PS121 Human Growth & Development

for S2B 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


PS 121 Human Growth & Development


S2B 2012 BL


Nieto, Naomi Y.


Adjunct Psychology Instructor


BA Psychologgy
MA Mental Health Counseling

Office Location

Before and After Class/Email/Telephone

Office Hours

Before and After Class/Email/Telephone

Daytime Phone



Semester Dates

March 19 - May 13, 2012

Class Days


Class Time

5:00 - 7:30 PM

Credit Hours


Berger, Kathleen. The Developing Person: Through The Lifespan, 8th Edition © 2011 – Worth Publishers. ISBN13: 978-1-4292-3203-6 

American Psychology Association. Publication Manual of the American Psychological Association. 6th Edition. Copyright 2010.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
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Resources for Current Students - A great place to look for all kinds of information

Course Description:
PS 121 Human Growth and Development: A discussion of the physical, social, and physiological changes occurring during the life of the individual from conception to death. Emphasis is placed on the similarities and differences of the various age groups and the specialized needs of each. 3:0:3

Educational Philosophy:

Learning is centered on the student and focus on the course outcomes. The student is responsible for learning those outcomes. Also, implementation of additional APA style learning throughout the course.

The instructor is responsible for presenting the course material in an environment conducive to learning along with clarifying and /or elaborating on the goals.  The instructor must guide the student to an understanding of concepts and the application of theories presented in the course.

Students are responsible for reaching the goals of the semester by taking weekly assessments, presentation of scholarly, empirical journals, examinations, and a research paper reflecting on new research in the field of psychology.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and use vocabulary words related to human growth and development through the written word.
  2. Analyze the concepts found in common to each period from conception to death.
  3. Critically examine such topics as developmental science, developmental theories, heredity, prenatal development, birth, infants, toddlers, children, adolescents, young adults, adults, older adults, and death. Each of the developmental periods will be analyzed from a biosocial, cognitive, and psychosocial perspective.
  4. Identify basic notions found in research method often used in human growth and development.
  5. Demonstrate high quality written communication skills through interaction with other students and the instructor in a structured, flexible environment.
  6. Identify public policy that influences the lives of people as they develop through the lifespan.

  Instructor Learning Outcomes
  1. Identify motives and behaviors that stem from Nature vs. Nurture.
  2. Discuss criminal behavior involved with development of humans.
  3. Presentations of famous criminals and their development.
  4. Correlate human behavior throughout the lifecycle.
Core Assessment:

Each student will write one research paper. Each student will conduct seven 1 hour observations with children, adolescents, and adults in various stages of their development. The following table will show what stages will be required:

Topic Area

Data Collection

Minimum Duration of Observation/Interview

The First Two Years


1 Hour

The Play Years


1 Hour

The School Years


1 Hour



1 Hour

Early Adulthood


1 Hour

Middle Adulthood


1 Hour

Late Adulthood


1 Hour

These observations can occur in any setting where people can be found. Each student will be required to write a paper that will be an analysis of their observations. Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes. The 1 hour used for the observation and interview need to be recorded in your appendix. Each paper will need to be double spaced. Each paper will need to use APA style when citing references and will need an APA style references list. Each paper will need to have 3 references including the textbook. The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.

Link to Class Rubric

Class Assessment:

The class assessment will be based on examinations, case studies, comprehensive paper, student presentations and class attendance/participation. 

·        The grading plan will consist of the following

1.      Midterm Exam:                         40 points

2.      Final Exam:                               40 points

3.      Research Paper (Core):             80 points

4.      Presentation:                             30 points

5.      4 Quizzes (15 points each)         60 points

                              Total Points =                         250 POINTS

The presentation will be 30 minutes long using empirical research from credible sources. The class will sign up for a theorist in the field of psychology. This research will illicit growth and development of the theorist, portraying to the class where in development did the theorist use analytical contributions to psychology. The components include background information, demographics, family life, any possible mental disorders, motives, and what happened in their life?
The students are not allowed to read directly from their powerpoint or notes. The presenation is research based using oral communication, which may include visual aids to the class. The purpose of the group presentation is to allow the class to learn about development of human beings in society and how their actions affect everyone around them. As college adults, the professional manner of presentations is important; therefore, if the presentation is directly from reading the notes, the group will be docked major points.  
There will be respect during the presentation. Laptops, cell phones, and other reading material must be put aside to give the group the class' full attention to ask questions.
The Quizzes and Exams will be administered as in-class, closed notes/book. All cell phones must be turned off during any quiz or test to alleviate any suspicion of cheating or dishonesty.


