PSYC 604 FALL 2015 Dr. Audrey Prus 1 Fall 2015, Section 001; 3 Credit Hours How to reach Dr. Audrey Prus Phone: 803-­‐366-­‐6070 ( Fax: 803-­‐323-­‐2371 e-­‐mail: aprus@comporium.net Office: Kinard 310 alternate e-­‐mail: prusa@winthrop.edu Office hours: T 4:30-­‐5:00 pm, 7:45-­‐8:15 pm, and by appointment Course Description and Goal: In this course, you will participate in advanced coverage of recent empirical evidence and theoretical perspectives on human development. If you take advantage of what this course has to offer, you will have a fundamental understanding of the developmental theories that are currently influential; comprehension of and application skills regarding relevant life span milestones; and an understanding of the bases of development and how environmental/societal practices and systems influence development. There is not nearly enough time to cover the content of the field, but there are multiple opportunities to pursue developmental topics of particular interest to you through in-­‐
class discussions, focus papers, research reviews, and oral presentations. Student Learning Outcomes: 1. Demonstrate a thorough understanding of major concepts, theoretical perspectives, research methods, and empirical findings regarding neural, perceptual, physical, motor, cognitive, language, moral, and social-­‐emotional development. 2. Apply developmental concepts, theories, and research findings as they relate to your work with children, adolescents, adults, and/or families. 3. Respect human diversity and articulate how the influences of developmental mechanisms vary across populations and contexts (including families, peers, schools, communities, and cultures). 4. Apply developmental principles and empirical evidence to understanding social issues and propose well-­‐informed solutions to those issues. 5. Demonstrate the complex and tentative nature of developmental explanations as applied to everyday issues. 6. Identify, distinguish, and evaluate the strengths and weaknesses of developmental research methods. 7. Utilize and critically evaluate developmental research and theory to formulate questions and answers regarding developmental phenomenon. 8. Demonstrate effective oral and written skills that utilize multimedia presentation technology, when appropriate, to condense a large amount of information regarding the state of the field on a given topic and appropriate application of that information to real world questions and problems. Accurately explain, critique, and persuade in a variety of ways. PSYC 604 FALL 2015 Dr. Audrey Prus 2 Required Readings Selected chapters from T. Altmann (Ed.), (2006). The Wonder Years. New York, NY: Bantam. Selected chapter from Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Available in the Psychology office, Kinard Hall. Full text: Broderick, P. and Blewitt, P. (2010). The Life Span: Human Development for Helping Professionals, 3rd Ed. Upper Saddle River, NJ: Pearson. Class Listserv: PSYC604001@class.winthrop.edu I will use the class listserv to share information with you quickly and efficiently. Many of you were automatically added to the listserv. Some students may need to manually add themselves to the list (e.g. if you recently added a Winthrop email address or the class). Directions for subscribing manually are found at: www.winthrop.edu/acc/classlist.htm. If you have trouble receiving messages, contact the Technical Support office. Attendance We are fortunate to have a variety of perspectives and experiences among our classmates. So much of what is learned in this class is generated through our mutual and respectful discussions. You will miss a large amount of valuable information that will be brought out during our discussions if you are absent or tardy. Because of the seminar format of the class, this information will not be available in any other form than through participating in the discussion. Also, you are responsible for announcements and changes to assignments that are discussed in class, regardless of whether or not you were able to attend. Therefore, you are required to attend every class. In addition to following the University’s policy of course failure for missing 25% or more of classes, if you miss more than one full class without my documented permission, you will not be able to earn an A in the course. If you know you will miss more than two classes, perhaps this is not the semester to be taking this course. Please let me know before class if you will be absent. If you have extenuating circumstances that will cause you to be tardy or absent more than this policy allows, please speak with me about it as soon as possible. Syllabus We will follow the syllabus for class requirements, but the class schedule is subject to change. Reference Materials We will use the APA (American Psychological Association) Manual as a reference guide for style of writing/written products. PSYC 604 FALL 2015 Dr. Audrey Prus 3 Course Requirements/Grading Focus Papers (20%). For each chapter of assigned readings, you will prepare a 1 – 1 1/2 page focus paper, outlining key points critical to the chapter. You may use a “bullet” format, single spaced, skipping a line between one point and the next. Focus on summarizing key components of the readings that will be important for you to remember