psy105 – introduction to human development sample · the exact number of hours per week that you...

PSY105 – Introduction to Human Development

Credit Hours: 3

Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.

Course Description and Outcomes

Course Description:

This course is designed to provide the student with a broad overview of human development, particularly changes in individual’s physical, cognitive, social, and emotional development across the lifespan. Students will be introduced to developmental theories and will examine the developmental tasks and challenges unique to each type of development process.

Course Overview:

Students will learn about human development based on hallmark studies and current research from the field. The course material will be applied to daily living with the aim of helping students to understand themselves and others on a personal and interpersonal level, as well as learn good parenting practices.

Course Learning Outcomes:

1. Identify various theories used to explain development across the lifespan. 2. Describe cultural/religious/ethnic differences and their impact on individuals. 3. Describe physical, cognitive, social, and emotional development from infancy to adulthood. 4. Identify behavioral signs and physical symptoms in victims of domestic violence. 5. Explain the relationship of health and sexuality; identify problems and discuss possible solutions

associated with recovery from illnesses. 6. Define life and death, as well as explain associated issues related to both topics.

Colorado gtPathways Course

Colorado Guaranteed Transfer (GT) Pathways Course: The Colorado Commission on Higher Education has approved PSY105: Introduction to Human Development for inclusion in the Guaranteed Transfer (GT) Pathways SAMPLE

program in the GT-SS3 category. For transferring students, successful completion with a minimum C‒ grade guarantees transfer and application of credit in this GT Pathways category. For more information on the GT Pathways program, go to http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html

The table in Appendix A details the specific alignment of Course Learning Outcomes and Assessments to gtPathways Content and Criteria requirements.

Participation & Attendance

Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.

Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.

Course Materials

Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule

Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday.

• Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.

• Opening Exercises: Take the opening exercise before reading each week’s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade.

• Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.

• Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.

Wee k #

Readings

Assignments

1

• Chapters 1 (pp. 1-24), 11 (pp. 345-348), & 14 (pp. 456-473) in Life Span Development

• Findley, D., & Ojanen, T. (2013). Agentic and communal goals in early adulthood: Associations with narcissism, empathy and perceptions of self and others. Self & Identity, 12(5), 504-526.

• Discussion (25 points)

• Opening Exercise (0 points) SAMPLE

http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html

• Kostić, M. (2013). Biological and psychological theories on juvenile delinquency. Law and Politics, 11(1), 1-10. Retrieved from http://facta.junis.ni.ac.rs/lap/lap201301/lap201301-01.pdf

• The Enduring Self: Personality [Video file]. Retrieved from https://csuglobal- kanopystreaming-com.csuglobal.idm.oclc.org/video/enduring-self- personality

• Mastery Exercise (10 points)

2

• Chapter 3 in Life Span Development • Babies Outdoors [Video file]. Retrieved from https://csuglobal-

kanopystreaming-com.csuglobal.idm.oclc.org/video/babies-outdoors-play- learning-development

• Child Development Institute. (n.d.). Play and developmental stages. Retrieved from http://www.childdevelopmentinfo.com/development/pl2.shtml

• Leversen, J. S. R., Haga, M., & Sigmundsson, H. (2012). From children to adults: Motor performance across the life-span. PLoS ONE 7(6): e38830. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0038830


• Opening Exercise (0 points)


• Critical Thinking (90 points)

3

• Chapters 5, 6, & 7 in Life Span Development • Cybele Raver, C., McCoy, D. C., Lowenstein, A. E., & Pess, R. (2013).

Predicting individual differences in low-income children's executive control from early to middle childhood. Developmental Science, 16(3), 394-408.

• Kohen, D. E., Leventhan, T., Dahinten, V. S., & McIntosh, C. N. (2008). Neighborhood disadvantage pathways of effects for young children. Child Development, 79(1), 156-169.

• Thompson, J. J., Blair, M. R., & Henrey, A. J. (2014). Over the hill at 24: Persistent age-related cognitive-motor decline in reaction times in an ecologically valid video game task begins in early adulthood. PLoS ONE 9(4), e94215. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0094215





4

• Chapters 9 & 10 in Life Span Development • Burke, E., Danquah, A., & Berry, K. (2016). A qualitative exploration of the

use of attachment theory in adult psychological therapy. Clinical Psychology & Psychotherapy, 23(2), 142-154.

