Advanced Developmental Foundations

Programs in School Counseling and School Psychology

Snow Hotline: 206 281-2800. 

An attempt is made to provide word of campus closure for evening classes by 2:00 p.m.  You may also call my office phone in case the weather worsens after 2:00 p.m.  The key is the safety of students.  If it is unsafe for you to travel to SPU from where you live, notify the instructor by calling 206 281-2671.

Course Description:

This three-credit course is an advanced exploration of issues in lifespan human development for prospective school counselors and school psychologists.  Biological, cognitive, social, and moral development are considered from theoretical perspectives as well as practical implications for the school setting.  It meets the requirements of WAC 180-78A-270(a).

Course Objectives:

·        Demonstrate knowledge about lifespan psychological development and the relationship of developmental psychology to the educational setting (Analysis and Problem Solving; Foundational Knowledge and Skills; Impact on Student Learning).

·        Examine personal developmental issues that may influence their classroom behavior as school professionals  (Analysis and Problem Solving; Professionalism; Impact on Student Learning).

·        Think from an integrated developmental perspective, seeking a balance in terms of cognition, affect, biology, morality, and spirituality (Analysis and Problem Solving; Foundational Knowledge and Skills; Impact on Student Learning).

·        Be sensitized to gender and racial/ethnic differences in development (Foundational Knowledge and Skills; Professionalism; Impact on Student Learning).

·        Assist other school professionals to apply knowledge about psychological development to their work with children achieve learning goals (Leadership; Communication; Analysis and Problem Solving; Impact on Student Learning).

·        Access and send course documents using technology (Communication).

Course Format:

This course is a combination of lecture and seminar/discussion.  The format of most sessions will be

reading sources prior to class, preparing responses to focused questions, and a brief lecture and discussion of focus questions in class.   

Required Reading/Texts:

Crain, W. (2000). Theories of development: Concepts and applications (4^th ed.). Upper Saddle River, NJ: Prentice Hall.

Kegan, R. (1996). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

Recommended:

Carter, B., & McGoldrick, M. (1999). Expanded family life cycle (3^rd ed.). Boston: Allyn and Bacon.

Gilligan, C. (1993). In a different voice. Cambridge, MA: Harvard University Press.

Library Reserves:

Atkinson, D.R., Morten, G., & Sue, D.W. (Eds.)(1993). Counseling American minorities (4^th ed.). Madison, WI: Brown & Benchmark.

Carter, B.,  & McGoldrick, M. (1999). Expanded family life cycle (3^rd ed.). Boston: Allyn and Bacon.

Gilligan, C. (1993). In a different voice. Cambridge, MA: Harvard University Press.

Levinson, The Seasons of a Man’s Life or The Seasons of a Woman’s Life

Steele, L.L. (1990). On the way: A practical theology of Christian formation. Grand Rapids, MI: Baker Book House.

course activities:

1.      Seminar Discussion: Each week there will be several reflection questions to direct your reading.  You are to read at the minimum the assigned materials, and come to class prepared to discuss the questions.  Notes are highly recommended, but as each learner has a unique style, these will not be collected or evaluated.  The goal is not for competition or quantity of talk, but that the discussions will be theory based and each student will participate in a quality manner.  Personal and field based examples are desired for amplification of points.  However, no personal issues are to be discussed if you have not read the material. 

2.      Personal Reflection/Development Papers: One of the ways to understand human development is to review one’s own developmental journey.  Each student is to complete three reflection papers describing her/his development. These reflection papers will serve as a personal account of your developmental journey to date.  In each paper:

Choose one marker event in each of the assigned developmental domains of your life: family life cycle, physical, cognitive, psychosocial, moral, and faith development.  These could be points of decision, awareness, or relationship changes. 

Briefly:

1)      Describe each event and recall its impact on your life.

2)      Describe your age and your family context for each event.

3)      Describe how each event might influence your work as a counselor or school psychologist.

Each reflection paper should be typed, double-spaced, and approximately 3-5 pages in length.  Use APA essay format (e.g., introduction, transitions, conclusions, etc.).  Keep a second copy of your reflection papers on file.  You will use them to complete the final examination.

Reflection Paper One:  Reflect and discuss (a) a family life cycle marker event, (b) one significant horizontal stressor (c) one vertical stressor in your family’s development, (d) a marker event in your physical development, and (e) a marker event in your psychosocial development. If appropriate to your development, you may use a marker event related to ethnic/racial identity development.  Note: This assignment is to be sent as an attachment to an email message sent to wrowley@spu.edu.

Reflection Paper Two:  Reflect on (a) a marker event in your cognitive development, (b) a marker event in your moral development, and (c) a marker event in your faith development.  Note: This assignment is to be sent as an attachment to an email message sent to wrowley@spu.edu.

3.      Group Project: In a triad, devise a way to visually integrate the theories that we will study in some type of chart, graph, etc.  Search for ways to help yourself and others to unify issues such as chronology, themes, stages, transition events, etc.  These will be presented as part of the final examination.  Except in extraordinary circumstances, all members of a group will receive the same point amount.   

4.      Final Examination:  The final examination will consist of (1) oral and visual presentations of group projects and (2) Reflection Paper Three.  You are to relate each marker event you described in your previous reflection papers to theories of development covered during the quarter.  Use appropriate theoretical language.  In some cases, you may want to use more than one theory (e.g., psychosocial and family life cycle).  This paper should be typed, double-spaced, and 3-5 pages in length.  Use APA essay format (e.g., introduction, transitions, conclusions, etc.).

Evaluation:

Grades are determined by the following criteria:

Participation in seminar discussions (quality of thought and preparation)  30%

Personal reflection paper one                                                                            15%

Personal reflection paper two                                                                            15%

Group project                                                                                                   20%

Final Examination                                                                                              20%

TENTATIVE SCHEDULE

Due to the seminar nature of the course, the following schedule should be viewed as tentative, allowing for extension or modification of discussion as deemed appropriate.  Unless notified, readings should be completed prior to class time on designated dates.

AMS = Atkinson, Morten, & Sue

C = Crain

CM = Carter & McGoldrick

K = Kegan

G = Gilligan

L (Male) = Livingston

L (Female) = Livington

S = Steele