OBJECTIVES The following objectives are what students are expected to incorporate into their understanding of subject areas.

More than anything, it is important to maintain an emphasis on issues of ethnicity, race, gender, age and orientation as different components of human development are examined. For the proficiency examination, students will be able to demonstrate the following: y Understanding of the major theoretical perspectives and empirical foundations used to understand human development and behavior. Comprehension of cross-cultural perspectives on human development across the stages of the life cycle. Identify the biological, psychological, and social systems that influence development for each age group Recognize normal or typical developmental tasks and milestones for each age group and developmental stage. Understand the interaction between individual predispositions and the social environment. This includes understanding the interaction as an essential element in the human development process. Identify the impact of class, ethnicity, gender, culture, and sexual orientation in the human development process and the relationship of these to major theoretical perspectives. Emphasize and Identify "Normative" or "Typical" Developmental Milestones (or Landmarks). While pathology or disorders should be considered, knowledge will focus on normative aspects of areas of study. Understand major health and mental issues, including but not limited to such areas as child abuse, domestic violence substance abuse, STDs, and emotional disorders and their application across the stages of the life cycle.

AREAS OF STUDY Normality and Pathology Cross Cultural Definitions Normality, the Normative and being "Typical" Strengths Perspective - Focuses on assets instead of deficits and on working in partnership with instead of doing to. General Landmarks of Normal Behavioral Development Embryo, Fetus, and Prenatal Development (Conception to Birth) Dynamics of Human Reproduction Conception - Experience influenced by numerous factors (learned expectations, age, health, marital status, social status, cultural expectations, peer expectations, school/employment circumstances, prior experiences with conception, religion) - Mechanisms of conception are socially constructed (different cultures believe in various, sometimes untrue, beliefs) Pregnancy and the Life Course Teen Pregnancy o 74%-95% of pregnancies are unplanned o 50% result in live birth, 28% abortion, 14% miscarriage/stillbirth o Teen pregnancies account for 10% of all pregnancies o Higher risk for toxemia (high blood pressure) and anemia o Babies at greater risk for low birth weight, prematurity and mortality o African American s are twice as likely as Hispanic and European American to have premature births o Young Adolescents (10-14)  Premature birth is common likely due to malnutrition o Middle adolescents (15-17)  32% of all teen births o Late adolescents (18-19)  67% of all teen births  More likely to have better relationship with father, more emotionally mature o Teen moms who still have relationship with father seek out prenatal care earlier than those who don t Delayed or Late Pregnancy - Trend in women delaying pregnancy to later 30s and up - Increased risk, especially for first time moms (mortality rates, Down s syndrome, high blood pressure, diabetes etc.) - Fertility rate for 40-47 is 5-7% - Miscarriage rate for women 45> is 75% - AMA: advanced maternal age - 35> have a harder time adjusting to pregnancy in first trimester, but by third there is no difference compared to younger women - Elderly gravidas: pregnant women over 35

Fetal Development during pregnancy - 40 week of gestation - Gestational age: beginning of the woman s last period (280 days) - Fertilization age: 14 days after beginning of the last period (266 days) - Zygote: fertilized egg - Embryo: when zygote matures and implants on uterine wall - Fetus: when embryo matures at 8 weeks - 50% of women experience morning sickness - Multigravidas: women who have had a previous pregnancy - Gender can be detected at 12 weeks - Morning sickness usually gone by 2nd trimester - Quickening: when woman experiences the fetus moving - Fetal Differentiation: mother separates identity of fetus from herself - Sex drive is restored is 2nd trimester - Lightning: descent of fetus into pevils - Primipara: first time mother (lightning occurs two weeks before delivery) - Multipara: mother who has previous given birth (lightning occurs just before delivery) - Braxton Hicks contractions: brief contractions that prepare mother for labor (false labor) - Neonate: newborn baby - 4 Developmental Tasks of Parents: o Provide safety for mother and neonate through pregnancy, labor and delivery o Help social support system accept event o Bond with new baby o Come to terms with unequal parent-child relationship Maternal Stress Genetic Disorders Expectant Parent Challenges Substance Abuse Eating Disorders Disabled Parents Incarcerated Parents HIV-infected Mothers Pre-Natal Disorders Fertility and Infertility Contraception and Abortion

Infancy (Birth-2 years) At-Risk Newborns Developmental Landmarks/Milestones Physical Development Self-regulation Sensory development Brain growth Motor Skills

Pre-Language Skills Cognition Emotional and Social development Reflexes and Survival Systems Temperamental Differences Attachment Brain Development Stranger Anxiety Toddler Period (2-3 years) Developmental Landmarks Language Cognitive Personality and Emotional Development Social Development Sexuality Pre-School/Early School Period (4-6 years) Developmental Landmarks Language Cognitive Personality and Emotional Social Development Sibling Rivalry Play Sexuality Middle Years (6-12 years) Developmental Landmarks Physical Development Language Cognitive Emotional Social Development The Peer Group Friendship Team Play Sexuality Adolescence (12-19 years) What is "normal" Adolescence? Early Adolescence (12-14 years) Middle Adolescence (14-16 years) Late Adolescence (17-19 years) Components of Adolescence Biological Changes and Puberty Psychological Development of an Identity

