Description

Growth and Development Assessment Project Guidelines: Choose a person you know well and complete a developmental analysis of this person’s current period of development. You can choose a person from any of the developmental stages excluding infancy and toddlerhood. Through observation and communications with the person, assess the individual’s current period of development. Within that specific period of life, provide a detailed comparison of the subject’s physically, cognitive, and psychosocial development to the established norms, developmental milestones, and theories from textbooks and scholastic resources. All three areas of development (physical, cognitive, and psychosocial) must be examined in depth with various theories, established norms, and examples of met and unmet developmental tasks. The assessment is not a chronological lifespan report on a single theorist. It should focus primarily on the individual’s current period of life. However, if the person has unmet tasks, you can examine earlier periods of life influential to the delay.

Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 1
Galen College of Nursing
Course Syllabus
Course Information:
Course Name
Developmental Psychology
Course Number
PSY 2305
Course Section Number
Online
Quarter Credit Hours
4/0/0
Contact Hours
48/0/0
Prerequisites
Admission to the Galen Associate Degree in Nursing or the Baccalaureate of Science in Nursing Program
Co-requisites
n/a
Course Location
See My Galen Student Portal for information. Times and location are subject to change.
Course Meeting Days/Times
Methods of Instruction
Engaged lectures, seminars, multimedia, internet, textbooks, written assignments, and small group work.
Changes to Syllabus
Faculty reserves the right to make changes as necessary to this course syllabus. Learners will be notified in writing of any changes in a timely fashion.
Legend
 Applies to online students only.
Faculty Information: [Online students may locate faculty information in Canvas.]
Faculty
Lori Brodie, DNP, MS Psy, RN-BC, CNE
Office Location
Virtual
Office Hours
Tuesdays and Thursdays from 12-2pm, EST, or anytime by appointment
Phone Number(s)
912.674.4448
Email Address
lbrodie@galencollege.edu
Course Catalog Description:
This course explores human behavior across the life span. Learners examine normal lifespan maturation with an emphasis on motor, cognitive, language, and personality development based on the frameworks of major theorists. Basic principles of human psychological development throughout the lifespan are examined.
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 2
Textbooks & Resources:
Required Textbook(s)
Lally, M., & Valentine-French, S. (2019). Lifespan development: A psychological perspective. (2nd ed.). Retrieved from http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Recommended Textbook(s)
Open Courseware: Lifespan Development Lumen Learning. Lifespan development. Retrieved from https://courses.lumenlearning.com/suny-lifespandevelopment2/
Additional Information:
Student Portal
https://my.galencollege.edu/
Galen Website
www.galencollege.edu
Student Catalog
For a current edition of the Student Catalog students may visit either the Galen website or the myGalen student portal.
Canvas 24/7 Help Line
For 24/7 technical support with Canvas, you can contact our Canvas Helpdesk:
– If you are already logged in to Canvas, press the “Help” button on the bottom left of the screen and make your selection (Phone, Support Ticket, Chat).
– If you are not logged in to Canvas, you can access the same support options with the following information:
• By Telephone: (855) 680-0125
• By support ticket: http://help.instructure.com
• By chat: https://cases.canvaslms.com/liveagentchat?chattype=student
• By email: support@instructure.com
Web-Enhanced Access
Courses are augmented on the web utilizing the Canvas Learning Management System. On the first day of class, students will be oriented to the learning system. Students will access the course syllabus and content through this network. https://classroom.galencollege.edu
This network will also provide access to student course grades, a means to submit assignments, and handouts the faculty may post for you.
Online Students Online Classroom Access All Galen online courses use the Canvas learning management system to provide access to our online courses. The Galen Canvas website is https://classroom.galencollege.edu Online Faculty Commitment Online faculty share the same commitment and dedication to student success as our on ground faculty. They must meet the same standards of preparation and educational experience as their on-ground counterparts. Online faculty are required to respond to distance education students’ requests within twenty-four (24) hours.
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 3
General Education Competencies (GECs):
1. Social Competence – Learners will demonstrate an understanding of philosophies that represent the current social, emotional, and behavioral attributes of society and individuals.
2. Communication – Learners will demonstrate an understanding of the views of others and communicate in a professional manner.
3. Critical Thinking – Learners will demonstrate the ability to draw conclusions based on evidence and consider prior knowledge, context, and perspectives in predicting implications or consequences.
4. Information Literacy – Learners will demonstrate the ability to identify, evaluate, and apply information to accomplish a specific purpose.
5. Quantitative Literacy – Learners will demonstrate the ability to report, calculate, and analyze quantitative data.
6. Scientific Literacy – Learners will gain the ability to read with understanding scientific content and engage in a dialogue about scientific issues.
Course Student Learning Outcomes (CSLOs):
1. Distinguish between the major theoretical frameworks of human development.
2. Interpret variables that influence physical, cognitive, and social growth and development.
3. Explain emotional and personality development throughout the lifespan.
4. Identify the major developmental milestones and the normative behaviors at each stage of development.
Course Requirements:
Learners must achieve a minimum cumulative course average of at least 74% to meet the requirements and pass this course.
Final Course Grade Determination & Exam/Assignment Schedule:
[Online students may locate the Exam/Assignment schedule in Canvas.] Theory – Exams Weight Unit/Week Administered Date Administered
Exam 1
15%
3
1/24/2021
Exam 2
15%
6
2/14/2021
Final Exam 3
15%
12
3/22/2021 Theory – Written Assignments Weight Unit/Week Due
Toy Analysis Paper
15%
5
2/7/2021
Growth and Development Observation Analysis Paper
25%
10
3/14/2021
Discussion/Reflection
15%
As Assigned
As Assigned Total 100% Learners must achieve a minimum cumulative course average of 74% to pass the course.
*Discussion is defined as written online postings in an online course and may contribute up to, but not exceed, 15% of the course grade.
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 4
Blueprint for Exams: Exam Units Covered
Exam 1
Units 1 – 3: Conception – Toddlerhood
Exam 2
Units 4 – 6: Early Childhood – Adolescence
Final Exam 3
Units 7 – 11: Emerging Adulthood – Death
Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the Student Catalog.
Students with Disabilities:
Any student who wishes to request an accommodation may do so by contacting the campus Section 504/Title IX Coordinator. Information regarding accommodations for students with disabilities can be found in the Student Catalog, which is made available on the Galen College of Nursing website. On-ground Course Attendance Policy:
It is the student’s responsibility to immediately notify the appropriate faculty if there is an unavoidable problem resulting in an absence.
