Psychology of Personal & Human Development

Bachelors Degree in Chemical Dependency Counseling

CDC 100

Breyer State University
Instructor: Juan Kenigstein, PH.D, M.ED., GC-C

SYLLABUS

COURSE OVERVIEW: Welcome to Psychology of Personal and Human Development, a Bachelor Level course in the curriculum for the Degree, Bachelor of Science if Chemical Dependency. I'm pleased to offer you this course. The development of the individual is an exciting process, beginning with the rapid metamorphoses of cells at conception and continuing through intricate changes of growth and aging. The study of development is also intriguing because each of us, and everyone we care about, is constantly developing. This course therefore embraces both scientific discoveries and personal insights.

It is important to remember that each of us analyzing the developing individual is only human, and thus our interpretation of behavior and change is filtered through our own biases. So that you may identify biases where they occur, we will spend time becoming familiar with the major theories of human development and the terms these theories use, paying special attention to the research that supports or contradicts each perspective. Critical thinking, as well as mastery of the material, is a goal of this course.

Probably no other field of study more abounds with free advice than child rearing, yet much of this advice has been handed out in ignorance of the available experimental data and/or established techniques for objective testing. We will work to develop skills for evaluating the views and advice you will continue to hear long after you close your books. To that end, the course will include an individualized project to help you compare and contrast the perspectives taken by the experts.

TIME FRAME: This is a six-semester hour course. This course is allotted ten weeks of time. You must complete all of the requirements for the course successfully by the end of the ten-week period. The first day of week one will begin the day that you register for the course, or the day which you notify me that your text book(s) have arrived and you are ready to begin your studies. Please be cognizant of the time frame. It is rare that extensions of time are permitted, unless you have good justification. Upon successful completion of this course, you will be awarded ten semester hours of credit. Students may accelerate, but may not complete this course in less than four weeks.

TEXTBOOKS: There is one (1) required textbook for this course.

Book 1: The Developing Person Through the Life Span: 6th edition. Kathleen Berger, Worth Publishers, 2005: ISBN # 0-7167-5706-0.

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EXAMINATIONS: There are twenty-six chapter examinations for this course; grades are based on completion of chapter tests, assignments and activities.

GRADING: The grading scale for this course is as follows:

90-100%    = A
80-89%      = B
70-79%      = C
Below 70% = Fail

GRADING COMPOSITION:

26 Chapter Exams                         60%
Self evaluation                              10%
Discovery & Intention Statement 10%
Four Mini Projects                         20%  

TOTAL 100%

WRITTEN ASSIGNMENTS: A journal is to be kept by you. The function of the journal is for you to keep a written account of your reactions to the readings, and assignments as you go through the class. In this journal you should record insights, self-analysis, responses to self-awareness activities, strengths, weaknesses, feedback, etc. You will submit a self-evaluation report. Professional and personal growth using criteria provided in class and citing evidence from your work through the semester. You are responsible for reading and becoming familiar with all materials included in the textbook, handouts, and assigned outside readings.

COMMUNICATION: You are encouraged to communicate with me. I am available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, I am also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. I am also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep my email address handy so that you can contact me whenever necessary. Upon registration, you will receive my email address. If at any time during this course you change your email address, please be sure to notify me right away.

GOALS: The aim of education about this course is to understand the relationship of the physical, emotional, social and mental factors of growth and development throughout the life span.

METHODS: Readings from textbook, professional books and journals. Self-awareness/exploration activities.

COURSE OBJECTIVES: Upon completion of this course, you will be able to:

1). Describe development - including biosocial, cognitive and psychosocial - as an ongoing set of processes, involving both continuity and change.
2). Analyze different developmental events from the perspectives of the major theories of development - cognitive, learning, humanistic, and psychoanalytic - and recognize those theories when used by others to analyze events.
3). Explain how research contributes to the understanding of development.
4). Use research findings to investigate a topic of interest to you.
5). Recall important developmental concepts and be able to recognize and apply these concepts in various situations.
6). Formulate relevant questions about developmental processes and events and use standardized techniques for gathering objective answers to these questions.
7). Describe the developing person at different periods in the life span.
8). Provide a perspective on the changes that takes place during an individual's life, from birth to death.
9). Examine possible causes or sources of developmental change and reasons for disturbances in the developmental process.
10). Demonstrate how different theoretical perspectives affect or determine the research and applications that arise from them.
11). Describe objective techniques and skills for observing human behavior.
12). Sharpen your observational skills, so that you can examine behavior more objectively.
13). Enhance your cognitive-processing ability.
14). Enhance your awareness of the ways in which social, political, and cultural trends affect the individual.
15). Help you appreciate people of all ages, cultures, backgrounds, and to gain insight into their similarities and differences.
16). Help you develop responsible personal behavior with regard to such important issues such as drug use, sexual activity and parenting.

COURSE OUTLINE:

1). Introduction.
2). Theories of Development.
3). Heredity and Environment.
4). Prenatal Development and Birth.
5). The First Two Years: Biosocial Development.
6). The First Two Years: Cognitive Development.
7). The First Two Years: Psychosocial Development.
8). The Play Years: Biosocial Development.
9). The Play Years: Cognitive Development.
10). The Play Years: Psychosocial Development.
11). The School Years: Biosocial Development.
12). The School Years: Cognitive Development.
13). The School Years: Psychosocial Development.
14). Adolescence: Biosocial Development.
15). Adolescence: Cognitive Development.
16). Adolescence: Psychosocial Development.
17). Early Adulthood: Biosocial Development.
18). Early Adulthood: Cognitive Development.
19). Early Adulthood: Psychosocial Development.
20). Middle Adulthood: Biosocial Development.
21) Middle Adulthood: Cognitive Development.
22). Middle Adulthood: Psychosocial Development.
23). Late Adulthood: Biosocial Development.
24) Late Adulthood: Cognitive Development.
25). Late Adulthood: Psychosocial Development.
26). Death and Dying.

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