ILLINOIS VALLEY COMMUNITY COLLEGE
Course Syllabus
Division: Health Professions
Course: ALH 1002-101 Human Growth and Development for
Health Workers
Date:
Semester Hours:
Lecture hours per week:
Lab hours per week:
Seminar hours per week:
Other hours:
Prerequisite:
Semester Offered:
Instructor(s):
January 2005
3.0
0
0
0
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None
Spring
Patricia Pence
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CATALOG DESCRIPTION:
This course is a study of human growth and development processes as they
relate to physical, cognitive, emotional, social and moral development throughout
the life span (conception through death). Health promotion and maintenance
measures for each stage of development are introduced within the context of the
family including social and cultural aspects.
ll.
EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES:
Upon completion of the course the student will be able to:
1. Describe development - including biosocial, cognitive, and psychosocial- as
an ongoing set of processes, involving both continuity and change. .
1.1 Identify five characteristics of the life-span perspective.
1.2 Identify and describe the three domains of human development.
1.3 Discuss the three broad contexts that affect development throughout the
life span.
1.4 Describe the process of conception and the first hours of development of
the zygote.
1.5 Identify the mechanisms of heredity and explain how sex is determined.
1.6 Discuss genetic continuity and diversity, and distinguish between
monozygotic and dizygotic twins.
1.7 Differentiate genotype from phenotype, and explain the polygenic and
multifactorial nature of human traits.
1.8 Identify some environmental variables that affect genetic inheritance.
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1.9 Describe the most common chromosomal abnormalities and genetic
disorders.
1.10Describe four situations in which couples should seek genetic testing
and counseling.
1.11Describe the significant developments that occur during the germinal
period, the period of the embryo, and the period of the fetus.
1.12Identify several teratogens, describe their effect on the developing
embryo or fetus; and explain what can be done to reduce the risks
posed by these teratogens.
1.13Distinguish among low-birthweight, preterm, and small-for- gestational
age infants, and identify the causes of low-birthweight.
1.14Describe the test used to assess the newborn’s condition at birth.
1.15 Discuss the importance of medical attention at birth and the question of
medical intervention.
1.16Describe the size and proportion of an infant’s body, including how they
change during the first 2 years and how they compare with those of an
adult.
1.17 Identify risk factors and prevention measures for injury throughout the
life span.
1.18 Describe the motor, sensation, perceptual, memory, language,
behavioral, emotional, and sexual development throughout the life span.
1.19Describe the nutritional needs between the newborn and older adult and
common nutritional problems.
2. Analyze different developmental events from the perspectives of the major
theories of development and recognize those theories when used by others
to analyze events.
2.1 Describe how developmental theories help explain human behavior
and development, noting differences among grand theories,
minitheories, and emergent theories.
2.2 Discuss the major focus of psychoanalytic theories, and describe the
conflicts that occur during Freud's psychosexual stages.
2.3 Discuss the crises of Erikson's theory of psychosocial development,
and contrast them with Freud's stages.
2.4 Discuss the major focus of learning theories, and explain the basic
principles of classical and operant conditioning.
2.5 Discuss social learning theory as an extension of the learning theory.
2.6 Identify the prime focus of cognitive theory, and briefly describe
Piaget's periods of cognitive development.
2.7 Identify the major criticisms and contributions of each of the grand
theories of development.
2.8 Discuss the ideas of Vygotsky and the sociocultural theory of
development.
2.10 Discuss two theories of multiple intelligences, and discuss their
implications for intelligence testing.
2.11 Outline theories of moral development.
2.12 Explain self theories and stratification theories of psychosocial
development during late adulthood.
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3. Recall important developmental concepts and be able to recognize and apply
them to various situations.
3.1 Explain the concept of parent-newborn bonding and what research
has shown regarding bonding in humans.
3.2 Explain the Gibson’s contextual view of perception, and discuss the
idea of affordances.