Make-up Exam/Quiz Policy:
Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an exam or quiz is expected to notify faculty in advance. The number of make-up exams or quizzes per term may be limited. The make-up exam or quiz may be different in format from the originally administered version. The decision to offer a make-up exam or quiz will be at the discretion of the course faculty member in collaboration with the program director. The program director must approve any change in the scheduling of the last exam administered in the course.
Written Assignments Policy:
All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may result in a grade of “0.” Late assignments, with faculty consultation and consent, may result in a penalty of 5% per school day past due on written assignments. No assignments will be accepted after the official term end date. Weekly discussions or reflections will be penalized for lateness according to the rubric.
Course/Faculty Evaluation:
As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to students prior to the end of the term. All evaluations are completely confidential and anonymous.
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 5
Topical Outline:
Any changes to this syllabus will be communicated to the student in writing. Unit 1 Unit Student Learning Outcomes 1. Recognize the principles of the lifespan perspective. 2. Identify the periods of the life span. 3. Recognize what influences contribute to individual differences. 4. Identify the main theories of human development. Theory Content Required Readings and Learning Activities
• Recognize the principles of the lifespan perspective.
o Baltes’ principles
o Age-graded, history-graded, & nonnormative
o Physical, cognitive, & psychosocial
• Identify the periods of the life span.
o periods from conception to death
• Recognize what influences contribute to individual differences.
o Heredity, environment, & maturation
o Contexts of development
o Socioeconomic status (SES) & neighborhood
o Culture & Race/Ethnicity
o Historic context
• Identify the main theories of human development.
o Psychoanalytic: Freud & Erikson
o Learning: Behaviorism & Social Learning
o Cognitive: Piaget’s Cognitive-Stage, Vygotsky’s Sociocultural, & Information-Processing
o Contextual: Bronfenbrenner’s Ecological theory
Lally & Valentine-French, 2019
• Chapter 1: Introduction to Lifespan Development Unit 2 Unit Student Learning Outcomes 1. Recognize the basic mechanisms of heredity. 2. Explain how heredity and environment interact throughout development. 3. Recognize the processes of fertilization and multiple births. 4. Identify the characteristics of each of the stages in prenatal development. 5. Describe genetic and environmental influences including maternal and paternal factors in prenatal development. 6. Discuss the importance of prenatal care. 7. Identify various birth methods, techniques, and trends. 8. Recognize the normal and abnormal newborn assessment findings. 9. Explain potential complications of childbirth and outcomes. 10. Identify physical, motor, and sensory milestones throughout infancy.
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Theory Content Required Readings and Learning Activities • Recognize the basic mechanisms of heredity. o Chromosomes, genes, & mutation o Determination of sex (XX, XY) o Dominant & recessive inheritance: alleles, homozygous, heterozygous, polygenic inheritance, multifactorial transmission, epigenesis • Explain how heredity and environment interact throughout human development. o Physical traits, intelligence, & personality • Recognize the processes of fertilization and multiple births. o Fertilization o multiple births: dizygotic & monozygotic • Identify the characteristics of each of the stages in prenatal development. o Germinal, embryonic, & fetal • Describe genetic and environmental influences including maternal and paternal factors in prenatal development. o Measuring heritability o Reaction range & canalization o Genotype-environment interactions & correlations o Nonshared environmental effects o Maternal factors of prenatal development ▪ Teratogen, nutrition and weight, physical activity, drugs, maternal illnesses and mental health, age, & outside environmental hazards o Paternal Factors ▪ Environmental hazards, drugs, and age • Discuss the importance of prenatal care. o Assessments • Identify various birth methods, techniques, and trends. o Trends, technology, complications o Fetal monitoring, vaginal vs cesarean, & medicated vs nonmedicated, alternative birth techniques • Recognize normal and abnormal newborn assessment findings. o Apgar scale & Brazelton Neonatal Behavioral Assessment Scale • Explain potential complications of childbirth and outcomes. o Low-birth-weight: data, factors increasing LBW, treatment and outcomes o anoxia, pre-term, small for date • Identify physical, motor, and sensory milestones throughout infancy. • Physical development Lally & Valentine-French, 2019 • Chapter 2: Heredity, Prenatal Development, and Birth • Chapter 3: Infancy and Toddlerhood
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o Cephalocaudal & Proximodistal principles, growth patterns, motor development o Reflex behaviors & plasticity • Sensory capacities o Touch and pain, smell and taste, hearing, & sight • Nutrition o Breast feeding o Introduction of solid food Unit 3 Unit Student Learning Outcomes 1. Differentiate the major approaches to the study of cognitive development. 2. Describe the development of language during infancy and toddlerhood. 3. Discuss the development of emotions and temperament during infancy. 4. Discuss infants’ attachments to their caregivers. 5. Recognize the development of self in infancy and toddlerhood. 6. Identify how social contexts influence early development. Theory Content Required Readings and Learning Activities
• Differentiate the major approaches to the study of cognitive development.
o Behaviorist approach
▪ Classical and operant conditioning
▪ Infant memory
o Psychometric approach
▪ IQ testing: Bayley scales of infant and toddler development
▪ Early interventions: Project Care & the Abcedarian (Abecedarian) Project
o Piagetian approach
▪ Sensorimotor stage: reflexes, primary circular, secondary circular, coordination of secondary schemes, tertiary circular reactions, mental combinations
▪ Representational abilities, imitation, object permanence, pictorial competence, & dual representation hypothesis
o Information-Processing approach
▪ Habituation & dishabituation
▪ Visual preference, visual recognition memory, & cross-modal transfer
▪ Predictor of intelligence & development of Piagetian abilities: categorization, causality, object permanence, & numbers
• Describe the development of language during infancy and toddlerhood.
o Early vocalization: crying, cooing, & babbling
o Sounds & structure
o Gestures
Lally & Valentine-French, 2019
• Chapter 3: Infancy and Toddlerhood
Other
• Early Literacy: Leading the Way to Success
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o First words: linguistic speech, holophrase, receptive vocabulary, & expressive vocabulary
o First sentences: telegraphic speech & syntax
o Characteristics of early speech: underextended, overextended, & overregularized
o Learning theory (nurture) vs Nativism (nature)
o Influences of language development: brain development, social interactions, & child-directed speech
o Describer, comprehended, & performance-oriented
• Discuss the development of emotions and temperament during infancy.
o Emotions
▪ Cultural context
▪ First signs of emotions: crying, smiling, and laughing
▪ Development of self: Altruistic behaviors, empathy, & social cognition
o Temperament
▪ New York Longitudinal Study: Easy, difficult, & slow-to-warm-up
▪ Stability of temperament
▪ Goodness of fit
• Discuss infants’ attachments to their caregivers.