for future quizzes, tests, comps, etc. and that will be helpful to you in your future professional work. (Don’t just copy headings, write redundant material, copy passages or summaries from the text, etc.) This is your chance to read, synthesize, question, and connect/apply. Make your focus paper easy to read, condensing material so that, in the future, you can pick up the paper and readily recall the critical information. This is a GRADUATE-­‐LEVEL course, and your writing should reflect that caliber of writing. After you have prepared the synopsis of the chapter, skip 3-­‐4 lines and write down 2-­‐3 “think-­‐about” topics or related questions that we can talk about in class. There are a myriad of relevant things from each chapter that we can discuss as a group. You are expected to complete each set of assigned readings before class each week and turn in your completed focus papers during class. Your focus papers will be graded on synthesis of critical information, capability of writing, and completeness of thought/reflection. Late or incomplete entries will not be graded. (Please e-­‐mail your focus papers before class meets, IF you will be inordinately late or absent from a class.) Questions for the Class (5%). In addition to the focus paper, for each assigned chapter read, you will prepare and submit two (2) challenging questions related to the chapter, based on your reading and synthesization of the material. The questions may be prepared in a multiple-­‐
choice format (5 possible responses), short answer, case study with an array of relevant questions, and so forth. Again, these should be challenging questions, requiring an understanding of the material read and connectiveness of the material to the question. Skipping a couple of lines, you will also write out your ANSWER under each question, noting why this was the correct answer and listing the chapter, page number to where others in the group could refer if they need additional information regarding your question/answer. Your questions will be graded on the quality and caliber of the question, comprehensiveness of the content being questioned, and the prepared answers to the questions. Leadership/Discussion (10%). Students will be assigned (individually or in groups) to creatively assist in leading weekly class discussions, reviewing the concepts covered in the reading assignments, selecting specific topics (which can correlate with weekly focus papers) for discussion, providing relevant examples/personal experiences of the concepts/developmental areas being covered, preparing and asking relevant questions of other class members, and introducing related materials that may enhance the review/topics being discussed. Grading for each leadership rotation will be based on degree of enthusiasm/engagement style; active participation (e.g., group’s equal sharing of work-­‐load); creativity; presentation style and skills to involve other class members; and leadership of discussion and questioning that may enhance learning for all of the other students. Preschool Observation (15%). Early in the semester, students will conduct a preschool observation at a designated preschool program in the area. This initial observation is designed to provide students with guided observational experience with young children. Students will observe an assigned preschool group for a minimum of 1 to 1 ½ hours and prepare a report (minimum of 5 pages double-­‐spaced) describing, in detail, what was observed. Prior to the observation, students PSYC 604 FALL 2015 Dr. Audrey Prus 4 will be given a sample “preschool observation” report and some key factors to guide their observations. The observation report will be graded on the scope and detail of the observation, the quality and clarity of the writing, and comprehensiveness of the observation related to child development. Diagnostic Inventory of Early Development -­‐ Assessment and Report (15%). Midway through the semester, we will be studying ways to track development, and will concentrate on administration and usage of the Brigance Diagnostic Inventory of Early Development and/or comparable instruments used by the designated preschool. We will train on the administration of such instruments in class and practice with each other as warranted. Subsequent to the class, you will be assigned to go to a local early childhood education center to administer the diagnostic instruments with one assigned child, working with the family and school to obtain relevant information via interview(s) and record review(s). Following administration, you will write a report (using the sample format) of your findings in each of the developmental areas and provide key suggestions/conclusions that may be useful. . Policy Paper and Presentation (25%). Throughout the course, we will be discussing specific contexts of human development and how people are affected by given environments, governances, cultural mores/practices, policies, and so forth. Here is another opportunity to be creative and to explore your interests in the arena of developmental science. In this activity, you will thoroughly explore an issue within a specific developmental context, examining whether or not our current rule-­‐governing, s0cial, educational, medical/health-­‐care, environmental, etc. practices/policies/systems