University of North Carolina at Chapel Hill - School of Education
EDUC 827
Human Development
Thursdays 1:00-3:50
3 graduate credit hours
Syllabus revised August 2013
Instructor:
Mr. Michael Caprino
Email: caprino@live.unc.edu
UNC-CH School of Education Conceptual Framework
The conceptual framework of the School of Education is Preparing Leaders in Education for Excellence
and Equity in a Democratic Society.
Preparing Leaders in Education
The School of Education is committed to the preparation of candidates who can assume leadership roles in
the field of education. Such preparation is accomplished through the coherent integration of the abilities
and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of
academic and field settings. Candidates accept their professional responsibilities and focus their expertise
and energy on supporting student development and learning. They must work to maintain a meaningful
involvement in activities within schools and in partnership with parents and the community.
The growth and development of candidates is promoted through curriculum, instruction, research, field
experiences, clinical practice, assessments, evaluations and interactions with faculty and peers. All of these
elements work together to build a solid foundation for exemplary practice in education, creating
educational practitioners who are prepared to better serve children, families and schools, as well as
business and agencies of government within North Carolina, across the nation and throughout the world.
For Equity and Excellence
Preparation of educational leaders for today's society is based in values of equity and excellence that assure
our candidates' and their students' future success. Attending to the challenge of promoting both equity and
excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at
risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest
possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all
students are well served and that all are encouraged to perform at their highest level.
Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It
begins with the recognition that there is individual and cultural achievement among all social groups and
that this achievement benefits all students and educators. Equity acknowledges that ignorance of the
richness of diversity limits human potential. A perspective of equity also acknowledges the unequal
treatment of those who have been historically discriminated against based on their ability, parents' income,
race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of
gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners
have access to high quality education in order to release the excellence of culture and character which can
be utilized by all citizens of a democratic society.
Within the School of Education, excellence is seen as striving for optimal development, high levels of
achievement and performance for all and in all that is done. In preparatory programs across grade levels,
curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward
expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully
developing candidates, not only academically but also in moral and political senses.
In a Democratic Society
The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is
best accomplished through preparation for a democratic society. Democracy around the globe is an ideal,
one with the potential to meet the needs, recognize the interests and establish the rights of all citizens.
Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by
all.
School of Education Conceptual Framework Principles
The School of Education is committed to diverse, equitable, democratic learning communities. As a result,
candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to
support the development and education of all students.
The School of Education uses the following unit principles, applicable at all program levels, to identify the
knowledge and skills that are central to preparation of candidates. It is the School of Education’s goal that
candidates will become leaders supporting and promoting the development, teaching and learning of all
students in multiple contexts.
1. Candidates possess the necessary content knowledge to support and enhance student development
and learning.
2. Candidates possess the necessary professional knowledge to support and enhance student
development and learning, including meeting student needs across physical, social, psychological,
and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to
enhance student learning.
3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate
assessments.
4. Candidates view and conduct themselves as professionals, providing leadership in their chosen
field, including effective communication and collaboration with students and stakeholders.
SOE Conceptual Framework Dispositions
Certain dispositions are essential to prepare leaders who support equity and excellence in education within
a democratic society. Dispositions are beliefs that foster commitments, leading to actions within
educational environments with students, colleagues, families, and communities. Candidates strengthen
these dispositions as they think deeply, reflect critically and act responsibly in their professional practice.
These dispositions are interconnected with knowledge and skills; specific dispositions connect to and
exemplify unit principles, facilitating their enactment in particular programs.
1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn,
and make positive contributions to society.
2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection
can improve professional practice.
