DEPARTMENT OF COUNSELOR EDUCATION & COUNSELING PSYCHOLOGY

CECP 6080 – COUNSELING AND LIFESPAN DEVELOPMENT (3 CREDITS)

COURSE SYLLABUS

INSTRUCTOR: Olivia T. Ngadjui, PhD, NCC, LPC (ID) VIRTUAL OFFICE HOURS:
EMAIL: olivia.ngadjui@wmich.edu M 11:00AM-3:00PM and via appointment
SEMESTER: Fall 2021 PHONE: (269) 387-5100
CLASS DAY/TIME: W 6:00-8:50PM (hybrid) OFFICE LOCATION:
PREREQUISITE(S): None Room 3803, Sangren Hall

COURSE DESCRIPTION
The course addresses counseling implications for assessing and enhancing human development across the
lifespan. The content includes: (a) theories of human development; (b) theories of learning and personality
development; (c) human behavior, including an understanding of developmental crises, disability, exceptional
behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both
normal and abnormal behavior; (d) the stages of family development; and (e) strategies for facilitating optimum
development over the life span.

REQUIRED TEXTS*
Arnett, J. J., & Jensen, L. A. (2018). Human development: A cultural approach (3rd ed.). Pearson.
Kuther, T. L. (2019). Lifespan development: Lives in context (2nd ed.). SAGE Publications, Inc.
*supplemental articles and readings will be uploaded to elearning

OUTLINE OF SYLLABUS
Content Area Page

Course Description & Required Texts 1

Course Objectives/Knowledge and Skill Outcomes 2

Relevant Department Goals 2

Major Topics/Content Areas 2

2016 CACREP Standards Addressed in Course 3-6

Methods of Instruction 6

University and Department Policies 6-10

Student Performance Evaluation Criteria and Procedures 10-20

Tentative Schedule 21-22

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COURSE OBJECTIVES/KNOWLEDGE AND SKILL OUTCOMES

Upon successful completion of the course, you will have working knowledge of:

1. Theories of individual and family development and transitions across the life span (APA B3a).
2. Theories of learning and personality development, including current understandings about neurobiological
behavior (APA B3b).
3. Effects of crises, disasters, and other trauma-causing events on persons of all ages (APA B3b).
4. Theories and models of individual, couple, family and community resilience (APA B3a).
5. A general framework for understanding exceptional abilities and strategies for differentiated interventions
(APA B3c).
6. Human behavior, including an understanding of developmental crises, disability, psychopathology, and
situational and environmental factors that affect both normal and abnormal behavior (APA B3b).
7. Theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention,
and treatment (APA B3c).
8. Theories for facilitating optimal development and wellness over the life span
9. How counseling and intervention strategies may need to be adapted depending upon the various
developmental needs of individuals and family members. (APA B3c)
10. How multicultural and diversity issues can impact development and the limitations of applying
developmental theory to multicultural diverse groups. (APA B3d)

RELEVANT DEPARTMENT GOALS

The following department goals are relevant to this course in alignment with the department’s mission:

1. Students are expected to demonstrate a critical and scholarly approach to theory, research, and practice.
3. Students are expected to demonstrate a thorough integration of science and practice.
4. Students shall demonstrate competence for work with multicultural and diverse populations.
5. Students are expected to practice within a preventive, developmental and/or remedial framework across a
wide range of psychosocial functioning

MAJOR TOPICS/CONTENT AREAS

Neural and Cognitive Development
Emotional Development
Social and Personality Development
Moral Development
Identity Development
Early Childhood Development
Middle Childhood Development
Adolescence Development
Young Adulthood Development
Middle Adulthood Development
Late Adulthood Development
Family Development
Coping with Crises, Trauma, and Developmental Challenges
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2016 CACREP STANDARDS ADDRESSED IN THE CLASS Assignment

