Joseph P. Tedesco, S.M., M.div, MAS, MA, Clinical Certificate, PCC
Mon, Wed, Friday 11-12 or
Mailbox in the
St. Joseph Hall - Third Floor
Unit 1 - Intro (pdf)
Unit 1 - Common Beliefs (pdf)
Unit 1 - Erickson Notes (pdf)
Unit One Notes (pdf)
Unit 2 - Young Adult (pdf)
Unit 3 - Middle Age (pdf)
Advanced Memory (pdf)
Biological Aging (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 of the Course:
Course Goals and Objectives:
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.
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:
B. Development of a social service plan for
working with some specific age cohort.
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.
Course Topics, Assignments and Work Schedule:
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 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 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
Oct 2 Personality Development Chapter 9
Oct 6 Project Topic Approval Form Due TODAY
Oct 9 (Fall Break--No Class)
Oct 16 Motivation: Beliefs, Goals, and Affect Chapter 10
Oct 20 Learning and Memory Chapter 11
Oct 25 Intellectual Development Chapter 12
Oct 30 Possible test 2
Nov 1 What is aging? Biological development - aging Chapter 13
Nov 6 Late Life Chapter 4 Retirement Chapter 8 (the rest)
Nov 13 Mental Disorder Chapter 14
Nov 17 Old, Old, Old Age The End of Life Chapter 15
Nov 22-26 Thanksgiving Break
Dec. 1 Term Project Due
Dec 6. Last Class Day
Final Exam Friday December 15, 8 am until 9:50
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