3.3 Discuss the concept of social referencing.
3.4 Describe four categories of adult attachments, and discuss how each
affects the child’s attachment to the parent.
3.5 Explain how achievement and aptitude tests are used in evaluating
individual differences in cognitive growth.
3.6 Explain how children’s theory of mind and emotional understanding
evolve during middle childhood.
3.7 Explain Carol Gilligan’s view of how moral reasoning changes during
adulthood.
3.8 Identify Sternberg’s three components of love and discuss the
pattern by which they develop in relationships.
3.9 Discuss the impact of divorce, remarriage, and stress on families.
3.10 Explain how and why context and cohort affect development.
3.11 Define ageism and discuss some of the factors that contribute to ageism.
4. Explain how research contributes to the understanding of development.
4.1 List and describe the basic steps of the scientific method.
4.2 Describe scientific observation, experiments, surveys, and case studies as
research strategies.
4.3 Describe three basic research designs used by developmental psychologists.
4.4 Summarize some of the ethical issues involved in conduction research with
human subjects.
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COURSE CONTENT:
The course consists of 26 half-hour video lessons that correlate with readings from the
text. The video lessons feature interviews with experts and present-day case studies of
people and human experiences to demonstrate the application of life-span development
theories in everyday life.
(Also refer to terms/concepts at end of chapters in text and student guide book.)
Unit 1:
scientific study
replicate
life-span perspective
experiment
plasticity
scientific observation
biosocial domain
correlation
cognitive domain
independent variable
psychosocial domain
dependent variable
social construction
survey
socioeconomic status
case study
culture
cross-sectional research
developmental theory
cognitive theory
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grand theories
minitheories
emergent theories
psychoanalytic theory
learning theory
stimulus
response
conditioning
ethnic group
scientific method
chromosome
cross-sequential research
phenotype
heredity
genotype
gamete
trisomy-21 (Down syndrome)
twenty-third pair
monozygotic twins
zygote
Unit 2:
neuron
axon
dendrites
synapse
neurotransmitter
cortex
binocular vision
reflexes
breathing reflex
affordance
graspability
visual cliff
dynamic perception
object permanence
reminder session
social smile
stranger wariness
separation anxiety
attachment
self-awareness
personality
secure attachment
foster care
cognitive equilibrium
sociocultural theory
guided participation
epigenetic systems theory
zone of proximal development
reinforcement
modeling
social learning
longitudinal research
cohort
hypothesis
gene
genetic code
multifactorial traits
spontaneous abortion
polygenic traits
Human Genome Project
dizygotic twins
genetic counseling
sucking reflex
rooting reflex
gross motor skills
habituation
fine motor skills
myelination
otitis media
marasmus
kwashiorkor
telegraphic speech
babbling
underextension
overextension
Motherese
sensorimotor intelligence
temperament
goodness of fit
social referencing
Strange situation
proximity-seeking behaviors
contact-maintaining behaviors
insecure attachment
injury control
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permanency planning
kinship care
primary prevention
secondary prevention
symbolic thinking
preoperational thought
centration
egocentrism
conservation
guided participation
zone of proximal development
sociodramatic play
prosocial behavior
antisocial behavior
instrumental aggression
reactive aggression
relational aggression
rough-and-tumble play
authoritarian parenting
phobia
trust versus mistrust
child maltreatment
abuse
neglect
tertiary prevention
scaffold
private speech
scripts
theory of mind
fast mapping
overregularization
initiative versus guilt
permissive parenting
authoritative parenting
gender differences
phallic stage
Oedipus complex
bullying aggression
Electra complex
oral stage
anal stage
autonomy versus shame and doubt
Unit 3:
Body mass index
obesity
reaction time
achievement tests
aptitude tests
IQ tests
child with special needs
mainstreaming
DSM-IV
inclusion
conventional moral reasoning
postconventional moral reasoning
