Faculty Contact Information:
Dr. Mary Guindon
UMUC-Europe
PSC 37 Box 4238
APO AE 09459
mguindon@faculty.ed.umuc.edu | |
Consultation:
| Via email: mguindon@faculty.ed.umuc.edu | |
Required Texts and Readings:
| Santrock, J.W. (2004). Life-Span Development. Boston, MA: McGraw Hill. | |
Supplementary Readings:
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The following reading material may be useful to students, depending on areas of interest:
American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC.
Dillard, A. (1987). An American childhood. New York: Harper and Row. This is an illuminating and highly recommended autobiography of one woman's look back on the "growing up" process.
Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press. Alternate research-based look at Kohlberg’s developmental model from a feminist perspective. A seminal work.
Ivey, Allen E., Ivey, Mary B., (1998) Reframing DSM-IV: positive strategies from developmental counseling and therapy. The Journal of Counseling and Development, 76, 334-350.
Kubler-Ross, E. (1969). On death and dying. New York: Collier Books. The ground-breaking work.
Levant, R. F., & Pollack, W. S. (1995). A new psychology of men. New York: Basic Books. A new look at how men develop in the post-feminist world.
Morgan, B., MacMillan, P. (1999) Helping clients move toward constructive change: A three-phase integrated counseling model. The Journal of Counseling and Development, 77, 153-170.
Schlossberg, N. (1984). Counseling adults in transition. New York: Springer. Excellent resource for counselors of adults.
Schlossberg, N. (1994). Overwhelmed: Coping with life's ups and downs. New York: Lexington Books. Excellent resource for adult clients in transition.
Viorst, Judith: Any of her books on various developmental ages and stages in adult life. She writes intelligent books for the general public; also, story books for children.
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills. | |
Recommended Journals:
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Course Description:
| This course places emphasis on the study of the characteristics of human growth at each stage of development. Special emphasis will be placed on counseling in various settings, including schools. Instruction and practice in the writing of a case study report is also given. Students may receive credit for only one of the following courses: EDUC 507 or EDCP 605. | |
Course Goals:
| This course is designed to enable students to become familiar with the dynamic aspects of human growth and development over the life span. It will assist students in preparing for the comprehensive exam and will prepare them for professional practice with people of all ages. | |
Course Objectives:
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At the conclusion of the course, the student will be able to:
1. Identify the main concepts and theories of human development postulated by prominent developmental psychologists.
2. Identify the determinants of physical, cognitive, and social/ psychological human growth and development.
3. Be knowledgeable about the nature and need of the individual at every level of development.
4. Be familiar with current research in the field of human growth and development.
5. Have an understanding of how to work with children, adolescents and adults in any setting. | |
Grading Information:
Grades for this course will be assigned as follows:
A 90-100%
B 80-89%
C 70-79%
F below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs. | |
Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to complete:
Weekly Postings - Discussion and Participation..........40%
Developmental Autobiography.............................30%
Group Project One.......................................15%
Group Project ..........................................15%
Total..................................................100% | |
Description of Course Requirements:
Participate in classroom discussions: Each student is expected to sign-on consistently. There will be material presented that is not available in the text. You are expected to sign-on prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional study for every hour of an online class. It will include case studies and self-reflections.
Weekly Postings (40% of grade): Students will be graded on their class participation and discussion. As there will be a permanent record of these postings, students should carefully consider their remarks before submission. "Thoughtful and respectful" should be your maxim. The student’ postings will be graded on depth of understanding of the material.
Group Projects (each 15% of grade): There will be two Group Projects, one in Weeks 5-6 and one in Weeks 10-11. Students will be assigned to these projects in groups of three or four and follow the instructions given in the Study Group areas. Application of theory and life-span development concepts to case studies are a key part of this group work. Students will be individually graded, and all communication between students and faculty for these Projects must occur in the Study Group area, not via separate email.
