Human Growth and Development – CEFS 502

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course explores individuals throughout the lifespan in the areas of cognitive, personality, physical, and social development specifically through the examination of various theories. Understanding development crises, specific interventions, and optimal wellness are key content areas within this course. Additionally, this course provides a framework for understanding the impact of various situational, environmental, and sociocultural factors on individuals and their families and communities.

Prerequisites

None

Rationale

This course is designed to encourage the student to understand and critique human development models and theories in light of a Christian worldview as well as to interact with some significant contemporary issues in human development as they relate to Scripture. Additionally, this course will provide the student with an understanding of the physical, mental, emotional, sociocultural, and spiritual aspects of human development while examining one’s own developmental issues.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Differentiate theories of individual and family development and transitions across the life span.
  2. Identify theories of learning and personality development, including current understandings about neurobiological behavior.
  3. Describe effects of crises, disasters, and other trauma-causing events on persons of all ages.
  4. Distinguish theories and models of individual, cultural, couple, family, and community resilience.
  5. Identify a general framework for exceptional abilities and strategies for differentiated interventions.
  6. Explain human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior.
  7. Examine theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment.
  8. Employ theories for facilitating optimal development and wellness over the lifespan.
  9. Apply emerging theories and current special topics in the field of human development through the lens of Scripture.

Common Core Courses Matrix of Student Competencies

F.3  Human Growth & Development


CACREP Standard

Course/Experience – Learning Experiences

F.3.a. theories of individual and family development across the life span

Discussion Board Forum 1 – 5, Essay 2, Quizzes 1 – 8, Personal Development Analysis

 

F.3.b. theories of learning

Discussion Board Forum 2, 4, Essay 1, Quiz 1 – 4, Personal Development Analysis

 

F.3.c. theories of normal and abnormal personality development

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 1 – 6, Personal Development Analysis

 

F.3.d.  theories and etiology of addictions and addictive behavior

Essay 2, Quizzes 5, 6

 

F.3.e.  biological, neurological, and physiological factors that affect human development, functioning, and behavior

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 1 – 8, Personal Development Analysis

 

F.3.f. systemic and environmental factors that affect human development, functioning, and behavior

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 3– 8, Personal Development Analysis

 

F.3.g. effects of crisis, disasters, and trauma on diverse individuals across the lifespan

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 3– 8, Personal Development Analysis

 

F.3.h. a general framework for understanding differing abilities and strategies for differentiated interventions

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 1 – 8, Personal Development Analysis

 

F.3.i.  ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan

Discussion Board Forum 1 – 5, Essay 1, 2, Quizzes 1 – 8, Personal Development Analysis

 

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (5)

Discussion boards are collaborative learning experiences. Therefore, the student will create a thread of 400-500 words in response to forum questions (including at least 2 peer reviewed journal artilces and at least 1 biblical principle). After creating the thread, the student will also reply to one thread of a classmate. Each reply must be 200-250 words and point out 1 strength and 1 weakness to the content in the original post. (CLO: A, B, C, D, F, H, I)

Essays (2)

The student will read a provided essay topic, noting carefully all the pertinent issues to address. The student will then write an essay of at least 600 words, drawing information from this course, outside readings, and presentations for the assigned module/week. The essay must be strongly supported with 2–3 scholarly references in current APA format; a reference page must be included. (CLO: A, C, D, F, G, H, I)

Developmental Analysis

The student will discuss his/her own development over his/her lifetime and how it relates to the developmental concepts discussed throughout this course. The purpose of this paper is for the student to demonstrate an ability to apply a working knowledge of the theories, terminology, and concepts of human growth and development.

The student will analyze his/her life as it relates to the key aspects of human growth and development, incorporating empirical studies related to development, readings, and presentations. This is a comprehensive paper, addressing the student’s development across his/her lifespan. Finally, the conclusion of the paper will address any current lifestyle behaviors that may influence the aging process.

The body of the paper must be 8–10 pages (excluding the title page, abstract, and reference page) and must integrate 8–10 peer-reviewed, relevant sources. This paper must be written in current APA format and will be submitted via SafeAssign. (CLO: A, B, C, D, E, F, G, H, I)

Quizzes (8)

Each quiz will cover the reading and presentations for the assigned module/week. Each quiz will be open-book/open-notes, contain 20 multiple-choice and true/false questions, and have a 1-hour time limit. Each quiz will allow 2 attempts with the highest score as the final grade. (CLO: A, B, C, D, E, F, G, H)