COUN 8215 Course Introduction

(U6)

COUN 8215 Lifespan Development is a study of the biological, psychological, and sociological processes that operate throughout the lifespan. The effects of these processes on human behavior are studied as well as the implications for psychosocial development.

COUN 8215 Course Description

COUN 8215 – Lifespan Development* (5 credits)

COUN 8215 Course focuses on the study of the individual across the lifespan. Theories of developmental psychology will be examined and applied to psychological development from infancy through adulthood. Particular emphasis will be placed on how we change as we mature and how these changes may contribute to our functioning in different life phases. Students will be exposed to a wide range of research and theory regarding topics such as attachment, personality, identity, gender role development, career development, interpersonal relationships, and physical changes in older age. Ethical issues surrounding the study of developmental psychology will also be explored.

Universities Offering the COUN 8215 Course

(COUN 8215) Adler University (COUN 8215)

Alliant International University (COUN 8215)

The Chicago School of Professional Psychology (COUN 8215)

Our Lady of the Lake University (COUN 8215)

Saybrook University (COUN 8215)

COUN 8215 Course Outline

(Summer 2017)

This class is an overview of the psychological, social and emotional development that occurs throughout the lifespan. It will cover topics such as developmental theory, methods of research in human development, physical development and health, cognitive and language development, social-emotional development and cross cultural considerations. The COUN 8215 Course will also address the impact of individual differences on developmental trajectories and consequences for developing competence across the lifespan.

COUN 8215 Course Objectives

COUN 8215 Course focuses on theories and research in developmental psychology and will provide students with a knowledge base regarding development from conception through adolescence. Through readings, discussions, videos, and lectures, students will develop an understanding of the various domains of development (i.e., physical, cognitive, emotional/social) and how they are interrelated. In addition, students will learn about the cultural context of human development as well as common issues or problems that arise during different stages of life. Students taking COUN 8215 Course should be aware that it involves some material that may be disturbing.

COUN 8215 Course Pre-requisites

COUN 8215 Lifespan Development* (5 credits)

COUN 8215 Course provides students with a comprehensive study of human development from conception to death. Theories and research will be reviewed, discussed and applied to the field of counseling and psychological development. The physical, cognitive, emotional, moral, and social dimensions of development will be emphasized. Additionally, special issues in human development including death, dying and loss will be discussed in COUN 8215 Course.

COUN 8215 Course Duration & Credits

The lifespan development COUN 8215 Course is a five-credit COUN 8215 Course that covers the developmental stages from infancy through adulthood.

COUN 8215 Course Learning Outcomes

*All COUN 8215 Course Learning Outcomes are designed by the COUN 8215 Course instructor.

COUN 8215 Course Assessment & Grading Criteria

COUN 8215 Course Description:

COUN 8215 Course is a study of human development in the context of family, culture, and societal influences from conception to death. Developmental tasks and issues are studied across the lifespan. Theories of life-span development, including biological, cognitive, psychodynamic, and systems perspectives will be examined. Students will have opportunities to apply developmental theories to the understanding of their own lives as well as the lives of others.

*Detailed COUN 8215 Course Goals: see syllabus

COUN 8215 Course Assessment & Grading Criteria:

Weekly Discussion Boards (WDBs) & Written Reflection Questions (40%): Each week you will participate in one WDB. Your participation includes completing the required reflection questions associated with that WDB. Your reflection questions should include specific examples, diagrams, charts and/or graphs as appropriate to answer each question thoroughly and concisely. Failure to complete these reflection questions adequately will result in a reduced grade for your WDB participation as well as for your overall COUN 8215 Course grade.

The specific grade for each WDB will be based on the quality of each student’s reflection questions on that WDB. There are no right or wrong answers for these questions; however, answers should demonstrate critical thinking skills regarding life span development. A detailed description of these skills can be found in Part 1 of your COUN 8215 Course Guidebook (see Week 1). Please refer to this guidebook when composing your answers to the reflection questions so that you may accurately assess your level of critical thinking on each assignment and improve it if necessary before submitting future assignments or taking examinations.

Quizzes (10%): There will be two quizzes during this class period – one on Life Span Development Theory and another on Developmental Psychology Research Methods – at dates specified by your instructor in the Week 2 Introductory Session folder within Blackboard Learn™ . Quizzes are not cumulative or comprehensive; they focus solely on key topics taught during their respective weeks in class…

COUN 8215 Course Fact Sheet

Instructor(s): TBD
COUN 8215 Course is offered: Fall 2020
Location: Online only
Time: TBD (instructor will set day and time)
Class size: 20 students max.
Description: An overview of lifespan development, including biological, psychological, social, and cultural influences. The focus will be on how development unfolds over the lifespan and what effects major life events have on development. COUN 8215 Coursework will include readings from developmental psychology texts and scientific journal articles, along with a number of online simulations that allow students to “experience” some of the developmental issues they are studying in class. There will be 3 exams, a final exam, and a research paper required in COUN 8215 Course.
Prerequisites: Introductory Psychology (PSYC 1101 or 1111)

COUN 8215 Course Delivery Modes

COUN 8215 Course Description

This class will cover the major psychological theories of human development from infancy to old age. A life COUN 8215 Course perspective will be used, including a focus on biological, social, and psychological factors that shape individual development. Students will learn about various developmental tasks and changes across the lifespan and will consider the impact of family, culture, gender, race/ethnicity, sexual orientation and disability. Research methods used in developmental psychology will also be covered. Theories of adult development (e.g., Erikson) will receive special emphasis as well as current research on adult developmental issues (e.g., mid-life crises, retirement).

*COUN 8215 Course is required for students pursuing a Master’s Degree in Clinical Mental Health Counseling (CMHC) or School Counseling (SC), a Post-Master’s Degree in Clinical Mental Health Counseling (CMHC) or School Counseling (SC), and a Doctoral Degree in Educational Psychology with an emphasis in Counselor Education & Supervision (CE&S).

COUN 8215 Course Faculty Qualifications

Prerequisite: Graduate standing.

*COUN 8215 Course Faculty Qualifications for COUN 8235 – Psychopathology* (3 credits) (COUN 8235)

Prerequisite: Graduate standing.

*COUN 8215 Course Faculty Qualifications for COUN 8245 – Psychopharmacology* (3 credits) (COUN 8245)

Prerequisite: Graduate standing.

COUN 8215 Course Syllabus

(Revised March 2014)

COUN 8215 – Lifespan Development (5 credits)

COUN 8215 Course is an examination of physical, cognitive, and socio-emotional development over the lifespan. The major theories will be reviewed with an emphasis on their application to understanding individual development and diversity in development.

Learning Objectives for COUN 8215 Course

Upon successful completion of COUN 8215 Course, students will be able to:

1. Discuss the interrelation between nature and nurture as it applies to human development.

2. Apply basic concepts from life span theory to the study of human development including: continuity vs discontinuity; normative vs non-normative; stability vs change; and personal agency.

3. Explain how Piaget’s theory can be applied to describe and explain child development, including cognitive, language, moral, and social development.

4. Explain how Vygotsky’s theory can be applied to describe and explain child development, including cognitive, language, moral, and social development.

5. Discuss Erikson’s psychosocial theory of personality development across the lifespan (infancy/childhood through adolescence/young adulthood).

6. Describe how Piaget’s theory can be applied to adolescent cognitive development; compare Piaget’s perspective with that of other theorists.

Suggested COUN 8215 Course Resources/Books

**COUN 8215 Course is available to on-campus and online students.**

– Erikson, E. H. (1950). Childhood and society. W.W. Norton & Company, Inc.: New York, NY. ISBN: 9780393002035.
*Recommended by Dr. Laura Kelly.*
– Broderick, P., & Blewitt, P. (2013). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.. ISBN: 9780133595422
– Bronfenbrenner, U., & Morris, P. A.(2006). The ecology of human development: Experiments by nature and design (2nd ed.). Cambridge, MA: Harvard University Press.. ISBN: 0674003610
– Demos, J., & Kaplan, S., editors (2008). Ordinary families special children : New directions for research and services in intellectual and developmental disabilities : number 54.. San Francisco: Jossey Bass Wiley.. ISBN 10: 0787973475 / ISBN 13: 9780787973472. *Recommended by Dr. Becky Carlson.*

COUN 8215 Course Practicum Journal

is a required practicum COUN 8215 Course for the MS in Mental Health Counseling program. The purpose of this practicum is to provide you with an opportunity to apply what you have learned in your COUN 8215 Courses. Students will be placed in a counseling agency or another organization that provides direct service to children, adolescents, and adults. Each student will complete 300 hours of direct service over the semester for which he or she is registered for the practicum. Students will be required to complete weekly journal entries documenting their experiences during the practicum placement. Journal entries must be submitted by Monday at 12:00 noon EST each week via Blackboard. The journal should be written as if you are writing to a trusted colleague, supervisor, or friend about your work experience that week. This ensures that the journal entries are open and honest. Your journal should include:

1) any major issues/events that occurred during the week;
2) reflections on these events;
3) reflections on what you have learned during the week; and
4) application of COUN 8215 Course concepts to your work with clients.

Suggested COUN 8215 Course Resources (Websites, Books, Journal Articles, etc.)

The Psychology of Adolescence: Development in Context – John Caspi, Avshalom Caspi, Leah R. Danielson, Stephen L. Herber, Julie M. O’Donnell, and Alan Taylor

The Psychology of Childhood and Adolescence – David Shaffer, Katherine Kipp

Adolescence: An Ethological Perspective – Balthazar B. Bauer, Raymond Bouchard

https://www.amazon.com/Adolescence-Ethological-Perspective-Balthazar-Bauer/dp/1138211374

COUN 8215 Course Project Proposal

COUN 8215 Course Practicum

COUN 8215 Course Description: COUN 8215 Course provides the opportunity to apply classroom learning to professional practice in a counseling setting. Students will complete a minimum of 100 hours of supervised work experience. The practice setting should be selected with input from the student’s academic advisor and approved by the Program Director prior to beginning the practicum experience. *This is an online-only class that requires regular video conferencing participation.*

Students must have completed all required COUN 8215 Coursework in order to enroll in COUN 8215 Course. Students are expected to adhere to the policies and procedures of the Practicum Handbook, available on the School of Education website. Practicum experiences are conducted during daytime hours (Monday through Friday, 8:00 am – 5:00 pm) at an APA-accredited internship site within a 90-mile radius of campus. Students may not complete practicum hours as part of their employment or in their primary roles as parents, caretakers, or students without approval from their academic advisor and the Program Director.

COUN 8300: Counseling Internship I (3 credits) (COUN 8300)**

COUN 8215 Course Description: This is a 600-hour internship that provides advanced, field-based training under close supervision by a qualified professional counselor who has documented evidence of success in his/her chosen area(s) of practice and who is committed to promoting individual growth, development, and self-efficacy in clients. This is a full-time commitment requiring approximately 40 hours per week for 15 weeks for students who work during daytime hours (Monday through Friday, 8:00 am – 5:00 pm). Internships are conducted at an APA-accredited internship site within a 90-mile radius of campus. **Students must have completed all required COUN 8215 Coursework in order to enroll in COUN 8215 Course. Students are expected to adhere to the policies and procedures of the Practicum Handbook, available on the School of Education website**

COUN 8301: Counseling Internship II (3 credits) (COUN 8301)**

Related COUN 8215 Courses

COUN 8160 – Assessment in Counseling (5 credits)

COUN 8220 – Career Development and Counseling (5 credits)

COUN 8265 – Group Counseling Theory and Practice (5 credits)

COUN 8270 – Child Counseling Theory and Practice (5 credits)

COUN 8320 – Marriage and Family Counseling Theory and Practice (5 credits)

Midterm Exam

Instructions:

1. Read each question carefully and select the ONE best answer. Indicate your choice by completely filling in the corresponding circle on the answer sheet. Give only one answer to each question. If you change an answer, be sure to erase the first mark completely.

2. Exam books are not to leave your sight during the exam. Cell phones should be turned off and put away during the exam period. No other electronics are allowed on your desk except for a pencil or pen with which to complete your answer sheet and this exam booklet. If you have any questions, please raise your hand for clarification from the instructor. Cheating of any kind will result in an automatic F in COUN 8215 Course, with possible dismissal from the University of Nebraska at Omaha. Cheating is defined as using or attempting to use unauthorized materials, information, study aids, or sharing answers with another student during an examination or quiz; submitting work of another person or work previously submitted in another class (including papers “recycled” from other classes) without prior and expressed consent of the instructor as your own work; altering grades before submitting them for review or re-grading; taking an examination or completing an assignment for another person; presenting fraudulent documents concerning a student’s attendance, academic achievement, or grade status; knowingly destroying or damaging school property; stealing school property or that of another student, faculty member, or staff member; committing acts of academic dishonesty such as plagiarism (including failure to cite resources); falsifying research data, laboratory reports, and academic records; engaging in bribery or threatening behavior toward a member of the university community for purposes of influencing grades or other academic decisions; falsifying identification information to gain access to classrooms and laboratories where exams are being given, thereby securing an unfair advantage over other students who comply with identification requirements; forging signatures on required forms and documents; obtaining copies of exams without prior and expressed consent of instructors as a means of securing an unfair advantage over other students who comply with university policies regarding exams (e.g., making copies without instructor’s permission); committing any act designed to give one student an unfair advantage over others [UNO Faculty Handbook Section B1-B5]; modifying computer programs used by faculty members and university employees in connection with their professional responsibilities [UNO Student Code].

* Please note: This exam has 100 questions. Please make sure that you have answered all questions before turning in your exam booklet and answer sheet . . . . . . . . . . . . . 6 points total

Part I – Multiple Choice Questions (48 questions – 48 points) Instructions: Read each question carefully and select the ONE best answer. Indicate your choice by completely filling in the corresponding circle on the answer sheet. Give only one answer to each question. If you change an answer, be sure to erase the first mark completely 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 D D D D D D A A A A A A B B B B B B C C C C C C E E E E E E F F F F F F G G G G G G H H H H H H I I I I I I J J J J J J K K K J K L L L M M M N N N O O O P P P Q Q Q R R R S S S T T T U U U V V V W W W X X X Y Y Y Z Z Z AA AA AA AB AB AB AC AC AC AD AD AD AE AE AE AF AF AF AG AG AG AH AH AH AI AI AI AJ AJ AJ AK AK AK AL AL AL AM AM AM AN AN AN AO AO AO AP AP AP AQ AQ AQ AR AR AR AS AS AS AT AT AT AU AU AU AV AV AV AW AW AW AX AX AX AY AY AY AZ AZ AZ BA BA BA BB BB BB BC BC BC BD BD BD BE BE BE BF BF BF BG BG BG BH BH BH BI BI BI BJ BJ BJ BK BK BK BL BL BL BM BM BM BN BN BN BO BO BO BP BP BP BQ BQ BQ BR BR BR BS BS BS BT BT BT BU BU BU BW BW BW BY BY BY CA CA CA CB CB CB CC CC CC CD CD CD CE CE CE CF CF CF CG CG CG CH CH CH CI CI CI CJ CJ CJ CK CK CK CL CL CL CM CM CM CN CN CN CO CO CO CP CP CP CR CR CR CS CS CS CT CT CT CU CU CU CV CV CV CW CW CW CY CY CY DA DA DA DB DB DB DC DC DC DD DD DD DE DE DE DF DF DF DG DG DG DH DH DH DI DI DI DJ DJ DJ DK DK DK DL DL DL DM DM DM DN DN DN DO DO DO DP DP DP DR DR DR DS DS DS DT DT DT DU DU DU DV DV DV DW DW DW DX DX DX DY DY DY DZ DZ DZ EA EA EA EB EB EB EC EC EC ED ED ED EE EE EE EF EF EF EG EG EG EH EH EH EI EI EI Part II – Essay Questions (52 points total) Instructions: Answer all three essay questions below: Question 1 – 17 points Most people experience at least some anxiety at some point(s) in their lives–whether it is stress caused by a new job situation, changes within a current job situation (e.g., downsizing), anxiety about taking college COUN 8215 Courses for which they feel unprepared because they haven’t been enrolled since high school graduation more than ten years ago—or something else entirely different from what is listed above that caused anxiety for you personally! For this essay question , provide examples from either your own life experiences related to anxiety OR specific examples related to someone else that you know well—for whom anxiety was/is also experienced—that illustrate how learning can reduce a person’s level(s) of anxiety because they come better equipped now than they did previously with knowledge that helps them better understand how they function when faced with difficult situations like those described above–or perhaps it helps them better identify what kinds of situations make them anxious so that they can then anticipate such situations happening again so they can do something proactively about it instead of reacting reactively later when faced with stressful situations again! Be sure that you provide specific examples that illustrate how learning can reduce levels of anxiety AND describe how these types of events may influence behaviors associated with both short term memory usage as well as long term memory usage ! Question 2 – 17 points Many individuals find themselves working through various stages related to developing career goals—and these stages may overlap so it may not always be easy to identify where someone is in their journey toward these career goals because there is no real order involved here–as opposed to chronological age when birth dates indicate exactly where someone falls relative to others within a given generation! However , regardless if it is unclear what stage someone may find themselves currently relative to their overall career journey , there are still certain things individuals may do at certain stages along this journey while they are going through different developmental tasks—and some tasks may need completion at different times depending upon whether someone finds themselves working through mostly concrete operational thinking skills relative to more formal operational thinking skills ! For this essay question , refer back specifically towards Table 1 from Chapter 9 located on page 317 during our text reading this week! Begin by discussing which task(s) listed under Formal Operational Thinking Skills would likely be focused upon most early on during someone’s career journey —and then describe what needs completion based upon characteristics outlined under Formal Operational Thinking Skills later on down the road after someone has gained additional experience working within their chosen field ! Be sure that you include specific characteristics associated with both concrete operational thinking skills AND formal operational thinking skills when describing why these tasks would likely need completion either earlier on OR later down the road while working through various stages associated with developing career goals ! Question 3 – 18 points When reflecting back upon either personal experiences OR experiences involving others close towards whom we have already discussed psychological concepts relative towards Lifespan Development throughout COUN 8215 Course thus far , sometimes we can see patterns emerge because our individual perspectives allow us greater clarity when considering these concepts according to our own unique experiences we have had throughout our lives up until now ! For this essay question , consider some specific examples involving either yourself OR someone close towards whom you know well —such as family members , significant others , friends etc.—to discuss how some patterns seem apparent but never really get addressed because we fail towards recognize them early enough since many patterns become evident only after many years have passed ! Also consider how our perspectives may cause us problems sometimes if we fail towards recognize particular behaviors being displayed which might negatively impact future developments based upon myopic perspectives that do not allow us towards look beyond current circumstances occurring right now —which ultimately block us from achieving our full potential ! Be sure towards include specific psychological concepts related towards Lifespan Development within your discussion about examples involving yourself OR someone else close towards whom you know well —such as Piaget’s concept involving formal operations thinking skills versus concrete operations thinking skills etc.—to provide examples demonstrating how failure towards recognize certain patterns early enough might adversely affect future developments even if we might not fully realize it until much later down the road ! Part III – Presentation Script Writing Assignment – 23 points Instructions : The following writing assignment involves answering 2 parts independently–each part focuses upon creating script material relating directly back towards psychological concepts learned throughout previous chapters discussed thus far while reviewing chapters 13 & 14 contained within Chapters 13 & 14 located near end section below * Once completed , copy & paste both sections into Word document–with each part labeled accordingly below * Once completed , then upload Word document onto Blackboard Learning System You will be required towards write script material based upon fictional characters who must interact together within presentation format–following all instructions provided below * When writing script material relating directly back towards psychological concepts learned thus far–please remember that fictional characters being created should NOT resemble anyone specifically known personally by yourself nor others taking COUN 8215 Course! This type assignment should ONLY be used exclusively for educational purposes using fictional characters only * Script material should contain AT LEAST 3 complete sentences per paragraph consisting ONLY OF DESCRIPTIVE language relating directly back towards psychological concepts learned throughout previous chapters discussed thus far—with key words included whenever possible whenever referencing back specifically citing references appearing near end section below * Script material should contain NO direct dialogue between fictional characters whatsoever * Script material should NOT resemble any known work anywhere else whether published previously online/in print OR unpublished anywhere online/in print otherwise * Please avoid repeatedly repeating same sentence content verbatim multiple times consecutively between paragraphs constructed according yo instructions provided * Please note : All assignments must conform strictly according yo directions outlined above …………..……….………..…………………………………………………………………………………………………………………………………………………………….…………….……..……… 12 points Part IVA : Create script material focusing ONLY UPON theories mentioned specifically relating directly back towards aspects contained within Chapter 13 located near end section below——consisting ONLY OF DESCRIPTIVE language using fictional characters independent from those previously mentioned earlier within Part III portion above & NOT exceeding more than 3 paragraphs altogether …………. 11 points Part IVB : Create script material focusing ONLY UPON theories mentioned specifically relating directly back towards aspects contained within Chapter 14 located near end section below——consisting ONLY OF DESCRIPTIVE language using fictional characters independent from those previously mentioned earlier within Part III portion above & NOT exceeding more than 3 paragraphs altogether …………. 11 points Total Points Possible = 100 Name: ___________________________ Social Security Number: ______________________ Check One COUN 8215 Course Number COUN 8215 Course Title COUN 8215 Midterm Exam Fall 2017 Coun 8210 Midterm Exam Spring 2017 Coun 8210 Midterm Exam Summer 2017 Coun 8215 Midterm Exam Summer 2017 Coun 8220 Midterm Exam Fall 2017 Coun 8220 Midterm Exam Spring 2018 Coun 8300 Midterm Exam Fall 2018 Coun 8300 Midterm Exam Summer 2019 COUN 8310 Midterm Exam Spring 2018 Instructor Initials ___________ Grader Initials ___________ Grade ____________ This examination consists of 100 questions divided into four parts: Part I consists of 48 multiple choice items worth 1 point each for a total possible score

Top 100 AI-Generated Questions

1. What is lifespan development?
2. What are the major theories of lifespan development?
3. What are the major stages of lifespan development?
4. What are the major influences on lifespan development?
5. How do nature and nurture interact in lifespan development?
6. What is the role of heredity in lifespan development?
7. What is the role of environment in lifespan development?
8. What is the role of culture in lifespan development?
9. What is the role of family in lifespan development?
10. What is the role of peers in lifespan development?
11. What is the role of schools in lifespan development?
12. What is the role of media in lifespan development?
13. What is the role of technology in lifespan development?
14. How does our understanding of lifespan development change as we age?
15. How do individual differences affect lifespan development?
16. How do psychopathology and mental illness affect lifespan development?
17. What are some issues and challenges associated with researching lifespan development?

