If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2314-002 Lifespan Growth & Development
Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
Hybrid
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Hybrid)
Syllabus
M/W 9:00 AM - 10:15 AM
3/18/24 - 5/10/24
Dutton Hall, 203
Welcome to Lifespan Growth & Development Psychology!
If you have any problems or concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
Critical Information on How To Use Email in This Course!
It is critical for us to be able to communicate with email. Here is the first way we can communicate with email. I will use the “Messages” function inside of Blackboard. I can use this function to send an email to the entire class or to a specific student. You also can use this function to email your professor. Go to “Messages” at the top of your screen. Then, click on “New Message” at the right of your screen. Next, click in the window under “Recipients” to find your professor’s name. My name is listed as Jeffery Kee in Blackboard.
A second way we can communicate is through your AC Connect Google Email account.
Here are the steps to access your Student Email Address:
To send email to your professor, do the following:
Attendance by the Census Date
You must attend this course before the Census Date of 3/25/24. If you do not attend class before the Census Date, the registrar will consider you as NOT attending and YOU WILL BE DROPPED from the course. Your financial aid can also be terminated.
Why Take a Course in Lifespan Growth & Development Psychology?
Developmental psychology courses are often required for many college majors including those going into psychology, education, and nursing. Why are such classes so important? Whether you want to take just one course or devote your entire education to studying the topic, there are plenty of great reasons to learn more about human development.
If you are majoring in psychology, education, or a medical field, some background knowledge of how people grow and change throughout life is essential. However, understanding how humans develop throughout the lifespan can be helpful for anyone. Here are five reasons you should consider studying human development.
1. Studying Human Development Helps You Better Understand Yourself
We were all kids once, so learning more about how children develop and grow can provide additional insight into how you have become the person you are. Studying human development can also help you learn more about your future. By understanding the aging process, you'll be better prepared when you face issues associated with growing older.
2. Studying Human Development Helps You Learn More About Your Children
Whether you are a parent now or are planning to become one in the future, studying human development can teach you a great deal about your children. In addition to learning things that can help make you a better parent, you can gain greater insight into how your children behave, think, learn, and feel. Development is a complex process, so learning more about how kids grow physically, socially, emotionally, and cognitively can lead to a deeper understanding of kids of all ages.
3. You'll Better Understand How to Interact With Kids
If you plan on having children or working with them at some point, studying human development can greatly improve your ability to interact with kids. Once you better understand the stages of development and what makes kids tick, you will feel more comfortable talking, playing, and working with them.
4. You'll Gain a Greater Appreciation of Development Throughout Life
When we think of human development, it's easy to think of it as a process that is largely complete once we hit early adulthood. It is important to realize, however, that development is an ongoing process that continues all throughout life.
As you enter adulthood, navigate middle age, and face the onset of old age, having a greater understanding of how people continue to grow and change as they get older can help you appreciate and manage all the stages of your life.
5. Studying Human Development Helps You Understand What's Normal, and What's Not
Another important reason to study development is that you can gain a greater understanding of what's normal. While every person is a little bit different, human development tends to follow a remarkably predictable pattern. Once you have studied development, you'll know what's typical at certain ages and stages.
Perhaps most importantly, studying human development makes it easier to spot possible signs of trouble. From problems with physical or cognitive development in early childhood to emotional struggles later in life, being able to identify potential problems is important. The earlier developmental problems are detected, the sooner intervention can begin. No matter what the situation, early detection, and treatment can lead to better outcomes.
COURSE NAME: Lifespan Growth & Development (Hybrid)
COURSE NUMBER: Psychology 2314
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: 806-371-5183 is my office number. The best way to reach me is through email using your AC Connect Google Email account. If you need to contact me by phone, you are more likely to reach me by my cell #: 806-336-2143.
I want you all to know that if you have a question about anything related to the class, you can e-mail me anytime. If I do not respond to your e-mail promptly (within the hour), please feel free to text or call me at 806-336-2143. My intention is to respond to you as soon as possible. If you have an urgent question about something, please e-mail me and text me at the same time.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus.
OFFICE HOURS: Mon – Thur 8:00 am – 9:00 am; I prefer to meet by phone or zoom due to Covid. Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom.
COURSE DESCRIPTION/PURPOSE AND GOALS OF COURSE:
Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.
