School of Hlth & Comm Services

Development Across the Lifespan

2016-17 Academic Year
Program

Year

Semester

HCS-Social Service Worker Diploma

CE-Social Services Worker Diploma

Course Code:

PSYC 2500

Course Hours:

42

Prerequisite:

PSYC 1000

Corequisite:

N/A

Laptop Course:

Course Equiv. Code(s):

Course GPA Weighting:

Yes

No

Delivery Mode(s): In class X

Authorized by (Dean or Director):

PSYC 2550, PSYC 2580,

DSWP 1502
3

X
Online

Hybrid

Judeline Innocent

Date: August

2016

Prepared by
First Name

Last Name

Email

Scott

Emmett

scott.emmett@durhamcollege.ca

Randy

Uyenaka

randy.uyenaka@durhamcollege.ca

Durham College Course Outline - PSYC 2500 - 2016-2017

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Course Description:
This course introduces students to the study of development across the lifespan, from a developmental psychology
perspective. Processes and milestones of the individual from conception through adulthood are examined, with
particular emphasis on behavioural and cognitive development. Students will be introduced to contemporary
developmental psychology, its theories and controversies. The study of lifespan development allows students the
opportunity to gain insight into their own development, learn how to assess who they are, how they came to be this
way, and what their future holds for them. Moreover, students in health and community services programs will gain
information that they can apply to their client populations.

Subject Eligibility for Prior Learning Assessment & Recognition

(PLAR):
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a students grade point average.
The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
PLAR Eligibility
Yes

No

PLAR Assessment (if eligible):

Assignment
X

Exam
Portfolio
Other

Students must submit documentation outlining their rationale for applying for credit based on their prior learning. If
this documentation is accepted, the student must successfully complete (attain a grade at 60% or higher) a 2-hour
comprehensive written examination.

Durham College Course Outline - PSYC 2500 - 2016-2017

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Course Learning Outcomes

Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
Course Specific Learning Outcomes (CLO)
Student receiving a credit for this course will have
demonstrated their ability to:

Essential Employability Skill Outcomes (EESO)

This course will contribute to the achievment of
the following Essential Employability Skills:
EES 1. Communicate clearly, concisely and
correctly in the written, spoken, and visual form that
fulfills the purpose and meets the needs of the
audience.

CLO1 Explain typical development within the context

of the physical, cognitive, and psychosocial
domains of development.
CLO2 Demonstrate understanding of ethics, validity,
and reliability as they apply to research in the
study of human development.

EES 2. Respond to written, spoken, or visual

messages in a manner that ensures effective
communication.
EES 3. Execute mathematical operations accurately.

CLO3 Compare developmental events from the

perspectives of the major approaches to the
study of human development.

EES 4. Apply a systematic approach to solve

problems.

CLO4 Describe the influences of heredity and

environment on development.

EES 5. Use a variety of thinking skills to anticipate

and solve problems.

CLO5 Outline typical development from conception

through adulthood, including the major
developmental milestones in each stage.

EES 6. Locate, select, organize, and document

information using appropriate technology and
information systems.

CLO6 Demonstrate understanding of optimal physical,

cognitive, and psychosocial development across
the lifespan.

EES 7. Analyze, evaluate, and apply relevant

information from a variety of sources.

EES 8. Show respect for the diverse opinions,

values, belief systems, and contribution of others.

CLO7 Generalize the principles of developmental

psychology and human development to work in
health care and human service professions.

Durham College Course Outline - PSYC 2500 - 2016-2017

EES 9. Interact with others in groups or team in

ways that contribute to effective working
relationships and the achievement of goals.
X

EES 10. Manage the use of time and other

resources to complete projects.

EES 11. Take responsibility for one's own actions,

decisions, and consequences.

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Evaluation Criteria:
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.
Evaluation Description

Course Learning Outcomes

EESOs

Weighting

Test 1 Week 4

CLO1, CLO7

EES2, EES6, EES7,

EES8, EES10, EES11

20

Test 2 Week 7

CLO1, CLO5, CLO6, CLO7

EES2, EES6, EES7,

EES8, EES10, EES11

25

Test 3 Week 11

CLO1, CLO5, CLO6, CLO7

EES2, EES6, EES7,

EES8, EES10, EES11

20

Test 4 Week 14

CLO1, CLO5, CLO6, CLO7

EES2, EES6, EES7,

EES8, EES10, EES11

25

In Process (attendance and

participation)

CLO1, CLO2, CLO3, CLO4, CLO5,

CLO6, CLO7

EES11

10

Total

100%

Notes:
1. Test dates are tentative and will be confirmed by the Professor
Tests will be closed book
Tests will be written at the beginning of that week's scheduled class
The format of tests will be discussed in the week prior to it's scheduled date

Required Text(s) and Supplies:

1. Ateah, Christine A., Robert V. Kail, and John C. Cavanaugh (2015). Human Development - A Life-Span View.
3rd Canadian ed. Toronto: Nelson Canada ISBN 9780176502201.

