12119, 7(17 PMSyllabus for Fall 2019 Human Growth and Develo.docx

12/1/19, 7(17 PMSyllabus for Fall 2019 Human Growth and
Development
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abus
Course Syllabus
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NOVA SOUTHEASTERN UNIVERSITY
COLLEGE OF PSYCHOLOGY
DEPARTMENT OF COUNSELING
COURSE SYLLABUS
1. Course Information
Course Number and Title: PYCL 0512 – Human Growth and
Development
Credit Hours: 3
Course CRN, Section, and Location: PYCL-0512-E09_23628;

Weekend Intensive
Semester and Year: Fall 2019
Course Start and End Dates: October 14 - December 8 , 2019
1. Instructor Information
Professor:
Anna K. Owens, Ph.D.
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us#
https://nsu.instructure.com/courses/2439346
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Assistant Professor
[email protected] (mailto:[email protected])
Office Location: Maltz, Room 2041. By appointment only but
would LOVE to meet with you!

Office Hours and Communication: By appointment; Please use
Canvas Course Messages for instructor
contact.
III. Class Schedule and Location: Maltz Room 2058
Dates and Class Meeting Times:
Weekend Format: Course Meeting Dates
Nov. 8, 9, 10 2019
Dec. 6, 7, 8 2019
Class Meeting Times: Fridays 6:00 p.m. -
10:00 p.m.
Saturdays 9:00 a.m. - 5:00 p.m.
Sundays 9:00 a.m. - 5:00 p.m.
*Mandatory: Students must be in attendance for ALL scheduled
class time.
Tardiness will be reflected in participation points.

1. Course Description
mailto:[email protected]
Development
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abus
This course covers how developmental maturation and social
learning impacts individuals across the lifespan.
Theory and research in social development and learning are
covered in topics for mental health and school
counselors.
1. Learning Outcomes
Course Objectives:
Upon completion of this course, students will be able to:
1. Understand theories of individual and family development
across the lifespan. [2. F. 3. a.]
2. Understand theories of learning. [2. F. 3. b.]
3. Understand theories of normal and abnormal personality
development. [2. F. 3. c.]
4. Understand theories and etiology of addictions and addictive
behaviors. [2. F. 3. d.]
5. Understand individual, biological, neurological,
physiological, systemic, spiritual, and environmental factors

that affect human development, functioning, and behavior.
[2. F. 3. e., F. 3. f.]
6. Understand the neurobiological and medical foundation and
etiology of addiction and co-occurring
disorders. [CMHC 1. d.]
7. Understand effects of crisis, disasters, and other trauma-
causing events on diverse individuals across the
lifespan. [2. F. 3. g.]
8. Understand "a general framework for understanding differing
abilities and strategies for differentiated
interventions.” [2. F. 3. h.]
9. Understand "ethical and culturally relevant strategies for
promoting resilience and optimum development
and wellness across the lifespan.” [2. F. 3. i.]
MCAP: Certified Master’s Level Addiction Professional
applicants must complete and document to the Florida
Certification Board (FCB) that they have a minimum of 350
hours of content specific training, with minimum
hour requirements for each content specific domain. This course
will provide a total of 45 hours in the
following domains:
MCAP Domain 3 - Counseling: 5 hours
MCAP Domain 5 - Client, Family and Community Education:
30 hours
MCAP Domain 10 - Application to Practice/Professional
Readiness: 10 hours

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Key Performance Indicator (KPI) and Additional Learning
Outcomes:
Faculty systematically assesses each student’s progress by
examining a combination of knowledge and skills.
Key performance indicators are course tasks, activities, or
assignments selected by faculty to assess student
learning in core content areas of the counseling curriculum. Key
Performance Indicators are measured
multiple times and at different points in time during the
student’s master’s program.
This course has been identified as partially fulfilling one of the
eight core content areas of the counseling
curriculum, Human Growth and Development. The following
content area objectives are addressed within this
course via the designated Key Performance Indicator task
described below.
1. Neurobiological and medical foundation and etiology of
addiction and co-occurring disorders [CMHC 1. d.]
2. Theories of individual and family development across the
lifespan [2. F. 3. a.]
3. Theories of learning [2. F. 3. b.]

4. Theories of normal and abnormal personality development [2.
F. 3. c.]
5. Theories and etiology of addictions and addictive behaviors
[2. F. 3. d.]
6. Biological, neurological, and physiological factors that affect
human development, functioning, and
behavior [2. F. 3. e., F. 3. f.]
7. Systemic and environmental factors that affect human
development, functioning, and behavior [2. F. 3. e.,
F. 3. f.]
8. Effects of crisis, disasters, and trauma on diverse individuals
across the lifespan [2. F. 3. g.]
9. A general framework for understanding differing abilities and
strategies for differentiated interventions [2. F.
3. h.]
10. Ethical and culturally relevant strategies for promoting
resilience and optimum development and wellness
across the lifespan [2. F. 3. i.]
Students will demonstrate competency via successful
completion of the following key performance indicator
required task:
Key Performance Indicator Assignment: Biographical Human
Development Paper
.
1. Material and Resources

Required Text:
Development
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There is 1 required textbook for this course. I recommend
renting the Ivey book if possible:
Wong, D. W., Hall, K. R., Justice, C. A., & Hernandez, L. W.
(2015). Counseling individuals through the
lifespan. Thousand Oaks, CA: Sage.
ISBN-13: 978-1452217949
Recommend Text:
Ivey, A. E., Ivey, M. B., Myers, J. E., & Sweeney, T. J. (2005).
Developmental counseling and therapy:
Promoting wellness over the lifespan. Belmont, CA:
Wadsworth.
Additional Required Readings: *Additional Journal articles will
be added into the module sections on
Canvas (see course schedule)

Required Course Resources: (located at
https://sharklink.nova.edu (https://sharklink.nova.edu) ):
1. NSU Email Account
2. Canvas Course Management System Access
VII. Course Schedule and Topic Outline
Calendar of Topics/Assignments
PYCL 0512 – Human Growth and Development
Date
Objectives
and Chapters
Readings/Assignments
CACREP
Standards
Introductions,
Exchange contact info with at least 2
classmates; network and share personal journey
https://sharklink.nova.edu/
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abus
Week 1
10/14/19
Review of
syllabus,
Course
Overview, and
Assignment
details
Chapter 1:
Basics of
Human
Growth and
Development
stories!
Read: Wong et al. CH 1
Due: Discussion Board Post #1
Discussion and peer posting response due by
Thursday/Sunday deadlines
2. F. 1. a.
CMHC 1.

a.
Week 2
10/21/19
Chapter 2:
Theories of
Human
Development
Chapter 3:
Conception,
Prenatal
Development
And
A Motivational Theory of Life-Span Development
article
2. F. 1. b.
2. F. 1. d

Week 3
Chapter 4:
Infancy (Birth
to 24 months
old)
2. F. 3. a.
Development
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10/28/19
Chapter 5:
Toddlerhood
(Ages 1 to 3)

Due: Discussion Board Post #3 Discussion
and peer posting response due by
2. F. 3. c.
Week 4
11/04/19
Chapter 6:
Preschool/
Early School
Age (Ages 3-
6)
Chapter 7:
Middle
Childhood
(Ages 6-12)
And
Shonkoff & Phillips (2000). From Neurons to
Neighborhoods, chapters 2 and 8- You can get it
free online at http://www.nap.edu /catalog.php?
record_id=9824

(Be prepared to have a class discussion)
2. F. 3. g.
2. F. 3. h.
Weekend
#1
Friday
11/8
Saturday
11/9
Sunday
11/10
Modules 1-8
In class review of Modules 1-8
Friday 11/8: Introductions, Review of syllabus,
Course Overview, Assignment details, Parent
Education Presentation group selection/planning,
Modules 1 & 2

Saturday 11/9: Modules 3, 4, 5
Assign group presentations.
Sunday 11/10: Modules 6, 7, 8
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Week 5
11/11/19
Chapter 8:
Early
Adolescence
(ages 13-18)
Chapter 9:
Late
Adolescence
(Ages 19-25)

And
Stevens, T., Morash, M., & Park, S. (2011). Late-
adolescent delinquency: Risks and resilience
for girls differing in risk at the start of
adolescence
(http://yas.sagepub.com/cgi/reprint/43/4/1433?
ijkey=ja9oQAWYRUBEw&keytype=ref&siteid=spyas)
. Youth & Society, 43(4), 1433-1458.
2. F. 3.
e., F. 3.
f.
2. F. 3. i.
Week 6
11/18/19
Chapter 10:
Early
Adulthood
(Ages 26-35)

Chapter 11:
Middle
Adulthood
(Ages 36 to
60)
Due: Monday 11/18/19 by 11:59PM Required
KPI Assignment
Biographical Human Development Paper MUST
Upload to LIVETEXT
NO Discussion Board Post
2. F. 3. i.
CMHC 1.
d.
2. F. 3. d.
http://yas.sagepub.com/cgi/reprint/43/4/1433?ijkey=ja9oQAWY

RUBEw&keytype=ref&siteid=spyas
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Week 7
11/25/19
Chapter 12:
Late
Adulthood
(Ages 61-75)
Chapter 13:
Oldest-Old
Elderhood
(Ages 75 and
over)
(Happy Thanksgiving)

2. F. 3. i.
2. F. 3. h.
Week 8
12/02/19
Developmental
Counseling &
Therapy (DCT)
Read: TWO Developmental Counseling &
Therapy (DCT) articles in Canvas
Due: Monday 12/02/19 by 11:59PM
Developmental Counseling Milestone
Interview and Chart
2. F. 3. b.
Weekend
#2
Friday
12/6

Saturday
12/7
Sunday
12/8
Course
ends
Sunday
12/8
Modules 9- 15
In class review of Modules 9- 16
Friday 12/6: Modules 9, 10
Saturday 12/7: Modules 11, 12
Due: Parent Education Group Presentations
Due: Developmental Counseling & Therapy
(DCT) video reflections paper
2. F. 3. b.