Course Description
The course emphasizes theories of child and adolescent development plus research findings that aid in the
understanding of human behavior and development. Counselors perceive that the primary purpose of their
helping role is to foster human development--that is, counselors believe that all individuals face tasks,
challenges, and issues as they progress through the life span, and that counseling can be a most effective
process for addressing and responding to these concerns. To this end, the ultimate goal of this course is to
help school counselors in training value the developmental histories of their students and stakeholders to
the extent that they reflexively incorporate developmental perspectives in their future work as they seek
insight into children’s concerns and design effective counseling interventions to address them. This
requires of the professional school counselor the ability to: 1) think critically about individuals within a
developmental framework, 2) employ effective helping skills to gain insight as to how the life experiences
and unmet developmental needs impact individuals, and 3) make clinical and ethical decisions that reflect
sensitivity to individuals’ developmental progress, life experiences, and unique personal history. Therefore,
students in the course are asked to think critically as they integrate this knowledge with their prior learning
in the areas of helping skills, counseling theories, and strengths-based intervention planning and
implementation. It is important that professional school counselors possess a holistic understanding of the
entire spectrum of human lifespan development from gestation through death. Therefore, while the
structure of the course emphasizes the physical, cognitive, and socio-emotional development of individuals
over the elementary, middle, and high school years in particular, students of the course will be introduced
to the entire process of human development. The course encourages students to think critically about how
development occurs in environmental and biological contexts, draw relevant connections to prior
experiences with individuals in workplace or other settings, and apply course learning to their own
development (personally as human beings and professionally as school counselors in training) and to the
populations with whom they will work.
Course Objectives


Students will demonstrate knowledge of physical, cognitive and social/emotional development in
the lifespan.
Students will articulate understanding of bioecological systems and transactional theories, in which
characteristics of the child, family, culture and society interact to influence children’s early and
ongoing development.
UNC-CH School Counseling Program Conceptual Framework
Preparing School Counselors in the Strengths-Based School Counseling Model
The M.Ed. program in School Counseling at the University of North Carolina is predicated on the
Strengths-Based School Counseling (SBSC) model that asserts that the school counselor’s primary role is
to promote and advocate for positive youth development for all students and for the environments that
enhance and sustain that development.
The SBSC approach characterizes positive youth development as nurturing and enhancing empirically
identified student strengths or competencies rather than focusing on student weaknesses and problem
areas.
SBSC provides a framework to guide the practice of school counseling in the 21st century that is both
compatible with and operationalizes many of the features of the ASCA National Model for School
Counseling Programs.
Strengths-based school counselors employ a variety of direct (e.g., counseling, classroom guidance) and
systemic (e.g., consultation, advocacy) level interventions to promote culturally relevant student
development in the academic, personal/social, and career domains. The strengths-based perspective
identifies the counselor as a school leader who works with students, teachers, administrators, parents, and
other members of the community and promotes strengths-enhancing environments for all students. SBSC
is guided by six principles listed below.
The Six Guiding Principles of Strengths-Based School Counseling
Promote Context-Based Development for All Students
Contemporary developmental theorists and researchers emphasize the influential and interactive role that
context (e.g., culture) and environment play in human development. Thus, school counselors should
acknowledge and seek to incorporate contextual factors in their efforts to facilitate positive development
for all students.
Promote Individual Student Strengths
Strengths-Based School Counseling focuses on helping students build on or further enhance their current
culturally relevant strengths and competencies as well as develop additional ones that have been shown to
be associated with positive development.
Promote Strengths-Enhancing Environments
Strengths-enhancing environments are associated with positive youth development; therefore, an
important function of the school counselor is to actively promote these types of environments through
leadership, collaboration, advocacy and other system-level interventions.
Emphasize Strengths Promotion over Problem Reduction and Problem Prevention
Rather than placing the school counselor in a reactive mode of functioning by focusing on problem
prevention and remediation, Strength-Based School Counseling focuses on promoting positive
development which allows the school counselor to assume a more proactive role and serve a much larger
number of students.
Emphasize Evidence-Based Interventions and Practice
Adhering to the premise that research knowledge provides the most reliable source of guidance in
determining appropriate and effective interventions, the strengths-oriented school counselor is committed
to evidence-based practice.
Emphasize Promotion-Oriented Developmental Advocacy at the School Level
In Strengths-Based School Counseling, school counselor’s advocacy efforts will focus primarily on
lobbying for system policies and environments that enhance development for all students and secondarily
on identifying and removing barriers. The school counselor’s advocacy is concerned with assuring access,
equity, and educational justice for all students.
