EVANGEL UNIVERSITY
Degree Completion Program
HUMAN GROWTH AND DEVELOPMENT
PSYA 237
Course Syllabus
Welcome to Human Growth and Development! I am looking forward to our time
together as a chance to learn so much about the developmental stages we go
through in life, and in the process, to learn so much more about ourselves and
those we love. We will be covering much ground in the next five weeks of our
program, but I can guarantee that you won’t be bored. Human growth and
development is a fascinating topic, and I feel privileged to take this journey with
you!
Course Description
This course is a survey of the growth and development of the human person.
The developmental stages of growth from conception to death will be
considered, with emphasis on the biocognitive-psychosocial elements of growth,
maturation, human interaction, and development. This course is designed for
students in programs such as Human Services, psychology, social work, criminal
justice, nursing, and family relations.
Objectives
Upon successful completion of this course, the student should be able:
1.
To define and explain basic issues in the field of “lifespan psychology.”
2.
To identify the main ideas of major theories of human development.
3.
To recognize the biological, cognitive, psychological, and moral
elements of development.
4.
To describe his or her own life story and the current stage of
functioning within the developmental process.
5.
To pass unit exams on the various periods of lifespan development and
complete other assignments satisfactorily.
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Required Textbook
Kail, R.V., and Cavanaugh, J.C. (2004). Human Development: A Lifespan
View (Third edition). Belmont, CA: Wadsworth/Thomson
Course Requirements
1.
The reading assignments are given in the COURSE SCHEDULE.
Students are expected to read and study the textbook as assigned
before the material is discussed in class.
2.
The due dates for the assignments are given in the Course Schedule.
Other activities may be assigned during the semester. Some writing
activities related to reading material will be assigned to be brought to
class; other writing activities related to the assigned reading material
will be done in class.
3.
The instructor reserves the right to change or add assignments, and to
make changes to this syllabus, with adequate notice.
4.
Class participation is expected. Your opinions and experience are
valued in this class, and sharing them will enhance the learning
process for both you and your classmates.
5.
Please contact me if you have to be absent or if you have any
questions. I can be reached by any one of the following methods, and
will respond as promptly as possible.
Home
887-4898
Evangel office
865-2815 x8618
bicketd@evangel.edu
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Prior to and during Session One, the learner will:
Chapter 1
1.
Understand and explain the three main issues in the study of human
development:



Nature vs. Nurture
Continuity vs. Discontinuity
Universal vs. Context-Specific
2. Understand and explain the four basic forces in human development: the
biopsychosocial framework
Chapter 2
3. Understand and explain the three periods of prenatal development, the
timing of each period, and the major developmental events associated
with each period.
4. Understand and explain the three types of relations between heredity and
environment.
5. Define teratogens and give an example from each category.
6. Understand and explain the five ways teratogens influence prenatal
development.
Chapter 3
7. Understand and explain the four functions of various reflexes in the
newborn.
8. List and describe the four states that are found in the newborn.
9. Describe the three types of cries and ways to soothe a crying baby.
10. List and describe the three dimensions of temperament.
11. Explain when infants become self aware, and how you can tell selfawareness has developed.
12. Be able to explain the benefits of breast-feeding to a new mother.
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To be completed before Session One:
1. Read chapters 1,2 and 3
2. Using the list under “Prior to and during Session One, the learner
will...” study for the exam over Chapters 1,2 and 3 to be given at the
end of the first night’s class. This format will be followed for the rest of
the class sessions.
3. Write a “Brief Autobiography.” This should be typewritten, 3-4 pages in
length; a narrative of the outstanding events in your life, and how they
affected you. It should not be a dry, timeline-type report of your life, but
a reflection of the high points, low points, and transitions in your life that
had the biggest impact on you.
Prior to and during Session Two, the learner will:
Chapter 4
1. Be able to define/explain the following terms: scheme, assimilation,
accommodation, primary circular reactions, secondary circular reactions,
tertiary circular reactions, animism, centration, tasks of conservation, zone
of proximal development, and scaffolding.
2. Know the three key elements of effective oral communication.
3. Know how parents can encourage language growth. (There are 8 ways.)
Chapter 5
4. Be able to describe Erikson’s trust vs. mistrust crisis and explain why
establishing trust is important for later development.
5. Explain the differences between secure attachment, avoidant attachment,
resistant attachment, and disorganized/disoriented attachment.
6. Describe the evidence that supports the view that secure attachments are
related to better social relationships later in childhood.
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7. Explain how parents’ use of reasoning in discipline, modeling altruistic
behavior, and use of dispositional praise are related to children’s altruistic
behaviors.
Chapter 6
8. Be able to describe thinking in formal operational children, and describe
how their problem-solving approach differs from that of concrete
operational children.
9. Understand and be able to list Gardner’s nine intelligences from his
Multiple Intelligences Theory.
10. Explain how heredity and environment impact I.Q. scores.
11. Be able to describe the three symptoms of ADHD, the two factors that
seem to cause ADHD, and the treatments for ADHD.
To be completed before Session Two:
1. Read chapters 4, 5 and 6
2. Prepare for exam
3. Write a ½ to one page description of your favorite teacher. What were
some of the traits/characteristics/teaching styles that made this teacher
special?