are helpful, harmful, and/or warrant change, as related to the particular developmental topic/context you select. Based on your research, you will propose a feasible change in our current practice/policy OR argue that we are doing the best we can, at the moment, in that particular arena. This will be like a mock public hearing, where we are a panel of judges and you are the expert on your topic, trying to convince us of your policy position/change. To do this, you will need to fully consider your issue, conduct a review of empirically-­‐based research related to your topic, articulate the concerns of at least 3 relevant interest groups (parents, teachers, clergy, physicians, justice officials, environmentalists, etc.) that might support and/or oppose the proposed change, and argue convincingly for your position. You may even ask class members to role-­‐play being members of distinct interest groups, using a script you prepared. Your paper must, likewise, reflect a concise review of your exploration of the empirical literature, highlighting the most interesting, pertinent points that may denote supportive and/or oppositional positions. This presentation should be about 30-­‐40 minutes in length. You will decide upon your topic well in advance, in order to avoid “over-­‐lapping” with other student presentations and so that I can offer assistance. To complete the Policy Paper/Presentation, each student must: 1) choose a particular context (e.g. family, peers, school, culture) and topic 2) discuss existing policy/context and what is being proposed for change 3) review and summarize (annotated bibliography format) at least 10 recent, empirically-­‐ based research studies on that topic 4) present, in class, a summary of relevant findings in favor of your position 5) present arguments/concerns from at least 3 different interest groups/positions 6) submit a minimum six page written summary of your proposal and rationale, written review of the literature/research studies (in annotated bibliography format), including supportive and/or contradictory data, and an additional reference page. Also, submit a PSYC 604 FALL 2015 Dr. Audrey Prus 5 hand-­‐out of the PowerPoint presentation to me. Make a copy of the reference page for each class member. Grades will reflect the accuracy of information; thoroughness and clarity in reviewing existing research of current policy/proposed policy or change; relevance/scope of references/research texts, articles, materials; comprehensiveness of arguments and those affected by policy/policy change; presentation style/content; as well as depth of thought regarding implications for practice, etc. Tests/Quizzes (10%). Periodically, pop-­‐quizzes and tests will be given during class-­‐time, for purposes of monitoring comprehension and application of the reading materials, class discussions, etc. Overall Course Grading Scale: A = 93% or higher B-­‐ = 80% -­‐ 82% F = Less than 70% A-­‐ = 90% -­‐ 92% C+ = 77% -­‐ 79% B+ = 87% -­‐ 89% C = 73% -­‐ 76% B = 83% -­‐ 86% C-­‐ = 70% -­‐ 72% A Note about Academic Dishonesty Any form of academic dishonesty, (e.g., plagiarism, cheating, falsifying information, etc.) in this course may result in the offending student failing this course and the Chairman of the Psychology Department being notified. (Refer online www2.winthrop.edu/studentaffairs/handbook/pdf.) Students with Disabilities Winthrop University is dedicated to providing access to education. If you have a disability and require specific accommodations to complete this course, contact Services for Students with Disabilities, at 323-­‐3290. Once you have your official notice of accommodations from Services for Students with Disabilities, please inform me as early as possible in the semester. Use of Electronic Devices During Class Please keep cell phones and other personal electronic devices turned off during class. You may check devices during breaks. Computers and tablets may be used during class ONLY when instructed for taking notes or other class-­‐related functions and not for checking or writing e-­‐mails. PSYC 604 DATE
8/25
9/1
9/8
9/15
9/22
9/29
10/6
10/13
10/20
10/27
11/3
11/10
11/17
11/24
12/1
12/8
FALL 2015 Dr. Audrey Prus CLASS SCHEDULE
CLASS FOCUS
-Introductions; Review of Syllabus
-Course overview/objectives
-Organizing Themes in Development
-Factors affecting Development
-Heredity, Environment, and the
Beginnings of Human Life
-Neural and Cognitive Development
in the Early Years
-Brain Organization
-Cognitive/Mental Development
-Motoric/Sensory Development
-BETWEEN 9/16 and 9/28
-Emotional Development (Early years)
-Emerging Self/Socialization
-Social and Emotional Development
-Review of Altmann chapters 1-4
-Review of Broderick & Blewitt Ch. 4 & 5
-Realms of Cognition in Middle Childhood
-Self and Moral Development: Middle
Childhood Through Early Adolescence
-SUBMIT PRESCHOOL
OBSERVATION/WRITTEN REPORT
-Gender and Peer Relationships
-Physical, Cognitive, and Identity Develop.
-Developmental Concerns
-Social World of Adolescence
-FALL BREAK
-Tracking Development
-Physical and Cognitive Development in
Young Adulthood
-FIELD STUDY (no class meeting)
-Independent Assessment
-Written Developmental Report
-Preparation for Policy Paper/Presentation
-Socioemotional and Vocational Develop.