F.1. PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL
PRACTICE
e. advocacy processes needed to address institutional and social barriers that Developmental Case Paper
impede access, equity, and success for clients
F.2. SOCIAL AND CULTURAL DIVERSITY
a. multicultural and pluralistic characteristics within and among diverse groups Weekly Reading Assessment;
nationally and internationally Developmental Case Paper
c. multicultural counseling competencies Weekly Reading Assessment;
Developmental Case Paper
d. the impact of heritage, attitudes, beliefs, understandings, and acculturative Weekly Reading Assessment; Dr.
experiences on an individual’s views of others Frank Paolotto’s Cohort Matrix
Table & Process Narrative
e. the effects of power and privilege for counselors and clients Weekly Reading Assessment
f. help-seeking behaviors of diverse clients Weekly Reading Assessment;
Developmental Case Paper
g. the impact of spiritual beliefs on clients’ and counselors’ worldviews Weekly Reading Assessment
h. strategies for identifying and eliminating barriers, prejudices, and processes of Weekly Reading Assessment;
intentional and unintentional oppression and discrimination Developmental Case Paper
F.3. HUMAN GROWTH AND DEVELOPMENT
a. theories of individual and family development across the lifespan Developmental Case Paper
b. theories of learning Weekly Reading Assessment;
Developmental Case Paper
c. theories of normal and abnormal personality development Weekly Reading Assessment
d. theories and etiology of addictions and addictive behaviors Weekly Reading Assessment
e. biological, neurological, and physiological factors that affect human Dr. Frank Paolotto’s Cohort Matrix
development, functioning, and behavior Table & Process Narrative;
Developmental Case Paper
f. systemic and environmental factors that affect human development, Dr. Frank Paolotto’s Cohort Matrix
functioning, and behavior Table & Process Narrative;
Developmental Case Paper
g. effects of crisis, disasters, and trauma on diverse individuals across the Dr. Frank Paolotto’s Cohort Matrix
lifespan Table & Process Narrative;
Developmental Case Paper
h. a general framework for understanding differing abilities and strategies for Weekly Reading Assessment
differentiated interventions
i. ethical and culturally relevant strategies for promoting resilience and optimum Dr. Frank Paolotto’s Cohort Matrix
development and wellness across the lifespan Table & Process Narrative;
Developmental Case Paper
F.5. COUNSELING AND HELPING RELATIONSHIPS
b. a systems approach to conceptualizing clients Weekly Reading Assessment;
Developmental Case Paper
d. ethical and culturally relevant strategies for establishing and maintaining in- Weekly Reading Assessment
person and technology-assisted relationships
f. counselor characteristics and behaviors that influence the counseling process Weekly Reading Assessment
g. essential interviewing, counseling, and case conceptualization skills Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative
h. developmentally relevant counseling treatment or intervention plans Developmental Case Paper
j. evidence-based counseling strategies and techniques for prevention and Developmental Case Paper
intervention
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m. crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid Training;
Psychological First Aid Weekly Reading Assessment;
Developmental Case Paper
F.8. RESEARCH AND PROGRAM EVALUATION
b. identification of evidence-based counseling practices Developmental Case Paper
5C. CLINICAL MENTAL HEALTH COUNSELING
1b. theories and models related to clinical mental health counseling Developmental Case Paper
1c. principles, models, and documentation formats of biopsychosocial case Dr. Frank Paolotto’s Cohort Matrix
conceptualization and treatment planning Table & Process Narrative;
Developmental Case Paper
1d. neurobiological and medical foundation and etiology of addiction and co- Weekly Reading Assessment
occurring disorders
1e. psychological tests and assessments specific to clinical mental health Weekly Reading Assessment
counseling
2b. etiology, nomenclature, treatment, referral, and prevention of mental and Weekly Reading Assessment
emotional disorders
2d. diagnostic process, including differential diagnosis and the use of current Developmental Case Paper
diagnostic classification systems, including the Diagnostic and Statistical
Manual of Mental Disorders (DSM) and the International Classification of
Diseases (ICD)
2f. impact of crisis and trauma on individuals with mental health diagnoses Weekly Reading Assessment;
Psychological First Aid
2g. impact of biological and neurological mechanisms on mental health Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative;
Developmental Case Paper
2j. cultural factors relevant to clinical mental health counseling Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative;
Developmental Case Paper
3b. techniques and interventions for prevention and treatment of a broad range of Weekly Reading Assessment;
mental health issues Psychological First Aid
5E. COLLEGE COUNSELING AND STUDENT AFFAIRS
b. student development theories relevant to student learning and personal, career, Weekly Reading Assessment
and identity development
d. principles of student development and the effect on life, education, and career Weekly Reading Assessment
choices
b. roles of college counselors and student affairs professionals in relation to the Psychological First Aid
operation of the institution’s emergency management plan, and crises, disasters,
and trauma
d. characteristics, risk factors, and warning signs of individuals at risk for mental Psychological First Aid; Weekly
health and behavioral disorders Reading Assessment
g. current trends in higher education and the diversity of higher education Weekly Reading Assessment
environments
k. influence of learning styles and other personal characteristics on learning Developmental Case Paper
b. strategies to assist individuals in higher education settings with personal/social Developmental Case Paper
development
c. interventions related to a broad range of mental health issues for individuals in Developmental Case Paper
higher education settings
5F. MARRIAGE, COUPLE, AND FAMILY COUNSELING
1b. theories and models of family systems and dynamics Weekly Reading Assessment
1d. sociology of the family, family phenomenology, and family of origin theories Weekly Reading Assessment
1e. principles and models of assessment and case conceptualization from a Developmental Case Paper
systems perspective
2a. roles and settings of marriage, couple, and family counselors Weekly Reading Assessment
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2b. structures of marriages, couples, and families Weekly Reading Assessment
2d. diagnostic process, including differential diagnosis and the use of current
diagnostic classification systems, including the Diagnostic and Statistical
Manual of Mental Disorders (DSM) and the International Classification of
Diseases (ICD) Developmental Case Paper
2e. human sexuality and its effect on couple and family functioning Weekly Reading Assessment
Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative;
2f. aging and intergenerational influences and related family concerns Developmental Case Paper
2g. impact of crisis and trauma on marriages, couples, and families Weekly Reading Assessment
2i. impact of interpersonal violence on marriages, couples, and families Weekly Reading Assessment
2k. interactions of career, life, and gender roles on marriages, couples, and Weekly Reading Assessment
families
2l. physical, mental health, and psychopharmacological factors affecting Weekly Reading Assessment
marriages, couples, and families
2m. cultural factors relevant to marriage, couple, and family functioning, Weekly Reading Assessment
including the impact of immigration
3a. assessment, evaluation, and case management for working with individuals, Weekly Reading Assessment;
couples, and families from a systems perspective Developmental Case Paper
3b. fostering family wellness Weekly Reading Assessment
3c. techniques and interventions of marriage, couple, and family counseling Weekly Reading Assessment
3d. conceptualizing and implementing treatment, planning, and intervention Weekly Reading Assessment
strategies in marriage, couple, and family counseling
5G. SCHOOL COUNSELING
2e. school counselor roles and responsibilities in relation to the school Weekly Reading Assessment;
emergency management plans, and crises, disasters, and trauma Psychological First Aid Training
2g. characteristics, risk factors, and warning signs of students at risk for mental Weekly Reading Assessment
health and behavioral disorders
3d. interventions to promote academic development Weekly Reading Assessment
3f. techniques of personal/social counseling in school settings Weekly Reading Assessment
3h. skills to critically examine the connections between social, familial, Weekly Reading Assessment; Dr.
emotional, and behavior problems and academic achievement Frank Paolotto’s Cohort Matrix
Table & Process Narrative;
Developmental Case Paper
3j. interventions to promote college and career readiness Weekly Reading Assessment
3k. strategies to promote equity in student achievement and college access Weekly Reading Assessment
5H. REHABILITATION COUNSELING
1b. theories, models, and interventions related to rehabilitation counseling Weekly Reading Assessment
1d. principles of independent living, self-determination, and informed choice Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative;
Developmental Case Paper
1e. principles of societal inclusion, participation, access, and universal design, Dr. Frank Paolotto’s Cohort Matrix
with respect for individual differences Table & Process Narrative;
Developmental Case Paper
1f. classification, terminology, etiology, functional capacity, prognosis, and Weekly Reading Assessment
effects of disabilities
2b. medical and psychosocial aspects of disability, including attention to Weekly Reading Assessment
coexisting conditions
2c. individual response to disability, including the role of families, communities, Weekly Reading Assessment
and other social networks
2d. information about the existence, onset, degree, progression, and impact of an Weekly Reading Assessment
individual’s disability, and an understanding of diagnostic systems including the
International Classification of Functioning, Disability and Health (ICF),
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International Classification of Diseases (ICD), and Diagnostic and Statistical
Manual of Mental Disorders (DSM)
2e. impact of psychosocial influences, cultural beliefs and values, diversity and Weekly Reading Assessment; Dr.
social justice issues, poverty, and health disparities, with implications for Frank Paolotto’s Cohort Matrix
employment and quality of life for individuals with disabilities Table & Process Narrative;
Developmental Case Paper
2f. impact of socioeconomic trends, public policies, stigma, access, and Weekly Reading Assessment;
attitudinal barriers as they relate to disability Developmental Case Paper
2g. awareness and understanding of the impact of crisis, trauma, and disaster on
individuals with disabilities, as well as the disability-related implications for Weekly Reading Assessment;
emergency management preparation Psychological First Aid Training
2h. impact of disability on human sexuality Weekly Reading Assessment
3a. evaluation of feasibility for services and case management strategies that
facilitate rehabilitation and independent living planning Developmental Case Paper
3b. informal and formal assessment of the needs and adaptive, functional, and
transferable skills of individuals with disabilities Psychological First Aid Training
3d. understanding and use of resources for research and evidence-based practices
applicable to rehabilitation counseling Developmental Case Paper
3e. strategies to enhance coping and adjustment to disability Psychological First Aid Training
3f. techniques to promote self-advocacy skills of individuals with disabilities to
maximize empowerment and decision-making throughout the rehabilitation
process Developmental Case Paper
3g. strategies to facilitate successful rehabilitation goals across the lifespan Developmental Case Paper

