Course Syllabus
HR 5923 - Human Growth & Development
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
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.
Course Prerequisites
- HR 5533 - Counseling Theories in CMHC
- HR 5883 - Introduction to the Counseling Profession
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.
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Videos
- Online content (Canvas)
- Asynchronous discussion and reflections
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
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 |
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.
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
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
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|