-Middle Adulthood
-SUBMIT DEVELOPMENTAL
ASSESSMENT REPORT
-Living Well: Stress, Coping, and
Life Satisfaction
-POLICY PAPERS/PRESENTATIONS
-Gains and Losses in Late Adulthood
-POLICY PAPERS/PRESENTATIONS
-Gains and Losses in Late Adulthood
-POLICY PAPERS/PRESENTATION
-POLICY PAPERS/PRESENTATIONS
6 ASSIGNMENT
N/A
-Skim Broderick & Blewitt, Ch. 1
-Altmann, Ch. 8
-Broderick & Blewitt, Ch. 2
(combine focus papers on Ch. 8 & 2)
-Broderick & Blewitt, Ch. 3
-Sylwester (1995), Ch. 2 (combine 3 & 2)
-Altmann, Ch.4
-Altmann, Ch. 1, Ch.2, and Ch.3 (combine
chapters 1, 2, and 3 in focus paper)
-PRESCHOOL observation/write report
-Broderick & Blewitt, Ch. 4
-Broderick & Blewitt, Ch. 5
-Skim Altmann, Ch. 5
-Broderick & Blewitt, Ch. 6
-Broderick & Blewitt, Ch. 7
-Broderick & Blewitt, Ch. 8
-Broderick & Blewitt, Ch. 9
-Altmann, Ch. 7
-Broderick & Blewitt, Ch. 10
-NO CLASS
-BRIGANCE/Head Start Instruments
-Broderick & Blewitt, Ch. 11
-(Class time devoted to conducting
independent assessment; Developmental
Assessment Report to be submitted on
11/10)
-Broderick & Blewitt, Ch. 12
-Broderick & Blewitt, Ch. 13
-Broderick & Blewitt, Ch. 14
-Review of Ch. 12, 13, and 14
-Broderick & Blewitt, Ch. 15 (to also be
continued next class)
-Broderick & Blewitt, Ch. 15
(FINAL)
PSYC 604 FALL 2015 Dr. Audrey Prus 7 Winthrop School Psychology Program
Syllabus Addendum for PSYC 604
School Psychology Program students’ grades are aggregated and used to document their
attainment of knowledge and skills. This form documents the relationship of this course to the
NASP graduate education and practice standards and how the instructor determines course
grades.
NASP Domains of Training and Practice
2.1 Data-Based Decision-Making and
Accountability
• School psychologists have knowledge of varied
methods of assessment and data collection
methods for identifying strengths and needs,
developing effective services and programs, and
measuring progress and outcomes.
• As part of a systematic and comprehensive
process of effective decision making and problem
solving that permeates all aspects of service
delivery, school psychologists demonstrate skills
to use psychological and educational
assessment, data collection strategies, and
technology resources and apply results to design,
implement, and evaluate response to services
and programs.
2.2 Consultation and Collaboration
• School psychologists have knowledge of varied
methods of consultation, collaboration, and
communication applicable to individuals, families,
groups, and systems and used to promote
effective implementation of services.
• As part of a systematic and comprehensive
process of effective decision making and problem
solving that permeates all aspects of service
delivery, school psychologists demonstrate skills
to consult, collaborate, and communicate with
others during design, implementation, and
evaluation of services and programs.
2.3 Interventions and Instructional Support to
Develop Academic Skills
• School psychologists have knowledge of
biological, cultural, and social influences on
academic skills; human learning, cognitive, and
developmental processes; and evidence-based
curriculum and instructional strategies.
• School psychologists, in collaboration with
others, demonstrate skills to use assessment and
data-collection methods and to implement and
evaluate services that support cognitive and
academic skills.
Course Focus
Assessment Methods
This domain is:
Not a focus of the
course
X A minor focus of the
course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
Papers
Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
This domain is:
Not a focus of the
course
X A minor focus of the
course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
Papers
Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
This domain is:
Not a focus of the
course
A minor focus of
the course
X A major focus of the
course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
X Papers
X Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
PSYC 604 FALL 2015 2.4 Interventions and Mental Health Services
to Develop Social and Life Skills
• School psychologists have knowledge of human
developmental processes, techniques to assess
these processes, and direct and indirect services
applicable to the development of behavioral,
affective, adaptive, and social skills.
• School psychologists, in collaboration with
others, develop appropriate behavioral, affective,
adaptive, and social goals for students of varying
abilities, disabilities, strengths, and needs;
implement interventions to achieve those goals;
and evaluate the effectiveness of interventions.
Such interventions include, but are not limited to,
consultation, behavioral assessment/intervention,
and counseling.
