COUN 402 Developmental Counseling

Course Syllabus

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 Required texts  Course description Course objectives
Assignments
Writing tips		 Case assessement  format
Case assessment sample		 Course outline
Terms
Chart		 Lecture notes Midterm exam

Required texts:

  Berger, K. S. (1998).  The developing person through the life span.  New York: Worth.

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Course description

 This course focuses on the concept of developmentally oriented counseling.  It is based upon lifespan theory which makes the assumption that there is developmental logic to behavior.  Counselors learn to assess and understand the client's developmental processes and to provide appropriate helping strategies for clients working through developmental blocks.  Students study developmental theories, concepts, and principles including: psychosocial, cognitive, moral, emotional, family, career, self, and cultural development.

Note: This course meets the standards of human development outlined by the College of Education's Performance Standards.  It also satisfies the human development standard for the Council for Accreditation of Counseling and Related Educational Programs.

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Course objectives

1. To learn basic theories, concepts, and principles of human development throughout the lifespan, including psychosocial, cognitive, moral, emotional, family, career, self, and cultural development.

2. To apply knowledge of lifespan development to counseling theory and the counseling relationship, and to utilize this knowledge for choosing appropriate therapeutic strategies.  This will include understanding the relationship between a person's life stage and presenting problem.

3. To apply knowledge of lifespan development to their own personal lives.

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Assignments

1. Case study.  Students are to observe and conduct an interview with a child, adolescent, or an adult and write a paper based on the observations.  Students should observe the individual for at least 30 minutes, preferably in a natural setting in order to ascertain all developmental components. The interview should be approximately 30-45 minutes.  The purpose of the interview is to assess the social, cognitive, physical, moral developmental levels and functioning of the individual.  An interview schedule and format for the assessment is attached.  The paper will be graded on content and writing style.

2.  Journals.  Students will observe individuals for each life span age period.  Journals focusing on reactions to the observations, reading material, and class lectures will be submitted weekly.

3. Exams.  There will be a mid-term examination and a comprehensive final examination to assess knowledge of developmental counseling.

There are no exceptions to due dates for assignments.

GRADES
Case study  30%
Journals  20%
Mid-term   25%
Final   25%

Grading Scale
100-90 A
89-80  B
79-70  C
69-60  D
Below 60   F

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 Case Assessment

Name:
Date of birth: (age, no. of months)
School grade/ Employment:
Marital/Family status:
Race/Ethnicity:
Gender:

Reason for referral
For the paper, this can be to fulfill a course requirement.

Behavioral observations-
Should include a discussion of  your observations of the individual's functioning, the level of rapport established in the interview, the individual's reactions to the interview.  Include any significant behavioral patterns, communication, interactional patterns, habits, nonverbal behaviors.

Assessment results
Discuss each of the developmental areas:

 Language development
 1. How clearly does the individual express him/herself? (fluency, articulation, rate of speech)
 2. How extensive is the person's vocabulary?  Is it age-appropriate?
 3. Can the person effectively use surface and deep structure?

 Cognitive development
 1. How is (did) the person performing in school?  Are there subjects that cause difficulty?  Are there school subjects that are easy?
 2. How extensive is the individual's vocabulary?
 3. Does the person have adequate problem-solving skills?
 4. Are they capable of abstract reasoning?
 5. Does the person understand object constancy?
 6. Does the person understand conservation of mass, volume, number, length, liquid, area?

 Physical development
 1. Did the person reach developmental milestones on a timely basis? (crawling, walking, talking, ability to dress oneself, tie shoes, etc.)
 2. How are the individual's fine and gross motor skills?
 3. Does the person have adequate hand-eye coordination?
 4. Does the person exhibit awkward movements?
 5. At what age did puberty occur?

 Social development
 1. Does the person have friends? a best friend?
 2. Does the person have adequate social skills?  (speak when it is his/her turn, respect personal space, listen attentively, etc.)
 3. Can the individual understand the perspective of others? Does she/he have the ability to be empathic?

 Emotional/Personality development
 1. Does the person have positive self-esteem?
 2. Have they reached or achieved personal goals?
 3. Which particular Erikson task is the individual accomplishing?

 Moral development
 1. How does the person distinguish from right and wrong?
 2. How does the person make difficult decisions?
 3. Which of Kohlberg's stages does the individual match?

Recommendations
Discuss any recommendations for developmental growth if necessary.  This may include developmental tasks that need to be resolved or specific techniques or interventions.

Assessment Report

Name:   Cheryl L.