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VIII. Instructional Methods
Methodology:
The course will be taught using a combination of lecture,
demonstrations by the instructor, student
discussions, recorded lectures on Canvas, student videotaping of
skills, and student role playing. Student
participation is essential in this course. Videos will be shown as
appropriate during the course. The
PowerPoint slides used in the lecture are available on the course
Canvas site.
Each week students are encouraged to review the “Overview and
Objectives” located under the module
section (Example: Week 1) Although this is a Weekend Format,
student will need to follow due dates listed
syllabus. Participation is mandatory in the discussion boards
during the weeks that we do not meet in person.
This class starts Monday October 14 , 2019.
1. Assignments
Description of Assignments
Online Discussion Boards via Canvas and Expected

Participation (30 points; FIVE total, each worth 6
points)
There will be a total of Five discussion board posts required
throughout this class. Each post will be worth 6
points; 30 points total as key element of engagement in this
course. For the Discussion Questions, students
will be evaluated on the critical thought and depth that are put
into the responses. The Discussion Board is a
forum for all of us to expand on the material, in order to make
this class more meaningful and educational.
The discussion questions will present issues or topic of interest
which students will respond to utilizing their
reading and learning on a developmental process. Topics will
reflect reading in the text, auxiliary reading,
online research, and topics covered in class discussions.
You are required to make an Initial Discussion Post by no later
than THURSDAY at 11:59pm. of each
assigned week. Your Initial Post is expected to be 1-2 pages
(minimum of 300 words) and cite at least TWO
references in APA format. It should be in the form of a well
written, well developed, thoughtful and researched
brief essay. The essay must be original, and, therefore, any
sources referred to in writing the essay must be
referenced. In addition to your initial discussion post, you will
be required to make AT LEAST TWO
RESPONSE POST’s to peers.
These peer response posts are to be posted no later than
SUNDAY at 11:59pm. Your peer response is in the
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form of a dialogue and needs to be substantive in order to
receive credit for the Discussion Forum. Interactive
responses, well informed, polite, dialectical, and thought
provoking are the graduate level expectation. Simply
stating, “I liked your post”, “I agree with your statements”,
“Good post”, are not going to receive credit. Each
student is an active agent in this course. It is not only about the
student taking in information, but also
contributing to the flow of the class. Although you may not
receive individualized instructor responses on a
weekly basis, your participation is being monitored and
evaluated regularly. Class participation is an integral
part of the learning process, and therefore a significant
percentage of the course grade will be based on the
student’s "voice" in this course. Students will be evaluated for
the quality of their discussion postings. The
deadlines for the weekly discussion are as follows:
-Post Initial Discussion responses to the discussion questions by
11:59pm on Thursday.
-Respond to at least one discussion posting from a classmate by
11:59pm on Sunday.
Late Initial Post: Your discussion grade may be reduced for
consistently late posts.
Late Peer Response Posts: Late peer posts are not appropriate
because the assignment period is over, and

the author of the initial post is no longer obligated to review
their responses from their peers. All assignments
will become unavailable on canvas once the due date has passed
to prevent students from turning in late
work.
*Note: Discussion Board Post #1 is meant to be informal
introduction and does not need to follow APA
guidelines. Student will still need to respond to at least TWO
peers.
Parent Education Group Presentation (20 points) Students will
create a Parent Education seminar with a
focus on one of the following developmental stages: Prenatal
and birth, infancy & toddlerhood (up to 3 yrs),
preschool/early school age (3-6 yrs), middle childhood (7-12
yrs), early adolescence (13-18 yrs). Target
audience are parents with children in these specific age ranges.
Students must cover the following topics:
developmental tasks and milestones (include at least 3
theorists), struggles/concerns that parents may
encounter, common counseling/mental health issues, and
normal/abnormal physical, cognitive,
social/emotional behaviors. The purpose of your presentation is
to educate parents with the hopes of
preventing any unnecessary stressors and/or trauma in
childhood. These 30-45-minute presentations should
be creative/interesting to hold the attention of the audience.
You are required to include at least
one Kinesthetic Learning Activity (to involve our senses),
which may include arts and crafts, playing music,
playing a game, etc. Due: Saturday, December 7 , 2019 in class
presentations.

Developmental Counseling & Therapy (DCT) video Reflection
paper (10 points)
Students will be required to watch the Developmental
Counseling and Therapy, Part 1
th
https://search.alexanderstreet.com/view/work/bibliographic_enti
ty%7Cvideo_work%7C1778844
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(https://search.alexanderstreet.com/view/work/bibliographic_ent
ity%7Cvideo_work%7C1778844) by Allen E. Ivey-
Alexander Street Press. This can be found in the University
online library to view entire video. There will be
time designated in class to watch the video and begin reflection
process. Your reflection paper should be
completed after watching the video. Student will need to write a
2-3-page reflections paper. The following
questions could be used help guide your discussion; What is
Developmental counseling and therapy (DCT)?
How can Developmental Therapy be applied for Children and
Adolescents? Why is human development
important in Counseling? Could you see yourself applying any
techniques as a future clinician? What were
some key take-aways after participating in this video review?
Be sure this reflections paper follows APA
guideline, although you are encouraged to provide personal

reflections and opinions.
Due: Sunday, December 8 2019
Developmental Counseling Milestone Interview and Chart (20
points)
Part 1: For this project, you will choose to interview an adult
who is in the middle, late, or oldest stages of
adulthood and outline the following factors throughout their
childhood and adult development: Risk Factors,
Resilience Factors, Major Stressors/Trauma, and Developmental
Stages they met or failed to meet (childhood
stages must include at least 3 theorists).
Part 2: You will create a developmental milestones chart using
Excel (sample provided on canvas) and chart
each of the following eight developmental milestones
throughout our lives: Prenatal, Infancy & Toddlerhood
(0-3yrs), Preschool: Early School Age (3-6yrs), Middle
Childhood (7-12yrs), Early Adolescence (13-18yrs),
Late Adolescence (19-25yrs), Early Adulthood (26-35yrs),
Middle Adulthood (36-60yrs), Late Adulthood (61-
75yrs), Oldest-Old Elderhood (75yrs & up). Bonus points will
be given to students who are able to interview an
adult in the oldest-old elderhood stage. Due: Monday,
December 2 2019 11:59PM
PYCL 512 Required KPI Assignment: Biographical Human
Development Paper (20 points)
The purpose of this project is to meet the Key Performance
Indicator tasks for Human Growth and
Development. A key part of our work as counseling

professionals is to develop a number of skills including
self-awareness and appropriate self-disclosure. This assignment
facilitates self-awareness by exploring your
own lifespan development within the context of the human
lifespan and developmental theories covered in the
course. This assignment also encourages appropriate self-
disclosure. Please feel free to disclose as much or
as little as you are comfortable sharing in a professional
context.
Write a 5 to 7-page research paper in APA format that describes
your own lifespan development. Focus on
influences that you believe impacted your life, both positive and
negative. In this paper you are to (1)
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demonstrate your knowledge of human development by
synthesizing and integrating theories of development
and learning with events and influences in your life, (2) specify
a developmental issue/task for each life stage
as defined by the developmental theory you choose, (3) develop

a plan for the future of how you might expect
to cope with future life stages. (4) discuss how your life
experiences inform how you will approach your work
with future clients. (5) Include a short wellness plan to help you
prevent burnout and compassion fatigue.
Please cite at least 5 references. The references must be peer-
reviewed journals or professional books.
Please use APA style when formatting your paper. I will hold
these papers in confidence. Below are a few
items to consider while writing your paper about each stage.
Not all of the items below will apply to you.
1. What was happening in your family, your community?
2. How might these occurrences have affected your family
members?
3. What prevailing socio-cultural factors that impacted your
family’s
(and your own):
1. Identity development
2. Gender expectations
iii. Sexual identity development
1. Trauma and abuse
2. Grief and loss
3. Family development
vii. Addiction
viii. Spiritual development

