DEP 4068 - Applied Developmental Psychology

SPRING 2001  -  MW  4:30 - 5:45 pm

PROFESSOR:             Rebecca A. Marcon, Ph.D.
OFFICE:                      Bldg. 39, Room 4072 (620-2807)
OFFICE HOURS:       MW: 10:45 - 11:15 am; 2:45 - 3:15 pm; 5:45 - 6 pm
EMAIL:                       rmarcon@unf.edu

PREREQUISITE:         DEP 3054  (Lifespan Developmental Psychology)

REQUIRED TEXTS:             Fisher, C. B., & Lerner, R. (Eds.). (1994). Applied developmental
                                     psychology. New York: McGraw Hill.

                                               American Psychological Association. (1998). Special issue:
                                     Applications of developmental science. American Psychologist, 53(2).


GOALS:                       The purpose of this course is to:

                                     (a)  increase understanding of developmental principles introduced in
                                          DEP 3054 by showing how developmental research can be used
                                          as the basis for effective intervention across the lifespan,

                                     (b)  develop critical thinking about the developmental correlates of social
                                           problems,

                                     (c)  expand familiarity with developmental measures and methods used to
                                          evaluate the effectiveness of developmental interventions, and

                                    (d)  expose students to additional options for future training and career
                                         choices within the expanding field of applied developmental psychology.

EVALUATION:

There will be four METHODOLOGY assignments to familiarize students with varying approaches to collecting developmental data. Assignments are to be typed and are due at the beginning of class on days noted on the attached schedule. Late assignments will receive feedback but NO credit. A total of 250 points can be earned on methodology assignments distributed as follows:

      #1  systematic observation - 50 points
      #2  survey - 50 points
      #3  developmental assessment - 50 points
      #4  life story interview - 100 points

A GROUP PROJECT is worth 300 points. You will be working with other classmates on a thorough exploration of a topic that involves the application of developmental psychology to a real world issue and/or concern. You will direct your own learning about the topic so that you will become "experts" in the current state of knowledge and/or practice for that topic. Depending on your group's topic, you will be using a variety of methods to identify and/or generate information needed for your project. Both qualitative and quantitative data may be used. For example, you may use (but are not limited to) any of the following sources for this project: interviews, archival or statistical records, observations, site visits, internet, case studies, surveys, focus groups, and of course any scholarly writing on the topic. Your focus may be local, regional, national, or international. It may be cross-cultural or focused on a single culture or subculture. Your instructor will serve as a resource and guide. To assure that all group members are involved with the project, a grade for individual contribution (worth up to 50 points) will be assigned by each group member and averaged for the individual's grade. During the last week of the semester, your group will make a presentation to the class. This presentation should include visual and/or auditory materials. The final product of this group project is due at the beginning of class on Wed., April 25. Late projects will receive feedback but NO credit. (See forms attached to this syllabus for detailed listing of project components, due dates, and grading criteria.)

Class PARTICIPATION is expected of all students and will contribute up to 150 points in the final course grade. Each student is responsible for documenting his/her participation and submitting a suggested participation grade at the end of the semester. This grade is to be assigned in three parts. Participation grades are due at the beginning of class on Monday, 4/23/2001.

       PREPARATION for class is vital because of the discussion-oriented nature of this course. There are 28 reading assignments for this course. One point can be earned for each assignment completed prior to class (on the due dated listed in syllabus), and an additional point can be earned for each assignment by having written notes (other than in book margins) or outline of the reading with you on the day materials are to be discussed in class. The assigned reading and these notes should be reviewed just prior to class so you are ready to participate with specific points of information. Students will be responsible for keeping track of preparation to participate (honor code in force), and a portion of the participation grade (up to 56 points) will be assigned accordingly.

      ATTENDANCE is another important part of class participation. If you are not here, you cannot participate. Therefore, students will be responsible for documenting attendance on the 28 days of class meetings, and a portion of the participation grade (up to 28 points) will be assigned accordingly.

      The remaining 66 points assess your INVOLVEMENT and can be earned by thoughtful contribution to class discussion. Each student is expected to be an active learner who takes initiative in directing his/her learning experience in this course. Points for involvement are to be assigned as follows:

      20 points (assigned by student) for Leading or Co-Leading two Class Discussions
        6 points (assigned by student) for using DEP 4068 material in another class this semester
      40 points (assigned by professor) for quality of contribution to in-class discussions

GRADING:            A total of 700 points is possible. Plus grades may be used at the instructor's
                               discretion for grades within 2% of the upper limit for "B" or "C" grades.

                                          90%   =   A   =   700  to  630

                                          80%   =   B   =   629  to  560

                                          70%   =   C   =   559  to  490

                                          60%   =   D   =   489  to  420

                                below 60%   =   F   =   below    450

                    NO incomplete grades will be given. If you do not believe you can finish the course, permission to withdraw must be sought through the normal University channels. If permission is given to withdraw, WP will be assigned if you have at least 60% of all possible points and WF will be assigned if you have less than 60% of all possible points at time of withdrawal.

