1

THOMAS JEFFERSON UNIVERSITY

JEFFERSON COLLEGE OF HEALTH PROFESSIONS/
COUNCIL FOR RELATIONSHIPS
COURSE TITLE:

CFTP 505: Lifespan Development from a Systemic Perspective

COURSE CREDIT: 3 Semester Credits

TERM:

Fall Semester, 2016Masters in Couple and Family Therapy

CLASS:

Wednesdays 1-4, Hamilton Bldg. 224/225

INSTRUCTOR:

Sara J. Corse, Ph.D.

Adjunct Associate Professor, Thomas Jefferson University
Clinical Director: Council for Relationships, University City Office
Director, Community Partnership Initiatives
Licensed Clinical Psychologist
Phone: 215.382.6680 ext. 3117
Email: sara.corse@jefferson.edu
Office hours: by appointment

REQUIRED TEXTS:
Broderick, P.C. & Blewitt, P. (2014). The Life Span: Human
Development for Helping Professionals (4th ed.). Upper Saddle River,
N.J.: Pearson.
Corse, S.J. (2004). Cradled All the While: The Unexpected Gifts of a
Mothers Death. Minneapolis: Augsburg/Fortress Press.
Hazan, C. & Campa, M. I. (eds.) (2013). Human Bonding: The Science
of Affectional Ties. New York: The Guilford Press.
Additional readings posted on course web-site.
COURSE DESCRIPTION: Couple and family therapists work with people of all ages, alone
or in the context of their relationships, utilizing understandings of human development from
individual and family systems perspectives. This course presents historical and current models
and frames of reference for conceptualizing development across the lifespanfrom infancy to
old age. Attention is given to physical, cognitive, personal, social, and emotional development
of individuals in the context of family, society and culture, and to the development of family
systems over time. Implications for the practice of therapy are explored.
RELATIONSHIP TO THE CURRICULUM DESIGN: This course comes in the first
semester of the students' 2-year Masters in Couple and Family Therapy. It is a foundational
course that provides both breadth and depth in the understanding of individual and family
development across the lifespan. Personal exploration will provide students an opportunity to

reflect on what they bring to the therapeutic relationship based on their own life stage and
process of development. Hands-on experience in clinical settings will illustrate how knowledge
of lifespan development enables the therapist to evaluate clients for treatment using a strengthsbased, systemic approach. As students learn the core concepts of lifespan development, they will
understand the nature of change, and the role of the couple and family therapist in educating and
intervening to enhance healthy functioning.
GOALS AND OBJECTIVES: Through seminar discussion, in-class exercises, case examples,
assignments, readings, and hands-on experience in the field, the student will:
1. Identify core concepts and constructs in lifespan development from a systemic
perspective that serve as the foundation for clinical practice in couple and family therapy.
a. Examine the nature of development over the life course, including continuous,
discontinuous and chaotic change from infancy through late adulthood.
b. Develop a holistic model of lifespan development that considers individual
growth and change in the context of intimate relationships, work and school,
community, society and culture.
c. Understand lifespan development from a systemic perspective, identifying family
life-cycle changes and their implications for various individuals within the family.
d. Integrate individual models of development with systemic models for an
enhanced understanding of healthy individual and relational dynamics.
e. Consider the cultural, social and historical context of developmental theory and
critically evaluate applications to diverse groups with regard to race, ethnicity,
culture, gender, disability, sexual orientation, religion and economic status.
2. Explore lifespan developmental theory and constructs as reflected in ones personal
experience to deepen understanding of self as therapist.
a. Reflect on personal life stage from multiple perspectives.
b. Explore family of origin to deepen understanding of family lifecycle.
c. Consider historical, cultural and societal influences on personal family and
individual development.
3. Apply lifespan developmental theory and research to clinical practice in couple and
family therapy.
a. Evaluate family developmental stage of clients presenting for treatment.
b. Consider developmental needs of individuals within the family.