The following will be used to assigned course letter grades (250 points):

225-250  = A

200-224   =  B

175-199  =  C

150-174  =  D

173-0  =  F

Late Submission of Course Materials:

Work missed because of absences or work turned in late will not be accepted.  It is your responsibility to meet deadlines and turn in work when it's due. Military students can make alternative arrangements with the instructor because of deployments or other unforeseen military duties that often arise. Park University specializes in serving military students and accommodations will be made to help the soldier, marine, airman, or sailor complete the course successfully.
If any students are not military, they are also encouraged to notify the instructor about arrangements for make up work.  

Classroom Rules of Conduct:

Attend all classes for the entire class period and be on time to all classes. Roll will be taken before and after at each class meeting, therefore students who leave during class breaks will be considered absent and receive a "U". If classes are missed for a legitimate reason, such as temporary duty or illness, the student is responsible to make up the missed work, obtain lecture notes and handouts. If you are going to miss a class, I expect to be communicated with prior to class, if possible.  Assignments will be turned in on time.  There will be exceptions.
If the student misses a quiz or exam, they will need to make up that quiz/exam the next class day. Students are encouraged to exchange phone number or emails for notes in case they miss class. The student will not be able to ask the instructor for extra time. The syllabus is made in advance with chapters and vital information each week, which is labeled on the syllabus. There should not be any excuse about not knowing what chapters to cover.

Course Topic/Dates/Assignments:

Week 1:

  • March 19 
    • Class Introduction
    • Syllabus
    • Chapter 1: Introduction  
    • Chapter 2: Theories of Development 
  • March 21 
    • Chapter 3: Heredity and Environment 
    • Chapter 4: Prenatal Development to Birth

 Week 2:

  • March 26   
    •  Quiz #1 (Ch 1-4)
    • Chapter 5: The First Two Years: Biosocial Development
    • Chapter 6: The First Two Years: Cognitive Development
  • March 28 
    • Chapter 7: The First Two Years: Psychosocial Development
    • Presentations

Week 3:

  • April 2 
    • Chapter 8: Early Childhood: Biosocial Development
    • Chapter 9: Early Childhood: Cognitive Development
    • Presentations
  • April 4 
    • Chapter 10: Early Childhood: Psychosocial Development
    • Presentations

Week 4:

  • April 9 
    • Quiz #2 (Ch 5-10) -  Quiz will be graded and given back
    • Chapter 11: Middle Childhood: Biosocial Development
    • Chapter 12: Middle Childhood: Cognitive Development
    • Chapter 13: Middle Childhood: Psychosocial Development
    • Review for Midterm
  • April 11 
    • MIDTERM CHAPTERS 1-13 (Closed book/notes and in-class)

Week 5:

  • April 16 
    • Chapter 14: Adolescence: Biosocial Development
    • Chapter 15: Adolescence: Cognitive Development
    • Chapter 16: Adolescence: Psychosocial Development  
    • Presentations
  • April 18 
    • Group Therapy Example

Week 6:

  • April 23 
    • Quiz # 3 (Ch 14-16)
    • Chapter 17: Emerging Adulthood: Biosocial Development
    • Chapter 18: Emerging Adulthood: Cognitive Development
    • Presentations
  • April 25 
    • Chapter 19: Emerging Adulthood: Psychosocial Development
    • Presentations

Week 7:

  • April 30 
    • Chapter 20: Adulthood: Biosocial Development
    • Chapter 21: Adulthood: Cognitive Development
    • Presentations
  • May 2 
    • Chapter 22: Adulthood: Psychosocial Development
    • Presentations
  •  CORE ASSESSMENT DUE  (eCompanion Dropbox )

Week 8:

  • May 7 
    • Quiz #4 (Ch 17-22) - Quiz will be graded and given back
    • Chapter 23: Late Adulthood: Biosocial Development
    • Chapter 24: Late Adulthood: Cognitive Development
    • Chapter 25: Late Adulthood: Psychosocial Development
    • Epilogue: Death and Dying
    • Review for Final
  • May 9 
    • FINAL (Chapter 14-25 & Epilogue only) (Closed book/notes and in-class)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
•Compared and contrasted 5-6 topic areas and corresponding literature. Compared and contrasted 3-4 topic areas and corresponding literature. Compared and contrasted 1-2 topic areas and corresponding literature.  
The student will offer personal experience about 5-7 topic areas. The student will offer personal experience about 3-4 topic areas. The student will offer personal experience about 1-2 topic areas.  
Technical Skill in Communicating                                                                                                                                                                                                                           
The research paper meets expectations while including a student developed graphic or table.

The research paper contains the following sections:

•APA citations




•APA formatted references page.

•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.

The research paper will also include the following:

•Focus (arguable claim, original idea, & clear controlling idea)

•Development (full discussion, smooth style, & personal experiences)

•Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

•Mechanics (proper grammar, punctuation, and spelling)

The research paper contains the following sections:

•Cover page

•Abstract–summary of Project




•APA formatted references page.

•References Page–all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.



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Last Updated:1/30/2012 2:31:04 PM