COUN 5368:

Developmental Issues in Counseling Children, Adolescents, and Adults

Fall 2006

Instructor: Gail K. Roaten, Ph.D., LPC-S, CSC                                 Office: ED   4027

E-mail : gr17@txstate.edu                                                                     Office Hours: San Marcos: M 4 – 6,

Phone: 512-245-6576                                                                             W   Noon – 2 p.m.                                                                                                                                                                           RRHEC: T 4 – 6 p.m

(or by appointment)

Course Description:

Emphasis will be on understanding the interactions between the developmental needs of each of these age groups and counseling techniques and procedures used to deliver mental health services to each of these groups.

This course will provide students with an understanding of the diverse array of theories in the field of human growth and development, equipping them to discuss major issues and theoretical questions about development throughout the lifespan. An integrative approach will be used in this course, illustrating the interdependency of all domains of development – physical, cognitive, emotional, and social as well as the joint contributions of biology and environment in human development. Students will gain an appreciation of the impact of culture and context on human development. Commonalities and differences among ethnic groups and cultures with regard to the developing person (including gender) will be addressed. Class participants will gain an appreciation of the interrelatedness of theory, research, and application of developmental issues to counseling situations.

Course Objectives:

Students will…..

• Know theories of individual and family development and transitions across the life-span (CACREP II: K3a)
• Know theories of learning and personality development (CACREP II: K3b)
• Identify developmental tasks and major milestones of human development (CACREP II:K3a,b,c)
• Demonstrate an understanding of issues and considerations associated with human diversity (social & cultural) (CACREP II:K2a,c; 3a,b,c)
• Develop an understanding of humans as unique as well as individuals culturally embedded within a family and/or a community (CACREP II:K3c,d)
• Know strategies for facilitating development over the life-span (CACREP II:K3d)
• Understand human behavior including an understanding of developmental crises, disabilities, addictions, exceptional behavior, psychopathology, and situational and environmental factors as they affect both normal and abnormal human behavior (CACREP II:K3c)
• Demonstrate knowledge of counseling implications for different developmental stages (social, emotional, cognitive, physical, etc.) (CACREP II:K3d)
• Gain an appreciation for the study of development and the importance of ethical research in the field (CACREP II:K3e)
• Know ethical and legal considerations with regard to human growth and development including counseling applications (CACREP II:K3e)
• Conduct oneself in a manner consistent with ethical principles and intentionally embrace moral development as a way of life (CACREP II:K3e)
• Understand one’s own values, personal characteristics, and personal epistemology, and evaluate the impact they have on therapeutic relationships (CACREP II:K3e; 5a)

Methods of Instruction:  

Methods of instruction include (not exclusively) lecture with PowerPoint, in-class projects, group work (large and small), student presentation, audio-visual aids including videos, student research activities, and outside reading. It is expected that students be prepared for each class by reading required assignments prior to class; students will use knowledge from reading for in-class discussions (including questions) and assignments

Required Text:

Berk, L. E. (2007). Development through the lifespan, 4 th Ed. Boston: Pearson/

                Allyn and Bacon.

Recommended Text:

Ivey, A., Ivey, M., Myers, J., & Sweeeney, T. (2005). Developmental counseling and

                therapy: Promoting wellness over the lifespan . Boston: Lahaska Press.

Course Requirements and Grading:

ALL assignments and tests are due on the day/date listed on the syllabus; for exceptions you must gain permission from Dr. Roaten either in person or by phone ( no e-mails).

• Class participation : You are expected to attend class and participate. Participation includes discussions, in-class activities & assignments, and questions. You need to be prepared each week having read assigned chapters and be prepared to answer questions, participate in class discussions and seminars, etc. (1 excused absence allowed; 8 points will be lost for each absence after that; extenuating circumstances will be taken into consideration, but only after clearing it with Dr. Roaten prior to class). 100 points
• Exams: There will be three exams each worth 100 points (mainly multiple choice, but there will be 1-2 essays per exam). The final will not be comprehensive. 300 points
• Class presentations: You and a partner will prepare and present a 15 minute overview of a related growth & development topic. Grading will be based on the quality of the presentation and knowledge of the topic; grading rubric will be provided. 100 points
• Final Assignment/Paper: 100 points
• Using examples of experiences over your own life span, from beginning to present, analyze your life and tell how your life experiences support or deny theoretical models discussed in assigned readings (required & recommended texts) and class lecture/discussion. Use the following constructs as guidelines:
• Whether the life experience you are describing represents a continuous or discontinuous theoretical construct
• What particular developmental theorist(s) would say about the developmental impact of life events describes
• Your view on the correctness or incorrectness of that theorist’s (or theorists’) ideas of each of your life events, transitions, etc.
• A final overview section containing a self-evaluation of your current development using one or more developmental theories
• Use references in the context of the paper (citations) that support your discussions, positions, etc. You may use your text and current journal articles (no earlier than 1990), and must include a minimum of four primary sources.
• Use APA format in writing your paper (if you do not have a current APA manual, then you will need to purchase one).

TOTAL POINTS: 600

A = 600-540               B=539-480               C=479-420    D <419

Tentative Course Schedule :

January 22              Introduction to Course; Syllabus & Handouts                                Berk, Ch. 1

                                                History , Theory, and Research Strategies

January 29              Biological & Environmental Foundations;                                       Berk, Ch. 2

                                                Developmental Lifeline: An Inventory of                                        Ivey et al., pp. 1-13

                                                Wellness

February 5              Cognitive, Emotional & Social Development:                  Berk, Ch. 5 & 6

                                                Infancy & Toddlerhood

February 12            Cognitive, Emotional & Social Development:                  Berk, Ch. 7 & 8

                                                Early Childhood

February 19            Exam I

                                                Cognitive Development in Middle Childhood                                 Berk, Ch. 9

February 26            Emotional & Social Development in Middle                                     Berk, Ch. 10

                                                Childhood

March 5                  Cognitive, Emotional & Social Development:                  Berk, Ch. 11-12

                                                Adolescence

March 12                Spring Break/No Class

March 19                Cognitive, Emotional & Social Development:                  Berk, Ch. 13-14

                                                Early Adulthood

March   26               Exam II                                   

                                                Developmental Nature of Humans;                                                   Ivey et al., Ch. 1

                                                Developmental Counseling & Therapy

April 2                     Wellness: Optimizing Human Development                                     Ivey et al., Ch. 2

                                                Over the Lifespan

April 9                     Developmental Counseling as Lifespan Therapy                            Ivey et al., Ch. 3

April 16   Cognitive, Emotional & Social Development:                  Berk, Ch. 15-16

                                                Middle Adulthood

April 23                   Final Paper Due                                                                   

                                                Cognitive, Emotional & Social Development:                  Berk, Ch. 17-18

                                                Late Adulthood

April 30                   Death and dying                                                                                   Berk, Ch. 19

                                Final Exam Distributed

May 7                      Final Exam Due

Presentations will be on-going Feb. 12 – April 30 (except on nights of exams); make sure you & partner sign up for one of those dates