This course examines human development from conception through early adulthood with special a special focus on issues related to race, class & gender.  It involves a 12-hour service-learning component in Head Start preschool classroom in Bridgeport CT where you will have the opportunity to act as “participant observers” and learn directly from the children, their teachers, and their families about child development and the complex array of biological, psychological, social, and political issues that impact on the course of healthy development. This course fulfills the U.S. Diversity requirement.

Required Text:

Berk, L.E.  (2012).  Infants, children and adolescents. (7^th Edition).  Boston:  Allyn & Bacon.

For this course we will be using Blackboard for quizzes & videos and access through Mozilla Foxfire works best.

Determination of Final Grade:

20% – 5 online quizzes

20% – Head Start (service learning) journal assignment – there are 3 assignments journals. It is expected that you will integrate your on-site observations with material from your textbook, the class videos, and outside research with your classroom observations.

20%   – essays – You will have a choice of doing 3 of 4 optional assignments.  Late assignments

will not be accepted. If you do all 4 essays, the lowest grade will be dropped.

20% – class research project – we will design the study, collect the data, discuss results as a class but you will write your own individual report

20% – final exam – a take-home written assignment designed to assess your cumulative knowledge of what you have learned this semester.

Class participation & attendance:

This class is designed for active involvement in the learning process; you are expected to participate & contribute to class discussion. This course deals with the development of a person from conception into young adulthood.  Since you are all human beings and since you all have experienced developing into a young adult, I expect that you will have many valuable insights to contribute to our discussions.  However, you have to be there to contribute.  Excessive absences will detract from your final grade.

Course Schedule:

Tues – Friday class @ 10 am – 12:15 pm

Head Start days 9:20-noon

1/18     Introduction to course; Theory & Research   (Chapter 1)

1/21     Overview: Healthy Dev. in Adolescence & Early Adulthood (skim Chap 14, 15, 16 & 17)

1/25     Environmental Foundations  (Chapters 2 & 3)

– a focus on issues of race, class & gender

1/28     Genetics, Biological Foundations; Prenatal Development  (Chapters 2 & 3)

2/1       Head Start staff visit to class to meet us

SERVICE LEARNING JOURNAL #1 due in class Tuesday Feb 1

2/4       Birth & Infancy  (Chapters 4 & 5; skim 6 & 7;

QUIZ 1 on chapters 1 – 4 must be taken by Wednesday night Feb 9 @ midnight

2/8       Infancy (Chapter 6)

2/11     Infancy (Chapters 7)

2/15     first Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

2/18     Infancy (Chapter 7)

2/22     no class; Monday classes meet on Tuesday

ESSAY #1 due in class Friday Feb 25

2/25     Early Childhood  (chapters 8, 9)

3/1       second Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

QUIZ 2 on chapters 5 – 7 must be taken by Wednesday night March 2 @ midnight

3/4       Early Childhood  (chapters 9, 10)

3/8       third Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

ESSAY #2 due in class Friday March 11

3/11     Early Childhood  (chapters 9, 10)

3/15     fourth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am SERVICE LEARNING JOURNAL, Part 2 due in class Friday March 18

3/18     Early Childhood  (chapters 9, 10) & discuss research paper

spring break

3/29     fifth Service Learning trip to at Head Start – meet inside Kelley Center at 9:20 am

QUIZ 3 on chapters 8 – 10 must be taken by Wednesday night March 30 @ midnight

4/1       Middle Childhood  (Chapters 11, 12)  Seasons of Life Video

4/5       sixth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

ESSAY #3 due in class Friday April 8

4/8       Middle Childhood  (Chapters 12, 13)  Mad Hot Ballroom

SERVICE LEARNING JOURNAL #3 due in class Tuesday April  12

4/12     Process Head Start service learning experience

QUIZ 4 on chapters 11 – 13 must be taken by Wednesday night April 20 @ midnight

4/15     Middle Childhood  (Chapters 12, 13)  Middle School Confessions

4/19     Adolescence  (Chapters 14, 15) – Seasons of Life Video

Easter Break

4/26     Adolescence & Young Adulthood  (Chapters 16 & 17)

ESSAY #4 due in class Tuesday April 26

4/29     Adolescence & Young Adulthood  (Chapters 16 & 17) age 21 & up

QUIZ 5 on chapters 14 – 17 must be taken by Monday night May 2 @ midnight

5/3       young adulthood & a look to the future

Final Exam: hand in take home exam (typed) by Wednesday May 11 by 12 noon – Bannow 122

Head Start Service Learning Component:

As a service learning component of PY264, you will be participating in the Adrienne Kirby Family Literacy Project at ABCD Head Start in Bridgeport, CT.   We will be traveling to Head Start together in university vans for 6 visits.  Be in the Kelley Center lobby at 9:20 SHARP!   You will be assigned to work with preschool children in their classrooms in the hopes of enhancing their language and school readiness skills.   There is a Journal assignment worth 20% relating your service learning experiences to your readings and class discussions.  Attendance for labs in Bridgeport are mandatory.  However, if for some good reason, you miss a lab session it is your responsibility to (1) notify me by calling my cell phone BEFORE 9:15 am and (2) to make up the session by arranging transportation to Head Start on your own.  Documentation of the make-up session will be required.

Head Start Journal Project:

PART 1:  Background Information – due 2/1/11

As psychologists from a university about to enter a community agency, it is important that you know something about the community setting you are about to form a partnership with.  On 2/1/11, teachers and site managers from Action for Bridgeport Community Development’s Head Start program will come to our class to meet you and to introduce you to ABCD, to the Head Start model, and to classroom etiquette and expectations.  Before their visit, you will do some research about both ABCD as an agency and about the history of the Head Start program, its original purpose, the controversy over its effectiveness, the research about its long term outcomes, etc.

Answer the following questions:

1. When did Head Start begin?

2. What was its purpose?  What was the rationale for creating Head Start?

3. What types of services did Head Start originally provide?

4. How many children are served today?  What is the family income criteria?

5. Under the Nixon administration there was a controversy over Head Start’s effectiveness – what was it?  What types of research did opponents of Head Start use to try to disband it?  What were the arguments supporters of Head Start used to save funding?

6. What are some of the areas where there have been documented positive long term effects of Head Start?

7. Edward Zigler & others have argued that Head Start is cost effective because it prevents many of the problems faced by low income children & their families … what are those statistics?

8. What are the major challenges Head Start faces today?  What is stopping it from being effective?

9. Look at ABCD’s website:  www.abcd.org ABCD was created in the 1960’s as a part of President Johnson’s War on Poverty, what services does this agency provide to the greater Bridgeport community?  How many people does it serve?

PART 2: First Service Learning Journal – due 3/15/11

Additional Readings for this journal first assignment:

Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: A wellspring for development of self-regulation. In D.G. Singer et al. (Eds). Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth. NY: Oxford University Press.

Use the notes that you kept from each of your first three sessions at Head Start and respond thoughtfully to each of the following prompts integrating your classroom observations, assigned course readings, assigned course videos, and additional library and internet research.

(1) Observation: social ecology: Your textbook stresses the importance of the social ecology of an individual’s environment.  Do an ecological assessment of the Head Start environment both at the site level and the classroom level. Remember that all environments have positive resources that contribute to a child’s ability to develop resilience as well as risk factors and liabilities that have the potential to detract from optimal development.  For this part of the assignment, you are expected to provide an assessment of two important ecological factors: the school and the individual classroom. Suggest what impact you think this “ecology” might have on the children’s development (positive and/or negative). Consider the following:  the “feel” of the school when you enter, the “feel” of the classroom; its physical lay-out; the quality, quantity, and developmental appropriateness of learning materials available; cleanliness; structure vs. chaos; the behavior of the adults; the noise level, and the “mix” of the children (ask your teacher about this-gender, age, behavior problems, special needs, etc.).  NOTE: You are expected to relate your observations to research/theory in your textbook AND you are expected to do some additional research related to school-classroom factors related to school adjustment/success.

(2) Observation: Vygotsky’s zone of proximal development. Your textbook and the reading by Berk, Mann & Ogan (2006) provide you with a good description of how much cognitive development depends on social dialogues & social interaction.  Work with a child – you be the more knowledgeable person and stretch a child’s cognitive development a bit.  Describe one example of a child’s learning being advanced using the zone of proximal development.  Are there instances of children being asked to do things out of their zone of proximal development? Describe one example.  As a developmental psychologist, what is the “take home” lesson you have learned from these observations?

(3) Observation:  make believe play & self regulation Refer to the article by Berk, Mann & Ogan (2006).  Either on your own or with the help of your teachers identify TWO of the youngest children in your classroom and TWO of the oldest children.  Spend time talking to an interacting with these four children, try to engage each of them in make-believe  play.  Use the Berk et al. (2006) article and discuss the differences you see in (a) the children’s language skills and (b) the children’s self-regulation skills. Describe and discuss (using professional psychological terminology) your observations of the connection between make-believe play, language & self- regulation.  As a developmental psychologist, what is the “take home” lesson you have learned from these observations?

(4) Personal reflection: discuss your personal reactions to the experience thus far :

(a) what were some of your thoughts in reaction to your experience?

(b) how do you feel (personally) when you are at Head Start and/or when you leave?

(c) discuss one link/connection to your personal life & experience.

(5) Questions: And, since every experience should generate more questions & encourage you to wonder “why?”   What did your experience at Head Start this week make you wonder about?  What do you want to know more about?  (please do not say “what will happen to these children when they grow up”  -  you are capable of much deeper thinking that that.)

(6) References: give the complete and correct APA style formatted citations for the resources you used.

PART 3: Second Service Learning Journal – due 4/12/11

Additional Readings for this journal second assignment:

Albee, G.W. (1992). Saving children means a social revolution. In G.W. Albee et al. (Eds). Improving children’s lives. Newbury Park: Sage.  Zigler, E.F. & Styfco, S.S. (2007). America’s Head Start program: An effort for social justice. In C. Wainryb (Ed.). Social development, social inequalities, and social justice. Hoboken: Erlbaum.

(1) Observation: discipline style & behavior The preschool years are noted for being a time of “socialization.” Adults “teach” children about how society expects them to behave through discipline.  Similar to what we learned about attachment, the type of discipline style a child is exposed to provides additional information to the child’s “internal working model” about self-worth, how relationships work, and the rules that govern behavior in the world. Do a behavioral assessment of your classroom – what can you say about the relationship between rewards/punishments and the children’s behavior?  Just like families, classrooms can be categorized can according to the predominant discipline style used and there is a rich research literature about the effects of teacher discipline style on children’s behavior.  How would you describe the discipline style in your classroom – authoritative, authoritarian, permissive, or neglectful/uninvolved?  Explain your reasons for that classification.  Identify at least one child you know well and evaluate the impact that that discipline style is having on his/her development.  Be sure to consider the bidirectional interaction of child characteristics & discipline style.  [use your textbook; the videos & additional research as resources]

(2) Observation & Reflection: Head Start Social Justice

Read Zigler & Styfco (2007) and Albee (1992). These two readings should encourage us all to think about how we can use our knowledge of psychology to encourage an approach to child development that is truly “socially just.”  Nearly two decades ago, Albee (1992) proclaimed that saving children would require a “social revolution” … Zigler & Styfco’s (2007) tell us that the benefits of a high quality early intervention like Head Start may not level the playing field between the poor children and their middle class counterparts but it is better than having nothing at all.  Here is my question to you:  Is this the best we can do for the children of the poor?  Answer the following questions:

(a) How do you evaluate the children’s preschool experience your Head Start classroom in terms of social justice?  Remember to consider strengths as well as weaknesses

(b) Using your knowledge of developmental psychology (textbook, readings, videos), suggest two policy changes that would help level the playing field and make Head Start a more “socially just” early childhood intervention.

(3) Reflection

Consider the following passage taken from “Ordinary Resurrections” by Jonathan Kozol:

“The lives of children in poor neighborhoods are studied, and their personalities  examined and dissected, often with a good deal of self confidence, by grown-ups far away who do not know them but rely on data generated by researchers to come up with various conclusions that are used to justify political decisions.  This is inevitable, I guess.  Societies and governments need to rely on generalities to organize their understandings and establish policies.  Sometimes, though, these generalities seem much too big, too confident, and too relentless.  It feels at times as if the world of adult expertise is taking hundred-pound cement blocks, labeled “certitude” and “big significance,” and lowered them down onto the shoulders of a [young child], then telling him, “Okay, you carry this for ten years or fifteen years.  Then, if we learn something new, we will come back and give you new labels you can carry.”  Sometimes the size and weight of all this significance make it hard to see if there is still a living body underneath” (Kozol, 2000, p. 14-15).

The children you have gotten to know at Head Start are known by many stereotypes – they are called low income children, children at risk, poor children, disadvantaged children, etc.  The children you have come to know are innocent victims of these stereotypes and many “generalities” researchers report in our professional journals and politicians use to make social policies.  For the past 6 weeks you have been able to see these children for who they really are … With that in mind, answer the following:

What did the children at Head Start teach you about the lives of children (and their families) who researchers “study” and “explain” & who politicians pass policies about that no textbook or published research study ever could tell you? Give two specific examples from your time at Head Start. Use whatever resources you think will help you make your argument.

(4) Personal reflection: How has your time at Head Start affected you?  Consider your personal development and your world view & attitudes.  Explain.  (please give this question some serious thought)

(5) References: give the complete and correct APA style formatted citations for the resources you used.

ESSAYS for PY264:  Spring 2011

You are to do three out of the four essay assignments; anyone wishing to replace a low score can do all 4 and I will take the best 4 scores when determining your assignment/essay grade for the course.  No late essays will be accepted unless you have discussed an important need for an extension with me.

The essays are open book and you are expected to use your textbook, additional library/internet research, the course videos, and your service-learning experiences at Head Start.

NOTE:  For all of you, but especially those of you who are not good multiple choice test takers, these essays are meant to showcase your understanding of the material covered each week.   That is, it will allow you to use a different type of intelligence and academic skill.  So make it good – integrate your thoughts into the best essay possible.  Take the time to think, write & revise before handing it in.

