Wake Forest University Department of Counseling

CNS748: Life Span Development Implications for Counseling
Fall-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Isabel Farrell

Email: farrelic@wfu.edu

Lead Faculty: Dr. Tammy Cashwell

Email: cashweth@wfu.edu

Lead Faculty: Dr. Sharon Jones

Email: joneshar@wfu.edu

Course Description

This course provides an examination of major theories of human development, including those from physical, psychological, cognitive, social, and moral perspectives. Development is viewed across the human life span in each of these areas. The course is designed to encourage an integrated concept of these theoretical perspectives, which serves as a developmental framework for the counseling process.

Course Objectives

Upon successful completion of this course, students will be able to:

  1. Discuss and apply theories of the life-span physiological, intellectual, emotional, attitudinal, cultural, learning, and social development of human beings (CACREP 3.c.1.2.3.4.5)
  2. Apply models of resilience, optimal development, and wellness in individuals and families across the lifespan (CACREP 3.c.7)
  3. Identify models of psychosocial adjustment and adaptation to illness and disability (CACREP 3.c.8)
  4. Understand the role of sexual development and sexuality related to overall wellness (CACREP 3.c.9)
  5. Identify biological, neurological, and physiological factors that affect lifespan development, functioning, behavior, resilience, and overall wellness (CACREP 3.c.10)
  6. Understand systemic, cultural, and environmental factors that affect lifespan development (CACREP 3.c.11)
  7. Discuss the influence of mental and physical health conditions on coping, resilience, and overall wellness for individuals and families across the lifespan (CACREP 3.c.11.12)
  8. Identify the effects of crises, disasters, stress, grief, and trauma across the lifespan (CACREP 3.c.13)
  9. Understand the structures for affective relationships, bonds, couples, marriages, and families (CACREP 3.c.6)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Berk, L. E. (2017). Development through the lifespan (7th ed.). Pearson. ISBN–13: 9780134419916

My Virtual Child (2nd ed.) [Computer software]. Pearson. ISBN-13: 978020569336 (This is a computer program—you’ll purchase an access code.)

Required Program

Virtual Child Simulation

For this course, you are required to purchase an access code to a Virtual Child program. During the first week, register as a student on MyVirtualChild platform and buy an access code. Then set up your Virtual Child by logging into MyVirtualChild and following the directions toward creating your child:

  1. On the My Virtual Child home page, select Create Child.
  2. Select the Accept button to accept the student user agreement.
  3. Select your gender and your partner’s gender, and then select Submit.
  4. From there, you will be prompted to answer a series of questions relating to your virtual child’s appearance and personality.
  5. Give your child a name and select Submit.

You will be involved in identifying personal characteristics for the virtual child and will make decisions relative to parenting a child from birth to 18.

If you need help, choose the 24/7 Technical Support website on MyVirtualChild home page.

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from Modules section:

Required Movie

Balmes, T. (Director). (2010). Babies [Film; documentary]. Focus Features; Universal Studios.

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Bronfenbrenner’s Nested Systems

In this assignment, you will explore multiple topics through the lens of Bronfenbrenner’s ecological theory.

Assignments 2.1, 3.1, 4.1, and 5.1: Virtual Child (Anthology Portfolio)

For this assignment, students will be answering multiple questions in the Virtual Child program throughout the process of raising their virtual child.

Assignment 7.1: Life Span Reflection

For this assignment, students will answer questions about life span development.

Quizzes

Quizzes in Weeks 1-6 cover material from those particular weeks. The quizzes consist of 20 multiple choice questions. There is a 30-minute time limit to complete each quiz. You are allowed one attempt.

Final Exam

This exam consists of 100 multiple-choice questions. There is a 2-hour time limit to complete the exam. You are allowed one attempt.

Student Learning Outcomes/Key Performance Indicators

There are four signature assignments for this course, the Virtual Child Assignment Papers, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. the Virtual Child Assignment Papers will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 3 (below expectations) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Virtual Child Assignment Papers is (3.C.1.2.3.4.6.9.10.11) Students demonstrate knowledge and skills associated with working with clients across the lifespan.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (below expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Discussions 175 15%
Assignments 120 32%
Quizzes 140 32%
Final Exam 100 21%
Total 535 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives.Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Theory & Foundations (October 14–October 20)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Theories and Foundations

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.c. 1.2.3.4.5.7.8.10.		 Read the following in the Berk text:

Chapter 1: History, Theory & Research Strategies (pp. 1–27)


Access code to a Virtual Child program 		None Assignment 1.1: Bronfenbrenner’s Nested Systems (due Day 7)


Virtual Child Simulation Set-Up (due Day 7)		 None

Lesson 2: Genetic and Environmental Foundations

Course Objectives: 1, 3, 5

CACREP Standards: 3.c.1.2.3.4.5.8.10

 Read the following in the Berk text:

Chapter 2: Genetic & Environmental Foundations (pp. 56–72)

PowerPoint presentation Chapter 2

 None None None
Lesson 3: Prenatal, Birth, Newborn

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.c.1.2.3.4.5.7.8.10		 Read the following in the Berk text:

Chapter 3: Prenatal Development, Birth, and the Newborn Baby (pp. 81–92, 101–111)

 Discussion 1.1: Helping Parents of Newborns (Initial Post Due Day 4, Reply Posts Due Day 7) None Quiz 1.1: Chapters 1-3 (due Day 7)

Week 2: Infancy and Toddlerhood (The First 2 Years) (October 21–October 27)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical Development: Infants and Toddlers