LEARNING OUTCOMES:
Upon successful completion of this course, students will:
TEXTS:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers ISBN: 978-1-5443-3227-7
* This is the 2nd edition and it will work fine for the course. It is less expensive than the 3rd edition. You can probably get it (2nd ed.) used on Amazon, Chegg and similar sites that sell used books.
OR
Kuther, T. (2020) Lifespan Development: Lives in Context., (3rd ed.) Sage Publishers ISBN: 978-1-0718-5194-4
* The AC Bookstore will sell you the 3rd edition. This book will also work fine for the course.
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
Mental Health and Social Services at AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5450. The AC Advocacy & Resource Center website is www.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
COVID Reporting Requirements:
If you are running a fever please stay home and get well! If you are ill be sure to reach out to your instructor. If you have a pending test, positive test, or close contact with a COVID positive individual, you should email each of your instructors immediately. Your instructor will work with you regarding assignments.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. In this case, the instructor will create the task in the Student Engagement Portal (Watermark) to direct the students to the appropriate tutoring service.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The exams will be taken in person. Each exam is scored on a 100-point scale.
2. How do I prepare for the exams?
Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
I have provided study skills information under Lessons. Please check out the following:
"How To Prepare For Exams," “How to Study by Summarizing and Marking the Text,” and “Study Skills Videos Youtube Links.” This information will help you to develop effective study skills.
3. How many questions are on the exams? How much time do we have to take each exam?
Each exam will have 50 questions. There is a time limit of 75 minutes (approximately 1.5 minutes per test item), so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the exams even though you may use your notes on the exams.
4. Is it possible to make up an exam?
All make-up exams must be arranged with the instructor. If the student misses an exam, the student must arrange to take the exam within one week of the scheduled test date. There will be a 10-point deduction on the exam for any student who does not have a documented, excused reason for missing the exam on the exam date, such as a doctor’s note. Make up exams will be taken in the Testing Center.
5. What time do the exams open and close?
The exams are in-person. The exams will start at the start of class and they will stop at the end of class (75 minutes).
6. What do I need to bring to the exam?
You will need to bring a #2 pencil to use on the Scantron. Your instructor will provide the Scantron. Please keep your Scantron covered at all times during the exam.
7. Am I allowed to use notes on the exams?
Yes. You may use hand-written or typed notes on the exams. You may not use the textbook or other electronic device.
8. What is the penalty for cheating on an exam or paper?
If there is indication that you received help during an online exam or paper, the penalty will be an F in the course and likely expulsion from Amarillo College.
Honesty and ethical behaviors are imperatives in any career. Therefore, cheating will not be tolerated. Amarillo College’s “Student Code of Conduct” will apply to all work in this course. Cheating on an Exam includes, but is not limited to, all of the following:
9. Do you offer extra credit?
There is not an “extra credit” option. I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit. I want you to learn the study skills necessary to be successful as you continue taking courses in college. I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class. That course teaches you how to study and take exams so you can be successful in your future college courses.
10. Do you round up grades that are “borderline?”
Yes, I round up grades that are “borderline”, for example, 79.5 would be rounded up to a “B” and a 79.4 would round to a “C.”
11. Where do I go to check my grades?
In order to check your grades, you can go to the “Gradebook” at the top center of the screen in Blackboard.
12. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 60%, the Discussion Assignments/Films/Participation are worth 30%, and the Service-Learning Project is worth 10%. (The Service-Learning Project is worth a letter grade.)
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Exam 4 = 90
Discussion Assignments/Participation (11 total) = 100 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100
Service Learning Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 79 + 93 + 90 = 344/4 = 86
Average the Discussion Assignments/Participation grades (11 total) = 100 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 = 1040/11 = 94.54
86 X .60 = 51.60 (Exams)
94.54 X .30 = 28.38 (Discussion Assignments/Participation)
100 X .10 = 10 (Service Learning Project)
Now, add the numbers for each category: 51.60 + 28.36 + 10 = 89.96 = A (Course Grade)
** As you can see from this example, you do not have to make As on all of the exams in order to make an A in the course if you put the work in on the Discussions/Attendance and the Service Learning Project!
13. What is the Grading Schema for the Final Grades?
89.5 to 100 = A
79.5 to 89.4 = B
69.5 to 79.4 = C
59.5 to 69.4 = D
0 to 59.4 = F
14. What are the weights of the assignments?
The Exams, Unit Assignments, and Critical Thinking Quiz are each worth 100 points. The Exams are worth 60% of the course grade, the Discussion Assignments/Films/Participation are worth 30% of the course grade, and the Service-Learning Project is worth 10% of the course grade. (The Service-Learning Project is worth a letter grade in the course!)