METHODS OF INSTRUCTION
This course format honors each person’s ancient wisdom to include students, persons, communities. The
following instructional methods will be used throughout the course: didactic instruction, guided instruction,
videos, small group activities, structured group exercises and presentations. Daily classes can be expected to
feature the following:
1. review feelings, thoughts, and reactions from previous class (aloud and at times using Poll Everywhere)
2. check-in regarding outside class processing
3. didactic instruction
4. structured exercise/small group discussion
5. silent reflection - closing feelings (aloud and at times using Poll Everywhere)

UNIVERSITY AND DEPARTMENT POLICIES

Student Academic Conduct
Students are responsible for making themselves aware of and understanding the policies and procedures in the
Graduate Catalog that pertains to Academic Honesty. These policies include cheating, fabrication, falsification
and forgery, multiple submission, plagiarism, complicity and computer misuse and can be found in the Graduate
Catalog located at: http://catalog.wmich.edu/. If there is reason to believe you have been involved in academic
dishonesty, you will be referred to the Office of Student Conduct (https://wmich.edu/conduct). You will be
given the opportunity to review the charge(s). If you believe you are not responsible, you will have the
opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of
academic honesty prior to the submission of an assignment or test. In addition, students are encouraged to
access the Code of Conduct at www.wmich.edu/conduct
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Professional and Ethical Conduct
Students in the Department of Counselor Education and Counseling Psychology are expected to abide by the
ethical standards associated with their field of practice. Copies of ethical standards as developed by the
American Counseling Association, American Psychological Association, Commission on Rehabilitation
Counselor Certification, American School Counselor Association, and American Association for Marriage and
Family Therapy are available online from the respective professional organization’s webpage. Links to these
ethical codes may also be found on the CECP webpage at http://wmich.edu/cecp/student-resources/ethics .
Students should also review the statement on ethical standards, the CECP Department Retention Policy, and the
Professional Conduct Concerns From in their student handbook. The MA and Ph.D. program handbooks may be
found on the CECP webpage at http://wmich.edu/cecp/student-resources/handbooks

Documentation of Student Impairment

The Department of Counselor Education and Counseling Psychology has responsibility to the public and the
appropriate national and state professional associations to monitor and respond to the professional conduct of
students. As detailed in the department retention policy and documented in doctoral and master’s student
handbooks, the faculty continuously monitor student adherence to standards of personal and professional
conduct set forth in the ethical standards associated with their field of practice. This Professional Conduct
Concerns form is designed to assist department faculty in communicating areas of concern to students.

