Psychology 2314: Human Growth and Development Lifespan
Houston Community College-CRN: 36037 Spring Semester 2013
Stafford- The Learning Hub - Room 228 /Thursday 5:30-8:30 p.m.
3 hour lecture course / 48 hours per semester/ 16 weeks
Instructor: Shannon Baranski
Instructor Contact Information: e-mail – shannon.baranski@hccs.edu
Learning Web – learning.hccs.edu/faculty/shannon.baranski
Office location and hours: before and after class
Course Description: A developmental psychology course designed to provide an understanding
of human behavior and characteristics from conception through death. This course includes
information on physical, cognitive, and psychosocial changes throughout the lifespan. Theory,
research, and applications are covered.
Prerequisite: Introduction to Psychology (PSYC 2301 or equivalent) or Departmental Approval.
Must be placed into college-level reading (or take GUST 0342 as a co-requisite) and be placed
into college-level writing (or take ENGL 0310/0349 as a co-requisite)
Academic Discipline/CTE Program Learning Outcomes
1. Succeed in advanced psychology courses that include related content and are required for an
undergraduate major in psychology. 2. Succeed in advanced psychology and psychology-related
courses that include related content and are required in non-psychology majors such as nursing
and education.
3. Understand and evaluate psychological concepts that are covered in this course and are
featured in news reports, self-help materials, and as a part of the process of seeking and engaging
in psychotherapy.
Course Student Learning Outcomes (SLO): 4 to 7
1. Define and identify key concepts in multiple (5) areas of lifespan psychology including
concepts, facts and theoretical perspectives.
2. Define and identify the basic research and evaluation methods used in lifespan psychology,
including the strengths and weaknesses of each method.
3. Demonstrate knowledge of and explain concepts related to lifespan development.
4. Apply lifespan psychological concepts to the solutions of current issues and problems, such
as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or
evaluation of presentations.
Materials and Textbook:
REQUIRED TEXTBOOK: Required Text: Berger, K.S. (2010). Invitation to the Lifespan (1st
ed.). New York: Worth Publishing Company. (ISBN: 13:978-07167-5466-4)
STUDY GUIDE: The Study Guide (ISPN 1429219025) by Richard O. Straub can be purchased
but is not required for this course, since the textbook web site below is very thorough.
TEXTBOOK WEB SITE: (Free): http://bfwpub.com Type in Berger and click on book or
http://bcs.worthpublishers.com/berger.
Tools include interactive flashcards in both English and Spanish; a Spanish-language glossary;
quizzes; Internet exercises and case studies; and Frequently Asked Questions about
Development. If you have any problem logging on, purchasing or accessing any of the materials
call 1-800-936-6899.
LEARNING WEB: The learning web is necessary for information in this specific class. You
may find the site for this class at learning.hccs.edu/faculty/shannon.baranski
On the learning web you will find the REVIEWS FOR THE EXAMS. These reviews give
specific questions to aid you in preparing for the exams in this course. Some questions on
the reviews are repeated, the reason for this is that some questions cover a specific stage in
a theory or topic with multiple questions in which you need to understand. The repeated
questions are just to prepare you for the fact the exam covers that number of questions on
that topic.
Also on the learning web you will find examples for the Semester Project. These examples
provide an understanding of what is expected in the project. Please read these examples!!
** A copy of this syllabus is also available on the learning web. This syllabus contains all
the information for this course. Please use this syllabus as a guide in this course. It contains
a calendar for the semester and what will be occurring in class each week. The syllabus on
the learning web also contains the key concepts for this course. It is important for you to
print these key concepts for your records.
Key Concepts for Psyc 2314
2011-2012 Concept List for Psychology 2314:
Invitation to Psychology by Kathleen Berger (1st ed.)