Recommended Resources (purchase is optional):

N/A

Durham College Course Outline - PSYC 2500 - 2016-2017

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Policies and Expectations for the Learning Environment:

General Policies and Expectations:
General College policies related to

General policies related to

+ Acceptable Use of Information Technology

+ attendance

+ Academic Policies
+ Academic Honesty

+ absence related to tests or assignment due

dates
+ excused absences

+ Student Code of Conduct

+ writing tests and assignments

+ Students Rights and Responsibilities

can be found on-line at
http://www.durhamcollege.ca/academicpolicies

+ classroom management can be found in the

Program Guide (full time programs only) in
MyCampus
http://www.durhamcollege.ca/mycampus/

Course Specific Policies and Expectations:

STUDENT CONDUCT: Students are expected to conduct themselves in a professional manner. It is everyone's
responsibility to have respect for their peers and contribute to a positive learning environment. These responsibilities
extend to the use of electronic communication devices. Your Professor may request that students not use their
computers and turn off and put away cell phones during particular segments of classes, e.g. when having a guest
speaker, during peer presentations etc. Anyone who refuses a Professor's direction regarding the use of electronic
devices or disrupts a class to the detriment of other students will be asked to leave. Following a second infraction, the
student will be issued an academic alert which will become part of their student record.
MISSED TESTS: We recognize that unforeseen events may, on occasion, impact a student's ability write a scheduled
test. The two accepted reasons for being granted the opportunity for a test rewrite include: death in the family, or
personal illness or medical appointment substantiated by documentation. Other situations may be considered on a
case by case basis in consultation with the faculty team, Coordinator and Associate Dean. To be eligible for a test
rewrite a student must contact the teacher via email within 24 hours of the scheduled test date and time. If a student
is allowed to write a missed test, the alternative time is to be arranged directly with the professor of the course within
ONE week of the missed test date. Appropriate documentation (e.g. note from doctor, dentist, etc.) will be requested
by the course professor in order to secure permission to write the test at a later date.

Durham College Course Outline - PSYC 2500 - 2016-2017

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General Course Outline Notes:

1.

Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.

2.

The college considers the electronic communication methods (i.e. DC Mail or DC Connect) as the primary
channel of communication. Students should check the sources regularly for current course information.

3.

Professors are responsible for following this outline and facilitating the learning as detailed in this outline.

4.

Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)

5.

A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.

6.

Faculty are committed to ensuring accessible learning for all students. Students who would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ASC at 905-721-3123 for more
information.

7.

Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.

Durham College Course Outline - PSYC 2500 - 2016-2017

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Learning Plan
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.
Wk. Hours:
1

Delivery:

In Class

Intended Learning Objectives

Introduction to the course, and specific sequence of instruction
*Review/discuss how course specific learning outcomes relate to
the program learning outcomes
Unit #1 The Study of Human Development
* Describe the biopsychosocial perspective of human development
* Compare and contrast theories of human development
* explain issues and challenges in researching human development
* Describe research methods used in the study of human development
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Course Outline
Text Ch. 1
On Line Resources
Evaluation

Wk. Hours:
2

Delivery:

In Class

Intended Learning Objectives

Unit #2: Heredity, Prenatal Development and Birth
* Describe the mechanism of heredity
* Explain the relationship between genetics and environment
* Describe changes which occur in the period of conception to birth
* Explain influences on prenatal development
* Describe the stages of labour and delivery
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 2
On Line Resources
Evaluation

Durham College Course Outline - PSYC 2500 - 2016-2017

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Wk. Hours:
3

Delivery:

In Class

Intended Learning Objectives

Unit #3: Physical Development in Infancy and Early Childhood
*Describe characteristics of the newborn
*Describe physical changes, changes in motor and perception skills that occur during infancy and childhood
*Explain the development of self-concept
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 3
On Line Resources
Weighting
2%

Evaluation
In Process (cumulative)
Wk. Hours:
4

Delivery:

In Class

Intended Learning Objectives

Test 1 First Hour of Class
Unit # 4 Cognitive Development in Infancy and Early Childhood
*Explain the basic principles of cognitive development according to Piaget
*Describe the basic principles of information processing
*Explain the influences of culture on development according to Vygotsky
*Describe the initial processes of speech and language development
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 4
On Line Resources
Evaluation
Test 1 Chapters 1, 2 & 3

Durham College Course Outline - PSYC 2500 - 2016-2017

Weighting
20%

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Wk. Hours:
5

Delivery:

