Chabot College
Fall 2001
Replaced Fall 2010
Course Outline for Psychology 12
LIFE-SPAN PSYCHOLOGY
Catalog Description:
12 – Life-Span Psychology
3 units
Introduction to the psychological, physiological, socio-cultural and socio-historical
factors influencing development from conception through death. Emphasis on the
process of normal development and its variations. Examination of theoretical models and
research for practical application. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course students should be able to:
1.
2.
3.
4.
5.
6.
7.
define developmental psychology and describe the basic underlying questions that
have motivated the study of life-span psychology;
describe the basic theoretical models, concepts and research in developmental
psychology;
explain the normal process of physical, cognitive, emotional and personality
development across the life-span;
identify the tasks, challenges, problems and issues associated with each stage of
development;
interpret deviations from normal development across the life-span;
integrate the influence of both socio-cultural, socio-historical contexts into the
analysis of attitudes, behavior and practices related to life-span psychology;
apply theoretical knowledge to understanding the various developmental stages
encountered in oneself and significant others
Course Content:
1.
2.
3.
4.
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6.
7.
8.
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10.
11.
12.
Developmental theory and research
Similarities and differences in theoretical perspectives e.g. nature Vs nuture,
continuity Vs discontinuity, universal Vs context specific
Methodology in developmental psychology
Prenatal development and birth
Development in infancy and childhood: physical, cognitive, emotional,
personality
Application of stage theory to children with physical disabilities
Development in adolescence: physical, cognitive, emotional, personality
The role of socio-culture factors in life-span psychology
The role of socio-historical factors in life-span psychology
Adulthood; the aging body and experienced mind
Theories of physiological aging
Continuity theory and old age
Chabot College
Course Outline for Psychology 12, Page 2
Fall 2001
Course Content (Cont'd):
13.
14.
Death, dying, and bereavement
Developmental variations and psychopathology
Methods of Presentation:
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2.
3.
4.
Lecture, discussion
Group and paired activities
Videos accompanied with worksheets
Individual problem-solving assignments and activities
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
individual journals of the developmental process experienced thus far
incorporating, depth, insight and application of theoretical understanding.
b.
writing assignments that analyze myths, old wives tales and cultural
notions related to prenatal development with theory learned in class
c.
group project of a children’s picture book (or phamplet dependent upon
the age selected) for someone ages 3 – 15, which conveys
developmentally appropriate content
d.
current news articles related to socio-cultural and socio-historical issues in
life span psychology
2.
Methods of Evaluating Student Progress
a.
quizzes, midterm and final
b.
student journal
c.
individual assignments
d.
group project
Textbooks(s) (Typical):
Human Development: A Life-span View, Robert V. Kail and John C. Cavanaugh,
Wadsworth, Belmont, California, 1999
Special Student Materials:
None.
tf: A:/CURRICUL/Fall 00/Psy.12.doc
Revised 11-30-00