A NOTE ON DOING ADDITIONAL OUTSIDE RESEARCH:  when doing library or internet research for these essays, please be sure that you are using a reputable source.  Avoid people’s personal websites and fringe-group websites.  Try searching the websites of the American Psychological Association, the American Psychological Society, the Children’s Defense Fund, federal websites, AARP, and look at the university’s library’s recommendations:  http://librarybestbets.fairfield.edu/psychology

ESSAY #1 –  due in class Feb 28

For this essay you will need to:

(1) watch the movie “Spellbound”

(2) read the textbook assigned chapters

(3) read the Aber article “The impact of Poverty on the Mental Health and Development of Very Young Children”

Topic:  The Influence of social class

The nature-nurture issue is often debated with regards to how “smart” a person is as measured by intelligence tests and school achievement.  Research has shown that there IS a strong genetic component to intelligence (and thus you cannot deny the role of genetics when it comes to things like  school achievement and excelling in tasks like the National Spelling Bee)…but research also tells us that even a person who is genetically programmed to be intelligent if he/she is being raised in a toxic, chaotic, or otherwise negative environment will have problems living up to his/her potential.  So this essay is about the role of the environment, specifically, the role of social class.

The movie Spellbound follows the lives of students from a variety of different social environments as they prepare for and compete in the National Spelling Bee.

The movie will hopefully provide you with many insights and questions regarding the potential impact of social class as well as other key environmental factors on school achievement.

For your essay:

There are 8 children featured in the film.  All of them are clearly very bright but they live in very different social environments which impact on their motivation to achieve, the strategies they use to achieve success, the resources and opportunities they have access to, and the obstacles/challenges they face in achieving their goals.

(1) choose 3 children, one from each of the three social classes: lower income/working poor (Angela from Texas; Ted from Missouri; Ashley from Washington DC) , middle income/working class (Nupur from Florida; April from Pennsylvania)  & upper income (Emily from Connecticut; Neil from California) – forget about Harry.

(2) using either RESILIENCE research  you are to compare & contrast:  (a) the resources each of the 3 children have available to them and (b) the obstacles/challenges each of the 3 children face in their attempts to develop their competence as a student.

(3) be sure that you use your textbook and the Aber article when you write this paper to formulate your thoughts about how social class affects a person’s achievement.  Be sure to USE APPROPRIATE PSYCHOLOGICAL TERMINIOLOGY. This is a course in psychology and you are expected to talk and write like one.

(4) be sure that you use CITATIONS to reference the ideas and facts that you get from your sources.  DO NOT “cut and paste” material from a source – that is plagiarism!  You are supposed to rephrase what you read in your own words.

NOTE – do not debate nature vs. nurture – this is a paper focused solely on the nurture side, more specifically, social class.

ESSAY  #2 – due in class March 11

For this essay you will need to:

(1)  read the textbook assigned chapters

(2) do additional outside research

(4) consider your Head Start service-learning experiences AND ask the classroom teachers their opinions on the assigned topics

(3) watch Seasons of Life video segment 2

Topic:  School Readiness & Gender

The current trend in educational reform focuses on getting children “ready” for formal schooling by teaching 3 & 4 year olds “academic” skills such as recognizing letters and numbers, writing their name, counting to ten, reading, etc.  Some psychologists are concerned about the negative impact of “hurrying” or “pushing” young children too soon to do tasks that they are not physically or cognitively able to do.  Research & theories of positive child development suggests that there is much more important “readiness” skills that should be developed BEFORE formal academic skills are introduced.  Research also shows that boys are being particularly “hard-hit “ by the imposition of rigorous academic curricula in preschool & kindergarten.  Indeed, as many of them become “school failures” (at worse) or discouraged learners (at best) at the tender age of 5 or 6.

Do some outside research regarding the development of young boys and their readiness for formal school.

For this essay,

(1) discuss 2-3 important NON-ACADEMIC skills/abilities that children need to develop first BEFORE any type of formal instruction in reading, writing and arithmetic can possibly be of any value.

(2) make one specific policy change for preschool and kindergarten education that would help assure that all children have a opportunity to be successful in their first exposure to school.  (I think that you will find that any recommendation you make relevant to boys is also relevant to girls as well)

ESSAY #3 –  due in class April 8

For this essay you will need to:

(1)  read the textbook assigned chapters

(2) watch the videos: Seasons of Life video for middle childhood & adolescence,  Mad Hot Ballroom, Middle School Confessions

(3) do additional library research (if you wish)

Topic: Developing a Sense of Competence in Middle Childhood

In your textbook and in the Seasons of Life video you have learned about Erikson’s tasks of development for middle childhood and adolescence (industry & identity). That is, in middle childhood an individual is supposed to be developing a sense of being good at something, a sense of competence that leads to a positive self concept , positive moral values, the motivation to achieve, and a stable and positive identity that prepares them for a psychologically healthy and productive adult life. In the textbook and in the Seasons of Life video you have also learned about resilience (a person’s ability to successfully cope with life challenges) and the environmental factors that promote the development of resilience.

For this assignment I want to think about Erikson’s “industry” (competence) as the entry point into adolescent identity (how you define “self” in terms of motivation for future success; moral values; etc.) by comparing the children in the movie Mad Hot Ballroom and the young people you meet in two specific segments of Middle School Confessions (the girls in the first segment dealing with sexual behavior and the same girls with their male counterparts in the later segment on drinking and drug use).  According to folklore and even the psychological literature, the children from the winning team in Mad Hot Ballroom are supposed to be the ones at higher risk for negative developmental outcomes (drugs, sex, poor school performance, behavior breaking social norms, etc), yet it is the more privileged youth in Middle School Confessions who seem “lost” in their quest for a sense of industry (competence) and identity.

For your essay, address the following:  What do these two films teach you about resilience and the necessary factors leading to positive outcomes of Erikson’s tasks of industry & identity?  In other words – what do young people need in their lives to achieve a sense of competence and a psychologically healthy adult identity?

While writing this essay, be sure you understand what it meant by resilience. Developing resilience depends on maximizing the presence of positive protective factors and minimizing the potential damage of negative risk factors in a child’s environment

ESSAY # 4 – due in class April 26

For this essay you will need to:

(1)  read the textbook assigned chapters

(2)  do additional library research

(3)  watch Seasons of Life segments 4 & 5; Middle School Confessions

Topic:  Identity formation and gay-lesbian youth

Establishing Identity is the primary task of adolescence and young adulthood.  We know that there are commonalities in the experiences of adolescents of difference races, social class, and genders face the task of identity formation and that there are also unique challenges and opportunities for male versus female, rich versus poor, etc.  The same holds true for sexual orientation.  Like race, class & gender, a person’s sexual orientation offers the gay-lesbian youth a set of unique challenges as well as a set of unique opportunities for psychological growth.  Thus, sexual orientation ( like race, class & gender) is a key factor influencing the outcome of a person’s quest for identity and finding an adult life “niche” that is emotionally satisfying.

For your essay, discuss some of the unique challenges and unique opportunities facing a gay-lesbian individual as he/she grapples with the tasks of adolescence and young adulthood AND how might those unique challenges& opportunities result in an adult who is perhaps psychologically healthier, more skilled, etc. than their heterosexual counterparts?

FINAL EXAM for PY264:  Spring 2011

In 1979, the Carnegie study “Small Futures: Children, Inequalities, and the Limits of Liberal Reform” (Richard de Lone, principle investigator) found that a child’s future was largely determined by social status and not their intelligence, that more than any other factor social class determines where a child ends up in life.  For your final exam you can either agree or disagree with this statement.  It is a very complex issue, so remember that the best answer it “it depends” – be sure that you “chunk off” an interesting subset of development to discuss and that you state your thesis clearly.

What is expected:

FIRST: The word “future” is vague and undefined so you will need to indicate what behaviors or traits you are using to define what a “successful” and “psychologically healthy” person is.  All semester we have looked at the areas of development related to “sense of self,” “relationships,” and “mastery” so that would be a good place to start.

SECOND, once you have chosen your definition of “successful & psychologically healthy,” start with infancy and follow the path of that healthy development through adolescence. Consider the question, “What are the psychological tasks that a child must master at each stage of development to achieve the goal of successful development that you have outlined in step #1 above AND discuss how social class affects those tasks.”  What unique opportunities and obstacles do children face in the lower, middle and upper social classes?  Discuss all three stages: (1) early childhood including infancy through age 5, (2) middle childhood ages 6 to 12, and (3) adolescence.

FINALLY, as a psychology-savvy advocate for social justice, make one social policy suggestion that uses psychological knowledge (what we know in terms of research & theory) with the goal of having greater numbers of children successfully begin their adult life.  [one policy suggestion only, not three]. Be sure that your social policy suggestion reflects the target behaviors you used to define healthy development.

IMPORTANT! The purpose of the essay is for you to show your cumulative knowledge of course material.  You should use your textbook, the assigned readings, the videos, & your service learning experiences.  You should not need to do outside research unless you need to find some statistic to prove a point you are trying to make.  Be sure to use proper psychological terminology — you are trying to prove that you understand the material we covered this semester so speak like a psychologist!   Warning:  think & organize … do not present a host of random or loosely connected ideas.

The course will examine individual, group, organizational and societal theories of human development and their relevancy for social work practice. Students will use the theoretical paradigms presented to examine individual and social issues arising in social work practice. Fifteen hours of field work are required as a context for applying class room learning and preparing a case study for class presentation.

Required Texts:

Zastrow, C.H., & Kirst-Ashman, K.K. (latest edition). Understanding human behavior and the social environment. Belmont, CA: Brookes/Cole.

NASW Code of Ethics, most recent edition.

Other assigned readings will be provided from:

Fine, M., Weiss, L., Powell, L., & Wong, L. (Eds.), (1997). Off white: Readings on race and power in society. New York: Routledge.

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, Winter 90, 40: 2, p. 31-36.

Miller, J., & Garran, A.M. (2008). Racism in the United States: Implications for the helping professions. Belmont, CA: Thomson Brooks/Cole.

Rothenberg, P. S. (2002). White privilege: Essential readings on the other side of racism. New York: Worth.

Wise, T. (2009). Between Barack and a hard place.

Course Format:

Lecture, group exercises and field work.

Grading and Assessment:

The student’s grade will be comprised of 7 parts:

1. Successful completion of active participation in 15 hours of community service (i.e. Service Learning) based on field supervisor evaluation.
2. Evidence of active participation and collaboration in group presentation. (Guidelines to be distributed in class).
3. Active in-class participation. This portion of the grade will include attendance, in-class participation, and group work participation. Class attendance is not optional. Excessive absences will result in incremental grade reductions for each additional absence beyond the 3 allowed in accordance with RVCC policies.
4. Completion of short assignments periodically distributed in class. These may include “Reaction Papers,” completion of a Social History, Progress Notes, or other planning documents, and/or case study analyses.
5. A Reflection Paper demonstrating your understanding of “white privilege” as it applies to your own life and your future professional conduct, including reference to at least 3 outside sources from scholarly journals or texts. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, where applicable. APA formatting is required by the Council for Social Work Education (CSWE).]
6. A written case study drawn from your field experience (i.e. service learning) incorporating relevant theories, ecological assessment strategies and possible interventions based on actual local, state and federal resources. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, if applicable. APA formatting is required by the Council for Social Work Education (CSWE).]
7. Average of mid-term and final exams.

Each of the 7 components will constitute 1/7th of the final grade.

Reasonable Accommodation:

Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course MUST provide documentation of accommodations from the RVCC office of Disability Services, C143.

Code of Conduct:

Plagiarism is a breach of academic integrity that will result in an F for the research paper or a 0 if present in a reaction paper. Plagiarism violates the college’s policy on academic integrity and is reportable to the Dean of Instruction, possibly resulting in dismissal from the college. Please be aware particularly of the following: The use of quotes and references to outside sources is encouraged and often necessary WITH proper citations.   When in doubt, cite it! Phrases or terms “borrowed” from other sources MUST be cited as well. Be aware of your own writing style and an over-reliance on material taken from other readings. You must completely paraphrase a concept taken from someone else, or cite it appropriately. Citing numerous sources is a GOOD THING, so when in doubt, cite. It shows that you have researched your response and developed a scholarly argument rather than simply voicing a “common sense” opinion.

Open discussion is a requirement of the course and the nature of the topics engender value-based debate and differences of opinion. Diversity of thought is critical to increasing our understanding of human behavior and the social environment and the influences of equality, equity, personal responsibility and social justice. All discussion must take place within the bounds of common courteously and scholarly discourse. Publically acceptable and respectful language and tone are expected at all times.

Service Learning Guidelines and Final Assignment

Service learning projects are expected to provide you with real life, exciting, challenging and rewarding learning experience that promotes the opportunity to integrate theory and practice by:

• the application of academic theories and concepts to real world situations,
• the examination of underlying ethical issues and potential conflicts,
• the analysis of policies related to at-risk populations in the community,
• enhancing interviewing and counseling skills,
• reflecting on and integrating classroom information and discussions, assigned readings, and site visits.

The site you select for service learning can be a social service organization registered with the college’s service learning program or a site that you develop independently. In either event the site must be able to provide you with the opportunity to conduct the above noted learning objectives. During your visits, you should obtain concrete information such as age, name (optional, to maintain confidentiality if requested), place of birth, family size, occupation, etc. In addition, and more importantly, try to determine how this individual feels about his or her own life circumstance? How did they end up where they are now, in need of social service assistance? What have been some of the positive or negative experiences that have shaped their journey? What are they looking forward to or fearing in the future? If they were to impart some wisdom to others in their situation, what would it be? You will use this information to compile a written a bio-psycho-social assessment and leave the individuals with whom you spend time a strengths-based assessment of themselves.

Your final paper is also an opportunity to share your own reactions to your conversations and the overall service learning experience. It is an opportunity to reflect on your own experience of personal growth.

