Human Development
Psychology 504
Fall 2013
Texas A & M University Killeen
Joyce Bateman Jones Ed.D. SLP
Syllabus
Instructor: Dr. Bateman Jones
Office: Building 104, Central Texas College
Phone: 254-526-1540, Secretary: Ms. Harriet Ott Phone: (254) 526-1540
Email: Through Blackboard email or joyce.bateman-jones@ctcd.edu
Office Hours:
This is an online, but not a self-paced class. Lesson and testing windows are
established to give the online student flexibility, however. Each Lesson (group of
chapters) and the related assignments must be completed within the lesson and testing
windows.
Course Overview:
Psychology 504 is a lifespan survey of the development of human beings from
conception to death. Topics included will be research and theory into physical, cognitive,
social, and personality development in each of the different age gourps: prenatal, infancy,
childhood, adolescence, and adulthood.
Course Objectives
Students will be able to:
1. Describe the major theoretical approaches used by professionals to classify
and understand human development.
2. Apply theoretical constructs to commonly encountered problems in
development.
3. Describe different theoretical approaches to the same developmental
problem.
4. Distinguish between normal individual variations and developmental
problems.
Organizing Themes in
Development
Lesson One 1. Discussion
Chapter
Board
One
2. Project
3. Test
Extra
credit
available
Heredity,
environment, and the
Beginnings of Human
Life
Lesson
Two
Chapters
Two,
Three,
Four, &
Five
1. Discussion
Board
2. Project
3. Test
Extra
credit
available
Lesson
Three
Chapters
Six,
Seven, &
Eight
1. Discussion
Board
2. Project
3. Test
Extra
Credit
Available
Neural and Cognitive
Development in the
Early Years
Testing
Window and
Assignment
Window
September 5 –
September 18
Testing and
Assignment
Window
September 19
–
October 9
Emotional
Development in the
Early Years
The Emerging Self and
Socialization in the
Early Years
Realms of Cognition in
Middle Childhood
Self and Moral
Development: Middle
Childhood Through
Early Adolescence
Testing and
Assignment
Window
October 10 –
October 30
Gender and Peer
Relationships: Middle
Childhood Through
Early Adolescence
Physical, Cognitive,
and Identity
Development in
Adolescence
Lesson
Four
Chapters
Nine &
Ten
1. Discussion
Board
2. Project
3. Test
Extra
Credit
Available
Testing
Window
October 31 November 13
Lesson Five
Chapters
Eleven,
Twelve,
Thirteen, &
Fourteen
1.Discussion
Board
2. Project –
Case Study
due
3. Test
Extra
Credit
Available
Testing and
Assignment
Window
November 14 –
December 4
Chapters
One
through
Fifteen
Comprehensive
Final Exam
window
No Extra
Credit
Available
Testing
Window
December 5 –
December 16
The Social World of
Adolescence
Physical and Cognitive
Development in Young
Adulthood
Socioemotional and
Vocational
Development in Young
Adulthood
Middle Adulthood:
Cognitive, Personality,
and Social
Development
Gains and Losses in
Late Adulthood
Drop Policy
If you discover that you need to drop this class, you must go to the Records
Office and ask for the necessary paperwork. Professors cannot drop students; this is
always the responsibility of the student. The record’s office will give a deadline for
which the form must be returned, completely signed. Once you return the signed form
to the records office and wait 24 hours, you must go into Duck Trax and confirm that
you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office
immediately. You are to attend class until the procedure is complete to avoid penalty
for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
Academic Honesty (Tarleton State University Catalog, p. 37)
Texas A&M University Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students guilty of academic dishonesty are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an
examination or other academic work, plagiarism, collusion, and the abuse of resource
materials. The faculty member is responsible for initiating action for each case of
academic dishonesty.