COVID-19 Guidelines
Safety requirements are in place to minimize exposure to the Western Michigan University community. These
guidelines apply to all in-person and hybrid classes held inside a WMU building to ensure the safety of all
students, faculty, and staff during the pandemic. Noncompliance is a violation of the class requirements and the
Student Code. https://wmich.edu/conduct/code Facial coverings (masks), over both the nose and mouth, are
required for all students while in-class, no matter the size of the space. Following this recommendation can
minimize the transmission of the virus, which is spread between people interacting in close proximity through
speaking, coughing, or sneezing. During specified classes in which facial coverings (masks) would prevent
required class elements, students may remove facial coverings (masks) with instructor permission, in
accordance with the exceptions in the Facial Covering (mask) Policy ("such as playing an instrument, acting,
singing, etc."). https://wmich.edu/policies/facial-covering-mask Facial coverings (masks) must remain in place
throughout the class. Any student who removes the mandatory facial covering (mask) during class will be
required to leave the classroom immediately. Students who are unable to wear a facial covering (mask) for
medical/disability reasons must contact Disability Services for Students before they attend class.
https://wmich.edu/disabilityservices

Religious Observances Policy

The University is a diverse, multicultural enterprise and, as a community, we jointly embrace both individual
responsibility and dignified respect for our differences. It is our general policy to permit students to fulfill
obligations set aside by their faith. However, it is the student’s responsibility to make arrangements with his/her
instructors in advance. You must provide me written notice by e-mail at my @wmich.edu account by the end of
the second class of the semester if you will have any religious absences for the semester. Students must
recognize that it is their responsibility to meet all their course obligations. Instructors are not obligated to
provide materials to students unless these materials would have normally been distributed to the entire class.
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For example, if an instructor does not normally post notes, a student cannot expect notes to be provided for
lectures missed. Registrar’s Office http://www.wmich.edu/registrar/calendars/interfaith

Sexual Misconduct
Students and instructors are responsible for making themselves aware of and abiding by the “Western Michigan
University Sexual and Gender-Based Harassment and Violence, Intimate Partner Violence, and Stalking Policy
and Procedures” related to prohibited sexual misconduct under Title IX, the Clery Act and the Violence Against
Women Act (VAWA) and Campus Safe. Under this policy, responsible employees (including instructors) are
required to report claims of sexual misconduct to the Title IX Coordinator or designee (located in the Office of
Institutional Equity). Responsible employees are not confidential resources. For a complete list of resources and
more information about the policy see www.wmich.edu/sexualmisconduct.

Accommodations for Disabilities

Both in compliance with and in the spirit of the Americans with Disabilities Act (ADA), we would like to work
with you if you have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) that will
impact the work in this course. If you have a disability and wish to discuss reasonable academic
accommodations, please contact your instructor in a timely fashion. Accommodations are not retroactive; they
begin after notification. You may also contact the Office of Disability Services for Students at 269-387-2116 or
at wmich.edu/disability services.

Diversity & Inclusion Statement

The College of Health and Human Services is an inclusive community of learners that embraces, respects, and
advocates for human diversity. The College has a sustained commitment to eliminating disparities in health care
and other human services by using dynamic methods to infuse this perspective into curricula, clinical practice,
and research. For information about diversity and inclusion, please see: www.wmich.edu/students/diversity.

Land Acknowledgement Statement

Land acknowledgement is a process by which individuals are prompted to consider the history of the space they
currently inhabit. We would like to recognize that Western Michigan University is located on lands historically
occupied by Ojibwe, Odawa, and Bodewadmi nations. Please take a moment to acknowledge and honor this
ancestral land of the Three Fires Confederacy, the sacred lands of all indigenous peoples and their continued
presence.

Civility Statement
Western Michigan University is committed to creating and sustaining an environment that honors the inherent
dignity and worth of all members of the WMU community. Respectful behavior expressed verbally, textually,
visually, and physically should be the norm in all university communications and venues including classrooms,
meetings, offices, workplaces, forums, events, social media, and residential communities. As an institution of
higher education, we welcome a diverse range of perspectives and opinions and uphold the importance of civil
debate. We fully support the free exchange of ideas and beliefs, as well as the expression of provocative or
unpopular ideas. It is through this process that we generate knowledge and deepen our understanding of
humanity. Freedom of thought and expression may create conflict, strong emotions, and divergent ideological
positions. While these effects are expected and welcomed, all members of the community have a responsibility
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to behave in a manner that does not harm others nor creates a hostile environment. Behavior that attacks,
humiliates, belittles, or conveys hatred towards others diminishes our thriving and safe university environment.
Each member of our academic community is encouraged to be thoughtful and sensitive in their choice of words
and behaviors. We should be aware of how our behavior affects others. Furthermore, we carry a responsibility
to challenge those who communicate intolerance, hatred, and bigotry. Words and actions matter. Everyone is
asked to do their part in creating a healthy and positive university community and a culture that truly values
each member’s uniqueness, experiences, and perspectives.

Family Educational Rights and Privacy Act (FERPA) Guidelines

FERPA (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education
records. The law applies to all schools that receive funds under an applicable program of the U.S. Department
of Education. FERPA gives parents certain rights with respect to their children's education records. These rights
transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.
Students to whom the rights have transferred are “eligible students.”

Health Insurance Portability and Accountability Act (HIPAA) Guidelines

All healthcare providers are required to adhere to HIPAA (Health Insurance Portability and Accountability Act
of 1996, Public Law 104-201) regulations regarding the privacy of client information outside of the agency
setting. Unless you have the client’s written permission, confidentiality must be strictly maintained when
discussing or writing about clients in the classroom, in assignments, and in process recording.