• History of Parenting Practices: Child Development Theories [Video file]. Retrieved from https://csuglobal-kanopystreaming- com.csuglobal.idm.oclc.org/video/history-parenting-practices

• Schwartz, S. J., Donnellan, M. B., Ravert, R. D., Luyckx, K., & Zamboanga, B. L. (2013). Identity development, personality and well-being in adolescence and emerging adulthood: Theory, research, and recent advances. In R. M. Lerner, A. Easterbrooks, & J. Mistr (Eds.), Handbook of Psychology: Vol. 6 (2nd ed., pp. 339-364). Hoboken, NJ: John Wiley and Sons. Retrieved from http://lp.wileypub.com/HandbookPsychology/SampleChapters/Volume6.pd f

• Zilioli, S., Slatcher, R. B., Peilian, C., Xiaoming, L., Junfeng, Z., & Guoxiang, Z. (2016). Childhood adversity, self-esteem, and diurnal cortisol profiles across the life span. Psychological Science (0956-7976), 27(9), 1249-1265. Retrieved from https://pdfs.semanticscholar.org/ce16/4b320236ed19ae732f64dfc876206f d9b1c6.pdf




• Portfolio Milestone (25 points)

SAMPLE

http://facta.junis.ni.ac.rs/lap/lap201301/lap201301-01.pdf

http://www.childdevelopmentinfo.com/development/pl2.shtml

http://lp.wileypub.com/HandbookPsychology/SampleChapters/Volume6.pd

5

• Chapters 12 (pp. 364-372) & 13 in Life Span Development • Allemand, M., Steiger, A. E., & Fend, H. A. (2015). Empathy development in

adolescence predicts social competencies in adulthood. Journal of Personality, 83(2), 229-241.

• Chopik, W. J., Edelstein, R. S., & Fraley, R. C. (2013). From the cradle to the grave: Age differences in attachment from early adulthood to old age. Journal of Personality, 81(2), 171-183.

• Infants: Social and Emotional Development [Video file]. Retrieved from https://csuglobal-kanopystreaming- com.csuglobal.idm.oclc.org/video/infants-social-emotional-development

• Hawkins, M., Villagonzalo, K., Sanson, A., Toumbourou, J., Letcher, P., & Olsson, C. (2012). Associations between positive development in late adolescence and social, health, and behavioral outcomes in young adulthood. Journal of Adult Development, 19(2), 88-99.





6

• Chapter 11 in Life Span Development • Domestic Violence and Elder Abuse [Video file]. Retrieved from

https://csuglobal-kanopystreaming- com.csuglobal.idm.oclc.org/video/domestic-violence-and-elder-abuse

• McKeown, A. (2014). Attachment, personality and female perpetrators of intimate partner violence. Journal of Forensic Psychiatry & Psychology, 25(5), 556-573.

• Rodriguez, C., & Tucker, M. (2015). Predicting material physical child abuse risk beyond distress and social support: Addictive role of cognitive processes. Journal of Child & Family Studies, 24(6), 1780-1790.

• World Health Organization (2014). Abuse of the elderly. Injuries and violence: The facts 2014. Geneva: World Health Organization, 125-145. Retrieved from http://www.who.int/violence_injury_prevention/violence/global_campaign /en/chap5.pdf





7

• Chapters 4 & 12 (pp. 372-399) in Life Span Development • Balter, A., van Rhijn, T. M., & Davies, A. J. (2016). The development of

sexuality in childhood in early learning settings: An exploration of early childhood educators' perceptions. Canadian Journal of Human Sexuality, 25(1), 30-40.

• Gerbi, G., Davis, C., Habtemariam, T., Tameru, B., Nganwa, D., & Robnett, V. (2016). The association between substance use and risky sexual behaviors among middle school children. Journal of Behavioral Medicine, 39(2), 333.

• The Critically Ill Child [Video file]. Retrieved from https://csuglobal- kanopystreaming-com.csuglobal.idm.oclc.org/video/critically-ill-child




• Portfolio Milestone (25 points)

8

• Chapters 2 & 15 in Life Span Development • Aging Successfully: Psychological Aspects of Growing Old [Video file].

Retrieved from https://csuglobal-kanopystreaming- com.csuglobal.idm.oclc.org/video/aging-successfully-psychological-aspects- growing-old

• American Psychological Association. (2015). End-of-life issues and care. Retrieved from http://apa.org/topics/death/end-of-life.aspx




• Portfolio Project (300 points) SAMPLE

http://www.who.int/violence_injury_prevention/violence/global_campaign

http://apa.org/topics/death/end-of-life.aspx

Assignment Details

This course includes the following assignments/projects:

Module 1

PORTFOLIO PROJECT REMINDER

Options #1 and #2:

This course requires the completion of a final Portfolio Project. You have two options from which to choose for this final project. Your Portfolio Project Options are:

• Option #1: Write a paper about what it would be like to be a consultant in the child ward for a long-term-

care hospital facility geared towards children ages 3 to 10 years old (two age groups: early and middle childhood).

• Option 2: Write a paper about what it would be like to be a consultant in a hospice facility for adult

patients with terminal illness.

This week review the Portfolio Project in the Module 8 folder and decide which option you wish to complete. This is important because the Portfolio Project option you choose will determine which Portfolio Milestone you will complete in Weeks 4 and 7. Note, too, that the Critical Thinking Assignments in this course are constructed around the two Portfolio Project options. Thus, you are encouraged to complete the Critical Thinking Assignment option that corresponds with your chosen Portfolio Project option. You will find it advantageous to do so.