o Erikson’s Trust vs Mistrust
o Patterns of attachment: strange situation study, secure, avoidant, ambivalent, and disorganized-disoriented attachment
• Recognize the development of self in toddlerhood.
o Self-concepts: perceptual and conceptual self-awareness, self-coherence, and self-awareness
o Erikson’s autonomy vs shame and doubt
• Identify how social contexts influence early development.
o Caregiver consistency, social deprivation, reactive attachment disorder, and resiliency Unit 4 Unit Student Learning Outcomes 1. Identify physical developmental milestones in early childhood. 2. Recognize environmental influences on early childhood development and health. 3. Describe the various theoretical frameworks of cognitive development in early childhood. 4. Explain language development in early childhood. 5. Recognize emotional and personality development in early childhood. 6. Differentiate the various theories of gender development in early childhood. 7. Discuss play in early childhood. 8. Identify the effects of the parental role on child development. 9. Discuss various displayed behaviors in early childhood.
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10. Identify the influences of relationships with siblings and peers during early childhood. 11. Identify child maltreatment and its effects. Theory Content Required Readings and Learning Activities • Identify physical developmental milestones in early childhood. o Physical development ▪ Body growth & changes ▪ Sleep patterns: sleep/night terrors, sleep walking/talking, nightmares, & enuresis o Motor skills ▪ Gross motor skills & fine motor skills ▪ Handedness & artistic development • Recognize environmental influences on early childhood development and health. o Preventing obesity o Undernutrition o Food allergies o Death & accidental injuries o Environmental influences on health: SES, race/ethnicity, homelessness, & exposure to smoking, pollution, pesticides, and lead • Describe the various theoretical frameworks of cognitive development in early childhood. o Piagetian Preoperational Stage ▪ Advances in symbolic function, spatial understanding, causality, identities, categorization, & numbers ▪ Immature aspects: centration, egocentrism, conservation, and irreversibility ▪ Theory of Mind: thinking and mental states, false beliefs and deception, appearance and reality, fantasy and reality, & differences in development of theory of mind o Information-processing approach ▪ Process and capacity: encoding, storage, retrieval, sensory memory, working memory, executive function, & long-term memory ▪ Recognition and recall ▪ Childhood memories: generic, episodic, & autobiographical memories, social interaction model o Intelligence ▪ Psychometric measures: Stanford-Binet Intelligence Scale & ▪ Influences of intelligence ▪ Vygotsky’s Zone of Proximal Development: scaffolding • Explain language development in early childhood. Lally & Valentine-French, 2019 • Chapter 4: Early Childhood
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o Vocabulary: fast mapping o Grammar & syntax o Pragmatics, social & private speech o Preparation for literacy: emergent literacy • Recognize emotional and personality development in early childhood. o Self-concept, self-esteem, & regulating emotions. o Erikson’s initiative vs guilt • Differentiate the various theories of gender development in early childhood. o Gender identity o Gender differences o Biological approach: neurological, hormonal, & genetic o Evolutionary: theory of sexual selection o Psychoanalytic: Freud’s identification o Cognitive: Kohlberg’s gender constancy theory, gender-schema theory o Social Learning: imitation, social cognitive theory, family influences, peer influences, & cultural influences • Discuss play in early childhood o Cognitive levels of play: functional, constructive, and dramatic o Social dimension of play: Parten’s categories of social and nonsocial play • Identify the effects of the parental role on child development. o Discipline o Baumrind’s parenting styles: authoritarian, permissive, authoritative • Discuss various behaviors in early childhood. o Prosocial behaviors & altruism o Aggression: instrumental, overt, & relational aggression • Identify the influences of young children’s relationships with siblings and peers. o Sibling relationships o Playmates & friends • Identify child maltreatment and its effects. o Physical abuse, neglect, sexual abuse, & emotional maltreatment o Contributing factors: characteristics of abusers, community, and cultural values Unit 5 Unit Student Learning Outcomes 1. Identify physical developmental milestones and health issues in middle childhood. 2. Describe the various theoretical frameworks of cognitive development in middle childhood. 3. Explain how language abilities continue developing in middle childhood.
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4. Examine children’s adjustment to school and influences on school achievement. 5. Recognize emotional and personality development in middle childhood. 6. Describe the influences of relationships with family and peers during middle childhood. 7. Review various stressors during middle childhood and coping mechanisms. Theory Content Required Readings and Learning Activities
• Identify physical developmental milestones and health issues in middle childhood.
o Height and weight, nutrition, sleep, brain development, motor development & play (recess, sports, & other activities)
o Obesity: Causes, childhood obesity, & prevention and treatment
• Describe the various theoretical frameworks of cognitive development in middle childhood.
o Piaget’s Concrete Operational Child
▪ Advances: spatial relationships & causality, categorization, reasoning, conservation, numbers and math,
o Information-Processing Approach
▪ Executive function and skills, selective attention, memory, & remembering.
o Psychometric & IQ
▪ Wechsler Intelligence Scale for Children (WISC-IV), Otis-Lennon School Ability Test (OLSAT8), & IQ controversy
▪ Influences on IQ: Brain Development, schooling, race/ethnicity, SES, & culture, various degrees of intelligences.
▪ Gardner’s Theory of Multiple Intelligences
▪ Sternberg’s Triarchic Theory of Intelligence: componential, experiential, & contextual.
• Explain how language abilities continue developing in middle childhood.
o Vocabulary, grammar, syntax, & pragmatics
o Reading and writing
• Examine children’s adjustment to school and influences on school achievement.
o Influences on School Achievements
▪ Self-efficacy beliefs, gender, parenting practices, SES, peers, educational methods, class size, educational innovations, & media use.
o Learning Problems
▪ Intellectual disabilities, learning disorders, learning disabilities, & ADHD,
o Gifted Children
▪ Defining and measuring: creativity, convergent & divergent thinking
Lally & Valentine-French, 2019
• Chapter 5: Middle and Late Childhood
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 12
▪ Educating: enrichment & acceleration programs
• Recognize emotional and personality development in middle childhood.
o Erikson’s Psychosocial Stage Theory: industry vs inferiority
o Self-understanding
o Kohlberg’s moral reasoning
o Carol Gilligan’s Ethic of Care
• Describe the influences of relationships with family and peers during middle childhood.
o Family Atmosphere
▪ Coregulation, effects of working parents, & poverty
▪ Family structure: divorce, single parent, cohabitation, stepfamily, same sex, & adoptive families
o Peers
▪ Positive and negative effects, popularity, friendship (Selman’s stages of friendship), & bullying
• Review various stressors during middle childhood and coping mechanisms.