control processes
selective attention
automatization
informal code
concrete operational thought
identity
industry versus inferiority
social cognition
peer group
social comparison
autism
Asperger syndrome
mental retardation
learning disability
dyslexia
dyscalcula
ADHD
developmental psychopathology
resource room
information-processing theory
sensory register
formal code
total imersion
bilingual education
bilingual-bicultural education
reversibility
total immersion
preconventional moral reasoning
aggressive-rejected children
withdrawn-rejected children
bullying
family structure
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society of children
body image
puberty
gonads
menarche
growth spurt
gateway drugs
spermarche
secondary sex characteristics
formal operational thought
hypothetical thought
inductive reasoning
deductive reasoning
adolescent egocentrism
invincibility fable
identity
identity versus role confusion
identity achievement
foreclosure
negative identity
identity diffusion
incidence
Unit 4:
senescence
homeostasis
organ reserve
infertility
pelvic inflammatory disease (PID)
in vitro fertilization (IVF)
synthesis
Defining Issues Test (DIT)
thesis
intimacy versus isolation
generativity versus stagnation
social clock
gateways to attraction
cohabitation
homogamy
role buffering
glaucoma
autoimmune diseases
global disease burden
mortality
morbidity
adolescence
personal fable
childhood sexual abuse
drug abuse
drug addition
drug use
primary sex characteristics
generational forgetting
life-course persistent offender
adolescent-limited offender
imaginary audience
person-environment fit
volatile mismatch
STD
identity moratorium
parental monitoring
peer pressure
suicidal ideation
parasuicide
prevalence
cluster suicide
drug addiction
set point
body mass index
anorexia nervosa
bulimia nervosa
postformal thought
dialectical thought
moral reasoning
antithesis
heterogamy
social homogamy
common couple violence
patriarchal terrorism
glass ceiling
role overload
familism
vitality
QALYs (quality-adjusted life years)
menopause
climacteric
osteoporosis
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disability
general intelligence
fluid intelligence
crystallized intelligence
practical intelligence
middle age
sandwich generation
midlife crisis
Big Five
ecological niche
gender crossover
Unit V:
ageism
gerontology
primary aging
maximum life span
genetic clock
implicit memory
life review
stratification theory
activity theory
continuity theory
social convoy
activities of daily living
respite care
palliative care
physician-assisted suicide
hormone replacement therapy (HRT)
plasticity
expertise
expert
surrogate parents
remote grandparents
involved grandparents
companionate grandparents
kinkeeper
mentor
elderspeak
wear-and-tear theory
secondary aging
average life expectancy
explicit memory
dementia
self theories
disengagement theory
dynamic theories
Elderhostel
frail elderly
instrumental activities of daily living
living will
hospice
voluntary euthanasia
IV.
INSTRUCTIONAL METHOD:
Videotapes containing lecture content
Individual written research paper
Individual written Internet research paper
Tests
V.
INSTRUCTIONAL MATERIALS:
Telecourse Student guidebook
Videotapes
Handouts
VI.
STUDENT REQUIREMENTS AND METHODS OF EVALUATION:
1.
2.
3.
4.
Readings: Read and study the assigned material in the text.
View the videotapes assigned for each unit.
Complete the telecourse student guidebook for each of the chapters assigned.
Complete the required written paper assignments.
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5. Five exams must be taken on the designated dates. This course is designed to
be completed in one semester. Each test must be completed by the test date
specified on the Course Orientation Sheet. Contact your instructor with any
questions or if you need an extension to better prepare for an exam. Explain the
circumstances by phone or e-mail prior to the scheduled exam. Extensions for
taking the exams are granted at the discretion of the instructor. Failure to request
an extension will result in a grade of 0% by the test date specified on the Course
Orientation Sheet.
6. In general, all exams are not cumulative. Each exam covers only the material
covered since the previous exam, including material from both the text and
videotapes. All exams are multiple-choice questions.