Conducting your Inquiry: A few reminders

Your visits should be kept informal and conversational, while gathering information that will help you in further understanding the life your mentor has lead.  Initially, questions should be very non-intrusive and focus on such things as age, length of residence, former residence, occupation, family members, things they enjoy, etc. If a topic appears painful or uncomfortable to discuss, move on to other topics of conversation. You MAY have an opportunity to come back to it at a later date, IF the mentor chooses to revisit the topic.  Review your notes and text prior to your visits to formulate an idea of the types of questions you might want to ask or topics of interest to discuss that day.

• Notes should be jotted down AFTER the visit. Your visits should not be conducted as interviews or assessments!  Record as many details as possible, as your mentor shared them, without adding your own interpretations until the conclusion of your service learning.
• You may want to diagram a family tree or Ecomap with your mentor on a second or third visit as a way to engage them conversationally while recording details such as names, dates, places of employment, marriage, etc.

Questions later in the semester might focus on more specific topics such as health concerns, feelings about their current situation, etc.  Approach the relationship with respect and compassion, allowing your relationship to unfold. If you establish trust and rapport in the beginning of your relationships, you will be able to gain the insight needed to complete an insightful and thorough final assignment. If you have concerns along the way, talk to your instructor about obstacles or confusion right away before too much time is lost.

Grading Criteria:

To receive an A, your paper must meet the minimum page requirements (at least 5 pages), be written with correct English grammar, punctuation, etc., include 3 separate sections discussing each of the bio-psycho-social factors that pertain to your mentor (each area must be addressed, although certain factors may be more important than others and require a lengthier discussion depending on your mentor), a section identifying the theory or theories that you feel best describe or explain the aging process as described and/or experienced by your mentor (with supporting evidence drawn from your visits and conversations), and a concluding section of self-reflection describing the impact that this course and your service learning has had on you both personally and professionally.

Specifically, your final paper should include the following:

I. An introduction of your mentor/focus person and the nature of the relationship you formed. What agency were they affiliated with and what was your assigned role, if applicable. How often did you meet and under what circumstances?

II. Your assessment of bio-psycho-social factors impacting the individual.  One section (i.e. more than one paragraph per section!) should be devoted to each area in order to adequately demonstrate your familiarity and understanding of the individual with whom you met.

• Biological factors: age, health, functional ability…
• Psychological factors: coping capacity, mental outlook, cognitive functioning..
• Social factors: family, socioeconomic status, social functioning, culture, spirituality…
• Summarized how these factors, taken together, have affected their life experience and current status?

III. You should next identify and discuss how the various theoretical concepts and developmental processes can be applied to the life experience and personal perspectives shared by the person you visited. This should include reference to specific content in the text, Understanding Human Behavior and the Social Environment, and other supplemental readings. Each application should be supported by “evidence:” statements made by the individual, interactions or behaviors you observed, and information proved by your site supervisor or other sources.

IV. Personal growth commentary: What did you learn about yourself, your chosen career path, and “the real world?” How will this experience help you moving forward in both your personal and professional life?

This paper must be typed, double-spaced and follow APA Style Guidelines for academic writing. It is particularly important to cite all sources for theories, concepts, treatment options, etc. in-text as appropriate and with a complete Reference page.

Tentative Course Calendar:

NOTE: The schedule below is subject to change, but provides a tentative outline of topics to be covered.

Week 1:

1/18 Introduction of course content and structure

• Syllabus review
• Ice Breaker—Introductions
• Service Learning Coordinator, Lori Moog

Assignment: Short reflection paper (3 pages minimum) identifying 2-3 life events that you feel have significantly influenced “who you are” today. DUE: 1/20

1/20 Foundations for Social Work Practice (Ch. 1)

[Review from HMNS 102]

• Systems Theory
• Assessment
• Eco Maps & Genograms: A refresher
• Exercises

Assignment: Complete a genogram illustrating patterns of family functioning (including biological, psychological and sociological factors) that contribute to who you are today. DUE:  1/27

Week 2:

1/25 Mezzo Systems (Ch. 1 continued)

• Organizations
• Communities
• Roles and Responsibilities
• Social Network Theory

1/27 Values & Ethics in Social Work (NASW Code of Ethics)

• Ethical Principles
• Ethical Dilemmas & Decision- making
• Exercises

Week 3:

2/1 Prepare for Class Presentations

Review reference materials, research strategies and policy resources in preparation for class presentations beginning Week 4-5. If time permits, we will adjourn to the library to begin your research and development an understanding of divergent views on a controversial topic to be assigned by the Instructor. “Teams” will be established to represent different view points on the following issues:  Abortion: an ethical dilemma (Ch. 2); Racism & Equity (Ch. 5); Sexism & Equality (Ch. 9); Marriage Equity (Ch. 10, p. 370 & Ch. 13)

2/3 Infancy and Early Childhood (Ch. 2)

• Physiological Development (video)
• Assessment Exercise
• Infertility

Week 4:

2/8 Infancy and Early Childhood (Ch. 3)

• Psychological development
• Self-concept and Self-esteem

2/10 Differing abilities

• Programs & Services
• Case study

Week 5:

2/15 Class Presentations: Abortion: Pro-choice v. Pro-life

2/17 Socialization & the Family (Ch. 4)

• Family Systems and the Life Cycle
• Social Environment
• Abuse & Neglect

Service Learning Registration forms DUE

Week 6:

2/22 Adolescence (Ch. 6)

• Physiological changes and reactions
• Sex Ed
• Identity Formation

Assignment: Complete reflective exercise distributed in class & apply Marcia’s Categories of Identity Formation. DUE:  2/24

2/24 Adolescence (Ch. 7-8)

• Moral Development
• Communication
• Suicide (SAD Person Scale)
• Exercises

Distribute Study Guide

Week 7:

3/1 Adolescence & Mental Illness (Ch. 8 continued)

• Guest Speaker

3/3 Midterm Exam

Spring Break

Week 8:

3/15 Gangs in NJ

• Guest Speaker

3/17 Middle Adulthood

• Physiological changes (Ch.10)
• Psychological theories (Ch. 11)

Service Learning Updates and Discussion

Week 9:

3/22 Racism (Ch. 5, plus assigned readings)

Class Presentation: Racial Tension: Affirmative Action v. Reverse Discrimination

Assignment: A Reflection Paper demonstrating your understanding of “white privilege” as it applies to your own life and your future professional conduct, including reference to at least 3 outside sources from scholarly journals or texts in addition to those provided. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, where applicable. APA formatting is required by the Council for Social Work Education (CSWE).] DUE: 3/29

3/24 Middle Adulthood continued

• Communication
• Marital satisfaction
• Domestic Violence

Week 10:

3/29 Racism & Diversity continued

• Discuss Reflection papers (DUE today!)

3/31 Class Presentation: Sexism: Equality Achieved v. Inequality Persists

Week 11:

4/5 Social Systems (Ch. 12)

• Demographic trends
• Poverty

4/7 Poverty Programs (Guest Speaker tentative)

• TANF
• General Assistance

Week 12

4/12 Class Presentation: Marriage Equity: Civil Right v. Matter of Personal Preference

Service Learning Updates and Discussion

4/14 Later Adulthood

• Physiological changes (Ch. 14)
• Life expectancy & wellness promotion: Theories of Aging  (Ch. 15)

Week 13:

4/19 Death & Dying (Ch. 15 continued)

4/21 Later Adulthood: Macro issues (Ch. 16)

• Trends
• Services & Benefits
• Case studies

Week 14:

4/26 Discussion of Service Learning & final paper requirements; Distribute Study Guide

4/28 Final case studies DUE; Prep. for Final

Week 15:

5/3 or 5/5

Final Exam (to be scheduled by administration)

This course provides an introduction to mental health assessment of older adults with a service learning component.

Course Objectives:

• To arraign knowledge and experience using select assessments to evaluate mental health functioning in older adults.
• To obtain a basic understanding of mental health and ethical concerns in geriatric care.
• To learn about the services provided and mental health issues addressed by a community-based non-profit agency.
• To acquire experience with isolated or homebound elders by providing reassurance and safety telephone calls in a supervised environment.

Required Text:

J. J. Gallo, H. R. Bogner, T. Fulmer, G. J. Paveza (2006) Handbook of Geriatric Assessment. Sudbury, Massachusetts: Jones and Bartlett Publishers.

Online Syllabus and Course Notes

The syllabus and selected notes for the class will be posted online through the University of South Florida BlackBoard system. To access the online syllabus and course notes, go to the My USF webpage (http://my.usf.edu). In order to log into My USF, you must get a Netid account. This is done from the welcome page and requires the identification number on your student id card. In addition to accessing course notes, you can also view your class grades, and send emails about course materials, etc. Course Requirements:

The course grade will be based on the following: Grading Scale:

• ElderNet Service Learning Project 35% A = 94 – 100
• Completion of Values History 15% A- = 90 – 93
• GDS/MMSE Reports 20% B + = 87 – 89
• Final Exam 30% B = 84 – 86
• B- = 80 – 83
• C+ = 77 – 79
• C = 74 – 76
• C- = 70 – 73
• D+ = 67 – 69
• D = 64 – 66
• D- = 60 – 63
• F = below 60

Course Outline:
Date Topic Chapter

Week 1 Course Overview, Service Learning 1, 3
1/15 Introduction to ElderNet and the Crisis Center

Week 2 ElderNet Training
1/22 NOTE: Class this week will be held at One Crisis Center Plaza, Tampa, Florida 33613 (located off of Bearss Avenue)

Week 3 Evaluating and Promoting Cognitive Health 10, 12
1/29 Functional and Behavioral Health 14, 18

Week 4 How to Understand a Neuropsychological Report Handouts
2/5 (Mood, Personality, Cognition)

Week 5 Assessment of Depression 8
2/12 Description of MMSE and GDS Assignment

Week 6 Assessment of Anxiety/Agitation 8
2/19

Week 7 Assessment of Expressive and Receptive Language 9
2/26 Dr. Kathryn Kieffer

Week 8 Assessment of Dementia/Delirium – Part I 7
3/5 (Class Presentations)

Week 9 No Class ******************************Spring Break
3/12

Week 10 Assessment of Dementia – Part II
3/19 GDS/MMSE PAPERS DUE/Class Presentations

Week 11 Screening and Assessment of Alcohol/Drug Problems Handouts
3/26 Dr. Larry Dupree

Week 12 Assessing Suicide Risk, Elder Abuse, and Violence 6
4/2

Week 13 Crisis Assessment and Intervention with Older Adults 2, 20
4/9

Week 14 Driving 4
4/16 Trail Making A & B (Materials supplied in class)

Week 15 Assessment of Capacity 5
4/23 Advance Directives, Competency Discuss Completed Values History on Pages 70 – 75

Week 16 Sleep, Sex, and Final Exam Review page 304
4/30 ELDERNET PAPERS DUE/ Class Presentations pages 339 – 340
5/7 Final Exam (30 multiple choice questions)

REQUIRED ASSIGNMENTS
1. ElderNet Service Learning Project
Students may elect to serve as an Elder Net telephone caller OR complete a needs assessment for ElderNet. ElderNet assignment options will be discussed in detail the first day of class. ASSIGNMENT OPTION 1: Students will be required to complete a minimum of one 4 hour time block each week at a set time agreed upon between the student and ElderNet staff. Students who provide ElderNet telephone calling services to older adults will be required to write a 2 to 3 page paper describing either their 1) most challenging experience with an ElderNet client and how they resolved or addressed the issue or 2) the most important thing they learned as an ElderNet caller. Students will be required to complete a minimum of one four-hour time block each week at a time agreed upon between the student and ElderNet staff. Students will also present their paper as a class presentation. ASSIGNMENT OPTION 2: Students will be required to conduct a needs assessment for ElderNet. The specific area to be assessed will be determined by ElderNet staff, but project will require a literature search, review of the literature, assessment of community needs, and interviews with key stakeholders. A 10 to 15 page paper will be written that includes a 1 page description of the problem, 1 to 2 page background statement, 1 to 2 page description of the public health significance, 1 to 2 pages description of the methods used to conduct the needs assessment, 2 to 3 pages of results, 4 to 7 pages of recommendations, and a 1 to 2 page conclusion. On the due date, your ElderNet paper must be submitted as a hardcopy in class.

2. GDS Administration and Report
Students will administer the 30-item Geriatric Depression Scale (GDS) to two (2) people and write 1 brief report. The report should be 2 to 3 pages in length (1 to 1.5 pages per screened individual) and describe the administration process, items endorsed, interpretation of the cut score, and referral question. This assignment will be discussed in detail during the week four class. On the due date, your GDS paper must be submitted as a hardcopy in class.

3. MMSE Administration and Report
Students will administer the 30-item Mini Mental State Exam (MMSE) to two (2) people and write 1 brief report. The report should be 2 to 3 pages in length (1 to 1.5 pages per screened individual) and describe the administration process, items failed, interpretation of the cut score, and referral question. This assignment will be discussed in detail during the week four class. On the due date, your MMSE paper must be submitted as a hardcopy in class.

4. Values History
Students will complete the Values History on pages 70 to 75 in the textbook. Students will discuss the importance of obtaining a values history when competing an advance directive.

USF Criteria for Service Learning:

• Collaborating with the Crisis Center to provide ElderNet support telephone calls will provide students with the opportunity to become knowledgeable of the community needs of older adults as well as the social services available to address their needs. This will also assist the community agency with providing a much needed service within their limited resource base.
• Through partnering with the ElderNet service, students will have the opportunity to interact with older adults, assess the psychosocial issues they face, and address some of the ethical issues that arise when working with older clients. At the start of the semester all students will receive 4 hours of training from ElderNet staff.
• Students will be required to complete either a 1) reflection assignment based on their experience as an ElderNet volunteer who makes weekly reassurance and safety telephone calls to community dwelling elders or 2) a research paper that addresses issues of importance to ElderNet services. If students volunteer at ElderNet, they will complete a reflection assignment. Students who choose not to volunteer will complete an alternative assignment designed to also benefit the ElderNet program.
• Volunteer students who make weekly telephone calls will be asked to complete a block of four hours of time at the ElderNet program each week. This is the standard time shift required weekly for volunteers.
• Student grades will reflect both their required coursework as well as their service-learning at the Crisis Center as outlined in the course syllabus grading requirements.

