100 10082 120 Individual and Family Development (ACP) 741 130 140 One Semester 150 11-12 160 170 180 210 13.0 Family & Consumer Sciences 211 212 213 214 215 216 220 30.0 World Language 221 1.00.4 222 223 224 225 226 230 23.3 Language Arts - Communicating with Others 231 1.9.1 232 1.9.3 233 234 235 236 240 24.0 Information & Technology Literacy 241 1.9.5 242 2.9.2 243 244 245 246 250 251 252 253 254 255 256 300 1. What factors have an effect on family systems? 300 2. How do the actions of one family member effect others within the family? 300 3. How can differing perspectives contribute to personal and family relationships? 300 4. How do the interrelationsips between physical, emotional, social, and intellectual aspects of human growth and development effect individuals and families as a whole? 300 5. What are the consequences of managing (or not managing) personal and social influences on human development? 300 6. What factors effect human growth and development across the life span? Affect families? 300 7. What strategies promote or constrain healthy development throughout the life span? 300 8. How does the interaction of multiple life roles impact personal responsibilities toward family, work and community? 300 9. What traits that contribute to positive and caring relationships are necessary to development of individuals and of families? 300 10. How does society impact the well being of individuals over time? 300 11. What are the consequences of respectful, healthy relationships for individuals, families, and society? 300 12. How do cultural traditions influence our development and relationships? 300 13. How do the similarities and differences of conflict management effect individual and family relationships? 300 14. How are individuals effected across the lifespan by genetics? by life experiences? 300 15. What are the long term effects of social inequities on individuals and families? 400 Introduction to Life-Span Development Perspectives 400 Overview of Bronfenbrenner’s Bio-ecological Theory 400 Nature versus Nurture 400 An Overview of Bronfenbrenner’s Ecological Systems 400 Time as Shaper of Development—Cohorts and History 400 The Family as an Ecological System 400 Overview of Family Systems Theory 400 Uniqueness of family: Tasks/Strategies/Rules/Customs 400 Perspectives on Family Functioning—Bowen’s Intergenerational Theory 400 Overview of Erikson's Psychosocial Theory 400 Stages of Development 400 Development Tasks 400 Psychosocial Crisis 400 Central Process 400 Radius Significant Relationships 400 Coping Behaviors 400 Theories of Human Development and their Theorists 400 Psychosexual--Freud 400 Cognitive Development—Piaget and Vygotsky 400 Conditioning—Classical and Operant 400 Social Learning 400 Cultural Theory—Margaret Mead 400 Social Role Theory 400 Prenatal Development 400 Genetics, Individual Traits, and Temperament 400 Pre-natal Environment and Fetal Development/ Infant Mortality 400 Infancy 400 Overview of Piaget’s Theory of Cognitive Development 400 Infant Attachment 400 Trust versus Mistrust 400 How Infants Impact on Family Systems 400 Challenges Facing New Parents 400 Role Strain and Parenthood 400 Toddlerhood 400 Dominant Themes: Self Assertion and Mastery 400 Cognitive Developments in Toddlerhood 400 Language Acquisition 400 Psychosocial Autonomy versus Shame/oubt 400 Parenting Toddlers—Focus on Control/Discipline 400 Parenting Styles 400 Early Childhood 400 Self Concept Development: Gender Identity 400 Self Esteem and the Factors Influencing its Development 400 Psychosocial Initiative versus Guilt 400 Children and Divorce 400 Middle Childhood 400 Peer Relationships, Play and Development over Time 400 Moral Development: Kohlberg and Gilligan 400 Psychosocial—Industry versus Inferiority 400 Television and the Media 400 School Readiness 400 Early Adolescence 400 Puberty and Sexual Development in Adolescence 400 Shapers of Sexual Scripts 400 Psychosocial—Group Identity versus Alienation 400 Risky Sexual Behaviors 400 Later Adolescence 400 Psychosocial—Identity vs Identity Confusion 400 Family System with Adolescents 400 Individuation Process 400 Individuation Inhibiting vs Individuation Enhancing 400 Career Choices/ Life Choices 400 College? Work? Relationships? 400 Early Adulthood 400 What does it mean to be Mature? 