Course Objectives: 1, 2, 5, 6, 7

CACREP Standards: 3.c.1.2.3.4.5.7.8.10.11.12

 Read the following in the Berk text:

Chapter 4: Physical Development in Infancy & Toddlerhood

 None None None

Lesson 2: Cognitive Development: Infants and Toddlers

Course Objectives: 1, 2, 5, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7.10.11.12

 Read the following in the Berk text:

Chapter 5: Cognitive Development in Infancy & Toddlerhood

 None None None

Lesson 3: Emotional and Social Development: Infants and Toddlers

Course Objectives: 1, 2, 5, 9

CACREP Standards 3.c.1.2.3.4.6.5.7.10.11.12

 Read the following in the Berk text:

Chapter 6: Emotional & Social Development in Infancy & Toddlerhood

Watch:

Balmes, T. (Director). (2010). Babies [Film; documentary]. Focus Features; Universal Studios.

 Discussion 2.1: Movie Babies (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 2.1: Virtual Child #1–4 (due Day 7) Quiz 2.1: Chapters 4 – 6 (due Day 7)

Week 3: Early Childhood (Ages 2–6) (October 28–November 3)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical and Cognitive Development: Early Childhood

Course Objectives: 1, 2, 3, 5, 7

CACREP Standards: 3.c.1.2.3.4.5.7.11.12

 Read the following in the Berk text:

Chapter 7: Physical & Cognitive Development in Early Childhood

 None None None

Lesson 2: Emotional and Social Development: Early Childhood

Course Objectives: 1, 2, 5, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7.10.11.12

 Read the following in the Berk text:

Chapter 8: Emotional & Social Development in Early Childhood

 Discussion 3.1: Discipline Practices (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 3.1: Virtual Child #5–8 (due Day 7) Quiz 3.1: Chapters 7 and 8 (due Day 7)

Week 4: Middle Childhood (Ages 6–11 Years) (November 4–November 10)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical and Cognitive Development: Middle Childhood

Course Objectives: 1, 2, 3, 5, 7

CACREP Standards: 3.c.1.2.3.4.6.5.7.10.11.12

 Read the following in the Berk text:

Chapter 9: Physical & Cognitive Development in Middle Childhood

 None None None

Lesson 2: Emotional and Social Development: Middle Childhood

Course Objectives: 1, 2, 4, 5, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7. 9.10.11.12

 Read the following in the Berk text:

Chapter 10: Emotional & Social Development in Middle Childhood

 Discussion 4.1: Advocating for Social Justice (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 4.1: Virtual Child #9–12 (Due Day 7) Quiz 4.1: Chapters 9 and 10 (Due Day 7)

Week 5: Adolescence (November 11–November 17)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical and Cognitive Development: Adolescence

Course Objectives: 1, 2, 3, 5, 7

CACREP Standards: 3.c.1.2.3.4.6.5.7.10.11.12

 Read the following in the Berk text:

Chapter 11: Physical & Cognitive Development in Adolescence

 None None None

Lesson 2: Emotional and Social Development: Adolescence

Course Objectives: 1, 2, 4, 5, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7. 9.10.11.12

 Read the following in the Berk text:

Chapter 12: Emotional & Social Development in Adolescence

Read the following article:

The Robin Hood ethics test. (n.d.). http://slvrsplsh.freeservers.com/robinhood.html

 Discussion 5.1: Exercise in Ethics (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 5.1: Virtual Child #13–16 (Due Day 7) Quiz 5.1: Chapters 11 and 12 (Due Day 7)

Week 6: Early and Middle Adulthood (November 18–November 24)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical, Cognitive, Emotional, and Social Development: Early Adulthood

Course Objectives: 1, 2, 3 , 4, 6, 7, 8, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7.8. 9. 10.11.12.13

 Read the following in the Berk text:
  • Chapter 13: Physical & Cognitive Development in Early Adulthood
  • Chapter 14: Emotional & Social Development in Early Adulthood
 Discussion 6.1: Reflection on Your Identity (Initial Post Due Day 4, Reply Posts Due Day 7) Quiz 6.1: Chapters 13 and 14 (Due Day 7)

Lesson 2: Physical, Cognitive, Emotional, and Social Development: Middle Adulthood

Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7.8.9. 10.11.12.13

 Read the following in the Berk text:
  • Chapter 15: Physical & Cognitive Development in Middle Adulthood
  • Chapter 16: Emotional & Social Development in Middle Adulthood
 None None Quiz 6.2: Chapters 15 and 16 (Due Day 7)

Fall Break (November 25–December 1)

Week 7: Late Adulthood (December 2–December 8)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Physical, Cognitive, Emotional, and Social Development: Late Adulthood

Course Objectives:
1, 2, 3, 4, 5, 6, 7, 8, 9

CACREP Standards: 3.c.1.2.3.4.6.5.7.8.9. 10.11.12.13

 Read the following in the Berk text:
  • Chapter 17: Physical & Cognitive Development in Late Adulthood
  • Chapter 18: Emotional & Social Development in Late Adulthood
 None None None

Lesson 2: Death, Dying, and Bereavement

Course Objectives: 3, 6, 7

CACREP Standards: 3.c.8.11.12

 Read the following in the Berk text:

Chapter 19: Death, Dying, & Bereavement

 Discussion 7.1: End-of-Life Practices (Initial Post Due Day 4, Reply Posts Due Day 7) Experiential Activity: A Dying Exercise (During Live Session)

Assignment 7.1: Life Span Reflection (Due Day 5)		 Final Exam (Due Day 7)

For a list of image credits for this course, visit the CNS748 Credits Page.