School of Hlth & Comm Services

Development Across the Lifespan

2017-18 Academic Year

Program Year Semester
HCS-Social Service Worker Diploma 2 3
CE-Social Services Worker Diploma 2 3

Course Code: PSYC 2500 Course Equiv. Code(s): PSYC 2550, PSYC 2580,
DSWP 1502
Course Hours: 42 Course GPA Weighting: 3
Prerequisite: PSYC 1501
Corequisite: N/A
Laptop Course: Yes No X
Delivery Mode(s): In class X Online Hybrid Correspondence
Authorized by (Dean or Director): Judeline Innocent Date: August 2017

Prepared by
First Name Last Name Email
Scott Emmett scott.emmett@durhamcollege.ca
Randy Uyenaka randy.uyenaka@durhamcollege.ca

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 1 of 12

Course Description:
This course introduces students to the study of development across the lifespan, from a developmental psychology
perspective. Processes and milestones of the individual from conception through adulthood are examined, with
particular emphasis on behavioural and cognitive development. Students will be introduced to contemporary
developmental psychology, its theories and controversies. The study of lifespan development allows students the
opportunity to gain insight into their own development, learn how to assess who they are, how they came to be this
way, and what their future holds for them. Moreover, students in health and community services programs will gain
information that they can apply to their client populations.

Subject Eligibility for Prior Learning Assessment & Recognition

(PLAR):
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a students grade point average.

The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
PLAR Eligibility

Yes X No

PLAR Assessment (if eligible):

Assignment
X Exam
Portfolio
Other

Students must submit documentation outlining their rationale for applying for credit based on their prior learning. If
this documentation is accepted, the student must successfully complete (attain a grade at 60% or higher) a 2-hour
comprehensive written examination.

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 2 of 12

Course Learning Outcomes
Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
Course Specific Learning Outcomes (CLO)
Student receiving a credit for this course will have
reliably demonstrated their ability to:
CLO1 Explain typical development within the context
of the physical, cognitive, and psychosocial
domains of development.
CLO2 Demonstrate understanding of ethics, validity,
and reliability as they apply to research in the
study of human development.
CLO3 Compare developmental events from the
perspectives of the major approaches to the
study of human development.
CLO4 Describe the influences of heredity and
environment on development.
CLO5 Outline typical development from conception
through adulthood, including the major
developmental milestones in each stage.
CLO6 Demonstrate understanding of optimal physical,
cognitive, and psychosocial development across
the lifespan.
CLO7 Generalize the principles of developmental
psychology and human development to work in
health care and human service professions.
Durham College Course Outline - PSYC 2500 - 2017-2018
Essential Employability Skill Outcomes (ESSO)
This course will contribute to the achievement of
the following Essential Employability Skills:
EES 1. Communicate clearly, concisely and
correctly in the written, spoken, and visual form that
fulfills the purpose and meets the needs of the
audience.
X EES 2. Respond to written, spoken, or visual
messages in a manner that ensures effective
communication.
EES 3. Execute mathematical operations accurately.
EES 4. Apply a systematic approach to solve
problems.
EES 5. Use a variety of thinking skills to anticipate
and solve problems.
X EES 6. Locate, select, organize, and document
information using appropriate technology and
information systems.
X EES 7. Analyze, evaluate, and apply relevant
information from a variety of sources.
X EES 8. Show respect for the diverse opinions,
values, belief systems, and contribution of others.
EES 9. Interact with others in groups or teams in
ways that contribute to effective working
relationships and the achievement of goals.
X EES 10. Manage the use of time and other
resources to complete projects.
X EES 11. Take responsibility for one's own actions,
decisions, and consequences.
Page 3 of 12
Evaluation Criteria:
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.