Course Standards & Objectives
(Relevant 2009 CACREP Standards)
3. HUMAN GROWTH AND DEVELOPMENT – studies that provide an understanding of the nature
and needs of persons at all developmental levels and in multicultural contexts, including all of the
following:
a. theories of individual and family development and transitions across the life span;
b. theories of learning and personality development, including current understandings about
neurobiological behavior;
c. effects of crises, disasters, and other trauma-causing events on persons of all ages;
d. theories and models of individual, cultural, couple, family, and community resilience;
e. a general framework for understanding exceptional abilities and strategies for differentiated
interventions;
f. human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal and
abnormal behavior;
g. theories and etiology of addictions and addictive behaviors, including strategies for
prevention, intervention, and treatment; and
h. theories for facilitating optimal development and wellness over the life span.
Course Competencies
The counselor-in-training will demonstrate:
1. Knowledge and understanding of the counseling process as it relates to life-span development and
theories of human development
2. Knowledge and understanding of the counseling process as influenced by environmental, sociocultural, and historical events in human development
3. Knowledge and understanding of the influences on counseling of physical, cognitive, and social
development at selected life stages
4. Knowledge and understanding of the counseling process as influenced by loss, death, and grief issues
at various life stages
5. Awareness of and skill in identifying counseling needs and interventions related to life stages
6. Knowledge of selected readings in professional counseling literature that relate to developmental issues
Instructional Counseling and Pedagogical Philosophy Samuel Coleridge wrote, “There is an art of
which everyone should be a master – the art of reflection. If you are not a thinking human being, to what
extent are you human at all?” The instructor believes that as counselors we must be in constant reflection,
that we have a responsibility to create in ourselves an avid self-awareness as well as an awareness of
others. This is especially true as we are in the process of attaining the knowledge and practicing the skills
of our future profession. It is, therefore, imperative that students preparing for their work with children in
schools engage in this kind of reflection – not only so that no harm be done to their minor clients, but also
so they have hope of helping them. The readings and assignments are structured so as to encourage
students’ movement toward thinking critically and reflectively about children, families, schools, various
systemic educational processes, their role as counselors, the counseling profession, education, society, and
much more. It is expected that not only all of the assignments and readings will be completed prior to class,
but also that thoughtful consideration/reflection of those will have taken place before, or will be ready to
take place during, class.
Topical Outline of Course Content
1. Survey of life-span development and theories of human development from a counseling perspective.
2. Examination of counseling needs based on environmental, socio-cultural, and historical influences in
human development.
3. Influences of physical and cognitive development on counseling persons in different life stages.
4. Identification of influences of intelligence, learning, and information processing on the counseling
process throughout the life span.
5. Self-concept, social development, gender issues, sexual orientation, spiritual and moral development as
issues in counseling at different life stages.
Technology Statement
This course requires counselors-in-training to:
 Access class handouts and information via email and Sakai
 Use word-processing to complete assignments
 Search online journals and supplemental sources
 Post or email documents online for whole-class access
 Create a PowerPoint Presentation
 Use the “Smart Classroom” Technology for presentations
Required Text

Berk, L. E. (2010). Exploring lifespan development (2nd Ed.). Boston, MA: Allyn and Bacon.
Optional Text

Swartwood, M., Trotter, K. H. (2003). Observing children and adolescents: Student workbook.
Belmont, CA: Wadsworth Publishing/Cengage Learning.
Grading:
Your final grade in the course will be determined by the number of course points earned on weekly chapter
quizzes, the Development Diversity Project and Presentation, Developmental Profile and Developmental
Change Project. The maximum number of course points that can be earned is 237. There will be optional
opportunities to earn “extra credit points” that will be added to your course points total. All grades will be
assigned based upon the Course Points Earned Table shown below.
Course Points Earned Table
UNC Grade
Earned
High
to
Low
H
237
to
207
P
206
to
176
L
175
to
145
F
148 and below
Course Activities and Expectations
Attendance & Participation Attendance and regular participation are hallmarks of responsible professional
behavior for all educators. As beginning professionals, students in this class are expected to attend, participate,
and be responsible for contributing to classroom discussion. All absences must be accompanied by
communication with the professor. An absence will be considered “excused” only if the student contacts the
professor (in writing – via email is acceptable) with regard to the reasoning for your absence. Excused
absences do not include social functions, vacations, or other nonessential activities. If you do not contact the
professor with regard to your absence - your absence will be considered “unexcused”.
