Rev. Joseph P. Tedesco, S.M., M.div, MAS, MA, Clinical Certificate, PCC
Ph.D. Student at San Diego University for Integrative Studies
University of Dayton - Adjunct Faculty

Fall Term 2006 - PSY 353 The Psychology of Adult Development

Office Hours:
Zeheler 311
Phone: 321-7727
Mon, Wed, Friday 11-12 or
by appointment.

Contact Information:


Mailbox in the
Psychology Office
St. Joseph Hall - Third Floor

Lecture Guides
You are required to print
 and bring to each class!!!

Unit One

Unit 1 - Intro (pdf)

Unit 1 - Common Beliefs (pdf)

Unit 1 - Erickson Notes (pdf)

Unit 1 - Erickson's Development Theory (pdf)

Unit One Notes (pdf)

Unit Two

Unit 2 - Young Adult (pdf)

Unit 2:1 (pdf)

Unit 2:3 (pdf)

Unit 2 - Career (pdf)

Unit Three

Unit 3 - Middle Age (pdf)

Additional Topics

 Old Age (pdf)

 Retirement (pdf)

 Widowhood (pdf)

 Advanced Memory (pdf)

 Biological Aging (pdf)

 Intelligence (pdf)


Final Essay Test (html)

Essay Question Test 2 (pdf)

Unit 1 Essay Questions (pdf)


 Project Requirements (pdf)


 Intimacy Film (pdf)


| Professor Biography | Suggested Links/Articles | UD Psychology Dept.|

| Purpose | Goals and Objectives | Structure | Req. and Grading |
| Projects | Assignments | Class Prayer Examples |

Required Text:
 Schaie, K. W. &Willis, S. L. (2002). Adult Development and Aging. Fifth edition. New Jersey. Prentice Hall.

Purpose of the Course:
Survey the multi-disciplinary field of human development -- young adulthood  through old age.  The course specifically deals with young adulthood, adulthood, middle age, older adulthood, and the final stages of life. The course concentrates on the research areas that most interest psychologists: identity formation, social relationships: mate selection and intimacy, career selection, family creation, raising children, middle life choices, sexuality, cognitive develop and decline, personality features throughout life, psychomotor development during all life stages, memory development and loss, retirement, the process of aging, grief and death.


Course Goals and Objectives:
This is an important psychology course for all students thinking of a career in clinical or counseling psychology.  Many present psychology undergraduates will participate in the treatment and care of older adults.  The numbers of older adults will peak during your clinical career.  Students will have a practical chance to career plan as the course discusses career theory in detail.

  • Familiarize students with different stages in adult development

  • Provide paradigms of understanding the different perspectives on adult development

  • Help students understand the physical realities of the aging person across the broad spectrum of life

  • Facilitate student understanding of psychological research by collection of field research from different age cohorts

  • To familiarize students with life choices: career, mate selection, children, family formation, work, and retirement

  • Help students to use the WWW to conduct literature research as well as develop a social consciousness of the aging population

  • Help students understand the cross-cultural differences in perspectives on the aging process

  • Help students understand the major cognitive changes that occur during adult development

  • To familiarize students with issues of culture, gender, ethnicity and aging

  • Give students a clinical overview of the psychopathologies of older adults

  • Facilitate an awareness of the nature of grief, death preparation and death


Course Structure:
Class will include lecture, discussion, projects, research, and course related experiences including video tape presentations. The textbook is considered an important part of the class.  It is singularly important that students read the assigned materials before the lectures.   Students receive class note outline via e-mail for each class topic. Students are to bring some form of these outline to class--on their desk top computer, printed form, paper notes, etc.


Course Requirements and Grading:

Your grade is determined by:  

1.  Three examinations (sometimes in two parts) each worth 100 points each.  The exams will include multiple choice, brief answer and essays.  The exam’s actual essays questions are given to the students prior to the exam – this serves as a guide for study and review.

The third and final exam will be held during final exam week as scheduled---see below.

If for some serious reason, a student misses an exam, it will be the student’s responsibility to reschedule the exam.   Serious reasons for missing an exam must be discussed with the instructor. 

2. Class attendance is taken through the collection of name cards each class session. Attendance is considered part of the training of professionals including psychologist and predictive of future graduate student success in all fields. Excessive absences becomes a dialogue issue with the professor and can result in poor exam grades and missed assignments.

3. Students keep an “idea book” in which entries will be recorded.  These entries are to note instances in which you encounter some event which has relevance for your understanding of aging.  This may be a personal experience with an older person, or comments made that show awareness or lack of awareness regarding aging.  The event might be something you read, see or hear in the widest area of communication you can encounter.  The entry does two things:  describes the event/experience and contains your personal evaluation comments on how this informs your understanding – or misunderstanding- of the aging process.