PART I: THE BEGINNINGS
Brain development (Page Guide to Coverage of Brain Development through the
Life Span in Preface (p. xix)
nature/nurture controversy
Developmental psychology
life-span perspective
cohort
Vygotsky's theory (see also Play Years)
interaction between genes and environment
epigenetic systems theory
Freud's Psychosexual Theory
Erikson's Psychosocial Theory
learning theory
Piaget’s theory of cognitive development
systems theory
cross-sectional and longitudinal research
Gene and chromosome
dominant and recessive genes
genetic counseling
genetic research
Stages of prenatal development
process of reproduction
Biological & environmental influences on development including teratogens
preterm and low birth weight
multiple births
teratogens
Part II: THE FIRST TWO YEARS: INFANTS AND TODDLERS
SIDS
role of nutrition
including breastfeeding in development
Sensorimotor intelligence
object permanence
theories of language development
Temperament
attachment
secure and insecure
Page
Page Guide to Coverage of B
(p. xix)
5
4-7
7
9
11 (173-175)
12 / 71-73
12-13
17-18, 19
18-19
20
22-23
24-25
30-33
43-57
51-53
53-54
53-55
57-62
58-61
50-57,71, 73-77
67-69
69 / 423
73-77
102-103
103-105
104-105
105-108
107
115-119
134-136
141-145
142-143
strange situation
child care concerns (see also The First Two Years)
PART III: EARLY CHILDHOOD
nutrition
Preoperational thought
Vygotsky's theory
second language learners/bilingualism
Parenting styles: Baumrind
cross-cultural parenting
effects of media
moral development
prosocial behavior
antisocial behavior
social problems (including rejection, peer pressure, aggression & bullying)
disciplining children
gender development theories
PART IV: MIDDLE CHILDHOOD
nutrition, exercise and obesity
concrete operations
information processing theory
metacognition / selective attention
characteristics of good schools
second language learners/bilingualism
school related testing
Gardner’s view of multiple intelligences
mental retardation
learning disabilities / ADHD
PART V: ADOLESCENCE
role of hormones in development during adolescence
puberty
nutrition
changes in body image during adolescence
sexual behavior (STD’s and decisions)
sexual behavior and decisions
teen pregnancy
partner abuse/violent behavior of males (see also Adolescence)
formal operational thinking
characteristics of good schools
psychological impact of attending college
identity v. role confusion
working outside of school
143-144
147-150
160-161
171-173
171-178
181
209-212
211-212
212-213
214-220
215
215
215-216, 291-299
216-220
221-226
236-239
239-241
242-246
245
247-248 / 256
251-252
257-260
259
262-264
263-264
310-316
310-324
316-319
317-318
320-324
321-322, 360-365
321-322
323-324
328-331
339-340 / 334-335
339-341
348-353
352-353
depression and suicide
factors that contribute to drug use and addiction
challenges of adolescence
PART VI: ADULTHOOD
adult thinking
generativity versus stagnation
intimacy versus isolation
changes in the sense organs during adulthood
depression
senescence
menopause
hormone replacement therapy (HRT)
substance abuse
eating disorders / obesity
fluid and crystallized intelligence and explain how each is affected by age
social clock
midlife crisis
marital success
divorce
Kinkeeper`
sandwich generation
The role of work in adult development
work and family issues in dual-income families / role overload and role buffering
PART VII: LATE ADULTHOOD
ageism
gerontologists
Primary and secondary aging (see also, Early & Late Adulthood)
exercise
osteoporosis
variables affecting life expectancy
dementia
Alzheimer's disease
wisdom
integrity versus despair
theories of aging
activity theory / disengagement theory
activities of daily life
respite care
Epilogue: DEATH AND DYING
hospice
stages of dying
365-369
373-378
356-360
401-402
473-478
411-416
420-421
406-407
420-421
424-425
424-425
426-427
427-430
440-441
457-459
459
468-470
471-473
474
477
478-485
488-489
497-504
497
504-505
506-507
507
508-511
517-522
518-519
524-525
523, 530
530-536
534
554-555
556-557
575-576
575
palliative care
euthanasia
assisted suicide
living will
grief and bereavement
576
578
578-580
580
584-587
Course Goal:
1.
Define and identify key concepts in multiple (5) areas of lifespan psychology including
concepts, facts and theoretical perspectives.