Quality participation is characterized by the following:
 On-time attendance at each class meeting
 Active, enthusiastic participation in class discussions and activities
 Preparation and understanding of the assigned readings
 Asking of thoughtful questions
 Responding to other students’ comments in a responsible and constructive manner
 Contributing consistently without dominating discussion
 Leadership and active participation in small group activities
Class Readings and Lecture Topics
Be prepared for class discussion by doing assigned readings before class. Lecture and discussion topics will
be related, but in some cases, not identical to, text content.
Syllabus
This course syllabus is a guideline for the course, not a contract. Therefore, the professor reserves the right to
change topics, dates and activities. If changes are in fact needed, sufficient notice of changes will be provided.
SAKAI
Each student is required to use the Sakai website for this course. Each chapter quiz can be found on the
course’s link. These quizzes will not be available for you to complete after the due date. All assignments and
projects will be listed on Sakai. You can also check the progress of your grades on this site throughout the
course.
University of North Carolina Policies
Disability Services Information
If you have a medical condition/disability that may require reasonable accommodation to ensure equal access
to this course, please contact the Department of Disability Services at 962.8300, on the internet at
http://disabilityservices.unc.edu/eligibility/index.html or via email at disabilityservices@unc.edu
Honor Code Information
The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial
system for over 100 years. The system is the responsibility of students and is regulated and governed by them,
but faculty share the responsibility. If you have questions about your responsibility under the honor code,
please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of
Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student
Congress, contains all policies and procedures pertaining to the student honor system. Your full participation
and observance of the honor code is expected. If you require further information on the definition of
plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or
additional information on the Honor Code at UNC, please visit http://honor.unc.edu.
Policy on Prohibited Harassment and Discrimination
The University of North Carolina at Chapel Hill is committed to providing an inclusive and welcoming
environment for all members of our community. In accordance with its Policy Statement on NonDiscrimination, The University of North Carolina at Chapel Hill does not discriminate in offering equal
access to its educational programs and activities or with respect to employment terms and conditions on the
basis of an individual’s race, color, gender, national origin, age, religion, creed, disability, veteran’s status,
sexual orientation, gender identity or gender expression (hereinafter his/her “protected status”).
The University recognizes the rights of all members of the University community to learn and work in an
environment that is free from harassment and discrimination based on his/her protected status as described
above. Any harassment or discrimination of University students, and employees, including faculty, EPA
non-faculty, SPA employees, post-doctoral scholars, and student employees is prohibited.
This policy also prohibits retaliation against an individual who in good faith utilizes the procedures herein
included as appendices and/or participates in any investigation related to an allegation of prohibited
harassment or discrimination.
Course Projects, Assignments, and Quizzes Lifespan Development
Assignment
Due Date
Points
10 pts
each
Description & Grading Criteria
For each of the assigned chapters you will have 10 questions to answer which are
directly related to the previous week’s topic and required reading. The due dates
for each of these quizzes are listed on your course schedule. These quizzes will all
be open and available for you to complete at any time so if you would like to work
ahead of the scheduled readings you can do so. Please note that you are also given
an extra week to complete these quizzes past when the assigned readings for class
were due. This will allow you to read your chapter for each class, listen to the class
lecture and participate in any group activities and projects, and then have a week to
complete the quiz on that content. Late quiz submissions will not be permitted.
Each chapter quiz can be found under each chapter entry on Sakai. IMPORTANT:
These quizzes will not be available for you to complete after 11:55p.m. of due date
as listed. If you do not submit your quiz by the due date your score will be 0 out of
10.
Assigned
Chapter
“Sakai” Chapter
Quizzes
12 dates listed
on Course
Schedule
Development
Diversity
Project &
Presentation
The
presentations
will be
scheduled in
the last half of
the semester as
listed on the
class schedule
in this syllabus
63
This PPT presentation must be submitted to Sakai and emailed to your professor at
caprino@live.unc.edu by midnight the day BEFORE your presentation date. For
example if you present on November 14th, then your PPT must be uploaded to the
site and emailed to Mr. Caprino by midnight on November 13th. Mr. Caprino will
then have all of the presentations for the class ready on the computer. For grading
criteria and outline description refer to the “Diversity in Development PowerPoint
Project & Presentation Instructions” included in this syllabus.