Disability Services
If you have or believe you have a disability, you may wish to self-identify. You can do so
by providing documentation to the Director of Student Affairs listed below:
Mr. Brandon Griggs
Director of Student Affairs
Texas A & M University – Central Texas
1901 S. Clear Creek Road – Room 114
Killeen, Texas 76549
(254) 519-5748
bgriggs@tarleton.edu
Library Services
The study of Human Development draws from a strong theoretical and research base.
This course includes peer reviewed outside reading which are available through the
library system. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research
techniques including: exploring information resources such as library collections and
services, identifying sources such as subject databases and scholarly journals, executing
effective search strategies, retrieving, recording, and citing relevant results correctly,
and interpreting search results and deciding whether to expand the search. Library
Resources are outlined and access through the web page:
http://www.tarleton.edu/centraltexas/departments/library/ .
Required Text
Broderick, P.C. & Blewitt, P. (2010). The life span: human development for helping
professional (3nd ed.). Upper Saddle River, NJ: Pearson. (ISBN: 13: 978-0-13-7152476).
Online Class Schedule
This is not a self-paced class. Lesson and testing windows are established to give the
online student flexibility, however. Each Lesson (group of chapters) and the related
assignments must be completed within the lesson and testing windows.
Lesson One
September 5 - 18 (Two weeks)
Chapter One
Organizing Themes in Development
Lesson Two
September 19 – October 9 (Two weeks)
Chapters Two, Three, Four and Five
Heredity, Environment, and the Beginnings of Human Life
Neural and Cognitive Development in the Early Years
Emotional Development in the Early years
The Emerging Self and Socialization in the Early Years
Lesson Three
October 10 – October 30 (Three weeks)
Chapters Six, Seven, and Eight
Realms of Cognition in Middle Childhood
Self and Moral Development: Middle childhood Through Early Adolescence
Gender and Peer Relationships: Middle Childhood Through Early Adolescence
Lesson Four
October 31 – November 13 (Three weeks)
Chapters Nine and Ten
Physical, Cognitive, and Identity Development in Adolescence
The Social World of Adolescence
Lesson Five
November 14 – December 4 (Three weeks)
Testing Window available December 5 – December 12 (One week)
Chapters Eleven, Twelve, Thirteen, and Fourteen
Physical and Cognitive Development in Young Adulthood
Social and vocational Development in Young Adulthood
Middle Adulthood: Cognitive, Personality, and Social development
Living Well: Stress, Coping, and Life Satisfaction in Adulthood
Gains and Losses in Late Adulthood
Final Exam
Testing Window December 5- December 16 (Overlapping window with Lesson
Five)
Human Development
Psychology 504
Texas A & M University Killeen
Grading Rubric
Final grade in Human Development is based on a 100 point scale which includes 25
points for each of the following: class participation, lesson tests, lesson projects, and
comprehensive final examination. Extra credit is also available.
Class Participation (25 points)
Class Participation points (5 points for each lesson) may be achieved through the
Blackboard Discussion Board, the Second Life Classroom, or a combination of the
Discussion Board and Second Life.
Discussion Board (5 points per lesson)
5 Points
4 Points
3 Points
Entries relate Entries relate Entries relate
to question, to question, to question,
add new
adds new
provide
information information examples of
based on
based on
application.
peer reviewed experience
research.
and research
2 Points
Entries relates
to question,
provide
comparison,
definition.
0 Points
No entry,
entry does
not relate to
question.
Second Life
Participation may be used to enhance or in place of written Discussion Board
entries. Discussion Question will be discussed in a real time classroom setting through
SL. Classroom hours are provided in the syllabus. Scoring is identical to written rubric
for Discussion Board.
How to obtain Participation points
A student may achieve a score of four or less on the written Discussion Board and
complete the additional points by participating in the Second Life Discussion. A student
may choose to submit only written discussions and obtain the total of five points or limit
class participation to Second Life discussions for the five points.