Work with Community Agency:

• The USF course Mental Health Assessment of Older Adults will work with the Crisis Center of Tampa to provide support calls to older adults through the ElderNet program.

Student Participation:

• Students will have the option to either volunteer four hours each week at the Crisis Center and write a reflection paper about their experience at the end of the semester or write a more comprehensive research paper that will contribute to the goals and mission of the Crisis Center.

Instructor: Linda C. Robinson, Ph.D.
Phone: 405-744-8356
Fax: 405-744-2800
E mail: frcdlcr {at} okstate(.)edu
Office hours: MW 9:00-10:30 or by appointment

Course Description
An examination of the place of family relations and child development in the context of broader themes. An exploration of the students' specialization and its implications for an educated life.

Course Objectives

• To address a social need through the integration and application of knowledge, skills, and attitudes attained in the study of human development and family science.
• To appreciate the need for external funding in social service agencies.
• To identify and apply steps involved in the process of developing a grant proposal.
• To demonstrate the ability to think critically.
• To demonstrate the ability to work cooperatively and collaboratively with peers and professionals.
• To demonstrate professionalism with peers and professionals.
• To demonstrate the ability to communicate effectively in written and oral formats.

Required Text

The Alliance for Nonprofit Management. Carlson, M. (2002). Winning grants step by Step (2nd ed.). San Francisco: Jossey Bass.

Course Requirements

• Worksheets (1. 1, 2.1, 3.1, 4.1, 5.1, 6.1, 7.1, 8.1, 9. 1, 10.1 @ 25 points)
  Students will complete these worksheets to provide the foundation for the development of the proposal. One's individual grade for each worksheet will also reflect evaluations by group members of the individual's participation and contribution to the group effort.
• Foundation Research (25 points)
  Each student will research a foundation that provides grants related to the focus of a chosen social service agency.
• Proposal (100 points)
  Students will work collaboratively to develop a grant proposal that will be submitted to a funding agency on behalf of a chosen social service agency. One's individual grade for the proposal will also reflect evaluations by group members of the individual's participation and contribution to the group effort.
• Presentation (50 points)
  Students will formally present their proposals. One's individual grade for the presentation will also reflect evaluations by group members of the individual's participation and contribution to the group effort.
• Final Exam (100 points)
• Attendance and Participation (50 points)
  Students are expected to attend class regularly, to arrive before class and remain until class is dismissed, to be prepared for each class session, and to participate regularly in class discussions and activities. Attendance will be taken randomly throughout the semester, and failure to participate will result in reduced points for attendance/participation. Participation may be taken into account in the final determination of borderline grades. Absences will be excused only in the cases of a university sponsored event requiring the student's participation or a verified emergency; appointments made during class time will NOT be excused except in the case of a verifiable emergency. Excused absences will be up to the discretion of the instructor.

Tentative Class Schedule

Introduction
The Need for External Funding for Social Service Agencies
Types of Grants (Introduction in Text)

How to Evaluate a Proposal (Appendix Q)
Developing the Proposal Idea

Students will meet with agency representatives to explore the questions listed in Worksheet 1.1
Worksheet 1.1 Due (Proposal Idea)

Developing Relationships with Funders (see also Appendices A and B)
Foundation Paper Due
Students will work with agency representatives to determine agency for proposal.

Writing a Compelling Needs Statement
Students will work with agency representatives to develop ideas for letter of intent and needs statement.

In class work on letter of intent and needs statement
Worksheets 2.1 (Letter of Intent) and 3.1 (Needs Statement) Due
Defining Clear Goals and Objectives

Developing Your Methods
Preparing the Evaluation Component

Students will work with agency representatives to develop ideas for Worksheets 4.1, 5.1, and 6.1
In class work on goals and objectives; methods; and evaluation

In class work on goals and objectives; methods; and evaluation
Worksheets 4.1, 5.1, and 6.1 Due

Developing Sustainability Strategies
Preparing the Program Budget
Students will work with agency representatives to develop ideas for Worksheets 7.1 and 8.1

In class work on sustainability and budget components
Worksheets 7.1 (Sustainability) and 8.1 (Budget) Due
Writing the Organizational Background Component
Writing the Proposal Summary

Students will work with agency representatives to develop ideas for organizational background component and proposal summary.
Worksheet 9.1 (organizational background) Due
In class work on proposal summary

Putting the Package Together
Worksheet 10.1 (proposal summary) Due
Students will work with agency representatives to go put together total proposal.

Final Exam: Tuesday, May 6, 8:00-9:50
Worksheet 11.1 and Proposal Due

Proposal Presentation and Evaluation

Sustaining Relationships with Funders

Sociology of Aging

Section #29414
Th 11:00-12:15, C 204

Instructor: Patricia Robinson, Ph.D.
Office: M 212
Phone: 661.362.3992
Office Hours: M 11-12, T 1-2:30, Th 1-2:30, and Fridays by Appointment
Campus email: robinson_p {at} mail.coc.cc.ca(.)us

Course Goals:
The Sociology of Aging entails two primary goals. The first goal is to introduce students to the sociological study of social gerontology or, more specifically, aging. By using the "sociological perspective," students will examine the cultural, social, and political structures that define the aging process, The worldwide variation between "sociological age" and "chronological age" is reviewed to illustrate how culturally prescribed attitudes determine the value of growing old. This course demonstrates how aging and its related consequences are determined by socially constructed meanings recognized and practiced by societal members. The inevitability and consequences of aging greatly influences social interaction among groups, institutions, and nations and results in conflicting relationships based on moral, ethical, and fiscal concerns.

The second goal is to engage students in active sociological research and analytical reflection through service learning. Service learning combines both theory and application as students work directly with a community partner to provide "service" to that organization. This type of experiential learning enables students to gain "real life" knowledge of a social condition and to understand it by linking classroom to community. Students will analyze the situation and discuss it by incorporating sociological concepts through the process of reflection. This semester, with the assistance of the Santa Clarita Valley Sr. Center, students will participate in community based research by collecting Life Histories of SCV seniors. This project will meet the requirements stipulated in an intergenerational service learning grant awarded to COC by the Association of Gerontology in Higher Education (AGHE), Generations Together/University of Pittsburgh, and the Corporation for National Service. Students will reflect upon their service learning experiences with their "senior buddy" by constructing a personalized poster board of that person's life. Student poster boards will be placed on public display during the Annual SCV Age Wave Expo on May 3, 2003.

Course objectives:
In taking this course, students will be able to:

-Identify the historical, cultural, and demographic changes associated with the aging process, especially as they relate to trends in the United States.
– Contrast social attitudes of aging based on definitions of "sociological age" with those based on "chronological age."
– List the kinds of medical concerns and social problems faced by the aged as a result of their declining health and diminished social status in American society.
– Describe the economic status of America's aging population and to review the structural, institutional, and social factors that determine this social position.
– Review the theoretical explanations use to explain the aged aging process.

Required Texts:

Quadagno, Jill (2002). Aging and the Life Course: An Introduction to Social Gerontology (2nd edition). New York: McGraw Hill Publishers.

The instructor will distribute any additional materials in class.

Course Assignments:

To receive credit for this course, you are required to complete the following: two 2-3 page Self Reflective Written Assignments (e.g. journal style), two Midterms (multiple choice/essay), and a Life History Service Learning Project (10 pages) which includes a Self-Reflection Poster Board and a 15 minute presentation, and a Final Exam (take home, essay). Written Assignments are worth 25 points each, while the Life History Service-Learning Project (including poster board and oral presentation) totals 150 points. Each Midterm is worth 50 points as is the Final Exam. Finally, attendance/participation counts 50 additional points. (Total points possible: 400.) HITE credit is also available for students enrolled in Sociology 233.

Why engage in Service Learning?
How will I conduct a Life History?
What benefit will this project provide the SCV Sr. Center and community?

Service learning allows students to learn while "doing"; in other words, to participate in what john Dewy called "reflexive" thinking. Abstract terms come alive within a real world context.

Service learning experiences will be measured by providing 20 hours of community service to the Sr. Center (4 of which will involve the Life History interview). Besides the Life History interview, additional community service can be served by assisting at the Sr. Center, attending meetings of the A.L.I.V.E. Committee and helping members in their planning of the ill Annual SCV Age Wave Expo, and/or volunteering at the Age Wave Expo.

Service learning placements and interview contacts will be made through the COC Volunteer and Service Learning Center and the SCV ST. Center. Interviews will be conducted at the Sr. center located in Newhall. (If transportation to the Sr. Center is a problem, arrangements will be made to meet your senior contact at COC,)

Interview schedules will be addressed in class, while data will be recorded via audio tapes and field notes. (Audio tapes will be provided by the instructor. If you do not have access to a tape recorder, loan arrangements will be made with the Audio Visual Department to provide you with one.)

Reflection, the analytical process of linking course concepts to observations of and comments made by seniors about their life histories, will be expressed through a written essay, poster board, and oral presentation. Poster boards will be placed on display at the Age Wave Expo.

At the present time, a limited number of Life Histories chronicling the lives of SCV seniors exist. This project will provide the first on going attempt to collect senior oral histories (e.g. audio interviews), and to begin an archival database of these histories to be housed at the COC Learning Resources Center. These interviews will be available for public access.

Course Outline:

WEEKS TOPICS CHAPTERS

January 20 – Introduction to Course
January 27 – What is Service Learning?
February 3 – Defining Social Gerontology 1
February 10 – Conducting a Life History & Theories of Aging 2
February 17 – Demography of Aging
February 24 – Old Age and the Welfare State
March 3 – Historical and Cultural Perspectives on Aging 5

MIDTERM I (TENTATIVE)

March 10 – Biological, Physiological, and Psychological 6, 7 – Perspectives on Aging
March 17 – Adult Development and the Life Course 8
March 24 – Social Support Systems 9
March 31 – Intimacy and Sexuality
April 7 – Work and Retirement 11

MIDTERM II (TENTATIVE)

April 21 – Healthcare and Illness 12, 13

POSTER BOARDS DUE**

April 28 – Death and Dying 14

MAY 3 AGE WAVE EXPO!

May 12 -vAging, Economics, Inequality, and Politics 15, 16, 17

BEGIN GROUP PRESENTATIONS

** RESEARCH PAPER DUE**

May 20 – FINAL EXAM (11:00 A.M to 1:00 P.M.)

COMPLETE GROUP PRESENTATIONS

FINAL ESSAY DUE**

Professor: Dr. Pam Haldeman
Chair, Sociology and Gerontology Department
Office: DH214
Telephone: (310) 954 4366
Email: phaldeman {at} msmc.1a(.)edu

TEXT
Aging, the Individual, and Society, 7th Edition, by Susan Hillier and Georgia M. Barrow

COURSE DESCRIPTION
A cross cultural exploration of aging as experienced in the United States. Ageism, societal attitudes regarding the elderly, and the process of aging itself is examined. Resource and service availability is also assessed.

COURSE GOALS
The purpose of this course is to gain a greater understanding of the range and nature of the bio psycho social responses to aging over the life course, with an emphasis on how the sociological dynamics of aging impacts the biological and the psychological. A variety of theories related to the aging process will be presented. Public policy implications as the national and world population ages will also be examined. Fieldwork will be conducted in order to delve firsthand into the issues on aging and the kinds of resources available to our senior population.

BASIS FOR YOUR GRADE
Community Engagement & Analysis 10 visits @ 10 pts. ea. = 100 points
Senior Analysis Papers, 5 @10 pts. ea.
Carondelet Journal 25 pts.
10 Online Quizzes @ 10 pts. each
2 Tests (midterm and final) @ 100 pts. ea.
5 Online Discussion Board Inputs @ 10 pts. ea.
2 News Reviews @ 25 pts. ea.
Internet Resource Guide = 25 pts.
TOTAL = 600 points

COURSE INFORMATION

Community Engagement
There are many ways to learn and as many ways to view one's place in society. Community engagement is an excellent method of not only seeing ideas addressed in the classroom come alive, it is also our ethical and civic responsibility as citizens and professionals. In our community of seniors in America, millions are isolated, too frail to remain active outside the home or lack nearby family members who can or will visit, support or contribute to meeting their needs whether psychological, sociological, or biological. In this class, you will learn firsthand through serving retired Sisters of St. Joseph residing in the Carondelet Center what those needs are and how each of us, whether as professional caregivers or family members, can address them. Your challenge is to apply your experience to our guiding theoretical framework of understanding aging as a biopsychosocial process.

Over the course of the semester, you are required to conduct ten visits to Carondelet Center (one hour minimum). Activities Director, Alma Torres, in collaboration with your professor, will establish a schedule for each class member based on student availability and the sisters' daily schedule at the residence facility. Each student will be assigned to a sister as your semester partner. The sisters look forward to these exchanges and understand they are making a contribution to your education.

Carondelet Journal
Using a 7 /12 X 9" spiral notebook, create a Carondelet Center journal, dividing it into three sections: Description, Analysis, and Feelings. In the first section, "Description," write about what you experienced, talked about or did while with your senior partner. In "Analysis" discuss what you consider to be connections observed from your experience and your classroom and text material. In "Feelings" reflect upon how you felt while visiting your partner, whether happy, pleased, sad, or distracted. This is where you can express yourself freely, and thus helping to ensure analysis is not influenced by the emotional dimension to your visits. Your journal will be turned in bi-weekly to your professor. Your grade on it will be based on consistency of entries and skill in analysis.

Enjoy the journey! Students before you typically say this is the most rewarding and enjoyable assignment of this course!

Online Quizzes
Go to http://msmc.blackboard.com for course web site for access to quizzes and all other course content. Your username is the same as your MSMC email name and your password is your student I.D. number (without the first zero, if you have it). You may change your password if you wish. The quizzes are timed for one hour. Once you have opened a quiz, you cannot leave it and re enter later. Be sure to click "submit" after you have answered all quiz questions.