Three
Developmental
Profiles
November 21st
9 pts x 3
Reports:
27
The completed Observation Report Forms should be sent to Sakai on the assigned
due date. You will submit three observation forms, one for each developmental
level.
(Totaling
120)
“Developmental
Change” Fact
Sheet
November 14th
27
OPTIONAL:
Extra Credit
As listed on
Course
Syllabus
12
“Developmental Change” Issue Fact Sheet: Prepare a fact sheet with references that
provides an overview of findings in the current professional literature regarding the
area of developmental change. Include strengths based concepts such as resilience,
positive psychology, and developmental assets. In an attempt to build the reference
resources necessary to professional school counselors, students will bring one copy
for each student enrolled in the course plus the instructor to class on the due date.
Topic sign-ups will take place in class during the first or second class session.
Within the Course Schedule you will have Extra Credit Assignments for each
chapter. Each of these extra credit assignments are the vocabulary concept
crosswords for each chapter you will find in Sakai. Most Chapters have two
crosswords while some only have one - make sure to complete only the assigned
Extra Credit crossword. You will not need to complete two per chapter only the
ones listed below! For each chapter, you can earn 1 point. You are allowed one
error per chapter. If you have two errors, then you will earn a half extra credit
point. If you have three or more errors then you will not receive any extra
credit. These extra credit assignments must be completed by the due date. Late
submissions will not be accepted. (The points that you earn through these Extra
Credit Assignments are “Extra Credit Points” –they will be added to your total
number of Course Points earned and are equal to the points you earn on quizzes and
other assignments.) 1.1, 2.1, 3.1, 4.1, 5.2, 6.2, 7.2, 8.1, 9.1, 10.1, 11.1, 12.1
EDUC 827 Lifespan Development: Course Schedule
Class
#
#1
8/22
#2
8/29
Topic
Course Introduction to
Lifespan Development
History, Theory, and Research
Strategies of Lifespan
Development
&
Biological and Environmental
Foundations of Lifespan
Development
Readings
This is what’s due Today…
(These readings should be
completed prior to class.)
* Quizzes & Extra Credit Assignments are due by
11:55 p.m. on Thursdays on Sakai
N/A
N/A
Chapter 1
&
Chapter 2
Chapter 1 Quiz
(10 questions)
#3
9/5
#4
9/12
Prenatal Development, Birth,
and the Newborn Baby
&
Physical Development in
Infancy and Toddlerhood
Cognitive Development in
Infancy and Toddlerhood
&
Emotional and Social
Development in Infancy and
Toddlerhood
Chapter 3
&
Chapter 4
Chapter 1 Extra Credit
Chapter 2 Quiz
(10 questions)
Chapter 2 Extra Credit
Chapter 3 Quiz
(10 questions)
Chapter 5
&
Chapter 6
Chapter 3 Extra Credit
Chapter 4 Quiz
(10 questions)
Chapter 4 Extra Credit
Chapter 5 Quiz
(10 questions)
#5
9/19
Physical & Cognitive
Development in Early
Childhood
Chapter 7
Chapter 5 Extra Credit
Chapter 6 Quiz
(10 questions)
Chapter 6 Extra Credit
Chapter 7 Quiz
(10 questions)
#6
9/26
Emotional and Social
Development in Early
Childhood
Chapter 8
Chapter 7 Extra Credit
Class
#
#7
10/3
Topic
Physical & Cognitive
Development in Middle
Childhood
Readings
(These readings
should be completed
prior to class.)