1. What changed as you and your family progressed through the
various
developmental stages?
1. What theories pertain to the specific developmental ages and
unique
cultural contexts?
1. How will you use wellness to cope with the next stages in
life?
*See the appendix for detailed instructions and rubric.
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Due: Monday, November 8 , 2019 11:59PM.
A rubric for this assignment can be found at the end of the
syllabus. Students must receive at least a
70% to receive a passing grade. A student who scores a ‘Not
Met’ on any criterion of KPI assignment
must complete an Individual Remediation Plan with the
instructor. Failure to successfully remediate

the KPI assignment will result in a F (Fail) grade in the course.
1. Assessments
Meeting the Key Performance Indicator tasks for Human
Growth and Development paper will serve as a final
assessment grade.
1. Grading Criteria
1. Online Discussion Board Post (10 total) 30 points
2. Parent Educational PPT Presentation 20 points
3. DCT video Reflection paper 10 points
4. Development Interview & Chart 20 points
5. Biographical Human Development Paper 20 points
Total 100 points
Grade Points Earned
A 93-100
A- 90-92
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B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
F Below 70
Grading Schema:
XII. Course
Policies
Academic Honesty/Plagiarism Policy: Students are expected to

act in accordance with the Nova Southeastern
University policy on academic integrity. Cheating, lying,
misrepresentation, or plagiarism in any form is
unacceptable and inexcusable behavior. Work that is submitted
for credit must be the original work of the
student. Assignments that are not the original work of the
student are considered plagiarized and in violation
of the Code of Student Conduct and Academic Responsibility.
Self-plagiarism, such as resubmitting the same
assignment or portions of an assignment to a different
instructor, is also considered to be a violation of the
policy. Assignments submitted that are found to have
plagiarized information will be granted a failing grade,
and may result in failure of the course. More information can be
found on pages 12-14 and 25-33 of the NSU
student handbook
(http://www.nova.edu/studentaffairs/forms/studenthbk_may2018
.pdf
.pdf) ). Please refer to Canvas for links to writing
http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.
pdf
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and APA Style assistance.
Hardship Policy: Unforeseen events, emergencies, and life

events can arise that impact academic success or
cause time away from class (e.g., divorce, illness, a family
member’s death, etc.). When a student needs to
miss a class or submit an assignment past the due date, students
are expected to communicate with their
instructor within 24-72 hours to discuss arrangements for
completing late assignments and to catch up with
the course. Such notification can occur through email or a
phone call to the instructor. Likewise, if students
anticipate multiple absences or missed assignments, students are
expected to communicate with their
instructor as early as possible to discuss a plan to make up
missed exams or submit other missed work. The
instructor is not obligated to offer extended time for completion
of assignments or make-up work and has sole
discretion in the determination of whether the missed
work/absence will be accepted. Moreover, the instructor
has the right to request supporting documentation including but
not limited to medical notes, hospital
discharge summaries, and obituaries to determine whether to
accept late work and excuse absences. On a
rare occasion, the instructor may encourage the student to drop
the course with an option to enroll in a future
term once the crisis or life event is resolved. However, it is
ultimately the student’s responsibility to decide to
complete or drop the course. If students need help deciding to
continue with a course, they can discuss their
decision with their instructor or a counselor. The program
manager and coordinator can provide information
regarding the consequences that dropping a course might have
on internship placements and graduation
timelines. Students in need of counseling can contact the
Henderson Student Counseling Center.
Paper Submission Requirements: Papers should be typed,

double-spaced, with 12-pt font and 1-inch
margins, and should conform to APA (American Psychological
Association) Style, 6 Edition. Proper spelling,
grammar, and punctuation are expected. Late
papers/assignments will not be accepted without prior approval
and must be due to a legitimate emergency (not computer
problems).
Technology Requirements: You need access to a computer with
Internet access for this course. Online
students are also required to have a working webcam. Access to
Canvas and your Nova e-mail will be
required for this course. You can log in to Canvas using your
Nova ID and password. Students will find course
articles and other relevant information on Canvas:
https://sharklearn.nova.edu/webapps/login/. Students also
need to check Canvas weekly for important announcements and
class-related business. Articles for the
course can be found within the Course Content Module on
Canvas. Please contact the NSU OIT Help Desk at
954-262-4357 for technology support.
Cellular Phone Policy: The university recognizes the growing
trend regarding student possession of cellular
phones and electronic devices with video, camera, or voice
recording capabilities. In support of each
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abus
individual's reasonable expectation of privacy, the copyright
and intellectual property laws, the use of these
cellular phone features by NSU students must be in conjunction
with express consent. Students are
forbidden to video, use camera or voice recordings without the
express consent of the subject(s) being
photographed or recorded.
A Note on Class Participation: Participation is an important part
of this course. Students are expected to
participate in scheduled class activities and discussions. This
includes responding to emails/messages in a
timely manner, regularly accessing Canvas, and overall
investment and effort in the course, projects, and
assignments. Your final course grade is likely to be affected by
both the quality and quantity of your
participation. Students are expected to function as professional
counselors in training, which means
participating in all discussions and responding to
communications in a timely and professional manner.
Confidentiality and Classroom Conduct: Being involved in class
discussion and small groups usually entails
some amount of personal self-disclosure. Because of the nature
of vulnerability, trust, and openness needed
to learn about this topic, it is extremely important that
confidentiality be maintained. Revealing personal
information others have shared is a breach of confidentiality
and is unethical. If you would like to share with
others regarding your experiences, please reveal only your own
reactions and understandings, and avoid

using names or identifying features of your classmates. It is
expected that anyone participating in a
demonstration, role-play, or activity will have confidentiality
respected.
As a graduate student, you will be treated and respected as an
adult. Due to the nature of discussions
involved in this class, it is important that we respect each
other’s opinions and values. Likewise, there should
be empathy and understanding for the personal pain that can
occur in those with whom we interact or discuss
in class. You are expected to participate in classroom activities
and discussions in such a manner as to
maximize learning for yourself and your classmates.
Basic Ground Rules:
Value differences
One person speaks at a time
Laugh with each other – not at each other
Maintain confidentiality
Have consideration for opinions other than your own
No one dominates – everyone participates
Keep an open mind – seek to understand others’ viewpoints
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Professional Behavior: Students must evidence professional
behavior at all times. Competencies in the area
of professional behavior in class include, but are not limited to,
the following behaviors:
-Restraining from inappropriately using electronic equipment in
class (e.g., cell phones, tablets, laptops)
-Restraining from engaging in non-class related activities (e.g.,
studying or working on non-class related
activities) or engaging in other distracting behaviors (e.g.,
talking with other students during lecture,
exchanging messages with other students)
-Assuming personal responsibility for the individual portion of
any panel or group presentations and working in
collaborative fashion with fellow group members in the
preparation and delivery of a group presentation
-Appropriate and respectful interactions with fellow students
and instructor
Deficits demonstrated in any of the above behaviors and other
behaviors noted in the Core Performance
Standards for Admission and Progress may culminate in the
completion of a Professional Behavior Checklist
that will be submitted to the Program Office.
Personal Counseling: If you find that personal problems, career
indecision, study and time management
difficulties, etc. are adversely impacting your successful
progress at NSU, please contact the NSU/Henderson
Student Counseling Center at 954-262-7050 or 954-424-6911
for assistance in locating services.

Instructor’s Statement: The instructor reserves the right to
adjust the syllabus schedule as needed to meet the
needs of this particular class. Changes will be communicated
with students in a timely manner. It is your
responsibility to keep informed about discussion topics and
assignments. If in doubt, check with your
instructor. Please remember to retain your syllabi after
completion of the program; students may need it in the
future for certification or licensure purposes.
Professional and Personal Fitness: The counseling program is
charged with the dual task of nurturing the
development of counselors-in-training and ensuring quality
client care. In order to fulfill these dual
responsibilities faculty must evaluate students based on their
academic, professional, and personal qualities
and dispositions. A student’s progress in the program may be
interrupted for failure to comply with academic
standards or if a student’s interpersonal or emotional status
interferes with being able to provide ethical
services to clients. For example, in order to ensure proper
training and client care, a counselor-in-training
must abide by relevant ethical codes and demonstrate
professional knowledge, technical and interpersonal
skills, professional attitudes, professional dispositions, and
professional character. These factors are
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abus
evaluated based on one’s academic performance and ability to
convey warmth, genuineness, respect, and
empathy in interactions with clients, classmates, staff, and
faculty. Students should demonstrate the ability to
accept and integrate feedback, be aware of their impact on
others, accept personal responsibility, and be able
to express feelings effectively and appropriately.
Professional Organizations: The NSU Counseling Program
strongly recommends that you obtain membership
in the American Counseling Association and/or the American
School Counselor Association, depending on
your specific counseling degree. Student memberships are
available at a reduced rate, and allow you to
become actively involved in local, state, and national activities,
which serve to enhance your professional
repertoire. NSU’s Counseling Student Organization (CSO) is
also a valuable resource for networking and
information.
General College Policies: Students should refer to the NSU
Department of Counseling Policies and
Procedures Handbook and the NSU College of Psychology
Graduate Catalog to access additional required
college and departmental-wide policies. It is your responsibility
to access and carefully read these policies to
ensure you are fully informed. As a student in this class, you
are obligated to follow these policies in addition
to the policies established by your instructor, including:
-Academic misconduct

-Last day to withdraw
-Email policy
-Student course evaluations
-Student responsibility to register
-Student responsibility for course pre-requisites
Writing Tutoring is available through NSU’s tutoring services.
Graduate students can meet with a tutor once
per week for 45 minutes. The tutor can assist with APA style,
grammar, structuring, and formatting of papers.
Tutoring can take place online for candidates who do not live
close to the Ft. Lauderdale campus. For more
information and to set up an appointment, call (954)262-8350 or
visit the NSU Writing and Communication
Center http://www.nova.edu/wcc/index.html
(http://www.nova.edu/wcc/index.html) .
NSU's Veterans Resource Center (VRC): links veterans with
university and community resources, as well as
http://www.nova.edu/wcc/index.html
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provides a welcoming environment for student-veterans to meet,
relax, and gather. The V RC is located on
the second floor of the Rosenthal Building in Room 218. The
room is open from 7:00 a.m. to 10:00 p.m.,
seven days a week. For more information about NSU's Veterans
Resource Center, please contact Kelsey De
Santis NSU's Veterans Resource Center Coordinator email
[email protected] (mailto:[email protected]) or
[email protected], (mailto:[email protected]) call (954) 262-
FLAG (3524), or visit
http://www.nova.edu/veterans/index.html
(http://www.nova.edu/veterans/index.html) .
Candidates seeking accommodations under the Americans with
Disabilities Act may contact NSU’s
Disability Services office at [email protected]
(mailto:[email protected]) or (954) 262-
7185. You will be required to submit the appropriate paperwork
from the Office for Students with
Disabilities if you require accommodations in this class. Please
notify the instructor of your
accommodations by the end of the first week. Students requiring
religious accommodations should notify the
instructor by the end of the second week of class.
NOTE: Counseling students, please retain your syllabus and all
of your assignments for the semester,
including those that are graded and returned.
XIII. Bibliography