Total 25 points
Lesson Tests (25 points)
Lesson One
Chapter One
Lesson Two
Chapters Two,
Three, Four,
and Five
Lesson Three
Chapters Six,
Seven and Eight
Lesson Four
Chapters Nine
and Ten
Lesson Five
Chapters Eleven,
Twelve, Thirteen,
Fourteen, and
Fifteen
Timed Test on Blackboard
5 points
Timed Test on Blackboard
5 points
Timed Test on Blackboard
5 points
Timed Test on Blackboard
5 points
Time Test on Blackboard
5 points
Total 25 points
Lesson Projects (25 points)
Lesson One
Lesson Two
Lesson Three
Lesson Four
Lesson Five
5 points
5 points
5 points
5 points
5 points
Total 25 points
Final Exam (25 points)
Comprehensive Exam
Chapters One through Fifteen
Timed on Blackboard
Total 25 points
Extra Credit (10 points)
Lesson One
Lesson Two
Lesson Three
Lesson Four
Lesson Five
Total 10 points
2 points
2 points
2 points
2 points
2 points
25 points
Lesson One
Chapter One
Lesson One Objectives
Chapter One
Organizing Themes in Development
Erikson
Freud
Vygotsky
The successful student will be able to:
discuss the relationship between science and practice.
provide a comparison of theories representing human change as
discontinuous and continuous.
describe the basic components of the development theories of
Freud
Erikson
Piaget
Locke
Watson
Bandura
Siegler
Bronfenbrenner
Baltes
define and compare the terms nature and nurture as they relate to human
development.
discuss the application of critical periods to developmental theory.
apply universality and specificity to developmental progressions.
compare concepts of qualitative and quantitative change.
Lesson One Class Participation (5 points)
Discussion Board
Using links and postings view the following videos, read the professional
research, and post insightful comments on the Blackboard Discussion Board. Postings on
the Discussion Board are not text messages, but part of a profession discussion. Reflect
and critically evaluate your readings and the videos. Respond to the thoughts of your
classmates.
View the following videos:
Piaget
http://www.youtube.com/watch?v=lEam9lpa6TQ&feature=related
Erikson
http://www.youtube.com/watch?v=vapEpQmz86o&feature=related
Vygotsky, Erikson, Bandura
http://video.google.com/videoplay?docid=634376752589779456&ei=Iw1GS8Sf
O9ak-AbWueiyDw&q=%22frances+davidson%22#
If you have difficulty with the links google the author’s name utube Davidson.
Read the following article. It is available through the online library system.
Co-constructing the Personal Space-Time Totality: Listening to the Dialogue of
Vygotsky, Lewin, Bronfenbrenner, and Stern.
Authors:
Wong, Wan-chi
Source:
Journal for the Theory of Social Behaviour; Dec2001, Vol. 31 Issue 4, p365, 18p
ISSN:
0021-8308
Accession Number:
6472740
Database:
Psychology and Behavioral Sciences Collection
Lesson One Project (5 points)
Review the theories presented in Chapter One. Consider the strengths and
weaknesses of each point of view. Use the outside readings and video to enhance your
consideration of the theories.
Write a response to Journal Questions #1 and #2, page 32 in your textbook. Your
discussion should be a minimum of two pages in length. Email your responses to Dr.
Jones through Blackboard email.
Lesson One Test (5 points)
Prepare for the Lesson Test by reading Chapter One and the assigned professional
readings. View the videos through the links. Use the publisher website,
www.myeducationlab.com, to practice the concepts. The chapter objectives provide an
outline of the most important concepts in the chapter. Review each of these areas.
Lesson One Test is located under Tests on Blackboard and can be accessed only
during the testing window. It is a timed and single entry test. You will be allowed two
hours to complete the test. Once you have entered the test you must complete the test. If
you attempt to enter, exit, and re-enter Blackboard will automatically delete your
responses and freeze the test. You may use your text book and notes, but be cautious,
you will not have sufficient time to look up each answer and provide a thoughtful
response. Be well prepared before entering the test.