c. Explore developmental lags/disconnects that effect individuals within the family

and have implications for clinical intervention.
d. Understand the nature of cultural and social influences on individual and family
functioning of clients.
e. Apply different developmental theories and constructs to cases in order to
formulate alternative models of understanding individual and family intervention.
4. Acquire skills for lifelong learning.
a. Demonstrate oral and written skills necessary for professional communications;
b. Recognize the necessity for and value of theory/model driven thinking for
practice and professional development.
c. Know when and how to find and use resources, including appropriate literature in
individual, couple and family therapy and national and international resources.
d. Develop an awareness of diversityincluding cross-cultural competencies and
sensitivities to issues of racism, sexism, heterosexism, ageism and oppression.
e. Develop an orientation toward learning that incorporates personal experience and
reflection along with exploration of new theory and research.
The six content areas identified by the Commission on Accreditation for Marriage and Family
Therapy Education (COAMFTE) MFT Guidelines (Final Adopted 11-04-05) to be included in
graduate study are:
Area I: Theoretical Knowledge
Area II: Clinical Knowledge
Area III: Individual Development and Family Relations
Area IV: Professional Identity and Ethics
Area V: Research
Area VI: Additional Learning
The content of this course addresses Area III
This course addresses the following Primary Domains and the associated core competencies as
described in COAMFTE Marriage and Family Therapy Core Competencies (December, 2004):

Domain 1: Admission to Treatment

____ 1.1 Understand systems concepts, theories and techniques that are foundational to
MFT.
__X 1.2 Understand theories and techniques of individual, couple and family therapy.
__X_1.31 Gather and review intake information, giving balanced attention to
individual, family, community, cultural and contextual factors.
_____1.36 Establish and maintain appropriate and productive therapeutic alliances with
clients

__X_ Domain 2: Clinical Assessment and Diagnosis

__X_ 2.1 Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple development and processes
(e.g., family, relational and system dynamics).
_____2.14 Comprehend individual, marital, couple and family assessment instruments
appropriate to presenting problem, practice, setting and cultural context.
____ 2.33 Apply effective and systemic interviewing techniques and strategies.
____ Domain 3: Treatment Planning and Case Management
____ 3.21 Integrate client feedback, assessment, contextual information and diagnosis
with treatment goals and plans.
____ 3.3.4 Structure treatment to meet clients needs and to facilitate systemic change.
____ 3.4.5 Monitor personal reactions to clients and treatment process, especially in
terms of therapeutic behavior, relationship with clients, process for explaining procedures
and outcomes.
_X__ Domain 4: Therapeutic Interventions
____4.1.1 Comprehend a variety of individual, and systemic therapeutic models and their
application, including evidence based therapies and culturally sensitive approaches.
____ 4.2.2 Distinguish between content and process issues, their role in therapy, and their
potential impact on therapeutic outcomes.
__X 4.3.2 Deliver interventions in a way that is sensitive to special needs of clients (e.g.,
gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability,
personal history, larger systems issues of the client).
____ 4.3.5 Engage each member of the family in the treatment process as appropriate.
____ Domain 5: Legal Issues, Ethics, and Standards
____ 5.1.1 Know state, federal, laws and regulations that apply to the practice of MFT.
____5.1.2 Know professional ethics and standards that apply to the practice of MFT.
____ 5.3.4 Develop safety plans for clients who present with potential self-harm, suicide,
abuse, or violence.
____ Domain 6: Research and Program Evaluation
____ 6.1.1 Know the extant MFT literature, research, and evidence based practice.
____ 6.3.2 Use current MFT and other research to inform clinical practice.

COURSE PEDAGOGY: Class members create an educational community designed to enhance

collective learning through active reading and class discussion, experiential activities, in-class
presentations and involvement in community partnership projects. Students are required to read
the assigned material in advance of each class and prepare for class discussion (see below for
guidelines). Assignments enable in-depth exploration and analysis of theory, assessment and
intervention. Involvement in community partnerships gives students hands-on experience with
vulnerable populations. Communicating through the course discussion forum enables students to
learn about the experiences each group is having with their community partners and comment on
each others projects. Class participation and assignments are approached with a mindset toward
educating both self and other. Class time is spent on in-depth discussions. Through these
various modalities, the experiences and reflections of each student can be woven together for
mutual education.
GUIDELINES FOR DEVELOPING AS A LEARNING COMMUNITY:
1. Preparation for in-class discussion of the assigned readings:
Each week, read the assigned material in a focused manner. Consider its relevance to
your own life history and to the lives of people you are meeting through your community
placement. Reflect on the clinical implications of developmental theory and research.
When you have finished reading, review the material and determine what you see to be
three important developmental tasks for the individual at this life stage, and three
important developmental tasks for the family at this stage of family development. Be
prepared to explain your selections to others in small group discussions and to integrate
what others in your group have chosen. For two of the developmental tasks you have
selected (one at the individual level and one at the family level), respond to the following
questions to deepen your exploration of these tasks. Write out your responses to the
following in advance and bring them to class:
a. Explain why this task is foundational to individual or family development.
b. Describe the factors at the individual, family or societal level that lead to positive
development. What factors hinder development?
c. Describe any potential biases in application to diverse people and families.
Example: 1. Attachment to a primary care giver is an essential task in infant
development. 1.a. It is the basis of all future relationships and enables the infant to develop a
sense of basic trust in the world. 1.b. Positive mirroring by adult caregivers fosters attachment.
Serious depression or anxiety on the part of caregivers can hinder attachment. 1.c. While
research indicates that attachment is a universally important developmental task, cultures differ,
for example, in their relative emphasis on individuality versus collectivism. This may lead to
differences in childrearing practices. A therapist working with infants and parents would benefit
from exploring with the parents their ideas about parent-infant bonding.