What Should Students Expect to Be Tested from COUN 8215 Course Midterm Exam

There is no set answer for this question, as it will vary depending on the instructor’s preferences. However, some topics that could potentially be covered on a midterm exam for COUN 8215 Course may include human development across the lifespan, physical and cognitive development, motivation and emotion, social and personality development, and psychopathology.

How to Prepare for COUN 8215 Course Midterm Exam

1. Review the COUN 8215 Course textbook and lecture notes.

2. Take practice quizzes and exams.

3. Understand the grading policy for the midterm exam.

4. Be familiar with the format of the midterm exam.

Midterm Exam Questions Generated from Top 100 Pages on Bing

1. What is the definition of lifespan development?
2. What are the three main stages of lifespan development?
3. What are the four main periods of lifespan development?
4. What is the difference between proximal and distal development?
5. What is the difference between normative and non-normative development?
6. What is the difference between continuity and discontinuity in development?
7. What are some of the major theories of lifespan development?
8. What are some of the major research methods used in lifespan development research?
9. What are some of the major issues and debates in lifespan development research?

Midterm Exam Questions Generated from Top 100 Pages on Google

**

1. What are some of the most important physical, cognitive, and social changes that occur during adolescence?
2. What are some of the unique challenges that adolescents face as they transition into adulthood?
3. What are some of the key developmental tasks that adolescents must accomplish in order to successfully transition into adulthood?
4. What are some of the major risk factors that can impact an adolescent’s development?
5. What are some of the positive outcomes that can result from a successful adolescent development?

Final Exam

**

Name:

_________________________________________________________

Review Questions: Answer the following questions completely. Be sure to list any references used. (1 pt each, 50 pts total)

1. What are the four major theories of personality? Briefly describe each theory and give an example of how a person might be explained by each theory. Please also note any differences among the theories.

2. What is psychosexual development? How does this developmental process occur? Why is it important? How do psychosexual development stages relate to the phases of life? Please include examples in your description of psychosexual development.

Top 100 AI-Generated Questions

1. What are the different stages of lifespan development?
2. What factors influence lifespan development?
3. How do nature and nurture affect lifespan development?
4. How do genetics influence lifespan development?
5. What role does culture play in lifespan development?
6. How do family and friends affect lifespan development?
7. What is the impact of poverty on lifespan development?
8. What is the impact of technology on lifespan development?
9. How does the media influence lifespan development?
10. What are some of the challenges faced during different stages of lifespan development?

What Should Students Expect to Be Tested from COUN 8215 Course Final Exam

The final exam for COUN 8215 – Lifespan Development will cover the material from the entire COUN 8215 Course. Students should expect to be tested on their knowledge of human development from conception through death, including physical, cognitive, and socioemotional development. The exam will likely consist of multiple-choice and essay questions.

How to Prepare for COUN 8215 Course Final Exam

1. The final exam for COUN 8215 – Lifespan Development* (5 credits) will be given during the last week of the COUN 8215 Course. It will be an open-book, take-home exam.

2. To prepare for the final exam, students should review all lecture notes, handouts, and readings assigned throughout the COUN 8215 Course. In addition, students should review any quizzes or exams that have been taken during the COUN 8215 Course.

3. On the day of the exam, students will be given a packet of information that will include the exam itself and a list of resources that can be used during the exam. Students will have three days to complete the exam.

4. The final exam will cover all material covered in the COUN 8215 Course and will focus on the student’s ability to apply what they have learned to real-life situations. There will be a mix of multiple choice, short answer, and essay questions on the exam.

5. Students are encouraged to start working on the exam as soon as they receive it and to ask any questions they have about the exam before they begin working on it. Questions about the exam can be directed to the instructor or to a TA.

Final Exam Questions Generated from Top 100 Pages on Bing

1. What are some of the main differences between Piaget and Vygotsky’s theories of cognitive development?
2. How do nature and nurture interact to influence human development?
3. What are some of the key milestones in physical development during infancy and childhood?
4. What is attachment, and how does it develop?
5. What are some of the major theories of moral development?
6. How does culture influence human development?
7. What are some of the challenges faced by adolescents during this stage of development?
8. What are some common issues faced by adults during middle adulthood?
9. What are some of the challenges faced by older adults during the final stage of life?

Final Exam Questions Generated from Top 100 Pages on Google

1. What are some of the most important physical, cognitive, and social changes that occur during adolescence?
2. What are some of the unique challenges that adolescents face as they transition into adulthood?
3. How do parents and other adults play a role in helping adolescents navigate this transition?
4. What are some of the risk factors that can lead to problems during adolescence?
5. How can parents and other adults help reduce these risks?
6. What are some of the most effective interventions for addressing problems during adolescence?

Week by Week COUN 8215 Course Overview

COUN 8215 Week 1 Description

COUN 8215 Course explores the field of human development from conception to death. Theories of physical, cognitive, emotional and social development are discussed, as well as applications to individual and family counseling.

COUN 8215 Week 1 Outline

Summer 2019

Instructor: Dr. Rosemary Guerra, PhD, Licensed Psychologist, Registered Play Therapist-Supervisor, Board Certified TeleMental Health Provider
Distance Education: Students must complete all assignments and exams as posted in the online COUN 8215 Course. All weekly discussions are required; weekly quizzes are graded and required; two exams are given during the 8-week period of study (1 mid-term and 1 final).
**COUN 8215 Course Materials**: Required Textbook: Berk, L.E. (2014). Child development. (9th ed.). Upper Saddle River, NJ: Prentice Hall. Other readings may be assigned by the instructor during the semester.
**COUN 8215 Course Description** This graduate-level lifespan development COUN 8215 Course focuses on biological and socioemotional development from birth through adulthood with particular emphasis on childhood and adolescence. The COUN 8215 Course covers major theories of human development from various perspectives including cognitive, psychoanalytic, behavioral/learning, social cognitive/constructivist and ecological systems perspectives. Major topics include prenatal development and birth; sensorimotor, language, emotional/personality, social/moral and intellectual development; parenting practices; peer relationships; education; career choice; gender issues; family patterns of functioning; lifespan transitions and adult psychopathology. COUN 8215 Coursework will help students apply the theoretical principles of lifespan development to create a better understanding of their own lives as well as to understand other’s life experiences and how they may impact upon counseling clients. There is a focus on developing multicultural counseling skills as they relate to lifespan development stages as well as other variables such as culture, race/ethnicity, socioeconomic status, sexual orientation, gender identity/expression and religion/spirituality. Upon successful completion of COUN 8215 Course students will be able to do the following:

1. Understand major theories of human development from various perspectives including cognitive, psychoanalytic, behavioral/learning, social cognitive/constructivist and ecological systems perspectives.
2. Understand biological and socioemotional development from birth through adulthood with particular emphasis on childhood and adolescence.
3. Understand how major theories of human development can be applied to create a better understanding of their own lives as well as to understand other’s life experiences and how they may impact upon counseling clients.
4. Understand how multicultural counseling skills relate to lifespan development stages as well as other variables such as culture, race/ethnicity, socioeconomic status, sexual orientation, gender identity/expression and religion/spirituality.

COUN 8215 Week 1 Objectives

Week 1 Objectives for COUN 8215 – Lifespan Development* (5 credits)

1. To become familiar with the major theories, concepts, and issues in lifespan development.

2. To apply lifespan development theories to explain individual behavior and experience across the lifespan.

3. To examine how biological, psychological, and social factors interact to influence human development.

4. To gain an understanding of the research methods used in the study of human development.

COUN 8215 Week 1 Pre-requisites

*The co-requisite for COUN 8215 is COUN 8210 and the prerequisites are COUN 8060 and STAT 8100.

COUN 8215 Week 1 Duration

This table shows the duration for COUN 8215 – Lifespan Development* (5 credits) and is a part of the COUN 8215 Course Information section.

COUN 8215 Week 1 Learning Outcomes

1. Understand the issues and problems in lifespan development.

2. Understand how development unfolds across the lifespan.

3. Understand major theories of lifespan development.

4. Understand research methods in lifespan development.

5. Be able to apply developmental knowledge to real-world problems and issues.

COUN 8215 Week 1 Assessment & Grading

*Note: This class is a hybrid class. You are required to attend face-to-face sessions.

COUN 8215 Course Description: Through the study of lifespan development, COUN 8215 Course will address major developmental theories and issues in human development with an emphasis on cultural diversity. Theories will be integrated with research, observations, and practical experience in counseling settings.

COUN 8215 Course Goals: Students will: (1) gain a comprehensive understanding of lifespan development from conception to death; (2) develop knowledge about the major developmental theories and their applications; (3) apply lifespan development knowledge to counseling clients; (4) examine individual differences in lifespan development; and (5) examine the impact of multiculturalism on lifespan development.

COUN 8215 Course Objectives: Upon completion of COUN 8215 Course, students will be able to do the following: (1) Understand major developmental theories and research; (2) Understand how development influences counseling practice; (3) Understand individual differences in lifespan development; and (4) Understand how multiculturalism impacts lifespan development.

Assessment Methods: Assessments in COUN 8215 Course include written assignments, quizzes, exams, and a final paper.

Written Assignments (40%): Written assignments are designed to assess your ability to apply what you have learned in the readings and lectures to specific case studies. Assignments are based on the textbook readings and lectures and require you to integrate theoretical concepts with your own observations and experiences. There are a total of four written assignments in COUN 8215 Course, each worth 10% of your final grade.

Quizzes (20%): There are four quizzes in COUN 8215 Course, each worth 5% of your final grade. The quizzes will cover material from the textbook readings and lectures.

Exams (30%): There are two exams in COUN 8215 Course, each worth 15% of your final grade. The exams will cover material from the textbook readings and lectures.

Final Paper (10%): The final paper is designed to assess your ability to integrate what you have learned in the COUN 8215 Course with your own observations and experiences. The paper must be at least 10 pages in length (excluding title page and reference list) and must include at least five references from scholarly sources.

COUN 8215 Week 1 Suggested Resources/Books

Chapter 1: Introduction to Lifespan Developmental Psychology (pp. 3-28)

Berk, L. E. (2007). Development through the lifespan (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Chapter 2: Approaches to Developmental Psychology (pp. 29-50)

Sigelman, C., & Rider, E. A. (2007). Life-span human development (6th ed.). Belmont, CA: Wadsworth Publishing Company.

Chapter 3: Heredity and Environment (pp. 51-76)

Boyd, R., & Bee, H. (2009). Lifespan development (6th ed.). Belmont, CA: Wadsworth Cengage Learning

Chapter 4: The Prenatal Period and Birth (pp. 77-96)

Berk, L. E. (2007). Development through the lifespan (3rd ed.). Upper Saddle River, NJ: Prentice Hall…

COUN 8215 Week 1 Assignment (20 Questions)

*Note: COUN 8215 Course is the same as COUN 8210. The professor for COUN 8215 Course is Dr. Joe Kincheloe, and I strongly recommend that you take COUN 8215 Course from him.*

1) What are the four basic processes of development?

2) How do nature and nurture interact in human development?

3) What is the difference between a maturational perspective and a developmental perspective on human development?

4) What is the difference between continuity and discontinuity in human development?

5) What are some of the major theories of human development?

6) What are some of the major research methods used in the study of human development?

7) What are some of the ethical considerations involved in research with human subjects?

8) What is the difference between an experiment and a longitudinal study?

9) What are some of the advantages and disadvantages of different research methods?

10) How do researchers measure development?

11) What is a life span approach to development?

12) How do biological, cognitive, and socioemotional domains of development interact?

13) What are some of the major issues in lifespan development?

14) How does culture affect human development?

COUN 8215 Week 1 Assignment Question (20 Questions)

1. How does the field of lifespan development differ from other psychological perspectives?

2. What is the difference between nature and nurture?

3. How do heredity and environment interact to produce individual differences in behavior?

4. What is the role of biology in human development?

5. What is critical period in development?

6. How do physical, cognitive, and social development interact during infancy and childhood?

7. What is temperament? How does it affect development?

8. What are the major theories of child development? How do they explain children’s growth and change?

9. What are Piaget’s stages of cognitive development? What are some criticisms of his theory?

10. What is Vygotsky’s sociocultural theory of cognitive development? How does it differ from Piaget’s perspective?

11. What are some basic milestones of language development?

12. How do parents influence their children’s social and emotional development?

13. What are some common fears and anxieties of childhood? How do they impact development?

14. What are Erikson’s stages of psychosocial development? How do they differ from Freud’s stages of psychosexual development?

15. What are some of the major physical changes that occur during adolescence? How do they impact development?

COUN 8215 Week 1 Discussion 1 (20 Questions)

1. Please provide a brief summary of your experience with children (0-5 years old) and adolescents (13-18 years old). Include the frequency and duration of your contact with each age group.

2. What are some of the similarities and differences you see between children and adolescents?

3. How do you think parents’ expectations for their children change as they move from infancy through adolescence?

4. What do you think are some of the major developmental tasks associated with each stage of childhood and adolescence?

5. What do you think are some of the major influences on children’s and adolescents’ development?

6. What do you think is the most important thing parents can do to support their children’s development?

7. What do you think are some of the biggest challenges parents face in raising children?

8. What do you think are some of the biggest challenges children face as they grow up?

9. What do you think are some of the biggest challenges adolescents face as they transition to adulthood?

10. What do you think are some of the biggest challenges parents face when their children reach adolescence?

COUN 8215 Week 1 DQ 1 (20 Questions)

COUN 8215 Course Description:COUN 8215 Course is designed to introduce the student to a variety of developmental theories and how they relate to the study of human development. Students will learn about and discuss psychological theories of development from conception through death, including physical, cognitive, social, moral and personality development. Students will also explore recent research on factors that affect human development such as culture, religion and poverty.COUN 8215 Course OUTCOMESCOUN 8215 Course enables the student to meet the following outcomes:Analyze major theories of lifespan developmentApply research methods in lifespan developmentIntegrate cultural diversity into lifespan developmentExplain behavior changes across the lifespanChoose a developmental theory that best explains his/her own or others’ behaviorTOPICS COVEREDIntroductionTheories of DevelopmentNature vs. NurtureResearch MethodsPrenatal DevelopmentPhysical DevelopmentCognitive DevelopmentLanguage DevelopmentPsychosocial DevelopmentErikson’s Psychosocial TheoryPiaget’s Cognitive TheoryKohlberg’s Moral ReasoningStage TheoriesGender DifferencesCultural InfluencesAdolescenceEarly AdulthoodMiddle AdulthoodLate AdulthoodDeath & DyingREQUIRED TEXTSBerger, K.S. (2015). The developing person through childhood and adolescence (10th ed.). New York, NY:Worth Publishers.Recommended Texts/MaterialsNoneCOUN 8215 Course Learning ObjectivesUpon completion of COUN 8215 Course, students should be able to do the following:Analyze major theories of lifespan developmentApply research methods in lifespan developmentIntegrate cultural diversity into lifespan developmentExplain behavior changes across the lifespanChoose a developmental theory that best explains his/her own or others’ behaviorRequired ReadingsBerger, K.S. (2015). Chapter 1: Introduction. In K.S. Berger (Ed.), The developing person through childhoodand adolescence (10th ed., pp. 3-30). New York, NY: Worth Publishers.”Is this question part of your assignment? We Can Help!”

COUN 8215 Week 1 Discussion 2 (20 Questions)

(COUN 8215 Week 1 Discussion 2)

**Question 1**: What are the three different types of development and which one do you think is the most important? Explain. (COUN 8215 Week 1 Discussion 2)

The three different types of development are physical, cognitive, and social. I think that social development is the most important because it encompasses how we interact with others and how we develop relationships. It is also the foundation for our other areas of development.

**Question 2**: Piaget’s theory of cognitive development has four stages. Explain each stage and give an example of each. (COUN 8215 Week 1 Discussion 2)

The first stage is the sensorimotor stage, which lasts from birth to about two years old. This is when babies learn about the world through their senses and motor skills. They learn how to use their bodies to interact with their environment. The second stage is the preoperational stage, which lasts from about two to seven years old. This is when children learn how to use symbols and language. They start to think more abstractly, but they still have difficulty understanding concepts like time and space. The third stage is the concrete operational stage, which lasts from about seven to eleven years old. This is when children can think logically about concrete objects and events. They can understand cause and effect, but they still have difficulty understanding abstract concepts. The fourth stage is the formal operational stage, which lasts from about eleven years old onwards. This is when people can think logically about abstract concepts. They can solve problems and make plans for the future.

COUN 8215 Week 1 DQ 2 (20 Questions)

Required Resources

The required resources for this discussion are:

· Development Through the Lifespan, by Laura E. Berk (7th ed.)

· Article: “Human Development for Helping Professionals: An Interpersonal Approach,” by Richard D. Parsons and Robin Diller, from Journal of Counseling & Development (2005). Accessed through the Walden Library using the PsycARTICLES database.

· Article: “Perceived Parenting Styles, Academic Attitudes and Achievement Among Early Adolescents,” by Jennifer L. Gray and Lynne M. Jenkins, from Child & Family Behavior Therapy (2009). Accessed through the Walden Library using the PsycARTICLES database.

· Article: “Parent-Child Relationship Quality in Early Adolescence: Continuity and Change in Contexts of Risk and Resilience,” by Kimberly A. Updegraff, Melissa S. Kiselica, and Pamela Kingrey, from Journal of Clinical Child & Adolescent Psychology (2008). Accessed through the Walden Library using the PsycARTICLES database.

COUN 8215 Week 1 Quiz (20 Questions)

Question 1
1 / 1 point

Which of the following are considered in Piaget’s theory of cognitive development?

Select all that apply.

Object permanence
Informational processing theory
Reciprocal determinism
Sensorimotor stage

Question 2
1 / 1 point

Which of the following terms best describes the way that children develop schema?

Select all that apply.

Acquisition
Accommodation
Assimilation

Question 3
1 / 1 point

The process by which a person comes to understand, evaluate, and use information about himself or herself is known as:

Metacognition.

Question 4
1 / 1 point

During which cognitive stage do children learn that they can influence events through actions?

Sensorimotor stage.

Question 5
1 / 1 point

Which of the following factors contributes to a child’s success in school?

Select all that apply.

Encouragement from parents to value education The child’s temperament The child’s IQ score The child’s level of motivation to learn The number of books in the family home Teachers’ expectations for students’ academic performance The child’s prior academic achievements in school The child’s level of engagement in classroom activities and homework assignments

Question 6
0 / 1 point

COUN 8215 Week 1 MCQ’s (20 Multiple Choice Questions)

1) Which of the following is not considered a basic developmental task?

a) To develop a sense of identity
b) To develop a sense of autonomy
c) To develop a sense of closeness to others
d) To become an effective problem solver
e) To develop a set of moral principles

2) In Erik Erikson’s theory, which stage of psychosocial development is characterized by the development of trust vs. mistrust?

a) Infancy
b) Early childhood
c) Adolescence
d) Young adulthood
e) Middle adulthood

3) In Erik Erikson’s theory, which stage of psychosocial development is characterized by the development of intimacy vs. isolation?

a) Infancy
b) Early childhood
c) Adolescence
d) Young adulthood
e) Middle adulthood

4) The concept of normative age-graded influences refers to:

a) Maturational changes that are universal and occur in an orderly fashion throughout the lifespan.
b) Experiences that are common to most people at a particular age.
c) Maturational changes that vary from one individual to another.
d) Experiences that are unique to each individual.

5) In terms of physical development, adolescence is characterized by:

a) A decrease in growth hormone production.
b) The beginning of the decline in fertility.
c) The completion of most physical growth.
d) An increase in growth hormone production.

6) Which of the following is not considered a principle of moral development?
Guilt vs. shame orientation Autonomy vs. heteronomy Social contract orientation Kohlberg’s stages Punishment and obedience orientation Reasoning orientation

7 ) Piaget’s theory emphasizes: Continuous change Discontinuous change Stages Heredity Environment

8 ) According to Piaget, during the sensorimotor stage, infants: Develop object permanence Begin to use symbols Begin to think logically Acquire language

9 ) During which stage does Piaget believe that children develop the ability to think logically about concrete events? Sensorimotor Preoperational Concrete operational Formal operational

10 ) During which stage does Piaget believe that children develop the ability to think abstractly and logically about hypothetical problems? Sensorimotor Preoperational Concrete operational Formal operational

COUN 8215 Week 2 Description

COUN 8215 Course will provide a comprehensive overview of human development from conception through death. Students will learn the major theories of development and explore the various stages of life, including physical, cognitive, socioemotional, and moral development. The COUN 8215 Course will also cover issues related to individual differences, family relationships, and culture.

COUN 8215 Week 2 Outline

Week 2 Topics: Research Methods and Developmental Psychology

Readings:

• Rychtarik, R. G., & DeVoe, E. (2011). Developmental psychology: Theory and research methods (6th ed.). Belmont, CA: Wadsworth Cengage Learning. Chapters 1-4. Available as an e-book through the AU library.
• American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available as an e-book through the AU library.
• Berger, K. S. (2012). Invitation to the life span (2nd ed.). New York, NY: Worth Publishers. Chapters 2-5. Available as an e-book through the AU library.
Assignment Due this Week:

Introduction Discussion Board Forum
Submit your original post by Day 3 and reply to at least two classmates’ posts by Day 7 in order to complete this forum assignment.