Identity and Gender Relationship between psychological and biological factors Cognitive Maturation Socialization and Social Development Relationships with peers Authority and Rebellion Moral Development Self-Esteem Sexual Behaviors Experimentation Orientation Risk-Taking Behaviors Drug Use and Abuse Violence and Anti-Social Behaviors Young Adulthood (20-40 years) Transition from Adolescence Developmental Tasks of Young Adulthood Physical Changes Cognitive Maturation Social Development Adult Friendships Romantic Relationships Sexuality Marriage and Commitment Parenthood Middle Adulthood (40-60 years) Midlife Transition and Crisis Developmental Tasks of Middle Adulthood Biological Changes Menopause Male Climacteric Cognitive Development Social and Emotional Change Reappraising Relationships Sexuality Double Standard of Aging Late Adulthood (60 years onward) Demographics "Very Late" Adulthood Developmental Milestones Biology of Aging/Biological Changes Associated with Aging Cognitive Functioning: the Myth of Senility Learning and Memory Role Transition and Tasks of Late Adulthood Families in Later Life

Grandparenthood Work and Retirement Longevity and Life Expectancy Widowhood Caregiving and Care Receiving Sexuality Elder Abuse Child Abuse and Neglect Legal Requirements and Mandated Reporting Neglect Physical Abuse: Discipline vs. Abuse Sexual Abuse: Childhood Sexuality Marriage, Family and Human Development The Family Life Cycle Single Parent Families Gay and Lesbian Families and Parenting Blended families and Step parenting Adoption Divorce Prevalence and Impact Effects of Divorce on Children Childlessness Domestic and Partner Violence Battered Women Heterosexism in Assessment, Treatment The Cycle of Violence/Battering Cycle Death and Dying Life Cycle Perspectives Cross Cultural Attitudes Assisted Suicide and Euthanasia Theorists Mary Ainsworth John Bowlby Erik Erikson Sigmund Freud Carol Gilligan Lawrence Kohlberg Elizabeth Kubler Ross Kubler-Ross Model: 5 Stages of Grief 1. Denial: A temporary defense for the individual. This feeling is generally replaced with heightened awareness of situations and individuals that will be left behind after death

2. Anger: Once in the second stage, the individual recognizes that denial cannot continue. Because of anger, the person is very difficult to care for due to misplaced feelings of rage and envy. Any individual that symbolizes life or energy is subject to projected resentment and jealousy. 3. Bargaining: The third stage involves the hope that the individual can somehow postpone or delay death. Usually, the negotiation for an extended life is made with a higher power in exchange for a reformed lifestyle. Psychologically, the individual is saying, "I understand I will die, but if I could just have more time..." 4. Depression: During the fourth stage, the dying person begins to understand the certainty of death. Because of this, the individual may become silent, refuse visitors and spend much of the time crying and grieving. This process allows the dying person to disconnect oneself from things of love and affection. It is not recommended to attempt to cheer up an individual who is in this stage. It is an important time for grieving that must be processed. 5. Acceptance: In this last stage, the individual begins to come to terms with their mortality or that of their loved one. Daniel Levinson Theory of Life Structure: - Life Structure: - Underlying pattern or design of a person s life at a given time - Outcome resulting from decisions and choices made throughout the life in areas such as relationships, occupation, and childbearing - Family and occupation are central components in life structure 4 seasonal cycles of adult life - Preadulthood - Novice Phase/Early Adulthood (17-33 years old): person transitions out of adolescents by making preliminary life decisions - Personalities develop while they differentiate themselves, emotionally, geographically, financially from families - Two primary domains of transition to adulthood: work and relationships - Can take up to 15 years for individuals to transition from adolescents to adulthood - Family s wealth transfer: extent of familial assets to pay for college education influences or limits young adult s opportunities for education and employment - Middle Adulthood (transition to middle adulthood includes a Mid-life crisis - When adults start to give greater attention to previously neglected components of their lives - Balancing four opposing aspects of identity: o Young vs. Old o Creation vs. destruction o Feminine vs. masculine o Attachment vs. separating - Late Adulthood Positive Adult Development Margaret Mahler Abraham Maslow Jean Piaget B.F. Skinner George Vaillant

D.W. Winnicott Additional Aspects and Stage Theories of Personality Development Personality over the Life Span: Stability or Change? Cognitive Development Stages (Piaget) Stages of Psychosexual Development (Freud) Stages of Psychosocial Development (Erikson) Theories of Life Structure, Life Eras and Transitions (Levinson) Hierarchy of Needs (Maslow) RECOMMENDED TEXTS The following are two major texts recommended for self-study and preparation. Additional books are noted as supplementary resources. These are by no means the only available texts in this area. If students wish to utilize an alternative text, you may contact Professor Jorja Leap via email to obtain text assessment. All texts are available at either the UCLA Bookstore or on Amazon.com. Hutchison, Elizabeth D. (2008). Dimensions of Human Behavior: The Changing Life Course, Third Edition. Los Angeles: Sage Publications Zastrow, Charles H. and Kirst-Ashman, Karen K. (2010) Understanding Human Behavior and the Social Environment, Eighth Edition. Belmont: Brooks/Cole. Supplementary Texts Ashford, Jose B., Lecroy, Craig Winston and Lortie, Kathy L. (2009) Human Behavior in the Social Environment: A Multi-Dimensional Perspective, Fourth Edition. Belmont: Brooks/Cole. Newman, Barbara and Newman, Philip R. (2009). Development Through Life: A Psychosocial Approach, Tenth Edition. Belmont: Brooks/Cole.