o Stresses of modern life, copying, resilient children, and protective factors (temperament, compensating experiences, & reduced risk) Unit 6 Unit Student Learning Outcomes 1. Identify physical developmental milestones and health issues in adolescence. 2. Describe changes in the adolescent brain. 3. Describe the various theoretical frameworks of cognitive development in adolescence. 4. Summarize the external and internal influences on school performance during adolescence. 5. Describe the various theoretical frameworks of emotional and personality development in adolescence. 6. Recognize the development of sexuality and sexual behaviors during adolescence. 7. Describe the influences of relationships with family and peers during adolescence. 8. Describe adjustment problems of adolescents and strategies for intervention and risk reductions. Theory Content Required Readings and Learning Activities • Identify physical developmental milestones and health issues in adolescence. o primary and secondary sex characteristics, signs of puberty, growth spurt, sexual maturity, & effects of timing of puberty o Sleep needs, nutrition (obesity, body image, & eating disorders), trends of drug and alcohol use o Depression o Vehicle accidents • Describe changes in the adolescent brain. o Risk-taking: socio-emotional network & cognitive-controlled network Lally & Valentine-French, 2019 • Chapter 6: Adolescence Other • Developing Adolescents PDF
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• Describe the various theoretical frameworks of cognitive development in adolescence. o Piaget’s Formal Operations ▪ Abstract thoughts & hypothetical-deductive reasoning ▪ Evaluating Piaget’s theory o Information Processing ▪ inductive and deductive reasoning & intuitive thought and analytic thinking ▪ processing speed & continued development • Summarize the external and internal influences on school performance during adolescence. o Motivation & self-efficacy, gender, parenting styles, ethnicity, peers, & the school. o Dropping out: active engagement o adolescents in the workplace • Describe the various theoretical frameworks of emotional and personality development in adolescence. o Erikson’s Identity vs Identity confusion, psychosocial moratorium, & fidelity o Marcia Identity status: identity achievement, foreclosure, moratorium, identity diffusion o Gender differences and ethnic factors • Recognize the development of sexuality and sexual behaviors during adolescence. o Sexual orientation, sexual behaviors, risk-taking, use of contraceptives, & getting information about sex o STIs o Teen pregnancy & childbearing, outcomes of teen pregnancy, & prevention. • Describe the influences of relationships with family and peers during adolescence. o Family Relationship ▪ Adolescent rebellion, individuation and family conflict, parenting styles and authority, monitoring and self-disclosure, family structure and atmosphere, & mother’s employment ▪ Sibling relationships o Peers ▪ Dyadic & cliques ▪ Friendships, romantic relationships • Describe adjustment problems of adolescents and strategies for intervention and risk reductions.
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o Genetic & Neurological factors, long-term prospects, and prevention & treatment. Unit 7 Unit Student Learning Outcomes 1. Describe the transition from adolescence to young adulthood. 2. Identify physical developmental and health issues in young adults. 3. Recognize sexuality and sexual behaviors in young adults. 4. Describe the various theoretical frameworks of cognitive development in young adults. 5. Recognize the various factors that influence the transition process to higher education and employment. 6. Describe various theories of identity development in young adults. 7. Describe the various theoretical perspectives of emotional and personality development in young adults. 8. Identify key aspects of social relationships and lifestyles in young adults. 9. Discuss parenthood norms and expectations. Theory Content Required Readings and Learning Activities
• Describe the transition from adolescence to adulthood.
o Characteristics of emerging adulthood
• Identify physical developmental and health issues young adults.
o Health status and issues, genetic influences, & behavioral influences on health: diet and nutrition, obesity, eating disorders, physical activities, stress, sleep, & smoking and drinking
o Indirect influences on health: SES, race/ethnicity, & relationships
o Alcoholism, drug use, & depression
• Recognize sexuality and sexual behaviors in young adults.
o Sexual behaviors and attitudes, STIs, menstrual disorders, & infertility
• Describe the various theoretical frameworks of cognitive development in young adults.
o Postformal thoughts
o Emotional intelligence
• Recognize the various factors that influence the transition process to higher education and employment.
o Transitioning to college
▪ Gender, SES, and race/ethnicity, adjusting to college, cognitive growth, & completing college, parent involvement
o Entering the world of work
▪ Combining work and school, cognitive growth at work, & transitioning to the workplace
• Describe various theories of identity development in young adults.
o Identity development
▪ Reentering: three stages
Lally & Valentine-French, 2019
• Chapter 7: Emerging and Early Adulthood
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▪ Contemporary moratorium
▪ Race/ethnicity identity exploration
• Describe the various theoretical perspectives of emotional and personality development in young adult
o Personality development
▪ Normative-stage mode: Erikson’s intimacy vs isolation
▪ Trait models: Five factors model
▪ Attachment and temperament
• Identify key aspects of social relationships and lifestyles in young adults.
o Relationships
▪ Friendship
▪ Love: triangular theory of love
o Lifestyles
▪ Single life, same sex, cohabitation
▪ Marriage: meaning of marriage, entering matrimony, sexual activity, marital satisfaction, & factors in marital success
• Discuss parenthood norms and expectations.
o Men’s and women’s involvement, effects on marital satisfaction, dual-income families Unit 8 Unit Student Learning Outcomes 1. Identify physical developmental and health issues in middle adulthood. 2. Describe the various theoretical frameworks of cognitive development in middle adulthood. 3. Identify the relationship between creativity and age during middle adulthood. 4. Discuss trends in work, retirement, and education in middle adulthood. 5. Describe the various theoretical frameworks of emotional and personality development in middle adulthood. 6. Discuss the social construct and psychosocial adjustment during middle adulthood. 7. Describe key aspects of social relationships in middle adulthood. Theory Content Required Readings and Learning Activities • Identify physical developmental and health issues in middle adulthood. o Physical Changes in Middle Adulthood ▪ Sensory & psychomotor functioning, the brain, & structural, ▪ Sexuality, menopause, and male sexual functioning o Physical and mental health ▪ Health trends & concerns, behavioral, socioeconomic status, race/ethnicity, and gender influences ▪ Stress, emotions, & mental health • Describe the various theoretical frameworks of cognitive development in middle adulthood. o Seattle Longitudinal Study, fluid & crystallized intelligence, expertise, integrative thought, & creativity Lally & Valentine-French, 2019 • Chapter 8: Middle Adulthood • Chapter 8: Middle Adulthood
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• Identify the relationship between creativity and age during middle adulthood. o Integrative Thought o Creativity and Aging • Discuss trends in work, retirement, and education in middle adulthood. o Work vs early retirement, cognitive development, & mature learners • Describe the various theoretical frameworks of emotional and personality development in middle adulthood o Personality Development ▪ Normative-stage models: Jung’s individuation, Erikson’s generativity vs stagnation ▪ Time of events: the social clock o The self and identity ▪ Midlife crisis, turning points, midlife review, & ego-resiliency ▪ Identity development: Identity process theory, assimilation, accommodation, & balance • Discuss the social construct and psychosocial adjustment during middle adulthood. o Well-being & mental health ▪ Emotionality, personality, & age ▪ Life satisfaction & age ▪ Multiple dimensions of well-being; self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, & personal growth • Describe key aspects of social relationships in middle adulthood. o Social Contact: Relationships, gender & quality of life o Marriage, cohabitation, & divorce, same sex relationships, & friendship o Maturing children: adolescent children, empty nest, grown children, & prolonged parenting o Aging parents: becoming a caregiver and strains of caregiving o Siblings & grandparenthood o Remarriage & step parenthood Unit 9 Unit Student Learning Outcomes 1. Discuss longevity and theories of aging. 2. Identify physical developmental and health issues in late adulthood. 3. Describe the various theoretical frameworks of cognitive development in late adulthood. Theory Content Required Readings and Learning Activities
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 17
• Discuss longevity and theories of aging.
