CURRICULUM MAP: 10082.map
Individual and Family Development (ACP) 741
TIME FRAME: One Semester
GRADE: 11-12
CONTACT:
MAP LEVEL:
13.0 FAMILY & CONSUMER SCIENCES
30.0 WORLD LANGUAGE
30.0.1.00.4
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS
23.3.1.9.1
-- Students will use oral language with clarity, voice and fluency to communicate a message.
23.3.1.9.3
-- Students will use the appropriate features of persuasive, narrative, expository or poetic writing.
24.0 INFORMATION & TECHNOLOGY LITERACY
24.0.1.9.5
-- Students will determine a course of action that demonstrates the selection of appropriate strategies and resources for accomplishing a task, independently.
24.0.2.9.2
-- Students will routinely and efficiently, use online information resources to meet the needs for research, publications, and communications.
1. What factors have an effect on family systems?
2. How do the actions of one family member effect others within the family?
3. How can differing perspectives contribute to personal and family relationships?
4. How do the interrelationsips between physical, emotional, social, and intellectual aspects of human growth and development effect individuals and families as a whole?
5. What are the consequences of managing (or not managing) personal and social influences on human development?
6. What factors effect human growth and development across the life span? Affect families?
7. What strategies promote or constrain healthy development throughout the life span?
8. How does the interaction of multiple life roles impact personal responsibilities toward family, work and community?
9. What traits that contribute to positive and caring relationships are necessary to development of individuals and of families?
10. How does society impact the well being of individuals over time?
11. What are the consequences of respectful, healthy relationships for individuals, families, and society?
12. How do cultural traditions influence our development and relationships?
13. How do the similarities and differences of conflict management effect individual and family relationships?
14. How are individuals effected across the lifespan by genetics? by life experiences?
15. What are the long term effects of social inequities on individuals and families?
Introduction to Life-Span Development Perspectives
Overview of Bronfenbrenner’s Bio-ecological Theory
Nature versus Nurture
An Overview of Bronfenbrenner’s Ecological Systems
Time as Shaper of Development—Cohorts and History
The Family as an Ecological System
Overview of Family Systems Theory
Uniqueness of family: Tasks/Strategies/Rules/Customs
Perspectives on Family Functioning—Bowen’s Intergenerational Theory
Overview of Erikson's Psychosocial Theory
Stages of Development
Development Tasks
Psychosocial Crisis
Central Process
Radius Significant Relationships
Coping Behaviors
Theories of Human Development and their Theorists
Psychosexual--Freud
Cognitive Development—Piaget and Vygotsky
Conditioning—Classical and Operant
Social Learning
Cultural Theory—Margaret Mead
Social Role Theory
Prenatal Development
Genetics, Individual Traits, and Temperament
Pre-natal Environment and Fetal Development/ Infant Mortality
Infancy
Overview of Piaget’s Theory of Cognitive Development
Infant Attachment
Trust versus Mistrust
How Infants Impact on Family Systems
Challenges Facing New Parents
Role Strain and Parenthood
Toddlerhood
Dominant Themes: Self Assertion and Mastery
Cognitive Developments in Toddlerhood
Language Acquisition
Psychosocial Autonomy versus Shame/oubt
Parenting Toddlers—Focus on Control/Discipline
Parenting Styles
Early Childhood
Self Concept Development: Gender Identity
Self Esteem and the Factors Influencing its Development
Psychosocial Initiative versus Guilt
Children and Divorce
Middle Childhood
Peer Relationships, Play and Development over Time
Moral Development: Kohlberg and Gilligan
Psychosocial—Industry versus Inferiority
Television and the Media
School Readiness
Early Adolescence
Puberty and Sexual Development in Adolescence
Shapers of Sexual Scripts
Psychosocial—Group Identity versus Alienation
Risky Sexual Behaviors
Later Adolescence
Psychosocial—Identity vs Identity Confusion
Family System with Adolescents
Individuation Process
Individuation Inhibiting vs Individuation Enhancing
Career Choices/ Life Choices
College? Work? Relationships?
Early Adulthood
What does it mean to be Mature?
Psychosocial- Intimacy versus Isolation
Selecting a lifestyle/ selecting a life partner
What is love? What is commitment?
Challenges for Couples within Life-time Relationships
Communication
Conflict and Conflict Management
Middle Adulthood
Levinson’s theory of Adult Development
Female perspectives on Adult Development
Psychosocial Generativity versus Stagnation
Midlife: Transition or Crisis
The Family in Mid-life
Parent/child Issues
Marital Issues
Multigenerational Issues
Later Adulthood
Psychosocial_ Integrity versus Despair
Adjustments to Aging
Family Issues around Older Adults
Developmental Challenges
Behavior Slowing
Alzheimer’s and Dementia
Retirement
Widowhood
Very Old Age
Psychosocial—Immortality versus Extinction
Frailty and Caregiving
Spouses as Caregivers
Adult Children as Caregivers
Dying and Death—Kubler-Ross
Family Systems’-- Reactions to Death
Students will be able to:
1. Analyze the impact of family as a system on individuals
2. Demonstrate awareness of multiple diversities and their impact on individuals and families
3. Analyze factors that impact human growth and development
4. Discuss the interrelationships among physical, emotional, social, moral and intellectual aspects of human growth and development
5. Discuss the impact of heredity and environment and life experience on human growth and development
6. Examine the effects of gender, ethnicity, economic factors, and culture on individual growth and development
7. Examine the impact of various stages of the family life cycle on interpersonal relationships
8. Discuss the effect of family legacies on individual development, family interactions, and interpersonal relationships
9. Discuss stress management strategies within families and the effects on the family and the individuals within the family
10. Examine barriers to communication in family, work and community settings
11. Examine the roles and functions of families and the possible effects on individual growth and development
12. Discuss the effect of effective conflict management strategies or lack of same on individuals within a family and the family as a whole
13. Compare and contrast theories of individual development
14. Apply intergenerational theory to family particulars
15. Analyze the impact of parenting responsibilities and demands on individuals, the family unit, and the workplace
16. Analyze the impact of child's development on parents
17. Appreciate the impact of aging parents on adult children and their families
18. Recognize how individual goals and needs change across the life span
19. Recognize the variety of community resources available to assist families and individuals dealing with stressful situations
20. Understand that individuals develop within family units and that families are effected by the individual trajectories of each individual within the family
21. Recognize the effect of economic and cultural factors on individual and on family development
Job shadows to: preschools, elementary schools, nursing homes
Interviews with variety of people across the lifespan
Guest speakers on human development careers
Guest speakers on personal life stories
Home visits
Tests
Quizzes
Reflection assignments
Job shadow reports
Interviews
Poster presentations
Oral presentations
Class participation
Book reports
Field trip to Birthing Center
Field trip to University of Connecticut
Development through Life: A Psychosocial Approach by Newman and Newman
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.
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.