400 Psychosocial- Intimacy versus Isolation 400 Selecting a lifestyle/ selecting a life partner 400 What is love? What is commitment? 400 Challenges for Couples within Life-time Relationships 400 Communication 400 Conflict and Conflict Management 400 Middle Adulthood 400 Levinson’s theory of Adult Development 400 Female perspectives on Adult Development 400 Psychosocial Generativity versus Stagnation 400 Midlife: Transition or Crisis 400 The Family in Mid-life 400 Parent/child Issues 400 Marital Issues 400 Multigenerational Issues 400 Later Adulthood 400 Psychosocial_ Integrity versus Despair 400 Adjustments to Aging 400 Family Issues around Older Adults 400 Developmental Challenges 400 Behavior Slowing 400 Alzheimer’s and Dementia 400 Retirement 400 Widowhood 400 Very Old Age 400 Psychosocial—Immortality versus Extinction 400 Frailty and Caregiving 400 Spouses as Caregivers 400 Adult Children as Caregivers 400 Dying and Death—Kubler-Ross 400 Family Systems’-- Reactions to Death 400 400 500 Students will be able to: 500 1. Analyze the impact of family as a system on individuals 500 2. Demonstrate awareness of multiple diversities and their impact on individuals and families 500 3. Analyze factors that impact human growth and development 500 4. Discuss the interrelationships among physical, emotional, social, moral and intellectual aspects of human growth and development 500 5. Discuss the impact of heredity and environment and life experience on human growth and development 500 6. Examine the effects of gender, ethnicity, economic factors, and culture on individual growth and development 500 7. Examine the impact of various stages of the family life cycle on interpersonal relationships 500 8. Discuss the effect of family legacies on individual development, family interactions, and interpersonal relationships 500 9. Discuss stress management strategies within families and the effects on the family and the individuals within the family 500 10. Examine barriers to communication in family, work and community settings 500 11. Examine the roles and functions of families and the possible effects on individual growth and development 500 12. Discuss the effect of effective conflict management strategies or lack of same on individuals within a family and the family as a whole 500 13. Compare and contrast theories of individual development 500 14. Apply intergenerational theory to family particulars 500 15. Analyze the impact of parenting responsibilities and demands on individuals, the family unit, and the workplace 500 16. Analyze the impact of child's development on parents 500 17. Appreciate the impact of aging parents on adult children and their families 500 18. Recognize how individual goals and needs change across the life span 500 19. Recognize the variety of community resources available to assist families and individuals dealing with stressful situations 500 20. Understand that individuals develop within family units and that families are effected by the individual trajectories of each individual within the family 500 21. Recognize the effect of economic and cultural factors on individual and on family development 500 500 600 Job shadows to: preschools, elementary schools, nursing homes 600 Interviews with variety of people across the lifespan 600 Guest speakers on human development careers 600 Guest speakers on personal life stories 600 Home visits 600 700 Tests 700 Quizzes 700 Reflection assignments 700 Job shadow reports 700 Interviews 700 Poster presentations 700 Oral presentations 700 Class participation 700 Book reports 800 Field trip to Birthing Center 800 Field trip to University of Connecticut 820 Development through Life: A Psychosocial Approach by Newman and Newman 820 820 In addition to text assignments and handouts, there will be an additional book reading assignment through which students will be expected to connect text reading, class lectures and lectures to reading content. 820 820 820 840 This course is an accredited Early College course through the Human Development and Family Studies Department of the University of Connecticut and follows the scope and sequence of HDFS 190. This course requires at 30 to 40 hours of “real contact” across the life span. This 30 to 40 hours will be made up by listening to guest speakers, attending job shadows, conducting individual and family interviews, family visits, and field trip experiences.