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
1. How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You need to bring your book and your notes that you took from the reading and lecture to each class.
2. Where do we go to post our response in the class?
See Course Schedule for details on posting your responses.
3. Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.
4. Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.
5. How much will participation count in terms of the overall grade in the course?
In order to receive full credit for participation on any given day, you will need to submit your answer to your Discussion Question before you come to class. I also recommend that you bring your hard copy of your answer to your Discussion Question to class so that you have it in front of you during class. Having it in class will help you be able to actively discuss your ideas in class. Each day is worth 100 points. For that day you will receive 50 points for posting your answer to your Discussion Question and you will receive 50 points for attendance and actively discussing your ideas in class.
You may turn in a late discussion and incur a 20-point penalty. However, the purpose of the Discussion Question assignment is to be prepared to discuss your question in class. This is a hybrid course (we meet only 50% of the time in the classroom); the expectation is that you can attend all of the days we meet in class.
6. What rubric is used to grade the discussion assignments?
The "C/D" response (25 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development. It lacks a clear organizational plan. It does not develop its points or develops them in a repetitious, incoherent, or illogical way. There may be little, if any, development of supporting examples from the assigned reading. There is no indication that the student applied concepts from the assigned reading.
7. Is there a penalty if my discussion does not meet the word required minimum?
I will not take a paper that does not meet the word required minimum. You may redo the paper and incur a 20-point penalty. Your word processor should give you a word count for your discussion papers. (See Course Schedule for word required minimum on any given assignment.)
8. Is there a penalty for texting during the class?
Yes. If you are texting in the class, then you are not really present and actively participating. Consequently, you will receive a 30-point penalty from your attendance / participation grade for that day.
9. What is the last day to turn in late work?
It is in your best interest to turn in your work on time to help you prepare for exams. Late work incurs a 20-point late penalty. I will not take a late assignment after 5/1/24.
10. What are the ground rules for group discussion in class?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
11. What is expected in terms of classroom etiquette?
In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
12. Turn off all cell phones before class. Do not text-message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. This type of class requires the group to be engaged and tuned in to the conversation to be successful. If you are texting during the class, it sends a message that you are not really interested in what your classmates are saying. This type of distraction can take away from the group developing a cohesive connection that is necessary to help participants to feel free to express their ideas. In addition, as the instructor, I feel disrespected when a participant is texting throughout the class; it is as if that person is not really interested in being in and participating in the group. As a way to protect the group cohesion, I think it is fair to administer a 30-point penalty for your attendance / participation grade for that day of class if you are texting during class. Another solution would be to transfer you to the online section of this course.
13. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion. If you do not have child care talk to me and we will work it out.
14. When a student has the floor, please do not have side conversations with other students. I believe having a side conversation is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
15. Do not sleep in class! If you are too tired to stay awake then you do not need to be in class. Please stay at home and get the sleep you need.
16. Please arrive to class on time. By arriving on time, it will save us time in that I will not have to go back while in the middle of a discussion to give you any handouts and count you as attending.
TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.
DROPPING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! Do not wait until the last minute! If you wait until the last minute there may not be time for you to get the paperwork completed. In many cases we are able to make some adjustments and get the student back on track. Please do not feel embarrassed to call me. In many cases we can find ways to keep you in the class. Withdrawing from a class should be a last resort only when all other options and interventions have been exhausted.
The last day to withdraw is 4/30/24. You must first visit with your instructor in order to officially drop a class. Then, your instructor will provide you with a signed drop form that you fill out. The next step is for you to submit the form to the Registrar’s office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA which can hurt your chances of getting into academic program in the future.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Hybrid)
Course Schedule / Assignments
3/18/2024 - 5/10/2024
Dutton Hall, 203
This is a HYBRID course. It will help you to think of it as primarily an online course, meaning you will need to do a great deal of work outside of class. We only meet in class for 50% of the total time. We will reinforce your learning that you do outside of class when we meet in class. You will be behind and unprepared if you do not do the preparation outside of class!
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, it is not all that complicated. It is lengthy because I’m going to great lengths to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Please do not make the written assignments more complicated than they are. Do not hesitate to ask me questions if you feel like you don’t understand some aspects of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well as the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. You can use these notes on the exams.