2.5 School-Wide Practices to Promote
Learning
• School psychologists have knowledge of school
and systems structure, organization, and theory;
general and special education; technology
resources; and evidence-based school practices
that promote academic outcomes, learning,
social development, and mental health.
• School psychologists, in collaboration with
others, demonstrate skills to develop and
implement practices and strategies to create and
maintain effective and supportive learning
environments for children and others.
2.6 Preventive and Responsive Services
• School psychologists have knowledge of
principles and research related to resilience and
risk factors in learning and mental health,
services in schools and communities to support
multi-tiered prevention, and evidence-based
strategies for effective crisis response.
• School psychologists, in collaboration with
others, demonstrate skills to promote services
that enhance learning, mental health, safety, and
physical well-being through protective and
adaptive factors and to implement effective crisis
preparation, response, and recovery.
Dr. Audrey Prus 8 This domain is:
Not a focus of the
course
A minor focus of
the course
X A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
X Papers
X Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
This domain is:
Not a focus of the
course
X A minor focus of
the course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
X Papers
X Candidate
presentations
Graded simulations
Other: Please describe
This domain is:
Not a focus of the
course
X A minor focus of the
course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
X Papers
X Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
PSYC 604 FALL 2015 2.7 Family–School Collaboration Services
• School psychologists have knowledge of
principles and research related to family systems,
strengths, needs, and culture; evidence-based
strategies to support family influences on
children’s learning, socialization, and mental
health; and methods to develop collaboration
between families and schools.
• School psychologists, in collaboration with
others, demonstrate skills to design, implement,
and evaluate services that respond to culture and
context and facilitate family and school
partnership/ interactions with community
agencies for enhancement of academic and
social–behavioral outcomes for children.
2.8 Diversity in Development and Learning
• School psychologists have knowledge of
individual differences, abilities, disabilities, and
other diverse characteristics; principles and
research related to diversity factors for children,
families, and schools, including factors related to
culture, context, and individual and role
differences; and evidence-based strategies to
enhance services and address potential
influences related to diversity.
• School psychologists demonstrate skills to
provide professional services that promote
effective functioning for individuals, families, and
schools with diverse characteristics, cultures, and
backgrounds and across multiple contexts, with
recognition that an understanding and respect for
diversity in development and learning and
advocacy for social justice are foundations of all
aspects of service delivery.
2.9 Research and Program Evaluation:
• School psychologists have knowledge of
research design, statistics, measurement, varied
data collection and analysis techniques, and
program evaluation methods sufficient for
understanding research and interpreting data in
applied settings.
• School psychologists demonstrate skills to
evaluate and apply research as a foundation for
service delivery and, in collaboration with others,
use various techniques and technology resources
for data collection, measurement, analysis, and
program evaluation to support effective practices
at the individual, group, and/or systems levels.
Dr. Audrey Prus 9 This domain is:
Not a focus of the
course
X A minor focus of
the course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
XPapers
XCandidate presentations
Graded simulations
X Other: Developmental
screenings at Head Start
This domain is:
Not a focus of the
course
A minor focus of
the course
X A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
Not applicable
Exams
X Papers
X Candidate
presentations
Graded simulations
X Other: Developmental
screenings at Head Start
This domain is:
X Not a focus of the
course
A minor focus of
the course
A major focus of
the course
Knowledge and skills in
this domain are
assessed with:
X Not applicable
Exams
Papers
Candidate
presentations
Graded simulations
Other: Please describe
PSYC 604 FALL 2015 2.10 Legal, Ethical, and Professional Practice
• School psychologists have knowledge of the
history and foundations of school psychology;
multiple service models and methods; ethical,
legal, and professional standards; and other
factors related to professional identity and
effective practice as school psychologists.
• School psychologists demonstrate skills to
provide services consistent with ethical, legal,
and professional standards; engage in
responsive ethical and professional decisionmaking; collaborate with other professionals; and
apply professional work characteristics needed
for effective practice as school psychologists,
including respect for human diversity and social
justice, communication skills, effective
interpersonal skills, responsibility, adaptability,
initiative, dependability, and technology skills.
Dr. Audrey Prus This domain is:
X Not a focus of the
course
A minor focus of
the course
A major focus of
the course
10 Knowledge and skills in
this domain are
assessed with:
X Not applicable
Exams
Papers
Candidate
presentations
Graded simulations
Other: Please describe