Technology glitches do occur, so plan submission of all of your work with this in mind. Late assignments will not be excused due to computer/web problems. Points will be deducted for late work. You can complete work before the due date, which is highly recommended if you plan to go out of town. Give yourself at least 24 hours to submit work prior to deadline to ensure its submission.

Online Discussion Board Inputs
In Blackboard, there is a "Discussion Board" where we will conduct threaded, asynchronous discussions on topics on aging. Your professor will introduce the topic on the Discussion Board and you are asked to submit at least two well thought out analyses on the topic. Opinion is acceptable if it is backed up by text material, intellectual analysis, or example. Be particularly careful to think through your comment in order to avoid stereotyping, prejudiced remarks, overly simplistic, or global remarks about any individual or groups of people. The discussion assignment is intended to engage students in civil discourse with one another and we want all to feel comfortable and welcome in voicing informed thoughts on each question posed. Please remember to exchange ideas in a respectful, tolerant, and civil manner.

After your first submission, please check back and respond to an input from another student at a later time so that it is apparent to your professor you have read comments and reflected upon them. The points given you for each discussion session will be based on the combination of apparent thoughtfulness and quality of your individual statement and your replies to other students. Apply critical thinking to each topic and join us in a sustained discussion.

Analysis Paper
This does not mean opinion! Approximately two pages of summary and one page of analysis (about 750 words' total) will be acceptable. A high quality summary and analysis, however, may consist of more than this average minimum, depending on the length and complexity of the article. NOTE: Clearly indicate your summary section and your analysis section in your paper. Remember, analysis means examining implications and what the ramifications are of a given topic, Take the topic to a deeper level for analysis, applying gerontological theory and research to discuss it. The quality of your writing will contribute to your overall score, so take care to do spell check and grammar check. Proofread all of your work as well. Late papers cannot receive full point credit.

Midterm and Final
These tests will be short answer and essay in format. Please bring large bluebook. No make up exams are permitted without written documentation.

COURSE OUTLINE

WEEK 1: JANUARY 19
Course Introduction. Community work overview.

WEEK 2: JANUARY 26
The demographic map for the future: The graying of America and the world

READ: CH. 1

WEEK 3: FEBRUARY 2
Stereotypes on aging and the social construction of what it means to be "old." Is being old relative to the culture one lives in or is it purely biologically determined?

READ: CH. 2
TAKE ONLINE QUIZ #I (chapters 1 2)
DISCUSSION BOARD INPUT #1

WEEK 4: FEBRUARY 9
Theories and research on adult development

READ: CH. 3
TAKE ONLINE QUIZ #2 (chapter 3)

SENIOR ANALYSIS QUESTION 1:
Get to know your partner. Share something about yourself with her. Write how it felt to be with and talk to an elder who is not kin.
Did you feel comfortable, anxious, happy, sad? Consider why you felt as you did.

WEEK 5: FEBRUARY 16
Theories on responses to the aging process

READ: CH. 4
NEWS REVIEW #I ~turn in via email attachment)
TAKE ONLINE QUIZ #3 (chapter 4)

SENIOR ANALYSIS QUESTION 2:
The retired sisters belong to an age cohort. Discuss with your partner what American society was like when she was your age.
Gather information on the historical context of her place and time.

WEEK 6: FEBRUARY 23
The Importance of social bonds: Marriage, family, social networks and sexual intimacy

READ CH. 5 & 6
DISCUSSION BOARD INPUT #2
TAKE ONLINE QUIZ #4 (chapter 5 & 6)

SENIOR ANALYSIS QUESTION 3:
What have been the important social bonds in your partner's life? How have these bonds influenced her in the choices she's made, challenges she's encountered, or life satisfactions she enjoyed?

WEEK 7: MARCH 2
Health and aging: Chronic vs. acute conditions, theories on aging, optimizing health.

READ CH. 7
TAKE ONLINE QUIZ #5 (chapter 7)

SENIOR ANALYSIS QUESTION 4:
As you talk with your partner, apply one of the theories of aging to her. Use examples to support your application.

WEEK 8: MARCH 9
Work, leisure and the multiplying aging tracks: Lifestyle trends after 65.

READ: CH. 8
DISCUSSION BOARD INPUT #3
TAKE ONLINE QUIZ #6 (chapter 8)

SENIOR ANALYSIS QUESTION 5:
As you listen to your partner's life story, what has was her life's "theme"? How has her work and sense of purpose possibly impacted other aspects of her life, such as sense of self and overall health?

SPRING BREAK MARCH 10 16

WEEK 9: MARCH 23
MIDTERM. On material from weeks 1 8.

WEEK 10: MARCH
30 Finances and living environments

READ: CH. 9 & 10
TAKE ONLINE QUIZ #7 (chapter 9 10)

SENIOR ANALYSIS QUESTION 6:
What do you think about the living environment at Carondelet? What are its strengths and what could be improved? How might the physical structure of the living environment affect social life and psychological well being?

WEEK 11: APRIL 6
The psychology of aging: Cognitive processes, functional disorders vs. organic disorders.

READ: CH. 11
DISCUSSION BOARD INPUT #4
TAKE ONLINE QUIZ #8 (chapter 11)

SENIOR ANALYSIS QUESTION 7:
As you talk with your partner, do you observe any cognitive impairments? If so, what kind? How are they manifested? If not, what do you think has contributed to your partner's cognitive acuity?

WEEK 12: APRIL 13
Caregiving for the oldest old and special problems of the elderly

READ CH. 12 & 13
NEWS REVIEW #2
TAKE ONLINE QUIZ #9 (chapter 12 and 13)

SENIOR ANALYSIS QUESTION 8:
What do you observe the special problems of the elderly are, based on your partner's biopsychosocial status and of those around her?

WEEK 13: APRIL 20

DISCUSSION BOARD INPUT #5
TAKE ONLINE QUIZ # 10 (chapter 14 and 15)

SENIOR ANALYSIS QUESTION 9:
Has your partner shared her thoughts about death? What are they? In sharing her life story, what have you learned about how gender and ethnicity may affect
one's attitude on age and being old?

WEEK 14: APRIL 27
Semester wrap up roundtables and in class "conference" on community engagement and our senior partnership experience.

SENIOR ANALYSIS QUESTION 10: On saying good bye. What works? How does it feel? Towards closure how can this best occur for you?

WEEK 15: FINAL TEST. On material weeks 10 15.

Dr. Armeda C. Reitzel
Professor, Communication
National Service-Learning Peer Mentor
Office: Telonicher House (#54), Room 110, acrl {at} humboldt(.)edu

Course Description:
This 4 semester unit course covers the language and communication behavior of children from birth through early adolescence. Strategies for facilitating language development in children and improving communication with children are emphasized.

A service-learning experience with children is a critical component of this course.

Course Objectives:

1. You will define and explain the concepts of communication, language, competence, performance, acquisition, learning, communication climate, multiculturalism, and multilingualism.

2. You will articulate, analyze and evaluate the major theories of language and communication development.

3. You will explain how cognitive, moral, social, and physical development influence children's communication behavior.

4. You will describe the role of language, communication, culture, and identity in children's thinking, attitudes, and actions.

5. You will describe children's development in terms of verbal and nonverbal communication.

6. You will apply the principles of communication to explain children's behavior in a variety of contexts.

7. You will identify and use appropriate strategies of communication for interacting with children in a variety of contexts.

8. You will explain the philosophy and pedagogy of Service-learning.

9. You will explain how the core values of Cesar Chavez constitute the foundation for the Cesar Chavez Day of Service and Learning.

10. You will apply the principles and strategies of communication to your service-learning experiences.

Textbooks:

Atkin, S. Beth. Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories. Boston: Little, Brown, and Company. 1993.

Haggerty, Patricia M. Oral History: Let Their Voices Be Heard. Clemson, SC: National Dropout Prevention Center. 2000.

Klopp, Carole, Pamela Toole, and James Toole. Pondering Learning: Connecting Multiple Intelligences and Service Learning. Clemson, SC: National Dropout Prevention Center. 2001.

Smith, Patricia G. Ed. Talking Classrooms: Shaping Children's Learning Through Oral Language Instruction. Newark, DE: International Reading Association. 2001.

Graded Activities:

4 exams: 65%
Exam #1: Feb. 12
Exam #2: March 14
Exam #3: April 25
Exam #4: May 28

Service-learning projects and assignments: 35%
You are to engage in a minimum of 15 hours of service in the community in which you work directly with children or in an organization that serves children.

The goals of this project include:

a. providing authentic service to meet a community need
b. applying the principles of communication to your interactions with children
c. reflecting on your knowledge of and skills in working with children
d. articulating the benefits and challenges of Service-learning and civic engagement

There will be a series of structured reflections throughout the semester that you will put into a Service-learning scrapbook. Some of the reflections will take place during class time. The finalized scrapbook is due at the beginning of class on May 2.

The scrapbook, at a minimum, needs to include:

1) A cover that visually represents your service learning experiences, followed by a verbal description of the meaning/symbolism of the visual cover.

2) A log that clearly delineates where, when, and what you did for each of the 14 hours. You must include the site supervisor's name and phone number for each activity on the log.

3) A copy of the service learning agreement for each project signed by all partners.

4) All of the structured reflections assigned throughout the semester.

5) A final, formal reflection of up to 4 single spaced, typed pages (size 12 font, in times or times new roman) in which you select, report and reflect on three specific incidents that occurred during your service learning experiences that were significant to you in terms of material we have covered about children's communication development during the course of our semester. I will be looking for the direct application of course content in your paper. It is vital that you make specific references to class lectures/discussions and/or our textbooks in your paper. I will also be looking for proper bibliographic referencing.

YOU MUST GET YOUR SERVICE LEARNING PROJECT(S) APPROVED BY ME BEFORE YOU BEGIN.
I need to have your completed service learning agreements (signed by you and your site supervisor) before you can begin counting hours. You also need to sign a document stating that you are not getting paid for the hours you are counting for Service-learning in this class.

Weekly Activities

Week 1 (Jan. 22 & 24): Introduction to children's language and communication development

Week 2 (Jan. 29 & 31): Language, communication, speaker intuitions, competence & performance

Week 3 (Feb. 5 & 7): Service-learning, service-learning, service-learning! Read Pondering Learning: Connecting Multiple
Intelligences and Service Learning and chapter 3 in Talking Classrooms. NCES SUMMIT AT HSU ON FEB. 8 9.

Week 4 (Feb. 12 & 14): Exam #1 on Feb. 12; Cesar Chavez and the new Cesar Chavez Day of Service and Learning; Oral histories; Read Oral History: Let Their Voices Be Heard and pp. 5 25 in Voices from the Fields ("Foreword," "Introduction," "La Fresa," and "Hogar.").

Week 5 (Feb. 19 & 21): Finding their voices: Children's speaking, listening, reading and writing; Issues of literacy; Issues of culture; Read chapters 1, 2, 5 and 6 in Talking Classrooms. HSU SERVICE-LEARNING CONFERENCE ON FEB. 22 23.

Week 6 (Feb. 26 & 28): Early language and communication development: phonology & morphology.

Week 7 (March 5 & 7): Early language and communication development: syntax & semantics; interviewing children.
HISTORY DAY JUDGING ON MARCH 9.

Week 8 (March 12 & 14): MARCH 12: CARE FAIR FOR CHILDREN (to be held at Eureka High School); Exam #2 on March 14.

****SPRING BREAK!****

Week 9 (March 26 & 28): Cognitive and moral development of children MARCH 28: THE CESAR CHAVEZ DAY OF SERVICE AND LEARNING "TEACH IN"

Week 10 (April 2 & 4): Social development; children's friendships; physical development; children under stress; communication apprehension.

Week 11 (April. 9 & 11): Issues of cultural diversity and gender related to children's communication and development

Week 12 (April 16 & 18): Issues cultural and linguistic diversity, including teaching the "English language learners" in schools and the community; Dr. Reitzel will report on her experiences at the TESOL conference in Salt Lake City; Read chapter 4 in Talking Classrooms.

Week 13 (April 23 & 25): Communicating with children with disabilities; Exam #3 on April 25.

Week 14 (April 30 & May 2): Classroom communication; Service learning scrapbook due on May 2; Read chapters 7, 8, 9, and 10 in Talking Classrooms.

Week 15 (May 7 and 9): Theoretical perspectives on children's communication development; Some final thoughts.

Final exam period: Exam #4

TTH 11:40 12:55pm Pueblo D 118 CRN#11956
Instructor: Bethann Monier Johnson
Office: Pueblo B 109
Phone: 206 5107
Office hours: MW 9 10 am, TTH 10 1130 a.m.
Email: Bethann.Johnson {at} pima(.)edu

Course Description
ECE 107 is a study of the human lifespan from conception through old age, which includes current and historical theories in physical, cognitive, and psychosocial development.

Course Goals
To examine life span development, critically assess research and real life situations, observe objectively, analyze your observations, speak and write with clarity, and use positive interpersonal skills.

Attendance, Homework & Participation Policy
Please attend class and arrive on time. Arriving on time is a courtesy for both your teacher and your classmates. Class sessions will include teacher lectures, small and whole group activities, and discussions. You will successfully complete the goals in this course by being present for lectures and class discussion. Do not exceed./bur absences. If you will need to miss class, please contact the instructor in advance. Complete your readings and other assignments PRIOR to class so that you can participate. Your active participation is an integral part of the course, and will account for 30% of your grade.

Course Requirements

Text:
The Developing Person Through The Human Life Span by Kathleen Stassen Berger, Fifth Edition.

1. Four Exams
Each exam has twelve short answer (essay format) questions. You will receive the exam questions at least one week in advance. Written responses to eight of the questions are due on the day of the exam. (The eight questions to be answered for homework will be determined the day all twelve are given.) The remaining four are answered on the exam date, closed book and closed notes.