In Class

Intended Learning Objectives

Unit #5: Socio-emotional Development in Infancy and Early Childhood
*Describe Erickson's theory of psychosocial development
*Explain the various factors that influence attachment
*Describe the development of emotional expression
*Discuss the role of play in the development of social skills
*Describe the formation of gender roles and gender identity
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 5
On Line Resources
Weighting
2%

Evaluation
In Process (cumulative)
Wk. Hours:
6

Delivery:

In Class

Intended Learning Objectives

Unit #6: Cognitive Development in Middle Childhood
*Describe the development of concrete and formal operational thought according to Piaget
*Compare and contrast theories of intelligence
*Describe characteristics of gifted children, children with mental retardation and learning disabilities
*Explain the development of academic skills: reading, writing, and math skills
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 6
On Line Resources
Evaluation

Durham College Course Outline - PSYC 2500 - 2016-2017

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Wk. Hours:
7

Delivery:

In Class

Intended Learning Objectives

Test 2 First Hour of Class
Unit #7: Socio-emotional Development in Middle Childhood
*Explain the concept of family as a system
*Describe the influence of family on socio-emotional development
*Compare and contrast styles of parenting
*Explain the impact of divorce and remarriage on family
*Describe the influence of peers on socio-emotional development
*Discuss the influence of television on social attitudes and behaviour
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 7
On Line Resources
Weighting
25%

Evaluation
Test 2 Chapters 4, 5 & 6
Wk. Hours:
8

Delivery:

In Class

Intended Learning Objectives

Unit #8: Physical and Cognitive Development in Adolescence
*Describe pubertal changes that occur during adolescence
*Explain the contributing factors to eating disorders in adolescence
*Describe the mechanisms of information processing in adolescence
*Describe Kohlberg's Theory of Moral Development
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 8
On Line Resources
Evaluation
In Process (cumulative)

Durham College Course Outline - PSYC 2500 - 2016-2017

Weighting
2%

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Wk. Hours:
9

Delivery:

In Class

Intended Learning Objectives

Unit #9: Socio-emotional Development in Adolescence
*Describe the process of identity formation
*Describe patterns of dating and sexual behaviour in adolescence
*Explain factors that contribute to career development
*Describe the various factors that contribute to substance abuse, delinquency and depression in adolescence
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 9
On Line Resources
Evaluation

Wk. Hours:
10

Delivery:

In Class

Intended Learning Objectives

Unit #10: Young and Middle Early Adulthood
*Describe the developmental transitions that signify adulthood
*Compare and contrast developmental transitions signifying adulthood across cultures
*Describe physical, cognitive and personality changes which occur during adulthood
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 10
On Line Resources
Evaluation
In Process (cumulative)

Durham College Course Outline - PSYC 2500 - 2016-2017

Weighting
2%

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Wk. Hours:
11

Delivery:

In Class

Intended Learning Objectives

Test 3 First Hour of Class
Unit 11:Relationship Formation in Young and Middle Adulthood
*Describe the development of intimate and social relationships in adulthood
*Describe the various lifestyles associated with adulthood
*Identify and describe the stages in the family life cycle
*Explain factors related to divorce and remarriage
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 11
On Line Resources
Weighting
20%

Evaluation
Test 3 Chapters 7, 8, 9 & 10
Wk. Hours:
12

Delivery:

In Class

Intended Learning Objectives

Unit #12: Work and Leisure and Physical Changes Young and Middle Adulthood
*Describe the process of occupational selection and development
*Compare and contrast occupational selection and development based on issues of gender, ethnicity and
discrimination
*Discuss challenges associated with work and family life
*Describe the role of leisure in middle adulthood
*Explain physical and health challenges associated with middle adulthood
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 12 & 13
On Line Resources
Evaluation

Durham College Course Outline - PSYC 2500 - 2016-2017

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Wk. Hours:
13

Delivery:

In Class

Intended Learning Objectives

Unit #13 Late Adulthood
*Describe the demographics of aging
*Describe physical, and heath and changes associated with aging
*Explain cognitive and social changes that are associated with aging
*Describe common mental health issues associated with aging and the appropriate intervention
*Describe the social aspects of later life
Intended Learning Activities
Lecture
Discussion
Video resources TBA
Resources and References
Text Ch. 14 & 15
On Line Resources
Weighting

Evaluation
In Process (cumulative)
Wk. Hours:
14

2%
Delivery:

In Class

Intended Learning Objectives

N/A
Intended Learning Activities
N/A
Resources and References
N/A
Evaluation
Test 4 Chapters 11, 12, 13, 14 & 15

Durham College Course Outline - PSYC 2500 - 2016-2017

Weighting
25%

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