In addition, I strongly recommend that you write the due date for all the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments. Please take the time to look at all of the assignments ahead of time and plan your time so that you can complete them on time.
This Course Schedule / Assignments document is detailed to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance. If you have questions, please do not hesitate to ask me!
If you see an error in the Course Schedule, please text me as soon as possible so I can correct it!
*Service-Learning Project
I want to alert you early in the semester that this Service-Learning Project is due Monday 4/29. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
To locate the instructions on how to complete the Service-Learning Project, go into your Blackboard class and click on “Content” at the upper left-hand corner of the screen. Then, click on “Service-Learning Project.” After you click on “Service-Learning Project” you will see “Service-Learning Project Instructions.” Click on “Service-Learning Project Instructions” to open this document. Follow the steps in this document.
Unit One
M 3/18
Orientation to the course
W 3/20
Assignment One
Foundations of Human Development
Chapter 1: Understanding Human Development Approaches and Theories
Video Lectures Ch 1 Understanding Human Development Approaches and Theories
Video Lecture Ch 1 What is Lifespan Human Development?
Video Lecture Ch 1 Basic Issues in Lifespan Human Development
Video Lecture Ch 1 Theoretical Perspectives on Human Development
Video Lecture Ch 1 Research in Human Development
Chapter 3: The Prenatal Period, Birth, and the Newborn
Video Lectures Ch 3 The Prenatal Period, Birth, And the Newborn
Video Lecture Ch 3 Prenatal Development
Video Lecture Ch 3 Environmental Influences on Prenatal Development
Video Lecture Ch 3 Childbirth
Video Lecture Ch 3 The Newborn
Film on Lifespan Development followed by in-class discussion.
Go to “Lessons” and scroll down … then click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Here are other videos on How to Outline a Textbook / Lecture:
How To Take Notes from a Textbook | Reese Regan
https://www.youtube.com/watch?v=YJ4F27K8nh8
How to create a chapter outline (This one shows how to outline on your laptop.)
https://www.youtube.com/watch?v=kpfquDfKg5A
Outline Method (This one focuses on taking lectures notes in class.)
https://www.youtube.com/watch?v=I6aSgwUw1qM
How to study efficiently: The Cornell Notes Method
https://www.youtube.com/watch?v=xSYnGhlnzyw
Step Two:
In essence, all the content you need for this course is found in the video lectures. In addition to the video lectures, I do recommend you read the assigned chapters to gain a deeper understanding of the concepts.
For each lecture (chapter) you study in this course, I recommend that you open the study guide by going to “Lessons” and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, you can have an electronic copy of your study guide open while you watch the lectures and read / highlight / underline the chapters.
As you watch the lectures and read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the lecture. Primary concepts in the study guide will not make sense to you unless you watch the lecture and (or) read the text and add this material to the final version of your study guide.
The goal here is not to retype the entire lecture and / or textbook word for word. The goal is to make the study guide understandable to you by adding more information from the lecture and / or textbook. You want to make all the primary concepts in the study guide understandable to you. Then, you can use this more complete study guide to study for exams, and you can use it during the exams.
The study guide for each lecture / chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
You will find all the video lectures categorized by chapter under Lessons.
Note: Ch 1 and Ch 3 study guides are a detailed (“filled in”) version. These detailed study guides are to be used as a model. All the other study guides are not as detailed. Your job is to go in and add more content to the other study guides so that they make sense to you. This learning activity will get you more involved with the lectures / assigned reading material and help you prepare for the exams.
Step Three:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Discussion Questions for Review” for all of the chapters (except chapter 1) by going into “Lessons” and clicking on “Discussion Questions for Review.” Use your “filled out” study guide to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. Your instructor will clarify later in the course which Discussion Question you turn in for a grade.