Berman, P. S. (2010). Case conceptualization and treatment
planning. Thousand Oaks, CA:
Sage.
Brammer, R. (2004). Diversity in counseling. Pacific Grove,
CA: Brooks/Cole.
Corey, G., Corey, M., and Callanan, P. (2015). Issues and ethics
in the helping
professions. (9th ed.). Pacific Grove, CA: Brooks/Cole.
Dow, B. J. & Wood, J. (Eds.) (2006). The Sage handbook of
gender and communication.
Thousand Oaks, CA: Sage
Development
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Rabin, C. (2005). Understanding gender and culture in the

helping process: Practitioner’s
narratives from global perspectives. Pacific Grove, CA:
Brooks/Cole.
Slattery, J. M. (2004). Counseling diverse clients: Bringing
context into therapy. Pacific Grove,
CA: Brooks/Cole.
Stout, C. E. & Hayes, R. A. (Eds.). (2004). The evidenced-based
practice: Methods, models, and
tools for mental health professionals. New York, NY: John
Wiley & Sons.
Web Destinations: Professional Development & Identity
American Counseling Association: The American Counseling
Association (ACA) is an organization of
counseling professionals who work in educational, health care,
residential, private practice, community
agency, government, and business and industry settings. Its
mission is “to enhance human development
throughout the life span and to promote the counseling
profession.” The website contains links to divisions,
conference information, an online newsletter, and information
for the public.
American Counseling Association
5999 Stevenson Ave.

Alexandria, VA 22304
Telephone: (800) 347-6647 or (703) 823-9800
http://www.counseling.org/ (http://www.counseling.org/)
American Mental Health Counselors Association: American
Mental Health Counselors Association
(AMHCA) is now a separate organization from the American
Counseling Association although some ties still
exist. The mission of AMHCA is “to enhance the profession of
mental health counseling through licensing,
advocacy, education and professional development.” The web
site contains links to state chapters, client
information and related mental health areas. AMHCA holds an
annual convention and publishes The Journal
of Mental Health Counseling quarterly.
http://www.counseling.org/
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AMHCA Headquarters,
801 N. Fairfax St., Suite 304
Alexandria, VA 22314,

Telephone: (703) 548-6002 or (800) 326-2642,
http://www.amhca.org/ (http://www.amhca.org/)
Codes of Ethics
In general, the codes of ethics of the major professional
organizations do not make distinctions in ethical
behavior of clinicians when treating mental disorders versus
other kinds of problems.
American Counseling Association – Code of Ethics
The website provides the ACA Code of Ethics and Standards for
Practice. There is a new section on internet
counseling ethics.
http://www.counseling.org/knowledge-center/ethics
(http://www.counseling.org/knowledge-center/ethics)
American Mental Health Counselors Association
National Board for Certified Counselors – Code of Ethics
http://nbcc.org/Professional/Ethics
(http://nbcc.org/Professional/Ethics)
XIV. Appendix/Appendices

Grading Rubrics for Assignment
http://www.amhca.org/
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Required Biographical Human Development Paper Key
Performance Indicator Rubric
The “Biographical Human Development Paper” assignment is
used as a Key Performance Indicator
for the common core area “Human Growth and Development.”
Criterion Not Met = 0 points Met = 2 points Exceeded = 2.5
points Points
1. Theories of
Individual and
Family
Development
(2.5 points
max)

[2. F. 3. a.]
Student did not
demonstrate knowledge
of human development
by synthesizing and
integrating theories of
development with events
and influences in his/her
life.
Student demonstrated
knowledge of human
development by
synthesizing and
development with
events and influences in
his/her life.
Student demonstrated knowledge
of human development by
synthesizing and integrating
theories of development with
events and influences in his/her
life. Student relates the events
and influences to human
development theories.
2. Theories of

Learning
(2.5 points
max)
[2. F. 3. b.]
Student did not specify
the ideal learning theory
and explains why this is
important to him/her.
Student specified the
ideal learning theory but
did not explain why this
is important to him/her.
Student specified the ideal
learning theory and explained
why this is important to him/her.
3. Theories of
Normal and
Abnormal
Personality
Development
(2.5 points
max)
[2. F. 3. c.]

Student did not focus on
personality development
and did not apply it to
his/her life development.
Student focused on
personality
development but not on
application to his/her life
development.
Student focused on personality
development and applied it to
Development
Page 24 of
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4. Biological,
Neurological,
and
Physiological
Factors

(2.5 points
max)
[2. F. 3. e.]
[2.F. 3. f.]
[2. F. 3. d.]
[CMHC 1. d.]
Student did not
effectively project how
they might expect to
complete the life stages
to follow, and failed to
discuss factors that
affected or will affect
his/her development.
Student effectively
projected how they
might expect to
to follow but failed to
Student effectively projected how
they might expect to complete the
life stages to follow and
discussed factors that affected or
will affect his/her development.

5. Systemic
and
Environmental
Factors
(2.5 points
max)
[2. F. 3. e.]
[2. F. 3. f.]
Student failed to discuss
systemic and
environmental factors
(e.g., Bronfenbrenner)
that affect human
development,
functioning, and
behavior.
Student only focused on
one environmental/
systematic factor that
affected human
functioning.
Student discussed systemic and
environmental factors (e.g.,

Bronfenbrenner) that affect
human development, functioning,
and behavior.
6. Wellness
Plan
(2.5 points
max)
[2. F. 3. i.]
Student did not discuss
wellness plan across the
lifespan.
Student identified 1
wellness activity but did
not discuss a thorough
wellness plan.
Student identified and discussed
at least three wellness activities
and discussed an overall
wellness plan.

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Course Summary:
Date Details
Tue Oct 22, 2019 !
Discussion Board Post #1: Meet Your Classmates
(https://nsu.instructure.com/courses/2439342/assignments/1874
8531)
due by 11:59pm
Sun Oct 27, 2019 !
Discussion Board Post # 2
8540)
due by 11:59pm
7. References
(2.5 points
max)
Student used less than
the 5 required

references.
Five professional
references were used to
support the above
sections.
More than 5 professional
references were used to support
the above sections. The
references were all of high
quality.
8. APA Style
(2.5 points
max)
APA style of writing was
not adequately followed
throughout the paper.
APA style was followed
There were several
minor errors.

throughout the paper. There were
few/no errors.
Total grade for the assignment (20 of 100 total points for the
course or 20% of your total
course grade):
*
* All students must pass the KPI Assignment at 70% or higher.
Any ‘Not Met’ criterion requires
instructor remediation prior to the end of the course to achieve a
passing grade for the KPI. Students
must pass the KPI to pass the course.
https://nsu.instructure.com/courses/2439342/assignments/18748
531
540
539
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abus
Sun Nov 3, 2019 !
8539) due by 11:59pm
Sun Nov 10, 2019 !
Discussion Board Post # 4- (this will take place in class)
8538)
due by 11:59pm
Mon Nov 18, 2019 !
PYCL 0512 Required KPI Assignment- Biographical Human
Development Paper
9713)
due by 11:59pm
Mon Dec 2, 2019 !
points)
8542)
due by 11:59pm
Sat Dec 7, 2019 !
Parent Education Group Presentation (20 points)
8544)
due by 11:59pm

Sun Dec 8, 2019 !
paper
8543)
due by 11:59pm
539
538
713
542
544
543
Development
Page 1 of
abus
Course Syllabus
Jump to Today
NOVA SOUTHEASTERN UNIVERSITY

COLLEGE OF PSYCHOLOGY
DEPARTMENT OF COUNSELING
COURSE SYLLABUS
1. Course Information
Course Number and Title: PYCL 0512 – Human Growth and
Development
Credit Hours: 3
Course CRN, Section, and Location: PYCL-0512-E09_23628;
Weekend Intensive
Semester and Year: Fall 2019
Course Start and End Dates: October 14 - December 8 , 2019
1. Instructor Information
Professor:
Anna K. Owens, Ph.D.
th th

https://nsu.instructure.com/courses/2439342/assignments/syllab
us#
https://nsu.instructure.com/courses/2439346
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Page 2 of
abus
Assistant Professor
[email protected] (mailto:[email protected])
Office Location: Maltz, Room 2041. By appointment only but
would LOVE to meet with you!
Office Hours and Communication: By appointment; Please use
Canvas Course Messages for instructor
contact.
III. Class Schedule and Location: Maltz Room 2058
Dates and Class Meeting Times:
Weekend Format: Course Meeting Dates
Nov. 8, 9, 10 2019

Dec. 6, 7, 8 2019
Class Meeting Times: Fridays 6:00 p.m. -
10:00 p.m.
Saturdays 9:00 a.m. - 5:00 p.m.
Sundays 9:00 a.m. - 5:00 p.m.
*Mandatory: Students must be in attendance for ALL scheduled
class time.
Tardiness will be reflected in participation points.
1. Course Description
Development
Page 3 of
abus
This course covers how developmental maturation and social
learning impacts individuals across the lifespan.
Theory and research in social development and learning are
covered in topics for mental health and school
counselors.