University Learning Resources:

The Writing Center is a free consultation service for all WMU students, where experienced writing consultants
help writers of all levels and all abilities. Our consultants help writers to determine strategies for effective
communication and to make academically responsible choices at any stage in the writing process and on
assignments in any field of study. Both appointments and drop-in sessions are available. The Writing Center is
located in 1343 Ellsworth Hall. To learn more information, including hours of operation, and to make an
appointment, visit our website at https://wmich.edu/writingcenter.

The Office of Information Technology Help Desk can assist with technological issues related to computer
operation, elearning access and other software and hardware needs. They may be reached at (269) 387-4357,
option 1 or by email to helpdesk@wmich.edu. To learn more information, visit their website at
https://www.wmich.edu/helpdesk.

Sindecuse Health Center offers free counseling services for all enrolled WMU students. Counselors help
students identify challenges and make changes to manage emotional and social difficulties that might
complicate college life. We offer short-term individual, couples and group counseling for a diverse student
population facing complicated decisions and/or challenging situations. To learn more information, visit their
website at https://www.wmich.edu/healthcenter/counseling or call 269-387-1850.

Additional resources are available at Extended University Program (EUP) Campuses. To learn more
information, visit the EUP student services website at https://wmich.edu/extended/services.
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Student Affairs can assist with a variety of academic and non-academic student concerns. There may be times
when faculty, staff or students at Western Michigan University find themselves concerned about a student’s
welfare or observe uncharacteristic behavioral changes and may refer via a student concern form. To learn
more information, visit their website at https://wmich.edu/studentaffairs/concern or call (269) 387-2152

STUDENT PERFORMANCE EVALUATION CRITERIA AND PROCEDURES

Primary learning outcomes

Students will demonstrate the ability to: a) apply an accurate understanding of individual and/or family
development theory to a “case,” either real or fabricated, with explicitly focus on diversity and multicultural
considerations for the case; b) address how the stage(s) of development might impact counseling interventions
or prevention strategies; c) identify developmentally appropriate counseling interventions or prevention
strategies for a particular stage(s) of development.

Attendance and Participation

Students are expected to attend every class. If missing class is unavoidable, there must be some form of
communication made to notify of the absence via email or phone call. Absences do not relieve the student’s
responsibility of completing assignments before the due date. Students who miss more than two classes will
result in dropping a letter grade. All cell phones should be turned off prior to class and no electronic devices
should be used except for the purpose of taking notes. The inappropriate use of these devices or visible
inattention will result in a lowered final grade.

Completing assigned reading and participation in class discussions is required. Speaking out and sharing your
perspectives is encouraged as it enriches the course’s atmosphere while furthering the dialogue about
differences in culture. Sensitivity to gender, race, age, ethnicity, ability, sexuality and other dimensions of
culture is expected. Disrespectful language or behavior will not be tolerated.

Grading Scale

Points Content

20 (10) Weekly Reading Assessments

30 Dr. Frank Paolotto’s Cohort Matrix Table & Process Narrative

35 Developmental Case Paper

15 Psychological First Aid Training

100
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1. (10) Weekly Reading Assessments

• To promote engagement and knowledge retention, you will complete weekly reading assessments prior
to beginning our lectures at 5PM on Wednesdays.
• Please note that assessments will be due outside of synchronous meeting dates as well.
• These assessments will be available on elearning and will include 10 questions for ten weeks of the
course.
• The final weekly reading assessment will include questions from the prior weeks.
• Community modification agreement (optional): the first five assessments will be due during the fifth
week on October 13, 2021 at 5PM and the next five assessments will be due during the tenth week on
November 24, 2021 at 5PM. Students will not be able to access assessments after the mentioned
deadlines.

2. Dr. Frank Paolotto’s Cohort Matrix Table and Process Narrative

The cohort matrix table illustrates the person’s cohort or lifespan over their lifetime providing a longitudinal
and visual of their varied experiences. You will interview someone from the Generation X (1965-1980) or
prior. This assignment could potentially coincide with the Developmental Case Paper depending on your
comfort. This interview does not have to be in person but can happen over a video platform as well as the
phone. Feel free to make up a pseudonym depending on the person’s comfort in disclosure.

It is recommended that your interview be recorded for your finalizing of the matrix which resembles a table
organizing variations of their experiences by decades but is not required for uploading. The table columns
should include the following descriptors: years, ages, global events, medical/health events, technological
advances, political or social events occurring in their country of origin, popular culture, personal events, and
notes. The personal events and notes sections are required for each age category*.

*Please practice clinical discernment in noting when an event or a part of discussion may be reminding a
traumatic and somatic experience for your interviewee; detailed discussion surrounding a traumatic experience
is not required.