COUN 8215 Week 2 Objectives

COUN 8215 Course Objectives for COUN 8215 – Lifespan Development:

By the end of COUN 8215 Course, students will be able to:

1. Understand and apply theories of human development across the lifespan.

2. Understand how physical, cognitive, and psychosocial development interact across the lifespan.

3. Understand major developmental tasks and challenges at each stage of the lifespan.

4. Understand individual differences in development and how these can impact development.

5. Understand developmental research methods and be able to critically evaluate research findings.

COUN 8215 Week 2 Pre-requisites

(2 credits)

COUN 8215 – Lifespan Development* (5 credits)

Pre-requisites for COUN 8215 – Lifespan Development* (5 credits) are:

COUN 8100 – Introduction to Counseling
COUN 8101 – Psychopathology
COUN 8102 – Theories of Counseling
COUN 8103 – Research Methods in Counseling
COUN 8104 – Ethical and Professional Issues in Counseling

COUN 8215 Week 2 Duration

Week Two Lecture Outline: (COUN 8215)

Introduction to Child Development and Overview of the Three Major Stages of Child Development (COUN 8215)

Tuesday, January 10, 2012: Introduction to Child Development and Overview of the Three Major Stages of Child Development (COUN 8215)

• Introduction/COUN 8215 Course Overview (COUN 8215)

• Child Development Processes (COUN 8215)

• The Three Major Stages of Child Development: Infancy, Childhood and Adolescence (COUN 8215)

• COUN 8215 Course Resources – Required Textbook and Web Resources (COUN 8215)

Assignments Due this Week: (COUN 8215)

COUN 8215 Week 2 Learning Outcomes

On successful completion of COUN 8215 Course, students will be able to:

1. Understand and apply concepts, theories, and research findings in the field of lifespan development to explain individual behaviour at different points across the life span.
2. Understand physical, cognitive, and socioemotional development across the lifespan and how these domains interact.
3. Understand and apply different research methods used in studying lifespan development.
4. Understand and apply ethical considerations when conducting research with human participants across the lifespan.

COUN 8215 Week 2 Assessment & Grading

**

**Assessment for COUN 8215 – Lifespan Development (5 credits) (COUN 8215)**

COUN 8215 – Lifespan Development (5 credits) (COUN 8215) will be assessed through a variety of methods. The following is a list of the types of assessments that may be used in COUN 8215 Course:

COUN 8215 Week 2 Suggested Resources/Books

(COUN 8215)

COUN 8215 Week 2 Suggested Resources/Books for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215) (COUN 8215)

Welcome to the COUN 8215 Course!

COUN 8215 Course is designed to provide an understanding of human development from birth through death, with a focus on major life events and influences in children, adolescents, and adults. The life span perspective emphasizes continuity in development and the interaction between biological, psychological, and sociocultural influences over time. Through readings and class discussion we will examine research, theory, and applications to practice in a number of domains including physical, cognitive, emotional-affective, social-personality, moral-spiritual development. The overall objective of COUN 8215 Course is to expand your knowledge base as a professional helping person. In addition to providing you with an overview of current theories and research findings in the field of lifespan development psychology COUN 8215 Course is designed to enhance your critical thinking skills by encouraging you to question ideas that you have long accepted without careful reflection or thought. Throughout the semester we will be emphasizing the importance of cultural sensitivity and diversity issues as they relate to lifespan developmental problems as well as interventions at different stages of life. The subject matter covered in COUN 8215 Course has implications for working with children, families and adults across the lifespan in many different settings including schools, family service agencies, community mental health centers and private practice settings.

COUN 8215 Course Lectures: 9/9 – 10/17 (8 weeks) Graded Activity Description Date Required Reading Quiz 1 – COUN 8215 Course Introduction 9/11 Lecture 1 – Introduction 9/9 Lecture 2 – Prenatal Development 9/11 Lecture 3 – Infancy & Toddlerhood 9/16 Quiz 2 – Prenatal Development & Infancy 9/18 Lecture 4 – Early Childhood 9/18 Lecture 5 – Middle Childhood 9/23 Quiz 3 – Early & Middle Childhood 9/25 Exam 1 10/2 Lecture 6 – Adolescence 10/2 Quiz 4 – Adolescence 10/7 Lecture 7 – Emerging Adulthood 10/7 Lecture 8 – Young & Middle Adulthood 10/9 Quiz 5 – Emerging Adult hood & Young Adult hood 10/14 Lecture 9 – Late Adulthood 10/16 Exam 2 10/23 Final Exam 12pm-3pm 12pm-3pm

COUN 8215 Week 2 Assignment (20 Questions)

**Due 8/31/18 at 11:59 pm EST**

Welcome to your second assignment. This assignment will focus on development during adulthood. Please make sure that you have read chapters 5 and 6 of the textbook, as well as the required readings for this week. You should answer these questions based on what you have learned from those sources. The questions are worth 2 points each, for a total of 40 points.

When you have completed your assignment, please submit it to the Week 2 Assignment dropbox by 11:59pm EST on Sunday, 8/31/2018. Please name your document “COUN8215_LastName_FirstName_Week2Assignment”. For example, mine would be “COUN8215_McCullough_Kathryn_Week2Assignment”. Your submission must be in Microsoft Word format; any submissions in other formats will not be graded and will receive a score of zero. Please feel free to contact me if you have any questions or concerns regarding this assignment or the class in general! Thank you!

**Please answer each question in its own separate Word document**

1. Read the case vignette below and answer the questions that follow. Be sure to include specific examples from the case to support your responses. (2 points)

**Ariel is 22 years old and is currently attending college full time, with plans to graduate next spring with a degree in social work. She has had a part-time job since she was 16 years old and has also worked several internships during her time in college. Ariel has lived on her own since she was 19 years old and currently shares an apartment with two friends from college who are also working toward their degrees.*

*Ariel’s parents divorced when she was 7 years old, and she went to live with her mother after the divorce.*

*Ariel has one older sister who is married and lives out of state.*

*Recently, Ariel’s mother called her at work to tell her that her father had passed away unexpectedly due to a heart attack.*

1a. How would Erikson’s theory of psychosocial development apply to Ariel’s current situation? (10 points)

As Ariel works through the stages of Erikson’s theory of psychosocial development, she will experience different challenges related to both psychological and social aspects of her life. In Ariel’s case, she is currently working through the stage of identity vs. role confusion, which is typically experienced during adolescence and young adulthood. This is a time when individuals are exploring their sense of self and trying to figure out who they are and what they want to do with their lives. In Ariel’s case, she is still in college and has not yet made any major decisions about her future career or life path. However, she has been working toward her degree in social work and has already had several internships related to this field, so she may be closer to resolving this stage than some people her age. Additionally, Ariel’s recent experience with the death of her father may also cause her to question her identity and role in life. She may start to question whether she is doing what she wants with her life and whether she is living up to her father’s expectations for her. It is also possible that Ariel may start to feel like she does not know who she is without her father in her life. Overall, Erikson’s theory can help us understand how Ariel may be feeling and thinking about herself at this time in her life.

1b. How would Levinson’s theory of adult development apply to Ariel’s current situation? (10 points)

According to Levinson’s theory of adult development, individuals typically go through four distinct stages during their adult years: the early adult stage, the age 30 transition, mid-life, and late-life. During the early adult stage, which typically lasts from ages 18-22, individuals are focused on finishing school and starting their careers. They are also typically more focused on themselves than on other people or relationships at this time in their lives. In Ariel’s case, she is currently 22 years old and finishing up college, so she is right in the middle of this stage. During the age 30 transition, which typically lasts from ages 23-29, individuals begin to focus more on other people and relationships than on themselves. They may also start thinking about having children or getting married during this time period if they have not already done so. In Ariel’s case, she has not yet started thinking about having children or getting married, but she may start doing so in the next few years as she enters this stage of development.

COUN 8215 Week 2 Assignment Question (20 Questions)

*COUN 8215 Course was formerly called COUN 8115 – Lifespan Development.

1. How do developmental psychologists study human development?

2. What are some of the basic principles of human development?

3. What are some of the major theories of human development?

4. What is nature vs. nurture? How does this debate impact our understanding of human development?

5. How do we measure developmental change?

6. What is continuity vs. discontinuity? How does this debate impact our understanding of human development?

7. What are some of the basic issues in prenatal development?

8. What are some of the basic issues in infancy and toddlerhood?

9. What are some of the basic issues in childhood?

10. What are some of the basic issues in adolescence?

11. What are some of the basic issues in adulthood?

12. What are some of the basic issues in aging and retirement?

13. How do culture and ethnicity impact human development?

COUN 8215 Week 2 Discussion 1 (20 Questions)

*COUN 8215 Course uses a threaded discussion format. Please review the instructor’s expectations for participation in these discussions and begin your first post by Day 3 of the week in which the discussion is due. Review the Grading Rubric for threaded discussions prior to beginning your initial post. Please note that you are required to respond to at least two classmates’ posts in each thread by the end of each week, as well as complete one original thread (your initial post) of your own each week.*

COUN 8215- Lifespan Development: Week 2 Discussion 1

COUN 8215 Week 2 DQ 1 (20 Questions)

Q1: I would like to know how students are doing with the required readings for this class.
How are you finding the textbook? Is it understandable? Are the chapters on topics that interest you?

A1: I am finding the textbook to be very interesting and informative. The chapters are definitely on topics that interest me, and I am learning a lot about lifespan development. I would definitely recommend this textbook to others.

Q2: For those of you who have already taken a lifespan development COUN 8215 Course, how does this one compare?
Do you find the material to be more or less challenging? Do you like the way the COUN 8215 Course is structured?

A2: I have not yet taken a lifespan development COUN 8215 Course, but I am finding this one to be very engaging and informative. The material is definitely challenging, but I like that because it is forcing me to think critically about the topics. I also like the way the COUN 8215 Course is structured and am enjoying the weekly discussions.

COUN 8215 Week 2 Discussion 2 (20 Questions)

| | Topic | Question 2 | Point Value (25) |

1. Early adulthood is considered a period of ______________, as young adults are in the process of making many life decisions.

A. psychosexual development

B. socialization and integration

C. identity formation and exploration

D. early childhood development

2. Erik Erikson’s theory of psychosocial development describes ______________ in eight distinct stages, with each stage characterized by a different crisis that must be resolved in order for healthy development to occur.

A. physical and cognitive development during adolescence and young adulthood

B. psychological and emotional development during infancy, childhood, and adolescence

C. psychological development during infancy, childhood, adolescence, and adulthood

D. physical development during infancy, childhood, adolescence, and adulthood

COUN 8215 Week 2 DQ 2 (20 Questions)

1. For this discussion, you will identify and describe one of the following stages of lifespan development: infancy, early childhood, middle childhood, adolescence, adulthood, or late adulthood. First, identify and describe the basic characteristics of your selected stage (e.g., cognitive, social-emotional, and physical development). Then, explain how experiences in this stage might impact development in later stages of life. Be sure to use specific examples to support your points. Finally, discuss at least one factor that could influence an individual’s development during your chosen stage.

2. Developmental psychologists often use the terms “nature” and “nurture” when discussing influences on human development. Nature refers to the inherited characteristics that we are born with (e.g., genes), while nurture refers to the environmental influences we experience after birth (e.g., parenting). For this discussion, select one theory of development from this week’s readings (e.g., Piaget’s theory of cognitive development or Erik Erikson’s theory of psychosocial development) and explain how it takes both nature and nurture into account. Be sure to use specific examples to support your points.

3. In this discussion, you will have the opportunity to apply what you have learned about lifespan development to a real-life situation. First, choose a topic related to lifespan development (e.g., divorce, poverty, education). Then, using what you have learned about developmental psychology, describe how this topic might impact an individual’s development across the lifespan. Be sure to use specific examples to support your points.

4. Development is a lifelong process that is influenced by both internal and external factors. For this discussion, you will explore how internal and external factors can influence an individual’s development during different stages of life. First, choose two internal factors (e.g., motivation, personality) and two external factors (e.g., family, culture) that can influence an individual’s development across the lifespan. Then, using what you have learned about developmental psychology, explain how each of these factors can impact an individual’s development during different stages of life. Be sure to use specific examples to support your points.

5. One way that developmental psychologists study human development is by observing children in their natural environment (i.e., naturalistic observation). Naturalistic observation is a research method in which researchers observe people in their natural environment without manipulating or interfering with their behavior. For this discussion, you will have the opportunity to conduct a naturalistic observation of a child in his or her natural environment (e.g., at home, at school, in a park). First, choose a child between the ages of 2 and 6 years old to observe for 30 minutes (you may observe your own child if you wish). Then, using what you have learned about developmental psychology, describe the child’s behavior during your observation period. Be sure to include information on the child’s physical appearance (e.g., height, weight), age-appropriate milestones (e

COUN 8215 Week 2 Quiz (20 Questions)

1) Jean Piaget’s theory of cognitive development:

a. Was primarily based on observations of his own children.
b. Focuses on how children learn.
*c. Focuses on how children think and how their thinking changes as they grow older.*
d. Emphasized the importance of experience in cognitive development.

2) According to Jean Piaget, at around 2 years of age, children enter the _____ stage of cognitive development.

a. Sensorimotor
*b. Preoperational*
c. Concrete operational
d. Formal operational

3) In Piaget’s theory, during the sensorimotor stage, infants:

a. Understand that objects still exist even when they are not visible.
b. Develop a mental representation of the world and begin to use symbols.
c. Begin to think logically and use deductive reasoning skills.
*d. Learn about the world through their senses and motor activities.*

4) During which stage of cognitive development do children first develop the ability to use symbols?

a. Sensorimotor stage
b. Preoperational stage
*c. Concrete operational stage*
d. Formal operational stage

5) Which of the following is an example of a child using symbolic thought during the preoperational stage?

a. A 3-year-old girl uses a spoon to eat her soup.
b. A 4-year-old boy uses a toy truck to drive around his block.
*c. A 5-year-old girl pretends her teddy bear is sick and gives it some medicine.*
d. A 6-year-old boy uses a crayon to draw a picture of his family.

6) Piaget believed that during the _____ stage, children develop the ability to think logically and use deductive reasoning skills.

a. Sensorimotor stage
b. Preoperational stage
c. Concrete operational stage
*d. Formal operational stage*

7) During which stage of cognitive development do children develop the ability to use abstract thought?
*Formal operational stage*

8) According to Piaget, formal operational thought is:

a. The ability to use symbols and think logically about concrete objects and events.* b. The ability to think abstractly and use deductive reasoning skills.* c. The ability to understand that objects still exist even when they are not visible.* d.. The ability to understand that other people have thoughts and feelings that may be different from one’s own.*

9) Which of the following is an example of a child using formal operational thought?

a.. A 3-year-old girl uses a spoon to eat her soup.* b.. A 4-year-old boy uses a toy truck to drive around his block.* c.. A 5-year-old girl pretends her teddy bear is sick and gives it some medicine.* d.. A 6-year-old boy uses a crayon to draw a picture of his family.* e.. A 7-year-old girl tries to figure out how she can get more candy without spending any money.*

10) Which statement about Vygotsky’s theory is true?

a.. Vygotsky believed that cognitive development is primarily determined by biology.* b.. Vygotsky believed that cognitive development is primarily determined by culture.* c.. Vygotsky believed that cognitive development occurs in stages.* d.. All of the above are true.*

11) In Vygotsky’s theory, the zone of proximal development:

a.. Refers to the range of tasks that a child can complete independently.* b.. Refers to the range of tasks that a child can complete with assistance from adults or more competent peers.* *c.. Both A and B are true.* d.. Neither A nor B is true.*

12) Which statement about scaffolding is true?

*a.. Scaffolding refers to the process whereby adults or more competent peers provide support for learning new tasks, which gradually decreases as the child becomes more proficient at the task.* b.. Scaffolding refers to the process whereby adults or more competent peers provide support for learning new tasks, which gradually increases as the child becomes more proficient at the task.. c.. Scaffolding refers to the process whereby adults or more competent peers provide support for learning new tasks, which remains constant as the child becomes more proficient at the task.. d.. None of the above is true..

13) In Vygotsky’s theory, private speech:

a.. Is verbal self-regulation that typically emerges during middle childhood and adolescence.* b.. Is verbal self-regulation that typically emerges during infancy and toddlerhood.. c.. Is verbal self-regulation that typically emerges during early childhood… *d.. All of the above are true*….

14) Bandura’s social learning theory emphasizes:

*a../ The role of observation in learning new behavior./… b../ The role of reinforcement in learning new behavior./… c../ The role of punishment in learning new behavior./… d../ All of the above are true./… e../ None of the above are true./…

15) Which statement about modeling is true?/…/…/…/…/…/…/….//….//….//….//….//….//….//….//….//…../…/…../…../././././././././././././././. *All of the above are true*/…../*None ofthe above aretrue*/…../*AandBaretrue*/…../*BandCaretrue*/…../*AandCaretrue*/…..

COUN 8215 Week 2 MCQ’s (20 Multiple Choice Questions)

1. The life expectancy in the United States is about:

A. 70 years for females and 75 years for males.
B. 78 years for females and 82 years for males.
C. 80 years for females and 84 years for males.
D. 65 years for females and 68 years for males.

2. The study of how individuals develop over the COUN 8215 Course of a lifetime is referred to as:

A. Developmental psychology.
B. Psychopathology.
C. Lifespan development.
D. Psychometrics.

3. A baby born 3 months premature has a(n):

A. Increased chance of developing physical problems later in life.
B. Decreased chance of developing physical problems later in life.
C. Increased chance of developing mental problems later in life.
D. Decreased chance of developing mental problems later in life.

4. A baby born 3 months premature has a(n):

A. Increased chance of developing physical problems later in life.
B. Decreased chance of developing physical problems later in life.
C. Increased chance of developing mental problems later in life.
D. Decreased chance of developing mental problems later in life..

5. Physical growth during adolescence is:

A. Rapid and consistent for boys and girls alike.
B. More rapid for girls than it is for boys..
C More rapid for boys than it is for girls.. D) None of the above; physical growth during adolescence is not particularly rapid or consistent..

6.. Piaget proposed that children’s cognitive development proceeds through four distinct stages, in which increasingly complex and sophisticated mental operations are acquired; these are referred to as the ___________ stages..

A.. Sensorimotor, preoperational, concrete operational, formal operational.. B) Sensorimotor, preoperational, egocentric, social cognition.. C) Preoperational, concrete operational, formal operational, postformal operational.. D) Egocentric, social cognition, preoperational, sensorimotor..

7.. According to Erikson, the first stage of psychosocial development, during which infants learn trust or mistrust, is referred to as the ___________ stage..
A) Oral-sensory B) Anal-expulsive C) Phallic-oedipal D) Basic trust vs.. mistrust

COUN 8215 Week 3 Description

COUN 8215 Course will focus on lifespan development across the lifespan with an emphasis on middle adulthood. Theories of human development will be explored in relation to biological, psychological, and social influences on development. Developmental tasks and issues faced by individuals at various stages of the lifespan will be addressed. Special emphasis will be placed on the developmental tasks of middle adulthood including work and family, as well as psychosocial factors associated with healthy aging.

COUN 8215 Week 3 Outline

Week 3 Outline for Lifespan Development* (5 credits)

Week 3: Physical and Cognitive Development in Early Adulthood (Chapters 9-10)

Learning Objectives: By the end of this week, students will be able to:
* Understand how physical changes during early adulthood are related to aging.
* Describe physical development during early adulthood.
* Discuss how cognitive changes during early adulthood are related to aging.
* Explain cognitive development during early adulthood.
* Understand the impact of social factors on physical and cognitive development during early adulthood.

COUN 8215 Week 3 Objectives

**COUN 8215 Course Instructor: Dr. Annette E. Maxwell, PhD, LPC-S, LSSP, RPT-S**

**Contact Info:** annette.maxwell@unthsc.edu; 817-735-2316

| Learning Objective | Activity/Assignment | Due Date | Points Possible |
| — | — | :—: | :—: |
| **1. Understand biological influences and brain development in childhood** | Complete Reading Assignment (see Week 3 assignment document for details)
Attend Live Lecture
Participate in COUN 8215 Course Forum Discussion
Complete Quiz 1 (see Week 3 assignment document for details) | 9/2
9/3
9/5
9/6 | 20
5
5
20 |
| **2. Understand cognitive and language development in childhood** | Complete Reading Assignment (see Week 3 assignment document for details)
Attend Live Lecture
Participate in COUN 8215 Course Forum Discussion
Complete Quiz 2 (see Week 3 assignment document for details) | 9/2
9/3
9/5
9/6 | 20
5
5
20 |
| **3. Understand social and emotional development in childhood**| Complete Reading Assignment (see Week 3 assignment document for details)
Attend Live Lecture
Participate in COUN 8215 Course Forum Discussion
Complete Quiz 3 (see Week 3 assignment document for details)| 9/2
9/3
9/5
9/6| 20
5
5
20|

COUN 8215 Week 3 Pre-requisites

COUN 8215 Week 3 Pre-requisites for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

Monday, December 9: Research Assignment #1 Due (Week 3): Students should have reviewed and be familiar with the assigned readings from Module 1 of Week 2. Students should also have completed all Lecture Notes for Module 1, including the Section on Norms, Theories and Perspectives. In addition, students should have viewed a minimum of two hours of the required videos that are linked in the Resources section of Canvas. Read and review the assigned readings and lecture notes, watch a minimum of two hours of required videos, and then respond to the following questions in an essay format:

Cite your sources using APA format. This assignment is due at the beginning of class on Monday, December 9th. Please submit your essay to Turnitin by clicking on the link under Assignments in Canvas. Note that you will need to login with your MyCCP credentials to access Turnitin; you will be able to view your similarity score once you have submitted your assignment. Please note that this assignment will be graded using a rubric which is linked under Assignments in Canvas.