2.
Define and identify the basic research and evaluation methods used in lifespan psychology,
including the strengths and weaknesses of each method.
3.
Demonstrate knowledge of and explain concepts related to lifespan development.
4.
Apply lifespan psychological concepts to the solutions of current issues and problems, such
as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or
evaluation of presentations.
Instructional Methods
PSYC 2314 is an introduction to the basic concepts in lifespan psychology. As an instructor, I
will present course materials in an organized and systematic way. I will explain the concepts and
theories by relating to real-life examples. For each chapter, I will prepare lectures to cover the
important concepts and procedures. For each test, you will be given a detailed test review as your
study guide. The test review will list the important terms or concepts to study as well as the endof-the chapter and website problems to do. Throughout the semester, I will work with you by
providing you feedback on drafts of your project. Upon completion of the course, I hope that you
will (a) gain understanding of the basic terminology of lifespan psychology, (b) use critical
thinking and writing skills regarding cutting edge research from epigenetics through end of life
care and (c) an increase your appreciation for all kinds of diversity as studied in lifespan
psychology. In addition, I hope that you become a more informed and critical reader of
information relating to the lifespan presented in the popular media or professional journals.
Student Assignments
Assignments have been developed that will enhance your learning. Students will be required to
successfully complete the following:
TESTS AND FINAL EXAM:
There will be 4 exams given in this course (50 questions, multiple choice), including a
comprehensive final exam (100 questions, multiple choice). One exam grade will be dropped
(not to include the final exam). The final exam and the three remaining exams will each be worth
20% of your grade. No make-up exams will be given. The written assignment is worth 20% of
your grade.
**MAKE-UP POLICY:
Please note that usually no make-up tests will be given, unless by
special permission due to extraneous circumstances.
COURSE PROJECT- Semester Project/Scrapbook (20%)
Scrapbook Project: Find items that are illustrations/examples of topics and concepts covered in
class and the textbook. These items could be clipped short articles, photographs, cartoons,
advertisements from magazines and newspapers, lyrics from songs, scenes from movies or
television shows, other media and personal experiences. You must have 10 illustrations of
DIFFERENT topics and you for this project. Each item found must be accompanied by a
minimum of 250 word “explanation”. Each “illustration” also needs to have a title and
explanation of which developmental topic, issue, controversy, or concept the scrapbook entry
pertains to and why. The project needs to have a title page, the illustrations and explanations. Do
not turn in the project in a three-ring binder or a very large scrapbook!!! The scrapbook
project will be due on April 18th.
1. Collect ten different types of “scrapbook” pictures. You may use newspaper picture
clippings, scenes from movies or television shows, lyrics from songs, cartoons, personal
experiences or other media sources. These need to reference a topic or theory from this
class. You may use the same type of “source” for all ten clippings.
2. Explain your illustration and what topic/theory/illustration which is referenced in the
field of Human Growth and Development in at minimum of 250 words (about ½ page to
1 page). This will vary depending on your “illustration” and what font type and size that
is used.
3. Use a variety of topics within Human Growth and Development. The lifespan stages are;
prenatal, infant, early childhood, middle childhood, adolescence, emerging adulthood,
young adulthood, middle adulthood, late adulthood, and death. This class also covers
other concepts which can be applied in this project. The main goal in this project is to use
a variety of different topics. For example, a project should cover different stages in
human development. If you have a theme for the project in which you would like to
follow, this may also be acceptable. USE A TOPIC ONLY ONCE.
4. For the scrapbook, you do not need to purchase a scrapbook in the traditional sense. A
folder/stapled together project is acceptable. Even though you can be as creative as you
want, the project needs to contain “substance” in your writing. Please do not use a large
scrapbook or a three ring binder that is very large.
5. Remember you must include a copy of you clipping whether it is a picture, song lyric,
poem, graph, ect.
6. Any references used in your explanation of the topic needs to be documented and given
credit. Failure to give credit to outside references will be considered plagiarism. Even a
definition from the textbook needs to be given credit in your writing or in a reference
sheet at the end of the project.