Module 2

CRITICAL THINKING ASSIGNMENT (90 points):

Choose one of the following two options to complete this week. Do not complete both assignments. Identify your assignment choice in the title of your submission.

Option #1: Playground Evaluation, Essay

For this activity, you need to go to a playground either in a park or school yard. Your task is to evaluate the outdoor play environment to determine if it supports physical growth for those in early and middle childhood in a safe and secure way.

[Note: If you are unable to conduct a site visit, please see the alternate assignment, below.]

1. Select three pieces of equipment that would allow children to engage in different types of play. 2. For each piece of equipment, address the following.

• Name the equipment. • Indicate the specific type of gross motor skills for each age group that is developed by using the

equipment (hint: do not mix up terms for early- and middle-childhood skills). • What, if any, fine motor skills are being developed for each age group (again, do not confuse

early- and middle-childhood skills)? • Specify which senses are being stimulated. • Name the type of play in which the child engages while using each piece of equipment (it can be

more than one type). 3. Consider what materials were used to make the equipment and what is used on the ground under it (e.g.,

sand, grass, concrete). Evaluate whether each is safe. Explain.

SAMPLE

Paper Requirements:

• Write a two- to three-page paper, not including the required title and reference pages. Indicate in your title if this is a site visit or a paper based on the alternate assignment.

• Format your paper according to the CSU-Global Guide to Writing & APA. • Support your analysis with at least three scholarly references. These can include resources from this course.

Option #2: Adult Facility Evaluation, Essay

For this activity, you need to go to an independent senior-living facility. This might be an adult day-care facility, or senior-living retirement home, for example. Your task is to evaluate the physical environment to determine if it supports safety and accessibility for elderly adults with varying physical disabilities.

You will build on this design in constructing a hospice center, which is the focus of the Portfolio Project Option #2. It is recommended that you choose this option this week if you have decided to complete Option #2 of the final Portfolio Project due in Week 8.

[Note: If you are unable to conduct a site visit, please see the alternate assignment, below.] Directions:

1. Select three of the following five rooms to evaluate — bathroom, bedroom, kitchen, living room, or entry

way. You want to ensure that a sensible, functional, and easily accessible approach is applied that is consistent with daily living needs. (Keep in mind that senses, perception, and ease-of-movement deteriorate with age and illness.)

2. For each of these rooms, indicate what should be present, eliminated, or altered in some way, based on

the following considerations:

• ease of movement into and out of the space, especially in terms of accessibility for those with reduced, limited, or no fine and gross motor abilities (e.g., use of walker or wheelchair)

• the chance for accidents, particularly for those with limited senses/perception and movement • flexibility and adaption to the person’s changing needs and enabling him/her to have continued

independence for as long as possible.

3. Indicate what modifications (one per room) would have to be implemented when the person transitioned from independent living to an assisted-living or nursing-home facility.

Paper Requirements: • Write a two- to three-page paper, not including the required title and reference pages. • Format your paper according to the CSU-Global Guide to Writing & APA. • Support your analysis with at least three scholarly references. These can include resources from

this course.

Alternate Assignment If you are unable to conduct a site visit due to physical disabilities or access issues, you may instead write a research paper on the best practices in an outdoor play environment so that it supports physical growth for those in early childhood and middle childhood in a safe and secure way. Address all the questions above and follow the Paper Requirements, below.

Alternate Assignment

If you are unable to conduct a site visit due to physical disabilities or access issues, you may instead write a research paper on the best practices in the design of nursing homes or assisted-living facilities. Address all the questions above and follow the Paper Requirements, below. SAMPLE

Module 3



Option #1: Early Childhood and Toys, Essay Remember that it is advantageous for you to complete the Critical Thinking option that corresponds to the option you selected for the final Portfolio Project, due in Week 8. If you wish to complete Portfolio Project Option #1, then also complete Critical Thinking Assignment Option #1 as well.

For this paper, you will write an essay about the games/activities/materials children use. You will name those games/activities/materials and describe which preoperational type of thinking each addresses and how each would help the child to gain one of the types of operational thinking.

1. Visit a preschool or early elementary school classroom, both when children are there (for you to observe them

interacting with the toys) and when they are not (so you can look around the room). [NOTE: if you are unable to access a site, you may complete the alternate assignment, below.]

2. Make note of all the games, toys, activities, and other materials that are in the room (including those posted on the walls and those on the toy/book shelves). These might include, for example, such things as playdough, toys, calendars, and storybooks that are available to help children to overcome types of immature thinking (i.e., centration, egocentrism, precausal thinking, nonconservation, irreversible thinking, and transductive reasoning) and to develop logical thinking typical in middle childhood (e.g., seriation, transitive inference, classification, conservation), as described in Piaget’s theory.