COUN 8215 Week 3 Duration

COUN 8215 – Lifespan Development: Part I (5 credits) (COUN 8215)

COUN 8216 – Lifespan Development: Part II (5 credits) (COUN 8216)

COUN 8215 Week 3 Learning Outcomes

● Analyze lifespan development theories and perspectives.

● Evaluate the impact of biological, psychological, and sociocultural factors on lifespan development.

● Assess the role of family and other social institutions in human development.

● Analyze physical, cognitive, and psychosocial changes across the lifespan.

● Examine issues and challenges associated with aging.

COUN 8215 Week 3 Assessment & Grading

COUN 8215 Course Number: COUN 8215 COUN 8215 Course Title: Lifespan Development* (5 credits) COUN 8215 Course Instructor: Ms. Erin Nelke Grade Mode: Standard Letter Grading Grades: A, AB, B, BC, C, D, F** **The instructor may drop a student from the COUN 8215 Course if he/she is earning a D or F. S/U Grade Basis: S/U grades are not given in COUN 8215 Course. Your score on this assessment will be entered into the WebCampus gradebook as part of your overall grade for COUN 8215 Course. This assessment has been weighted at 20% of your total grade for COUN 8215 Course and will be graded on the following scale: A = 100 – 90%; AB = 89 – 80%; B = 79 – 70%; BC = 69 – 60%; C = 59 – 50%; D = 49 – 40%; F = 39% and below. Time Allowed to Complete Assessment: You have until the end of Week 3 (Sunday at midnight MST) to complete this assessment. PLEASE NOTE THAT THIS IS AN INDIVIDUAL ASSESSMENT AND YOU SHOULD NOT DISCUSS OR SHARE YOUR ANSWERS WITH ANY OTHER STUDENTS IN COUN 8215 Course OR OTHER COUN 8215 CourseS UNLESS INSTRUCTED TO DO SO BY THE COUN 8215 Course INSTRUCTOR. PLAGIARISM WILL NOT BE TOLERATED! IF YOU ARE CAUGHT PLAGIARIZING, YOU WILL FAIL THE ASSESSMENT AND THE COUN 8215 Course! PLAGIARISM IS TAKING SOMEONE ELSE’S WORK AND SUBMITTING IT AS YOUR OWN! THIS INCLUDES COPYING FROM OTHER STUDENTS OR USING WEBSITES SUCH AS WIKIPEDIA. IF YOU HAVE ANY QUESTIONS REGARDING PLAGIARISM PLEASE CONTACT YOUR INSTRUCTOR BEFORE COMPLETING THIS ASSESSMENT! Assessment Description/Purpose: The purpose of this assessment is to evaluate your ability to apply and integrate information related to lifespan development theory and research in an applied context by completing Part 1 below. In Part 2 you will be asked to provide feedback about the effectiveness of this assessment and offer suggestions for improvement by completing Part 2 below. PART 1 Directions – Developing a Child Care Program for 3-Year-Old Children Using Developmental Theories As described in Chapter 6 in your textbook, Piaget believed that children progress through four distinct stages during their first six years of life (i.e., sensorimotor stage; preoperational stage; concrete operational stage; and formal operational stage). Although there are some similarities between Piaget’s theory and Erikson’s theory about psychosocial development, Piaget focused primarily on cognitive development while Erikson focused primarily on psychosocial development. However, both theories can be used when designing child care programs because they describe how children develop during different stages throughout childhood and adolescence into adulthood. In order to help you understand how developmental theories can be used when developing child care programs you will develop a child care program designed specifically for 3-year-old children based upon either Piaget’s or Erikson’s theory (you must choose one theory or the other). The purpose of the program you design should be to promote optimal growth and development in young children through structured activities that support what is described in either Piaget’s or Erikson’s developmental theory about how children grow and develop cognitively and/or psychosocially during their early years of life (i.e., from birth through 5 years old). After choosing which theory you want to use to base your program upon you must write an essay describing the following elements related to the program you developed based upon Piaget’s or Erikson’s developmental theory: Introduction – Introduce your reader(s) by providing information describing why you chose Piaget’s or Erikson’s developmental theory as a foundation for your child care program; give a brief description about each developer; explain what is meant by “cognitive development versus psychosocial development; explain why it is important for educators working with young children to understand developmental theories; explain why it is important for educators working with young children to apply developmental theories when developing child care programs for young children (i.e., birth through age 5); explain why it was important that you selected a specific stage from eitherPiaget’s or Erikson’s developmental theory as a focus for this assignment; provide background information explaining what made you decide which specific stage would be most appropriate as a focus for your child care program? Why did you feel this was an appropriate focus? What needs do 3-year-old children typically have that need to be addressed? Be sure that when selecting a specific stage from either Piaget’s or Erikkson’s theoretical framework as a focus for your project that it corresponds with age group that corresponds with age group 4 – 6 because this is not only what students do best at but it also correlates with the Developmental Psychology class students are taking next semester where they will focus primarily on learning more about cognition in kids aged 4 – 6 years old . Description of Child Care Program Design – Describe each aspect of the program you designed using information discussed previously along with additional information related specifically to each activity included in your child care program (including materials required). Please note that some activities may require use of technology such as power point presentations along with worksheets etc so make sure whatever materials you list can actually be used in an online environment . Each activity should include information describing how each activity relates directly back to what is described within either Piaget’s or Erikkson’s theoretical framework including specifics regarding which particular part(s) refer back directly back towards whatever theoretical framework chosen (i.e., sensorimotor vs concrete operational vs preoperational vs formal operational etc.) Be sure every aspect listed here can actually work within an online classroom so keep it simple enough where materials needed are easily accessible via internet access including ideas like “using everyday objects found around house” etc Conclusion – Summarize everything discussed previously including all aspects listed above making sure everything mentioned clearly relates directly back towards whatever theoretical framework chosen . Please note that although this example may not fit every single scenario possible , I’ve provided an example outline below using Erikkson’s Psychosocial Theory as one possibility which might help provide more clarity regarding expectations : Example Outline Introduction Brief description Erik Erikson Research concerning his work Overview Erik Erikson Psychosocial Theory Explaining 8 different stages Why I chose Erik Erikson Psychosocial Theory Explaining how his findings relate towards Developmental Psychology class next semester explaining how they apply specifically towards kids aged 4 – 6 years old I’ve provided examples above explaining expected outcomes within each section however even though these sections might not cover every single scenario possible please do try keeping them similar because they will help better communicate expectations regarding what’s expected overall Desired Outcome Within This Assignment Consider beginning final paragraph describing desired outcome after introducing topic explaining why goal chosen seems appropriate given parameters laid out within assignment Write something along lines below specifying desired outcome thinking specifically about learning objectives laid out previously explaining clear connection between those learning objectives accomplished within particular section written above Specifying things like “what I hope those reading my paper take away from everything discussed” etc While there isn’t necessarily one right answer here think about implications discussions might have regarding future practice making sure discussion includes mention things like practices discussed promoting optimal growth & development helping kids improve specific skills etc Specifying things like “what I hope those reading my paper learn from everything discussed” etc Maybe something along lines saying “how my paper might potentially assist others improving future practice” etc Other examples might include including something like “how my paper might potentially benefit others struggling finding ways keeping kids motivated” etc Other examples might include something like “how my paper might potentially benefit others experiencing challenges addressing certain issues” etc Perhaps something similar saying “How my paper might potentially impact future practice helping others improve their ability understanding relating concepts related towards mindset shown” If no specific examples seem particularly appropriate consider adding some ideas based off previous class discussions Making sure discussion includes mention things like practices discussed promoting optimal growth & development helping kids improve specific skills Good luck!!

COUN 8215 Week 3 Suggested Resources/Books

Week 3 Suggested Resources/Books for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

1. lifespan development in context: A topographical model by John C. Cavanaugh, Theodore D. Wachs
2. Developmental Psychology: Childhood and Adolescence by David R. Shaffer
3. Human Development: A Life-Span View by Robert V. Kail, John C. Cavanaugh
4. Child Development: An Introduction by John W. Santrock

COUN 8215 Week 3 Assignment (20 Questions)

*Note: You may complete your assignment with a partner if you wish, but you must submit your own individual answers.

Instructions:

1. Complete each of the following questions in essay format. Your responses to each question should be one full page in length (single-spaced, Times New Roman, 12-point font). Double space between each question.
2. Save your file as LastnameFirstnameWeek3Assignment (e.g., SmithJohnWeek3Assignment).
3. Submit your completed assignment to the appropriate Week 3 Assignment dropbox by the end of Week 3.
4. Please remember to reference all sources used in APA format on a separate reference page at the end of your document. Include in-text citations for all information that is not considered common knowledge. For more information on APA, please refer to the APA Style Guide located in the COUN 8215 Course Resources area of our COUN 8215 Course website.

Questions:

1. Define lifespan development and briefly describe three of its key features.
2. Discuss Piaget’s theory of cognitive development and explain how it has influenced our understanding of child development. Include a discussion of at least two major criticisms of Piaget’s theory in your answer.
3. Explain Erikson’s theory of psychosocial development and discuss two major criticisms of his theory. Include a discussion of how Erikson’s theory differs from Freud’s in your answer.
4. Discuss Bronfenbrenner’s ecological systems theory and explain how it can be used to understand human development across the lifespan. Be sure to include a discussion of each system in your answer (i.e., microsystem, mesosystem, exosystem, macrosystem, and chronosystem).
5. Explain how nature and nurture interact to influence human development across the lifespan and provide an example to illustrate your answer.
6. Describe physical, cognitive, and social changes that occur during adolescence and discuss at least one theory that attempts to explain these changes.
7. Compare and contrast middle adulthood and late adulthood with regard to physical, cognitive, and social changes that occur during these life stages. Be sure to include a discussion of at least one theory that attempts to explain these changes in each stage in your answer.
8. Discuss Erikson’s concept of generativity and describe how it applies to middle adulthood. Include a discussion of at least one major challenge faced by middle adults with regard to generativity in your answer (ege: work-family conflict).
9. Discuss Erikson’s concept of ego integrity vs despair and describe how it applies to late adulthood? Include a discussion of at least one major challenge faced by older adults with regard to ego integrity vs despair in your answer (ege: loss of a spouse).
10 .Describe three theories that have been proposed to explain why people experience a midlife crisis and evaluate the strengths and weaknesses of each theory? Be sure to include a discussion of whether or not you believe a midlife crisis actually exists based on what you have learned about lifespan development in your answer 11 . Discuss research findings regarding menopause and describe how cultural beliefs about menopause can influence women’s experiences during this life stage? Include a discussion of at least one health concern faced by women during menopause in your answer (ege: osteoporosis).

12 .Describe four common myths about aging and provide research evidence that debunks each myth? In your opinion, why do these myths persist despite evidence that disproves them?

13 .Explain Atwood’s concept of the ageism spiral and discuss how it can lead to elder abuse? Be sure to include a discussion of at least two types of elder abuse in your answer (ege: financial abuse, emotional abuse).

14 .Describe three ways in which caregiving can impact caregivers’ physical and mental health? What can caregivers do to mitigate some of these negative impacts?

15 .What are some common coping strategies used by family caregivers? What are some challenges associated with using these coping strategies?

16 .Discuss research findings regarding successful aging and describe three things people can do to increase their chances of experiencing successful aging?

17 .Describe three common stereotypes about older adults? What is the impact of these stereotypes on older adults’ physical and mental health?

18 .What are some common age-related sensory changes? How do these changes impact older adults’ daily lives? What can be done to mitigate some of these impacts?

19 .What are some common age-related cognitive changes? How do these changes impact older adults’ daily lives? What can be done to mitigate some of these impacts?

20 .What are some common psychological disorders experienced by older adults? What are some risk factors for developing these disorders? What can be done to mitigate some of these risks?

COUN 8215 Week 3 Assignment Question (20 Questions)

1. Give a brief definition of psychosocial development and describe Erikson’s eight stages of psychosocial development.

Psychosocial development is the process by which individuals develop their sense of self and learn to interact with others. Erikson’s eight stages of psychosocial development are:

1. Trust vs. mistrust
2. Autonomy vs. shame and doubt
3. Initiative vs. guilt
4. Industry vs. inferiority
5. Identity vs. role confusion
6. Intimacy vs. isolation
7. Generativity vs. stagnation
8. Ego integrity vs. despair

COUN 8215 Week 3 Discussion 1 (20 Questions)

1. How do the research designs that we discussed in this week’s lecture and readings differ? What are the benefits and limitations of each design?

2. How do developmental psychologists measure change over time? What are some of the advantages and disadvantages of different methods of measuring change?

3. Developmental psychologists often study children and adolescents. What are some of the unique ethical considerations associated with research on minors?

4. Why is it important to study both continuity and change in development? What are some of the theoretical perspectives that emphasize one or the other?

5. Explain Piaget’s theory of cognitive development. What are some of the criticisms of Piaget’s theory?

6. Explain Vygotsky’s theory of cognitive development. What are some of the criticisms of Vygotsky’s theory?

7. How do nature and nurture interact to influence human development? Give an example to illustrate your point.

8. Discuss Erikson’s theory of psychosocial development. What are some of the criticisms of Erikson’s theory?

9. Discuss Levinson’s theory of adult development. What are some of the criticisms of Levinson’s theory?

COUN 8215 Week 3 DQ 1 (20 Questions)

– 2019 Summer Qtr

COUN 8215 Course Syllabus: https://ashford.instructure.com/COUN 8215 Courses/231619/assignments/syllabus?module_item_id=14412792

COUN 8215 Week 3 Discussion 2 (20 Questions)

1. How has your own life COUN 8215 Course been influenced by your family and friends?
2. How have your own attitudes and beliefs about aging been influenced by the media?
3. Discuss the concept of successful aging. What does it mean to you?
4. Research suggests that there are health benefits to social relationships. What do you think are some of the mechanisms by which social relationships influence health?
5. Do you think that the way we age is primarily determined by our genes or by our environment? Explain your answer.
6. It has been suggested that one way to increase life satisfaction in older adults is to encourage them to find meaning and purpose in their lives. What do you think are some ways that this could be done?
7. Some experts have suggested that one way to decrease the incidence of dementia is to encourage people to stay mentally and socially active throughout their lives. What do you think are some ways that this could be done?
8. Discuss the concept of developmental plasticity. What does it mean to you?
9. There is evidence that older adults who are physically active tend to be happier and have higher levels of life satisfaction than those who are not physically active. What do you think are some reasons for this?
10. There is evidence that older adults who engage in volunteering tend to be happier and have higher levels of life satisfaction than those who do not volunteer. What do you think are some reasons for this?

COUN 8215 Week 3 DQ 2 (20 Questions)

(COUN 8215)

1. What are some of the reasons that Piaget’s theory is no longer considered a dominant theory of cognitive development?

2. Explain why it is important to study cognitive development.

3. What are some of the criticisms of Piaget’s theory?

4. What is Vygotsky’s sociocultural theory of cognitive development?

5. How does Vygotsky’s theory differ from Piaget’s theory?

6. What are some of the criticisms of Vygotsky’s theory?

7. What is information processing theory?

8. How does information processing theory differ from Piaget’s and Vygotsky’s theories?

9. What are some of the criticisms of information processing theory?

10. What is connectionism?

11. How does connectionism differ from Piaget’s, Vygotsky’s, and information processing theories?

12. What are some of the criticisms of connectionism?

COUN 8215 Week 3 Quiz (20 Questions)

1. Which of the following is not a component of Bronfenbrenner’s ecological framework?
2. The concept of “critical periods” in development suggests that
3. A(n) ___________ is a learned tendency to perceive, evaluate, and respond to people and events in a manner that leads to negative consequences.
4. Normative age-graded influences are those that
5. In terms of Piaget’s theory of cognitive development, an example of a sensorimotor stage task would be
6. According to Erikson, the major developmental task of adolescence is
7. Vygotsky’s sociocultural theory emphasizes the importance of
8. The ___________ is considered the “master gland” because it regulates the activity of most other endocrine glands in the body.
9. During which stage does an individual reach the peak of physical maturity?
10. During which stage does an individual learn how to balance his or her own needs with those of others?
11. Compared to younger adults, older adults are more likely to experience
12. Erik Erikson believed that each stage of life is characterized by a different ___________ crisis.
13. According to Levinson, the midlife transition occurs between the ages of ___________ and ___________ years.
14. During which stage do individuals focus on consolidating their accomplishments and making plans for retirement?
15. One reason why researchers have found it difficult to study adult development is because
16. Compared to younger adults, older adults are more likely to experience ___________ sleep cycles and ___________ sleep duration.
17. During which stage do individuals learn how to balance their own needs with those of others?
18. In terms of Piaget’s theory of cognitive development, an example of a sensorimotor stage task would be
19. Which theory emphasizes that development results from an ongoing interaction between biology and environment?
20. The concept of “critical periods” in development suggests that

COUN 8215 Week 3 MCQ’s (20 Multiple Choice Questions)

1. Human development is a lifelong process that begins with conception and continues until death. True False 2. The prenatal stage of development lasts from conception to birth. True False 3. Most babies are born between 9 and 10 months after conception. True False 4. The neonatal stage of development lasts from birth to one month of age. True False 5. Newborns are not able to regulate their own body temperature or breathing, but they can see and hear well. True False 6. Infants grow rapidly during the first six months of life and then more slowly for the next six months. True False 7. crawling is an important milestone for infants because it helps them develop muscle strength, coordination, and balance. True False 8. Terrible twos are a result of the frustration infants experience when they cannot communicate what they want or need effectively through speech or other means of communication. True False 9- Preschoolers learn best by observing others and then imitating their behavior in order to practice new skills and develop new understandings about themselves and the world around them. True False 10- Preschoolers spend most of their time in solitary play but also enjoy playing with other children their own age, especially if they have similar interests or abilities. True False 11- Between the ages of five and six, children enter what Piaget called the concrete operational stage, during which they begin to use logical reasoning skills to solve problems and understand concepts such as time, space, quantity, weight, and temperature. True False 12- Children enter the formal operational stage between the ages of eleven and twelve when they begin thinking abstractly about issues such as morality, politics, religion, and philosophy . True False 13- Erikson’s theory of psychosocial development proposes that each person must complete eight tasks in order to develop a healthy sense of self: trust vs mistrust; autonomy vs shame; initiative vs guilt; industry vs inferiority; identity vs role confusion; intimacy vs isolation; generativity vs stagnation; ego integrity vs despair . 14- According to Erikson’s theory , young adults who successfully complete the task of identity vs role confusion often feel confident about who they are as individuals and secure in their relationships with others . 15- During middle adulthood (ages forty to sixty), people focus on developing personal relationships , raising families , pursuing careers , and preparing for retirement . 16- In late adulthood (ages sixty-five and older), people often face physical changes such as declining health , decreased energy levels , vision problems , hearing impairments , osteoporosis , arthritis , cancer , heart disease , stroke , Alzheimer’s disease , Parkinson’s disease , macular degeneration 17- According to Levinson’s life structure theory , middle adulthood (ages forty to sixty) is characterized by a focus on building family relationships, raising children, working hard at careers or jobs 18- Erik Homburger Erikson proposed that each person must complete eight tasks in order to develop a healthy sense of self: trust vs mistrust; autonomy vs shame; initiative vs guilt; industry vs inferiority; identity vs role confusion 19- Anhedonia is a loss or decrease in ability to feel pleasure 20- Anhedonia is associated with depression

COUN 8215 Week 4 Description

This is a five-credit online COUN 8215 Course. It is an advanced study of developmental psychology with a focus on lifespan development. The COUN 8215 Course examines psychological theories and research findings related to physical, cognitive, social, and emotional development across the lifespan. Topics covered include conception, prenatal development, infancy, childhood, adolescence, adulthood, and aging.

COUN 8215 Week 4 Outline

**

Week 4: Theories and Applications of Developmental Psychology

Introduction to Developmental Psychology (pp. 1-16): Chapter 1

Lifespan Development Theory (pp. 42-65): Chapter 3

Development in Early Childhood (pp. 66-102): Chapter 4

Development in Middle Childhood and Adolescence (pp. 103-139): Chapter 5

Theories and Applications of Developmental Psychology: Using Piaget’s Cognitive Developmental Theory to Understand a Child’s Thinking (pp. 14-15)

Theories and Applications of Developmental Psychology: Using Erikson’s Psychosocial Theory to Understand Identity vs. Role Confusion in Adolescence (pp. 18-19)

Theories and Applications of Developmental Psychology: Using Kohlberg’s Moral Reasoning Theory to Understand Moral Judgment in Children (pp. 21-22)

COUN 8215 Week 4 Objectives

*Note: Objectives are subject to change. Please refer to the syllabus for the most up-to-date information.

Week 4 Learning Objectives

COUN 8215 Week 4 Pre-requisites

Pre-requisite: COUN 8205 – Developmental Psychology* (5 credits) or Coun 8215 – Lifespan Development* (5 credits)

COUN 8215 Course Description: COUN 8215 Course is an examination of theories and research related to lifespan development. Topics will include psychosocial, cognitive, moral, identity, and physical development across the lifespan. The emphasis will be on applying theory to everyday life.

COUN 8215 Week 4 Duration

In COUN 8215 Course students will analyze the development of humans across the lifespan with a particular focus on lifespan approaches to counseling individuals and families. The role of social, psychological, and biological factors in development is emphasized throughout the COUN 8215 Course. Students will consider typical as well as atypical development including developmental disabilities and mental disorders. The impact of family relationships, community, society and culture on individual development is explored. Students also examine issues of diversity within this context. A lifespan perspective includes an emphasis on positive aspects of aging and human potential throughout the life span. Students apply theories and research findings to real-life situations through case studies, class discussion, and reflection journaling.*

Week 4: Midterm Exam

COUN 8215 Week 4 Learning Outcomes

COUN 8215 – Lifespan Development (5 credits)

COUN 8215 Course examines the biological, cognitive, and psychosocial changes that occur throughout the lifespan. Students will examine developmental theories as well as issues and challenges related to aging in today’s society.