7.
Grading for the Semester Project/Scrapbook: (100 points total) :
Organization (20 points) - The project needs to be organized. Organize the stages in sequence if
that is the goal of your project. Organization should be a clear concept. For example, a project
turned in that is in a folder with loose papers that are not stapled is not organized.
Clarity/ Concise Writing (20 points) – Explanations should be written in a way that anyone
who reads your project can understand your point. The writing in the project needs to be clear
and concise and use of proper grammar is a major requirement.
Directions followed for the Project (20 points) - Follow the directions for this project. They are
listed above.
Topics Covered ( 20 points) – Use a different variety of topics or concepts in the class. Again,
using the same topic twice will not count. Also, do not use the examples given on the learning
web and use as your own work. For example, “Beauty and the Beast” on consummate love and
change it with “Cinderella”.
Creativity/Neatness (20 points) – This should be a clear concept. If the assignment is
organized, well written and well thought out, this requirement should be easy to obtain.
** This project takes time and thought. It is a representation of what you have learned in
the class. Do not use the same concept or issue more than once. This class covers
developmental issues from prenatal development to death. Use a variety of different topics.
If you use outside references in your explanation, give the reference credit in your writing
and in a reference page. Failure to do this may be considered plagiarism. Even if it is the
textbook use as a reference, do not just state, “In the textbook”.
TEACHER RESPONSIBILITIES
A.
B.
C.
D.
Preparation of lectures, discussions, and exercises
Facilitation of an effective learning environment
Preparation of class assignments and exams
Evaluation and prompt feedback on exams, assignments and class participation
STUDENT RESPONSIBILITIES
A. Attending class and participating in discussion
B. Reading and comprehending the text. Studying for exams.
C. Completing required assignments and exams
D. Asking for help when there is a question or problem
E. Keeping copies of all paperwork, including: the syllabus, handouts, and all returned exams
and assignments
F. Listening in class. Taking notes when appropriate and obtaining notes from classmates for
days when absent.
EXTRA CREDIT: Extra Credit may be given during the course of the semester. Extra Credit is
not given to raise your grade at the end of the semester. Many students who have not prepared,
read or studied during the semester will ask for extra credit in order to raise their grades. Extra
credit will not be given in these situations.
Grading
Your performance on quizzes, exams, and other assessments can be used to determine how
successful you are at achieving the course learning outcomes (mastery of course content and
skills) outlined in the syllabus. If you find you are not mastering the material and skills, you are
encouraged to reflect on how you study and prepare for each class. Your instructor welcomes a
dialogue on what you discover and may be able to assist you in finding resources on campus that
will improve your performance.
Student Assessments Grading
Your final course grade will be calculated according to the following formula:
Exam One- 20%
Exam Two- 20%
Exam Three- 20%
Exam Four- 20%
Semester Project- 20%
Final Exam - 20%
The lowest exam grade will be dropped (not the final exam).
TOTAL points 100% points
The final score resulting from the sum of the above components will be converted into letter
grades according to the following scale.
A=90 and up B=80–89 C=70–79 D=60–69 F=59 and below
HCC Policy Statement - ADA Services to Students with Disabilities
Houston Community College System is committed to compliance with the Americans with
Disabilities Act (ADA) and the Rehabilitation Act of 1973 (Section 504). Any student with a
documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to
arrange reasonable accommodations must contact the Disability Services Office at the respective
college at the beginning of each semester. Your instructor is authorized to provide only the
accommodations requested by the Disability Support Services Office. http://hccs.edu/studentrights
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has
been learned, and that student is claiming an advantage not available
to other students. The instructor is responsible for measuring each student's individual
achievements and also for ensuring that all students compete on a level playing field. Thus, in
our system, the instructor has teaching, grading, and enforcement roles. You are expected to be
familiar with the University's Policy on Academic Honesty, found in the catalog. What that
means is: If you are charged with an offense, pleading ignorance of the rules will not help you.