Print a paper copy of your responses to bring to class for use in small and large group
discussions and activities. (Remember: Laptops and other devices are not permitted
during the discussion portion of class). These will be collected at the end of each class.
2. Community Partnership Projects:
In order to bring developmental themes to life and create a foundation for clinical
training, you will have the opportunity to work with children, teens or adults at one of
Council for Relationships community partners. In your role as volunteer 2 hours per
week, you will gain experience in joining and engaging with others, developing trust,
listening empathically, managing professional boundaries, and understanding cultural
diversity. Your individual and small group experiences with the community partnership
project will enhance collective learning of development across the lifespan.
3. What to expect in the classroom:
Through small and large group discussions, we will engage the academic material, your
life story and your community placement experiences. Because this course is
experiential and discussion-oriented, the quality of preparation and class participation
will determine the quality of collective learning and will be part of your grade.
4. Interludes: Experiential exercises will illustrate concepts or encourage deeper reflection.
5. Class Business: Addressing questions about assignments, clarifying expectations, etc
MAJOR ASSIGNMENTS:
In addition to community placement participation and in-class presentations and discussion, your
final grade will be based on a mid-term exam, a final paper and a community partnership project
presentation.
1. Mid-Term Exam: Between October 27 and October 31 there will be a take-home exam
designed to test your knowledge of key theories and concepts in lifespan development
from a systemic perspective covered to this point in the semester. It is an open-book, 3
hour timed take-home exam. It should be completed independently. This exam is worth
30% of your grade.
Final Paper: (12-14 double-spaced pages): The final paper is an opportunity to integrate your
understanding of individual and family development with life story, through the use of narrative
and literature review. To deepen your study of a developmental concept or theory, you will select
a theoretical focus from the list (to be posted on Blackboard) and apply it to your own life, that
of a family member or to the life of someone you have met during your community placement.
You will be asked to review relevant research using several source materials (articles, books, and
book chapters). Your reference section should have a minimum of 6 citations (not including
assigned readings). Begin with an introduction in which you define, explain and flesh out your
understanding of the developmental concept, a thesis statement explaining how you will apply

this concept to a particular life event or story, a review of relevant literature regarding your
developmental concept as it relates to the age, race, gender, sexual orientation, family status,
culture, etc. of the person or family you are applying the concept to, a narrative story
illustrating the concept and a conclusion discussing possible clinical implications. You should
be able to answer the questions How does this developmental theory help us to understand
something about this individual and his/her family? and How might I help this individual or
family using this theory?
Final Paper Due by midnight, Sunday, 12/4/16. The paper is worth 30% of your grade.
This assignment links to Student Learning Outcome D: Students will demonstrate
competency in critically reviewing the scientific literature in the field of couple and family
therapy.
Evaluation Rubric: Student grades on this assignment will be used to evaluate
student progress toward Student Learning Outcome D;
students achieving a grade of A- or higher will be marked as exceeds
expectations
students achieving a grade of B- or higher will be marked as meets
expectations
students achieving a grade of C+ or lower will be marked as does not meet
expectations
1. Community Partnership Project Final Presentation: The final presentation is an
opportunity to creatively tell the story of your experience with participants in your
partner organization. This will be a small group presentation and will naturally flow from
your community partnership project. A proposal for your final presentation needs to be
submitted and approved by November 20. Worth 20% of your grade.
2. Class-room participation, written weekly assignments and community partnership
participation: These are worth 20% of your final grade. Your grade will be based on
the quality of your contributions to the learning community through consistent, engaged
participation in your community placement, solid preparation for class by completing the
reading and written assignments, the quality of answers you bring to class each week, and
your involvement in classroom discussions.
We will use the following rubric as a guide for evaluation of classroom participation
(adapted from Stephenbrookfield.com):
Participating in discussion does not mean talking a lot or showing everyone else that you
know or have studied a lot. Good discussion participation involves people building on
and synthesizing comments from others and on showing appreciation for others
contributions. It also involves inviting others to say more about what they are thinking.
Below are some specific behavioral examples of good participation in discussion:

Ask a question or make a comment that shows you are interested in what another
person says or encourages someone to elaborate on what theyve said

Bring in a resource (a reading, web link, video) not covered in the syllabus that adds
new information/perspectives to our learning

Make a comment that underscores the link between two people's contributions &
make this link explicit in your comment

Use body language to show interest in what different speakers are saying

Make a comment indicating that you found another person's ideas interesting or
useful. Be specific as to why this was the case

Contribute something that builds on, or springs from, what someone else has said. Be
explicit about the way you are building on the other person's thoughts

When you think it's appropriate, ask the group for a moment's silence to slow the pace
of conversation to give you and others time to think

Make a comment that at least partly paraphrases a point someone has already made

Make a summary observation that takes into account several people's contributions &
that touches on a recurring theme in the discussion

Ask a cause and effect question - for example, "can you explain why you think it's
true that if these things are in place such and such a thing will occur?"

Find a way to express appreciation for the enlightenment you have gained from the
discussion. Try to be specific about what it was that helped you understand something
better.

One further note: Although this course invites you to deepen your understanding of
individual and family development through reflecting on your own life story and that of
your family members, be judicious in sharing this material in class. You may use brief
illustrations to advance the discussion of developmental tasks and concepts. However it
is always apparent to faculty and fellow students when discussion of personal stories is a
cover for inadequate preparation for class.
SUMMARY OF COURSE REQUIREMENTS
1. Take-home Mid-Term Exam
3. Final Paper
4. Final Presentation

30%
30%
20%

5. Weekly Assignments, Classroom participation, Community Partnership 20%

Course Policies: Class attendance is required. Late assignments, late arrivals, and early,
unexcused exits may result in up to a 5% course grade reduction. This is a highly interactive
class and your full presence is required. During class, please store cell phones so that they are
inaccessible to you and completely silent during class. No use of laptops during class
discussions. Students are expected to prepare for every class; completing the reading, preparing
concepts/theories and participating in discussions launched by other students. Full participation
in the community partnership project is required.
There will be no changes in grades unless a mechanical error was made. However, I am always
willing to discuss why you earned the grade and how your learning may be enhanced.

EVALUATION:
Letter
Grade
A+
A
AB+
B
B-

Numeric
Value
98-100
93-97
90-92
87-89
83-86
80-82

Quality
Points
4.0
4.0
3.7
3.3
3.0
2.7

Letter
Grade
C+
C
CD+
D
DF
WF

Numeric
Value
77-79
73-76
70-72
67-69
63-66
60-62
Below 60

Quality
Points
2.3
2.0
1.7
1.3
1.0
0.7
0.0
0.0

Grading Criteria for Written Materials

90-100 : The paper develops ideas with insight and perception, demonstrating mastery of the
topic. Information is organized with care and precision. Ideas are creative and original. Writing
is clear and writing style reflects effective language and sentence structure.
80-89: The paper presents fully developed ideas that are clearly communicated. The ideas show
some original thought, with elaboration and analysis. Relevant details are included to support
main point(s). Sentence structure and language contribute to the effectiveness of the paper.
70-79: The paper attempts to establish and maintain a purpose and communicate with the reader.
There is a logical focus of thoughts. Details supporting the main point(s) are not elaborated or
are repetitious. There is minimal original thought. Grammatical errors do not interfere with
communication.
69 or below: The paper shows a limited awareness of the purpose. The ideas expressed are
weakly organized or ramble. Limited or unrelated details support the main point(s). Numerous
grammatical errors interfere with communication.

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Below 60: Does not hand in paper or plagiarizes.