Here’s an example cohort matrix table for a Cameroonian American person born in Cameroon in the 1950s…

U.S.
World/ Medical/
Technological Social/ Popular Personal
Years Ages Global Health Notes:
Advances Political culture events
Events
events
1950 1-9 Recalled
family
acknowled
ge of
health
being a
concern
during this
period
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1960 10- The Administere
19 assassinat d a country-
ion of Dr. wide exam
Martin allowing for
Luther a college
King, Jr. scholarship
1970 20- Bell bottom
29 jeans and
afros
1980 30- R&B artist, Moved to
39 Prince with the United
Purple Rain States to
pursue
education
1990 40- Remembers
49 working on
first computer
2000 50- Scared of
59 dying on the
millennium
New Years
2010
2020

Dr. Frank Paolotto’s Cohort Matrix Table Rubric:

Exceeds Meets Does Not Meet

Criteria Expectations Expectations In Development Expectations

Organization, & Matrix clearly Matrix clearly Matrix was not Matrix confusing and
appearance presents presents organized in disorganized.
material; well material; professional or Appearance of matrix
organized; organized in a meaningful manner. sloppy or
appropriate for professional or Greater than two unprofessional.
graduate level. meaningful errors or typos. Multiple typos
No errors/typos. manner. One or present.
two errors or
typos.
Content All boxes under Fully addresses All required Components of
columns are required components were required information
filled to include components. addressed with not included or not
personal events All boxes under minimal addressed. Did not
and notes. personal events inaccuracies of demonstrate above
and notes are knowledge of fact. average level of
filled in with Few inaccurate or knowledge in
relevant missing cells. preparing materials.
information. Multiple
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inaccurate/incomplete
cells.

Process Narrative Requirements

The process narrative should answer the following questions in a minimum of two pages in APA format (7th
edition):
o What thoughts, feelings and reactions do you have towards the process of completing the
interview?
o How did this interview contribute to your overall understanding of the lifespan of an individual?
o What do you believe were two strengths and two areas of improvement surrounding how you
completed this assignment?
o What things should be acknowledged that one might not see from the outside of your project
process?

Rubric:

Exceeds Meets In Does Not Meet

Criteria
Expectations Expectations Development Expectations
Thoughts, feelings, and Clearly Demonstrates At times Does not include
reactions including demonstrates clear insight of demonstrates thoughts, feelings
insight of strengths and ability to feelings, thoughts awareness of and reactions as
areas of improvement acknowledge and behavioral feelings through evident by
as well as own feelings, reactions through the usage of one explanation of
acknowledgement of behavioral acknowledge of or two emotion assignment
unseen detail in reactions and more than three words. At times requirements
process thoughts by emotion words intellectualizes (intellectualizing)
indicators of “I with reflection of content to
feel _____” process from own provide
statements and perspective with explanation of
usage of more thoughts and content versus
than five behavioral internally
emotion words reactions. reflecting on
in addition to Provides perspective
thorough reflection surrounding
internal surrounding participation in
reflection of participation in process.
process when group.
considering
group process
Application of lifespan Provides clear Provides details At times notes Lacks mentioning
knowledge to details of understanding understanding of of lifespan
interview process surrounding through a brief lifespan knowledge
 14
application of description knowledge and
lifespan relating lifespan impact of
knowledge to knowledge to interview
interview interview process process
process through
citing at least
one appropriate
related source
Cultural Clearly Demonstrates At times Lacks cultural
Considerations demonstrates cultural demonstrates considerations for
cultural considerations for cultural this context.
considerations this narrative. considerations Lacks cultural
for this This includes for this context. self-awareness,
narrative. This self-awareness, This includes cross-cultural
includes self- cross-cultural self-awareness, awareness,
awareness, awareness, cross-cultural recognition of
cross-cultural recognition of awareness, cultural
awareness, cultural recognition of differences,
recognition of differences, cultural recognition of
cultural recognition of differences, multiple
differences, multiple recognition of perspectives,
recognition of perspectives, multiple recognition of
multiple recognition of perspectives, power
perspectives, power recognition of relationships,
recognition of relationships, and power and/or awareness
power awareness of relationships, of human choice.
relationships, human choice. and awareness Projects their own
and awareness Avoids projecting of human culture onto
of human one’s own culture choice. Mostly everyone else’s
choice. Clearly onto everyone avoids and/or encourages
avoids else’s and resists projecting one’s stereotypes.
projecting one’s stereotypes. own culture onto
own culture everyone else’s
onto everyone and resists
else’s and resists stereotypes.
stereotypes.

Grammar, Spelling, Sentences are Sentences are Some sentences Errors in sentence
Writing Mechanics well-phrased well-phrased and are awkwardly structure are
(punctuation, italics, and varied in there is some constructed so frequent enough
capitalization, etc.) length and variety in length that the reader is to be a major
structure. They and structure. The occasionally distraction.
flow smoothly flow from distracted.
from one to sentence to
another. sentence is
generally smooth.
Contains many Contains
Contains several APA/grammar excessive
Contains few APA/grammar errors as APA/grammar
APA/grammar
 15
errors as errors as specified specified in the errors as specified
specified in the in the assignment. assignment. in the assignment.
assignment.

3. Developmental Case Paper

For this assignment you will write an approximately 3-page paper that will include: a) a description of the case,
b) identification of the developmental stage(s) informed by developmental theory evident in the case, c)
discussion about how the stage(s) of development might impact counseling interventions or prevention
strategies, and d) identification of developmentally appropriate counseling interventions or prevention strategies
for this particular stage(s) of development.

Your Developmental Case Paper should include attention to the learning outcomes above for this assignment
and you will be evaluated on these.