Evaluation Description Course Learning Outcomes EESOs Weighting

Test 1 Week 4 CLO1, CLO7 EES2, EES6, EES7, 20

EES8, EES10, EES11

Test 2 Week 7 CLO1, CLO5, CLO6, CLO7 EES2, EES6, EES7, 25

EES8, EES10, EES11

Test 3 Week 11 CLO1, CLO5, CLO6, CLO7 EES2, EES6, EES7, 20

EES8, EES10, EES11

Test 4 Week 14 CLO1, CLO5, CLO6, CLO7 EES2, EES6, EES7, 25

EES8, EES10, EES11

In Process (attendance and CLO1, CLO2, CLO3, CLO4, CLO5, EES11 10

participation) CLO6, CLO7

Total 100%

Notes:

1. Test dates are tentative and will be confirmed by the Professor

Tests will be closed book
Tests will be written at the beginning of that week's scheduled class
The format of tests will be discussed in the week prior to it's scheduled date

Required Text(s) and Supplies:

1. Ateah, Christine A., Robert V. Kail, and John C. Cavanaugh (2015). Human Development - A Life-Span View.
3rd Canadian ed. Toronto: Nelson Canada ISBN 9780176502201.

Recommended Resources (purchase is optional):

N/A

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 4 of 12

Policies and Expectations for the Learning Environment:
General Policies and Expectations:

General College policies related to General policies related to

+ Acceptable Use of Information Technology + attendance

+ Academic Policies + absence related to tests or assignment due

dates
+ Academic Honesty + excused absences

+ Student Code of Conduct + writing tests and assignments

+ Students Rights and Responsibilities + classroom management can be found in the

can be found on-line at Program Guide (full time programs only) in
http://www.durhamcollege.ca/academicpolicies MyCampus
http://www.durhamcollege.ca/mycampus/

Course Specific Policies and Expectations:

Please refer to the program guide for course specific policies which include missed tests, late assignments and
student conduct, among others.

General Course Outline Notes:

1. Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.
2. The college considers the electronic communication methods (i.e. DC Mail or DC Connect) as the primary
channel of communication. Students should check the sources regularly for current course information.
3. Professors are responsible for following this outline and facilitating the learning as detailed in this outline.

4. Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)

5. A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.

6. Faculty are committed to ensuring accessible learning for all students. Students who would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ASC at 905-721-3123 for more
information.
7. Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 5 of 12

 Learning Plan
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.

Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.

Wk. Hours: 3 Delivery: In Class

1 Intended Learning Objectives

Introduction to the course, and specific sequence of instruction
* Review/discuss how course specific learning outcomes relate to the program learning outcomes
Unit #1 The Study of Human Development
* Describe the biopsychosocial perspective of human development
* Compare and contrast theories of human development
* Explain issues and challenges in researching human development
* Describe research methods used in the study of human development

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Course Outline
Text Ch. 1
On Line Resources

Evaluation

Wk. Hours: 3 Delivery: In Class

2 Intended Learning Objectives

Unit #2: Heredity, Prenatal Development and Birth
* Describe the mechanism of heredity
* Explain the relationship between genetics and environment
* Describe changes which occur in the period of conception to birth
* Explain influences on prenatal development
* Describe the stages of labour and delivery

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 2
On Line Resources

Evaluation

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 6 of 12

Wk. Hours: 3 Delivery: In Class

3 Intended Learning Objectives

Unit #3: Physical Development in Infancy and Early Childhood
* Describe characteristics of the newborn
* Describe physical changes, changes in motor and perception skills that occur during infancy and childhood
* Explain the development of self-concept

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 3
On Line Resources

Evaluation Weighting
In Process (cumulative) 2%

Wk. Hours: 3 Delivery: In Class

4 Intended Learning Objectives

Test 1 First Hour of Class

Unit # 4 Cognitive Development in Infancy and Early Childhood

* Explain the basic principles of cognitive development according to Piaget
* Describe the basic principles of information processing
* Explain the influences of culture on development according to Vygotsky
* Describe the initial processes of speech and language development

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 4
On Line Resources

Evaluation Weighting
Test 1 Chapters 1, 2 & 3 20%

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 7 of 12

Wk. Hours: 3 Delivery: In Class

5 Intended Learning Objectives

Unit #5: Socio-emotional Development in Infancy and Early Childhood
* Describe Erickson's theory of psychosocial development
* Explain the various factors that influence attachment
* Describe the development of emotional expression
* Discuss the role of play in the development of social skills
* Describe the formation of gender roles and gender identity