Paper Requirements:

• Write a two- to three-page paper, not including the required title and reference pages. • Format your paper according to the CSU-Global Guide to Writing & APA. • You must support your analysis with at least three scholarly references and these can include

resources from this course.

Option #2: Adolescents and Adults: Decision Making, Essay Remember that it is advantageous for you to complete the Critical Thinking option that corresponds to the option you selected for the final Portfolio Project, due in Week 8. If you wish to complete Portfolio Project Option #2, then also complete Critical Thinking Assignment Option #2 as well.

Adolescents and adults are forced to make a variety of decisions every day that will impact their lives. Some of these decisions can be based on abstract and logical thinking (formal stage), but others require dialectical thought (post-formal stage).

Alternate Assignment

If you are unable to access a site as described above, then you may submit a research paper that addresses the best practices in games/activities/materials for children available to help children to overcome types of immature thinking (i.e., centration, egocentrism, precausal thinking, nonconservation, irreversible thinking, and transductive reasoning) and to develop logical thinking typical in middle childhood (e.g., seriation, transitive inference, classification, conservation), as described in Piaget’s theory.

Describe which preoperational type of thinking each game/activity/material addresses and how each would help the child to gain one of the types of operational thinking.

Follow the paper requirements below.

SAMPLE

1. For this task, you will need to ask your family and friends to help you by telling you various situations in which they had to make important decisions (e.g., buying a car or home, which college to attend, or whom to date/marry). It would be best if you had at least one person between the ages of 15 to 20 and one person older than 30.

2. Ask your family and friends to tell you about at least three of their biggest decisions and collect the following information:

• What were the three decisions? • How did they figure out what decision to make (e.g., they made a list of pros/cons; they compared

benefit and consequences; they evaluated based on their previous experiences or those of others)? • Did parents/teachers/friends help them to decide and, if so, how? • Did they make the best decision, based on what they knew at the time? What would they have

done differently if deciding today?

3. Evaluate the stories you collected. For each person, determine If you would classify them as formal operational or post-formal operational, based on how they made their decisions (i.e., basically using concepts in formal thinking, dialectical/post-formal thinking, or combination).

4. What is the evidence for your evaluation? 5. Based on the answer to whether they would make a different decision today, are they still in formal

operational or have they progressed to post-formal operational?

Paper Requirements: • Write a two- to three-page paper, not including the required title and reference pages. • Format your paper according to the CSU-Global Guide to Writing & APA. • You must support your analysis with at least three scholarly references and these can include

resources from this course.

Module 4

PORTFOLIO PROJECT MILESTONE (25 points): Option #1: Children and Long-term Care: Submit Topic and Preliminary Examination Note: Complete this option of the Portfolio Milestone ONLY if you are completing Option #1 of the final Portfolio Project. Review the entire Portfolio Project in the Module 8 folder.

1. Identify two to three of the illnesses and injuries that could happen to children as a result of having to

spend time in a long-term care hospital facility. 2. Explain why this topic is important to you (in one paragraph) and write a brief overview of the types of

illnesses/injuries requiring hospital care (two to three paragraphs). 3. Explore toy options (either online or in the toy store) that would maximize physical and cognitive

development. Select three for each age group—early and middle childhood, 3- to 10-years old. Describe your selected toys and explain why each toy would be optimal for these age groups of children who are in the hospital ward (two paragraphs).

4. Format your paper according to the CSU-Global Guide to Writing & APA.

Option #2: The Elderly and Spatial Arrangements, Essay

Note: Complete this option of the Portfolio Milestone ONLY if you are completing Option #2 of the final Portfolio Project. Review the entire Portfolio Project in the Module 8 folder.

1. Identify some of the various physical impairments typically suffered by elderly people due to aging, illness,

or disability. 2. Write a brief overview of the types of illnesses/injuries requiring hospice care (two to three paragraphs).

SAMPLE

3. Explain why this topic is important to you (one paragraph). 4. Examine furniture and interior design spatial arrangement options, either online or in a store. Select a few

that will help to maximize an elderly person’s ability to remain independent and to have accessibility to the requirements of daily living from room to room.

5. Describe three of your selected furniture and interior-design options and why they would be optimal for the adults in hospice (two paragraphs).

6. Format your paper according to the CSU-Global Guide to Writing & APA.

Module 5



Option #1: Parents of Children with Long-term Illness or Disability, Essay

This week, analyze problems experienced by parents with children who have long-term illnesses or disabilities. Consider the following situations and the impact of each on parent-child socio- emotional relationships and parenting:

a. The hospital is a far distance from where the family lives, and the parent/parents

is/are unable to stay nearby to visit the child daily/weekly. b. Finances (and familial relations such as marriage or co-custody) are strained by the

cost of treatment and/or there are other children in the home needing care. c. Ill children often feel abandoned and act-out, often rejecting the parent(s), who, in

turn, may feel guilty and fail to discipline the children properly.

