you gave at the end of your presentation. Please submit this online via the drop box in MyHCC.

Analytical Rubric “D” or “F” Work – Reflection Paper Lesson Plans

“B” or “C” Work

“A” Work

Content

General comments about what worked and what didn’t; Lacking specifics about how to improve; Grading information included

Specific information about what did and did not go well with the presentation. Several specific strategies were identified for improving the next presentation. Focus was on learning and details about grading included.

Vague, general comments about presentation made. Did not include grading information.

Reading Assignments / Exam Review Sheet History, Theory and Research Strategies 1. What’s the difference between age-graded, history-graded and non-normative influences on development? Give examples of each. 2. What is resilience? What are the major resilient factors? 3. Describe experimental research. What are independent, dependent and confounding variables? Why do we get to speak in terms of causation when an experiment has been conducted? 4. Describe correlational research. What can we say about findings from this type of research? 5. What’s the difference between cross-sectional and longitudinal research? Biological and Environmental Foundations 1. What are the pros and cons associated with reproductive technologies? 2. How does poverty impact development? 3. Describe the epigenetic framework. Prenatal Development, Birth, and the Newborn Baby 1. Describe the 3 stages of prenatal development and how teratogens can impact development. 2. What is the APGAR test? When is it given? What is a good score? 3. Describe the sensory abilities of infants. Physical Development in Infancy and Toddlerhood 1. Describe how the brain develops during the infancy and toddlerhood years. 2. What are the benefits of breastfeeding? 3. What are classical conditioning, operant conditioning, and observational learning? Cognitive Development in Infancy and Toddlerhood 1. Describe Piaget’s theory of cognitive development (be sure to describe the sub-stages of the sensorimotor period). 2. Describe Vygotsky’s socio-cultural theory. 3. What evidence exists for memory in infants? What is infantile amnesia? 4. What are the benefits of early intervention? 5. Describe the theories of language development. Emotional and Social Development in Infancy and Toddlerhood 1. Describe Erikson’s psychosocial theory. 2. What do we know about attachment theory? Be sure to reference the Harry Harlow and Mary Ainsworth studies. 3. Describe the different types of temperament. Is temperament stable over time? Physical and Cognitive Development in Early Childhood 1. Describe gross and fine motor skill development, giving examples of how these skills are advancing during early childhood. 2. Describe the pre-operational period of Piaget’s theory.

3. How does the quality of childcare impact development? 4. What are the developmental effects of watching infant and preschool television programming? Emotional and Social Development in Early Childhood 1. Describe the self-concept during early childhood. 2. How are friends chosen during early childhood? Describe the different types of play. 3. Describe the different parenting styles. Which style leads to the best outcomes? 4. What is the impact of violent television and media use on development? Physical and Cognitive Development in Middle Childhood 1. How does obesity impact development? What contributes to obesity in children? How can we combat this problem? 2. Describe the concrete operational period (Piaget’s theory). 3. Define intelligence. Describe Sternberg’s and Gardner’s theory of intelligence. Emotional and Social Development in Middle Childhood 1. Describe how self-concept changes during middle childhood. 2. Describe attribution theory. Explain the research conducted by Mueller and Dweck (1998). 3. How do friendships change during middle childhood? Describe the different peer statuses and how these statuses can impact development. Also address how bullying impacts development. 4. How does divorce impact children? Physical and Cognitive Development in Adolescence 1. Describe brain development during adolescence. 2. What cognitive skills emerge in adolescence? What distortions in thinking are evident? 3. What prevention strategies reduce risky behaviors (sex; alcohol and other drugs) during adolescence? 4. What factors contribute to dropping out of school? How can we prevent students from doing so? Emotional and Social Development in Adolescence 1. Describe the process of developing an identity. 2. Describe Kohlberg’s theory of moral development. 3. How do friendships change during adolescence? 4. How many teens are affected by depression and suicide? What preventive strategies work? 5. What predicts juvenile delinquent behaviors? What prevention and treatment strategies work? Physical and Cognitive Development in Early Adulthood 1. Describe why weight gain is more likely during early adulthood. What are the consequences associated with being overweight or obese? What weight reduction techniques work best? 2. What factors impact the career decision making process? Emotional and Social Development in Early Adulthood 1. Discuss Erikson’s theory and the intimacy vs. isolation stage. What is the social clock and how does this impact development?

2. What factors contribute to attraction and relationship satisfaction? Describe Sternberg’s triangular theory of love. 3. What does the research say about cohabitation? 4. How does divorce impact development? Physical and Cognitive Development in Middle Adulthood 1. What physical disorders are more prevalent in middle adulthood? 2. What cognitive changes take place during middle adulthood? Emotional and Social Development in Middle Adulthood 1. Describe Erikson’s generativity vs. stagnation stage. 2. Describe self-concept during middle adulthood. 3. How do relationships change during this stage? Address family and friends. 4. What issues face the sandwich generation? How can we best assist this population? Physical and Cognitive Development in Late Adulthood 1. What are basic and instrumental ADLS? How can we assist individuals with being able to perform ADLs as independently as possible? 2. What physical disorders are most common in late adulthood? Describe how these disorders impact development. 3. What is dementia? How does it develop? What is the impact on the person and his or her family? Emotional and Social Development in Late Adulthood 1. Describe the integrity vs. despair stage in Erikson’s theory. 2. What are the positive and negative consequences of retirement? 3. Why do we need to be concerned about suicide during late adulthood? 4. What living arrangement options exist for individuals in late adulthood? 5. Describe the different types of elder abuse. Why is elder abuse under-reported? 6. Explain why couples can have the highest marital satisfaction during late adulthood. Death, Dying, and Bereavement 1. Describe the stages of dying (Kubler-Ross). Discuss death anxiety. 2. Describe the stages of grieving. 3. Define the various types of euthanasia. Explain what issues are often debated with this topic.

Logging in to MyHCC 1. Go to the HCC Homepage at http://hccfl.edu 2. Click on the MyHCC link at the top of the page:

1. You will be asked to select Canvas or Blackboard. You will select Canvas. You will then be taken to a sign-in page where you need to input your NetID. Your NetID is your first initial of your first name + your last name and any numbers + @hawkmail.hccfl.edu. Example: Chris Lively = [email protected]. If there’s a number after the name: John Smith = [email protected] The password should be your student ID number. You may be prompted to change it. If you are experiencing problems you can contact HCCLive or go to WebAdvisor and select NetID for assistance. All first time users must validate their account at https://netid.hccfl.edu Contact HCCLive Help Desk if you need any assistance logging in to MyHCC:  Homepage: http://hcclive.hccfl.edu  Call toll free: 1-877-736-2575  Hours: Monday – Sunday 9:00AM – 6:00PM 2. Select our course from your list of courses. 3. Content Tabs are located to the left of the page. Canvas Help: 1-844-408-6462