This is what’s due Today…
* Quizzes & Extra Credit
Assignments are due by 11:55pm on
Thursdays on Sakai
Chapter 8 Quiz
(10 questions)
Chapter 9
Chapter 8 Extra Credit
Chapter 9 Quiz
(10 questions)
#8
10/10
Emotional and Social
Development in Middle
Childhood
Chapter 10
Chapter 9 Extra Credit
Developmental Diversity Project
Student Presentations
Fall
Break
Physical, Cognitive, Social &
Emotional Development in
Early Adulthood (optional
reading/no quiz on this
material)
No Class: Fall Break
N/A
Chapters 13 & 14
Chapter 10 Quiz
(10 questions)
#9
10/24
Physical & Cognitive
Development in Adolescence
Chapter 11
Chapter 10 Extra Credit
Developmental Diversity Project
Student Presentations
#10
10/31
Physical & Cognitive
Development in Adolescence
Chapter 11
(Continued)
Developmental Diversity Project
Student Presentations
No Class Today
School Counseling Conference
11/7
Class
#
Topic
Readings
(These readings
should be completed
prior to class.)
This is what’s due Today…
* Quizzes & Extra Credit
Assignments are due by 11:55pm on
Thursdays on Sakai
Chapter 11 Quiz
(10 questions)
#11
11/14
Chapter 11 Extra Credit
Emotional & Social
Development in Adolescence
Chapter 12
“Developmental Change” Fact Sheet
Developmental Diversity Project
Student Presentations
Chapter 12 Quiz
(10 questions)
#12
11/21
Emotional & Social
Development in Adolescence
Chapter 12
(Continued)
Chapter 12 Extra Credit
Developmental Profile
Developmental Diversity Project
Student Presentations
Diversity in Lifespan Development
PowerPoint Project & Presentation* Instructions
Purpose of this Project:
The purpose of this project is to provide students an opportunity to explore the issues of lifespan development that
are affected by a specific type of diversity.
Choose a topic related to a type of diversity that affects lifespan development. (Some topics will be listed on the
sign-up sheet which will be presented on one of the first days of class.) There will also be a few presentation time
slots available to students whom would like to choose another topic not listed. It is important to note that approval
of a non-listed topic must be pre approved by the instructor. This approval may be done in person or via email.
Prepare a PowerPoint presentation as described in the outline below. You will present your PowerPoint in class. It
is advisable to rehearse and time yourself in order to ensure that you meet the time guidelines. (Refer to grading
rubric for entire diversity project.)
PPT Submission
Your PPT presentation must be submitted to and emailed to your professor at caprino@live.unc.edu by midnight the
day BEFORE your presentation date. For example if you present on November 14th, then your PPT must be
uploaded to the Sakai site and emailed to Mr. Caprino by midnight on November 13th. Mr. Caprino will then have
all of the presentations for the class ready on the classroom computer.
a. Email your PPT to the professor at (caprino@live.unc.edu) and yourself. Title the file by your last name
and topic, for example, “CaprinoAutism”
b. Post PPT to Sakai for Grading (Points will be taken off for late submissions.)
c. Post to Sakai on “Resources” Group / Class Folder
d.
Presentation Back-Up I will have all of the PPTs that each of the presenters emailed to me by midnight the night
before your presentation up on the computer. Make sure to email the PPT to yourself as well as bring it on a flash
drive. It is important to have a “back-up plan” if your first attempt does not work.
Sample PowerPoint Presentation You can view a sample presentation on Sakai. The PPT will follow the outline
guide as listed in this syllabus. This sample project will also be presented in class by Mr. Caprino so that students
can observe what is expected during their own presentations.
Cite all resources Make sure to cite all of your resources whether from the internet, text or journal article.
Student Time Keeper: There will be a “Student Time Keeper” for each day presentations will be given. This
student presenter will keep time and discretely show the presenter small references to “3 Min. Left” and “1 Min
left”. This will assist the student presenters in keeping appropriate pace.
*In addition to presenting this project in class you will be required to upload this assignment and rubric as an
“artifact” for CACREP Accreditation Standards.
Lifespan Developmental Diversity PPT Outline & Rubric
Student(s):
Date:
Topic:
______________________________________________________
______________________________________________________
______________________________________________________
Content
Slide #
1
2
Points
Possible
&
Earned
a.
b.
c.
Topic
Student’s Full Name
Presentation Date
___ / 3
Definition of this Area of Diversity: for the purpose of this presentation, how do you define this diversity area?
