PSYC/CSAG 3480
Adult
Development and Aging
Fall 1999
Dr. Bert Hayslip
MWF 9-9:50 A.M. Terrill
Hall #381
MAT 102 Ext.
2675
Text:
Adult Development and Aging,
Hayslip & Panek, 1993
Date (Week
Ending) Topic Assignment
9/5 Introduction
to Adult
Development and
Aging 1
9/12 Introduction
to Adult
Development and
Aging 1
9/19 Research
Methods in adult development 2
and
aging
9/26 Biology
of Aging and
Longevity 3
10/3 Sensation
and Perception 4
10/10 Exam
I, Learning and
Memory 5
10/17 Intelligence 6
10/24 Interpersonal
Relationships
and
Socialization 7
10/31 Interpersonal
Relationships
and
Socialization 7
11/7 Personality,
Exam II 8
11/14 Work,
Retirement, and Leisure 9
(no
class 11/14)
11/21 Mental
Health and
Psychopathology 10
(no
class 11/17)
11/28 Therapy
and Intervention 11
(no
class 11/28)
12/5 Death
and Dying 12
12/12 Death
and Dying 12
Final
Exams 12/13 - 12/15
EXAMS: Three
exams will be given; they will be primarily objective in nature. They will be based on class lectures,
handouts, and text assignments.
Cheating on an exam will necessitate failure. Exams will be weighted equally and the required projects will
count 1/4 of a course grade (Project One, 30%; Project Two, 70%. You will have the option of improving your
grade in this course by earning 10 extra points. These points will be added to your 3 exam
total after the final curve.
In this course, there are two
elements to learning about adult development and aging: knowledge and
experience/application of that knowledge.
In class, via lectures, films, and class discussions, we will be acquiring
the basic knowledge you need to be an informed, critical thinker about issues
that affect adults of all ages.
Via the two projects described
below, you will be applying your knowledge and gaining valuable experience that
will help you understand adulthood and aging, as well as to better enable you
to relate to adults of all ages as real people who are coping with changes in
their lives.
Project One
First, I want you to write about
your expectations for someone who is either a young adult (age 18-30), middle
aged (40-55) or older (age 60 or older).
Be careful to separate what you think might be important to someone
based on his/her gender. That is, what
life tasks, personality characteristics, personal goals, relationship issues,
work issues, etc. would you expect to be important to someone of each age and
gender? How do you think each person
might cope with such issues? You might
focus on issues relating to one’s health, identity, family, or work. While some of these issues or life tasks
might be those that persons could anticipate, others may not be
predictable. Some may be negative in
character, while others might be positive in nature. The point is to develop a comprehensive picture of what this
person might be like as a person, and what issues or life tasks might be
important to that person. These
expectations are to be based solely on your opinion and your experience. They are not to be based on anything that
you read in the text. In writing your
expectations, I want you to indicate on what basis you have formed them, e.g.
what personal experiences, etc. (or a lack thereof) are the basis for your
ideas about people of different ages and genders?
These six sets of typed
expectations (young adult male, young adult
female, middle aged male, middle aged female, older adult male, older adult
female) are to each be approximately one to two pages in length. They are to be turned in to me at no
later than the beginning of the second week of class on September 8, i.e.
that Monday.
Project Two
The second project involves
interviewing 6 people who vary along age and gender, as described in Project
One. The purpose of this second project
is to allow you to compare and contrast people by gender and by age. In what ways are they similar and in what
ways are they different? To what extent
are your expectations about them borne out in your interviews? Are they are ot they not as you expected
them to be in terms of life tasks, personalities, priorities, and personal goals? I would also like you to discuss how each
person coped or failed to cope with the issues they were facing. Last, I want you to discuss what you have
learned about adult development and aging from doing these interviews,and what
you have learned about yourself and your relationships with others who are your
own age as well as with others who are older than you. How have your views about yourself and your
life at present and in the future been changed by doing these interviews? What have these persons taught you?
You need not present the
verbatim interviews in your papers, simply discuss what you talked about with
each person. Do not use real names in
your report, and if you choose to tape record the interview, you must have the
person’s written permission to do so. Your
typed (double spaced) reports are due no later than 12/5/97 at 9AM. Your report should be at least 10 pages in
length - no exceptions!
If you have any questions or
doubts about procedure or content, please see me. I will be the final judge as to each project's quality. Grades will be: T +, T , or T -;
equivalent to 1/4 of your course grade for Project One and Project Two
collectively. Each will receive a
separate grade, with Project One contributing 30% and Project Two contributing
70% toward your overal Project grade.
As mentioned above, you can also
enhance your grade by participating in Psychology Department research projects
at the rate of 1 point per hour, for a maximum of 10 points. These extra points
will be added to your total exam points after the curve. To this grade is added
your optional project grade, to yield your final course grade.
The Department of Psychology
cooperates with the Office of Disability Accommodation (ODA) to make reasonable
accommodations for qualified students with disabilities (cf. Americans
with Disabilities Act and Section 504, Rehabilitation Act). If you have not registered with ODA, we
encourage you to do so. Please present
your written Accommodation Request to your instructor on or before the 12th
class day. If you experience any
problems in getting reasonable accommodations, please contact the Psychology
Department Liaison or the ODA. Also, the Department complies with the
University's policies concerning discrimination and sexual harassment. If you have any complaints please contact
the departmental chairperson or UNT's Equal Opportunity Office.
If you take an *I* (Incomplete) in any course, you must complete the work and have the *I* removed within one year or you must re-enroll in the course again.
To direct comments about the information contained in these pages, please write to marsiske@ufl.edu