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 5
On Line Resources

Evaluation Weighting
In Process (cumulative) 2%

Wk. Hours: 3 Delivery: In Class

6 Intended Learning Objectives

Unit #6: Cognitive Development in Middle Childhood
* Describe the development of concrete and formal operational thought according to Piaget
* Compare and contrast theories of intelligence
* Describe characteristics of gifted children, children with mental retardation and learning disabilities
* Explain the development of academic skills: reading, writing, and math skills

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 6
On Line Resources

Evaluation

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 8 of 12

Wk. Hours: 3 Delivery: In Class

7 Intended Learning Objectives

Test 2 First Hour of Class

Unit #7: Socio-emotional Development in Middle Childhood

* Explain the concept of family as a system
* Describe the influence of family on socio-emotional development
* Compare and contrast styles of parenting
* Explain the impact of divorce and remarriage on family
* Describe the influence of peers on socio-emotional development
* Discuss the influence of television on social attitudes and behaviour

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 7
On Line Resources

Evaluation Weighting
Test 2 Chapters 4, 5 & 6 25%

Wk. Hours: 3 Delivery: In Class

8 Intended Learning Objectives

Unit #8: Physical and Cognitive Development in Adolescence
* Describe pubertal changes that occur during adolescence
* Explain the contributing factors to eating disorders in adolescence
* Describe the mechanisms of information processing in adolescence
* Describe Kohlberg's Theory of Moral Development

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 8
On Line Resources

Evaluation Weighting
In Process (cumulative) 2%

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 9 of 12

Wk. Hours: 3 Delivery: In Class

9 Intended Learning Objectives

Unit #9: Socio-emotional Development in Adolescence
* Describe the process of identity formation
* Describe patterns of dating and sexual behaviour in adolescence
* Explain factors that contribute to career development
* Describe the various factors that contribute to substance abuse, delinquency and depression in adolescence

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 9
On Line Resources

Evaluation

Wk. Hours: 3 Delivery: In Class

10 Intended Learning Objectives

Unit #10: Young and Middle Early Adulthood
* Describe the developmental transitions that signify adulthood
* Compare and contrast developmental transitions signifying adulthood across cultures
* Describe physical, cognitive and personality changes which occur during adulthood

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 10
On Line Resources

Evaluation Weighting
In Process (cumulative) 2%

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 10 of 12

Wk. Hours: 3 Delivery: In Class

11 Intended Learning Objectives

Test 3 First Hour of Class

Unit 11:Relationship Formation in Young and Middle Adulthood

* Describe the development of intimate and social relationships in adulthood
* Describe the various lifestyles associated with adulthood
* Identify and describe the stages in the family life cycle
* Explain factors related to divorce and remarriage

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 11
On Line Resources

Evaluation Weighting
Test 3 Chapters 7, 8, 9 & 10 20%

Wk. Hours: 3 Delivery: In Class

12 Intended Learning Objectives

Unit #12: Work and Leisure and Physical Changes Young and Middle Adulthood
* Describe the process of occupational selection and development
* Compare and contrast occupational selection and development based on issues of gender, ethnicity and
discrimination
* Discuss challenges associated with work and family life
* Describe the role of leisure in middle adulthood
* Explain physical and health challenges associated with middle adulthood

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 12 & 13
On Line Resources

Evaluation

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 11 of 12

Wk. Hours: 3 Delivery: In Class

13 Intended Learning Objectives

Unit #13 Late Adulthood
* Describe the demographics of aging
* Describe physical, and heath and changes associated with aging
* Explain cognitive and social changes that are associated with aging
* Describe common mental health issues associated with aging and the appropriate intervention
* Describe the social aspects of later life

Intended Learning Activities

Lecture
Discussion
Video resources TBA

Resources and References

Text Ch. 14 & 15
On Line Resources

Evaluation Weighting
In Process (cumulative) 2%

Wk. Hours: 3 Delivery: In Class

14 Intended Learning Objectives

N/A

Intended Learning Activities

N/A

Resources and References

N/A

Evaluation Weighting
Test 4 Chapters 11, 12, 13, 14 & 15 25%

Durham College Course Outline - PSYC 2500 - 2017-2018 Page 12 of 12