1. Learning Outcomes
Course Objectives:
Upon completion of this course, students will be able to:
1. Understand theories of individual and family development
across the lifespan. [2. F. 3. a.]
2. Understand theories of learning. [2. F. 3. b.]
3. Understand theories of normal and abnormal personality
development. [2. F. 3. c.]
4. Understand theories and etiology of addictions and addictive
behaviors. [2. F. 3. d.]
5. Understand individual, biological, neurological,
physiological, systemic, spiritual, and environmental factors
that affect human development, functioning, and behavior.
[2. F. 3. e., F. 3. f.]
6. Understand the neurobiological and medical foundation and
etiology of addiction and co-occurring
disorders. [CMHC 1. d.]
7. Understand effects of crisis, disasters, and other trauma-
causing events on diverse individuals across the
lifespan. [2. F. 3. g.]
8. Understand "a general framework for understanding differing
abilities and strategies for differentiated
interventions.” [2. F. 3. h.]
9. Understand "ethical and culturally relevant strategies for
promoting resilience and optimum development

and wellness across the lifespan.” [2. F. 3. i.]
MCAP: Certified Master’s Level Addiction Professional
applicants must complete and document to the Florida
Certification Board (FCB) that they have a minimum of 350
hours of content specific training, with minimum
hour requirements for each content specific domain. This course
will provide a total of 45 hours in the
following domains:
MCAP Domain 3 - Counseling: 5 hours
MCAP Domain 5 - Client, Family and Community Education:
30 hours
MCAP Domain 10 - Application to Practice/Professional
Readiness: 10 hours
Development
Page 4 of
abus
Key Performance Indicator (KPI) and Additional Learning
Outcomes:
Faculty systematically assesses each student’s progress by
examining a combination of knowledge and skills.
Key performance indicators are course tasks, activities, or
assignments selected by faculty to assess student

learning in core content areas of the counseling curriculum. Key
Performance Indicators are measured
multiple times and at different points in time during the
student’s master’s program.
This course has been identified as partially fulfilling one of the
eight core content areas of the counseling
curriculum, Human Growth and Development. The following
content area objectives are addressed within this
course via the designated Key Performance Indicator task
described below.
1. Neurobiological and medical foundation and etiology of
addiction and co-occurring disorders [CMHC 1. d.]
2. Theories of individual and family development across the
lifespan [2. F. 3. a.]
3. Theories of learning [2. F. 3. b.]
4. Theories of normal and abnormal personality development [2.
F. 3. c.]
5. Theories and etiology of addictions and addictive behaviors
[2. F. 3. d.]
6. Biological, neurological, and physiological factors that affect
human development, functioning, and
behavior [2. F. 3. e., F. 3. f.]
7. Systemic and environmental factors that affect human
development, functioning, and behavior [2. F. 3. e.,
F. 3. f.]
8. Effects of crisis, disasters, and trauma on diverse individuals
across the lifespan [2. F. 3. g.]
9. A general framework for understanding differing abilities and
strategies for differentiated interventions [2. F.

3. h.]
10. Ethical and culturally relevant strategies for promoting
resilience and optimum development and wellness
across the lifespan [2. F. 3. i.]
Students will demonstrate competency via successful
completion of the following key performance indicator
required task:
Key Performance Indicator Assignment: Biographical Human
Development Paper
.
1. Material and Resources
Required Text:
Development
Page 5 of
abus
There is 1 required textbook for this course. I recommend
renting the Ivey book if possible:
Wong, D. W., Hall, K. R., Justice, C. A., & Hernandez, L. W.
(2015). Counseling individuals through the

lifespan. Thousand Oaks, CA: Sage.
ISBN-13: 978-1452217949
Recommend Text:
Ivey, A. E., Ivey, M. B., Myers, J. E., & Sweeney, T. J. (2005).
Developmental counseling and therapy:
Promoting wellness over the lifespan. Belmont, CA:
Wadsworth.
Additional Required Readings: *Additional Journal articles will
be added into the module sections on
Canvas (see course schedule)
Required Course Resources: (located at
https://sharklink.nova.edu (https://sharklink.nova.edu) ):
1. NSU Email Account
2. Canvas Course Management System Access
VII. Course Schedule and Topic Outline
Calendar of Topics/Assignments
PYCL 0512 – Human Growth and Development
Date
Objectives
and Chapters

Readings/Assignments
CACREP
Standards
Introductions,
Exchange contact info with at least 2
classmates; network and share personal journey
https://sharklink.nova.edu/
Development
Page 6 of
abus
Week 1
10/14/19
Review of
syllabus,
Course
Overview, and
Assignment
details
Chapter 1:
Basics of
Human
Growth and

Development
stories!
2. F. 1. a.
CMHC 1.
a.
Week 2
10/21/19
Chapter 2:
Theories of
Human
Development
Chapter 3:
Conception,
Prenatal
Development

And
A Motivational Theory of Life-Span Development
article
2. F. 1. b.
2. F. 1. d
Week 3
Chapter 4:
Infancy (Birth
to 24 months
old)
2. F. 3. a.

Development
Page 7 of
abus
10/28/19
Chapter 5:
Toddlerhood
(Ages 1 to 3)
2. F. 3. c.
Week 4
11/04/19
Chapter 6:
Preschool/
Early School
Age (Ages 3-

6)
Chapter 7:
Middle
Childhood
(Ages 6-12)
And
Shonkoff & Phillips (2000). From Neurons to
Neighborhoods, chapters 2 and 8- You can get it
free online at http://www.nap.edu /catalog.php?
record_id=9824
(Be prepared to have a class discussion)
2. F. 3. g.
2. F. 3. h.
Weekend
#1

Friday
11/8
Saturday
11/9
Sunday
11/10
Modules 1-8
In class review of Modules 1-8
Friday 11/8: Introductions, Review of syllabus,
Course Overview, Assignment details, Parent
Education Presentation group selection/planning,
Modules 1 & 2
Saturday 11/9: Modules 3, 4, 5
Assign group presentations.
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Page 8 of

abus
Week 5
11/11/19
Chapter 8:
Early
Adolescence
(ages 13-18)
Chapter 9:
Late
Adolescence
(Ages 19-25)
And
Stevens, T., Morash, M., & Park, S. (2011). Late-
adolescent delinquency: Risks and resilience
for girls differing in risk at the start of
adolescence
(http://yas.sagepub.com/cgi/reprint/43/4/1433?
ijkey=ja9oQAWYRUBEw&keytype=ref&siteid=spyas)
. Youth & Society, 43(4), 1433-1458.

2. F. 3.
e., F. 3.
f.
2. F. 3. i.
Week 6
11/18/19
Chapter 10:
Early
Adulthood
(Ages 26-35)
Chapter 11:
Middle
Adulthood
(Ages 36 to
60)
Due: Monday 11/18/19 by 11:59PM Required

KPI Assignment
Biographical Human Development Paper MUST
Upload to LIVETEXT
2. F. 3. i.
CMHC 1.
d.
2. F. 3. d.
http://yas.sagepub.com/cgi/reprint/43/4/1433?ijkey=ja9oQAWY
RUBEw&keytype=ref&siteid=spyas
Development
Page 9 of
abus
Week 7
11/25/19
Chapter 12:
Late
Adulthood

(Ages 61-75)
Chapter 13:
Oldest-Old
Elderhood
(Ages 75 and
over)
(Happy Thanksgiving)
2. F. 3. i.
2. F. 3. h.
Week 8
12/02/19
Developmental
Counseling &
Therapy (DCT)

Read: TWO Developmental Counseling &
Therapy (DCT) articles in Canvas
Due: Monday 12/02/19 by 11:59PM
Developmental Counseling Milestone
Interview and Chart
2. F. 3. b.
Weekend
#2
Friday
12/6
Saturday
12/7
Sunday
12/8
Course
ends
Sunday
12/8
Modules 9- 15
In class review of Modules 9- 16

Friday 12/6: Modules 9, 10
Saturday 12/7: Modules 11, 12
Due: Parent Education Group Presentations
Due: Developmental Counseling & Therapy
(DCT) video reflections paper
2. F. 3. b.
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Page 10 of
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VIII. Instructional Methods
Methodology:
The course will be taught using a combination of lecture,
demonstrations by the instructor, student
discussions, recorded lectures on Canvas, student videotaping of
skills, and student role playing. Student
participation is essential in this course. Videos will be shown as

appropriate during the course. The
PowerPoint slides used in the lecture are available on the course
Canvas site.
Each week students are encouraged to review the “Overview and
Objectives” located under the module
section (Example: Week 1) Although this is a Weekend Format,
student will need to follow due dates listed
syllabus. Participation is mandatory in the discussion boards
during the weeks that we do not meet in person.
This class starts Monday October 14 , 2019.
1. Assignments
Description of Assignments
Online Discussion Boards via Canvas and Expected
Participation (30 points; FIVE total, each worth 6
points)
There will be a total of Five discussion board posts required
throughout this class. Each post will be worth 6
points; 30 points total as key element of engagement in this
course. For the Discussion Questions, students
will be evaluated on the critical thought and depth that are put
into the responses. The Discussion Board is a
forum for all of us to expand on the material, in order to make
this class more meaningful and educational.
The discussion questions will present issues or topic of interest
which students will respond to utilizing their
reading and learning on a developmental process. Topics will
reflect reading in the text, auxiliary reading,
online research, and topics covered in class discussions.

