Bakersfield College
Medical Science 35 - Life Span Development
FALL 2012 - Instructor: Ann Marie Michalski
Required Textbook: Journey Across the Lifespan: Human Development and Health
Promotion 4th Ed.
Elaine Polan & Daphne Taylor ISBN:10 0-8036-2316 X
Instructor: Ann Marie Michalski, Prof
Office: MS 155
Phone: 661-395-4389
amichals@bakersfieldcollege.edu
Office hours: Tuesday 7:30 to 10:30
Wednesday 3 to 5:30
And By appointment
Course Description: Each person is unique, but this uniqueness often occurs in
predictable patterns which will be discussed in this course. The physical, mental,
emotional, socio-cultural and religious/moral needs of the individual are interrelated.
An understanding of life span development is useful in many aspects of
life and
relationships as well as being a basis for future studies in various disciplines.
1. Analyze, critique and compare the basic components of the developmental theories
and theorists.
2 Explain the physical growth and development of the systems of the body
including factors which hinder or enhance this growth.
3. Discuss health and safety issues related to all stages of the lifecycle.
4. Discuss and compare the aging process and cultural attitudes across the lifespan
about death and dying..
Course Activities: Learning activities will include lecture, audio visual , group
discussion, chapter exams, research project with oral presentation, human
observation ,
and final examination.
Course Policies: Students are expected to attend each class, be on time, accept
responsibility for activities assigned by the instructor, and seek assistance
when
needed. No children are allowed in the classroom. All cell phones will be turned off or
to vibrate during class time. All papers graded by instructor must be in type. NO
EXCEPTIONS.
Cell phones off during an exam. No headphones will be worn during class time.
Attendance: Bakersfield College policy will be adhered to regarding attendance
SYLLABUS STATEMENT RECOMMENDATION:
"Students with disabilities who believe they may need accommodations in this class are
encouraged to contact Disabled Student Programs & Services located at Student
Services Building, 1st Floor, Counseling Center (661-395-4334), as soon as possible to
better ensure such accommodations are implemented in a timely fashion."
Please feel free to contact us at 395-4334 for more information or assistance.
Angelica Gomez, Director of Disabled Student Programs & Services (DSP&S)
661-395-4334
angegome@bakersfieldcollege.edu
Course Evaluation: Grading for this course will be based upon:
4 Chapter exams worth 40 points each (160 pt) ____ ____ ____ ____
Adolescent observation worth 10 points_________
Late adulthood interview worth 25 points __________
Presentation in group of Six (6) Selves worth 15 points ______
Individual assignment 15 points ________
Alternative assignment 10 points ________
Comprehensive final examination worth 65 points _________
Total possible semester class points =300 _____________
Exam make up will be allowed one time and within seven (7) days of original exam.
Arrangements for makeup exam must be made with instructor prior to makeup and within
7 days. No repeat exams will be given for low scores. Questions are multiple choice,
matching and true/false. For all written assignments, 1 point will be deducted for each
day it is late. Exam scores will be given in class the week following the exam and final
will be posted in office and instructor web page Friday following final exam. . By the
end of week 15 total possible points is 235. Any student who has scored at least 215.5
points (90%) of total points pre final has earned A in the class and will not be required
to take the final exam.
50 question scantron will be needed for unit exams and a 100 question scantron will be
needed for final exam. Unit exams will be reviewed after class the night of the exam.
90-100% A
80-89%
B
70 – 79% C
60 – 69% D
59% and lower
F
BAKERSFIELD COLLEGE: MEDICAL SCIENCE 35 -LIFESPAN DEVELOPMENT
COURSE OUTLINE
Upon completion of this course the student should be able to:
Understand, analyze and critiques the basic components of the developmental 
theories: Freud's Psychoanalytic Theory including defense mechanisms,
Erikson's Psychosocial Theory with developmental tasks, Classical Conditioning,
Social Learning Theory, Piaget's Cognitive Structural View, Maslow's Theory of
Self-Actualization, and Roger's Theory of Self-concept.
Understand the various types of research designs which may be used to study 
human development: case study, lab observation, naturalistic observation,
survey, cross-sectional, longitudinal, longitudinal sequence, lab experiment, and
field experiment
Discuss the genetic code including the following concepts: meiosis, 
chromosomes, genes, gametes, genetic reshuffling, genotype, phenotype,
dominant and recessive alleles, and current ethical concerns.
Explain the physical growth and development of the systems of the body 
including factors which hinder or enhance this growth.
Compare and contrast classical conditioning and operant conditioning and 
discuss the effect of punishment and positive reinforcement on the child.