Students are responsible for conducting themselves with honor and integrity in fulfilling course
requirements. Penalties and/or disciplinary proceedings may be initiated by College System
officials against a student accused of scholastic dishonesty. “Scholastic dishonesty”: includes,
but is not limited to, cheating on a test, plagiarism, and collusion with other student.
Cheating on a test includes:
 Copying from another students’ test paper;
 Using materials not authorized by the person giving the test;
 Collaborating with another student during a test without authorization;
 Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or
part the contents of a test that has not been administered;
 Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of
that work in one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work
offered for credit.
Possible punishments for academic dishonesty may include a grade of 0 or F in the particular
assignment, failure in the course, and/or recommendation for probation or dismissal from the
College System. (See the Student Handbook)
HCC Policy Statement-Class Attendance - It is important that you come to class! Attending
class regularly is the best way to succeed in this class. Research has shown that the single most
important factor in student success is attendance. Simply put, going to class greatly increases
your ability to succeed. You are expected to attend all lecture and labs regularly. You are
responsible for materials covered during your absences. Class attendance is checked daily.
Although it is your responsibility to drop a course for nonattendance, the instructor has the
authority to drop you for excessive absences.
College policy is that students may be dropped from a course after accumulating absences in
excess of 12.5% hours of instruction, which amounts to six hours of class time. This will include
any total classes missed or for excessive tardiness or leaving class early.
You may decide NOT to come to class for whatever reason. As an adult making the decision not
to attend, you do not have to notify the instructor prior to missing a class. However, if this
happens too many times, you may suddenly find that you have “lost” the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including the
first week, you are responsible for all material missed. It is a good idea to find a friend or a
buddy in class who would be willing to share class notes or discussion or be able to hand in
paper if you unavoidably miss a class.
Class attendance equals class success!
HCC Policy Statement-Course Withdrawal
If you feel that you cannot complete this course, you will need to withdraw from the course prior
to the final date of withdrawal. Before you withdraw from your course, you are encouraged to
take the time to meet with the instructor to discuss why you feel it is necessary to do so. The
instructor may be able to provide you with suggestions that would enable you to complete the
course. Your success is very important.
Beginning in fall 2007, the Texas Legislature passed a law limiting first time entering freshmen
to no more than SIX total course withdrawals throughout their educational career in obtaining a
certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early
Alert process by which your professor may “alert” you and HCC counselors that you might fail a
class because of excessive absences and/or poor academic performance. It is your responsibility
to visit with your professor or a counselor to learn about what, if any, HCC interventions might
be available to assist you – online tutoring, child care, financial aid, job placement, etc. – to stay
in class and improve your academic performance.
Students can withdraw themselves online as long as it is prior to the withdrawal deadline of the
session OR contact a HCC counselor for advisement. If you do withdraw before the deadline,
you will receive a “W” as your final grade.
As your professor, I can only withdraw you due to lack of attendance. Any withdrawal must be
done PRIOR to the withdrawal deadline to receive a “W” on your transcript. (**Final
withdrawal deadlines vary each semester and/or depending on class length, please visit the online
registration calendars, HCC schedule of classes and catalog, any HCC Registration Office, or
any HCC counselor to determine class withdrawal deadlines.) If you have excess attendances and
quit coming to class after the deadline to withdraw and your final grade is “F,” then your grade
will be recorded as “FX” according to new guidelines from the Department of Education.
Incomplete Policy: The grade "I" may be given at the discretion of the instructor if for some
agreed upon reason the student has missed an assignment. The student is responsible for
contacting the instructor and arranging to complete the work the following semester. An “I” will
turn to an “F” automatically after one regular semester.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed
classes. To increase student success, students who repeat the same course more than twice are
required to pay extra tuition. The purpose of this extra tuition fee is to encourage students to pass
their courses and to graduate. Effective fall 2006, HCC will charge a higher tuition rate to
students registering the third or subsequent time for a course. If you are considering course
withdrawal because you are not earning passing grades, confer with your instructor/counselor as
early as possible about your study habits, reading and writing homework, test taking skills,
attendance, course participation, and opportunities for tutoring or other assistance that might be
available.