You are required to make an Initial Discussion Post by no later
than THURSDAY at 11:59pm. of each
assigned week. Your Initial Post is expected to be 1-2 pages
(minimum of 300 words) and cite at least TWO
references in APA format. It should be in the form of a well
written, well developed, thoughtful and researched
brief essay. The essay must be original, and, therefore, any
sources referred to in writing the essay must be
referenced. In addition to your initial discussion post, you will
be required to make AT LEAST TWO
RESPONSE POST’s to peers.
These peer response posts are to be posted no later than
SUNDAY at 11:59pm. Your peer response is in the
th
Development
Page 11 of
abus
form of a dialogue and needs to be substantive in order to
receive credit for the Discussion Forum. Interactive
responses, well informed, polite, dialectical, and thought
provoking are the graduate level expectation. Simply
stating, “I liked your post”, “I agree with your statements”,
“Good post”, are not going to receive credit. Each
student is an active agent in this course. It is not only about the
student taking in information, but also
contributing to the flow of the class. Although you may not
receive individualized instructor responses on a

weekly basis, your participation is being monitored and
evaluated regularly. Class participation is an integral
part of the learning process, and therefore a significant
percentage of the course grade will be based on the
student’s "voice" in this course. Students will be evaluated for
the quality of their discussion postings. The
deadlines for the weekly discussion are as follows:
-Post Initial Discussion responses to the discussion questions by
11:59pm on Thursday.
-Respond to at least one discussion posting from a classmate by
11:59pm on Sunday.
Late Initial Post: Your discussion grade may be reduced for
consistently late posts.
Late Peer Response Posts: Late peer posts are not appropriate
because the assignment period is over, and
the author of the initial post is no longer obligated to review
their responses from their peers. All assignments
will become unavailable on canvas once the due date has passed
to prevent students from turning in late
work.
*Note: Discussion Board Post #1 is meant to be informal
introduction and does not need to follow APA
guidelines. Student will still need to respond to at least TWO
peers.
Parent Education Group Presentation (20 points) Students will
create a Parent Education seminar with a
focus on one of the following developmental stages: Prenatal
and birth, infancy & toddlerhood (up to 3 yrs),
preschool/early school age (3-6 yrs), middle childhood (7-12

yrs), early adolescence (13-18 yrs). Target
audience are parents with children in these specific age ranges.
Students must cover the following topics:
developmental tasks and milestones (include at least 3
theorists), struggles/concerns that parents may
encounter, common counseling/mental health issues, and
normal/abnormal physical, cognitive,
social/emotional behaviors. The purpose of your presentation is
to educate parents with the hopes of
preventing any unnecessary stressors and/or trauma in
childhood. These 30-45-minute presentations should
be creative/interesting to hold the attention of the audience.
You are required to include at least
one Kinesthetic Learning Activity (to involve our senses),
which may include arts and crafts, playing music,
playing a game, etc. Due: Saturday, December 7 , 2019 in class
presentations.
paper (10 points)
Students will be required to watch the Developmental
Counseling and Therapy, Part 1
th
Development
Page 12 of

abus
(https://search.alexanderstreet.com/view/work/bibliographic_ent
ity%7Cvideo_work%7C1778844) by Allen E. Ivey-
Alexander Street Press. This can be found in the University
online library to view entire video. There will be
time designated in class to watch the video and begin reflection
process. Your reflection paper should be
completed after watching the video. Student will need to write a
2-3-page reflections paper. The following
questions could be used help guide your discussion; What is
Developmental counseling and therapy (DCT)?
How can Developmental Therapy be applied for Children and
Adolescents? Why is human development
important in Counseling? Could you see yourself applying any
techniques as a future clinician? What were
some key take-aways after participating in this video review?
Be sure this reflections paper follows APA
guideline, although you are encouraged to provide personal
reflections and opinions.
Due: Sunday, December 8 2019
points)
Part 1: For this project, you will choose to interview an adult
who is in the middle, late, or oldest stages of
adulthood and outline the following factors throughout their
childhood and adult development: Risk Factors,
Resilience Factors, Major Stressors/Trauma, and Developmental
Stages they met or failed to meet (childhood
stages must include at least 3 theorists).
Part 2: You will create a developmental milestones chart using

Excel (sample provided on canvas) and chart
each of the following eight developmental milestones
throughout our lives: Prenatal, Infancy & Toddlerhood
(0-3yrs), Preschool: Early School Age (3-6yrs), Middle
Childhood (7-12yrs), Early Adolescence (13-18yrs),
Late Adolescence (19-25yrs), Early Adulthood (26-35yrs),
Middle Adulthood (36-60yrs), Late Adulthood (61-
75yrs), Oldest-Old Elderhood (75yrs & up). Bonus points will
be given to students who are able to interview an
adult in the oldest-old elderhood stage. Due: Monday,
December 2 2019 11:59PM
The purpose of this project is to meet the Key Performance
Indicator tasks for Human Growth and
Development. A key part of our work as counseling
professionals is to develop a number of skills including
self-awareness and appropriate self-disclosure. This assignment
facilitates self-awareness by exploring your
own lifespan development within the context of the human
lifespan and developmental theories covered in the
course. This assignment also encourages appropriate self-
disclosure. Please feel free to disclose as much or
as little as you are comfortable sharing in a professional
context.
Write a 5 to 7-page research paper in APA format that describes
your own lifespan development. Focus on
influences that you believe impacted your life, both positive and
negative. In this paper you are to (1)
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nd
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demonstrate your knowledge of human development by
synthesizing and integrating theories of development
and learning with events and influences in your life, (2) specify
a developmental issue/task for each life stage
as defined by the developmental theory you choose, (3) develop
a plan for the future of how you might expect
to cope with future life stages. (4) discuss how your life
experiences inform how you will approach your work
with future clients. (5) Include a short wellness plan to help you
prevent burnout and compassion fatigue.
Please cite at least 5 references. The references must be peer-
reviewed journals or professional books.
Please use APA style when formatting your paper. I will hold
these papers in confidence. Below are a few
items to consider while writing your paper about each stage.
Not all of the items below will apply to you.
1. What was happening in your family, your community?
2. How might these occurrences have affected your family

members?
3. What prevailing socio-cultural factors that impacted your
family’s
(and your own):
1. Identity development
2. Gender expectations
iii. Sexual identity development
1. Trauma and abuse
2. Grief and loss
3. Family development
vii. Addiction
viii. Spiritual development
1. What changed as you and your family progressed through the
various
developmental stages?
1. What theories pertain to the specific developmental ages and
unique
cultural contexts?
1. How will you use wellness to cope with the next stages in
life?
*See the appendix for detailed instructions and rubric.
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Due: Monday, November 8 , 2019 11:59PM.
A rubric for this assignment can be found at the end of the
syllabus. Students must receive at least a
70% to receive a passing grade. A student who scores a ‘Not
Met’ on any criterion of KPI assignment
must complete an Individual Remediation Plan with the
instructor. Failure to successfully remediate
the KPI assignment will result in a F (Fail) grade in the course.
1. Assessments
Meeting the Key Performance Indicator tasks for Human
Growth and Development paper will serve as a final
assessment grade.
1. Grading Criteria

1. Online Discussion Board Post (10 total) 30 points
2. Parent Educational PPT Presentation 20 points
3. DCT video Reflection paper 10 points
4. Development Interview & Chart 20 points
5. Biographical Human Development Paper 20 points
Total 100 points
Grade Points Earned
A 93-100
A- 90-92
th
Development
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B+ 88-89
B 83-87
B- 80-82
C+ 78-79

C 73-77
C- 70-72
F Below 70
Grading Schema:
XII. Course
Policies
Academic Honesty/Plagiarism Policy: Students are expected to
act in accordance with the Nova Southeastern
University policy on academic integrity. Cheating, lying,
misrepresentation, or plagiarism in any form is
unacceptable and inexcusable behavior. Work that is submitted
for credit must be the original work of the
student. Assignments that are not the original work of the
student are considered plagiarized and in violation
of the Code of Student Conduct and Academic Responsibility.
Self-plagiarism, such as resubmitting the same
assignment or portions of an assignment to a different
instructor, is also considered to be a violation of the
policy. Assignments submitted that are found to have
plagiarized information will be granted a failing grade,
and may result in failure of the course. More information can be
found on pages 12-14 and 25-33 of the NSU
student handbook