Understand the process of memory development and the effect of aging and 
biological threats.
Identify cognitive development including the formation of object permanence, 
magical thought, animistic thought, and egocentric thought.
Review different ways of categorizing intelligence. 
Explain the process of language acquisition and how this effects social 
interaction.
Discuss the development of the concept of self and moral principles and how 
others can enhance the development of self-esteem and ethical behavior in the
child.
Discuss the process of attachment and the effects that lack of attachment or 
multiple caregivers may have.
Describe the formation of friendships and intimacy including factors which may 
hinder the development of these relationships.
Recall the developmental tasks associated with stages of the family life cycle. 
List preconceived ideas about psychological and cognitive differences between 
men and women and describe gender-role development through the lifespan.
Discuss people's attitudes toward death both traditionally and today at different 
age levels and from different cultural backgrounds.
Explain Elisabeth Kubler-Ross's Theory of Dying. 
Discuss health and safety issues related to all stages of the lifecycle.
LIFESPAN: ADDENDUM TO READING
·
Understand the various types of research designs which may be used to study
human development: case study, lab observation, naturalistic observation,
survey, cross-sectional, longitudinal, longitudinal sequence, lab experiment, and
field experiment
Case study – in-depth description of a single person, family or social group. The purpose
is to describe only the behavior of the person or group. They have been used to examine
a sequence of life events that has led to a certain crisis or major decision. They are based
on a variety of information sources. Some are used to describe people’s lives like
Erikson who analyzed the life of Gandhi and Freud used case studies to clarify the origins
of some mental disorders.
Observation: These studies lend themselves to an examination of correlation rather than
causation. Correlation refers to the degree to which knowing the value of the variables
such as age allows one to predict something about another variable such as helplessness.
Causation deals with reason or why. Example discussed:
Lab observation is careful monitoring of subjects observed in a lab or controlled
environment. .
Naturalistic observation, careful monitoring of subjects’ behavior without any
kind of manipulation, provides insight in to how things occur in the real world.
Survey – Research that is the process of collecting specific information from a large
number of participants. They usually must be able to read and write to respond to the
survey. Survey questions are prepared in a standard form and the responses are usually
coded according to a prearranged set of categories.
Cross-sectional studies – Studies that compare simultaneously people of different age,
backgrounds, schools or community settings, or cultures etc. The limitation is that it
blurs individual development.
Longitudinal studies – Studies involve repeated observation of the same subjects at
different times. Time between may be brief such as infants at birth and at 3 days, or may
be over a long period of time, as Termans’ longitudinal study of gifted children.
Longitudinal studies have an advantage of allowing consideration over the course of
development of a particular group. Disadvantage is participants drop out of the study or
the study loses funding.
Lab experiments occur in a lab or controlled environment, while field experiments occur
in the natural habitat of the subject
LIFESPAN DEVELOPMENT: ADOLESCENT ASSIGNMENT
Project worth 10 points
Student Name:
Location of observation:
Date and time of observation:
Approximate age of adolescent group:
Clothing?
Behaviors?
Conversation?
Does observation information match text? One paragraph answer is acceptable.
. If paper is late it will be graded as any other late assignment.
MEDS 35 LIFESPAN DEVELOPMENT
Student Name:
Family Observation
Worth 10 points
Select a family that you can observe closely. While observing the interactions of the
family members answer the following questions:
1.
2.
3.
4.
5.
What is the specific role of the family members?
What are three strengths unique in this family?
What are two outside support systems might be available to this family?
What stressors can be identified during this observation?
What parenting styles did you observe?
Must be in type print late paper graded per syllabus
MEDS 35 - Life Span Development
LATE ADULTHOOD INTERVIEW : project worth 25 points
______________________________
student's name
You will need to locate someone who is at least 70 years old and conduct this interview.
Please be respectful during your interview and allow enough time to listen to the stories.
You can mix the questions up any way you wish and provide short to moderate
answers. Paper must be typed and include more than one word answers. Please state
opinions as well as observations.
Age of person interviewed __________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Do you feel you get much physical exercise?
Do you have difficulty with vision or hearing?
How would you describe your diet: healthy, etc.
How many medications do you take on a routine basis?
What is your marital status: married, widowed etc.
What SHORT story can you tell me from your childhood (long term memory).
What did you eat for dinner last night? (short term memory)
What activities/hobbies, if any, do you enjoy?
If you were employed, at what age did you retire?
Would you describe yourself as mostly happy or mostly sad?
Do you have any spiritual/religious beliefs?