o Graying population & age category
o Trends and factors in life expectancy: gender, regional, and racial/ethnic differences
o Programmed Theories & Damage/Error Theories
o Survival curve & Hayflick limit
• Identify physical developmental and health issues in late adulthood.
o Physical changes
▪ Organic & systemic, the brain, sensory & psychomotor functioning, sleep, & sexual functioning
o Physical & Mental health
▪ Health status, chronic conditions, disabilities
▪ Lifestyle influences: physical activity, & nutrition
▪ Depression, dementia, & Alzheimer’s
• Describe the various theoretical frameworks of cognitive development in late adulthood.
o Measuring older adults’ intelligence, Seattle longitudinal study, problem solving, processing abilities, & cognitive abilities and mortality
o Memory: Short-term, long-term, speech and memory,
o Wisdom
Lally & Valentine-French, 2019
• Chapter 9: Late Adulthood Unit 10 Unit Student Learning Outcomes 1. Describe the various theoretical frameworks of emotional and personality development in late adulthood. 2. Identify factors that contribute to wellbeing and mental health in late adulthood. 3. Discuss adaptations to work, retirement, and living arrangements in late adulthood. 4. Discuss the various factors that impact social relationships of in late adulthood. Theory Content Required Readings and Learning Activities • Describe the various theoretical frameworks of emotional and personality development in late adulthood. o Personality development ▪ Normative stage (Erikson’s ego integrity vs despair) & five-factor model • Identify factors that contribute to wellbeing and mental health in late adulthood. o Well-being in late adulthood ▪ Coping methods, religiousness & spirituality ▪ Optimal aging: disengagement, activity, and continuity theories ▪ Productivity & selective optimization with compensation Lally & Valentine-French, 2019 • Chapter 9: Late Adulthood
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• Discuss adaptations to work, retirement, and living arrangements in late adulthood. o Issues related to aging ▪ Work & retirement; trends in retirement, attitudes towards work, & life after retirement ▪ Financially concerns and living arrangements • Discuss the various factors that impact social relationships of in late adulthood. o Personal Relationships ▪ Social contact and support, social relationships, & multigenerational families ▪ Social convoy theory & socioemotional selectivity theory ▪ Long-term marriage, widowhood, & divorce and remarriage ▪ Single life, cohabitation, same sex relationships, and friendship ▪ Relationships with adult children, siblings, and grandchildren Unit 11 Unit Student Learning Outcomes 1. Identify the cultural and traditional contexts of death and dying. 2. Differentiate between hospice and palliative care. 3. Recognize the physical and cognitive changes in the terminally ill. 4. Identify patterns of grieving. 5. Discuss attitudes about death and dying across the life span. 6. Identify the challenges of coping with the death of another person. 7. Identify right to die issues. Theory Content Required Readings and Learning Activities
• Identify the cultural and traditional contexts of death and dying.
o Cultural customs and religious influences and practices
• Differentiate between hospice and palliative care.
o Hospice & palliative care
• Recognize the physical and cognitive changes in the terminally ill.
o Terminal drop/decline
• Identify patterns of grieving.
o Kubler-Ross: denial, anger, bargaining for extra time, depression, & acceptance
o Grief & bereavement
o Grief work model: shock and disbelief, preoccupation with the memory of the dead person, & resolution
o Variations of grieving: commonly expected, absent grief, chronic grief, ambiguous, & resilience
• Discuss attitudes about death and dying across the life span.
Lally & Valentine-French, 2019
• Chapter 10: Death and Dying
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 19
o Childhood & adolescence: irreversible, inevitable, & nonfunctional
o Adulthood
• Identify the challenges of coping with the death of another person.
o Surviving a spouse
o Losing a parent
o Losing a child
o Mourning a miscarriage
• Identify right to die issues.
o Suicide, passive euthanasia, & active euthanasia
o Advanced directives (living wills), durable power of attorney, assisted suicide, & legalizing physician aid in dying
o End-of-life decisions and cultural attitudes & options and diversity concerns Unit 12 No USLOs Theory Content Required Readings and Learning Activities
• Reflection and course wrap-up
Weekly Discussion: Course Wrap-up Discussion
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 20
Theory
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 21
Weekly Reflection Guidelines: Active participation in this class is a must. A large part of your final grade will be based on the weekly reflection assignments. You should post thoughtful replies that answer all prompts by the due date. You need not reply to classmates’ posts in the reflection assignment. You should use at least one source to support your statements and cite this source using in-text citation and listing the complete reference at the end of your post in accordance to APA guidelines. Please note that you will be evaluated on the quality of your participation in class.
Weekly Reflection Grading Rubric: Criteria Ratings Pts All prompts are addressed fully, and responses are on target.
30.0 pts
All prompts are answered, and responses are fully on target.
15.0 pts
Greater than 50% of prompts are answered fully or multiple answers are off target.
10.0 pts
Less than 50% of prompts are answered fully or post is completely off target.
30.0 pts Entries demonstrate critical thinking, analysis, and expected level of knowledge.
30.0 pts
All entries demonstrate critical thinking, analysis, and expected level of knowledge.
15.0 pts
Greater than 50% of entries demonstrate critical thought and expected level of knowledge.
10.0 pts
Less than 50% of entries demonstrate critical thought and expected level of knowledge.