Paper Instructions: • Write a two- to three-page paper, not including the required title and reference pages. • Support your analysis using (and properly citing) material from the required readings for Week 5. • Format your paper according to the CSU-Global Guide to Writing & APA.

Option #2: Historical Changes in Family Relationships, Essay

This week, analyze changes in family relationships in the United States over the last 150 years. Consider the following aspects and their impact on adult careers and parenting:

a. Variations in types of families that were/are considered acceptable by society b. The timing for major life changes, such as marriage, childbearing, and increasing family size c. Balancing responsibilities for family and work with leisure, particularly for the “sandwich”

generation.

Paper Requirements: • Write a two- to three-page paper, not including the title and reference pages, which are

required. • Support your analysis using and citing material from readings required in Week 5. • Format your paper according to the CSU-Global Guide to Writing & APA.

Module 6

CRITICAL THINKING ASSIGNMENT (95 points): SAMPLE


Option #1: Child Injury Case, Essay Scenario:

You return on holiday from college and stop by your aunt and uncle’s house to take your four-year-old cousin out for ice cream. You are surprised to find her with a cast on her foot and bruises on both her legs and arms in different healing phases. You know that she was a sickly child who was prone to illnesses and could be very demanding, but you are concerned that someone may be abusing her. When you ask her what happened, she simply shrugs her shoulders and demands that you pick her up and carry her around. You ask your aunt and uncle what happened to her, and they indicate that she is a clumsy child and keeps falling down.

You ask your mother if anyone in the family has ever been tested for osteogenesis imperfecta and Von Willebrand’s disease, which would be a medical explanation for these injuries, or if your uncle uses alternative medicinal practices, such as cupping.

Paper Requirements:

a. In your essay, determine whether your aunt and uncle’s explanation or your own suspicions are valid.

How would you investigate to assess these claims? If the former is founded (you must specify how you verified your aunt and uncle’s claims), then you should suggest a few ways to help your relatives with your cousin in order to reduce her injuries.

b. If child abuse is substantiated (and you must specify how you made this analysis), then you must figure out what you should do to get your cousin assistance.

c. Write a two- to three-page paper, not including the required title and reference pages. d. Support your analysis using and citing material from this week’s required readings. e. Format your paper according to the CSU-Global Guide to Writing & APA.

Option #2: Elder Abuse Case, Essay Scenario:

Your maternal grandmother lives with your aunt and uncle, who have been caring for her. Your grandmother claims they have been abusing her. She has bruising on both wrists and on the left side of her face. Your grandmother is also accusing your aunt and uncle of stealing her money and starving her. She asks you to intercede because her own daughter--your mother--is deceased.

You ask your aunt and uncle how your grandmother is doing, and they confide in you that she is unwell. According to them, she has Alzheimer’s and is often incomprehensible, and that recent tests revealed she has a bleeding disorder called Von Willebrand’s Syndrome.

Paper Requirements:

a. In your essay, determine whether your aunt and uncle’s explanation or your grandmother’s claims are

valid. How would you investigate to assess these claims? b. If your aunt and uncle’s explanations are founded (and you must specify how you verified this claim), then

you should suggest a few ways to help your aunt and uncle with your grandmother so she will not believe herself abused.

c. If your grandmother’s claims are substantiated (and you must specify how you made this analysis), then you must figure out what you should do to get her assistance.

d. Write a two- to three- page paper, not including the required title and reference pages. e. Support your analysis using and citing material from Week 6 readings. f. Format your paper according to the CSU-Global Guide to Writing & APA. SAMPLE

Module 7

PORTFOLIO PROJECT MILESTONE (25 points)

NOTE: While you will not receive points this week, this deliverable is worth 25 points toward the final Portfolio Project, due at the end of Week 8. Review the Portfolio Project description in the Module 8 folder, and the grading rubric as well.

Portfolio Milestone Option #1: Annotated Bibliography and Reference list, Portfolio Project Option #1

Visit the Module 8 folder and re-read Option #1 of the Portfolio Project. That assignment asks you to identify some of the illnesses and injuries that would result in children having to spend time in a long-term care hospital facility. The Portfolio Project also asks you to explore toy options, either online or in the toy store, selecting a few for each age group, early and middle childhood, trying to maximize physical and cognitive development.

a) For this week’s Milestone, you are required to find appropriate sources on the internet or from the CSU-

Global Library that include both academic and professional literature. b) Prepare an annotated bibliography from five to seven relevant sources. You may use the recommended

readings in this course but not the required readings. c) Format your annotated bibliography formatted according to the CSU-Global Guide to Writing & APA.

