JACKSONVILLE STATE UNIVERSITY
DEPARTMENT OF EDUCATIONAL RESOURCES
EPY 525 LIFESPAN DEVELOPMENT (3)
After enrolling in the course, please contact Dr. Kiser for Internet Course Instructions.
2010-2011 Academic Year
Dr. Jerry D. Kiser, LPC, LCPC, LMFT, NCC, NCSC, MAC, EMDR-1
Ramona Wood Building, Room D6
JSU: 782-5781 or 1-800-231-5291
Educational Resources Department: 782-5096
Office: 782-5855
Home: 435-4596 E-mail: DocKiser@aol.com
Jkiser@jsucc.jsu.edu
Course Description:
A study of principles and concepts of physical, cognitive, personality, and social development from
birth through death.
Required Text:
Psychology and the Challenges of Life1edition (2010).
Jeffrey S Nevid and Spencer A. Rathus .
Disabilities Accommodations Statement:
Any individual who qualifies for reasonable accommodations under The Americans with Disabilities
Act or Section 504 of the Rehabilitation Act of 1973 should contact the Instructor immediately.
Rationale (Conceptual Framework):
The goals of the course reflect several of the objectives contained in the Jacksonville State University’s
College of Education Knowledge Base. Understanding of the audience, medium, and tools with which
a creative decision maker must work in order to structure, organize, and facilitate the process of growth
and learning is a task of the human service worker. The course intends to instill in master’s level
students the skills to become creative decision makers who take responsibility for their own learning.
Lifespan Development addresses important principles of the major theories of human development
across the lifespan. This knowledge is intended to provide prospective personnel in teaching, school,
and community based counseling with instructional support and creative decision making skills related
to students and clients of various stages of development from a variety of backgrounds.
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Course Objectives:
Upon successful completion of the course, students will have been provided a curricular experience
that afforded each individual the opportunity to demonstrate knowledge/understanding regarding each
of the following:
1. Theories of individual and family development and transitions across the life span.
(CACREP II G-3a)
2. Theories of learning and personality development, including current understandings about
neurobiological behavior.
(CACREP II G-3b)
3. Effects of trauma-causing events on persons of all ages.
(CACREP II G-3c)
4. Human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal and
abnormal behavior.
(CACREP II G-3f)
5. Theories for facilitating optimal development and wellness over the life span.
(CACREP II G-3h)
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Course Outline (Tentative):
Week 1
Overview of Course/Introduction to Lifespan Development Adjustment to Challenges
Read Course Syllabus and Chapter 1
Week 2
Psychological Disorders
Read Chapter 8
Week 3
Theories: Personality / Therapy
Read Chapters 2 and 9
Week 4
Social World / Social Influence
Read Chapters 6 and 7
Week 5
Gender Roles / Interpersonal Attraction
Read Chapters 10 and 11
Week 6
Lifespan Development - Adjustment
Review Chapters 1, 8, 2, 9, 6, 7 10 and 11
Week 7
Mid-Term Exam
Week 8
Relationships and Communication /Sexual Behavior
Read Chapters 12 and 13
Week 9
Stress
Read Chapter 3
Week 10
Psychological Factors and Health
Read Chapter 4
Week 11
Developing Healthier Behaviors
Read Chapter 5
Week 12
Adolescent – Adult Development
Read Chapter 14
Week 13
Workplace
Read Chapter 15
Week 14
Putting it all Together: Lifespan Development - Adjustment
Review Chapters 1-15
Week 15
Final Exam
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Course Requirements:
Students are expected to attend class, be responsible for all materials covered in the course (via the WWW)
turn in assignments when due and complete examinations based upon the exam schedule.
Attendance Policy:
Students are expected to attend this course on the dates posted on the WWW. Due to the fact that this class
is an Online Distance Learning Course, it is the student's responsibility to monitor his/her progress
regarding time management and the Course Outline.
Evaluation:
The course grades will be determined based on the following:
Student ID Sheets
20 to 0 points
Study Guide
184 to 0 points
Research Paper
96 to 0 points
Mid-Term Exam
Divides Final Exam
Final Exam
700 to 0 points
Grading Scale:
92-100
80-90
70-79
68 or below F
A
B
C
Failure to complete any assignment in this course including the posting of your LiveText
Artifact, can/will result in an Incomplete grade.
Method of Instruction:
The course will be taught online utilizing electronic learning resources that include the World Wide
Web, Blackboard, Live Text, etc. that will work in conjunction with a student study guide, objective
examinations, and a research paper. The format of this course will require students to use independent
learning skills and effective time management skills.
Office Hours:
Posted on the Announcement Page
IDEA:
Jacksonville State University has started using IDEA (Individual Development and Educational Assessment), a
campus-wide online course evaluation system. Please utilize IDEA to evaluate the course when you receive an
e-mail message from IDEA asking you to respond.
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Policies and Procedures:
Note 1:
Quizzes will be given at the beginning, before break, after break, and/or at the end of class.
THERE IS NO MAKEUP OF QUIZZES THAT ARE MISSED. Also, if a student is absent, it
is the STUDENT'S responsibility to obtain any lecture notes, handouts, and other information
covered in class from other students in the class. (This does not apply to the WWW course.)