Lesson Two
Chapters Two, Three, Four and Five
Objectives
Chapter Two
Heredity, Environment, and the Beginnings of Human Life
The successful student will be able to:
describe the process of genetic inheritance.
list and provide distinguishing characteristics of genetic disorders.
define and describe the basic tenants of molecular genetics.
provide original examples of passive effects, evocative gene influences,
and niche picking.
cite results of current research in epigenesist.
describe the affects of prenatal teratogens and the principles which
determine the extent of difficulty.
define allostatic stress and discuss its affect on prenatal development.
Chapter Three
Neural and Cognitive Development in the Early Years
The successful student will be able to:
describe the steps of prenatal neural development.
locate, list, and give the function of the major structures of the brain.
identify the functions of the neurotransmitters in the synaptic gap.
compare and contrast prenatal and postnatal brain development.
demonstrate awareness of major motor, visual and auditory milestones
during the first five years of development.
critically evaluate Piaget’s theory of cognitive development as it applies to
infancy and early childhood.
list and give developmental order of the components of infant memory.
discuss infant awareness of self intentions and awareness of the intentions
of others.
relate the preoperational and sensorimotor stages of cognitive
development to a preschooler’s concept of conservation and egocentrism.
define phonology, semantics, syntax, and pragmatics.
relate the zone of proximal develop and scaffolding to teaching practices.
Chapter Four
Emotional Development in the Early Years
The successful student will be able to:
discuss the basic theories of emotional development.
describe interaction between caregiver and infant emotional development.
evaluate current theory and research relating the role of the limbic system
in emotional development.
define and discuss attachment theory and research.
relate types of infant temperament to interactions with the caregiver.
list and describe attachment risks.
Chapter Five
The Emerging Self and Socialization in the Early Years
The successful student will be able to:
define the theoretical “I” and “me.”
list the stages and describe the development of self –awareness.
support the significance of emotional regulation.
provide definitions and examples of the different parenting styles.
discuss the interaction between parenting style and child temperament.
Lesson Two Class Participation (5 points)
Discussion Board
Using links and postings view the following videos, read the professional
research, and post insightful comments on the Blackboard Discussion Board. Postings on
the Discussion Board are not text messages, but part of a profession discussion. Reflect
and critically evaluate your readings and the videos. Respond to the thoughts of your
classmates.
View the following video and read the article cited below. Consider the relationship
between learning (physical, cognitive, and social-emotional) based on the work of mirror
neurons. Also examine one of the most easily recognizable examples of neural
commitment. Discuss and give examples and applications of these concepts for infancy,
early childhood, adolescence, and adulthood.
http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html.
Mirror Neurons, Embodied Simulation, and the Neural Basis of Social Identification.
Authors: Gallese, Vittorio
Source: Psychoanalytic Dialogues; 2009, Vol. 19 Issue 5, p519-536, 18p
Document Type: Article
The learning of a native language reflects many of the unique properties of the human brain. Consider the
research of Dr. Patricia Kuhl in this area. http://ilabs.washington.edu/kuhl/research.html#Native
Click on Neural Commitment Theory.
Lesson Two Project (5 points)
Read the Case Study on pages 174 and 175. Respond to questions 1,2, and 3
under Discussion Questions on page 175. The publisher website sources may be helpful
as you work through these questions. Email your discussion ( at least two pages) to Dr.
Jones using Blackboard email.
Lesson Two Test (5 points)
Prepare for the Lesson Test by reading Chapters Two, Three, Four and Five and
the assigned professional readings. View the videos through the links. Use the publisher
website, www.myeducationlab.com, to practice the concepts. The chapter objectives
outline the most important concepts in the chapter. Review each of these areas.
Lesson Two Test is located under Tests on Blackboard and can be accessed
during the testing window. It is a timed and single entry test. You will be allowed two
hours to complete the test. Once you have entered the test you must complete the test. If
you attempt to enter, exit, and re-enter Blackboard will automatically delete your
responses and freeze the test. You may use your text book and notes, but be cautious,
you will not have sufficient time to look up each answer and provide a thoughtful
response. Be well prepared before entering the test.