Portfolio Milestone Option #2: Annotated Bibliography and Reference list, Portfolio Project Option #2

Visit the Module 8 folder and re-read the Option #2 Portfolio Project. That assignment asks you to identify various physical impairments typically suffered by elderly people, either due to aging, illness, or disability. The Portfolio Project also asks you to examine furniture and interior design spatial arrangement options, either online or in a store, and to select a few arrangements that will help to maximize elderly people’s ability to stay independent and to have accessibility from room to room.

a) For this week’s Milestone, you are required to find appropriate sources on the internet or from the CSU-

Global Library that include both academic and professional literature. b) Prepare an annotated bibliography from five to seven relevant sources. You may use the recommended

readings in this course but not the required readings. c) Format your annotated bibliography according to the CSU-Global Guide to Writing and APA.

Module 8

PORTFOLIO PROJECT (300 points):

Choose one of the following two options to complete for your Portfolio Project. Do not complete both projects. Identify your assignment choice in the title of your submission.

Portfolio Option #1: Children’s Ward Consultant Essay

Scenario:

You are a consultant in a children’s ward for a long-term care hospital facility geared towards ages 3 to 10 years old. The facility directors ask you to construct an indoor/outdoor play center and activity schedule to allow those in early and middle childhood to maintain and develop their cognitive, physical, social, and emotional growth while recovering from their injuries/illnesses.

Justify for the facility’s stakeholders the use and placement for each piece of play equipment, toy, and furniture. Make it clear when and why you would need to divide some of the space to separate children in early childhood from those in middle childhood. SAMPLE

Paper Requirements:

1. How does each piece of play equipment, toy, and furniture contribute to the four types of development (e.g., fine-motor movement helps physical growth)?

2. How does each piece facilitate social-emotional bonds of children with their families? 3. How does each piece improve coping and adjustment to long-term care? 4. Your paper should be seven- to nine-pages (not including the required title or reference pages) and

double spaced. 5. The paper should be based on references to scholarly materials (rather than on introductory textbooks,

popular website writings, or musings, for example). To that, your paper should synthesize current, relevant research on your topic from at least five scholarly sources. Cite and reference these sources according to APA style.

6. Include an introduction that provides a clear statement of your position on the topic, a body that discusses the implications of possible solutions for the project under consideration, and a conclusion regarding how best to manage the issue (i.e., your informed opinion on the issues raised).

7. Format your entire paper according to the CSU-Global Guide to Writing and APA.

The paper must demonstrate what you have learned about current issues related to human development. Your paper is expected to have depth and offer a thoughtful analysis on the topic. The most common mistakes in writing an essay are (a) simply summarizing the topic and not analyzing it or discussing your views and (b) failing to relate the subject to the broader context of restorative justice, as discussed in class and as found in the readings.

Adequately including the broader contexts includes, for example, considering how your research might yield a different approach to restorative justice in the United States.

Portfolio Milestones This Portfolio Project requires two preliminary deliverables (Portfolio Milestones) in Weeks 4 and 7.

• Week 4: Submit Project Topic and Preliminary Examination

o Explain why this topic is important to you (one paragraph). Write a brief overview of the types of

illnesses/injuries requiring hospital care (in two to three paragraphs). o Then, describe a few of your selected toys (not the furniture and playground equipment) and explain

why these would be optimal for these children while in the hospital ward (two paragraphs). o Format your submission according to the CSU-Global Guide to Writing and APA.

• Week 7: Submit an Annotated Bibliography and a Reference List.

o You will be required to find appropriate sources from the internet or the CSU Global Library (include both academic and professional articles) and to prepare an annotated bibliography from five to seven relevant sources. You may use the recommended readings but not the required readings in this course.

o Format your annotated bibliography according to the CSU-Global Guide to Writing and APA.

Portfolio Option #2: Hospice Facility Consultant, Essay

Scenario:

You are a consultant in a hospice facility for adult patients with terminal illness. The patients come from diverse ethnic and cultural backgrounds. The administration has two concerns. SAMPLE

First, there have been many patient complaints filed indicating that the staff is being abusive, both physically and psychologically. It is possible that the staff is being abusive (e.g., pulling them out of bed roughly, causing injury) or that the patients are misinterpreting the staff’s behavior (for example, the patients might suffer from dementia or Alzheimer’s, which may lead them to believe they are not being fed).

Second, the patients have difficulty complying with their medication regime, with some patients seeking alternative methods for treating their illnesses and coping with the dying process.

Based on what you learned in this course, what information should be given to the staff to address both issues? Be sure to specify:

1. Ways the staff can ensure that patient care is applied in a consistent and respectful manner. Physical and

cognitive abilities/limitations should be described. For example, the patient may have physical impairments that make it difficult for the person to move with ease or to see/hear properly. Cognitive impairments (e.g., dementia) may distort patient perceptions.

2. Ways that staff can get compliance from patients to take medications and to show understanding for the patient’s cultural and ethical beliefs, although implementation of some alternative methods can only be allowed if they are not illegal.

3. Ways that staff can ease the acceptance of and coping process related to dying and death for the patient and his/her family. In particular, the patient must be informed of choices while in the hospital (for example, a Living Will or a DNR) and for his/her funeral, while helping the family cope with mourning, bereavement, and grief over the loss or probable loss of their kin.