Step Four:
M 3/25
Assignment Two
Infancy and Toddlerhood
Chapter 4: Physical Development in Infancy and Toddlerhood
Video Lectures Ch 4 Physical Development In Infancy And Toddlerhood
Video Lecture Ch 4 Body Growth and Nutrition in Infants and Toddlers
Video Lecture Ch 4 Brain Development During Infancy and Toddlerhood
Video Lecture Ch 4 Early Learning Capacities
Video Lecture Ch 4 Sensation and Perception During Infancy and Toddlerhood
Video Lecture Ch 4 Motor Development During Infancy and Toddlerhood
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Video Lectures Ch 5 Cognitive Development In Infancy And Toddlerhood
Video Lecture Ch 5 Information Processing Theory
Video Lecture Ch 5 Individual Differences in Infant Intelligence
Video Lecture Ch 5 Language Development in Infancy and Toddlerhood
Chapter 6: Socioemotional Development in Infancy and Toddlerhood
Video Lectures Ch 6 Socioemotional Development In Infancy And Toddlerhood
Video Lecture Ch 6 Psychosocial Development in Infancy and Toddlerhood
Video Lecture Ch 6 Emotional Development in Infancy and Toddlerhood
Video Lecture Ch 6 Temperament in Infancy and Toddlerhood
Video Lecture Ch 6 Attachment in Infancy and Toddlerhood
Video Lecture Ch 6 The Self in Infancy and Toddlerhood
*For assignment two, proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 4, chapter 5, and chapter 6.
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter (ch 4,5,6). Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
W 3/27
Exam One: Exam 1 covers Unit One, consisting of Assignments 1 and 2. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. Please keep your answers on your Scantron covered during the exam. This exam is in person. Bring a #2 pencil.
Unit Two
M 4/1
Assignment Three
Early Childhood
Chapter 7 - Physical and Cognitive Development In Early Childhood
Video Lectures Ch 7 Physical and Cognitive Development In Early Childhood
Video Lecture Ch 7 Physical Development in Early Childhood
Video Lecture Ch 7 Cognitive-Developmental and Sociocultural Reasoning in Early Childhood
Video Lecture Ch 7 Information Processing in Early Childhood
Video Lecture Ch 7 Language Development in Early Childhood
Video Lecture Ch 7 Moral Development in Early Childhood
Video Lecture Ch 7 Early Childhood Education
Chapter 8 – Socioemotional Development In Early Childhood
Video Lectures Ch 8 Socioemotional Development In Early Childhood
Video Lecture Ch 8 Emerging Sense of Self
Video Lecture Ch 8 Emotional Development in Early Childhood
Video Lecture Ch 8 Parenting
Video Lecture Ch 8 Gender Stereotypes, Gender Differences, and Gender Development
Video Lecture Ch 8 Play and Peer Relationships in Early Childhood
*For assignment three proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 7 and chapter 8.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
W 4/3
Assignment Four
Chapter 9: Physical and Cognitive Development In Middle Childhood
Video Lectures Ch 9 Physical and Cognitive Development In Middle Childhood
Video Lecture Ch 9 Physical and Motor Development in Middle Childhood
Video Lecture Ch 9 Cognitive Development in Middle Childhood
Video Lecture Ch 9 Intelligence
Video Lecture Ch 9 Moral Development in Middle Childhood
Video Lecture Ch 9 Language Development in Middle Childhood
Chapter 10: Socioemotional Development In Middle Childhood
Video Lectures Ch 10 Socioemotional Development In Middle Childhood
Video Lecture Ch 10 Psychosocial Development in Middle Childhood
Video Lecture Ch 10 Peer Relationships in Middle Childhood
Video Lecture Ch 10 Families in Middle Childhood
Video Lecture Ch 10 Common Socioemotional and Developmental Problems in Middle Childhood
*For assignment four proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 9 and chapter 10.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
M 4/8
Exam Two: Exam 2 covers Unit Two, consisting of Assignments 3 and 4. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. Please keep your answers on your Scantron covered during the exam. This exam is in person.