Note 2:
Exams will be scheduled throughout the semester. If the student is absent from a
scheduled examination, arrangements MUST be made on or before the day of the scheduled
exam. Exams taken before or after the scheduled examination WILL be different from the
original exam in a variety of ways. Missed exams without instructor approval will be assigned a
"0" score.
Note 3:
On the first day of class, students are given a Student Information Sheet. This sheet is
due at the next class meeting, completely/accurately filled in. The student chooses to give up 10
points for each day the sheet is not turned in and/or completed, up to a maximum of a negative
one hundred points.
Note 4:
If a student chooses not to turn the Thought Papers / Research Paper in on time, the
student is also choosing to give up 10 points for each day the project is late (including Saturday
and Sunday).
Note 5:
If a student chooses not to be present on the day he/she is scheduled to present the
research paper, the student is also choosing to give up 50 of the points that the project can earn
them in the course. (This does not apply to the WWW course.)
Note 6:
The student is responsible for registering for the course, scheduling time to attend class,
and completing all course requirements. If a student is unable to fulfill his/her commitments to
the course, then it is also the student's responsibility to withdraw from the course, and repeat the
course when he/she is able to fulfill his/her commitments to the course.
Note 7:
If a student who has attended class regularly needs additional time (beyond the end of
the semester) to complete some of the course requirements, a B is the maximum grade that can
be earned for the course.
Note 8:
Lecture notes have been typed and made into overheads because traditionally education
has been geared primarily for the auditory learner and I want to balance the scales for visual
learners. However, I believe individuals acquire/retain new information most efficiently when
they see it, hear it, and write it. Therefore, course lectures are not available for photocopying.
Note 9:
Beepers, pagers, cellular phones, and watch alarms should be turned OFF before
entering the classroom.
Note 10:
A student who chooses to engage in Plagiarism or any other form of Academic Dishonesty will
also be choosing to receive an F in the course.
Note 11:
I have scheduled Office Hours immediately before and/or immediately after class for the
convenience of students. If these Office Hours are not convenient for you, please call to
schedule an appointment that is convenient.
Note 12:
Students that have a disability that requires special accommodations, please discuss these with
me as soon as possible.
Disabilities Accommodations Statement: Any individual who qualifies for reasonable accommodations under The Americans with Disabilities Act or
Section 504 of the Rehabilitation Act of 1973 should contact the Instructor immediately.
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Research Paper
Psychosexual Development
An Outline of Psychoanalysis (1949)
Sigmund Freud
Psychosocial Development
Childhood and Society (1964)
Erik Erikson
Cognitive Development
The Origins of Intelligence in Children (1952)
Jean Piaget
Moral Development
The Philosophy of Moral Development: Moral Stages and the Idea of Justice (1981)
Lawrence Kohlberg
Spiritual Development
Stages of Faith : The Psychology of Human Development and the Quest for Meaning (1981)
James W. Fowler
Dying and Death - The Final State of Development
On Death and Dying (1969)
Elisabeth Kubler-Ross
1. Using the list of six developmental theories above, select the theory you would like to devote time and
energy to researching and writing about as the topic for your research paper in this course.
2. By the third week of the semester, the student should have submitted the topic of his/her research
paper by way of e-mail to the instructor.
3. Each research paper needs to be a minimum of 8 to 10 pages in length (not including Title Page,
Abstract Page, or Reference Page).
4. The research paper needs to be typed, double spaced, maximum 12 pt font, 1 inch margins (top,
bottom, and sides), and no less than 24 - 26 lines per page.
5. The Thought Paper needs to be written using APA Style (5th Edition), with at least five references.
Three of the five references need to be books and/or journal articles. Two of the five references can
come from the Internet.
6. The research paper is due the 10th week of the semester. It is the responsibility of the student to
have all assignments in on time. Note: After identifying 5 mistakes, the paper will be returned
to the student for a rewrite.
7. Two copies of the research paper need to be turned in. If the student chooses to turn in only one
copy of the paper, the student is also choosing to give up 50 of the points that the paper can earn
them in the course. (Note: Do not put the paper in any kind of binder! Staple once in the upper
left corner of the research paper)
8. If a student chooses not to turn in the research paper on time, the student is also choosing to give
up 10 point for each day the research paper is late (including Saturday and Sunday).
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STUDENT ID SHEET
Class:___________________________________________ Semester: ____________________
Name: ________________________________________________________________________
Address: ______________________________________________________________________
City/State/Zip: _________________________________________________________________
Phone: Home __________________ Work _________________ Message _________________
Graduate Program: _______ M.S.
School Counseling ____
_______ Ed.S.
Agency Counseling ____
Other (List) _______________________
E-mail Address: _____________________________
Driver s License
Student ID Card
Student ID Sheet: ___________________________________________________
Quizzes: __________________________________________________________
Thought Papers: ____________________________________________________
Research Paper: _____________________________________________________
Mid-Term: _________________________________________________________
Final: _____________________________________________________________
Final Class Grade: ____________________________________________________
MAIL BY SECOND WEEK OF SEMESTER TO: DR. JERRY KISER
506 FAIRWAY DRIVE
JACKSONVILLE, AL 36265
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