If you had siblings, did your relationship get closer as you grew older?
How do you feel about computers?
If you are a grandparent, are you close to your grandchildren?
If you had one piece of advice for a person who is 20, what would that be?
Each question is worth 1 point except # 6 is worth 10 and # 15 is worth 2. If paper is late it will be graded as
any other late assignment.
MEDS 35: Lifespan Development Fall 2012
Student________________________________________
Critical thinking exercise: Critique of FIRST WIVES CLUB
1. define middle adulthood
2. what stage of Erikson’s life cycle are the FIRST WIVES?
3. list developmental tasks of those life cycles
4. define midlife crisis
a. how was this portrayed in FIRST WIVES CLUB in relationship
to the husbands?
b. what were the wives’ concerns related to this developmental
stage?
5. What stages of Erikson’s life cycle were the children/offspring?
(Brenda’s son and Annie’s daughter)
6. There were older adult relatives, Brenda’s Uncle Carmine, and a
female friend of Alyse in the movie as well. According to Erikson, what
development stage do you think they were in? Had they achieved tasks?
ACTIVITY: SIX SELVES
Project worth 15 points
Student name:________________________________________________
GOAL:
This activity is designed to help participants think about the six aspects of the individual - the physical, the intellectual, the emotional, the spiritual, the public and the private –
and then make representations of these selves.
DESCRIPTION:
Think about the six aspects of yourself and make a representation of these aspects of
yourself. The representations may be abstract designs, drawings or impressions.
Anything that you think depicts each of your selves. After representing self ask someone
close to you, family or friend, if this representation matches their impression of you.
Examine any discrepancy between your description and others’ perceptions. Be prepared
to discuss in class. Artistic talent is not important. Relax and enjoy experimenting with
the medium.
PROJECT GOAL
This discussion is designed to help participants understand their six selves and any
differences between their own and other’s perceptions of these selves.
CLASS PRESENTATION IN SMALL GROUPS DESCRIPTION
In small groups, discuss your perception of your six selves. Then discuss the perception
another had of you.
Answer one of these two questions and turn in for full credit:
1. THIS EXERCISE MADE ME
OR
2. I WAS SURPRISED THAT
Updated 1-17-11
Meds 35: Lifesspan Development
INDIVIDUAL ASSIGNMENT INSTRUCTIONS:
Each student will have an individual assignment. Some are critical thinking questions
and some are topics related to topics from text chapter to be researched. Please turn in
resources and documentation to instructor and report findings to class on assigned due
date for full credit of 15 points. A makeup report date is not possible due to the number
of students in class. Please be prepared to report on assigned date.
MEDS 35: LIFE SPAN DEVELOPMENT
CALENDER OF ACTIVITIES FALL 2012
Week 1: 8-22
intro to course
Chapter 1 Healthy Lifestyles
View video Life in the Making
Week 2: 8-29
Chapter 2 Culture & chapter 4 Communication
Healthy Lifestyles group project in class
Discuss assignment of the 6 selves
View video I’m Normal
Week 3: 9-5
Chapter 3 The Family & continue Chapter 4 Communication
6-selves presentations in groups
View video Language
Week 4: 9-12
Exam 1 on chapters 1, 2, 3 & 4
Chapter 5 Theories of Growth and Development
View video Cognitive Development
Week 5: 9-19
Chapter 6 Pre natal Period to 1 Year
View video Physical & Motor Development &
Cognitive Development
Week 6: 9-26
Chapters 7 Toddlerhood & 8 Preschool
View video The Role of Play
Week 7: 10-3
Chapter 9 School Age
Discussion of adolescent observation
Week 8: 10-10
Exam 2 on Chapters 5, 6, 7 &8
Chapter 10 Puberty and Adolescence
Week 9: 10-17
Chapter 11 Early Adulthood
Adolescent observation due
Week 10: 10-24
Chapter 12 Middle Adulthood
View video First Wives Club
Week 11: 10-31
Exam 3 Chapters 9, 10 &0.
Critique of film due
In Our Own Voice Presentation
Week 12: 11-7
No Class
Alternative assignment TBA
Week 13: 11-14
Chapter 13 Late Adulthood & Chapter 14 Death and Dying
Discussion of late life interview
Week 14: 11-21
No Class
Happy Thanksgiving
Week 15: 11-28
Exam 4 on chapters 12, 13 & 14
Late Life Interview due
Discussion of late life project
All work must be turned in for any credit
Week 16: 12-5
Final Exam – cumulative 6PM room LA107C
65 questions worth 65 points toward final grade