Developmental Autobiography (30% of grade): Each week the student will add at least one page to an autobiography, and will apply different theories (at least one theory for each developmental point) learned in this course using the material from Chapters 1 and 2 along with that week’s chapters in the text and one’s own reflections, memory, etc. When each student reaches lifestages not yet attained (e.g, middle or late adulthood), the student will draw on memories of family members and significant others that have impacted on their own past and current development as well as possible future development. As you proceed through each week of this course, questions will be added in this section to guide you and provide you with topics for a weekly essay that is based on individual reflection and analysis of your own development. The object of this autobiography is to help the students learn about their own developmental processes so they can generalize this understanding to their future clients. Each student will be assigned to an individual Study Group to ensure maximum confidentiality. Material that the students want to share with the entire class can be posted in the weekly conferences. | |
Course Schedule:
Course Schedule Week, Session Dates, Readings, Assignments, and Due Dates
1 10/31 to 11/6
*Introductions
*Review of syllabus
* Clarification of goals, objectives and requirements
*The Life Span Developmental Perspective
*Discuss Chapter 1
2 11/7 to 11/13
*Theories and Research in Life-Span Development
*Discuss Chapter 2
3 11/14 to 11/20
*Beginnings - Biology, Prenatal Development & Birth
*Discuss Chapters 3 & 4
4 11/21 to 11/27
*Infancy – Physical, Cognitive & Socioemotional Development
*Discuss Chapters 5, 6, &7 Don’t forget to eat Turkey!
5 11/28 to 12/4
*Early Childhood - Physical, Cognitive, & Socioemotional Devlopment *Discuss Chapters 8 & 9
*Study Group One begins
6 12/5 to 12/11
*Middle & Late Childhood - Physical, Cognitive, and Socioemotional Development
*Discuss Chapters 10 & 11
*Study Group One ends
7 12/12 to 12/18
*Adolescence - Physical, Cognitive & Socioemotional Development *Discuss Chapters 12 & 13
8 12/19 to 12/23
*Special Topics: Childhood through AdolescenceReview and
*Discuss Issues from Chapters 3-13
*Enjoy the Holidays!
9 1/2 to 1/8
*Early Adulthood - Physical, Cognitive & Socioemotional Development *Discuss Chapters 14 & 15
10 1/9 to 1/15
*Middle Adulthood - Physical, Cognitive & Socioemotional Devlopment *Discuss Chapters 16 & 17
*Study Group Two begins
11 1/16 to 1/22
*Late Adulthood - Physical, Cognitive & Socioemotional Development; *Discuss Chapters 18, 19, & 20
*Study Group Two ends
12 1/123 to 1/29
*Endings - Death & Grieving
*Discuss Chapter 21
*Developmental Autobiography due
*Course Evaluations
Additional Information
The weeks are organized so that, once the work of that week is done, we move onto the next week. Thus, each Monday a new set of Conferences will be available for postings. Students will have until Sunday night to complete the postings from that week. Then the conferences will be closed and no further postings for that week will be allowed. The only work that continues will be the two Study Groups (lasting two weeks each) and the Developmental Autobiography, which the student adds to each week. | |
Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | | |
Faculty Bio:
Mary Guindon holds a PhD in Counselor Education from the University of Virginia. She is currently on sabbatical from Johns Hopkins University where she is associate professor and chair of the Department of Counseling and Human Services. A licensed clinical professional counselor(in Md) and a licensed psychologist (in PA), she serves on the ACA Professional Publications Committee and is on the editorial board of NCDA's Career Development Quarterly. She is past president of NJMHCA and NJACES, past secretary of Maryland Association for Counseling and Development (MACD), and former district consultant for AMHCA. Most recently she served on the Maryland Board of Professional Counselors and Therapists as the higher education representative and state licensure consultant. Her areas of expertise are mental health and career development, self-esteem, and counselor accountability and training. She is also an organ1zational consultant and trainer.
As a former miliary wife and daughter, I am delighted to be teaching here! | |