During Your presentation: This will be one of the most important slides of your presentation. Make sure that
you know this condition / disability very well so that you can speak to it throughout your presentation. Make
sure to state why you selected this area of diversity? (Ex: curiosity, past experiences with individuals in this diversity
___ / 5
group, etc.)
3
4
5
6
7
8
9
10
Demographics/ Statistics: How prevalent is this area of diversity? (Make sure to cite your sources.) – Make
sure to have a minimum of two statistics to discuss.
Physical Development Impact: How might this area of diversity affect areas of fine and gross physical motor
development?
Cognitive Development Impact: How might this area of diversity affect areas of Cognitive development?
Emotional & Social Development Impact: How might this area of diversity affect areas of Emotional and
Social development? (Include Strengths, Resiliency, and Positive Psychology)
Resources for Parents:
a. 1 book (full citation)
b. 3 websites
c. 1 peer reviewed journal article(full citation)
During Your Presentation: Briefly discuss each resource.
Resources for Counselors:
a. 1 book (full citation)
b. 3 websites
c. 1 peer reviewed journal article(full citation)
During Your Presentation: Briefly discuss each resource.
School-Based Accommodations and Interventions:
List 3 Evidence-Based Interventions
Three Children’s Books:
For each book include:
a.
b.
c.
11
Complete citation
Explain how each book can inform a child’s or his/her peers’ understanding
of this area of diversity.
At what age level might this book used?
Implications for Practice:
With this newfound knowledge how might this impact your counseling practice in the future?
Overall Presentation Dispositions: Volume / projection, NOT reading directly from the slides, presented within the
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
scheduled time period
PPT Submission: Midnight the night before your presentation.
1.
2.
3.
___ / 5
Email to professor (caprino@live.unc.edu) and yourself
Post PPT to Sakai for Grading (Pts will be taken off for late submissions)
Post to Sakai on “Resources” Group / Class Folder
Total Points Earned
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EDUC 827
Development Diversity Presentation Sign-Up
Presentation Topic
Depression
Class Date
10/10
Anxiety
10/24
Body Image/Eating Disorders
Pervasive Developmental Disorder (PDD)
ADHD
Learning Disabilities
Poverty
Substance Abuse
Change in Family Structure: Divorce/Death of Parent
Sexual Identity/Sexual Minority Youth
Bullying
Child Abuse
Recently Immigrated Non-English Speaking Students
Thursday’s Presenter #2
(Full Name)
(Full Name)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
10/10
Self-Injury/Suicidal Ideation
Obsessive Compulsive Disorder (OCD)
Thursday’s Presenter #1
10/24
10/24
10/31
10/31
10/31
11/14
11/14
11/14
11/21
11/21
11/21
11/21
DEVELOPMENTAL PROFILE:
OBSERVATIONS
You will be recording observations of three individuals in the major domains of development. You will conduct your
observations in the school setting in which you are currently assigned. Each of your subjects will be at different
developmental levels. For example if you are placed in a high school, you might have an observation with a
freshman, sophomore, and junior. Your professional responsibility is – VERY IMPORTANT. Gaining access into a
child’s classroom is a privilege. Be flexible about the interacting time and respectful of the teacher’s classroom
policies.
Observer Influence. When you observe, you must take into account observer influence in the situation. Your
presence may cause others (adults and children) to behave differently than they usually do. Therefore, become
acquainted with those you wish to observe, and interact in a friendly, but neutral way.
Beginning the Observation. Before beginning, spend some time in the setting so the children get used to your
presence. Some children and adults adapt easily to the presence of others, while others take longer. Allow at least
15 minutes for an adaptation period, longer if necessary. You may observe during this initial time (and take notes),
but recognize that your presence has an influence. Ask the teacher where you should place yourself in the
classroom. Be as inconspicuous as possible.
Identify three individuals at three different developmental levels to observe. Consult teachers and your
counseling mentor with regard to being assigned three students to observe. Explain that you will be observing and
recording only domains of child development. Assure teachers that no one will be identified in your recordings.
Pseudonyms only will be used. If you are unsure about something you observed, ask the teacher or school
counselor mentor for clarification.