Adapted from: Writing Performance Levels by Dr. Robert H. Weiss
University and College Policies
This course adheres to University, College and Departmental policies. University-wide policies,
including, but not limited to Code of Conduct/Student Rights, Freedoms, Responsibilities,
Disability Accommodations, Religious Accommodations, etc., can be found on the Thomas
Jefferson University (TJU) Student Handbook website at www.jefferson.edu/handbook.
Jefferson College of Health Professions Policies and Procedures, including but not limited to
Academic Integrity, College Academic Probation and Dismissal, Grade Appeal Protocol, etc. can
be found in the JCHP Student Handbook located on the Jefferson College of Health Professions
homepage at http://www.jefferson.edu/university/health_professions.html.
Departmental policies and procedures, including but not limited to departmental academic
performance requirements can be found in your Departmental Student Handbook, located on
your department specific webpage, or can be obtained through your faculty advisor.
Disability Accommodations
Students who seek an accommodation for a disability should contact the Office of Student
Affairs to schedule an intake appointment. For more information about the process involved
with requesting an accommodation, please refer to www.jefferson.edu/accommodations.
Students should initiate this request early in the semester to ensure appropriate accommodations
are provided.
JEFFAlert Emergency Notification System and Weather Emergencies
Students, faculty and staff are notified of Jefferson time sensitive emergencies, including
weather, through the JEFFAlert emergency notification system. To ensure that you are receiving
the most up to date alerts, please ensure that you provide current personal contact information on
Banner Web. Additional information on the JEFFAlert emergency notification system can be
found in the TJU Student Handbook at www.jefferson.edu/handbook.
Students may also access up to date weather-related information using the toll-free Jefferson
hotline: 800.858.8806. The Weather Emergency Policy can also be found in the TJU Student
Handbook at www.jefferson.edu/handbook.
Religious Observance
Students who wish to observe religious holidays that fall on scheduled class days must provide a
written request to the course instructor within 3 business days of the first class session. Students
are encouraged to review the Student Religious Observance Policy, found in the TJU Student
Handbook at www.jefferson.edu/handbook to understand the process of requesting a religious
exemption.

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COURSE SCHEDULE
Class 1: 9/7 Topic: INTRODUCTION TO LIFESPAN DEVELOPMENT
Readings:

Broderick & Blewitt, Ch. 1

On course website:
Rogoff, Ch. 1

Introduction to the Course: Course pedagogy

Action learning in the community
Interludes:

Developmental Stages
Introduction to the Community Partnership Project

Lecturette:

Overview of Lifespan Development-PP1

Class 2: 9/14 Topic:

LIFESPAN DEVELOPMENT: INDIVIDUAL, SYSTEMIC

AND CULTURAL THEMES

Readings:

Broderick & Blewitt, Ch. 2, 40-48; 65-75 (skip or skim the rest)
On course website:
Carter & McGoldrick, Ch. 1.
Combrinck-Graham, Family Process 1985 pp. 139-150.

Interlude:

Lifelines
Community Partnership Q&A and Provisional Assignments

Lecturette:

Developmental dynamics: The developmental systems

perspectivePP2

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Class 3: 9/21 Topic:

LEAVING HOME: SINGLE YOUNG ADULTS

Readings:

Broderick & Blewitt, Ch. 11, 12 (pp. 452-475 focusing on work)

On course web-site:
Fulmer, in McGoldrick, et.al., Ch 12
McGoldrick & Carter, Ch. 27

Lecturette:

Young Adult DevelopmentPP4

Interludes:

Bowenian Coaching with Young Adults

Paired discussion re: the self and young adult development
First look: Community Partnership Experiences

Class 4: 9/28 Topic:COUPLING

Readings:

Broderick & Blewitt, Ch. 12 (pp. 438-452 focus on love)

Hazan & Campa: Ch. 4, Ch. 8
On course web-site:
Snyder, Becoming. Family Process, 1995, pp. 241-253.
(article on a powerful technique in couple/family therapy)

Additional Resources:

Murray & Murray, Journal of Marital and Family Therapy, 2004

pp. 349-358. (great article on premarital counseling)
Lewis, American Journal of Psychiatry, 2000, pgs. 1375-1378.
(explains the concept of the Healing Relationship).
Love, 1999, Networker, pp. 34-44. (great article on early sexuality
in couples from a biological perspective.)

Interludes:

Intimacy and Empathic Responding

Community Partnership Project Check-in

Class 5: 10/5 Topic:

INFANCY / FORMING FAMILY

Readings:

Broderick & Blewitt, Ch. 3, 4

Hazan & Campa, Ch. 1
(Note: both B&B, Ch. 4 and H&C, Ch. 1 address
attachment theory. Begin with H&C and skip or skim those
sections in B&B, ch. 4).