Developmental Case Rubric:

Exceeds Meets Does Not Meet

Criteria In Development
Expectations Expectations Expectations
Applying an Demonstrates Demonstrates Demonstrates few Is confused or
accurate important insights some insights into insights into may be
understanding of into applying an applying an applying an misinformed
individual and/or accurate accurate accurate about applying an
family understanding of understanding of understanding of accurate
development individual and/or individual and/or individual and/or understanding of
theory family family family individual and/or
development development development family
Course theory to a “case” theory to a “case” theory to a “case” development
Objectives: 1, 2 theory to a “case”

CACREP 2F2h,
2F3a, 2F3c, 2F3d,
2F3e, 2F3f, 2F5b,
2F5g

CMHC 5C1b,
5C1d

COL 5E1b, 5E1d,

5E2g, 5E2k

MCFC 5F1b,
5F1d, 5F2a, 5F2b,
5F2e, 5F2f, 5F2i,
5F2l
 16
SC 5G2g, 5G3h

RC 5H1b, 5H1d,
5H1e, 5H2b,
5H2c, 5H2e,
5H2f, 5H2g, 5H2h
Accurate Demonstrates Demonstrates Demonstrates few Is confused or
understanding of important insights some insights into insights into may be
diversity and into applying an applying an applying an misinformed
multicultural accurate accurate accurate about applying an
considerations understanding of understanding of understanding of accurate
diversity and diversity and diversity and understanding of
Course multicultural multicultural multicultural diversity and
Objectives: 10 considerations for considerations for considerations for multicultural
the case. the case. the case. considerations for
CACREP 2F1e, the case.
2F2a, 2F2d, 2F2e,
2F2f, 2F2g, 2F3e,
2F3f, 2F3i, 2F5b,
2F5d, 2F5f, 2F5g

CMHC 5C2j

COL 5E2l, 5E2m

MCFC 5F2b,
5F2f, 5F2i, 5F2l,
5F2m, 5F3c, 5F3d

SC 5G3h, 5G3k

RC 5H1d, 5H1e,
5H2b, 5H2c,
5H2e, 5H2f,
5H2g, 5H2h
How the stage(s) Demonstrates Demonstrates Demonstrates few Is confused or
of development important insights some insights into insights into may be
might impact into addressing addressing how addressing how misinformed
counseling how the stage(s) the stage(s) of the stage(s) of about addressing
interventions of development development development how the stage(s)
might impact might impact might impact of development
Course counseling counseling counseling might impact
Objectives: 4, 6, 9 interventions or interventions or interventions or counseling
prevention prevention prevention interventions or
CACREP 2F3a, strategies. strategies. strategies. prevention
2F3b, 2F3c, 2F3e, strategies.
2F3h, 2F3i, 2F5g,
2F5h

CMHC 5C1b
 17

COL 5E1d, 5E2k,

5E3b, 5E3c

MCFC 5F1e

RC 5H1b, 5H1d,
5H1e, 5H1f,
5H2b, 5H3b
Identifying Demonstrates Demonstrates Demonstrates few Is confused or
developmentally important insights some insights into insights into may be
appropriate into identifying identifying identifying misinformed
counseling developmentally developmentally developmentally about identifying
interventions appropriate appropriate appropriate developmentally
counseling counseling counseling appropriate
Course interventions or interventions or interventions or counseling
Objectives: 1, 5, 8 prevention prevention prevention interventions or
strategies for a strategies for a strategies for a prevention
CACREP 2F1e, particular stage(s) particular stage(s) particular stage(s) strategies for a
2F2c, 2F2h, 2F3d, of development. of development. of development. particular stage(s)
2F3h, 2F3i, 2F5d, of development.
2F5f, 2F5g, 2F5h,
2F5j, 2F8b

CMHC 5C1d,
5C3b

COL 5E3b, 5E3c

MCFC 5F3b

SC 5G3d, 5G3f,
5G3j

RC 5H1b, 5H1d,
5H1e, 5H3a,
5H3b, 5H3d,
5H3e, 5H3f, 5H3g

Organization Balanced Reasonably Some evidence of Central purpose or

presentation of balanced a central purpose argument is not
relevant evidence presentation of or argument and a clearly identified;
based, cited, relevant, evidence balanced lacks a balanced
information that based, cited, presentation of presentation of
clearly supports a information to relevant, evidence relevant, evidence
central purpose or support a central based, cited, base, cited,
argument and purpose or information. information.
shows a argument and Analysis is basic Analysis is vague
thoughtful, in- displays evidence or general. or not evident.
of a basic analysis
 18
depth analysis of a of a significant Ideas are
significant topic. topic. frequently not
Ideas occasionally logically
Ideas logically Ideas logically ideas fail to make organized.
support the support the sense together. Frequently, ideas
purpose or purpose or The professor is fail to make sense
argument. They argument. They fairly clear about together. The
flow smoothly are usually clearly what is intended. professor
from one to linked to each struggles to
another and are other. For the identify the
clearly linked to most part, the reasoning.
each other. The professor can
professor can follow the line of
follow the line of reasoning.
reasoning.
Ethical Clearly Demonstrates an Demonstrates Lacks
Considerations demonstrates an identification of some identification of
identification of relevant ethical identification of relevant ethical
all relevant ethical dimensions, relevant ethical dimensions,
dimensions, professional dimensions, relevant
professional responsibilities, professional professional
responsibilities, and stakeholders responsibilities, responsibilities,
and stakeholders for this context and stakeholders and stakeholders,
for this context and arrives at an for this context, for this context
and arrives at an appropriate ethical and arrives at a and/or arrives at
insightful application. mostly appropriate questionable
comprehensive ethical ethical
ethical application. applications.
application.
Cultural Clearly Demonstrates At times Lacks cultural
Considerations demonstrates cultural demonstrates considerations for
cultural considerations for cultural this context. Lacks
considerations for this context. This considerations for cultural self-
this context. This includes self- this context. This awareness, cross-
includes self- awareness, cross- includes self- cultural
awareness, cross- cultural awareness, cross- awareness,
cultural awareness, cultural recognition of
awareness, recognition of awareness, cultural
recognition of cultural recognition of differences,
cultural differences, cultural recognition of
differences, recognition of differences, multiple
recognition of multiple recognition of perspectives,
multiple perspectives, multiple recognition of
perspectives, recognition of perspectives, power
recognition of power recognition of relationships,
power relationships, and power and/or awareness
relationships, and awareness of relationships, and of human choice.
awareness of human choice. awareness of Projects their own
human choice. Avoids projecting human choice. culture onto
Clearly avoids one’s own culture Mostly avoids everyone else’s
 19
projecting one’s onto everyone projecting one’s and/or encourages
own culture onto else’s and resists own culture onto stereotypes.
everyone else’s stereotypes. everyone else’s
and resists and resists
stereotypes. stereotypes.