Final Paper Instructions:

1. Your paper should be seven to nine pages (not including the required title or reference pages), double

spaced. 2. The paper should be based on references to scholarly materials (rather than on introductory textbooks,

popular website writings, or musings, for example). To that, your paper should synthesize current, relevant research on your topic from at least five scholarly sources. Cite and reference these sources according to APA style.

3. Include an introduction that provides a clear statement of your position on the topic, a body that discusses the implications of possible solutions for the project under consideration, and a conclusion regarding how best to manage the issue (i.e., your informed opinion on the issues raised).

4. Format your entire paper according to the CSU-Global Guide to Writing and APA.

The paper must demonstrate what you have learned about current issues related to human development. Your paper is expected to have depth and offer a thoughtful analysis on the topic. The most common mistakes in writing an essay are (a) simply summarizing the topic and not analyzing it or discussing your views and (b) failing to relate the subject to the broader context of restorative justice, as discussed in class and as found in the readings.

Adequately including the broader contexts includes, for example, considering how your research might yield a different approach to restorative justice in the United States.

Portfolio Milestones This Portfolio Project requires two preliminary deliverables (Portfolio Milestones) in Weeks 4 and 7.

• Week 4: Submit Project Topic and Preliminary Examination o For this Portfolio Milestone, explain why this topic is important to you (one paragraph). o Write a brief overview of the types of illnesses/injuries requiring hospice care (two to three

paragraphs). o Describe a few of your selected furniture and interior design options and why they would be

optimal for the adults in hospice (two paragraphs).

• Week 7: Submit an Annotated Bibliography and a Reference List SAMPLE

o You will be required to find appropriate sources from the CSU Global Library (to include academic, professional, and peer-reviewed journal articles) and prepare an annotated bibliography from five to seven relevant sources. You certainly should also consider using the readings that are assigned as supplemental citations. This annotated bibliography will be written in APA format, included in the CSU-Global Guide to Writing and APA.

Course Policies

Course Grading

20% Discussion Participation 0% Opening Exercises 8% Mastery Exercises 37% Critical Thinking Assignments 35% Final Portfolio Project

Grading Scale and Policies

In-Classroom Policies For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.

Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.

Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions in your course.

Disability Services Statement CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email [email protected] for additional information to coordinate reasonable accommodations for students with documented disabilities.

Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance

A 95.0 – 100

A- 90.0 – 94.9

B+ 86.7 – 89.9

B 83.3 – 86.6

B- 80.0 – 83.2

C+ 75.0 – 79.9

C 70.0 – 74.9

D 60.0 – 69.9

F 59.9 or below

SAMPLE

http://portal.csuglobal.edu/document/ACPOLICIES

http://portal.csuglobal.edu/document/ACPOLICIES

mailto:[email protected]

with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words?

Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom.

If you have concerns about something that has been said, please let your instructor know.

APPENDIX A

Colorado General Transfer Pathways Alignment

Course Learning Outcomes

GT Pathways Competencies & Content Criteria

Assessment Methods

CLO1. Identify various theories used to explain development across the lifespan.

CCb: Use tools, approaches, and skills from the Social & Behavioral Sciences to analyze and interpret issues.

DGL,1: build self-awareness

CT1a: Utilize Context a. Evaluate the relevance of context when presenting a position.

CCa: Module 2 Ct: students are asked to evaluate the outdoor play environment to determine if it supports physical growth for those in early childhood and middle childhood in a safe and secure way.

DGL: --DQ, mod 1: Students are asked to consider the development of any special ability/skill they have.

CT1a: --Mod 3 DQ: Students collect three personal narratives. --Mod 2, DQ: The discussion this week focuses on ageism. Interview one to two people, one aged 35-50 and another 66+.

CLO2. Describe cultural/religious/ethnic differences and their impact on individuals.

CCc a. Develop knowledge of human behavior, including learning, cognition, and human development or cultural or social frameworks/theories that explore and compare issues and characteristics of individuals, groups, communities, or cultures.

DGL2 Examine Perspectives

a. Examine diverse perspectives when

CCa. --DQ Mod 5: students are asked to view roles within their own culture.

DGL2 and 3: --DQ, Mod 5: students are asked to view roles within their own culture.

CT2c: --Mod 3, CT: students will need to ask family and friends to help by telling them various situations in which they had to make important decisions SAMPLE

investigating social and behavioral topics within natural or human systems.

DGL 3: Address Diversity

a. Make connections between the world- views, power structures, and experiences of individuals, groups, communities, or cultures, in historical or contemporary contexts.

CT2c: Analyze one’s own and others’ assumptions.

CLO3. Describe physical, cognitive, social, and emotional development from infancy to adulthood.

CCc: Understand diverse perspectives and groups.

DGL2 Examine Perspectives a. Examine diverse perspectives when investigating social and behavioral topics within natural or human systems.