4. Spend about 5 minutes compiling a list of characteristics that classmates
from your elementary years possessed that you admired. Then make a
list of characteristics of students that you didn’t like.
5
Prior to and during Session Three, the learner will:
Chapter 7
1. Understand and explain the four styles of parenting.
2. Describe the impact parenting styles have on a child’s development and
behavior.
3. Know the three specific behaviors that parents can use to influence their
children.
4. Know what aspects of a child’s life are affected by divorce. What effects
can divorce have on children as they reach adulthood?
Chapter 8
5. Describe the costs and benefits of early maturation for both boys and
girls.
6. Explain how psychological, sociocultural, and familial influences are
related to the development of anorexia and bulimia.
7. Know what causes the highest number of deaths in adolescence.
8. Be able to list the levels and stages of Kohlberg’s theory of moral
development.
Chapter 9
9. Define adolescent egocentrism, imaginary audience, and personal fable.
10. Be able to identify Marcia’s four identity statuses.
11. Describe how peers’ attitudes and parents’ attitudes influence sexual
activity in teens.
12. Describe the three problems associated with part-time employment of
teens during the school year.
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To be completed before Session Three:
1. Read Chapters 7, 8 and 9
2. Prepare for exam
3. Type a paper (1/2 to 1 page) stating your stand on spanking and
explaining your reasoning. (There are no right or wrong answers—just
explain your position well.)
4. Before reading chapter 7, examine your views on the effects of television
on children, then type a ½ to one page paper discussing the pros and
cons of television, as you see it.
5. Write a 1 ½ to 2 page summary of your experiences during puberty. Be
sure to include information about your social, behavioral, and emotional
changes.
Prior to and during Session Four, the learner will:
Chapter 10
1. Be able to describe the changes in age composition of college students in
the United States.
2. Describe binge drinking and the effects associated with alcohol addiction.
3. Explain how income and level of education are linked to health in the U.S.
4. Define possible selves and explain how they motivate behavior.
5. Understand personal control beliefs and the four types of personal control
that people experience.
Chapter 11
6. Explain how friendships and life satisfaction are related.
7. Discuss the differences in men’s and women’s friendships.
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8. Describe Sternberg’s 3 components of love: passion, intimacy, and
commitment.
9. Describe the course of marital satisfaction.
10. Understand the different effects of divorce for men and women, and
explain how divorce affects the couple psychologically.
Chapter 12
11. Explain the many benefits associated with work.
12. List the four common meanings found in work.
13. Define burnout and describe the factors that are related to it.
14. Describe how the socialization of boys and girls is related to their later
occupational behavior.
15. Explain why the reasonable woman standard is appropriate for
determining sexual harassment.
16. Be able to describe, in your own words, how men and women view the
division of labor.
To be completed before Session Four:
1. Read chapters 10, 11, and 12
2. Prepare for exam
3. Type a one page paper about your closest friend. What qualities does this
person possess that you admire? What does the relationship do to
enhance your life satisfaction? Does it add any stress to your life?
4. Type a one page paper examining where you are in your marriage or
singleness. Are you satisfied? What would you like to change? What are
the positives and negatives about where you are at relationally right now
in your life?
5. Type a paper (1/2 to 1 page) about why you work. Would you still keep
your job if you inherited a huge sum of money? What are the pros and
cons of your current job?
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Prior to and during Session Five, the learner will:
Chapter 13
1. Describe some of the ways people cope with stress.
2. Define Type A and Type B behavior.
3. Define practical intelligence, and explain how solving these types of
problems differs from traditional intelligence tests.
4. List and describe the 5 dimensions of the Five Factor Model.
Chapter 14
5. Define the average life expectancy and describe the factors that have led
to its increase.
6. Explain the impact of beliefs about memory aging.
7. Describe the four characteristics of wisdom that Baltes and his colleagues
have described.
8. Be able to discuss briefly the methods for treating depression in older
adults.
9. Know the symptoms of Alzheimer’s Disease.
Chapter 15
10. Define competence and environmental press, and explain how they are
related.
11. Explain how older adults rely on spirituality to cope (three steps).
12. Describe how number and quality of friendships is related to life
satisfaction in older adults.
13. Discuss the impact of widowhood and how men and women react
differently.
14. Discuss the “person-centered planning” approach, and the benefits of
using this approach in a nursing home.
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Chapter 16
15. Describe living wills, power of attorney, and DNR orders, and explain why
they are important.
16. Describe Kubler-Ross’ 5 stages of dying.
17. Know the things a person must do to progress through the grief process.
18. Be able to describe the mistakes we need to avoid when someone has
been bereaved.
To be completed before Session Four
1. Read chapters 13, 14, 15, and 16
2. Prepare for exam
3. Examine the four theories of aging. Write a one page paper describing
which theory you feel makes the most sense, and explain why you chose
this theory
4. Chose ONE of the following options: Research and write a brief paper (2-3
pages) about an issue of aging which is of interest to you. Include at
least two resources. You will present the information you discover to the
class. OR: type a 2-3 page paper about your personal experience with
grief due to the loss of a child, spouse, parent or sibling. Describe how it
impacted you emotionally, physically, mentally, and spiritually. What
aspects of grieving surprised you? Has anything good come from it? Why
or why not?
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