Learning Outcomes:

COUN 8215 Week 4 Assessment & Grading

*This is a graded component of the online COUN 8215 Course.

COUN 8215 COUN 8215 Course Description: Examines developmental stages and tasks throughout the lifespan, with emphasis on middle-childhood to adulthood. Theories and research in biological, cognitive, psychosocial development will be integrated. Prerequisites: Admission to the School of Professional Psychology.

COUN 8215 Week 4 Suggested Resources/Books

+ #COUN 8215 (Lifespan Development) ~ Week 4 Resources

== Books ==
**Resource** | **Type** | **Description** | **Link**
:—– | :—– | :—– | :—–
*Book*|N/A|Required Textbook for COUN 8215 Course: Development Across the Lifespan by Robert Feldman 8th Edition ISBN-13: 978-0134096528|https://www.amazon.com/Development-Across-Lifespan-Robert-Feldman/dp/0134096521/ref=sr_1_1?ie=UTF8&qid=1496967786&sr=8-1&keywords=development+across+the+lifespan+8th+edition
*eBook*|N/A|An eBook is an electronic version of a traditional print book that can be read by using a personal computer or by using an eBook reader. (An eBook reader can be a software application for use on a computer such as Microsoft’s free Reader application, or a book-sized computer THIS is used solely as a reading device such as Nuvomedia’s Rocket eBook.) Users can purchase an eBook on diskette or CD, but the most popular method of getting an eBook is to purchase a downloadable file of the eBook (or other reading material) from a Web site (such as Barnes and Noble) to be read from the user’s computer or reading device.|http://www.barnesandnoble.com/w/development-across-the-lifespan-robert-s-feldman/1121879625?ean=9780134096528

== COUN 8215 Courseware ==
**Resource** | **Type** | **Description** | **Link**
:—– | :—– | :—– | :—–

*Additional Resources Recommended by Instructor*

COUN 8215 Week 4 Assignment (20 Questions)

*Note: This class is a combination of COUN 8215 and COUN 8216. You will only be completing one assignment for this class, but your grade will be entered into both classes.

COUN 8215 Week 4 Assignment Question (20 Questions)

1. What is the most important factor in determining lifespan development?
2. How does nature vs. nurture impact lifespan development?
3. What is the role of heredity in lifespan development?
4. How does the environment impact lifespan development?
5. What is a critical period in lifespan development?
6. What is the role of maturation in lifespan development?
7. What is the role of learning in lifespan development?
8. What is the role of experiences in lifespan development?
9. What are some of the physical changes that occur during adolescence?
10. What are some of the cognitive changes that occur during adolescence?
11. What are some of the social changes that occur during adolescence?
12. What is Erikson’s theory of psychosocial development?
13. What are some of the challenges associated with middle adulthood?
14. What are some of the challenges associated with late adulthood?
15. What are some of the factors that contribute to successful aging?
16. How does culture impact lifespan development?
17. How do socioeconomic status and ethnicity impact lifespan development?
18. How do gender and sexual orientation impact lifespan development?
19.What are some of the ethical considerations involved in research on human development?
20.What are some practical applications of research on human development?

COUN 8215 Week 4 Discussion 1 (20 Questions)

1. What is a big difference between Piaget’s and Vygotsky’s theories? Which one do you think is more accurate? Explain.
2. How do Piaget and Vygotsky view the role of culture in cognitive development?
3. What are some key ideas of Lev Vygotsky’s theory of cognitive development?
4. What were some of the limitations of Piaget’s theory of cognitive development?
5. How did Vygotsky’s ideas differ from Piaget’s with regard to the concept of zone of proximal development?
6. What did Vygotsky mean by the term “scaffolding”?
7. What is meant by the term “private speech”?
8. What are some applications of Vygotsky’s theory in education?
9. What did Vygotsky believe about the relationship between language and thought?
10. How does Vygotsky’s theory differ from Piaget’s with regard to the concept of cognitive egocentrism?

COUN 8215 Week 4 DQ 1 (20 Questions)

What is a normative developmental task? What is a critical period? When does it occur? How does it differ from a sensitive period? Explain Piaget’s theory of cognitive development. What are the four basic processes that underlie his theory? What are the six major stages of cognitive development? Describe Piaget’s concept of egocentrism. Explain how Kohlberg’s theory differs from Piaget’s in terms of cognitive development. What are Kohlberg’s three levels and six stages of moral development? According to Erikson, what is the primary task during each of the eight stages of psychosocial development? Why do you think trust is such an important issue during infancy? Explain Bowlby’s attachment theory. What are the four types of attachment styles? Which type do you think is the most adaptive? Why? How does Harlow’s research on maternal deprivation and social isolation contribute to our understanding of attachment and bonding? Explain Ainsworth’s strange situation procedure. What are the three attachment classifications that result from this procedure? Describe how culture affects child-rearing practices. What is acculturation, and how does it affect children’s development?

COUN 8215 Week 4 Discussion 2 (20 Questions)

COUN 8215 Week 4 Discussion 1 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

COUN 8215 Week 3 Assignment 1 for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

COUN 8215 Week 3 Discussion 2 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN…

COUN 8215 Week 3 Discussion 1 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN…

COUN 8215 Week 2 Assignment 1 for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

COUN 8215 Week 4 DQ 2 (20 Questions)

1. What is the difference between a lifespan perspective and a life-COUN 8215 Course perspective? Give an example of how they would view the same event differently.
2. How do nature and nurture interact to produce development? Provide an example.
3. How does continuity and change interact to produce development? Provide an example.
4. Describe Erikson’s stages of psychosocial development and provide an example of each stage.
5. Describe Piaget’s stages of cognitive development and provide an example of each stage.
6. Describe Vygotsky’s sociocultural theory and provide an example.
7. What is critical period plasticity? Give an example.
8. What is a sensitive period? Give an example.
9. What is acculturation? Give an example of how it can affect development.
10. What is assimilation? Give an example of how it can affect development.
11. What is biculturalism? Give an example of how it can affect development.
12. What is enculturation? Give an example of how it can affect development.
13. What are the three types of parenting styles identified by Baumrind? Describe each one and provide an example.
14. What are the four types of attachment identified by Ainsworth? Describe each one and provide an example.
15. How does divorce affect children’s development? Provide an example.
16, How does poverty affect children’s development? Provide an example,
17, How does racism affect children’s development? Provide an example,
18, How does sexism affect children’s development? Provide an example,
19, Explain Erikson’s concept of generativity and give an example,
20, Explain Levinson’s concept of the mid-life transition and give an example

COUN 8215 Week 4 Quiz (20 Questions)

*COUN 8215 – Lifespan Development (5 credits) COUN 8215 Week 4 Quiz (20 Questions)* **1.** At birth, an infant’s brain weighs about ___ of its adult weight. * * * * * *

A. 1/4
B. 1/2
C. 3/4
D. 2/3

**2.** The interaction of the individual with the environment is called the __________ perspective. * * * * *

A. psychodynamic
B. cognitive
C. behavioral
D. sociocultural

**3.** The life-span development of the individual is studied from three perspectives: bioecological, biosocial, and psychoevolutionary.* * * * True False

False

COUN 8215 Week 4 MCQ’s (20 Multiple Choice Questions)

Week 4 Questions

1. Regarding anorexia nervosa, which of the following is not a common symptom?
A. Irregular periods
B. Osteoporosis
C. Anemia
D. Muscle atrophy
2. Which of the following developmental tasks is not a task of adolescence?
A. Developing a sense of identity
B. Establishing intimate relationships
C. Leaving home
D. Attaining financial independence
3. The ability to see clearly at a distance is an example of:
A. Maturation
B. Readiness
C. Learning
4. During middle adulthood, people are most likely to:
A. Be in their physical prime
B. Be in their mental prime
C. Be in their social prime
5. Lev Vygotsky’s theory of cognitive development emphasizes:
A. Maturation
B. Readiness
C. Learning
D. All of the above

{\bfseries Week 4 Answers}
1-D
2-D
3-A
4-B
5-C

COUN 8215 Week 5 Description

Week 5 covers lifespan development in middle adulthood, including a focus on the psychosocial and physical changes that take place during this stage of life. We will also explore the different roles and responsibilities that middle adults have in their families and communities. Finally, we will discuss the challenges and opportunities that middle adulthood presents.

COUN 8215 Week 5 Outline

**COUN 8215 Course Instructor: Dr. Mary L. Bernhardt**

**Lecture Schedule:**

Monday 9/19 10:00am-11:45am (Hodges Library, Room 302)
Tuesday 9/20 10:00am-11:45am (Hodges Library, Room 302)
Thursday 9/22 10:00am-11:45am (Hodges Library, Room 302)

**COUN 8215 Course Objectives and Outcomes for COUN 8215 – Lifespan Development** (5 credits)
(COUN 8215):

At the end of COUN 8215 Course, students will be able to understand and apply major theories and research findings on lifespan development to their personal and professional lives. In particular, students will be able to:

1. Understand basic principles of lifespan development, including continuity vs discontinuity, stability vs change, nature vs nurture, plasticity vs maturation, etc.
2. Understand how physical, cognitive, and socioemotional development unfolds across the lifespan from conception to death.
3. Understand how biological processes (e.g., genetic inheritance, brain development) interact with environmental factors (e.g., family relationships, culture) to shape development over the lifespan.
4. Understand how individual differences in development (e.g., temperament, IQ) affect life outcomes.
5. Understand major developmental tasks and challenges at different life stages (e.g., infancy, adolescence, adulthood).
6. Understand how major life events (e.g., divorce, job loss) can impact development across the lifespan.
7. Understand common psychological disorders that can emerge at different life stages (e.g., depression, anxiety disorders).
8. Understand common interventions used to treat psychological disorders at different life stages (e.g., cognitive-behavioral therapy, medication).

COUN 8215 Week 5 Objectives

In COUN 8215 Course, students learn about the life-COUN 8215 Course perspective and explore how development is embedded in social, cultural, economic, political, and historical contexts. Students learn about the major theories of human development and apply them to an understanding of individual development across the lifespan. The COUN 8215 Course focuses on biological, cognitive, and socioemotional development in infancy, childhood, adolescence, adulthood, and aging. In addition to lecture and discussion, students participate in experiential learning activities designed to facilitate their understanding of developmental processes.

By the end of COUN 8215 Course, students will be able to:

1. Describe how development is shaped by social, cultural, economic, political, and historical contexts.

2. Explain how the life-COUN 8215 Course perspective can be used to understand human development.

3. Summarize the major theories of human development.

4. Apply developmental theories to an understanding of individual development across the lifespan.

5. Describe biological, cognitive, and socioemotional development in infancy, childhood, adolescence, adulthood, and aging.

COUN 8215 Week 5 Pre-requisites

COUN 8215 – Lifespan Development* (5 credits)

COUN 8215 Course is a study of human development from conception through death, with an emphasis on the development of personality and behavior. The COUN 8215 Course will focus on the various stages of human development including childhood, adolescence, adulthood, and aging. Various theoretical perspectives will be discussed along with research methods used to study human development.

COUN 8215 Week 5 Duration

**COUN 8215 Week 6 Duration for COUN 8235 – Advanced Child Therapy* (3 credits) (COUN 8235)

***COUN 8215 Week 7 Duration for COUN 8255 – Family Therapy* (3 credits) (COUN 8255)

Additional COUN 8215 Course Info:

COUN 8215 Week 5 Learning Outcomes

COUN 8215 – Lifespan Development

* These are the learning outcomes for COUN 8215 as of September 2020. The COUN 8215 Course is subject to periodic review, and the learning outcomes may be revised as a result of that review.

COUN 8215 Week 5 Assessment & Grading

This assessment will include an overview of the topic, as well as a review of the main goals and objectives for the COUN 8215 Course. You will be asked to complete a short written assignment in which you will demonstrate your knowledge of lifespan development. This will be followed by an opportunity to take a short online quiz to test your knowledge of the topics covered in COUN 8215 Course.

COUN 8215 Week 5 Suggested Resources/Books

I have included suggested readings for you to do on your own and books that you can purchase if you are interested in learning more about the topic. I am always available to answer any questions. Please let me know if there is anything I can do to help you get started on your reading.

Suggested Readings:

-Theories of Developmental Psychology by Patricia H. Miller (4th edition)
-Developmental Psychology: Childhood and Adolescence by David R. Shaffer (8th edition)
-Lifespan Development by Denise Boyd and Helen Bee (6th edition)
-Child Development by Robert S. Siegler and Jacqueline E. Jenkins (2nd edition)

COUN 8215 Week 5 Assignment (20 Questions)

1.
The two schools of thought that were the basis for Freud’s model of the mind were structuralism and

A. Social Darwinism.
B. Psychodynamic theory.
C. Classical conditioning.
D. Gestalt psychology.

B. Psychodynamic theory.

COUN 8215 Week 5 Assignment Question (20 Questions)

This exam must be completed by Sunday 11:59 PM EST of the scheduled week. No credit will be given if not completed by deadline. Please save your answers in a Word document and upload to this dropbox when finished. Please title your file with your last name and the COUN 8215 Course number (Example: SmithCOUN8215).

Note: Each question is worth 2 points for a total of 40 possible points.

1) Learning is an increase in behavior potentiality. What does this mean?
2) Classical conditioning involves linking ___________ with ___________ so that the ___________ elicits the ___________.
3) In operant conditioning, behavior is controlled by its ___________.
4) Social learning theory posits that we learn by observing others and that the consequences of our own actions influence our future behavior. Which of the following is NOT an element of social learning theory?
a) Observational learning
b) Reinforcement
c) Punishment
d) Modeling
5) According to Piaget, in the sensorimotor stage, an infant’s primary mode of learning is ___________.
6) According to Piaget, during the preoperational stage, children learn to use ___________ to represent objects in their environment.
7) Which of the following best describes concrete operational thought?
a) The ability to see things from another person’s perspective
b) The ability to understand logical and abstract concepts
c) The ability to use symbols to represent objects in one’s environment
d) The ability to think logically about concrete events
8) Formal operational thought is characterized by ___________ thinking.
9) Piaget’s theory has been criticized for its ___________ view of cognitive development.
10) In Vygotsky’s theory, private speech is ___________ speech.
11) Zone of proximal development refers to the level of development at which a child can perform a task with the assistance of an adult or more competent peer. What is the difference between the actual level of development and the zone of proximal development?
12) Social cognition refers to our ability to think about other people and social situations. Which of the following is NOT an element of social cognition?
a) Theory of mind
b) Emotional intelligence
c) Social skills
d) Perception

COUN 8215 Week 5 Discussion 1 (20 Questions)

Question 1

What is the difference between a crisis and a stressor? Give an example of each.

A crisis is an event that threatens one’s well-being and requires immediate action to avoid negative consequences, while a stressor is any event or situation that causes stress. For example, a financial crisis would be an event that threatens one’s ability to pay bills or make ends meet, while a stressor could be something as minor as getting stuck in traffic.

COUN 8215 Week 5 DQ 1 (20 Questions)

1. What is the difference between continuous and discontinuous development? Give an example of each.
2. How do nature and nurture interact to influence human development?
3. What are some of the major theories of human development? Which one do you think is most accurate? Why?
4. What is a critical period in development? Give an example.
5. How does attachment develop? What are the different types of attachment styles?
6. What is temperament? How does it affect development?
7. What are some of the major milestones of childhood development?
8. How does divorce affect children’s development?
9. What are some of the major challenges facing adolescents today?
10.What are some of the major theories of adulthood and aging? Which one do you think is most accurate? Why?
11.How does retirement affect adults’ development?
12.What are some of the major physical changes that occur during adulthood and aging?
13.What are some of the major cognitive changes that occur during adulthood and aging?
14.What are some of the major social changes that occur during adulthood and aging?
15.What are some of the major emotional changes that occur during adulthood and aging?
16.What can people do to promote successful aging?
17.What are some of the major challenges facing older adults today?
18.What is death and dying like from a developmental perspective?
19.What are some ways that people cope with loss and grief?
20.What are some cultural differences in attitudes toward death and dying?

COUN 8215 Week 5 Discussion 2 (20 Questions)

COUN 8215 Week 5 Discussion 2 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

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COUN 8215 Week 5 Discussion 2 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

WEEK 5 DISCUSSION 2:

This week, we explore strategies to promote positive psychological development across the lifespan. We examine how physical, emotional, and mental health can be promoted, as well as how resilience can develop in individuals as they age. In your own life or in a work setting, consider a time when you have witnessed someone making a change that promoted physical or emotional well-being and made them more resilient against stressors. What was it about this particular change that resulted in these benefits? How did you see change occur? If you have not experienced such a change firsthand, try to imagine what this might look like. Consider both internal and external factors that influence change. Then, answer the following questions:

How do health promotion strategies contribute to positive psychological development? Give specific examples of how one of the three types of health promotion practices may promote positive psychological development throughout the lifespan. For example, how does increasing participation in physical activity help promote positive psychological development? Other examples may include improvements in diet or self-care behaviors. Be sure to support your explanation with resources from this week’s required readings. What are some reasons why someone may resist changing their behavior even though they know it will improve their physical or emotional well-being? Discuss one or two key reasons why people do not change their behavior even when they know it would be beneficial for them to do so. You may consider both internal and external factors that influence behavior in your response. What are some ways a person can overcome resistance to changing unhealthy habits? Describe how one person might overcome one of the primary obstacles discussed earlier. How would you provide support if someone close to you were trying to make such a change? Write out a brief scenario depicting your role as a helper supporting another person through lifestyle changes aimed at promoting health and wellness across their lifespan. Describe how you would approach this situation and what steps you would take to support your loved one through this difficult transition period when they are working on developing new behaviors and making changes in their life that result in improved physical and emotional well-being over time. Be sure to apply material learned from this week’s required readings when completing this section of your discussion forum post.. In general, research has found that older adults are happier than younger adults regardless of their current level of functioning or coping abilities—or whether they have suffered recent losses such as death of a spouse or close friend or serious illness.. Why is this true? Explain what psychologists have discovered about aging and happiness by applying knowledge gained from this week’s required readings throughout your response . . . . . . . . .. What factors can promote adaptation for aging adults so that negative consequences associated with aging can be minimized? Choose two factors described in Chapter 11 of our textbook and describe how each factor contributes to adaptive outcomes among aging adults .. Discuss both biological factors (e.g., exercise) as well as social factors (e.g., social interactions). As always, be sure to apply knowledge gained from our required readings during this discussion forum activity by incorporating content from those resources into your responses.. We all experience times when we feel alone despite being around others.. In fact, many people feel lonely even when they are married or have friends.. When we feel lonely we often turn toward other people for comfort.. Sometimes we turn toward strangers who share our feelings – even though we don’t know them very well – because it feels better than being completely alone.. Discuss the role “stranger talk” plays during life transitions like retirement .. To get started with today’s discussion forum topic, view the following video clip located at https://www.youtube.com/watch?v=wYzeMjHJi84&feature=youtu… , then answer the following questions: .. Do you think “stranger talk” is helpful when experiencing times of loneliness ? .. If so, why is it helpful ? .. Discuss additional topics related to stranger talk after viewing the video clip located at https://www.youtube.com/watch?v=wYzeMjHJi84&feature=youtu… http://newsroom.uclahealth.org/stories/1256-using-stranger… .. You can find additional information on stranger talk at http://newsroom.uclahealth.org/stories/1256-using-stranger… http://newsroom2u4me2bab7o3yq3k0wz1gkpq5oebe9l9p25dtozcxo…. com/2013/02/27/your-next-best-friend-isnt-your-spouse…. This website includes an article titled “Your next best friend isn’t your spouse” which provides some excellent insights into stranger talk .. After reading through additional material related to stranger talk , use additional questions included below along with information included above – plus any other relevant questions not listed below – in order to address stranger talk during today’s discussion forum topic .. Complete all parts of today’s discussion forum topic – including questions listed below – using information included above plus any additional relevant information you discover while completing research related to stranger talk ! .. Explain what struck you most while watching the video clip located at https://www.youtube… https://www …. com/watch?v=wYzeMjHJi84&feature=youtu … ube … comhttps://www …. feature=youtu …. Be complete & detailed during your explanation! https://www …. v=wYzeMjHJi84&feature=youtu … comhttps://www …. v=wYzeMjHJi84&feature=youtu … The video clip may also be located at https://video …. It seems like some people find talking with strangers easier than talking with friends or family members.. Why do you think talking with strangers is easier for some people than talking with friends & family members ? Provide several explanations! It seems like many older adults enjoy talking with strangers more than younger adults do ! Why do older adults seem to enjoy talking with strangers more than younger adults ? Provide several explanations! Are there any potential risks associated with talking with strangers – especially if those conversations take place online via sites like Facebook® ? Explain ! Are there any potential benefits associated with talking with strangers – especially if those conversations take place online via sites like Facebook® ? Explain ! How could research findings reported above help students studying counseling understand & deal with loneliness among older clients ? Make sure all parts of today’s discussion forum topic are addressed fully before submitting your initial post on today’s discussion topic ! Good luck! I hope you enjoy completing today’s discussion forum topic !! Have fun!! Don’t forget!! Include COUN 8215 Course textbook information & citations — including page numbers — whenever discussing material included in our COUN 8215 Course textbook!!! Good luck!! Have fun!! Enjoy completing today’s discussion forum topic !! I hope everything goes great !!! Talk soon !! Good luck!! Have fun!! Enjoy completing today’s discussion forum topic !! I hope everything goes great !!! Talk soon !! 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COUN 8215 Week 5 DQ 2 (20 Questions)

1. Can you think of some reasons why the divorce rate is so high in the United States?

There are a variety of reasons that the divorce rate is so high in the United States. Some of these reasons include: couples getting married at a young age, couples not being prepared for marriage, and couples not communicating effectively.

2. Do you think that the divorce rate will continue to increase? Why or why not?

There is no clear answer as to whether or not the divorce rate will continue to increase. However, there are some factors that could contribute to an increase in the divorce rate, such as: couples getting married later in life, couples having more children, and couples being less financially stable.

