Course Syllabus
HR 5923 - Human Growth & Development
Faculty Contact Information
Course Details
Course Description
This course will explore development through the human life span from a psycho-social approach and will examine theoretical approaches from the mid-twentieth century to recent theoretical perspectives. In this context, the expanding social realm of the developing individual will be discussed along with research in a variety of areas related to social development including cognitive and social neurosciences.
This course is designed to provide a foundation in Psycho-Social Development from a theoretical and clinical perspective and to meet the learning objectives of students on the CMHC licensing track. An understanding of Psycho-Social Development is crucial for students to appreciate the life stage process as part of the lived experience of various populations presenting with mental-emotional health issues. This course will therefore help provide the foundation necessary for students as they enter their professional fields.
For a list of course activities, scroll to the bottom of this page.
Learning Outcomes & CACREP Standards
Lifespan Development
| Learning Outcome | CACREP Standard |
|---|---|
| theories of individual and family development across the lifespan | 3.C.1 |
| theories of cultural identity development | 3.C.2 |
| theories of learning | 3.C.3 |
| theories of personality and psychological development | 3.C.4 |
| theories and neurobiological etiology of addictions | 3.C.5 |
| structures for affective relationships, bonds, couples, marriages, and families | 3.C.6 |
| models of resilience, optimal development, and wellness in individuals and families across the lifespan | 3.C.7 |
| models of psychosocial adjustment and adaptation to illness and disability | 3.C.8 |
| the role of sexual development and sexuality related to overall wellness | 3.C.9 |
| biological, neurological, and physiological factors that affect lifespan development, functioning, behavior, resilience, and overall wellness | 3.C.10 |
| systemic, cultural, and environmental factors that affect lifespan development, functioning, behavior, resilience, and overall wellness | 3.C.11 |
| the influence of mental and physical health conditions on coping, resilience, and overall wellness for individuals and families across the lifespan | 3.C.12 |
| effects of crises, disasters, stress, grief, and trauma across the lifespan | 3.C.13 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
| etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders | 5.C.1 |
Course Prerequisites
Graduate standing, majors only, or permission of instructor.
Course Materials
- DSM-5 TR (5th edition, text revision)
- This manual can be accessed through the OU Library by using your OU 4 x 4 and password.
- Newman, B. M., & Newman, P. R. (2018). Development through life: A psychosocial approach (13th ed.). Cengage.
Grades
Breakdown
| Activity |
CACREP Standards |
Description | Percentage of Points |
|---|---|---|---|
| Participation | 3.C.1-13 | Weekly Live Sessions and Personal Reflections | 15% |
| Discussions | 3.C.1-4, 3.C.7, 3.C.11-13 | Discussion board activities | 15% |
| Midterm: Psycho-Social Stages Mini-Paper | 3.C.4, 3.C.7-11 | 2-3 page analysis of a current event and one of the Psycho-Social Stages of Development | 25% |
| Presentation | 3.C.1, 3.C.10-12 | 5-minute Presentation | 20% |
| *Final: Developmental Theory Paper | 3.C.1-7, 3.C.10-12 5.C.1 | Written 6-8 page analysis of a chosen Theory of Development | 25% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation
You will earn points for participation in 2 ways:
- Live Sessions - Points will be given each week for attending the Live Sessions. Attendance/participation in the Live Session is part of the grade mix. If you cannot attend in real time, be sure to watch the recording, summarize it, and turn that summary in on the Live Session page to earn points.
- Reflections - Occasionally, you will have a chance to reflect, in private, on the concepts you are learning about in this course through an essay format submitted through Canvas. It is not timed and you can use your textbook to help you locate or support your ideas.
Discussion Posts
In most modules, you will complete a discussion assignment. Discussion prompts will be provided and will include an analysis of the text and web-based materials and videos.
You will complete an original post on the given topic by 11:59 p.m. Central on Friday, then reply to at least one of your classmates' posts.
Replies are due by Sunday at 11:59 p.m. Central each week. Replies should be respectful and insightful.
Psycho-Social Stages Mini-Paper
This is a 2-3 page written analysis connecting one of Erik Erikson's Psycho-Social Stages of Development and a current event or topic in the world.
This assignment will better prepare you for the Final: Psycho-Social Stages paper and allow you to connect current events and happenings in the world to the content and theory you are learning in this course.
Presentation
Each student will prepare a short (5-minute) recorded presentation on a topic of their choice relevant to human growth and development and development issues across the lifespan.
You will post your presentation to the discussion board in Module 6.
*Final - Developmental Theory Paper
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
This is a client-oriented paper based on a prominent developmental theory covered in this course. Your paper should be 6-8 pages in length (not including the cover page and resources page).
Note: It is important to use scholarly and peer-reviewed references in this paper to indicate your ability to research your chosen issue as part of the psycho-social crisis of your imaginary client.
This sample paper highlights the use of APA (American Psychiatric Association) formatting that includes an abstract, Introduction, and thesis statement and ends with a conclusion. It also serves to illustrate a case example that discusses psycho-social concerns with a relevant clinical issue.
Course Policies
Communication
Feedback
Late Policy
Late submissions of work will be penalized ten percent of the value of the assignment per calendar day of lateness. This may be adjusted upon verification of emergency or extenuating circumstances per my evaluation.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).
Adjustments for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your instructor as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Required Policies for Students On Campus
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in the innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional information about severe weather preparedness is available through the Department of Campus Safety's Emergency Management Division.
OU-Norman Campus: Tornado Refuge Protocol
Severe Weather Preparedness Video
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:
- Leave the building. Do not use the elevators.
- Know at least two building exits.
- Assist those who may need help.
- Proceed to the emergency assembly area.
- Once safely outside, Notify first responders of anyone who may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|