7. The tests can be taken either in the IVCC Assessment Center (224-0542 or 2240552), Ottawa Reddick Library, Princeton Matson Library, Mendota GravesHume Library or in the Streator Library. You must show proper ID and leave
your textbooks, notes, handbooks, etc. with the librarian while taking the exam.
Utilizing the Assessment Center for testing requires a scheduled appointment.
8. Grade notification: Students will be notitified of test grades and assignment
grades by e-mail, or by mail if necessary. Each student will need to send me
written permission by postal mail or with your first test. In the written permission,
you need to include your social security number or student ID number, the
mailing address or e-mail (best to send me an e-mail in addition) and your
signature. No grades will be given out over the phone. No grades will be sent
during the semester without your written permission.
9. Success in this course depends, primarily, on a disciplined schedule of studying
the text and video lessons, reviewing the study guide, and taking the tests
according to the designated deadlines.
10. Suggested learning activity: The Web site for the text provides a variety of
interactive activities to enhance your telecourse experience. The Web site
includes chapter outlines, self-scoring practice quizzes, flashcards on chapter
terms and concepts, critical thinking questions, and interactive Web links. This
site can be accessed at www.worthpublishers.com/bergerlifespan5e.
11. At the beginning of the course will be an optional orientation meeting with the
instructor. The meeting is scheduled on January 10th from 1:15-2:15 pm in room
D229. During this meeting the instructor will explain the course expectations and
guidelines for the written assignments. It is highly recommended that you attend.
12. You are required to make one personal contact with the instructor either by
phone, email, or at the instructor’s office between February 28th and March 4 th.
This contact with your instructor is to confirm, reassure, or clarify your progress
and success in this course.
13. The Transitions Throughout the Life Span vidoetapes are available in the IVCC
Jacobs Library and can be viewed any time the library is open (see library hour
information at www.IVCC.edu or call 224-0306. Tapes may also be viewed at the
Princeton, Ottawa, Streator, and Mendota public libraries during regular
operating hours. Simply go to the main desk of the library and request the
“Transitions Throughout the Life Span” videotapes. If you are not familiar with
the library’s VCR, ask the librarian for assistance. Students must provide a
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student ID to view the videotapes. See the Course Orientation Sheet for
information on checking out the videotapes.
Important Notes:
1. All nursing students or pre-nursing students must attain a C in this course in order
for it to be applied as credit in the IVCC's nursing program.
2. Any student caught cheating on an exam or assignment will automatically receive a
grade of zero for that exam or assignment. The student may also be subject to
further disciplinary action in accordance with the Student Code of Conduct.
3. Plagiarism is illegal. Any student caught plagiarizing will receive a zero for the
paper and may be subject to further disciplinary action in accordance with the
Student Code of Conduct.
4. Assignments will receive the following point values:
Internet research paper:
100 points
Research paper:
100 points
Assignments can be mailed, turned in to the instructor in person during office hours,
or dropped off at the front desk. Please request that the front desk personnel stamp
your assignment with the date that you turned in your assignment.
5. Extra credit points up to a total of 15 points are available by completing at least 2
hours of volunteer work per event, such as at a health fair, blood drive, donating
blood, children’s book sale, homeless shelter, day care center, etc. A signed note by
a person responsible for the event indicating the volunteer event and date will need
to be turned in to the instructor for credit. Each event will count for 5 points.
6. Your final semester grade will be determined by calculating the percentage of total
points scored out of all exams and assignments. The following grading scale will be
used:
A…90-100%
B…80-89%
C…70-79%
D…60-69%
F…59% and below
Vll. REFERENCES:
Berger, Kathleen Stassen, The Developing Person Through the Life Span, 6 th edition.
Worth Publishers, 2005.
Telecourse Student Guide to accompany text.
You will also need the Course Orientation and Outline and a Handbook for Telecourse
Students. These are available in the bookstore free of charge.
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