Test points: Each exam is worth a possible 60 points. The eight answers turned in on exam day are worth 4 points each. The four answered in class are worth 7 points each.

2. Institution visits
Please visit two institutions that are different in human services offered, and write a one page summary about the highlights of the visit. Please attach documentation. Sites may include a hospital, clinic, child development center, school, social agency, etc. Please refer to handout for details. 60 possible points. Due October 31.

2a. Option: Candidates Accountability Session at TCC at 2:00 p.m. on October 6, 2002. This is an interesting and interactive session with republican and democratic candidates for local and state elected offices. Topics with these candidates will include many important human development issues such as education, health insurance. crime, living wage, immigration, and prisons. Your instructor will give you more information about hours, time, and place. You will also receive suggestions for how to effectively report your experience at this event to the class. Also, include a one-page summary. 60 possible points.

3. Expert Report
The challenge is for you to become an authority on a topic of human or family development by reading a book or creating a brochure. 50 possible points. Presentations on November 12 and 14.

a. Book: Select a non-fiction book that addresses research about an area of human development. Get instructor approval for your book in advance. Bring in the book you have read and give a five minute highlights report to the class. Please also read aloud a short passage from your book. Turn in a one page summary of the book.

b. Brochure: Develop a brochure on a human/family development topic pertinent to our city or state. Suggested topics: Immigration, Education. Children and youth, Elder care, Health care, Crime, Prison reform. Get instructor approval for your topic in advance. Place bibliography on the brochure. Bring in your brochure to present to the class.

4. Course topic presentations
You are required to present one 10-15 minute topic that is interesting and appropriate to the course. Please do not read your information off of a page but use interactive methods that will involve the class! You may do this with one or two partners as long as all of you participate equally, with 45 minutes allowed for partner or trio presentations)

All topics must be approved in advance by your instructor. Although planning and preparation are required outside of class, time will be given in class to decide your topic, partner(s), and presentation date. 50 points possible (Sign up for dates).

5. Human Development Resource Notebook or Service-Learning Project*

a. Resource Notebook: Twenty brief synopses of human development articles. See handout for details. Optional service-learning project, please see handout and instructor for details. 100 points. Due Dec 5.

b. *The Service-Learning Project is worth a possible 150 points and may be completed as a substitute for both the Human Development Resource Notebook and the book report.

Grade Points Calculation

Four exams (60 each) = 240
Class presentation = 50
Oral book report (brochure or service project) = 50

Institution visits report (or accountability session) = 60
Resource notebook (or service project) = 100
Subtotal = 500
Attendance and participation = 240 (approximately 30 classes at 8 points each)
TOTAL POSSIBLE = 740

Your instructor will make every effort to follow the stated schedules and policies, but reserves the right to modify them in the event of extenuating circumstances.

Course Schedule

8/27 Syllabus, orientation, introductions

8/29 Research methods and theories
Read chapter 1 & 2 development
Read chapter 3

9/3 Heredity and environment

9/5 Prenatal development and birth
Read chapter 4 Read chapter 5

9/10 The first two years

9/12 Cognitive development first two years
Presentations about childbirth, infancy
Read chapter 7
Service-Learning update
Read chapter 6

9/17 Early emotional intelligence

9/19 In class exam #1
Presentations about toddler development
8 short essay questions due
Read chapter 8

9/24 Physical development during early years

9/26 Language and cognitive development
Read chapter 9 – How do you really learn to talk?
Read chapter 10

10/1 How does play develop? Does it relate to how adults play (and work)?

10/3 Presentations about early years
Service-Learning Project update
Read chapter 11

10/8 Physical development of the school

10/10 Cognitive development and school years concerns
Read chapter 13
Read chapter 12

10/15 Presentations about school years

10/17 In class exam #2
Service Learning update
8 short essay questions due
Social and emotional growth Read chapter 14

10/22 Issues of physical development in adolescents

10/24 Challenges with social/emotional issues
Read chapters 15-16 on teens
Read chapter 17

10/29 Presentations about teens early adults

10/31 Physical and cognitive changes in adulthood
Service Learning update
Read chapter 18
Institutions or Oct 6 session reports due!

11/5 Friendship, intimacy, and other social concerns

11/7 In class exam #3
Read chapter 19
8 short essay questions due
Read chapter 20

11/12 Expert reports

11/14 Expert reports
Physical changes in the middle years
Service Learning update
Read chapter 21 and 22 – Do we become wiser as we age?

11/19 Changes in the family during the middle years

11/21 Presentations about middle adulthood
Read chapter 23-24

11/26 Can aging be stopped? The young old?

11/28 Holiday: College closed
Read chapter 25 and epilogue

12/3 Presentations on elderly, Bereavement/Recovery

12/5 Course wrap up. Reflections in understanding of human development.
Resource Notebook or Service Learning Report due

12/10 In class exam #4
8 short essay questions due

Service Learning Project: Refugee Resettlement Family Mentor

Who is a refugee?
A refugee is a person who has fled his or her country of origin because of
a well founded fear of persecution based on race, religion, nationality,
political opinion or membership in a particular social group. This
definition of a "refugee" excludes people who have left their homes only to
seek a more prosperous life.

What is a refugee resettlement program?
Refugee resettlement programs assist refugee families with learning English skills, getting employment, and locating housing. Families often struggle with the transition from their former environment to their new surroundings. These families may require assistance with parenting skills, home health and safety issues, and community support.

What role(s) can mentors have?
A mentor (or partner mentors) can have a meaningful and positive impact on the adjustment of parents and children who are adapting to a new way of life. Mentors may work with families to provide important information about maintaining a household, and demonstrate health and safety practices inside and outside the home. They may tutor parents or children in English, or be a source for families getting community support. Mentors can also listen and provide families with encouragement and support. An orientation and training is provided to mentors so that they can be effective in their efforts. Mentors will meet with their assigned families over eight successive weeks for about two hours each week. At the end of the project, mentors will submit a two page reflection paper, a brief service log, and agency evaluation. (See attached.)

How do Pima College Mentors get started?
Your instructor will meet with you (and your partner) to explain the details of the project. You will also sign a service agreement with the instructor and agency.

What will I get out of this service learning project vs. the non service course assignment? You will gain great insights about the physical, cognitive, and social development of children and adults that you could not possibly gain from reading a textbook or research article. Additionally, your efforts and interactions will allow you to learn much about yourself personally, intellectually, and as an active citizen. The word "democracy" will take on a heightened dimension for you as you spend time to understand another's culture, and help teach others about freedom and values of the U.S.A. way of life.

"Dying: The Final Stage of Living"

PROFESSOR: Dr. Kathryn D. Marocchino

COURSE HOURS/LOCATION: Thursday: 19:00 21:50 PM, in CLS 102

REQUIRED TEXTBOOK: The Last Dance: Encountering Death and Dying by DeSpelder & Strickland, Mountain View: Mayfield Publishing Company, 2002 (6th edition)

REQUIRED ACTIVITIES: Ten (10) hours of mandatory community service through Vallejo's Kaiser Permanente Hospice Program (dates and hours to be determined and coordinated through Kaiser)

PREREQUISITE: English Composition EGLI 00 (may be taken concurrently)

OFFICE HOURS: W/Th: 11:00 13:00 and T/W/Th: 14:30 17:00 (by appointment) in the Community Service Learning Center (located in the CEL in the new Lab Building)

OFFICE TELEPHONE: (707) 654 1227 (or leave message)

HOME TELEPHONE: (707) 557 8595 (or leave message)

KAISER VALLEJO HOSPICE: (707) 645 2106 (Jeanette Sanchez, Social Services Coordinator)

COURSE DESCRIPTION:
In this course, students learn to view death and dying, the final stage of growth, less as an adversary and more as a defining part of life. By reflecting on medical, cultural and religious responses to death in general terms, they are taught to understand and articulate the emotional and spiritual needs of the dying as human beings go through the process of daily living. Furthermore, by becoming involved in a meaningful way in 10 hours of mandatory community service revolving around the terminally ill, students develop skills for both living and dying, gradually coming to an awareness of death and thereby, to an awareness of "how" to live. By assisting others in the process of facing death (through the course's unique service learning component), students are given the opportunity to rethink the meaning and purpose of their own lives and to move through positive resolution of the process of dying toward self-fulfillment.

COURSE OBJECTIVES:
This course seeks to present, in an introductory fashion, some of the basic principles underlying death education as well as meaningful community service. Ernest Morgan, in stating the case for such education, argues that it "relates not only to death itself, but to our feelings about ourselves and nature and the universe we live in. It has to do with our values and ideals, the way we relate to one another and the kind of world we are building. Thoughtfully pursued it can deepen the quality of our lives and our relationships."

Grief and death are experiences shared by all humanity and as far as we know, Homo sapiens is the only species that lives in the anticipation of death. We are the only ones who have special beliefs that give meaning to death and rules instructing us how to die and how to cope with our loss when death strikes those we care for. Technically speaking, people must come to terms with the idea of death in order to have healthy experiences in life and the main objective of this course is to help students do this in the most effective manner. By being confronted with the emotional reality of death, not only through personal experience but through community service with the dying, course participants are gradually led to explore the finer aspects of this biological and existential fact of life affecting every human being.

A major component of this course is also the mandatory requirement of 10 hours of community service, to be performed through the Kaiser Hospice Program in Vallejo, under the supervision of the Bereavement Coordinator. Students will be assigned to work directly with terminally ill hospice patients or with the families of the deceased, and they will be mentored throughout the process by Kaiser hospice volunteers who will train and tutor them in proper hospice procedures.

COURSE COMPETENCIES:
At the conclusion of the course, which has a workshop/seminar format, students will be expected to develop a more positive attitude about death and to learn that the reality of death gives life a sense of finiteness which makes real meaning possible. By learning how to deal with issues in death and dying, students will be able to come to terms with their own anxieties and defense mechanisms. Ultimately, students' attitudes toward death can be changed in a positive direction through this unique learning experience. The reflection papers and oral presentation required during the semester will allow students to summarize their response to the exigencies of the class and to demonstrate their understanding of the lessons to be learned. Furthermore, through their community service requirement, students will gain a better understanding of what it means to work with the terminally ill and their families.

GRADING CRITERIA AND EVALUATION:
Students' performance will be evaluated on the basis of their participation in all workshop/seminar activities, as well as on a mid-term reflection paper and a final reflection paper (the latter also consisting of an oral presentation), and the successful completion of their community service. Final grades in this course will consist of a) Active participation in all class activities (15%); b) Mid term reflection paper (10%); c) Final reflection paper & oral presentation (15%); and d) Mandatory community service (60%).

COURSE POLICIES:
Students will be expected to attend all class sessions; read pertinent assignments in the textbook; actively participate in all discussions; prepare their mid term reflection paper, final reflection paper and oral presentation in a manner consistent with course requirements; and successfully complete their community service. Students will also be expected to participate in one or two specialized field trips during the course of the semester and will also be taught to familiarize themselves with all available on line death education resources (such as GriefNet, ADEC, etc.) which they can put to use in preparing their mid term and final reflection papers.

ALL RULES AND REGULATIONS GOVERNING THE CORPS OF CADETS concerning attendance, dress and conduct will be adhered to. Attendance is taken at the start of each class session and students are expected to be on time. If a student fails to "officially" drop a course or has three consecutive class absences (corresponding to one three hour class session), and does not notify the professor of his/her intent to continue the course, he/she will be dropped administratively with a grade of "U", which is treated like an F. Students will be allowed to miss only ONE three-hour class session during the course of the entire semester. Furthermore, community service hours will be regularly logged by the Kaiser Hospice Program Bereavement Coordinator in order for students to gain credit for their service learning. Students must log a minimum of 10 hours. As far as dress is concerned, students will NOT be required to wear their uniforms when they are asked to participate in a field trip or when they are attending either a Kaiser Hospice Training Session or a Kaiser Hospice Bereavement Dinner (appropriate casual attire will be required for those evenings). They must wear their uniforms during all other regular class sessions, however.

If a student is having a problem with any aspect whatsoever of the class, has questions or is finding it emotionally difficult to cope with the often difficult issues that this course covers, he/she is strongly urged to see the professor as soon as possible and talk it over. It is the student's responsibility to seek extra help as needed and additional help, encouragement and counseling will always be given outside office hours, by appointment. Good luck for an excellent spring semester in a very innovative and exciting class!

