MARYLAND IN EUROPE

GRADUATE PROGRAMS

COUNSELING AND PERSONNEL SERVICES

COURSE DATES: (09:00 TO 16:00) Weekends 9/10 June, 23/24 June, 14/15 July, 28/29 July.

COURSE LOCATION: Heidelberg

INSTRUCTOR: DR. CLEMENT MARCANTONIO

OFFICE HOURS: Prior to class; after class on day one or by appointment

REQUIRED TEXTS: Lemme, Barbara H. (1999). Development in Adulthood, (2nd ed.). Allyn and Bacon

Pollock, George H., Greenspan, Stanley I. Editors (1998)

The Course of Life Vol. V Early Adulthood

The Course of Life Vol. VI Late Adulthood

The Course of Life Vol. VII Completing the Journey

International Universities Press, Inc.

Graig, Kenneth D., Dobson, Keith S. (1995).

Anxiety and Depression in Adults and Children, Sage Publication

Burns, David D., (1992). Feeling Good, The New Mood Therapy, Avon Books.

This course is intended to provide an overview of concepts, theories and data dealing with human development in adulthood. It will explore the adult experience by organizing both assigned readings and class discussion around developmental issues of individual and families over the life-span, the interface of developmental level and problems that are presented in counseling as well as the impact of the cultural background on development.

By the end of the course, CAPS students will be expected to:

1. Know the major theoretical approaches to adult development;

2. Become familiar with research paradigms that have been used to study development and ethical issues related to research in the field;

3. Appreciate the interplay of the generations as individuals and families develop;

4. Appreciate cultural factors including gender, race, social economic status and their influence on development;

5. Become familiar with major writers about adult years;

6. Be able to apply course content to understand one's own development and appreciate the importance of a knowledge base for counseling.

1. Read all assignments. Only a certain amount of class time will be devoted to readings. Lectures will supplement the readings and may not cover material explained in the text.

2. Journal and reaction paper. Keep a personal journal as the course progresses to reflect upon your personal and family development as each adult stage of life is covered, as well as chapter themes (gender, race, etc.). The purpose of the journal is to increase your awareness of developmental concepts by applying them to your personal experience. On the last day of class you must submit one 4 page (double-spaced) reaction paper describing your development at particular stages in your life-span journey.

3. Annotated bibliography. Each student must review three articles from current professional literature.

Suggested journals to review include: Journal of Counseling and Development, Journal of Marriage and Family Therapy, Developmental Psychology, Psychology and Aging, Journal of Counseling Psychology. Articles must address adult developmental concepts and a written report will include:

a. Name of the article

b. Overview of content of article

c. Relationship to class material

d. Personal viewpoint/critique

Two of the three articles must be empirical. Students will be expected to give a brief summary and critique of the article in class.

4. Autobiographical Paper. This paper is to be a minimum of 15 pages (double-spaced) in length. Organize your writing around your present developmental stage. The following are some possible questions for you to consider:

What does it mean turning 20, 30 - to be your current age?

Based on theoretical perspectives, what developmental issues are presently at work in your life?

Looking at the horizontal stressors over your life-span, what historical/societal events impacted on who you are today?

What do you consider to be the more resourceful assets, or resilient factors at work in your life?

How are you the same or different today as you were ten years ago?

How do you account for the continuities and for the changes in your life/

How do you expect to be the same/different in future decades?

OR

In lieu of the "autobiographical paper" students may request to write on a topic of their choice. Prior approval by the instructor is required.

Why study adult development

Life-span developmental perspective

Research issues

Bronfenbrenner's Ecological Systems Theory

Ages and Stages: Erickson, Levinson, Havinghurst

Trait Models: McCrae and Costa

Stability versus Change in the Adult Personality

The Self: Development and Issues of Culture, Gender, Ethnicity, and Age

Defining the Self: Self-Concept, Self-Esteem

Race/Ethnicity and the Development of the Self

Effect of Age on the Self

A life-span of cognitive development

Evidence of cognitive decline

Evidence of cognitive growth

Influence and explanations

Overview of social relationships

Friendship

Leaving home

Mate selection: sexuality

READING: Chapters 4, 5, & 6

Family life cycle

Marriage

Parenthood

Family violence

Schlossberg's model of adult adaptation to transition

What is aging?

Physical Development in Adulthood

Theories of Biological Aging

Annotated bibliography presentation

READING: Chapters 7,9

Happiness, religious involvement and spirituality

Major Depression, Alzheimer's disease

Attitudes toward death

Dying person

Grief work model

READING: Chapters 11,12

Reaction paper and final paper due

The final will be held on Sunday afternoon 29 July. It will cover assigned chapters in the text and any other reading material provided by the instructor.

As in other counseling classes, there will be a great deal of self-disclosure in presentations prepared for EDCP 605. Students will please remember the importance of confidentiality and respect the privacy of their fellow students. Shared life experiences of other students should not be discussed outside the classroom with anyone not in class in such a way that the identity of the student would be disclosed or guessed.

Assigned readings should be carefully read and studied before each weekend session. The first three chapters must be read before the first weekend. Papers are to be typed, double spaced in APA format; grammar, punctuation and spelling should be excellent. Your writing style should make your meaning clear. Poorly written papers will be returned for revision or will receive a lowered grade. Papers are expected on time, so plan your work accordingly. Extensions will be granted upon request only for circumstances beyond the student's control. To guard against loss, always make a second copy of your paper before giving the original to the instructor.