Unit Three
Assignment Five
Adolescence
Chapter 11: Physical and Cognitive Development in Adolescence
Video Lectures Ch 11 Physical and Cognitive Development in Adolescence
Video Lecture Ch 11 Conceptions of Adolescence
Video Lecture Ch 11 Physical Development in Adolescence
Video Lecture Ch 11 Brain Development in Adolescence
Video Lecture Ch 11 Adolescent Cognitive Development
Video Lecture Ch 11 Adolescent Moral Development
Video Lecture Ch 11 Schools and Academic Functioning in Adolescence
Chapter 12: Socioemotional Development in Adolescence
Video Lectures Ch 12 Socioemotional Development in Adolescence
Video Lecture Ch 12 Psychosocial Development: The Changing Self
Video Lecture Ch 12 Adolescents and Their Families
Video Lecture Ch 12 Adolescents and Their Peers
Video Lecture Ch 12 Adolescent Sexuality
Video Lecture Ch 12 Problems in Adolescence
*For assignment five proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 11 and chapter 12.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
M 4/15
Assignment Six
Emerging and Early Adulthood
Chapter 13: Physical and Cognitive Development in Emerging and Early Adulthood
Video Lectures Ch 13 Physical and Cognitive Development In Emerging And Early
Adulthood
Video Lecture Ch 13 Emerging Adulthood: Transition to Adulthood
Video Lecture Ch 13 Physical Development in Emerging and Early Adulthood
Video Lecture Ch 13 Health, Fitness, and Wellness in Emerging and Early Adulthood
Video Lecture Ch 13 Cognitive Development in Emerging and Early Adulthood
Video Lecture Ch 13 Education and Development in Emerging and Early Adulthood
Video Lecture Ch 13 Career Development in Emerging and Early Adulthood
Chapter 14: Socioemotional Development in Emerging and Early Adulthood
Video Lectures Ch 14 Socioemotional Development In Emerging and Early Adulthood
Video Lecture Ch 14 Psychosocial Development in Emerging Adulthood and Early Adulthood
Video Lecture Ch 14 Relationships in Psychosocial Development in Emerging and Early Adulthood
Video Lecture Ch 14 Lifestyles and Romantic Partnerships
Video Lecture Ch 14 Parenthood in Early Adulthood
*For assignment six proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 13 and chapter 14.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
W 4/17
Exam Three: Exam 3 covers Unit Three, consisting of Assignments 5 and 6. You are allowed to use your notes (handwritten or typed) in the exam. You are not allowed to use the textbook or any electronic device during the exams. This exam is in person. Bring a #2 pencil.
Unit Four
M 4/22
Assignment Seven
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Video Lectures Ch 15 Physical and Cognitive Development In Middle Adulthood
Video Lecture Ch 15 Physical Development In Middle Adulthood
Video Lecture Ch 15 Health in Middle Adulthood
Video Lecture Ch 15 Intellectual Abilities in Middle Adulthood
Video Lecture Ch 15 Cognitive Development in Middle Adulthood
Chapter 16 - Middle Adulthood: Emotional and Social Development
Video Lectures Ch 16 Socioemotional Development In Middle Adulthood
Video Lecture Ch 16 Psychosocial Development in Middle Adulthood
Video Lecture Ch 16 The Self in Middle Adulthood
Video Lecture Ch 16 Relationships in Middle Adulthood
Video Lecture Ch 16 Careers in Middle Adulthood
*For assignment seven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 15 and chapter 16.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
W 4/24
Assignment Eight
Late Adulthood / Endings
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Video Lectures Ch 17 Physical and Cognitive Development In Late Adulthood
Video Lecture Ch 17 Physical Development in Late Adulthood
Video Lecture Ch 17 Health in Late Adulthood
Video Lecture Ch 17 Dementia in Late Adulthood
Video Lecture Ch 17 Cognitive Development in Late Adulthood
Chapter 18 - Late Adulthood: Emotional and Social Development
Video Lectures Ch 18 Socioemotional Development in Late Adulthood
Video Lecture Ch 18 The Self in Late Adulthood
Video Lecture Ch 18 Late Adulthood and Social Contexts
Video Lecture Ch 18 Relationships in Late Adulthood
Video Lecture Ch 18 Retirement
*For assignment eight proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 17 and chapter 18.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
M 4/29
Assignment Nine
Late Adulthood / Endings
Chapter 19 - Dying and Death
Video Lectures Ch 19 Death and Dying
Video Lecture Ch 19 Patterns of Mortality and Defining Death
Video Lecture Ch 19 Conceptions of Death Across the Lifespan
Video Lecture Ch 19 Dying and the Experience of Death
Video Lecture Ch 19 Bereavement and Grief
*For assignment nine proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 19.
You will be assigned a discussion question from the list. This will be the question you write about in your discussion response and post online. Your goal is to answer your question by summarizing (in your own words) the information in the textbook related to your question. Your question may also have a part asking you to reflect on your own feelings, thoughts, and experiences and then connect this information SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading. (The reason for this type of assignment is to make you a better writer, thinker, and communicator. These skills are essential for being an educated citizen and for the work world.)