ATTENDANCE:                Regular class attendance is the student's obligation. You are responsible for all material covered during your absence. Attendance has a direct bearing on your participation and must also be considered when assigning that grade.

BEEPERS/CELL PHONES:         Beepers, cell phones, and similar devices MUST be turned off or put on vibrate during class. If a beeper, cell phone, or similar device goes off in class, the person responsible will be asked to leave for the remainder of the class period.

                       "On my honor I pledge that I have neither given nor received help
                         on this work nor am I aware of any violation on the part of others."

                                                                               -------------------------------                                                                                Signature

For each assignment, make sure you understand the extent to which you may work with others. Ask if you are unsure. Any unethical or insensitive interactions with individuals you observe, survey, or interview as part of the methodology assignments or group project could be penalized by failing the course. In addition, plagiarism is a violation of the UNF Academic Integrity Code and Section 6.22 of the APA Ethical Code of Conduct. It will result in a course grade of F and possible referral to the university disciplinary committee for further action.

IMPORTANT DUE DATES:

1/17   Suggested topic(s) for group project

1/17   Survey questions due

1/31   Methodology Assignment #1 - Observation

2/5   Partial K-W-L completed with partner(s)

2/19   Methodology Assignment #2 - Survey

2/21   Interview questions to be used in Group Project due

3/7   Methodology Assignment #3 - Developmental Assessment

2/28   Status report conference with Dr. Marcon
           re: group project (scheduled for 3/12, 3/13, or 3/14)

3/28   Methodology Assignment #4 - Life Story Interview

4/23   Participation grades
          Class Presentation of Projects

4/25   Group Project
          Class Presentation of Projects

Project Evaluations
Final Products

K-W-L (10 points) Items of interest and prior knowledge indicated (K-W)
WEB (15 points) Thorough and comprehensive
Investigative Questions (10 points) At least 3 to 5 questions per observation/interview stated clearly
Log of Field Experiences - Summary Reports (50 points) Log reports completed and interview summaries well described
References/Readings (20 points) At least 10 professional articles/readings and at least 5 internet resources - recent and in correct APA style
Handout/Brochure (25 points) At least two full pages--legible, clear, and informative-- to share with class
Project Questions (75 points) 1. Focus on what was learned - Begin with the major ideas from readings, expand to other reference materials and project activities (35 points) 2. Theory (10 points) 3. Effects Through Lifespan (10 points) 4. Importance to Professionals (20 points)
Professionalism of Investigation and Written Reports (15 points) Neat, typed, legible, APA style
Oral Presentation (30 points) Timed within limits, incorporates media, informative, involves class (i.e., questions)

Project Activities and Timeline

TASK TO COMPLETE	DUE DATE
Select topic(s) of interest. Turn in individual preference sheet.	Wednesday, January 17
Notification of topic and partner(s).	Monday, January 22
Complete a partial K-W-L with partner(s). (Just the K-W part)	Monday, February 5
Receive questions to include in final Project report.	Wednesday, February 7
Begin to develop a WEB Content Outline Develop interview instrument of questions to ask an initial community professional of your choice.	Wednesday, February 21
Conduct an extensive search of the literature through PsycInfo, ERIC, and other databases to locate Bibliographic (at least 10 books and/or professional articles) and Internet Resources (at least 5) related to topic. Resources should be dated since 1993 (include significant studies or reports conducted prior to this date if applicable). Correct APA referencing style required.	Do throughout February and March
View videos/read other books/etc. related to topic	Do throughout February and March
Status report conference with Dr. Marcon Bring web outline, interview instrument, and any questions your group might have about the progress of your project.	Schedule 15 min office appointment the week prior to Spring Break
Notification of Class Presentation Date	Monday, March 26
Conduct Interviews with Community Professionals and/or individuals associated with topic	Do throughout March & early April
Participate in other activities related to topic (i.e., meet with other people in the field, conduct observations, attend meetings, engage in direct participation, develop surveys, etc.) A total of FIVE active outside experiences are required - with summaries of each experience included.	Do throughout March and early April
Develop a class handout (i.e., brochure) that reviews what you learned from this project	Do up to April presentation date
Give a 20 min oral/multimedia presentation to DEP 4068 class. Focus on what your group learned from your readings, interviews, participation in the field, and shared experiences with other partner(s).	Week of April 23
Submit final Project materials including all items listed on Project Evaluation chart.	Wednesday, April 25

#1  Systematic Observation

This assignment is designed to teach the difference between observation and interpretation. You will select a group of children, adolescents, or adults to observe. Following notation of physical descriptors, you will select a single individual and take extensive running notes for a total of 10 min. If the selected individual leaves your field of vision at any point during the observation, extend your observation period so that you have a total of 10 min of notes. If the individual does not return you will need to begin again with a new individual from the group you selected. After completion of this observation, review your running notes and use them to estimate current level of development in each of the following developmental domains: physical, language, cognitive, social/emotional.