3. What do you think are some of the biggest challenges facing marriages today?

Some of the biggest challenges facing marriages today include: infidelity, financial problems, and communication difficulties.

4. What do you think are some things that couples can do to help prevent divorce?

Some things that couples can do to help prevent divorce include: attending pre-marriage counseling, communicating effectively, and making a commitment to work on their relationship.

5. What do you think are some of the biggest challenges facing families today?

Some of the biggest challenges facing families today include: financial problems, parenting issues, and family conflict.

COUN 8215 Week 5 Quiz (20 Questions)

1. In Piaget’s theory, the process of accommodation refers to:
A. The ability to create a mental representation of something that is not physically present.
B. The ability to move from one stage of cognitive development to the next.
C. The ability to adapt one’s current schema in order to take in new information or experiences.
D. None of the above.

C. The ability to adapt one’s current schema in order to take in new information or experiences.
2. Jean Piaget described cognitive development as a(n) ____________ process that occurs in ____________ stages.
A. Incremental; three
B. Discontinuous; four
C. Continuous; four
D. Discontinuous; three

D. Discontinuous; three
3. In Piaget’s sensorimotor stage, an infant is able to understand that:
A. Objects still exist even when they are out of sight.
B. Objects can be used for different purposes.
C. One action can cause another action to occur (cause and effect).
D. All of the above

D. All of the above
4. During the preoperational stage, children:
A. Begin to use symbols, such as language and pretend play, to represent objects and events in the world around them.
B. Become more egocentric and have difficulty understanding the perspectives of others (theory of mind).
C. Begin to use conservation principles (e.g., liquid stays the same even when poured into a taller/shorter glass).
D. All of the above

A. Begin to use symbols, such as language and pretend play, to represent objects and events in the world around them..
5 . In Piaget’s concrete operational stage, children:
A . Formulize rules and develop logical reasoning skills .
B . Become more egocentric and have difficulty understanding the perspectives of others (theory of mind) .
C . Become less egocentric and are better able to understand the perspectives of others (theory of mind) .
D . All of the above .

A . Formulize rules and develop logical reasoning skills . 6 . According to Piaget , adolescents in the formal operational stage are able to think abstractly and apply logical reasoning skills to hypothetical situations . This is an example of:

A . Conservation

B . Decentration

C . Reversibility

D . All of the above

C . Reversibility

COUN 8215 Week 5 MCQ’s (20 Multiple Choice Questions)

1. Children in the earliest stages of cognitive development are best able to:
a. Identify their feelings and emotions.
b. Use words to communicate their feelings and emotions.
c. Understand the feelings and emotions of others.
d. All of the above
e. None of the above

2. During which stage of development do most people form a sense of self-identity?
a. Sensorimotor stage
b. Preoperational stage
c. Concrete operational stage
d. Formal operational stage
e. None of the above

COUN 8215 Week 6 Description

COUN 8215 Course provides a comprehensive overview of the field of lifespan development. It examines various psychological, biological, and sociological theories of human development and looks at how these theories apply to different life stages. The COUN 8215 Course also looks at the impact of environmental factors on human development and discusses issues related to developmental psychopathology.

COUN 8215 Week 6 Outline

Class sessions: Week 6 Outline for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

Topic 1: Physical Development in Adolescence

1.1 The Role of Genetics and Environment
-What is puberty?
-What is the role of genetics and environment in pubertal development?
-What are the average ages of onset and completion of puberty?
-What are some physical changes that occur during puberty?
-What is sexual maturation?
-What is the role of hormones in pubertal development?
1.2 Brain Development During Adolescence
-What are some brain changes that occur during adolescence?
-How do these changes impact behavior?
1.3 Adolescent Health and Wellness
-What are some health risks associated with adolescence?
-How can these risks be minimized?
-What are some wellness promotion strategies for adolescents?

Topic 2: Cognitive Development in Adolescence

2.1 Piaget’s Theory of Cognitive Development
-What are the four main stages of Piaget’s theory?
-How do adolescents think differently than children and adults?
2.2 Information Processing Theory
-What is information processing theory?
-How do adolescents think differently than children and adults?

COUN 8215 Week 6 Objectives

**

COUN 8215 Week 6 Pre-requisites

COUN 8215 – Lifespan Development (5 credits) Prerequisites: COUN 8100 or PERC 8100, and COUN 8200, and admission to MA in Clinical Mental Health Counseling program; COUN 8210 recommended. COUN 8215 Course focuses on the developmental process of individuals across the lifespan, beginning with a review of infant and childhood development as a foundation for understanding adolescent and adult development. Factors that promote positive development and how they contribute to optimal functioning are addressed throughout the lifespan.

COUN 8215 Week 6 Duration

is:

COUN 8215 Course is 5 weeks long.

COUN 8215 Week 6 Learning Outcomes

· Explain the different life stages of human development, including physical, emotional, social, and intellectual development.

· Understand the psychological theories of development and how they apply to real-life situations.

· Discuss the various factors that influence human development, including family, culture, and environment.

· Analyze the impact of developmental issues on individual counseling clients.

· Describe how counselors can use developmental theory to facilitate positive growth and development in clients.

COUN 8215 Week 6 Assessment & Grading

1. Overview
2. Requirements
3. Grading
4. How to Submit
5. COUN 8215 Course Schedule
6. Useful Links
7. Contact Information

## 1. Overview
This is an individual assessment for the Lifespan Development COUN 8215 Course, COUN 8215, and is worth 5 credits towards your degree. The purpose of this assessment is for you to demonstrate your understanding of lifespan development and apply it to a real-world context. This assessment is comprised of two parts: Part A and Part B. Part A (2,000 words) focuses on a critical review of the literature, and Part B (3,000 words) focuses on an applied project in which you will develop an intervention program for a specific developmental stage and population. Please refer to the COUN 8215 Course Schedule for due dates for each part of the assessment.

## 2. Requirements
Part A of this assessment requires you to conduct a literature review on a topic related to lifespan development that is of interest to you. In this review, you are expected to critically engage with at least 10 scholarly journal articles on your chosen topic, in addition to the COUN 8215 Course textbook (Berger, 2015). You should aim to select a mix of empirical research articles (i.e., those reporting original research findings), as well as conceptual or review articles that synthesise empirical findings on your chosen topic. Your literature review must be 2,000 words in length (excluding references). Please refer to the Literature Review Rubric document for further guidance on how your literature review will be assessed.

Part B of this assessment requires you to apply what you have learned about lifespan development by developing an intervention program for a specific developmental stage and population. In developing your intervention program, you will need to consider various elements such as the target population, objectives/goals, activities/strategies, delivery format, setting/location, resources required, timeframe/duration, evaluation methods etc. Your intervention program must be 3,000 words in length (excluding references). Please refer to the Intervention Program Rubric document for further guidance on how your intervention program will be assessed.

Please note that both parts of this assessment require reference to scholarly journal articles in addition to the textbook (Berger, 2015). All sources used must be referenced using APA 6th edition style and listed in a reference list at the end of each part of the assessment. For more information on APA 6th edition referencing style please refer to https://apastyle.apa.org/.

## 3. Grading
This assessment is worth a total of 100 marks (5 credits). The marks allocated to each part are as follows:

* **Part A: Literature Review** – 40 marks

* **Part B: Intervention Program** – 60 marks

* **Total** – 100 marks

The percentage grade corresponding to the mark range is provided below:

* 90-100% – High Distinction

* 80-89% – Distinction

* 70-79% – Credit

* 60-69% – Pass

* < 60% - Fail For more information please refer to La Trobe University's Grading System Policy (http://www1.latrobe.edu.au/policies/viewpolicy?policy=03_02). Please note that all components of this assessment must be submitted by the due date in order for you to pass this unit (i.e., achieve a grade of 50% or above). Late submissions will not be accepted without an approved extension or Special Consideration request being lodged prior to the due date (refer La Trobe University's Assessment Policy http://www1.latrobe.edu.au/policies/viewpolicy?policy=03_01 for further information). It is your responsibility as a student enrolled in this unit to ensure that any necessary extension or Special Consideration request is lodged well in advance so that there are no delays with having your submission assessed and graded by academic staff members who teach this unit . Any submission received after the due date without prior approval from academic staff members teaching this unit will receive a mark of 0%. You may lodge an extension request via https://extensionsonline2uolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 . If you require special consideration then please refer La Trobe University's Special Consideration Policy http://www1latrobeeduaupoliciesviewpolicypolicy=03_03 . All components of this assessment are required to be submitted electronically via Turnitin by 11:59pm Friday Week 11 via LMS http://lmsltubecuolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 . Hardcopy submissions will not be accepted unless prior approval has been given by academic staff members teaching this unit; if permission has been granted then hardcopy submissions must be delivered directly into locked boxes provided at each campus' Student Centre by 4pm Monday Week 11 at latest . Submissions must not exceed word limits specified; if they do then only first 2,000 words or first 3,000 words will be marked respectively . Plagiarism detection software will be used when marking assignments submitted electronically; therefore students are reminded not plagiarism check their work prior accessing Turnitin as it may result in lower similarity index scores being generated which may lead academic staff members teaching this unit questioning whether plagiarism has occurred . Furthermore Turnitin generates new similarity index reports each time submissions are made therefore it can take 24 hours for newly generated reports reflecting changes made based on feedback received from academic staff members teaching this unit being available . Students should save their work periodically whilst writing their submission so that they do not lose progress made if computer crashes etc occur . After completing work students should carefully check spelling grammar punctuation syntax flow etc before accessing Turnitin so that they can make necessary changes corrections edits etc where required hence avoiding receiving penalties marks deductions etc due typographical errors mistakes omissions etc occurring throughout their submission as these types errors mistakes omissions often result in lower quality submissions being produced which may lead academic staff members teaching this unit thinking that less effort time thought care etc was put into writing preparing submitting assignment therefore resulting mark awarded being lower than what it could have been had errors mistakes omissions been corrected edited removed before accessing Turnitin feature located within LMS http://lmsltubecuolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 Students enrolled in Counselling programs offered by School Health Sciences who experience technical difficulties when trying upload assignments onto Turnitin feature located within LMS http://lmsltubecuolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 should contact IT Help Desk http://www1latrobeeduautimetablinghelpdeskcontactshtm as soon possible so that issues problems can resolved fixed hence avoiding late submission penalties deductions loss marks etc occurring . If problems persist then students should email Unit Chair person whose details found within Unit Profile document located within LMS http://lmsltubecuolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 providing clear concise description nature problem error so that advice guidance can provided therefore assisting ensuring timely efficient successful completion assignment hence achieving best possible grade result possible . Students enrolled Counselling programs offered School Health Sciences who experience health wellbeing issues problems during semester which prevent them completing submitting assignment time due date specified should email Unit Chair person whose details found within Unit Profile document located within LMS http://lmsltubecuolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl=httpsprodwebsitesnetau9292defaultaspx?ReturnUrl=httpstudentslatrobeeduauextensionsextensionsonlineaspx&AspxAutoDetectCookieSupport=1 providing clear concise description nature problem error so advice guidance can provided therefore assisting ensuring timely efficient successful completion assignment hence achieving best possible grade result possible In case extenuating circumstances beyond student's control prevent them completing submitting assignment time due date specified then student may lodge Special Consideration request form available via following link https//extensionsonline2uolvpcweb01prod1uatwebsitesnetau9933prod-authwebsitesnetau9933logonaspx?ReturnUrl = https//extensionsonline2uolvpcweb01prodLATROBE+UNIVERSITY+EXTENSIONS+ONLINE+SYSTEMProdLATROBE+UNIVERSITY+EXTENSIONS+ONLINE+SYSTEMLogOnExtensionsOnlineExtensionsOnlineASPX&AspxAutoDetectCookieSupport = 1Student must ensure completed form submitted along supporting documentation Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor no later 4pm Monday following week which relevant test examination practical work was missed therefore preventing late submission penalties deductions loss marks etc occurring All decisions made relating requests lodged based evidence documentation presented therefore it student's responsibility ensure accuracy completeness relevance documentation presented when making request hence avoiding disappointment frustration rejection Special Consideration request If students enrolled Counselling programs offered School Health Sciences encounter technical difficulties when trying submit completed form supporting documentation online they should email completed form supporting documentation directly Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor whose details found within Unit Profile document located within LMS httpLMS ltuberoc uov pvc web 01 prod 1 uot websites net au 99 33 prod auth websites net au 99 33 logon aspx ReturnUrl https prod websites net au 9 292 default aspx ReturnUrl http students latrobed eduo u extensions extensions online aspx Aspx Auto Detect Cookie Support 1 If technical difficulties encountered prevent email being sent then hardcopy form documents can posted mailed directly Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor If posting mailing completed form documents ensure arrive Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor time specified If posting mailing option selected must clearly indicate name address telephone number email address details Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor envelope cover letter All posted mailed forms documents become property La Trobe University receipt cannot acknowledged Therefore La Trobe University accepts no responsibility loss damage postal service Therefore strongly recommended students take photocopies forms documents posting mailing purposes just case original copy lost damaged en route Lecturer Supervisor Head Department Chair Dean Head School Director Registrar Deputy Vice Chancellor Vice Chancellor 's office Please note decision made relation Special Consideration request final cannot appealed against For further information relating Special Consideration process please visit following webpage https//extensionsonline2 Latroberoc uov pvc web 01 prod 1 uot websites net au 99 33 prod auth websites net au 99 33 logon aspx ReturnURL https prod websites net au 9 292 default aspx ReturnURL http students latrobed eduo u extensions extensions online aspx Aspx Auto Detect Cookie Support 1 ');} else {alert('You do not have permission view page'); windowlocation = 'indexhtml';} })();

COUN 8215 Week 6 Suggested Resources/Books

Erikson, E. (1980). Identity and the life cycle. Psychological issues, 1(1), 18-169.

Benson, P. L., & Mannes, M. (2012). The Developing Person through the Life Span (8th ed.). New York: Worth Publishers.
*These are not required readings for COUN 8215 Course but will give you a better understanding of the topics discussed in COUN 8215 Course.

COUN 8215 Week 6 Assignment (20 Questions)

1. What are the differences between Erikson’s and Levinson’s theories of adult development?
2. What does it mean to say that development is a lifelong process?
3. What is the difference between normative and non-normative influences on development?
4. How do nature and nurture interact to influence human development?
5. How do heredity and environment interact to influence human development?
6. What is the difference between continuity and discontinuity in human development?
7. What is a sensitive period in human development?
8. What is a critical period in human development?
9. What is the difference between proximal and distal influences on development?
10. What is a risk factor? Give some examples of risk factors that can influence human development.
11. What is a protective factor? Give some examples of protective factors that can influence human development.
12. What is resilience? What factors contribute to resilience in children and adults?
13. How does culture influence human development? Give some examples of how culture can influence the developmental process.
14. What are some of the major physical changes that occur during adolescence?
15. What are some of the major cognitive changes that occur during adolescence?
16. What are some of the major social changes that occur during adolescence?
17. What are some of the major physical changes that occur during adulthood?
18. What are some of the major cognitive changes that occur during adulthood?
19. What are some of the major social changes that occur during adulthood?
20. What are some of the major physical, cognitive, and social changes that occur during late adulthood?

COUN 8215 Week 6 Assignment Question (20 Questions)

*Note: This assignment is for 5 credit students only.

1. How does an infant’s brain develop? What is the role of experience in the development of the brain?

2. How do Piaget’s and Vygotsky’s theories differ in their explanations of cognitive development?

3. What are some of the key differences between Freud’s and Erikson’s psychoanalytic theories of development?

4. What is Kohlberg’s theory of moral development? How do his stages differ from Piaget’s?

5. What are some of the major physical changes that occur during adolescence? How do these changes impact an adolescent’s behavior?

6. What are some of the major psychological changes that occur during adolescence? How do these changes impact an adolescent’s behavior?

7. What are some of the major social changes that occur during adolescence? How do these changes impact an adolescent’s behavior?

8. What are some of the major physical changes that occur during adulthood? How do these changes impact an adult’s behavior?

9. What are some of the major psychological changes that occur during adulthood? How do these changes impact an adult’s behavior?

10. What are some of the major social changes that occur during adulthood? How do these changes impact an adult’s behavior?

COUN 8215 Week 6 Discussion 1 (20 Questions)

Question 1:

How does temperament affect a child’s behavior? What are some of the different ways that temperament can influence a child’s behavior? Give an example of how temperament might affect a child’s behavior in a positive way and in a negative way.

Temperament refers to an individual’s natural disposition or inborn emotional reactivity and intensity (Cherry, 2020). A child’s temperament can affect their behavior in a variety of ways. For example, a child who is naturally shy and introverted may be more likely to withdraw from new situations or people, while a child who is outgoing and extroverted may be more likely to seek out new experiences. Some children may be more prone to tantrums or meltdowns than others, while some may be able to regulate their emotions more effectively. Ultimately, each child is unique and will respond to their environment in their own individual way based on their temperament.

COUN 8215 Week 6 DQ 1 (20 Questions)

Please read the chapter on sleep in the textbook and answer the following questions. 1. What are three stages of human sleep? 2. How much sleep does an average person need per day? 3. How many hours of sleep do infants, toddlers, and preschoolers need per day? 4. How many hours of sleep do school-age children need per day? 5. How many hours of sleep do adolescents need per day? 6. How many hours of sleep do adults need per day? 7. What are some common sleep disorders in children? 8. What are some common sleep disorders in adolescents? 9. What are some common sleep disorders in adults? 10. What are some factors that can impact the amount and quality of sleep a person gets? 11. What are some consequences of not getting enough sleep? 12. What are some consequences of not getting enough quality sleep? 13. What are some tips for improving the quality of your sleep? 14. What are some tips for getting enough sleep? 15. What are some tips for dealing with jet lag? 16. What are some tips for dealing with shift work? 17. What are some tips for dealing with insomnia? 18. What are some tips for dealing with narcolepsy? 19. What are some tips for dealing with apnea? 20. What are some general tips for improving your sleep habits?

COUN 8215 Week 6 Discussion 2 (20 Questions)

COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

Description: COUN 8215 Course covers the field of lifespan development, including physical, cognitive, social and emotional development. Topics will include: the major theorists and theories in lifespan development; research methods; child abuse and neglect; attachment theory; Piaget’s theory of cognitive development; Erikson’s theory of psychosocial development; developmental psychopathology and disorders throughout the lifespan.

COUN 8215 Course Objectives: By the end of COUN 8215 Course, students should be able to do the following: Understand the major theories and theorists in lifespan development. Understand research methods in lifespan development. Understand typical and atypical developmental patterns in childhood, adolescence, adulthood and old age. Understand how abuse and neglect can impact human development across the lifespan. Understand attachment theory. Understand Piaget’s theory of cognitive development. Understand Erikson’s theory of psychosocial development. Understand developmental psychopathology and disorders throughout the lifespan.

Required Reading: Berger, K. S. (2012). Invitation to the life span (2nd ed.). New York, NY: Worth Publishers.

Recommended Reading: Cote, L., & Moses, L. J. (Eds.). (2012). Handbook of child psychology and developmental science: Ecological settings (Vol. 3). Hoboken, NJ: Wiley Blackwell.

Davies, P., & Cummings, E. M. (Eds.). (2000). Developmental psychopathology: Vol 1. Theory and method (2nd ed.). New York, NY: Wiley Blackwell

COUN 8215 Week 6 DQ 2 (20 Questions)

What is the difference between Piaget’s and Vygotsky’s theories of cognitive development? Why is it important for counselors to understand the basic principles of each theory? What are the implications of each theory for counseling practice? How might a counselor use Piaget’s or Vygotsky’s theory in working with a client?

COUN 8215 Week 6 Quiz (20 Questions)

1) Attachment refers to

2) A person’s temperament is defined as

3) During the earliest stage of life, the developing human is called a(n)

4) The major task of adolescence is

5) Young adults in their 20s are typically in the

6) Erik Erikson’s concept of “generativity” refers to

7) In middle adulthood, the major task is

8) In later adulthood, the major task is

9) Maslow’s hierarchy of needs includes all of the following EXCEPT

10) The type of love that involves strong passionate feelings and physical attraction is called

11) The most important predictor of marital satisfaction is
12) Which of the following statements about divorce is TRUE?
13) According to research on stepfamilies, which of the following statements is FALSE?
14) Remarriage after divorce is most likely to be successful when
15) Cohabitation before marriage
16) Which of the following statements about singlehood is TRUE?
17) Gay and lesbian couples differ from heterosexual couples in all of the following ways EXCEPT
18) Which of the following is NOT a stressor associated with caregiving?
19) Grief is a(n)
20) One way to cope with loss is

COUN 8215 Week 6 MCQ’s (20 Multiple Choice Questions)

1. Dr. Thompson is conducting a study to observe the effects of television violence on preschool children. In order to minimize confounding variables, she would like to use the following design:

a. Experimental design

b. Cohort study

c. Cross-sectional study

d. Case-control study

2. All of the following are examples of a moderator except:

a. Age of participants in the study.

b. Gender of participants in the study.

c. Education level of participants in the study.

d. The number of individuals who participate in the study

3. Validity is defined as:

a. How accurately a measure reflects what it is supposed to measure (content validity) or how well it predicts some other behavior or event (predictive validity).b The degree to which a conclusion based on experimental data actually follows logically from those data and really applies to the question asked c The consistency with which an experiment produces its results d Whether or not an experiment’s results are statistically significant 4 Which one of the following is an example of an independent variable?

COUN 8215 Week 7 Description

In COUN 8215 Course, students will explore the development of humans across the lifespan. Topics will include physical, cognitive, and socioemotional development in infancy, childhood, adolescence, adulthood, and later life. Students will also examine theories and research related to developmental psychology.