GRADING SCALE AND PARAMETERS FOR MIDTERM, REFLECTION PAPERS AND ORAL PRESENTATION

100 93 = A 92 90 = A 89 86 = B+ 85 82 = B 81 78 = B
77 74 = C+ 73 70 = C 69 66 = C 65 62 = D+ 61 58 = D
57 54 = D 53 0 = F

Parameters Points (10 out of 10):

-Coherence of thought process
-Appreciation for loss (people and pets)
-Emotional impact of physical death(s)
-Personal interpretation of death experience(s)
-Grammar and mechanics
-Style of writing
-Proofreading
-Relevance of conclusion to overall paper
-Depth of reflection (lessons learned)
-Overall quality of paper

Total = 100

COURSE SYLLABUS FOR SPRING SEMESTER 2003

Week 1 (January 9)

Attitudes Toward Death: A Climate of Change

• Introduction to the class and to the service learning component of the course
• Students are encouraged to express their feelings about death and dying in general, and about their own death in particular (Personal Death History questionnaire filled out)
• Students are assigned Chapters 4, 5, 7, 10, and 11 in The Last Dance to prepare for their Kaiser hospice work (to be completed by February 13)
• Students view VHS videocassette Death: The Trip of a Lifetime (Part 1)
• Reading Assignment for Week 2

Week 2 (January 16)

Perspectives on Death: Cross Cultural and Historical

• Students are administered their TB tests in the Student Health Center in preparation for their Kaiser hospice work (tests must be read after 48 hours)
• Students are given The Caregiver's Handbook
• Students view VHS videocassette Death: The Trip of a Lifetime (Part 2)
• Reading assignment for Week 4

Week 3 (January 23)

Kaiser Hospice Training Session

• Students visit the Kaiser Vallejo Hospice Department, where Jeanette Sanchez (Social Services Coordinator) will provide a training session, outline the hospice work students will be doing through Kaiser, and explain Kaiser policies and procedures
• Students view VHS videocassette Hospice A Shared Experience or The Last Spring: Stories of Hospice

Week 4 (January 30)

Learning About Death: The Influence of Sociocultural Forces

• Students participate in class activities on death and dying
• Students view VHS videocassette Death: The Trip of a Lifetime (Part 3 and Part 4)
• Reading Assignment for Week 5

Week 5 (February 6)

Survivors: Understanding the Experience of Loss

• Students view VHS videocassette Understanding Death: The Death Bed
• Students are introduced to GriefNet and other on line death resources in the CC
• Students review chapters 4, 5, 7, 10 and 11 in The Last Dance for next week's midterm test
• Reading assignment for Weeks 8 and 9

Week 6 (February 13)

Kaiser Hospice Bereavement Dinner

• Students take their midterm test on chapter 4, 5, 7, 10 and 11 in The Last Dance
• Students participate in a Kaiser Bereavement Dinner at The Olive Garden (Vallejo) to interact with grieving support group members (coordinated by Jeanette Sanchez)

Week 7 (February 20)

Kaiser Hospice Training Session

• Students visit the Kaiser Vallejo Hospice Department, where Jeanette Sanchez (Social Services Coordinator) will provide another training session on hospice care

Week 8 (February 27)

Last Rites: Funerals and Body Disposition

• Guest Speaker: Dale Suess, Cemetery Historian, addresses the class on the funeral industry and on the sociocultural/historical significance of cemeteries, markers and urns
• Students view VHS videocassette on "stellar" cremation Mid term reflection papers are due Reading Assignment for Week 12

Week 9 (March 6)

Last Rites: Funerals and Body Disposition

• Students are given a tour of Skyview Memorial Lawn (which houses funeral home facilities, a columbarium and a cemetery) by Director Edward Wilkes, who will also discuss the essentials of mortuary science

Week 10 (March 13)

Kaiser Hospice Bereavement Dinner

• Students participate in another Kaiser Bereavement Dinner at the Fum Bistro (Napa) to interact with grieving support group members (coordinated by Jeanette Sanchez)

Week 11 (March 20)

Kaiser Hospice Training Session

• Students visit the Kaiser Vallejo Hospice Department, where Jeanette Sanchez (Social Services Coordinator) will provide another training session on hospice care

Week 12 (March 27)

Beyond Death / After Life

• Guest speaker: Reverend Mary Mocine of Vallejo's Clear Water Zendo will discuss Buddhist views of the afterlife
• Students view VHS videocassette Beyond Death
• Reading Assignment for Week 13

Week 13 (April 3)

The Law and Death

• Guest speaker: Attorney Keith Graham discusses wills and the legal implications of medical decisions in regards to a person's last wishes
• Students view VHS videocassette On Our Own Terms: Dying in America

Week 14 (April 10)

Risks of Death in the Modern World

• Students are given a tour of the Solano County Coroner's Office in Fairfield by Coroner Investigator James Burton

Week 15 (April 17)

The Path Ahead: Personal and Social Choices

• Students give their oral presentations to the class and turn in their final reflection papers
• Students are invited to attend the Kaiser Hospice Appreciation Dinner on April 25
• Students receive their certificates of completion for their hospice community service
• Students are asked to choose a "comfort reflection" and share it with the class, if they wish
• Students fill out course evaluation forms
• Time permitting, students will view a VHS videocassette on a death related theme

DESCRIPTION

Human Growth and Development is planned to acquaint you with developmental concepts in psychology and to give you an understanding of the basic dynamics, which underlie human behavior at various stages in the lifespan. You will have the opportunity to study human development from conception through childhood. Course content will include important theoretical models of human development and such specific topics as genetics, learning, intelligence, socialization, personality, sex-role identification, language acquisition, and moral development.

You will be investigating these processes in relation to biological, psychological, socioeconomic and cultural factors. Your performance will be evaluated primarily by tests and the completion of two term projects. However, other criteria, such as written and oral reports, class participation and attendance, will be used as deemed appropriate by the professor.

OBJECTIVES

When you have completed the course you should be able to demonstrate:

1. Knowledge of general methods of child study byidentifying such procedures as longitudinal study, crosssectional study, case study, etc.

2. Knowledge of various key concepts in the field ofgenetics by identifying such concepts as "genotype,"phenotype", "dominance", "recessiveness", etc.

3. Comprehension of the critical period hypothesis bydefining such concepts as "imprinting", "earlymothering experiences , etc.

4. Comprehension of general principles of psychoanalytictheory by identifying such concepts as "id", "ego , "identification", etc.

5. Knowledge of Freudian development theory by describing various psychosexual stages.

6. Knowledge of Erikson's developmental theory byidentifying various psychosocial stages.

7. Knowledge of stages of cognitive development byidentifying the general sequential stages postulated by Jean Piaget.

8. Comprehension of the terms "assimilation" and"accommodation" by comparing and contrasting theseterms as defined by Piaget.

9. Knowledge of general principles of classicalconditioning by identifying various scientific principlesinvolved in eliciting reflexive responses.

10. Comprehension of general learning principles bydistinguishing the classical conditioning model from theoperant conditioning model

11. Knowledge of behavior modification by identifying various steps in shaping behavior according to the principles of operant conditioning.

12. Knowledge of various reinforcement schedules bydefining such terms as 'fixed-interval", "variable-ratio", and "variable interval , etc.

13. Comprehension of observational learning by describingthe general principles of imitative behavior.

14. Comprehension of the prenatal development of a childby identifying the periods of the ovum, embryo, and thefetus.

15. Comprehension of the maturation process by definingsuch concepts as "cephalo-caudal development , proximo-distal development", etc.

16. Comprehension of various reflexes present at birth bydescribing the "Moro Reflex", "Grasping Reflex ,"Babinski Reflex", etc.

17. Knowledge of basic concepts of perception in the infantby identifying such terms as schema, discrepancy,complexity theory, etc.

18. Knowledge of basic concepts of language development by identifying such terms as cooing, babbling, talking, etc.

19. Comprehension of self-concept by identifying factors which form and enhance self-concepts such as parentalexpectation, peer acceptance, etc.

SEMESTER THEME

TERM THEME

Our focus will be drug abuse awareness, prevention, and drug resistance education in the Homestead, Florida City community. This theme will be investigated by a number of exciting way. You will be trained and certified as drug prevention experts; you will then use your training to educate the community. As students you will also study the effects of drug use and exposure at all different stages of the lifespan.

RELATED OBJECTIVES

Human Growth and Development students will receive knowledge of the effects of drugs on the pre-born, adolescent, as well as the adult and aging person.

The service-learners who have education and health related majors will benefit from the drug education, the ability to teach drug education curriculum and facilitate workshops.

Service-learners will become trained and certified drug prevention experts

The students of M-DC will receive cutting edge training and certification in drug prevention.

M-DC service-learners will increase their teaching skills as they present drug prevention curriculum and build resistance skill in MDCPS students.

Service-learners will increase in their autodidacy.

Service-learners will increase their knowledge of the community and community agencies.

SERVICE LEARNING EXPERIENCE (20 Hr – mandatory)

The concept of service-learning connects teaching, learning and research in a vital new way, called active practice. With service- learning you will become more actively involved and engaged in your own education and learning process. The service-learning project that you will participate in will be issues oriented, interdisciplinary, and engage you in deliberate, and arduous problem-solving.

As DEP 2000 students you will be trained and certified as Drug Prevention experts; then you will be sent into MDCPS classrooms in South Dade as drug prevention facilitators. The class project will be to present drug prevention and resistance education to hundreds of middle and high school students in the area. As service-learning students you will also be available to man information tables at community events such as the monthly Homestead Friday Fests, the Rodeo and the Indy 300 Motorcar Race. Students will also man information tables for weekly drug prevention literature dissemination at weekly community venues such as Walmart, the Bargaintown Flea Market, and other locations. Students will also go to community centers, YMCA, juvenile detention facilities, youth residential homes to offer drug prevention workshops. This comprehensive dissemination of anti-drug material has the goal of reaching thousands in a community-wide blitz to elevate drug prevention awareness in our area.

COURSE MATERIALS

TEXTBOOK

Papalia, D., and Olds, S. 2003, Human Development (9th Edition) McGraw-Hill

OTHER RESOURCES/MATERIALS

Four articles will be distributed in class on intriguing andcurrent research on infant cognitive development. This will be an in-class essay writing assignment. Your in-class assignment will be a minimum of two full pages. Your report will be a synthesis these articles.

The Florida Alcohol and Drug Abuse Association's Resource Manual, and other curricular resources will be distributed in class.

COURSE PROCEDURES

ATTENDANCE

Class attendance is expected. All classroom activities are heavily oriented to visual presentation and discussion, and these experiences cannot be made up at a later date. Your presence in class enables us to work together and allows you to receive credit for assignments completed in class. Attendance is based on the student arriving on time and remaining for the entire class period. Attendance will be monitored and is required for success in this course. More than two absences will result in a reduction in grade. New Federal regulations require a reporting of all attendance data.

ASSIGNMENTS

WRITING ASSIGNMENT DEP 2000
Each student is required to read and write an essay on journal articles distributed in class. These articles will be on intriguing and current research on infant cognitive development. Your report will be written in class. Your in class assignment will be a minimum of two full pages. Your report will be a synthesis these articles.

VIDEO PRESENTATION
Each student will be paired with another student to do a 20 min. video presentation of a developmental stage of your choosing. This semester the focus of this project will be how drug exposure or drug use can effect the individual development (physical, cognitive, social, socioeconomic, etc.)

DROPS AND INCOMPLETES

It is the responsibility of the student to initiate and process allprocedures for withdrawal from the course. The professor will not purge any student from the class rolls. Monday, Jan. 12 is the last day to withdraw with a 100% refund, and Wednesday, March 7 is the last day to withdraw from the course and receive a "W". Please remember if you wish to withdraw from the course you must initiate the process, non-compliance will result in you remaining on the class rolls and receiving a grade of "F" at the end of the semester. Please also be aware that most students who complete this course will receive an "A" (approx 95% of students).

MAKE-UP POLICIES

All examinations are mandatory. No make-up exam given. UNAVOIDABLE SITUATIONS OR EMERGENCIES WILL BE CONSIDERED ON AN INDIVIDUAL BASIS. It is the student's responsibility to contact the professor prior to the exam or as soon as Possible thereafter. Substantiating documentation will be required (Doctor's note, etc.)

OTHER COURSE PROCEDURES

PARTICIPATION: Much of what you are expected to gain from the course will depend upon the quality of the class discussion, your ability to think critically, to analyze, your ability to interpret the reading assignments, and Your ability to answer questions. We can have no class discussion of any merit if you have not completed the reading assignment for that day. Therefore, complete all reading assignments and be prepared to ask and to answer questions.GRADING PROCEDURES

TESTS
In class writing assignment
Mid-term
Take-Home Final
GRADING SCALE
2 Tests x 100	200
Attendance	50
Participation	50
Journal Article	100
Video Presentation	100
S-L/Reflection Paper	100
TOTAL	600
425-500 424-350 349-299 298-250 Below 249	A B C D F
COURSE CALENDAR
Saturday, Jan. (TBA) Tuesday/Wednesday, Feb. 3-4 Tuesday/Wednesday, Mar. 2-3 Tuesday/Wednesday, Apr. 13-4 Tuesday/Wednesday, Apr. 20-1 Tuesday/Wednesday, Apr. 27-28	Special Drug Training Day Journal Articles (in class) Test #1 S-L Reflection Session S-L Paper Take Home Final Exam

]]> http://www.compact.org/syllabi/human-development/human-growth-and-development/4030/feed/ 0 http://www.compact.org/syllabi/human-development/child-and-family-sciences-children-and-families-in-crisis/3974/ http://www.compact.org/syllabi/human-development/child-and-family-sciences-children-and-families-in-crisis/3974/#comments Tue, 08 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3974 CHILD AND FAMILY SCIENCES 133-S
COURSE DESCRIPTION:
Crises experienced by children and their families; separation, divorce, remarriage and the consequent formation of step-relationships, death, alcoholism and drug abuse, child abuse, disabilities, and other topics.

LEARNING OUTCOMES:
This class will provide you the opportunity to examine children and families in crisis. Unlike the typical university course, the content of this class, in some situations, may elicit strong emotional responses. The outcome of our exploration will be a deep understanding of the impact of crisis on the human experience and the ability to assist yourself and others 'in coping with crisis. Specifically, the successful completion of this course will result in the following outcomes:

1. An increased understanding of the multi faceted nature of children and families.

2. Awareness of how your own belief system and assumptions of human behavior facilitate or interfere with understanding children and families in crisis.

3. The demonstration of crisis theory knowledge through discussion, written work, and exams. Comprehension of the nature and dynamics of crisis events and appropriate coping strategies as shown by the ability to select the most appropriate intervention in specific crisis situations.

4. Integration of a service experience to a specific community organization with the curriculum of the course so that it is evident how the activity enhanced your learning and how the learning of the course enhanced your service.

INSTRUCTIONAL POLICY, REQUIREMENTS AND GRADING:

Attendance & Preparation:
Your presence in class is your most significant contribution to the class. Attendance is so vital that your final grade can be affected. If you complete the semester with a borderline grade (e.g., 89%) and have not missed any class sessions, you will receive the higher grade. Since each of the class periods is equal to one week·s classes, missing one or two sessions because of various circumstances is reasonable, however, each session you miss after two will reduce your overall course grade by 10 percentage points. Missing a third of the class meetings (5) will result in failing the class. Coming to class late or leaving early will be viewed as missing 1/2 of a class period.