#2  Survey

Develop a five question survey on a topic covered in class readings or related to your group project that would lend itself to cross-sectional study. Get your instructor's approval of survey content and wording before administering it to one of the following contrasting groups:

            (a) 25 early adolescents vs. 25 late adolescents OR

            (b) 25 young adults vs. 25 middle adulthood subjects

Turn in a summary of your findings that includes (a) description of participants, (b)descriptive statistics summarizing findings for each question, (c) any similarities and differences noted between responses of the two developmental age groups, (d) possible explanation of findings, and (e) critique of instrument and survey results.

#3  Developmental Assessment

Following training by your instructor, administer the Denver II (a developmental screening tool) to a child under the age of 6 whose parent(s) have consented to your screening. You will be screening four developmental domains: personal-social, fine motor-adaptive, language, and gross motor. Individual items are interpreted first and then the entire test. Five "test behavior" items are to be completed after administration of the test. This is not an IQ test, nor is it a definitive predictor of future adaptive or intellectual ability. It is a screening tool used commonly in clinical settings by a variety of professionals and paraprofessionals.

Turn in a copy of your completed Denver II protocol and a summary statement that includes
(a) date, time, and location of testing, (b) description of the child tested including any individual, medical or environmental factors that are relevant to interpretation of results, and (c) tentative conclusions you have reached regarding the child's developmental status.

#4  Life Story Interview

For this assignment select an ordinary individual (preferably over the age of 40) that you do not know very well. Identify in advance a topic and potential interview questions you will use to understand this person's point of view, his/her relation to life, and the developmental pattern (s)he has pursued to arrive at this point in life. Use an informal interviewing approach to elicit the information you need to understand this person's world view and the antecedents of his/her current development. Take extensive notes and/or use a tape recorder if you have permission to do so. You will most likely need to conduct the interview over a number of days or weeks because what you learn in each session may take you in directions you had not anticipated. Make transcripts as you go along, and process them as soon as possible after the interview so analysis and data collection can proceed side by side. Use Plummer's Tables 4.1 and 4.2 to inspect your data and become aware of the continuum of contamination as you write about this person's life story.

Turn in a Life Story document (maximum 5 pages) that includes a brief description of the individual and topic you were investigating. Your narrative summary should also include examples and quotes that support a) your understanding of the antecedents which led to this person's current development, and b) discoveries and/or conclusions you have made about this person's developmental pattern.

Finally, on a separate page (maximum 1 page) contrast what you learned using this method of data collection that could not have been obtained using any of the other three methodologies explored in this class. What is the value of using life story research to understand human development?

A good observer remains detached from the persons and situation they are observing so that they can be objective in their data collection and avoid interfering with the experiences of those they observe. These guidelines will help you to be inconspicuous and respectful of the privacy of those you observe.

If you are using a school setting for this observation, be sure they know you will be coming to observe. Having 'extra outsiders' milling about is distracting to the children.

Before you get to the site familiarize yourself with the assignment and observational directions so that your time at the site will be minimal.

Be a silent observer. Do not talk, eat, drink, or smoke in the observational setting.

If someone comes up to you and begins to talk during your observations, briefly answer him/her by indicating your purpose for being at the site but don't engage in conversation with those you are observing.

Avoid intervention except in a situation when no other adult is nearby and it is clear that the child needs help or is in danger. At that point you can be the warm and caring adult that you really are!

1. Describe at least 5 PHYSICAL characteristics for each of six individuals (3 females, 3 males) at the site on the day you observe. Descriptive phrases should be precise and specific. What the person is wearing or descriptors of personality and behavior are NOT physical characteristics. The purpose of this exercise is to appreciate the uniqueness of each individual and to understand that obvious individual differences in physical characteristics are part of that uniqueness.

2. Select ONE of the individuals described above and write 10 minutes of running notes on that person's physical movements and social interactions. Indicate the exact time for each observation and MAKE SURE YOUR NOTES ARE OBJECTIVE AND FACTUAL RECORDINGS OF ACTIVITIES. There should be no interpretation in running notes.

According to Paguio, et al. (1990), "Running notes give the words and actions of the designated (person) and also the words and actions of those with whom the (person)is interacting." With words, you should "paint a picture" of the individual's every action, move, and words. Both sides of an interaction need to be shown, including any conversations. When taking running notes you are aiming for observable behavior descriptions rather than interpretation or conclusions. The amount of detail you include in your running notes will determine the credit you receive for this part of the observation. Use the attached sheets for reporting your observations.

3. After recording your observations in running notes, you will be making an assessment of the individual's overall observed behavior. In this section you should interpret and draw conclusions about development. YOUR INTERPRETATIONS ARE FOR THE ENTIRE 10 MINUTE PERIOD OF OBSERVATION AND DO NOT CORRESPOND TO THE MINUTE BY MINUTE RUNNING NOTES COLUMN. For example, you may interpret behaviors as a reflection of motor development, language development, social and emotional development, interactions with peers and/or adults, etc.

Your assessment (in the interpretation section) should include comments on the person's developmental behavior (i. e., is this individual's development average, above, or below in each area? is this person's development "even" across developmental domains?) .

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