.pdf
.pdf) ). Please refer to Canvas for links to writing
http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.
pdf
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and APA Style assistance.
Hardship Policy: Unforeseen events, emergencies, and life
events can arise that impact academic success or
cause time away from class (e.g., divorce, illness, a family
member’s death, etc.). When a student needs to
miss a class or submit an assignment past the due date, students
are expected to communicate with their
instructor within 24-72 hours to discuss arrangements for
completing late assignments and to catch up with
the course. Such notification can occur through email or a
phone call to the instructor. Likewise, if students
anticipate multiple absences or missed assignments, students are
expected to communicate with their
instructor as early as possible to discuss a plan to make up
missed exams or submit other missed work. The
instructor is not obligated to offer extended time for completion
of assignments or make-up work and has sole
discretion in the determination of whether the missed
work/absence will be accepted. Moreover, the instructor

has the right to request supporting documentation including but
not limited to medical notes, hospital
discharge summaries, and obituaries to determine whether to
accept late work and excuse absences. On a
rare occasion, the instructor may encourage the student to drop
the course with an option to enroll in a future
term once the crisis or life event is resolved. However, it is
ultimately the student’s responsibility to decide to
complete or drop the course. If students need help deciding to
continue with a course, they can discuss their
decision with their instructor or a counselor. The program
manager and coordinator can provide information
regarding the consequences that dropping a course might have
on internship placements and graduation
timelines. Students in need of counseling can contact the
Henderson Student Counseling Center.
Paper Submission Requirements: Papers should be typed,
double-spaced, with 12-pt font and 1-inch
margins, and should conform to APA (American Psychological
Association) Style, 6 Edition. Proper spelling,
grammar, and punctuation are expected. Late
papers/assignments will not be accepted without prior approval
and must be due to a legitimate emergency (not computer
problems).
Technology Requirements: You need access to a computer with
Internet access for this course. Online
students are also required to have a working webcam. Access to
Canvas and your Nova e-mail will be
required for this course. You can log in to Canvas using your
Nova ID and password. Students will find course
articles and other relevant information on Canvas:
https://sharklearn.nova.edu/webapps/login/. Students also
need to check Canvas weekly for important announcements and

class-related business. Articles for the
course can be found within the Course Content Module on
Canvas. Please contact the NSU OIT Help Desk at
954-262-4357 for technology support.
Cellular Phone Policy: The university recognizes the growing
trend regarding student possession of cellular
phones and electronic devices with video, camera, or voice
recording capabilities. In support of each
th
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Page 17 of
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individual's reasonable expectation of privacy, the copyright
and intellectual property laws, the use of these
cellular phone features by NSU students must be in conjunction
with express consent. Students are
forbidden to video, use camera or voice recordings without the
express consent of the subject(s) being
photographed or recorded.
A Note on Class Participation: Participation is an important part
of this course. Students are expected to
participate in scheduled class activities and discussions. This
includes responding to emails/messages in a
timely manner, regularly accessing Canvas, and overall

investment and effort in the course, projects, and
assignments. Your final course grade is likely to be affected by
both the quality and quantity of your
participation. Students are expected to function as professional
counselors in training, which means
participating in all discussions and responding to
communications in a timely and professional manner.
Confidentiality and Classroom Conduct: Being involved in class
discussion and small groups usually entails
some amount of personal self-disclosure. Because of the nature
of vulnerability, trust, and openness needed
to learn about this topic, it is extremely important that
confidentiality be maintained. Revealing personal
information others have shared is a breach of confidentiality
and is unethical. If you would like to share with
others regarding your experiences, please reveal only your own
reactions and understandings, and avoid
using names or identifying features of your classmates. It is
expected that anyone participating in a
demonstration, role-play, or activity will have confidentiality
respected.
As a graduate student, you will be treated and respected as an
adult. Due to the nature of discussions
involved in this class, it is important that we respect each
other’s opinions and values. Likewise, there should
be empathy and understanding for the personal pain that can
occur in those with whom we interact or discuss
in class. You are expected to participate in classroom activities
and discussions in such a manner as to
maximize learning for yourself and your classmates.

Basic Ground Rules:
Value differences
One person speaks at a time
Laugh with each other – not at each other
Maintain confidentiality
Have consideration for opinions other than your own
No one dominates – everyone participates
Keep an open mind – seek to understand others’ viewpoints
Development
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Professional Behavior: Students must evidence professional
behavior at all times. Competencies in the area
of professional behavior in class include, but are not limited to,
the following behaviors:
-Restraining from inappropriately using electronic equipment in
class (e.g., cell phones, tablets, laptops)
-Restraining from engaging in non-class related activities (e.g.,
studying or working on non-class related
activities) or engaging in other distracting behaviors (e.g.,
talking with other students during lecture,
exchanging messages with other students)
-Assuming personal responsibility for the individual portion of
any panel or group presentations and working in

collaborative fashion with fellow group members in the
preparation and delivery of a group presentation
-Appropriate and respectful interactions with fellow students
and instructor
Deficits demonstrated in any of the above behaviors and other
behaviors noted in the Core Performance
Standards for Admission and Progress may culminate in the
completion of a Professional Behavior Checklist
that will be submitted to the Program Office.
Personal Counseling: If you find that personal problems, career
indecision, study and time management
difficulties, etc. are adversely impacting your successful
progress at NSU, please contact the NSU/Henderson
Student Counseling Center at 954-262-7050 or 954-424-6911
for assistance in locating services.
Instructor’s Statement: The instructor reserves the right to
adjust the syllabus schedule as needed to meet the
needs of this particular class. Changes will be communicated
with students in a timely manner. It is your
responsibility to keep informed about discussion topics and
assignments. If in doubt, check with your
instructor. Please remember to retain your syllabi after
completion of the program; students may need it in the
future for certification or licensure purposes.
Professional and Personal Fitness: The counseling program is
charged with the dual task of nurturing the
development of counselors-in-training and ensuring quality
client care. In order to fulfill these dual

responsibilities faculty must evaluate students based on their
academic, professional, and personal qualities
and dispositions. A student’s progress in the program may be
interrupted for failure to comply with academic
standards or if a student’s interpersonal or emotional status
interferes with being able to provide ethical
services to clients. For example, in order to ensure proper
training and client care, a counselor-in-training
must abide by relevant ethical codes and demonstrate
professional knowledge, technical and interpersonal
skills, professional attitudes, professional dispositions, and
professional character. These factors are
Development
Page 19 of
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evaluated based on one’s academic performance and ability to
convey warmth, genuineness, respect, and
empathy in interactions with clients, classmates, staff, and
faculty. Students should demonstrate the ability to
accept and integrate feedback, be aware of their impact on
others, accept personal responsibility, and be able
to express feelings effectively and appropriately.
Professional Organizations: The NSU Counseling Program
strongly recommends that you obtain membership
in the American Counseling Association and/or the American
School Counselor Association, depending on
your specific counseling degree. Student memberships are

available at a reduced rate, and allow you to
become actively involved in local, state, and national activities,
which serve to enhance your professional
repertoire. NSU’s Counseling Student Organization (CSO) is
also a valuable resource for networking and
information.
General College Policies: Students should refer to the NSU
Department of Counseling Policies and
Procedures Handbook and the NSU College of Psychology
Graduate Catalog to access additional required
college and departmental-wide policies. It is your responsibility
to access and carefully read these policies to
ensure you are fully informed. As a student in this class, you
are obligated to follow these policies in addition
to the policies established by your instructor, including:
-Academic misconduct
-Last day to withdraw
-Email policy
-Student course evaluations
-Student responsibility to register
-Student responsibility for course pre-requisites
Writing Tutoring is available through NSU’s tutoring services.
Graduate students can meet with a tutor once
per week for 45 minutes. The tutor can assist with APA style,
grammar, structuring, and formatting of papers.
Tutoring can take place online for candidates who do not live

close to the Ft. Lauderdale campus. For more
information and to set up an appointment, call (954)262-8350 or
visit the NSU Writing and Communication
Center http://www.nova.edu/wcc/index.html
(http://www.nova.edu/wcc/index.html) .
NSU's Veterans Resource Center (VRC): links veterans with
university and community resources, as well as
http://www.nova.edu/wcc/index.html
Development
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provides a welcoming environment for student-veterans to meet,
relax, and gather. The V RC is located on
the second floor of the Rosenthal Building in Room 218. The
room is open from 7:00 a.m. to 10:00 p.m.,
seven days a week. For more information about NSU's Veterans
Resource Center, please contact Kelsey De
Santis NSU's Veterans Resource Center Coordinator email
[email protected] (mailto:[email protected]) or
[email protected], (mailto:[email protected]) call (954) 262-
FLAG (3524), or visit
(http://www.nova.edu/veterans/index.html) .
Candidates seeking accommodations under the Americans with
Disabilities Act may contact NSU’s

Disability Services office at [email protected]
(mailto:[email protected]) or (954) 262-
7185. You will be required to submit the appropriate paperwork
from the Office for Students with
Disabilities if you require accommodations in this class. Please
notify the instructor of your
accommodations by the end of the first week. Students requiring
religious accommodations should notify the
instructor by the end of the second week of class.
NOTE: Counseling students, please retain your syllabus and all
of your assignments for the semester,
including those that are graded and returned.
XIII. Bibliography
Berman, P. S. (2010). Case conceptualization and treatment
planning. Thousand Oaks, CA:
Sage.
Brammer, R. (2004). Diversity in counseling. Pacific Grove,
CA: Brooks/Cole.
Corey, G., Corey, M., and Callanan, P. (2015). Issues and ethics
in the helping
professions. (9th ed.). Pacific Grove, CA: Brooks/Cole.
Dow, B. J. & Wood, J. (Eds.) (2006). The Sage handbook of

gender and communication.
Thousand Oaks, CA: Sage
Development
Page 21 of
abus
Rabin, C. (2005). Understanding gender and culture in the
helping process: Practitioner’s
narratives from global perspectives. Pacific Grove, CA:
Brooks/Cole.
Slattery, J. M. (2004). Counseling diverse clients: Bringing
context into therapy. Pacific Grove,
CA: Brooks/Cole.
Stout, C. E. & Hayes, R. A. (Eds.). (2004). The evidenced-based
practice: Methods, models, and
tools for mental health professionals. New York, NY: John
Wiley & Sons.