CT2b: Identify assumptions.

CCc: --Mod 5 CT: students are asked to analyze problems experienced by parents with children who have long- term illnesses or disabilities.

DGL2 --Portfolio in Mod 8: Students assume they are a consultant in a child ward for a long-term care hospital facility geared towards ages 3 to 10 years old. The facility directors ask student to construct an indoor/outdoor play center and activity schedule to allow those in early and middle childhood to maintain and develop their cognitive, physical, social, and emotional growth while recovering from their injuries/illnesses.

--Portfolio milestone 7: students are making annotated bibliographies.

--Mod 3, CT: For this paper, you will write an essay about the games/activities/materials children use.

DGL2: --Mod 4 DQ: Discuss your own childhood experiences with this in- and out-group

SAMPLE

acceptance and rejection in terms of the emotional consequences you experienced.

CT2b: --Mod 5 CT: students are asked to analyze problems experienced by parents with children who have long- term illnesses or disabilities.

CLO4. Identify behavioral signs and physical symptoms in victims of domestic violence.

CCd: Understand diverse perspectives and groups.

DGL3. Address Diversity


CT1: . Explain an Issue a. Use information to describe a problem or issue and/or articulate a question related to the topic.

CCd: -- Mod 6, CT: Students are asked how they would handle a situation where their relative is possibly being abused.

DGL 3: --Mod 6 DQ: Students are asked to indicate some of the myths and misconceptions about IPV, then explain why these are incorrect.

CT1: --Mod 6 DQ: Students are asked to indicate some of the myths and misconceptions about IPV, then explain why these are incorrect.

CLO5. Explain relationship of health and sexuality; Identify problems and discuss possible solutions associated with recovery from illnesses.

DGL Examine Perspectives a. Examine diverse perspectives when investigating social and behavioral topics within natural or human systems.

CT3b: Understand Implications and Make Conclusions

CC1a. Explain an Issue

a. Use information to describe a problem or issue and/or articulate a question related to the topic.

DGL: --Mod 7, DQ: Students are asked to Consider the role that the media has on “no-strings-attached” sexual relations and the acceptance of that in America, particularly among the young.

CT3b: --Portfolio Project Module 8 --Mod 7 DQ

CC: Mod 2 CT: build on design in constructing a hospice center or playground, which is the focus of the Portfolio Project Options 1 and 2. SAMPLE

CLO6. Define life and death, as well as explain associated issues related to both topics.

DGL3: Address Diversity


CT. Understand Implications and Make Conclusions

a. Establish a conclusion that is tied to the range of information presented.

b. Reflect on implications and consequences of stated conclusion. CCa: Develop knowledge of human behavior, including learning, cognition, and human development or cultural or social frameworks/theories that explore and compare issues and characteristics of individuals, groups, communities, or cultures.

DGL3: --Mod 2, DQ: The discussion this week focuses on ageism. Interview one to two people, one aged 35-50 and another 66+.

CT: --Mod 8, DQ: Students are asked to consider the ways that your family deals with life and death.

-- Mod 2, DQ: The discussion this week focuses on ageism. Interview one to two people, one aged 35-50 and another 66+.

CC: --Portfolio Project Option: The paper must demonstrate what students have learned about current issues related to human development.

CLO – Course Learning Outcome CC – gtPathways Content Criteria DGL – gtPathways Diversity and Global Learning Competency CT – gtPathways Critical Thinking Competency

Content Criteria for Designating a Human Behavior, Culture, or Social Frameworks Course as GT Pathways:

Students should be able to: a. Develop knowledge of human behavior, including learning, cognition, and human development or cultural or social frameworks/theories that explore and compare issues and characteristics of individuals, groups, communities, or cultures. b. Use tools, approaches, and skills from the Social & Behavioral Sciences to analyze and interpret issues. c. Understand diverse perspectives and groups.

Competencies for Diversity and Global Learning SAMPLE

Students should be able to: 1. Build Self-Awareness

a. Demonstrate how their own attitudes, behaviors, or beliefs compare or relate to those of other individuals, groups, communities, or cultures.

2. Examine Perspectives a. Examine diverse perspectives when investigating social and behavioral topics within natural or human systems.

3. Address Diversity a. Make connections between the world-views, power structures, and experiences of individuals, groups, communities, or cultures, in historical or contemporary contexts.

Competencies for Critical Thinking

Students should be able to: 1. Explain an Issue

a. Use information to describe a problem or issue and/or articulate a question related to the topic. 2. Utilize Context

a. Evaluate the relevance of context when presenting a position. b. Identify assumptions. c. Analyze one’s own and others’ assumptions.

3. Understand Implications and Make Conclusions a. Establish a conclusion that is tied to the range of information presented. b. Reflect on implications and consequences of stated conclusion.

SAMPLE

psy105 – introduction to human development sample · the exact number of hours per week that you...

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