To locate the list of Discussion Questions, go to Lessons and click on “Discussion Questions for Review.” There you will find all the Discussion Questions for each chapter.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
*Service-Learning Project
The Service-Learning Project is due Monday 12/4/23. To locate the instructions on how to complete the Service-Learning Project, go into your Blackboard class and click on “Content” at the upper left-hand corner of the screen. Then, click on “Service-Learning Project.” After you click on “Service-Learning Project” you will see “Service-Learning Project Instructions.” Click on “Service-Learning Project Instructions” to open this document. Follow the steps in this document.
* M 4/29 is the Last day to turn in late work.
W 5/1
Assignment Ten
REBT (Rational Emotive Behavior Therapy)
View Lecture: Help for Stressful Life Situations: An REBT Approach to Coping with COVID-19
* To view the lecture, go to “Lessons” and then to “REBT for Stressful Life Situations.”
* It will be helpful for you to also view the “REBT Self-Help Form” while watching the lecture; you may be able to view the form more clearly if you print it out. Go to “Lessons” and then to “REBT for Stressful Life Situations” to find this form.
Read: REBT Healthy Negative Emotion VS Unhealthy Negative Emotion
* To view this handout, go to “Lessons” and then to “REBT for Stressful Life Situations.” This handout summarizes in one handout all of the emotions covered in the lecture. If you read this handout you can skip through the emotions discussed in the lecture to save time.
Read: Dr Kee's Model REBT Discussion
* To view this handout, go to “Lessons” and then to “REBT for Stressful Life Situations.” This handout will show you how I applied REBT to a stressful situation when I was in college as an undergraduate. By reading my example, you can see how you can apply REBT to your own situation.
I have also provided guided notes on this lecture (Help for Stressful Life Situations: An REBT Approach to Coping with COVID-19). * To view this handout, go to “Lessons” and then to “REBT for Stressful Life Situations.” Then click on “Guided Notes REBT and Coping with Covid.”
The objective of this lecture is to introduce you to a major form of psychotherapy called Rational Emotive Behavior Therapy (REBT). REBT is the original form of Cognitive Behavioral Therapy. In this lecture I discuss how REBT can be applied to help us to cope more effectively with serious issues that can occur across the lifespan such as the loss of a job, loss of functioning due to illness, and loss due to death.
The objective of this assignment is to discuss in what specific ways can you apply aspects of REBT to your life now to help you better manage a current stressful situation? Describe a stressful situation that you are currently experiencing or that you experienced in the past. (See Dr Kee's Model REBT Discussion as an example of how I applied REBT to a stressful situation in my life.) To get full credit on this assignment, you will need to address the following: Describe the Activating Event (stressful situation). What were your unhealthy negative emotions in this situation? What were your specific unhealthy, irrational, rigid beliefs in this situation? Describe the specific healthy, rational, flexible beliefs you would need to develop and practice to better cope with your stressful situation. Explain. (Break your paper into separate paragraphs.)
Your response is not a summary of the lecture. No credit is provided for a summary of the lecture.
To post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Then go to the window under “Responses” where it says, “Type a response.” Copy and paste your discussion into this box. Then click on the “Respond” button and your discussion will be posted. Your response to the question needs to be 300 – 500 words in 12-point type size. (I will not take a paper that does not meet the 300-word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class. Be prepared to teach your assigned discussion question to a peer.
Additional REBT Resources for your learning:
You are not required to buy or use these additional REBT Resources. I provide them for your practice to better learn this model of coping with stress. It is through continual learning and practice of REBT that you gain the rewards and benefits to help you reduce your stress.
*In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend you study the book entitled How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything by Dr. Albert Ellis. To be clear, you are not required to buy this book. It is just a recommendation.
*I also recommend Dr. Matweychuk’s website that offers many outstanding free audio and video recordings to help you continue your study of REBT. Dr. Matweychuk is an expert in REBT. He also offers a free REBT conversation hour to help you learn REBT every Saturday morning at 8:00 am. You can volunteer for a free session! (I have volunteered twice!) I go to this free discussion every Saturday morning at 8 am. See his website for details. http://rebtdoctor.com/index.html
M 5/6
Exam Four: Exam 4 covers Unit Four, consisting of Assignments 7, 8, 9, and 10. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use your textbook or any electronic device during the exams. Please keep your answers on your Scantron covered during the exam. This exam is in person.
01/05/24 10:18 AM
01/05/24 10:21 AM