Web Destinations: Professional Development & Identity
American Counseling Association: The American Counseling
Association (ACA) is an organization of
counseling professionals who work in educational, health care,
residential, private practice, community
agency, government, and business and industry settings. Its
mission is “to enhance human development
throughout the life span and to promote the counseling
profession.” The website contains links to divisions,
conference information, an online newsletter, and information
for the public.
American Counseling Association
5999 Stevenson Ave.
Alexandria, VA 22304
Telephone: (800) 347-6647 or (703) 823-9800
http://www.counseling.org/ (http://www.counseling.org/)
American Mental Health Counselors Association: American
Mental Health Counselors Association
(AMHCA) is now a separate organization from the American
Counseling Association although some ties still
exist. The mission of AMHCA is “to enhance the profession of
mental health counseling through licensing,
advocacy, education and professional development.” The web
site contains links to state chapters, client
information and related mental health areas. AMHCA holds an

annual convention and publishes The Journal
of Mental Health Counseling quarterly.
http://www.counseling.org/
Development
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AMHCA Headquarters,
801 N. Fairfax St., Suite 304
Alexandria, VA 22314,
Telephone: (703) 548-6002 or (800) 326-2642,
Codes of Ethics
In general, the codes of ethics of the major professional
organizations do not make distinctions in ethical
behavior of clinicians when treating mental disorders versus
other kinds of problems.
American Counseling Association – Code of Ethics
The website provides the ACA Code of Ethics and Standards for

Practice. There is a new section on internet
counseling ethics.
(http://www.counseling.org/knowledge-center/ethics)
American Mental Health Counselors Association
National Board for Certified Counselors – Code of Ethics
(http://nbcc.org/Professional/Ethics)
XIV. Appendix/Appendices
Grading Rubrics for Assignment
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Required Biographical Human Development Paper Key
Performance Indicator Rubric
The “Biographical Human Development Paper” assignment is
used as a Key Performance Indicator
for the common core area “Human Growth and Development.”
Criterion Not Met = 0 points Met = 2 points Exceeded = 2.5
points Points
1. Theories of
Individual and
Family
Development
(2.5 points
max)
[2. F. 3. a.]
Student did not
demonstrate knowledge
of human development
by synthesizing and
development with events
and influences in his/her
life.
Student demonstrated
knowledge of human
development by

synthesizing and
development with
events and influences in
his/her life.
Student demonstrated knowledge
of human development by
synthesizing and integrating
theories of development with
events and influences in his/her
life. Student relates the events
and influences to human
development theories.
2. Theories of
Learning
(2.5 points
max)
[2. F. 3. b.]
Student did not specify
the ideal learning theory
and explains why this is
important to him/her.
Student specified the
ideal learning theory but
did not explain why this
is important to him/her.

Student specified the ideal
learning theory and explained
why this is important to him/her.
3. Theories of
Normal and
Abnormal
Personality
Development
(2.5 points
max)
[2. F. 3. c.]
Student did not focus on
personality development
and did not apply it to
Student focused on
personality
development but not on
application to his/her life
development.
Student focused on personality
development and applied it to

Development
Page 24 of
abus
4. Biological,
Neurological,
and
Physiological
Factors
(2.5 points
max)
[2. F. 3. e.]
[2.F. 3. f.]
[2. F. 3. d.]
[CMHC 1. d.]
Student did not
effectively project how
they might expect to
to follow, and failed to

Student effectively
projected how they
might expect to
to follow but failed to
Student effectively projected how
they might expect to complete the
life stages to follow and
discussed factors that affected or
will affect his/her development.
5. Systemic
and
Environmental
Factors
(2.5 points
max)
[2. F. 3. e.]
[2. F. 3. f.]

Student failed to discuss
systemic and
environmental factors
(e.g., Bronfenbrenner)
that affect human
development,
functioning, and
behavior.
Student only focused on
one environmental/
systematic factor that
affected human
functioning.
Student discussed systemic and
environmental factors (e.g.,
Bronfenbrenner) that affect
human development, functioning,
and behavior.
6. Wellness
Plan
(2.5 points
max)
[2. F. 3. i.]
Student did not discuss
wellness plan across the

lifespan.
Student identified 1
wellness activity but did
not discuss a thorough
wellness plan.
Student identified and discussed
at least three wellness activities
and discussed an overall
wellness plan.
Development
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Course Summary:
Date Details
Tue Oct 22, 2019 !
Discussion Board Post #1: Meet Your Classmates
8531)

due by 11:59pm
Sun Oct 27, 2019 !
8540)
due by 11:59pm
7. References
(2.5 points
max)
Student used less than
the 5 required
references.
Five professional
references were used to
support the above
sections.
More than 5 professional
references were used to support
the above sections. The
references were all of high
quality.

8. APA Style
(2.5 points
max)
APA style of writing was
not adequately followed
There were several
minor errors.
throughout the paper. There were
few/no errors.
Total grade for the assignment (20 of 100 total points for the
course or 20% of your total
course grade):
*
* All students must pass the KPI Assignment at 70% or higher.
Any ‘Not Met’ criterion requires

instructor remediation prior to the end of the course to achieve a
passing grade for the KPI. Students
must pass the KPI to pass the course.
531
540
539
Development
Page 26 of
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Sun Nov 3, 2019 !
8539) due by 11:59pm
Sun Nov 10, 2019 !
Discussion Board Post # 4- (this will take place in class)
8538)
due by 11:59pm
Mon Nov 18, 2019 !
PYCL 0512 Required KPI Assignment- Biographical Human
Development Paper

9713)
due by 11:59pm
Mon Dec 2, 2019 !
points)
8542)
due by 11:59pm
Sat Dec 7, 2019 !
Parent Education Group Presentation (20 points)
8544)
due by 11:59pm
Sun Dec 8, 2019 !
paper
8543)
due by 11:59pm
539
538
713
542

544
543
Running head: BIOGRAPHICAL HUMAN DEVELOPMENT
PAPER 1
BIOGRAPHICAL HUMAN DEVELOPMENT PAPER 2
Biographical Human Development
Sabrina Edwards
Nova Southeastern University
Biographical Human Development
Introduction
Human development has been defined in several visions;
however, in the approach towards human growth and

psychological developments, it is defined as the growth from
birth to maturity. The growth may include psychological,
physical, cognitive, and psychosocial development (Salkind,
2004). Every individual goes through developmental stages that
consist of various elements of development. These elements
include cognitive, biological, and socio-emotional development.
Human actions and behaviors fall under the socio-emotional
aspect, which expresses someone’s emotions and inner feelings.
Emotional actions comprise of avoidance of aggressive
behaviors and appreciate other members of the community.
Individuals may also be compelled to handle challenging
activities in their environment. Besides, biological development
consists of changes in the physical life of a person, such as
body developments and an increase in motor skills.
Comment by Anna Owens: This need to be backed up with
a citation. You cannot make a statement that is not supported by
literature (a cited reference) Comment by Anna Owens: Same
as above, must use a citation…you make it more of your
opinion.
Moreover, personal development may also be affected by
environmental aspects. However, development may be hindered
by parity in gender, race, socio-economic status, and religion.
Different magnitudes also influence development by the school
environment, home environment, and technology (Karmiloff-
Smith, 2018). Many theories regarding human development have
been formulated to explain developmental stages and significant
activities. I will focus on the various aspects of my lifespan
development in this paper. My focus also will be on my
personality development and major influences in my life to
date. When lifespan is broken down into various stages, it
shows the developmental stages of a person.
Early Childhood Comment by Anna Owens: You must
demonstrate knowledge of human development by synthesizing
and integrating theories of development with events and
influences in his/her life. Student relates the events and
influences to human development theories.Rubic item #1. You

have to pick a theorist and then apply it to event in your
life.Most student use Erikson stages.
I am now a thirty-year-old African-American lady who was
brought up in Georgia and Florida. I am born into a family of
three. As I grew up, I was accustomed to my mother, who spent
most of her time with me. There was no day that I did not feel
the lovely touch of my mother’s hands. I could sometimes ask
myself if she really loved me, but that did not matter because
she provided me all that I wanted and offered me the protection
that I deserved. However, I did not keep a good record of what
transpired at this stage of life ad that enabled me to get into the
social world. Comment by Anna Owens: You can still use all
of this! But it must be supported with a theory. You cannot
simply tell your like story. Rather how do you
School-age child and adolescents
What I remember at this age are my school days. The first
day that I went to school, I felt things were unusual. The
resources that we used were offered by local charity
organizations, and the activities we participated in were sitting,
playing, learning, gym, and napping. Besides, I met new friends
for the first time in life, and I had a great tendency to work with
the group I was placed in for the rest of the years. We worked
well with my friends, and we were guided by great
understanding and teamwork. At this point, parents also
introduced us to other family members. Most of the decisions
that were made came from our parents, and no one had control
over them. However, the choices made were mainly for our
wellbeing.
In the third grade, we began to experience a change that
was instilled in us by the teachers. We experienced new
challenges in education, especially learning skills, as well as
new learning environments and different teachers. My
personality developed at this stage when I started to select new
social groups to associate with and interact with. For instance, I
made friends with individuals who embraced what I enjoyed or
liked. These traits continued and improved until I was in grade

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