30.0 pts Language is appropriate, without grammatical errors or informal English.
30.0 pts
All entries utilize appropriate, professional communication.
15.0 pts
Greater than 50% of entries utilize appropriate, professional communication.
10.0 pts
Less than 50% of entries utilize appropriate, professional communication.
30.0 pts Reference materials are included and are scientifically appropriate.
5.0 pts
Reference materials are utilized and appropriate for supporting statements.
0.0 pts
No reference materials are utilized or are not scientifically appropriate for supporting statements.
5.0 pts In-text citations are present for all reference materials.
5.0 pts
In-text citations are present for all referenced materials.
3.0 pts
In-text citation are not present for all referenced materials.
0.0 pts
No in-text citations utilized.
5.0 pts Total Points: 100.0
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 22
Weekly Discussion Guidelines: Active participation in the online portion of this class is a must. A large part of your final grade will be based on your online participation. You should be involved in frequent, value added discussion in the class in accordance with the specific requirements outlined by the course faculty in the course discussion forums. Comments such as “I agree” and “ditto” are not considered value added participation. Comments which advance the discussion contribute to meaningful participation. Please note that you will be evaluated on the quality and quantity of your participation in class.
Weekly Discussion Grading Rubric: Participation in weekly class discussions will be evaluated using the criteria below. Criteria Achievement Level 1 (100%) Achievement Level 2 (92%) Achievement Level 3 (83%) Achievement Level 4 (74%) Achievement Level 5 (50%) Achievement Level 6 (0%) Points 100 Punctuality and responsiveness
Initial post submitted prior to deadline, active on two additional days after initial post, posted replies to three different threads prior to day 7 and followed up in those threads to extend discussion when possible, and responsive to own threads.
(20 pts)
Initial post submitted prior to deadline and active on two additional days. Posted to two threads and minimal responsiveness to own thread. Majority of replies on day 7.
(18.5 pts)
Initial post submitted prior to deadline, active on two additional days but only making one post each day. Minimal effort to extend the discussions.
(16.6 pts)
Initial post submitted late or not active on at least two additional days after initial post.
(14.8 pts)
Initial post submitted late and not active on two additional days after initial post.
(10 pts)
Initial post more than two days late and no replies posted during week.
(0 pts)
20 points Peer Response & Completeness of discussion
Active in three different threads prior to day 7 with replies that added significantly to the discussion, extended those conversations by following up within threads when possible, and responsive to most of peers posting to own thread and
Active in only two threads on multiple day, most replies added significantly to discussion. Followed up within own thread but only on one day. Some extension of discussions created with replies.
(13.8 pts)
Responsive to most replies in own thread and extending the discussion. Active in less than two threads and/or first interaction in peers’ threads posted on day 7, not able to extend the discussion in various threads.
(12.5 pts)
Responses posted were only in own thread or only in peers’ threads. Or responses to peers are present but do not add significantly to the discussion.
(11.1 pts)
Responses posted were brief in nature and did not add to the discussions. Lacked responsiveness to own thread.
(7.5 pts)
No responses posted during the academic week.
(0 pts)
15 points
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 23
extending the discussion.
(15 pts) Completeness of initial post
All components of the discussion question/topic are addressed sufficiently.
(20 pts)
All questions/topics are answered. Minor improvement needed in explanation of one area of analysis. (18.5 pts)
Answered all questions but more than one area of the response is vague. Need to analyze answer in more depth.
(16.6 pts)
Incomplete initial post, did not address all components of the discussion question/topic.
(14.8 pts)
Initial post lacked detail and lacked in more than one area.
(10 pts.)
No initial post or the initial post was significantly off target in addressing the discussion question/topic. (0 pts)
20 points Critical Thinking
Initial post and responses successfully show evidence of accurately interpreting topical knowledge, identifying relevant arguments, evaluating alternative points of view, justifying key results, explaining assumptions, and/or drawing upon reasonable and thoughtful conclusions.
(20 pts)
Majority of initial post and most responses demonstrates evidence of accurately interpreting topical knowledge, identifying relevant arguments, evaluation alternative points of view, justifying key results, explaining assumptions, and/or drawing up reasonable and thoughtful conclusions.
(18.5 pts)
Initial post demonstrates some evidence of accurately interpreting topical knowledge and identifying relevant arguments. Most responses demonstrate minimal effort to evaluate alternative points of view or justifying key results. Limited ability to draw upon reasonable and thoughtful conclusions.
(16.6 pts)
Initial post and/or responses show little evidence of accurate interpretation of topical knowledge and relevant arguments. Lacked evaluation of alternative points of view, justification of key results, and/or reasonable and thoughtful conclusion.
(14.8 pts)
Majority of initial post lacks any interpretation of the theory or topical knowledge from the academic references. Directly quoting from the reference without additional reflection or thoughtful analysis.
(10 pts)
No initial post and/or lacked analysis of topic discussed.
(0 pts)
20 points Use of Information Resources
Thoroughly integrated findings from the required readings or scholarly sources such as:
Application of various findings from required readings or minimal outside scholarly sources:
Somewhat integrated findings from scholarly sources: journal articles, lectures, or
Minimal application of material covered in required readings or lectures. Outside
Failed to use the required readings or lectures and the only references used were non-
Assignment not submitted or lacked any application of specific course related concepts
15 points
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 24
journal articles, assigned readings, lectures, course materials, or scholastic websites. Used proper in-text citations indicating academic support. Provides academic support within initial post and replies.
(15 pts)
journal articles, lectures, or website.
Consistently includes in-text citations.
(13.8 pts)
websites but failed to apply textbook or required reading to answer or replies.
(12.5 pts)
references are not scholastic in nature and lacked in-text citations.
(11.1 pts)
scholastic in nature. Lacked in-text citations.
(7.5 pts)
or scholastic resources.
(0 pts) Written Communication and APA Style
Initial post and replies are free from spelling, grammar, & punctuation errors. Proper APA in-text citations within writing and reference provide. (10 pts)
Minor grammar or punctuation errors. In-text citations within writing included but minor error with APA style. Reference list provided. (9.2 pts)
Minimal typos, grammar, or punctuation errors. Lacked in-text citations within writing, minor error with APA reference list. (8.3 pts)
Numerous spelling, grammar, or punctuation errors, and/or lacked any in-text citations and/or reference list. (7.4 pts)
Various writing style errors and inappropriate or non-professional language in replies and/or initial post.
(5 pts)
No Initial post or replies posted.