Lecturette:

Infancy and Family FormationPP5

Interlude:

Special Guests

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Class 6: 10/12 Topic:

THE SELF-SYSTEM / FAMILIES WITH YOUNG

CHILDREN

Readings:

Broderick & Blewitt, Ch. 5

Hazan & Campa, Ch. 3 (to page 85)
On course web-site:
Ginsberg, Filial Play Therapy

Lecturette:

Families with Young ChildrenPP6

Interlude:

Empathic listening: early memories/diverse family resources

and challenges
Special guests

Class 7: 10/19 Topic:

MASTERY / FAMILIES WITH SCHOOL-AGE CHILDREN

Readings:

Broderick & Blewitt, Ch. 6focus on pp. 226-243, Ch. 7, Ch. 8

focus on pp. 306-323.
On course web-site:
From: Handbook of Family Development and Intervention:
Hardy and Laszloffy, Ch. 6, pp. 109-128.

Lecturette:

Families with School-Aged ChildernPP7

Interlude:

Community Partnership Project

Fish-bowl review and sharing of experiences.

Class 8: 10/26 Topic:

IDENTITY / FAMILIES WITH ADOLESCENTS

Readings:

Broderick & Blewitt, Ch. 9, 10

Hazan & Campa: Ch. 3, pg. 85-end.

Interlude:

Developmental stages collide: adolescent and mid-life

transitions

Class Business:

Divide readings for next week

Take-home exam:

Complete in one 3-hour sitting at your convenience between

10-27 at 12:01am and 10/31 at 11:59pm. On Blackboard.

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Class 9: 11/2 Topic:

FAMILY DYNAMICS IN THE PARENTING YEARS/

VARIATIONS IN FAMILY STRUCTURE

All Read:

On course web-site: All read:

Kerig (1995)Triangles in the Family.
Review Combrinck-Graham
Watts-Jones, Family Process, 2010, pp. 405-420

Divided Readings:

Single motherhood:
Edin & Kefalas (2005): Labor of Love from Promises I Can
Keep. Pp. 138-167.
Carter and McGoldrick, Ch. 20.
LGBT Family Life Cycle:
Ashton, in Carter and McGoldrick, Ch. 8.
Goldberg, et. al. (2014).
Childless Married Couples and Single Adults:
Nichols and Pace-Nichols, Ch. 9, pp. 171-188
Carter & McGoldrick, Ch. 11.

Interludes:

Use of Developmental Theory in Clinical Work

Special guest

Class 10: 11/9 Topic:

MIDDLE ADULTHOOD / UNSCHEDULED FAMILY

TRANSITIONS

Readings:

Broderick & Blewitt, Ch. 13

Hazan & Campa, Ch. 11
(on course web-site):
Carter and McGoldrick, Ch. 19, 21

Interludes:

Divorce and Remarriage Case Presentation

Final Paper Consultation

Class 11: 11/16 Topic:

WISDOM / FAMILIES IN LATER LIFE

Readings:

Broderick & Blewitt, Ch. 14, 15 (pp.556-578)

On course website:
Meade (2011) The Story Youre Born With.

Interlude:

Special guests

Interludes:

Community Partnership Presentations: first look

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Wednesday 11/23: No ClassThanksgiving Break

Read Cradled, work on final paper
Class 12: 11/30 Topic:

End of Life Seminar: Interprofessional Symposium

Place to be announced

Class Business:

Final Paper Due by midnight, Sunday, 12/4/16

submitted electronically

Class 13: 12/7 Topic:

Focus on:

RECEIVING GIFTS FROM UNEXPECTED PLACES

Grief and Loss

Readings:

Corse, Cradled all the while

On course web-site:
Rando (1993). Ch. 2: A perspective on loss, grief and mourning.
In Treatment of Complicated Mourning.
Gilbert: Weve had the same loss, why dont we have the same
grief?

Interlude:

Empathic Listening, Revisited

Class Business:

Planning for Final Class Dinner and Presentations

Class 14: 12/14

Wednesday night, 6:30pm-10pm at Saras Home

DINNER and COMMUNITY PARTNERSHIP PRESENTATIONS

ImportantDates:Consulttheacademiccalendarlocatedatwww.jefferson.edu/registrarforlast
datestoadd,dropcourses.