Course Syllabus
Division: Health Professions ll.
Course: ALH 1002-101 Human Growth and Development for
Health Workers
Date:
Semester Hours:
Lecture hours per week:
Lab hours per week:
August 2005
3.0
0
0
Seminar hours per week: 0
Other hours: 0
Prerequisite:
Semester Offered:
None
Fall
Instructor(s): Patricia Pence l. 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.
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.
1.10 Describe four situations in which couples should seek genetic testing and counseling.
1.11 Describe the significant developments that occur during the germinal period, the period of the embryo, and the period of the fetus.
1.12 Identify 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.
1.13 Distinguish among low-birthweight, preterm, and small-for- gestational age infants, and identify the causes of low-birthweight.
1.14 Describe 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.
1.16 Describe 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.
1.19 Describe 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. lll. 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.
Unit 1: Introduction, theories of development, heredity and environment, prenatal development and birth.
Unit 2: The first two years: infants and toddlers.
Unit 3: The play years.
Unit 4: The school years.
Unit 5: Adolescence.
Unit 6: Early adulthood.
Unit 7: Middle adulthood.
Unit 8: Late adulthood.
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VI.
IV. INSTRUCTIONAL METHOD:
Videotapes containing lecture content
True/False questions
Individual projects
Tests
STUDENT REQUIREMENTS AND METHODS OF EVALUATION:
1. Readings: Read and study the assigned material in the text.
2. It is recommended that students view the videotapes assigned for each unit.
3. It is recommended that students complete the telecourse student guidebook for each of the chapters assigned.
4. Complete and submit the required true/false questions after every chapter.
5. Complete and submit the required written projects (see instruction sheet).
6. Five exams must be taken during the designated week . This course is designed to be completed in one semester. Each test must be completed by the end of the test week as 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.
7. 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.
8. The tests can be taken either in the IVCC Assessment Center (224-0542 or 224-
0552), Ottawa Reddick Library, Princeton Matson Library, Mendota Graves-
Hume 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 .
9. 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 student ID number, the mailing address or e-mail and your signature. No grades will be given out over the phone. No grades will be sent during the semester without your written permission.
10. 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.
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11. 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.
12. At the beginning of the course will be an optional orientation meeting with the instructor. See Course Orientation Sheet. During this meeting the instructor will explain the course expectations and guidelines for the written assignments. It is highly recommended that you attend.
13. You are required to make one personal contact with the instructor either by phone, email, or at the instructor’s office halfway through the course.
This contact with your instructor is to confirm, reassure, or clarify your progress and success in this course.
14. The Transitions Throughout the Life Span vidoe sets are available to check out 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. If you are not familiar with the lib rary’s VCR, ask the librarian for assistance. Students must provide a student ID to check out the video sets. See the Course Orientation Sheet for information on checking out the video sets.
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. Exams and assignments will have the following point values:
10 True/False questions for each chapter (26 chapters) for total of 260 points.
2 Individual project assignments (20 points each) for a total of 40 points.
5 multiple/choice exams (50 questions each) possible total of 250 points.
True/False questions must be turned in with the test. Individual project assignments may be turned in with your tests, mailed 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 for up to a total of 40 points are available by completing any other individual project included in the project handouts. Each project is worth 20 points. Extra credit projects must be turned in prior to the final exam to be counted in total points for the course.
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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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