10 points
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 25
Analysis of Children’s Toy/Game and Influence on Development
Complete an analysis on a children’s toy or game based on the cognitive development and either the physical or psychosocial development of infants, toddlers, or middle childhood.
Indicate the target age range is for the toy/game. Is it gender specific? Does the manufacture make any claims about the toy/game? Provide a description of how the toy/game meets a child’s specific cognitive and either physical or psychosocial needs. Apply developmental theories to support the information you present.
Lastly, recommend at least one modification to improve the toy/game and explain how this would enhance at least one of the areas of development (physical, psychosocial, cognitive).
Requirements:
• 2-3 pages of content (Content pages do not include the title, references pages, appendix)
• Minimum of 1 reference – textbook or scholarly source published within the last five years
• APA format including in cover page, in text citations, and references page
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 26
Toy Analysis Paper Grading Rubric: Criteria Exemplary/ High Proficiency Accomplished/ Proficiency Developing/ Some Proficiency Beginning/ Limited Proficiency Points available Description of Toy/game
Provides a thorough and comprehensive description of toy/game selected including all of the following: intended age range, gender, functionality, and rules/requirements if applicable. Includes an appropriate image of selected toy (as an appendix).
(10 pts)
Provides an adequate description of toy/game selected and includes most of the following: intended age range, gender, functionality, and rules/requirements if applicable. Includes an appropriate image of selected toy (as an appendix).
(up to 8 pts)
Provides a limited description of toy/game selected and includes only a few of the following: intended age range, gender, functionality, and rules/requirements if applicable and/or includes an appropriate image of selected toy (as an appendix).
(up to 6 pts)
Does not provide a description of toy/game selected and/or includes one or none of the following: intended age range, gender, functionality, and rules/requirements if applicable. Does not include an appropriate image of selected toy (as an appendix).
(0-5 pts)
10 Physical OR Psychosocial Needs
Thoroughly describes variables that influence physical development or psychosocial factors related to selected toy/game including many supporting theories.
AND
Information presented is well supported by established milestones from the text or scholarly source.
(30 pts.)
Adequately describes variables that influence physical development or psychosocial factors related to selected toy/game including some supporting theories.
AND/OR
Information presented is somewhat supported by established milestones from the text or scholarly source.
(up to 25 pts)
Provides a limited description of variables that influence physical development or psychosocial factors related to selected toy/game including limited supporting theories.
AND/OR
Information presented is somewhat supported by established milestones from the text or scholarly source.
(up to 20 pts)
Does not provide a description of variables that influence physical development or psychosocial factors related to selected toy/game and does not include supporting theories.
AND
Information presented is not supported by established milestones from the text or scholarly source
(0-15 pts)
30 Cognitive Needs
Thoroughly explains the cognitive development influence of the toy/game selected.
AND
Information presented is well supported by established theoretical framework(s).
(30 pts.)
Adequately explains the cognitive development influence of the toy/game selected.
AND/OR
Information presented is somewhat supported by established theoretical framework(s).
(up to 25 pts)
Provides a limited explanation of the cognitive development influence of the toy/game selected.
AND/OR
Information presented is somewhat supported by established theoretical framework(s).
(up to 20 pts)
Does not provide an explanation of the cognitive development influence of the toy/game selected.
AND
Information presented is not supported by established theoretical framework(s).
(0-15 pts)
30
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 27
Modifications
Recommended modification is thoroughly presented with details and supported by several theories.
AND
Thoroughly explains how the modification would enhance the child’s development in at least one of the 3 areas (physical, cognitive, psychosocial).
(20 pts.)
Recommended modification is adequately presented with some details and supported by at least one theory.
AND/OR
Adequately explains how the modification would enhance the child’s development in at least one of the 3 areas (physical, cognitive, psychosocial).
(up to 17 pts)
Provides a limited explanation of modification with few details and/or supported by at least one theory.
AND/OR
Provides a limited explanation on how the modification would enhance the child’s development in at least one of the 3 areas (physical, cognitive, psychosocial).
(up to 13 pts)
Does not provide an explanation of modification.
AND/OR
Does not provide an explanation on how the modification would enhance the child’s development in at least one of the 3 areas (physical, cognitive, psychosocial). (0-12 pts)
20 APA Format and writing
Effective writing with professional language throughout. Follows rules of grammar and punctuation and spelling is correct. Proper APA formatting (font size, margins, in-text citations, reference page, title page.
(10 pts.)
Language is mostly professional, and writing is somewhat clear and comprehensive. Minimal errors with grammar and punctuation. Spelling is correct with minimal typos.
Some minor errors with APA formatting throughout.
(up to 6 pts)
Language is somewhat professional and/or has multiple grammar, spelling, or mechanical errors and/or many APA formatting errors throughout.
(up to 3 pts)
Excessive grammar, spelling, or mechanical errors. Lacks proper APA formatting (font size, margins, in-text citations, reference page, title page, etc.)
(0pts)
10 Total: _____ / 100
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 28
Growth and Development Assessment Project
Choose a person you know well and complete a developmental analysis of this person’s current period of development. You can choose a person from any of the developmental stages excluding infancy and toddlerhood. Through observation and communications with the person, assess the individual’s current period of development. Within that specific period of life, provide a detailed comparison of the subject’s physically, cognitive, and psychosocial development to the established norms, developmental milestones, and theories from textbooks and scholastic resources. All three areas of development (physical, cognitive, and psychosocial) must be examined in depth with various theories, established norms, and examples of met and unmet developmental tasks. The assessment is not a chronological lifespan report on a single theorist. It should focus primarily on the individual’s current period of life. However, if the person has unmet tasks, you can examine earlier periods of life influential to the delay.
This analysis needs to be a minimum of 4 completed pages of content (excluding title page, reference page, and charts) and a maximum of 6 pages. Again, be sure to utilize various theories, established norms, and developmental milestones and apply those to all three areas of development of your chosen person.
Objectives:
1. Summarize an individual’s current period of development according to textbook information and various theorists.
2. Compare the individual’s physical, cognitive, and psychosocial development to the textbook description, various theories, established norms, and developmental milestones.
3. Recognize unmet or uncompleted tasks of the individual’s current period of development.
4. Identify measures to assist the individual to achieve the tasks of his/her stage of development.
Learning Activities:
1. Select an individual and arrange a time to observed and interviewed.
2. Review lecture and readings on relevant stages of development.
3. Observe and discuss with the individual (or parents) specific issues and topics related to physical, cognitive, and psychosocial growth and development.
4. Prepare a report (4-6 pages) to include the following:
• Include an overview (introduction) of the individual’s biographical data: ex. age, sex, family structure, living arrangements, occupation.