Date of Birth:  November 17, 1991 (4 years, 2 months)

Race/Ethnicity: African American

School Status: Preschooler enrolled in Head Start

Date Examined:  January 19, 1996

Examiner:  Anita Thomas, Ph.D.
   Mental Health Consultant

Reason for Referral

Cheryl was referred for an assessment by the Special Needs Coordinator.  Cheryl's classroom teachers had concerns about Cheryl's lack of attention in the classroom, particularly during circle time.   It was believed that part of her inattentiveness could stem from feeling restless and bored in the classroom.  The assessment was to determine if Cheryl meets formal criteria for an attention disorder, and to assess her current level of cognitive functioning.

Behavioral Observations

Cheryl seemed eager to participate in the testing and observation.  She warmly greeted the examiner and excitedly looked at the testing kit to see the activities in which she would be engaged.  Cheryl is an outgoing child, who had no difficulties engaging with the examiner.  She easily answered questions, and talked freely about her life.  She discussed her relationships with family members, including her new infant brother.

Cheryl had difficulty focusing on the testing, particularly on activities that require a great deal of concentration.  She did not appear to be active or hyper during the testing, and displayed no psychomotor agitation.  She remained in her seat for the items.  At times, it was difficult to refocus Cheryl on the current activity.  For example, when she was repeating words given by the examiner, she would often begin to tell stories and could not be redirected to focus on repeating the words.  In a similar manner, Cheryl would often become fixated on a particular issue.  For example, when Cheryl was asked to name as many animals as she could, she began to talk about a trip to the zoo.  When she was redirected to name animals, Cheryl could only name zoo animals, and continued to repeat monkeys, elephants, and zebras.

When observed during circle time, Cheryl initially was able to pay attention to the teacher, and she eagerly participated in the songs and finger plays.  After awhile, however, Cheryl began to stare into space.  She then began to sing softly to herself.  Cheryl seemed to have friends, and played easily with her peers.

Assessment Results

 Cognitive development

 Cheryl was given several screening instruments to assess cognitive functioning.  Cheryl has average cognitive skills when compared with her peers.  Cheryl easily responded to the examiner's questions, and has an extensive vocabulary.  For example, she was able to name objects, used multisyllabic words.  Cheryl is able to count to 20, and she had no difficulty counting objects after several had been removed.  Cheryl is able to identify some shapes and colors.  Cheryl was able to place puzzles together within an appropriate time length.  Cheryl reported that she is "learning many things at school".

 Physical development

 Cheryl met early developmental milestones on a timely basis according to her mother.  Cheryl was able to demonstrate walking, running, skipping, and jumping.  She has difficulty hoping on one foot, and is not able to distinguish from her right and left side.  Cheryl seems to have some difficulty with fine motor skills.  She is not able to twirl her thumbs, and she has difficulty holding small crayons and a pencil.  Cheryl does seem to have appropriate hand-eye motor coordination.

 Social development

 Cheryl seems to have adequate social skills.  She plays easily with peers, and she engages in participatory play with her peers.  Cheryl also seems to have some empathy skills.  She was able to comfort a peer who has lost a toy.  Cheryl was also able to identify feelings from faces made by the examiner.

 Emotional development

 Cheryl was able to make several positive self-statements during the interview.  She is proud of her cognitive abilities, and she accepts complements easily.

Recommendations

Cheryl seems to be a bright child who has difficulty focusing and attentional deficits.  The diagnosis of Attention Deficit Hyperactivity, predominantly inattentive type seems appropriate for Cheryl.  Given her current level of functioning, the following recommendations can be made:

 1.  Cheryl should be examined by a pediatrician or social services specialist to confirm
 diagnosis of attention deficit and to engage in treatment.

 2.  Cheryl should be encouraged to focus on activities in the classroom as much as
 possible.

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Course Outline

Date    Topic  Assignment
Week 1   Introduction

Week 2  Theories of development Ch. 1, 2, 3

Week 3  Prenatal development  Ch. 4

Week 4  Infancy   Ch. 5, 6, 7

Week 5  Toddlerhood    Ch. 8, 9, 10

Week 6  School age   Ch. 11, 12, 13

Week 7  School age   Ch. 11, 12, 13

Week 8  Adolescence   Ch. 14, 15, 16

Week 9  Adolescence   Ch. 14, 15, 16

Week 10  Mid-term

Week 11  Early adulthood  Ch. 17, 18, 19
            Case assessment due

Week 12  Middle adulthood  Ch.20, 21, 22

Week 13  Late adulthood  Ch. 23, 24, 25

Week 14  Death and dying  Epilogue

Week 15   Final exam

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