Lesson Three
Chapters Six, Seven, and Eight
Lesson Three Objectives
Chapter Six
Realms of Cognition in Middle Childhood
The successful student will be able to:
describe Piaget’s theory or cognitive development as it relates to middle
childhood development.
relate the term domain specific to the evaluation of total cognitive
processes.
define and relate the parts of the information processing system. Indicate
the significance of memory, attention, and problem solving in middle
childhood.
list and define the skills which contribute to cognitive development.
compare and contrast academic and social cognition.
discuss the significance of perspective taking in social relationships.
list and describe Selman’s stages of friendship development.
Chapters Seven
Self and Moral Development: Middle Childhood Through Early
Adolescence
The successful student will be able to:
Define self-concept and give examples of influences on the development
of self-concept.
Compare and contrast moral development as viewed through the theories
of Freud, Piaget, and Kohlberg.
define altruism, empathy, prosocial behavior, and hedonism and describe
environments and influences which encourage their development.
discuss the role of personality and temperament in the development of
prosocial behavior.
List and discuss the components which tend to increase the development
of antisocial behavior.
Chapter Eight
Gender and Peer Relationships: Middle Childhood Through Early
Adolescence
The successful student will be able to:
discuss the role of social processes, cognition, and biology in the
development of gender identity.
describe behavioral, personality, and preference characteristics based on
sex differences.
compare cognitive, schema, social learning, peer interaction,
multidimensional, and psychoanalytic theories of sex differences.
define terms and procedures through social interactions can be observed
and described. Include sociometry, social preference, social impact,
popular, rejected, neglected, and average.
describe the role of cliques and groups in social development.
Lesson Three Class Participation (5 points)
Discussion Board
Using links read the professional research and post insightful comments
on the Blackboard Discussion Board. Postings on the Discussion Board are not text
messages, but part of a profession discussion. Reflect and critically evaluate your
readings and the videos. Respond to the thoughts of your classmates.
The Lesson Three Discussion focuses on the role of modern technology, television and
the computer screen, on the developing child.
http://www.whitedot.org/issue/iss_story.asp?slug=ADHD%20Toddlers
There Is No Meaningful Relationship Between Television Exposure and
Symptoms of Attention-Deficit/Hyperactivity Disorder.Detail Only Available By:
Stevens, Tara; Mulsow, Miriam. Pediatrics, Mar2006, Vol. 117 Issue 3, p665672, 8p, 1 Diagram; DOI: 10.1542/peds.2005-0863; (AN 20067475)
Negative Psychological Effects of Watching the News in the Television:
Relaxation or Another Intervention May Be Needed to Buffer Them!Full Text
Available By: Szabo, Attila; Hopkinson, Katey L.. International Journal of
Behavioral Medicine, Jun2007, Vol. 14 Issue 2, p57-62, 6p, 3 Charts, 4 Graphs;
DOI: 10.1080/10705500701331170; (AN 26989631)
Go to http://www.johnson.cornell.edu/faculty/profiles/waldman/autpaper.html. Download the
paper from the Cornell University site concerning Autism and television watching. Read the
research and place your comments on the Discussion Board.
Read the following article concerning inclusion of students with disabilities in the
regular classroom. Discuss the advantages and disadvantages.
http://www.education-world.com/a_curr/curr034.shtml
Lesson Three Project (5 points)
Lesson Three Class Project requires you to compile two real life
observations using many of the terms presented in chapters one through eight.
Select two children you do not know and to whom you are not related. One must
be two to five years of age. The second must be in middle childhood, six through
ten years of age.
Give each subject a code name such as “Little Red Shirt” or “Muscles” to protect
their identity. Using the following Observation Sheet provide an example for
each of the terms listed. Be good to yourself. Select a verbal active subject in an
environment which allows you to get close for a sufficient amount of time to fill
in each term. Your grade on the project will be based on the presence of an
objective, behavioral example for each of the terms listed. N/A or skipping a term
will result in point deduction with the exception of abstraction. Do not expect to
be able to observe true abstraction in early or middle childhood. We do, however,
observe the rudiments of the process in “make believe” play and problem solving.