Grammar, Sentences are Sentences are Some sentences Errors in sentence

Spelling, Writing well-phrased and well-phrased and are awkwardly structure are
Mechanics varied in length there is some constructed so that frequent enough to
(punctuation, and structure. variety in length the reader is be a major
italics, They flow and structure. The occasionally distraction.
capitalization, smoothly from flow from distracted.
etc.) one to another. sentence to
sentence is
generally smooth.
Contains many Contains
Contains few Contains several APA/grammar excessive
APA/grammar APA/grammar errors as specified APA/grammar
errors as specified errors as specified in the assignment. errors as specified
in the assignment. in the assignment. in the assignment.

Length Is at least the Is at least the Is at least the Is less than the
Citations length specified in length specified in length specified in length specified in
Reference List the assignment the assignment the assignment the assignment
and includes and includes at and includes at and/or includes
100% of the least 80% of the least 70% of the 69% or fewer of
number of number of number of the number of
appropriate appropriate appropriate appropriate
citations with citations with citations with citations with
matching matching matching matching
references references references references
specified in the specified in the specified in the specified in the
assignment. assignment. assignment. assignment.
Total

4. Psychological First Aid Training

As part of class, you will attend a 6-Hour Psychological First Aid Training Online at
http://learn.nctsn.org/login/index.php

To register for PFA training go to http://learn.nctsn.org/login/index.php Click on the grey "Create a New
Account" button on the middle of the webpage. Fill in the required information to create an account on the new
page that appears. Below you will find answers to some of their required questions.

You may have issues registering with your @wmich.edu account. If that happens, use any other e-mail to
register for the training.

Which of the following best describes your role? - Student

Please identify your Professional Discipline – Certified Counselor

 20
Affiliation to NCTSN –No formal relationship with the NCTSN

How did you learn about the NCTSN Speaker Series? - From a supervisor or coworker

What is the main reason for joining the NCTSN Learning Center? – Obtain PFA Training

Click on "Start Training" in the middle of the page to start your PFA Online Training. If you are returning to
training a second, third, or fourth time, click on "Return Viewer" to finish your PFA Online Training or visit the
PFA Learning Community

You can move back and forth

between the training modules two
ways.

1. You can click on each of the

titles of the different modules.
You get here by clicking on "PFA
Return Viewer" Icon. On the new
page that loads, click on "Return
to Training" You will be taken to
the screen shown on this same
page on the right and you will
click on the module that you
would like to jump to in the
training program that is pointed to
by the arrow.

2. You can click "Back" or

"Next
 21
TENTATIVE SCHEDULE
This is the schedule proposed for the semester and any changes made will be communicated. Per the readings
column, please continue to check elearning for any other assigned readings.

Related
Content/Expected Reading
Date Course Assignments Due (Before Class)
(Before Class)
Objectives

09/08 Introduction 10 - Obtain syllabus

Synchronous Sentipensante
Syllabus
Building Community Culture
09/15 Cultural Approach to Human 4, 5, 10 -Weekly Reading Assessment
Development
Chapter 1 (Arnett & Jensen)

09/22 Crisis/Trauma & Addiction 3-4, 6, 7 -Weekly Reading Assessment

What is trauma? (9/11 & Beyond Video)
Branson (2019)
Scott (2000)
09/29 Prenatal Period, Birth and Newborn 1-2, 4-5, 8- -Weekly Reading Assessment
Synchronous Chapter 3 (Kuther) 10

10/06 Infancy & Toddlerhood 1-2, 4-5, 8- -Weekly Reading Assessment

Synchronous Chapter 4, 5 & 6 (Kuther) 10

10/13 Early Childhood 1-2, 4-5, 8- - Weekly Reading Assessment

Chapter 7 & 8 (Kuther) 10

10/20
Fall Break

10/27 Middle and Late Childhood 1-2, 4-5, 8- -Weekly Reading Assessment
Chapter 9-12 (Kuther) 10 -Dr. Frank Paolotto’s Cohort Matrix
Table & Process Narrative
 22
11/03 Emerging Adulthood 1-2, 4-5, 8- -Weekly Reading Assessment
Chapter 9 (Arnett & Jensen) 10

11/10 Young Adulthood 1-2, 4-5, 8- -Weekly Reading Assessment

Chapter 10 (Arnett & Jensen) 10

11/17 Middle Adulthood 1-2, 4-5, 8- -Weekly Reading Assessment

Chapter 11 (Arnett & Jensen) 10

11/24 Late Adulthood 1-2, 4-5, 8- -Weekly Reading Assessment

Chapter 12 (Arnett & Jensen) 10

12/01 Death and Grief 1-2,4,6,8-9 -Developmental Case Paper

Chapter 13 (Arnett & Jensen)

12/08 Closing Thoughts 10 -Psychological First Aid Training

Synchronous Feedback Certificate