International Students
Receiving a W in a course may affect the status of your student Visa. Once a “W” is given for
the course (after you have officially withdrawn), it will not be changed to an F because of the
visa consideration. Please contact the International Student Office at 713-718-8520, if you have
any questions about your visa status and other transfer issues.
Classroom Behavior
As your instructor and as a student in this class, it is our shared responsibility to develop and
maintain a positive learning environment for everyone. Your instructor takes this responsibility
very seriously and will inform members of the class if their behavior makes it difficult for
him/her to carry out this task. As a fellow learner, you are asked to respect the learning needs of
your classmates and assist your instructor achieve this critical goal.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, it is your responsibility to be
respectful of the learning atmosphere in your classroom. To show respect of your fellow
students and instructor, you will turn off your phone and other electronic devices, and will
not use these devices in the classroom unless you receive permission from the instructor.
Use of recording devices, including camera phones and tape recorders, is prohibited in
classrooms, laboratories, faculty offices, and other locations where instruction, tutoring, or
testing occurs. Students with disabilities who need to use a recording device as a reasonable
accommodation should contact the Office for Students with Disabilities for information
regarding reasonable accommodations. Using A Cell Phone during class lectures, exams, and
classroom discussions is not permitted. You may be asked to leave if you do not follow this
rule.
Instructor Requirements As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are
to be derived
 Facilitate an effective learning environment through class activities, discussions, and
lectures
 Description of any special projects or assignments Inform students of policies such as
attendance, withdrawal, tardiness and makeup
 Provide the course outline and class calendar which will include a description of
 any special projects or assignments
 Arrange to meet with individual students before and after class as required
Student Requirements
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Attend online tutoring, if needed…
HCC provides free online tutoring in writing, math, science, and other subjects. How to
access AskOnline: Click on the Ask Online button in the upper right corner of the
Blackboard course listings page. This directs students to the HCC AskOnline Tutoring
site: http://hccs.askonline.net/. Or you may type the site into your browser. Use your
student ID or HCC e-mail address to create an account. Instructions, including a 5-minute
video, are provided to make you familiar with the capabilities of this service.
 Do the assigned homework as suggested by the instructor and use the textbook
website for practice quizzes.
 Complete the required projects and exams.
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all
assignments
 Practice! Practice! Practice!
Class Schedule- Spring 2013
Date
1/17
1/24
1/31
2/7
2/14
2/21
2/28
Material
Introduction to Class
Ch. 1 and 2
Ch. 3 and 4
Exam One
Ch. 5 and 6
Ch. 7 and 8
Exam Two
3/14
Spring Break- No Class
3/21
3/28
4/4
4/11
4/18
4/25
5/2
5/9
Ch. 9 and 10
Ch. 11, 12 and 13
Exam Three
Ch. 14, 15 and Epilogue
Ch. 14, 15 and Epilogue
Exam Four
Final Exam Review
Final Exam

Exams/Assignments
Exam One
Exam Two
Semester Project Due
Exam Four
Final Exam
Students will be notified of any changes to the class schedule.
Chapters
Chapter One- The Science of Development
Chapter Two- Genes and Prenatal Development
Chapter Three- The First Two Years: Body and Brain
Chapter Four- The First Two Years: Psychosocial Development
Chapter Five- Early Childhood: Body and Mind
Chapter Six- Early Childhood: Psychosocial Development
Chapter Seven- Middle Childhood: Body and Mind
Chapter Eight- Middle Childhood: Psychosocial Development
Chapter Nine- Adolescence: Body and Mind
Chapter Ten- Adolescence: Psychosocial Development
Chapter Eleven- Emerging Adulthood: Body, Mind, and Social World
Chapter Twelve- Adulthood: Body and Mind
Chapter Thirteen- Adulthood: Psychosocial Development
Chapter Fourteen- Late Adulthood: Body and Mind
Chapter Fifteen- Late Adulthood: Psychosocial Development
Epilogue: Death and Dying