Lesson Three Test (5 points)
Prepare for the Lesson Three Test by reading Chapters Six, Seven, and Eight and
the assigned professional readings. Use the publisher website,
www.myeducationlab.com, to practice the concepts. Use the Objective Behavioral
Observation Project to review the specific terms listed. The chapter objectives outline the
most important concepts in the chapter. Review each of these areas.
Lesson Three Test is located under Tests on Blackboard and can be accessed
during the testing window. It is a timed and single entry test. You will be allowed two
hours to complete the test. Once you have entered the test you must complete the test. If
you attempt to enter, exit, and re-enter Blackboard will automatically delete your
responses and freeze the test. You may use your text book and notes, but be cautious,
you will not have sufficient time to look up each answer and provide a thoughtful
response. Be well prepared before entering the test.
Lesson Five
Chapters Nine and Ten
Objectives
Chapter Nine
Physical, Cognitive, and Identity Development in Adolescence
The successful student will be able to:
list and describe the physical changes which announce physical
progression into adolescence.
know the advantages and disadvantages of early maturation for males and
females.
discuss the theories of sexual orientation.
describe the development of formal reasoning and hypothetical deductive
thought process.
relate formal reasoning to the development of idealism.
define metacognition, imaginary audience, personal fable, and
invincibility fable.
describe the components of identity status and the affect of the
environment on the development of identity.
Chapter Ten
The Social World of Adolescence
The successful student will be able to:
discuss adolescent movement from imitation and identification with
family to other role models including peer members of the clique and
crowd.
compare and contrast parenting styles as they relate to adolescent
development.
describe the school which enhances adolescent academic orientation and
motivation.
explain the significance of determining the trajectories of risky behavior
and social deviance.
discuss the relationships among cognitive development, neuro-biological
change, and risk taking.
report the current state of community support for age appropriate activities
for adolescence.
Lesson Four Class Participation
Discussion Board
Using links and postings view the following videos, read the professional research, and
post insightful comments on the Blackboard Discussion Board. Postings on the
Discussion Board are not text messages, but part of a profession discussion. Reflect and
critically evaluate your readings and the videos. Respond to the thoughts of your
classmates.
There are several sections to this video. Watch the entire presentation.
http://www.pbs.org/wgbh/nova/thin/program.html
Lesson Four Project
Based on the case study pages 351 – 352 respond to questions 1 through 4 on page 352.
Lesson Five Test
Prepare for the Lesson Test by reading Chapters Nine and Ten and the assigned
professional readings. View the videos through the links. Use the publisher website,
www.myeducationlab.com, to practice the concepts. The chapter objectives provide an
outline of the most important concepts in the chapter. Review each of these areas.
Lesson Five Test is located under Tests on Blackboard and can be accessed only
during the testing window. It is a timed and single entry test. You will be allowed two
hours to complete the test. Once you have entered the test you must complete the test. If
you attempt to enter, exit, and re-enter Blackboard will automatically delete your
responses and freeze the test. You may use your text book and notes, but be cautious,
you will not have sufficient time to look up each answer and provide a thoughtful
response. Be well prepared before entering the test.
Lesson Six
Chapters Eleven, Twelve, Thirteen, Fourteen, and Fifteen
Objectives
Chapter Eleven
Physical and Cognitive Development in Young Adulthood
The successful student will be able to:
describe the influence of environment and culture on the development of
adulthood.
define emerging adulthood.
discuss the occurrence of peak potential.
define post formal thought.
describe the cognitive changes which occur with the movement from
adolescence to early adulthood.
compare and contrast Perry’s and Kitchener’s models of cognitive and
moral development in early adulthood.