COUN 8215 Week 7 Outline

Chapter 9: Adolescence (pg. 279-304)

Chapter 10: Emerging Adulthood (pg. 305-324)

Chapter 11: Adulthood (pg. 325-343)

Week 8 – Final Exam

COUN 8215 Week 7 Objectives

COUN 8215 Course Description: COUN 8215 Course will introduce students to the major theories and research in lifespan development. The focus of the COUN 8215 Course is on psychological development from conception through death. Major topics will include infancy, childhood, adolescence, adulthood, and aging. Although some emphasis will be placed on theory, the primary focus will be on research as it relates to lifespan development.

Week 7 Objectives for COUN 8215 – Lifespan Development* (5 credits)

By the end of this week, students should be able to:

1. Discuss how Piaget’s theory of cognitive development applies to concrete operational thinking and formal operational thinking in adolescence and adulthood.

2. Discuss how Erikson’s theory of psychosocial development applies to identity vs. role confusion in adolescence and intimacy vs. isolation in young adulthood.

3. Discuss how Levinson’s theory of adult development applies to the seasons of life in adulthood.

4. Discuss how Schaie’s theory of cognitive development applies to the sequential stages of adult life span development.

5. Discuss how Baltes’ theory of successful aging applies to the concept of selective optimization with compensation in older adulthood.

COUN 8215 Week 7 Pre-requisites

COUN 8215 – Lifespan Development (5 credits) (COUN 8215)

Description: COUN 8215 Course is an in-depth study of the developmental process. Emphasis is placed on how development affects humans throughout their lifespan. Theories of physical, cognitive, emotional, social and spiritual development are explored along with their practical applications. Additionally, COUN 8215 Course covers topics including aging, death and dying.

Learning Outcomes: Upon successful completion of COUN 8215 Course, students will be able to: 1. Discuss the impact that development has on individuals’ lives; 2. Apply developmental theories and research to the understanding of behavior; 3. Discuss how developmental stages are related to age; 4. Compare and contrast various perspectives on human development; 5. Analyze the impact that nature and nurture have on human development; 6. Discuss physical development during infancy, childhood, adolescence and adulthood; 7. Discuss cognitive development during infancy, childhood, adolescence and adulthood; 8. Discuss emotional and social development during infancy, childhood, adolescence and adulthood; 9. Discuss spiritual development during infancy, childhood, adolescence and adulthood; 10. Discuss aging and death/dying as a part of the developmental process

COUN 8215 Week 7 Duration

Assignment Week 7: Developmental Theories Paper

Due: Sunday of Week 7, 11:59 PM, Mountain Time.

Objectives for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215): Students will be able to identify, compare, and contrast major theories of lifespan development. Students will be able to apply the theories to real life situations. Students will be able to discuss how cultural factors influence development across the lifespan. Students will be able to describe theoretical approaches for working with various age groups throughout the lifespan. Students will be able to explain developmental challenges and opportunities in various life stages and discuss theoretical approaches for intervention. Students will be able to apply research-based knowledge about lifespan development to professional practice.

Part 1: Overview

Each student will submit a paper consisting of three parts as follows: Part 1 is the Overview; Part 2 is a critical analysis of one specific theory; Part 3 is an application of one theory in a case scenario chosen by the student with approval from their instructor. This paper should provide your instructor with evidence that you are competent in each objective listed above and therefore is not a “book report” or simple summary of each theory. These papers should be submitted on Turnitin for plagiarism review as well as for peer review through Feedback Studio (see instructions below). Each part should meet the criteria provided under Parts 2 and 3 below. The following formatting standards must be met:

A cover page with your name and COUN 8215 Course number, title of paper, instructor name, date submitted, and word count

12 pt., Times New Roman font

1” margins on all sides

Double spaced between sentences & paragraphs within sections; single spaced between sections

COUN 8215 Week 7 Learning Outcomes

COUN 8215 – Lifespan Development* (5 credits)

COUN 8215 Course is designed to provide students with an understanding of psychological development across the lifespan. Topics include: early childhood development, adolescence, adulthood, and aging. Students will develop an appreciation for the impact of family, culture and other environmental factors on individual development. The COUN 8215 Course will also explore the impact of developmental changes on counseling interventions.

COUN 8215 Week 7 Assessment & Grading

**Assessment:**

1. **COUN 8215 Course Participation (30%):** Asynchronous, weekly participation in online discussions, including initial and thoughtful responses to classmates. A grade of “Incomplete” will be given if all discussion posts are not completed by the end of the COUN 8215 Course.
2. **Final Paper (70%):** An 8-10 page research paper that includes a literature review of the field of lifespan development and synthesizes material covered in class with your own understanding of lifespan development principles as applied to counseling practice across populations. The paper should be written using APA format, including a title page and reference list, and must contain at least 10 references (sources) from peer-reviewed journals published within the last 5 years. Please note that you may use additional sources beyond the required 10 references; however, only 10 references will be counted towards meeting the minimum requirement for this assignment. The paper should also address each of the following topics:
* Identify 3 specific principles from lifespan development theory that can be integrated into counseling practice with at least 2 different client populations across the lifespan (e.g., children/adolescents, young adults, middle aged adults, older adults). Be sure to include an explanation of how each principle affects the selected client population(s) throughout their lifespan.
* Discuss 3 specific challenges counselors may encounter when working with at least 2 different client populations across the lifespan. For each challenge discussed, describe what counselors can do to mitigate or overcome these challenges within their counseling practice.
* Based on your review of current literature in the field of lifespan development and synthesis of information presented in class with your own understanding of developmental principles, identify 3 emerging trends in research related to lifespan development counseling (e.g., research on aging, multicultural issues in counseling). For each emerging trend discussed, identify how this issue may impact clients across various stages in their lifespan as well as what counselors can do to address this issue within their counseling practice.
3. **Extra Credit:** In addition to completing all required assignments for full credit in COUN 8215 Course (i.e., all discussions and final paper), students have an opportunity to earn up to 5 extra credit points toward their final grade for completing 2 additional assignments – a midterm exam and/or an observation journal – as described below:

* Midterm Exam: Complete a 100 question multiple choice exam on topics covered thus far in class (worth up to 5 extra credit points). The midterm exam will become available after completion of Unit 1 content and will remain open until completion of Unit 4 content (i.e., end of Week 6). Please note that students are only eligible for extra credit if they score 80% or higher on the midterm exam; otherwise, no points will be awarded for this assignment.*

* Observation Journal: Throughout Units 1-4 you will be asked to observe 2 children (or groups) from birth through early adolescence (aged 0-12 years) at least once per week for approximately 30 minutes each week while they interact with others during free play time (i.e., unstructured time with no formal activities organized by adults). Students must complete a total of 8 observations throughout Units 1-4 and submit journal entries describing these observations following each week’s observation period via Blackboard Learn Assignment dropbox feature.* Each journal entry must include detailed descriptions describing specific developmental concepts observed during free play time as well as specific explanations relating observed behaviors back to developmental theories presented thus far in class.* Please refer to attached file titled “COUN 8215 Week 7_Observation Journal Guidelines” for more detailed instructions regarding requirements for this assignment.*

*Please Note: Although completion of both assignments is encouraged , students are only required to complete ONE assignment for extra credit .*

**Only students who score 80% or higher on EITHER assignment will earn extra credit toward their final grade .**

*Students who fail to achieve a passing score on either assessment may retake ONE assessment ONLY one time .*

**Received grades for BOTH assessments will be averaged together for purposes of determining final point value earned toward extra credit portion .*

**Retake assessment must be taken prior to unit where grade was received.*

COUN 8215 Week 7 Suggested Resources/Books

COUN 8215 Week 7 Suggested Resources/Books for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215) Topic: Theories of Psychosocial Development & Middle Adulthood Guidelines: This week we will explore the psychological, social and physical development of adults in middle adulthood. Be sure to review the suggested resources listed below and the required readings from your text as you complete this topic. Consider how the reading material applies to your understanding of psychosocial development in middle adulthood. Submit a 2-page paper (not including cover and reference pages) addressing one or more of the following topics: 1. Identify and describe Erikson’s stages of psychosocial development for middle adulthood and apply each stage to your life experiences. 2. Describe and explain Levinson’s view of adult development in middle adulthood 3. Explain how Piaget’s theory of cognitive development relates to Piaget’s lifelong perspective. Include an example from your own life that illustrates his perspective regarding cognitive development 4. Describe how the physical changes in middle adulthood affect our psychosocial development 5. Summarize your views on this stage of our lifespan 6. Include a cover page, reference page, and APA formatted citations throughout your paper Suggested Resources • Required Reading: Your textbook contains information regarding developmental theories throughout each chapter throughout the lifespan • COUN 8215 Course Materials folder: Chapter 11 – Psychosocial Development • Web Resources o Center for Young Women’s Health o National Institute on Aging o Family Caregiver Alliance *COUN 8215 Course is part of a CACREP-accredited curriculum required for graduation from Liberty University with an online Master of Arts in Clinical Mental Health Counseling degree

COUN 8215 Week 7 Assignment (20 Questions)

*Note: It is recommended that you save your response to all exercises in a single word processing document.

Part 1: Developing through the Life Span (10 points)

1. Explain how development changes as we age and how we can best support healthy development at each stage of life.

2. How do heredity and environment affect our development? How important are each of these factors? Give examples to illustrate your answer.

3. What is continuity? What is discontinuity? Which perspective do you think offers the most accurate view of human development, and why?

4. Why is it important for us to study lifespan development? What benefits can be gained from this knowledge?

5. Describe Piaget’s theory of cognitive development and explain how it has influenced our understanding of children’s thinking.

6. Explain Vygotsky’s sociocultural theory of cognitive development and discuss its implications for classroom instruction.

7. What is information processing theory? How does it help us to understand children’s memory and thinking?

8. Discuss Erikson’s theory of psychosocial development, focusing on the eight stages of life. What challenges do people face at each stage, and how can they overcome them?

COUN 8215 Week 7 Assignment Question (20 Questions)

Assignment Overview:

COUN 8215 – Lifespan Development (5 credits) will provide you with an in-depth overview of the development process from conception through adulthood. You will learn about various theories and perspectives regarding how we develop and how these can be applied to a number of settings, including education, healthcare, and counseling. COUN 8215 Course is broken down into two sections: Section A focuses on developmental psychology, while Section B focuses on human growth and development. In this assignment, you will answer questions from both sections.

You are required to answer all of the following questions. Please type your responses in a Word document and submit it to the Week 7 Assignment dropbox by Sunday at 11:59 pm EST/EDT. Your answers should be well-written and free of grammar and spelling errors. Be sure to use proper APA format when citing sources. Your assignment will be graded according to the following criteria:

Organization (5 points) – Your responses should be well organized and easy to follow.

Content (35 points) – Your responses should demonstrate a thorough understanding of the topics covered in COUN 8215 Course. Be sure to support your answers with specific examples where appropriate.

Writing Quality (10 points) – Your responses should be well written and free of grammar and spelling errors. Be sure to use proper APA format when citing sources.

COUN 8215 Week 7 Discussion 1 (20 Questions)

COUN 8215- Lifespan Development- Week 7 Discussion 1 (20 Questions)

Post your answers to the following 20 questions on this discussion board. Please limit each answer to a maximum of 100 words, using complete sentences and scholarly resources to support your points. This is a graded assignment and will be due by 11:59 pm on Sunday of this week. You are required to post at least two replies to two other students’ initial posts (in addition to your own initial post) by 11:59 pm on Sunday of this week. You are expected to use APA 6th edition formatting for all written assignments in COUN 8215 Course. Please refer back to the resources provided in Module 1 for assistance with proper APA formatting. For additional guidance with APA formatting, see the Writing Center: http://www.waldenu.edu/about/resources/writing-center/.

1.) What is the difference between development and learning? What role do experience, nature, and nurture play in development? How do they interact with each other? Be sure to cite your references in proper APA format and according to plagiarism guidelines set forth by Walden University.

2.) Do you think that Piaget’s cognitive development theory has been overstated or misunderstood? Why or why not? Would it be useful in explaining individual differences in intelligence and aptitude tests? Explain your reasoning. Be sure to cite your references in proper APA format and according to plagiarism guidelines set forth by Walden University.

3.) In what ways has Vygotsky’s sociocultural theory of cognitive development influenced contemporary approaches such as mentoring programs and computer-based learning environments? Be sure to cite your references in proper APA format and according to plagiarism guidelines set forth by Walden University.

4.) Choose one stage of Erikson’s psychosocial theory (trust vs mistrust; autonomy vs shame & doubt; initiative vs guilt; industry vs inferiority; identity vs role confusion; intimacy vs isolation; generativity vs stagnation; ego integrity vs despair). Give an example from either your own life or someone else’s that illustrates that stage of development. Be sure to cite your references in proper APA format and according to plagiarism guidelines set forth by Walden University.

5.) Is Levinson’s seasons of a man’s life theory useful for understanding male development across the lifespan? Describe some of the strengths and weaknesses of his approach as it applies specifically to men.. Be sure to cite your references in proper APA format and according to plagiarism guidelines set forth by Walden University..

COUN 8215 Week 7 DQ 1 (20 Questions)

is available for $15 only!

COUN 8215 Course

Week 7 DQ 1 (20 Questions) for COUN 8215 – Lifespan Development* (5 credits) (COUN 8215)

1. What types of environments do you think best foster physical and social development? Provide examples to support your response.

2. Explain how heredity and environment affect physical development. Give an example of how each one might influence the other.

3. How do environmental factors influence cognitive development? What are some specific examples?

4. Describe Piaget’s stages of cognitive development and provide an example of each stage.

5. How does Vygotsky’s sociocultural theory differ from Piaget’s theory of cognitive development? Which one do you think is more accurate? Why?

6. Describe Kohlberg’s stages of moral development and provide an example of each stage.

7. How does Gilligan’s model of moral reasoning differ from Kohlberg’s model? Which one do you think is more accurate? Why?

8. What are some important physical changes that occur during adolescence? What psychological factors accompany these changes?

9. What types of family structures and dynamics are associated with positive outcomes for adolescents?

COUN 8215 Week 7 Discussion 2 (20 Questions)

Chapter 9 and 10 of the textbook address language and literacy development in infancy, toddlerhood, and preschool. As we review these chapters this week, you will read a few articles that discuss the implications of research on early language and literacy development for educational practices.

For our first discussion this week, please post an answer to the following: What is your biggest “takeaway” from Chapters 9-10? In your opinion, what are the most important things that parents and educators should know about language and literacy development in young children? How do you think this knowledge can be translated into meaningful practices?

Be sure to support your answers with specific examples from our textbook reading and/or other scholarly sources.

COUN 8215 Week 7 DQ 2 (20 Questions)

1. What is the difference between an insecure and a secure attachment? Give an example of each.
2. What is the difference between exploration and stranger anxiety? Give an example of each.
3. What are some of the major differences between Piaget’s and Vygotsky’s theories of cognitive development? Give an example of each.
4. What is the difference between moral reasoning and moral development? Give an example of each.
5. What is the difference between ego-resiliency and ego-control? Give an example of each.
6. What is the difference between self-concept and self-esteem? Give an example of each.
7. What is the difference between individuation and differentiation? Give an example of each.
8. What are some of the major differences between Kohlberg’s and Gilligan’s theories of moral development? Give an example of each.
9. What is the difference between altruism and prosocial behavior? Give an example of each.
10. What is the difference between continuous and discontinuous change? Give an example of each.

COUN 8215 Week 7 Quiz (20 Questions)

Question 1 1. 3 points Save A concept that is often used interchangeably with temperament is ________. a) personality b) intelligence c) emotions d) motives Question 2 1. 3 points Save In regards to play, Piaget viewed it as ___________. a) an integral part of cognitive development b) a means to relieve stress c) unimportant in cognitive development d) stimulating the imagination Question 3 1. 3 points Save _________ refers to the capacity to relate positively to others and to feel empathy for them. a) Social skills b) Social competence c) Social cognition d) Social relationships Question 4 1. 3 points Save _________ is not a theme in Erik Erikson’s theory of psychosocial development? a) trust vs mistrust b) initiative vs guilt c) industry vs inferiority d) identity vs role confusion e) intimacy vs isolation f) generativity vs stagnation g)…

COUN 8215 Week 7 MCQ’s (20 Multiple Choice Questions)

1) A teacher notices that some of her third grade students seem to be developing an exaggerated sense of their own importance. She wonders if this is due to the school district’s emphasis on standardized testing scores and the resulting pressure placed on teachers and students. Which of the following is most likely true?

a) The teacher’s observations are likely due to a cognitive bias.

b) The school district’s emphasis on standardized testing scores is causing the students to develop an inflated sense of self-importance.

c) The pressure placed on teachers and students by the school district’s emphasis on standardized testing scores is causing the students to develop an inflated sense of self-importance.

d) The teacher’s observations are likely due to normal ego development during this stage of life.

2) A student is taking a COUN 8215 Course on lifespan development and is interested in how different cultures view aging. Which of the following statements best describes how cultures view aging?

a) Most cultures see aging as a time of decline and despair.

b) Most cultures see aging as a time of wisdom and experience.

c) Some cultures see aging as a time of decline and despair while others see it as a time of wisdom and experience.

d) There is no consensus among cultures about how aging should be viewed.

COUN 8215 Week 8 Description

COUN 8215 Course explores the psychological and social changes that occur throughout an individual’s lifespan. Students will learn how to apply lifespan development theory to various counseling contexts and explore the implications of human development for professional counselors.

COUN 8215 Week 8 Outline

**(Week 8 is a reading week)**

Introduction to Lifespan Developmental Psychology (LDP)
– Definition of LDP
– Scope of LDP: Birth through Death
– Infancy, Childhood, Adolescence, Young Adulthood, Middle Age, Old Age
– Physical Development:
– Prenatal Period (Conception through Birth)
– Infancy and Toddlerhood (Birth through 2 years)
– Early Childhood (2 through 6 years)
– Middle Childhood (6 through 11 years)
– Adolescence (11 through 18 years)
– Early Adulthood (18 through 45 years)
– Middle Adulthood (45 through 65 years)
– Late Adulthood (65 years and older)

– Cognitive Development: Piaget’s Theory of Cognitive Development; Vygotsky’s Social Constructivist Theory of Cognitive Development; Information Processing Theories of Cognitive Development; Contemporary Issues in Cognitive Developmental Psychology.

– Moral Development: Kohlberg’s Theory of Moral Development.

– Psychosocial Development: Erikson’s Theory of Psychosocial Development; Levinson’s Seasons of a Man’s Life.

– Gender Role Development.

death and dying; suicide.

COUN 8215 Week 8 Objectives

COUN 8215 Course is a study of human development across the lifespan. Theories, research, and practical applications are addressed within the following domains: physical, cognitive, emotional/affective, social, and moral development. Developmental tasks associated with each stage of life are explored in addition to the factors that promote or hinder development. Other topics include developmental disabilities and psychopathology.

COUN 8215 Week 8 Pre-requisites

COUN 8215 Course is a study of the physical, cognitive, and psychosocial development across the lifespan. Theories of development will be reviewed with an emphasis on Piaget, Freud, Erikson, Levinson, and Bronfenbrenner. Major developmental tasks including birth and infancy, childhood, adolescence, adulthood and aging will be discussed with an emphasis on family systems and relationships. Developmental psychopathology is also addressed in COUN 8215 Course. Students are expected to utilize knowledge gained in previous COUN 8215 Coursework as they analyze case material presented throughout the COUN 8215 Course. Students will have opportunities to apply their knowledge as they develop assessment techniques for each stage of life. Prerequisites: COUN 8200 or COUN 8210

COUN 8215 Week 8 Duration

Week 8, October 19-25, 2020:

For the week of October 19-25, 2020, you will read Chapter 12 and complete the corresponding learning activities. The chapter is titled “Death and Dying”.

COUN 8215 Week 8 Learning Outcomes

(COUN 8215)

Include the following learning outcomes for COUN 8215 Course:

• Understand the basic principles of lifespan development.

• Understand how these principles apply to different life stages.

• Understand how different developmental theories explain human behavior.

• Understand the impact of nature and nurture on human development.

• Understand the importance of attachment in human development.

COUN 8215 Week 8 Assessment & Grading

**Assessment Schedule:**

Week 1: Quiz (1 credit)

Week 2: Discussion Board Post (2 credits)

Week 3: Paper (2 credits)

Week 4: Quiz (1 credit)

Week 5: Discussion Board Post (2 credits)

Week 6: Paper (2 credits)

Week 7: Quiz (1 credit)

Week 8: Final Exam (3 credits)

COUN 8215 Week 8 Suggested Resources/Books

COUN 8215 Course Description: COUN 8215 Course is designed to provide an overview of development across the lifespan. The focus of the COUN 8215 Course is to explore how life experiences (e.g., early attachment relationships, abuse and neglect, loss and grief) influence psychological development from infancy through late adulthood. Developmental theories will be explored with a focus on their application to counseling practice. Prerequisite: COUN 8201.

Required Textbook:

Santrock, J. W. (2017). A topical approach to lifespan development (4th ed.). New York, NY: McGraw-Hill Education. ISBN-13: 978-0-07-803637-3; ISBN-10: 0-07-803637-6. [Available electronically through the MSU Library.]

Recommended Reading/Resources:

COUN 8215 Week 8 Assignment (20 Questions)

**Week 8 Assignment**

**Question 1**: Define intelligence and discuss three major theories of intelligence. What are the strengths and weaknesses of each theory?

Intelligence is a difficult concept to define, but it generally refers to the ability to think abstractly, solve problems, and learn from experience. There are three major theories of intelligence: (1) psychometric theory, (2) cognitive theory, and (3) sociocultural theory.

Psychometric theory is the oldest and most widely accepted theory of intelligence. It is based on the idea that intelligence is a single construct that can be measured by IQ tests. This theory has been supported by research showing that IQ scores are correlated with success in school and in many other areas of life. However, this theory has also been criticized for its lack of explanatory power – it does not explain why some people with high IQ scores do not achieve as much as others, or why some people with low IQ scores do better than expected.