The idea books are graded on a point system determined by how concise, clearly communicated, knowledgeable of terminology and insightful they are.  Final total grades will be S+ 25, S 22,S- 20, and U 10. These are evaluated two times throughout the term.

5. Students complete a term project. Each student choices the type of term project that best fits their educational goals and interests,  talents, background, and clinical concerns. This project is worth 100 points. The project is intended to produce students who can think critically about the issues surrounding adult development.  Projects will be explained in more details two weeks after the beginning of the course--types listed below.

6. Students are formed into small study and cohort support groups.  Throughout the semester, there are short group projects that require group communication and cooperation. Often, study groups work on exam preparation together.


Possible Project Types:

A.  Critical review of some course topic of special interest to the students (examples: special issues in minority aging, cultural differences in treatment of aged, some specific clinical issue concerning treatment of the aging).  During the last several years’ papers included such works as:

 “African American Grandmothers Raising Their Children’s Children: A Series of Interviews”;
“The Use of Reminiscent Therapy in Nursing Homes”;
"Should Catholic Social Services of Miami Valley Open a Senior Day Care Center?"  (This project caused CASSMV not to commit over 2 million dollars to a project)
"Family of origin and the development of the Self";
"Vocational Choices for Church Careers by Generation X." (This paper was published in a religion journal—the student got into Harvard for his MA and is now a PhD student at Notre Dame)

B.  Development of a social service plan for working with some specific age cohort.
"Actual Design and Model of Nursing Home"

C. Multi-media presentation of some social cultural issue demonstrating a critical issue in the aging population of America.

D.  Something creativity or clinically motivated by the students interest.  In the past some of these papers have included:

Career Goal Interviews of Dorm Room Mates and the Common Influencers; Video tapes of nursing home patients using reminiscing therapies.

E. A Psychological Assessment of Older Adults.  This includes a written report of the interview and life history of an older adult .  This requires a “verbatim format” and the application of major themes of the course to life of the person interviewed.  And will include: Demographic Data – Health Status –Functional Data – Living Arrangements – Social World – Personal history – Personality Characteristics – Informal Support System Characteristics – Family –Neighbors and friends – Informal Groups – Other Data – Summary and Analysis 

All papers are subject to prior instructor approval by October 13, 2006--this is Friday after fall break. 

The due date for the paper is due December 1, 2006.   Papers must be written in current APA style.  APA Style Manual can be found in the instructor's office.

Final grade totals a possible 400 to 550 points depending on how the semester progresses.  
(Final letter grade based on University of Dayton letter grade scale including plus and minus)


Course Topics, Assignments and Work Schedule:
(This will be fluid -- controlled by student interest and need—depth of class discussions and students clinical interests. The list below helps in following the necessary readings.) 

Aug 21    Introduction to the topic of Adult Development (Read Chapter 5 over the next two weeks))

Aug 23   Adult Development  - overview and systems  Chapter 1 Adult development from a developmental perspective 

Aug 25  Adult Development  the Self and Identity? Ericksonian Identity  

Aug 28  Review of Adolescence---With out Identity there is no person?

Aug 30  Young Adulthood   love and intimacy   Mate Selection   Chapter 2

Sept 1  

Sept 4   No Class

Sept 6   Finding a Career   (SDS)

Sept 8   Career Theory  ( first part of Chapter 8)

Sept 11 (Patriot Day--Did 911 Change America--Cohort Historical Effect)  

Sept 13  

Sept 15     Life Span Core issue –Midlife   Chapter 3

Sept 18     

Sept 20      Family Development/Institution  chapter 6

Sept 22     Parenting Styles/Outcomes

Sept 25      Possible Test 1

Sept 27      Men and Women and Gender  Chapter 7   

Sept 29

Oct 2         Personality Development  Chapter 9

Oct 4

Oct 6  Project Topic Approval Form Due TODAY 

Oct 9    (Fall Break--No Class)

Oct 11    

Oct 13     

Oct 16    Motivation: Beliefs, Goals, and Affect  Chapter 10 

Oct 18    

Oct 20      Learning and Memory  Chapter 11

Oct 23   

Oct 25    Intellectual Development  Chapter 12

Oct 27      

Oct 30       Possible test 2

Nov 1      What is aging? Biological development - aging  Chapter 13  

Nov 3  

Nov 6   Late Life    Chapter 4     Retirement   Chapter 8 (the rest)

Nov 8        

Nov 10      

Nov 13    Mental Disorder  Chapter 14

Nov 15      

Nov 17       Old, Old, Old Age   The End of Life     Chapter 15       

Nov 20

Nov 22-26  Thanksgiving Break       

Nov 27  

Nov 29

Dec. 1  Term Project Due

Dec. 4

Dec 6.  Last Class Day

Final Exam Friday December 15,  8 am until 9:50

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© 2006, Joseph P. Tedesco