Chapter Twelve
Socioemotional and Vocational Development in Young Adulthood
The successful student will be able to:
relate child and adult attachment theory.
list and define the categories of adult attachment.
discuss the role of attachment in adult peer and romantic relationships.
describe the application of Holland’s Theory of Personality to adult career
satisfaction.
apply Super’s developmental categories to adult career development.
define the “forgotten half.”
discuss the importance of industry and mastery in young adult
development.
Chapter Thirteen
Middle Adulthood: cognitive, Personality, and Social Development
\
The successful student will be able to:
describe the physical and cognitive changes which occur in middle
adulthood.
compare and contrast the theories of Erikson, Vaillant, Loevinger, and
Gould.
give examples of normative, history-graded and nonnormative changes.
list and describe “Family Life Cycle Stages.”
discuss Sternberg’s kinds of love.
describe the successful marital relationship.
list and define the ways in which marriages fail.
relate generativity to child rearing, work, and community involvement.
Chapter Fourteen
Living Well: Stress, Coping, and Life Satisfaction in Adulthood.
The successful student will be able to:
List the components of well being and describe their contributions.
Define diatheses and discuss the points of stress in middle adulthood.
Discuss the relationship among health, coping, and stress management.
List and describe the psychological resilience factors.
Give examples of negative and positive affectivity.
Chapter Fifteen
Gains and Losses in Late Adulthood
The successful student will be able to:
Describe the most common physical declines experienced in late
adulthood.
Discuss dementia and define the related terms: terminal drop,
cerebrovasculr accidents, multi-infarct, Alzheimer’s disease, plaques.
Give examples of age stereotyping.
Discuss the components of successful aging and the changing in socioemotional experience in late adulthood.
Define wisdom as it relates to late adult development.
List and give examples of the stages of Elizabeth Kubler-Ross’ stages of
dying.
Provide a view of “good death.”
Discuss grief work and importance of meaning.
Lesson Five Class Participation (5 points)
Discussion Board
Using links and postings view the following videos, read the professional research, and
post insightful comments on the Blackboard Discussion Board. Postings on the
Discussion Board are not text messages, but part of a profession discussion. Reflect and
critically evaluate your readings and the videos. Respond to the thoughts of your
classmates.
Watch the PBS video, The Forgetting. This is a lengthy presentation, but it provides
insights into the struggles of the family as Alzheimer’s Disease changes their loved one
and the work or research in attacking the cause of the disease.
http://www.pbs.org/theforgetting/watch/index.html
Lesson Five Project (5 points)
Case Study
Due Date December 1
Select an adult subject who is not related to you and you do not know well. The subject
may be in young, middle, or late adulthood. Write a case study including elements of
physical, cognitive, and social emotional development addressed in your text book. For
example, if the individual is in early adulthood, 20-40 years of age, you would ask
questions and make observations concerning peak physical performance, sensory acuity,
sensory motor abilities, weight, height, proportions, and general health. In the area of
cognitive you would want to include education, technical skills, memory, language
(reading, writing, speaking ability), vocabulary, problem solving, and abstraction. In the
area of social-emotional development you should address peer relationships, romantic
relationship, attachment, temperament, career development, resiliency, and personality.
Although this is a narrative, the subject’s story, refer to your earlier objective behavioral
observations to review objective writing style. Maintain your object stance while
developing a picture of the subject.
Write the case study in narrative form using headings as they relate to the pertinent
information.
Heading Examples:
Name: (Code name to protect privacy)
Site: (business, park, school, home)
Examiner: Your name
Date of birth:
Age:
Reason for Interview:
Background Information:
Physical
Cognitive
Social – Emotional
Summary and Conclusions
(This section provides a brief overview of salient features, rather like an abstract
on a research project. You may then, for the first time, offer your thoughts concerning
the subject. Remember, these are conclusions based on the objective information in the
above narrative. Refer to these examples. Use a professional style of writing. Avoid
contractions, abbreviations, and personal pronouns (I, me, my).