Your preparation is the second most significant contribution you make to the class. To facilitate discussion, clarification, and learning, it is vital that all assignments be completed when due. This means having read appropriate chapters before the class period in which they will be discussed. Your involvement through being prepared to participate in discussions and answer questions based on the assigned readings will greatly enhance the course. Late assignments are accepted under only very special circumstances. In some cases where the circumstance was not extreme, I may accept the assignment and give partial credit. In the latter situation, each week late will reduce the grade by one letter. Any assignment received after two weeks from the due date will receive the maximum grade of "D." No late assignments will be accepted during the last week of classes.

Service Learning 25%
"Education without social action is a one-sided value because it has no true power potential. Social action without education is a weak expression of pure energy. " Martin Luther King Jr.

Often the deepest learning is accomplished through EXPERIENCE. One type of experience is found by giving in your community. In our consumption oriented and time-restricted world, this giving is too often limited to "token" amounts of money, e.g., buying a raffle ticket or going to a fund-raising dinner. The act of giving one's time and energy as a service to others seems to have fallen out of fashion among many people. When service in our communities is organized in the context of the curriculum of a course so that the student's learning is enhanced and the community benefits it is known as service-learning. CFS 13 3 -S is one of the service-learning courses on our campus.

The goals of the service-learning assignment are to facilitate the process of giving of yourself in a setting which is DIVERSE from your normal realms of experience and enhance the academic learning or the course curriculum through the community service. Another benefit of service learning is the insight you may gain into yourself and others as you explore unique territory. In addition, you may find your sense of interconnectedness with others is strengthened. In past semesters some students have suggested this is the most significant assignment of their college course work, perhaps it will be meaningful for you.

Your task is:
Complete a minimum of TEN hours of service in the community during the semester. The class will be divided and each group will complete the assignment by a given date in the semester. I have contacted a variety of community-based organizations who will work with you to make the experience meaningful. They include:

The Boys and Girls Club (Pete Sanchez), a variety of youth activities which promote fun and community building.
WRAMP (Holly Zuccarini) a reading program for middle school children.
Stone Soup, Helping a near CSUF community meet social needs of minority groups.
Chicano Youth Center Mr. Alfonso Hernandez
C.A.R.E. Mentor Program, (Judith Reynoso) At risk high-school students and helped through being a positive example and coaching.
The Sanctuary (Julie Agustin), a youth center and shelter which helps troubled adolescents.

Each of these organizations has provided the following information that is on file in my office:

a. The mission, philosophy, strengths, and needs of the organization.
b. Strengths of the people who use the services at the agency.
c. Needs/challenges of the people who use the services at the agency.
d. How the agency and I will maintain contact about your service.
e. The preparation (orientation and training) you will complete for the service.
Directions to the agency.
g. Activities in which you will engage.
h. Days and times service can occur.

During the first week of class I will highlight the above information to help in your selection. In addition, I am available during office hours or by arrangement to discuss placement with you. The quality of your service to the agency is so unimportant that it will be considered in your grade on this assignment. Issues such as attitude, punctuality, dedication, and notification to the agency, if you cannot keep a specific commitment to be there will be reported by your supervisor. If there are any problems that arise for you during this service, please talk to your supervisor and/or me. Also if any problems regarding the quality of your work occur, the supervisor will contact me. Throughout the semester you will be asked in class for brief feedback on the service-learning experience.


2. Collect a signed document (letterhead required or no credit will be given) that verifies your minimum volunteer hours. This verification will also include comments regarding the value of your work. Ask for a current brochure on the program and also hand this in.

3. Prepare a thank you letter to the agency. Include in this letter: appreciation for their help with this assignment, specific strengths and weaknesses of the experience, some comments as to the ways the service-learning experience related to the course and the overall benefits of the experience.

4. Prepare a 3-5 page paper using the three identifiable sections that follow

A. Service Description: Where the assignment was completed and the basis (WHY) for its selection. Some information regarding the HISTORY of the agency is appropriate in this section. Also consider what SOCIAL PROBLEM(s) the agency is working on and the specific INTERVENTIONS they use.

B. Reactions: In the context of self-exploration and self-discovery, complete a description of your FEELINGS, OBSERVATIONS, PERSONAL VALUES, ATTITUDES and even ETHICAL ISSUES related to the experience. You may consider your reactions to being at the site that is diverse from your normal experiences, any shifts in your attitude, as well as your INTENTIONS upon completing the assignment

C. Relation to Course Content: A DEPTH analysis of the experience in relation to at least FIVE NUMBERED SPECIFIC PRINCIPLES and CONCEPTS of the course. This section needs to identify specific elements of the course from lecture, text, discussion, videos which are amplified by your community service. The goal of this section is to illustrate that the accomplishment of service enhances your academic study and learning.

5. Submit the paper copy of thank you letter and signed documentation and evaluation with the attached page (at the end of the syllabus) as your cover sheet on the appropriate due date. Be prepared to discuss the experience.

Reaction Journal 25%:
Each week a reaction journal will be completed with three sections, one for that week·s reading assignment, another for the previous week's class meeting and finally a question section. This journal will require about thirty to fifty minutes to write depending on the amount of material covered and your reflective writing skills. The process will become easier because your skills will improve by doing the assignment. All journals consist of three identified sections and follow this format:

Your Class Number_________Material Covered ______Jr1 Number_____________

SECTION 1: Reactions to the readings.
Did you share the author's point of view? Why? Is your response based on your own experience, knowledge, values, or beliefs? Did you have any emotional reactions to the material, e.g., Warmth? Anger? Hurt? Appreciation? Others? Why? Take the time to become in touch with your inside self in relation to the ideas you have read. Please do NOT include a review of the material generally. This is not a book report. Include your reflection on the material and your self-discoveries that resulted from completing the reading. Look at the content as it relates to your goals in this class, does the material stimulate your is it valid? Reliable? Important?

SECTION 2: Reactions to the previous class period.
Using the same approach as section 1, focus on the previous class.

SECTION 3: Questions.

What significant questions occurred as a result of the reading and class period? What issues do you want to discuss with your fellow students?

A valuable part of the assignment is PEER FEEDBACK. The opportunity to read a classmate's reaction journal presents the material to you in a new way. Each day your journal will be handed in and a classmate will pick it up for reading and feedback. The journal will be taken home and returned to you the next class period. When you receive your journal back if you feel the assignment was unfairly evaluated please ask me to look at it immediately. Save all your Journals in a tab folder. On the last day of class I will collect your folders and give an overall grade based on your completion of each assignment and the depth of your reflective introspection.

Exams 20%
The purposes of exams in this class include: 1.) to evaluate the effectiveness of my teaching, 2.) to access the strength and weaknesses of your learning, and 3.) to stimulate your study of the material. These exams will cover assigned readings and the in-class lecture/discussions. They will be true/false and multiple choice and will be taken on Scranton form 882 ES-LOVAS, which can be distinguished by blue bubbles.
No late exams will be given. Because study groups are often helpful to improve exam performance, I encourage you to form them early in the semester. I also suggest you meet in and out of class to better understand the material.

Paper 25%:
There are a variety of topics that may interest you within the subject matter of this class. Your task is to select an area of interest, notify me of your selection and then prepare a TOPICAL SUMMARY. This paper will present material on the topic in the format provided in another handout. You may find the topic you choose is related to the mission of your service-learning site. In this case required interviews for the paper may be conducted with the community-based organization's professionals. The paper will be due the beginning of the two class periods. You cannot receive an "A" on this assignment unless both parts of the assignment are TOTALLY complete when due. Ten points will be deducted if you do not submit a first copy, 5-8 points will be deducted if the first copy is significantly incomplete and 24 points will be subtracted if the first copy is somewhat incomplete. You may be requested to share elements of your paper with the class.

Wrap up Paper/Celebration 5%
This 2-4 page paper will be due the last day of class and I encourage you to wait until the last week of class to complete it. The focus of this assignment is an overall reflection and celebration of what the course has been for you. Thinking about the following questions may help you complete the paper. What meant the most to you? How have you changed? What challenged you, stretched your mind? What aspect touched you emotionally? What elements will have a lasting impact? If we visit five or more years from now what will you still have as part of the class experience? Will your relationship with others be different? How? Is your feeling about yourself different? How? Are you different as a person 'in some way? How? Notice your gratitude for your own life and others who've been part of this learning experience, those who have made the journey with you. Express this thankfulness and other emotions that are present as we conclude the class. I look forward to hearing any aspect of this paper you want to share during the final day of class. If you decide you do not want to share, I respect this too and know some things are best kept private.

ASSIGNED BOOKS:

Required
Brenner, A., (1984). Helping Children Cope With Stress, Lexington, Massachusetts: Lexington Books
Brooks, B., Siegel, P., (1996) The Scared Child, New York, New York: John Wiley & Sons, Inc.

Optional
Boss, P. (1988). Family Stress Management Newbury Park, CA: Sage
McWhirter et.al., (1998). At-Risk Youth, Pacific Grove, CA: Brooks/Cole

You may note one of the required texts is rather old. Unfortunately, there is not a newer edition of this outstanding book. This text is written to describe and evaluate a variety of stressors and coping processes children from infancy to age twelve experiences. It is specifically oriented to teachers, which is the profession most of the students in this class are pursuing. Though many of the statistics will be updated as we discuss the book, the major themes remain timely. Please read with this in mind.

I hope this semester will include time to examine your integrity. While the pressure to improve your grade and the temptation to cheat is an issue for many students, oneself respect is also a constant issue. Most of us would violate our better selves, our integrity, if we cheat.

For clarification please read the following excerpts from the University policy on cheating and plagiarism. Cheating is "any or all actions by a student which are intended to gain an unearned academic advantage by fraudulent or deceptive means."

“Since, proven cheating/plagiarism can result in severe penalties and consequences, students are expected to clarify with their instructors whether or not certain actions would or would not be acceptable in writing papers, taking examinations, doing homework, and other activities pertaining to any given class and/or laboratory. If a student observes one or more students cheating and/or plagiarizing, it would be appropriate for the student to confront those students directly and/or to notify the -instructor so that the instructor could take appropriate action."

I am here to help you do the best you can in this class. If, for any reason, you have difficulty in the class, please come to my office for a visit. "Note: If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials 'in alternative formats, notify your course instructor immediately. Reasonable efforts will be made to accommodate your special needs."

Professor: Richard D. Berrett, Ph.D.
Hours: TU: 1-2
W: 1-4
TH: 1-2 or by appointment

CFS 133 COURSE SCHEDULE THURSDAYS 2-4:50 FFS 212- A


Date/ Week /DISCUSSION FOCUS/ ASSIGNMENT/ JRL

1/20 1 Introduction to Course
Video: Nine

1/27* 2 What is Service-Learning Helping Chapter 1& Handouts
Crisis Theory

2/3 3 Stress in One and Two Parent Families Helping Chapters 2 & 3 1
Handouts
2/10 4 Stress in Multi-parent Families, Helping Chapter 4&Handouts 2
Video: Step Apart

2/17 5 Trauma and Death Scared Chapters 1-4; Handouts 3
Video: Who Can You Talk To EXAM ONE

2/24 6 Adoption, Death, Divorce Helping Chapters 5 & 7; Scared 4
Videos: On The Edge, Children and Divorce Chapters 5 & 8; Handouts

3/2* 7 Poverty, Illness and Injury, Natural Disasters Helping Chapter 6,Scared 7&9,
Video: Deadbeat Dads Handouts 5

3/9 8 Trauma by Proxy Scared Chapter 10 6
SERVICE-LEARNING (A-M); EXAM TWO

3/16 9 Family Violence and Abuse Helping Chapter 8-10 7
Sexual Abuse and Sexual Exploitation Scared Chapter 6
Videos: Bonding, The Trouble With Evan Handouts

3/23 10 Victimization Handouts 8
Video: Child of Rage
Videos: Spanking, Child Care

3/30 11 Alcoholism Helping Chapter 11 9
Video: Drunk or Sober Handouts

4/6 12 TOPICAL SUMMARY Handouts; FIRST COPY

4/13* 13 Disabled Children Handouts; TOPICAL 10
The Difficult Child in the Classroom SUMMARY FINAL COPY

4/27 14 Healthy Families and Helping Strategies Helping Chapter 12, Handouts 11
SERVICE-LEARNING (N-Z)

5/4 15 Healing and Review JOURNAL FOLDER AND
WRAP-UP/CELEBRATION
PAPER

The Final Exam will be EXAM THREE and will be held MAY 16TH FROM 3:30-5:30



SERVICE-LEARNING ASSIGNMENT
CFS 133-S

Name ________Class meeting time ___________ Roll Number_________

Assigned grades are based on your paper and have the following meaning:

A: A superior assignment that includes and thoroughly addresses all aspects. Each section, Service Description, Reactions, and Relation to Course are covered in depth. Though it may have minor flaws, the paper is an outstanding examination of the experience that demonstrates penetrating understanding. It details agency information, personal exploration and clearly grounds community service to at least five specific concepts from the course. The thank you letter includes all aspects and the evaluation from the agency is very positive.

B: A very good assignment which is better than adequate as a response. It is somewhat less developed than the "A" paper and may slight elements of the assignment in one of the three areas. It may have minor problems with spelling or grammar, or it may have less information regarding the agency, self-discovery or integration with course material. The thank you letter includes all aspects but they may not be fully developed. The evaluation from the agency is positive.

C: A good assignment is an adequate or satisfactory response and completes the service portion of the assignment including a detailed discussion of the location you did your service. It may superficially touch on the agency, personal reactions and/or reaction to the course. The thank you letter includes some aspects and the evaluation from the agency is good.

D: A minimally acceptable assignment which does not meet all of the requirements. The paper may show problems in many areas and could reflect a lack of understanding of the assignment. You may have selected an inappropriate setting for the assignment or the paper does not include significant parts of the minimum assignment such as one or more of the three areas. The thank you letter might be missing or it may include few of the required aspects. The evaluation from the agency may be average or suggest problems.

F: A failing paper has major deficiencies and does not meet the minimum requirements of the assignment. You may have not have obtained and submitted evidence of your TEN hours of service on a letterhead. The evaluation from the agency might be negative or missing. Perhaps you did not complete essential elements of the paper.