Cognitive theory views intelligence as a set of mental processes that allow us to perceive, remember, think, and solve problems. This theory has been supported by research showing that people who perform well on IQ tests tend to have good working memory and problem-solving skills. However, this theory has also been criticized for its lack of focus on individual differences – it does not explain why some people are better at problem-solving than others.

Sociocultural theory views intelligence as a product of our environment and culture. This theory has been supported by research showing that people from different cultures have different ideas about what it means to be intelligent. For example, in some cultures, being able to remember a lot of information is considered more important than being able to think abstractly. However, this theory has also been criticized for its lack of focus on individual differences – it does not explain why some people from the same culture achieve more than others.

COUN 8215 Week 8 Assignment Question (20 Questions)

1. In what ways does the life COUN 8215 Course perspective take into account the effects of historical time and place?
2. What is meant by “social clock”?
3. How do different cultures define the stages of adulthood?
4. What is meant by “role exit”?
5. What are some of the major tasks of adulthood?
6. How do changes in family structure affect adult development?
7. What are some of the major stressors faced by adults?
8. What are some of the major theories of adult development?
9. How do adults develop a sense of self?
10. What is meant by “generativity”?
11. What are some of the issues faced by midlife adults?
12. What is meant by “empty nest syndrome”?
13. What are some of the issues faced by older adults?
14. How does retirement affect adult development?
15. What are some of the issues faced by caregivers?
16. What are some factors that contribute to successful aging?
17. What is meant by “Erikson’s crisis theory of adult development”?
18. What is meant by “Levinson’s seasons theory of adult development”?
19. What is meant by “Cotterrell’s theory of reciprocal determinism in adult development”?
20. How does adult development differ for men and women?

COUN 8215 Week 8 Discussion 1 (20 Questions)

This week we are going to be discussing a very controversial topic in our society, abortion. There are many different perspectives and opinions on this topic. After reading the required readings for this week, please respond to the following questions:

1. What is your opinion on abortion?
2. What do you think are some of the main reasons why women choose to have abortions?
3. Do you think that abortion should be legal? Why or why not?
4. What do you think are some of the potential psychological effects of having an abortion?
5. Have you or anyone you know ever had an abortion? If so, how did it affect them psychologically?
6. Do you think that there should be any restrictions on abortion? If so, what kind of restrictions do you think would be appropriate?
7. What do you think would happen if abortion was made illegal?
8. Do you think that religious beliefs should play a role in whether or not abortion is legal? Why or why not?
9. Do you think that a woman’s financial situation should play a role in whether or not she can get an abortion? Why or why not?
10. Do you think that a woman’s age should play a role in whether or not she can get an abortion? Why or why not?

COUN 8215 Week 8 DQ 1 (20 Questions)

on StudySoup. COUN 8215 Course has 20 Questions.

Welcome to the last week of class! As we finish our study of lifespan development, let’s reflect on what we have learned. In this week’s discussions, you will address several questions to help you reflect on the topics that have been most important in COUN 8215 Course and how they apply to your life or work. You will also have an opportunity to ask any remaining questions about the content of the COUN 8215 Course or about APA style for writing assignments in this class or future classes.

COUN 8215 Week 8 Discussion 2 (20 Questions)

COUN 8215 Course Code: COUN 8215 COUN 8215 Course Title: Lifespan Development* (5 credits) COUN 8215 Course Instructor: Name – Date Posted: 12/08/2017 10:00 PM EST Posts Per Day: 0.01 Replies Per Day: 0.01 Last Post Date: 11/27/2018 5:11 PM EST Password Protected Discussions? No Grade Category Description: This discussion is worth 20% of your total grade in COUN 8215 Course. Please review the Grading Rubric located under COUN 8215 Course Home for specific grading details. In order to receive full credit, you must demonstrate understanding of the content and apply critical thinking skills to the discussion questions. You are encouraged to support your opinions with scholarly references as appropriate.

For this discussion you will be required to discuss 3 different topics related to lifespan development and health promotion across the lifespan.

Assignment Instructions-

Please select one article from each of the three topics below and post a summary of each article selected by topic (3 summaries total).

In addition to posting your summary, you are required to respond to at least two other students’ summaries using complete sentences in order to earn full credit for this assignment. Responses should not be limited to “I agree” or “good job.” Instead, explain why you agree or disagree with their summary or application of concepts learned in class, cite relevant literature and include personal examples as appropriate. Be sure that your responses address all three topics chosen by other students before submitting your post. For example, if there are two posts and each contains one topic that was not chosen by another student, you will need to respond to both posts but only need to respond with one response per post. Your initial post should be submitted no later than Wednesday of Week 8 at midnight CST; however, you may continue responding until Sunday at midnight CST for a chance at extra credit (see Grading Rubric).

TOPIC ONE (select 1): HEALTH PROMOTION ACROSS THE LIFE SPAN FOR ADULTS AND OLDER ADULTS

Article 1) Brierley, L., O’Donnell, M., & Oldenburg, B. F. (2011). Reviewing barriers and enablers to participation in cancer prevention programs among adults aged 50 years and older – a systematic review protocol. JBI Database System Rev Implement Rep 9(8), 603-614; quiz 615-616. Available online via EBSCOhost with CSU identification number found in BlackBoard COUN 8215 Course shell under the Library tab.

Article 2) Cardenas, D., Buist, D., Williams Jr., P., & Huntley, A. (2012). Participation barriers among individuals with diabetes enrolled in a diabetes self-management program – a qualitative study from Puget Sound Washington area community health centers using focus groups methodologies [Special issue]. Prev Chronic Dis 9(5), E130-E138; http://dx.doi.org/10….jsp?pmid=22970488 . Available online via EBSCOhost with CSU identification number found in BlackBoard COUN 8215 Course shell under the Library tab.

Article 3) Chiu, W., Tseng, C., Chen, H., Huang S., & Tang T.(2014). Development of an integrated educational intervention model for improving diabetes self-care behavior among older adults living in Taiwan’s urban communities – an intervention mapping approach [Special issue]. Int J Environ Res Public Health 11(12), 12732-12755; http://dx.doi.org/10….jsp?pmid=25514097 . Available online via EBSCOhost with CSU identification number found in BlackBoard COUN 8215 Course shell under the Library tab .

COUN 8215 Week 8 DQ 2 (20 Questions)

Identify and describe three different aspects of development (physical, cognitive, or psychosocial) that change across the lifespan.

1. Physical Development- This refers to the changes in our physical bodies as we age. For example, as we get older our skin becomes thinner and less elastic. We may also lose muscle mass and bone density.

2. Cognitive Development- This refers to the changes in our thinking and intellectual abilities as we age. For example, as we get older we may find it more difficult to learn new information or remember things.

3. Psychosocial Development- This refers to the changes in our emotions and social interactions as we age. For example, as we get older we may become more withdrawn and less interested in social activities.

COUN 8215 Week 8 Quiz (20 Questions)

1) When a person first learns to talk, they are mostly communicating needs and desires. This is an example of which developmental milestone?

2) A 9-year-old boy who refuses to do his schoolwork is engaging in:

3) Which of the following theoretical perspectives emphasizes that development does not occur in a linear fashion, but instead is marked by periods of stability punctuated by periods of change?

4) All of the following are examples of critical periods EXCEPT:

5) The _____ perspective focuses on the ways in which our interactions with others shape our developing sense of self.

6) _____ refers to the ways in which parents respond differentially to boys and girls.

COUN 8215 Week 8 MCQ’s (20 Multiple Choice Questions)

**

1. An example of an early onset mental illness is:

a. Autism.
b. Bipolar disorder.
c. Major depressive disorder.
d. Schizophrenia.

2. The type of play in which children engage with other children in order to explore and experiment with their own and others’ emotions is called:

a. Cooperative play.
b. Dramatic play.
c. Pretend play.
d. Solitary play.

3. During middle childhood, Piaget’s concrete operational stage is characterized by:

a. Children’s ability to use deductive reasoning skills to solve problems.
b. Children’s ability to use inductive reasoning skills to solve problems.
c. Children’s ability to use magical thinking to solve problems.
d. Children’s ability to use symbolic thinking to solve problems.

4. Which of the following is an example of a proximal process?

a. A child’s exposure to a new culture that influences the development of her beliefs about that culture.
b. A child’s genes that influence the development of her physical appearance.
c. A child’s temperament that influences the development of her personality traits.
d. A teacher’s expectations that influence the development of a student’s academic performance in school.

5.. Socialization is:

a.. The process by which we develop a sense of self and learn the rules and expectations of our society..
b.. The process by which we develop attachments to others..
c.. The process by which we develop our physical skills and abilities..
d.. The process by which we develop our cognitive skills and abilities..

COUN 8215 Week 9 Description

**COUN 8215: Lifespan Development** examines the physical, cognitive, and psychosocial development of individuals from conception to death. Theories of lifespan development are reviewed and applied to typical as well as atypical development. Students will explore how physical, cognitive, and psychosocial development interact with each other throughout the lifespan. Students will also have the opportunity to apply their knowledge of lifespan development to their own lives and experiences.

COUN 8215 Week 9 Outline

COUN 8215 Course is designed to help students gain an understanding of the psychological, social, and biological processes that underlie human development throughout the lifespan. Topics include: physical, cognitive, and psychosocial development in infancy, childhood, adolescence, adulthood, and old age. Various developmental theories will be reviewed and applied to a variety of life events and experiences.

COUN 8215 Week 9 Objectives

COUN 8215 – Lifespan Development

COUN 8215 Course Objectives:

1. To understand the major theories, issues and research in lifespan development.

2. To apply lifespan development theories to real world situations.

3. To examine how biological, psychological and social factors interact to influence human development across the lifespan.

COUN 8215 Week 9 Pre-requisites

COUN 8215 – Lifespan Development* (5 credits)

COUN 8215 Week 9 Duration

is (5 weeks)

The class will meet online for 5 weeks.

COUN 8215 Week 9 Learning Outcomes

1. Understand the effects of both nature and nurture on lifespan development.
2. Understand and describe the major theories of lifespan development.
3. Understand and describe the various stages of lifespan development.
4. Understand how research is used to study lifespan development.
5. Be familiar with the major researchers in the field of lifespan development.

COUN 8215 Week 9 Assessment & Grading

Assessment and Grading for COUN 8215 – Lifespan Development* (5 credits) COUN 8215 Course is designed to provide an overview of lifespan development for counselors. It will cover physical, cognitive, and psychosocial development throughout the lifespan with a focus on development in early childhood, middle childhood, adolescence, adulthood, and later adulthood. Students will learn about theories of development as well as research findings related to development throughout the lifespan.

COUN 8215 Week 9 Suggested Resources/Books

Book: Development Through Life: A Psychosocial Approach (12th edition)

Author: Barbara R. Bjorklund and Helen L. Bee

ISBN: 978-1-305-06048-0

COUN 8215 Week 9 Assignment (20 Questions)

**COUN 8215 Course Instructor: Tiffany Peele**

**COUN 8215 Course Website: https://blackboard.uncc.edu/webapps/login/**

*Please complete and submit this assignment by the deadline indicated on Blackboard.*

In this assignment you will be asked to respond to 20 multiple-choice questions about lifespan development. You will have the opportunity to demonstrate your knowledge of lifespan development, including a focus on developmental theories and concepts that are relevant for clinical mental health counselors working with children, adolescents, adults, and families across the lifespan. This assignment is worth 50 points (2.5 points per question). Please review the grading rubric at the end of this document for more details about how your work will be evaluated.

You may use any resources you have available to you to complete this assignment (e.g., textbooks, class notes, internet resources). When using resources other than your textbook or class notes, please be sure to cite them appropriately using APA format.

**PART I: Lifespan Development Multiple Choice Questions (20 Questions)**

Complete the following 20 multiple-choice questions. Each question is worth 2.5 points for a total of 50 points possible on this portion of the exam. Please type your answers directly into this document below each question. Please select the one best answer for each question by marking an “X” in front of it like this: X . For example, if you believe that Question #1 should be answered with option D then type “X” in front of option D like this: X . You should have one “X” selected in front of one answer for each question (i.e., 20 total “X” selections).

1) Which theory would most likely include a description of three patterns of behavior exhibited by adolescents in response to their changing bodies?

A) Psychoanalytic theory B) Social learning theory C) Erikson’s theory D) Kohlberg’s theory E) Piaget’s theory F) Vygotsky’s sociocultural theory G) Bronfenbrenner’s ecological systems theory H) Bandura’s social cognitive theory

X

2) Mrs. Smith is a 60-year-old woman who has been married for 30 years and has four grown children between ages 29 and 36 years old. She recently retired after working as an elementary school teacher for 40 years and is struggling with how she will fill her time now that she no longer has to wake up early every day to go to work. Which stage of Erik Erikson’s psychosocial development does Mrs. Smith seem to be experiencing?

A) Basic trust vs mistrust B) Autonomy vs shame & doubt C) Initiative vs guilt D) Industry vs inferiority E) Identity vs role confusion F) Intimacy vs isolation G) Generativity vs stagnation H) Integrity vs despair

G

3) A first grade student named Johnny was sent out of class by his teacher because he refused to stop throwing paper balls across the room at his classmates during his turn reading aloud from his math textbook on probability concepts such as chance games and fair share. Which stage in Jean Piaget’s cognitive development model is Johnny demonstrating?

A) Sensorimotor stage B) Preoperational stage C ) Concrete operational stage D ) Formal operational stage

B

4.) In order for a young child to develop their first schema about dogs they need which type of input from others?

A.) verbal input only B.) nonverbal input only C.) both verbal and nonverbal input D.) No input required from others; children develop schemas independently

C

5.) According to Erik Erikson’s psychosocial stages model what are some examples of tasks an adolescent might engage in during the identity vs role confusion stage?

A.) making friends B.) choosing a career path C.) going through puberty D.) All of the above E.) None of the above; identity vs role confusion occurs earlier in life during adolescence F.) None of the above; identity vs role confusion occurs later in life during adulthood G.) Both B & C H.) Both A & C I.) Both A & B J.) All three answers are correct K.) Only two answers are correct; please specify which two L .) Only one answer is correct; please specify which one M .) None of these answers are correct; please reword the question N .) I don’t know O .) Other (please specify): P .) I refuse to answer this question Q .) This question does not apply R .) I do not understand this question S .) Please repeat this question T .) Other (please specify): U .) I refuse to answer this question V .) This question does not apply W .) I do not understand this question X .) Please repeat this question Y .) Other (please specify): Z .) I refuse to answer this question AA .) This question does not apply BB 🙂 I do not understand this question CC 🙂 Please repeat this question DD 🙂 Other (please specify): EE 🙂 I refuse to answer this question FF 🙂 This question does not apply GG 🙂 I do not understand this question HH 🙂 Please repeat this question II 🙂 Other (please specify): JJ 🙂 I refuse to answer this questio KK 🙂 This quesion does not apply LL :)I do not understand tis questiom MM :)Please repea thi questiom NN :)Other(please specifiy): OO :)(plae speify): PP :)(pleae spcify): QQ :)(peas spcify): RR :)(plse speciy): SS :(ppleas spcify): TT :(pples sepcify); UU :(pplea spcify); VV :(pplea spcifiy); WW :(pples spciy); XX :(pplas spciy); YY :(ples sicfy); ZZ :(pes splsfy); AAA :(pes splsfy); BBB:(pps splsfy); CCC:(pps splsfy); DDD:(pps splsfy); EEE:(pps splsfy); FFF:(pps splsfy); GGG:(pps splsfy); HHH:(pps splsfy); III:(pps splsfy);

COUN 8215 Week 9 Assignment Question (20 Questions)

Please submit your answers to the following questions in a Word document. Include a cover page with your name and contact information, followed by your answers to each of the questions below (20 Questions). Cite any outside sources used in APA format.

1. What is the difference between normative and individual changes? Give an example of each.

2. Describe how Piaget’s theory of cognitive development explains how children think differently than adults.

3. What are some of the major criticisms of Piaget’s theory?

4. What is Vygotsky’s zone of proximal development? How does it differ from Piaget’s concept of scaffolding?

5. What is information processing theory? How does it explain how children think differently than adults?

6. Describe some of the research methods used in lifespan development research.

7. What is a longitudinal study? Why are they used in lifespan development research?

8. What is a cross-sectional study? Why are they used in lifespan development research?

9. What are some of the ethical considerations in lifespan development research?

10. What is informed consent? Why is it important in lifespan development research?

11. What is debriefing? Why is it important in lifespan development research?

12. What are some of the advantages and disadvantages of using animals in research?

13. Describe some of the ethical considerations in animal research.

14. What is informed consent? Why is it important in animal research?

15. Describe some of the advantages and disadvantages of using humans in research.

COUN 8215 Week 9 Discussion 1 (20 Questions)

1. Developmental psychology is the scientific study of how and why human beings change over the COUN 8215 Course of their life.

2. Developmental psychologists study a wide range of topics, including physical, cognitive, social, moral, and emotional development.

3. Piaget’s theory of cognitive development is one of the most influential theories in developmental psychology.

4. Piaget believed that children progress through four distinct stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.

5. Vygotsky’s theory of cognitive development emphasizes the role of culture and language in cognitive development.

6. Information processing theory is a theoretical framework for understanding how people acquire, store, and use knowledge.

7. Developmental psychopathology is the study of mental disorders that emerge during childhood and adolescence.

8. Risk factors are characteristics that increase the likelihood that a person will develop a mental disorder.

9. Protective factors are characteristics that reduce the likelihood that a person will develop a mental disorder.

10. Resilience is the ability to cope with stress and adversity in a healthy way.

COUN 8215 Week 9 DQ 1 (20 Questions)

1. How do these findings challenge the view that children and adolescents are egocentric?
2. How does this research suggest that children’s and adolescents’ sense of self develops?
3. How do these findings contribute to our understanding of the impact of peer relationships on self-development?
4. What implications do these findings have for interventions aimed at promoting positive self-development in children and adolescents?
5. How might this research be used to improve our understanding of the development of psychopathology?

COUN 8215 Week 9 Discussion 2 (20 Questions)

Assignment 2: Discussion—Parenting for Health and Wellness

Describe at least three characteristics of a healthy family. How do families become unhealthy? How do families promote health and wellness?

Using the stages of family development, explain how the characteristics of families change over time. Which stage(s) are most difficult for families? Why? Describe how family counseling can help families during difficult times.

Refer to the Learning Resources on the stages of family development. Consider what family interventions may be appropriate for each stage and for specific challenges faced by families in each stage. For example, a family with children in late adolescence who are engaging in risky behaviors may require a different intervention than a family with young children who are struggling with separation anxiety.

COUN 8215 Week 9 DQ 2 (20 Questions)

(Spring 2017)

What are some strategies that you can recommend to students that they can use in order to promote wellness and prevent or manage health problems?

COUN 8215 Week 9 Quiz (20 Questions)

Which of the following is a cognitive development theory?

1. Social learning theory 2. Psychodynamic theory 3. Piaget’s theory 4. Erik Erikson’s theory

2. What did Piaget believe about how children develop morally?

1. Children are born evil and must be taught morality. 2. Children are born good but learn to be bad through experience. 3. Children are born with basic moral principles and learn to apply them as they grow older. 4. Children learn morality through observing and imitating others.

3. Which of the following statements is true about Kohlberg’s stages of moral development?

1. Moral reasoning is based on personal preferences and social norms. 2. Moral reasoning progresses from being egocentric to being sociocentric. 3. Moral reasoning is based on an understanding of social rules and regulations. 4. Moral reasoning is based on an understanding of abstract principles and ideals.

4. Which of the following is NOT a stage in Piaget’s cognitive development theory?

1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational

5. In which stage of Piaget’s cognitive development theory do children begin to use symbols and language?

1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational

6. Which of the following statements is true about Vygotsky’s sociocultural theory of cognitive development?

1. Language is not necessary for thought to occur. 2. Social interaction is necessary for thought to occur. 3

COUN 8215 Week 9 MCQ’s (20 Multiple Choice Questions)

This exam was taken from Study.com’s online COUN 8215 Course: https://study.com/academy/COUN 8215 Course/lifespan-development.html

1) The approach to developmental psychology that emphasizes the importance of nature in development is called:

A) the biological approach.
B) cognitive development.
C) the social approach.
D) the psychoanalytic approach.

2) The fact that there are similarities in physical, mental, and emotional growth patterns among members of a species is called:

A) maturation.
B) habituation.
C) imprinting.
D) adaptation.

3) Which of the following refers to the sequence of changes that occur as we grow older?

A) Maturation
B) Developmental plasticity
C) Normative age-graded influences
D) All of the above

4) The process of becoming physically mature enough to reproduce is known as:

A) puberty.
B) menopause.
C) adolescence.
D) infancy.

5) A person’s level of functioning in all areas at any given point in his or her life span is known as:

A) developmental arrest.
B) developmental plateau.
C) developmental progression.
D) developmental regression.

6) The idea that an individual’s behavior is determined by unconscious motives and drives is most associated with which perspective?
A) Psychoanalytic perspective B) Cognitive perspective C) Behavioral perspective D) Ecological perspective

7) Freud believed that most of our mental energy is devoted to: A) ego defense mechanisms. B

COUN 8215 Week 10 Description

Week 10: This week we will be discussing the concept of resiliency. We will learn about the factors that contribute to resiliency and explore how resiliency can help us overcome difficult life experiences. We will also discuss ways to promote resiliency in others.

COUN 8215 Week 10 Outline

**This outline is tentative and subject to change.**

## Week 10 – April 25-29, 2016: Death and Dying

### Lecture Outline

* Death and dying as a developmental process.
* Theories of death and dying.
* Attitudes toward death.
* The dying process.
* Grief, mourning, and bereavement.
* Stages of grief.
* Complicated grief.
* Mourning rituals around the world.
* Bereavement support groups.

| Monday | Tuesday | Wednesday | Thursday | Friday |
|—————-|—————|—————-|—————-|—————|
| **8:00 am** | **8:00 am** | **8:00 am** | **8:00 am** | **8:00 am** |

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