DIRECTIONS FOR OBSERVATION REPORTS
You will use the Observation Report Form on Sakai (or copy the one attached) for recording your observations.
Feel free to adjust the boxes in order to fit in your notes.
A. REPORT DETAILS ABOUT THE SETTING - Include sufficient and significant detail, so that the reader can picture
the setting, the child and the situation observed. Be sure to connect at least 1 example from the environment to
how it may influence the child’s development in the domain you are observing. For example, you may see that
there is a small or no space for children to relax during down time. How might this affect their development? Cite
the page(s) in the text that addresses this.
B. REPORT DETAILS ABOUT THE CHILD’S BEHAVIOR – Strive for objective, clear and detailed descriptions of
behavior, interactions between the child and others, and the child’s participation in activities and with objects.
Avoid subjective judgments in your descriptions and save your analysis for the section where you make
interpretations and connections. CONNECT YOUR OBSERVATIONS TO CHILD DEVELOPMENT -Connect each of your
major observations to a concept from the course. Making connections with the course material is a key objective
of this assignment. Be specific in citations by including the theory &/or theorist, page number from textbook. An
example, you may observe the sequence of hand movements while a preschooler is pre-writing; how is this
connected to fine motor development and/or dynamic systems theory?
C. WONDER- End each of your three observation forms with one or two questions (what did this observation make
you wonder?) or insights (what did you discover?). What are your thoughts, feelings, frustrations, “A-ha”
moments? Think about what you saw and what do you think about it? Reflect on your own experience and relate
your observations and course material to your own thinking on human development. For example, what in your
background, past or present experiences might be influencing what you see and how you interpret it? What
theoretical perspective are you coming from?
SUBMITTING YOUR REPORT- The completed Observation Report Forms (you will have three for the three separate
observations) should be sent to Sakai on the assigned due date.
EDUC 827 OBSERVATION REPORT FORM
School Counseling Extern’s Name
Observation #
Date
Time
Location
Child Pseudonym
Grade
Gender
Circle One: PreK K 1 2 3 4 5 6 7 8 9 10 12
Observation
Circle One: 1st, 2nd, or 3rd
Pts. Interpretation
A. Setting description (location, people, objects, etc.)
a. Cite one connection to your text to the setting as it promotes or
impedes development in the domain for this report.
/2
B. Running Record with time frames, sequence of events (be specific
and detailed)
/1
b. Cite two interpretations with connection to text/lectures.
/3
C. WONDER
Pts.
/2
/1
“Developmental Change”
Fact Sheet Sign-Up
Student
#1
Student
#2
Student
#3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Social Promotion (Promotion to the
next grade w/o meeting the
academic standards)
Academic Promotion (GradeSkipping)
19
20
21
22
23
24
Highly Mobile Youth (Frequent
Moves to New Schools)
25
26
27
“Developmental Change” Topic
1
2
3
4
5
6
7
8
9
Early Entry to Kindergarten
Transitioning to Kindergarten
Transitioning to Middle School
Transitioning to High School
Transitioning to College
Transitioning to the Work Force
“Developmental Change”
Fact Sheet Grading Rubric
Student(s):
Topic:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Content
Section
1
2
3
4
5
6
7
Points
Possible
&
Earned
Definition of this Area of Development Change: How is this developmental change defined?
Demographics/ Statistics:
developmental change.
Define the statistics and demographics regarding this area of
What Parents can do…._________________. (example: to assist with the transition to high
school)
What can Counselors do ….____________. (example: to assist with the transition to high
school)
Resources for Parents:
a. 1 book (full citation)
b. 3 websites
c. 1 peer reviewed journal article(full citation)
Resources for Counselors:
a. 1 book (full citation)
b. 3 websites
c. 1 peer reviewed journal article(full citation)
Three Children’s / Teen / Adult Books:
For each book include: The complete citation and how can each book inform a child, teen or
adult of this area of developmental change.
Total Points Earned

Turn in this rubric with your Fact Sheet on the assigned due date. Make sure to complete the “topic”
and “student” section at the top of the rubric. Please staple this Rubric onto the Front of your Fact
Sheet.
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