• Summarize the theoretical description of the individual’s current period of development.
• Compare the individual’s current cognitive, physical, and psychosocial development to various theories expected norms, and developmental milestones. Comparisons must be from the required textbook and a minimum of one outside scholastic reference.
• Recognize which development tasks have been achieved and/or are still unmet. Provide scholastic evidence based on the analysis of the observation and interview to the theories, established norms, and developmental milestones.
• Indicate measures to assist or maintain the individual’s effort to accomplish age-appropriate developmental tasks.
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 29
Growth and Development Assessment Project Grading Rubric: Criteria Exemplary/ High Proficiency Accomplished/ Proficiency Developing/ Some Proficiency Beginning/ Limited Proficiency Points available Overview of Subject
Provides a clear overview of the subject’s biographical data.
(5pts)
Brief overview of the subject’s biographical data.
(4pts)
Limited overview of the subject’s biographical data. Missing some key components.
(2pts)
Lacks a clear introduction of the subject’s biographical data.
(1pt)
5 Theoretical description of the subject’s current period of life
Provides a thorough description of the subject’s current period of life according to textbook information and various theorists and effectively distinguishes between the major theoretical frameworks of human development.
(15 pts)
Provides an adequate description of the subject’s current period of life according to textbook information and various theorists or somewhat effectively distinguishes between the major theoretical frameworks of human development.
(up to 12pts)
Provides a limited description of the subject’s current period of life according to textbook information and various theorists or only vaguely distinguishes between the major theoretical frameworks of human development.
(up to 8 pts)
Does not provide a description of the subject’s current period of life according to textbook information and various theorists and does not effectively distinguish between the major theoretical frameworks of human development.
(0-5pts)
15 Comparisons of Physical Development
Thoroughly compares the individual’s current physical development to the textbook description, established norms, and developmental milestones. Effectively interprets variables that influence physical development.
(15 pts)
Adequately compares the individual’s current physical development to the textbook description, established norms, and developmental milestones. Somewhat effectively interprets variables that influence physical development.
(up to 12pts)
Provides a limited comparison of the individual’s current physical development to the textbook description, established norms, and developmental milestones. Provides a limited interpretation of variables that influence physical development.
(up to 8 pts)
Does not provide a comparison of the individual’s current physical development to the textbook description, established norms, and developmental milestones and does not provide an interpretation of variables that influence physical development.
(0-5pts)
15 Comparisons of Cognitive Development
Thoroughly compares the individual’s current cognitive development to the textbook description, various theories, established norms, and developmental milestones. Effectively interprets variables that influence cognitive development.
(15 pts)
Adequately compares the individual’s current cognitive development to the textbook description, various theories, established norms, and developmental milestones. Somewhat effectively interprets variables that influence cognitive development.
Provides a limited comparison of the individual’s current cognitive development to the textbook description, various theories, established norms, and developmental milestones. Provides a limited interpretation of variables
Does not provide a comparison of the individual’s current cognitive development to the textbook description, various theories, established norms, and developmental milestones and does not provide an interpretation of variables
15
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 30
(up to 12pts)
that influence cognitive development.
(up to 8 pts)
that influence cognitive development.
(0-5pts) Comparisons of Psychosocial Development
Thoroughly compares the individual’s current psychosocial development to the textbook description, various theories, established norms, and developmental milestones. Effectively interprets variables that influence psychosocial development.
(15 pts)
Adequately compares the individual’s current psychosocial development to the textbook description, various theories, established norms, and developmental milestones. Somewhat effectively interprets variables that influence psychosocial development.
(up to 12pts)
Provides a limited comparison of the individual’s current psychosocial development to the textbook description, various theories, established norms, and developmental milestones. Provides a limited interpretation of variables that influence psychosocial development.
(up to 8 pts)
Does not provide a comparison of the individual’s current psychosocial development to the textbook description, various theories, established norms, and developmental milestones and does not provide an interpretation of variables that influence psychosocial development.
(0-5 pts)
15 Measures to assist
Thoroughly recognizes unmet or uncompleted tasks of the individual’s current period of development and effectively identifies several measures to assist the individual to achieve the tasks of his/her stage of development.
(15 pts)
Adequately recognizes unmet or uncompleted of several tasks of the individual’s current period of development and/or somewhat effectively identifies several measures to assist the individual to achieve the tasks of his/her stage of development.
(up to 12pts)
Provides a limited recognition of a few unmet or uncompleted tasks of the individual’s current period of development and/or identifies only a few measures to assist the individual to achieve the tasks of his/her stage of development.
(up to 8 pts)
Does not recognize any unmet or uncompleted of several tasks of the individual’s current period of development and/or does not identifies any measures to assist the individual to achieve the tasks of his/her stage of development.
(0-5 pts)
15 APA Format and writing
Effective writing with professional language throughout. Follows rules of grammar and punctuation and spelling is correct. Proper APA formatting (font size, margins, in-text citations, reference page, title page, etc.)
(10pts)
Language is mostly professional, and writing is somewhat clear and comprehensive. Minimal errors with grammar and punctuation. Spelling is correct with minimal typos.
Some minor errors with APA formatting throughout.
(up to 6 pts)
Language is somewhat professional and/or has multiple grammar, spelling, or mechanical errors and/or many APA formatting errors throughout.
(up to 3 pts)
Excessive grammar, spelling, or mechanical errors. Lacks proper APA formatting (font size, margins, in-text citations, reference page, title page, etc.)
(0pts)
10 References
Student adequately identifies, categorizes, evaluates and cites the
Student identifies, categorizes, evaluates and cites two outside sources
Student only utilized one scholastic source. May have utilized additional sources
Lacked scholastic sources. Student fails to identify, categorize, and/or evaluate
5
Galen College of Nursing – PSY 2305 Course Syllabus – Version 9.2v2 31
required textbook and at least one other outside source. References are scholastic in nature and were published within the last 5 years
(5pts)
but not the required textbook. References are relevant and scholastic in nature.
(3pts)
that were not scholastic in nature and/or some resources may not be completely relevant, or adequate.
(2pts)
resources and/or cites information resources in which most are not completely relevant or adequate.
(0pts) Format and Length
Paper is at least four completed pages of content and student submits the assignment with all necessary components included and follows all directions. (5pts)
Paper is less than four completed pages of content and/or student submits most of the components of the assignment and follows most of the directions.
(3pts)
Paper is less than three completed pages of content and/or student submits some of the components of the assignment and follows some of the directions.
(1pts)
Paper is less than two completed pages of content and/or student does not submit all components of the assignment and does not follow directions.
(0pts)
5 Total: _____ / 100