Lifespan Development is a survey of human development from birth to death, drawing from multiple disciplines including biology, psychology, sociology, and medicine. The emphasis is on empirically-derived information about human development that may be of practical use to individuals working directly with others in a service capacity. Particular attention is devoted to issues of physical, cognitive, social, and emotional development at all stages of the lifespan, as well as contextual influences on development.
This course will introduce (Shapiro & Stefkovich, 2001) ethical frameworks to students; including the ethic of care, the ethic of critique, the ethic of justice, the ethic of community, the ethic of the profession and the best interest of the child to the students so that they might be able to critically examine and understand ethical motivation from different perspectives. Students will also learn the Nash moral languages frameworks to better understand why people would favor one framework over another. After students learn the ethical frameworks and why people tend to lean the way they do toward one framework or another, they will learn how these frameworks apply to ethics in health care.
This course will familiarize students with current theory and best practices in the administration of human services in both nonprofit and for-profit settings. Topics covered will include legal issues, effective administrative models, leadership in human services organizations, and management of human resources.
This course will cover basic principles of child behavior and development and apply those principles to child care settings. Students will learn about normative physical, social, emotional, cognitive, and sexual development, as well as risk factors for early intervention and referral to professional services.
This course will cover societal influences that may have adverse effects on family life. Factors covered include poverty, divorce, employment, violence, substance abuse, and other stressors. Historical perspectives on the changing nature of the American family are also included, and strong emphasis is provided on evidence-supported strategies for coping with and preventing family stressors.
This course delivers an in-depth study of the theory and practice of managing infant and child care facilities.
Issues in Adolescence 3313 is an investigation of the physical, behavioral, mental, emotional, and social changes that accompany growth and development during the adolescent years.
The primary goal of this class is to provide discussion of current research on career options for adolescents. Students will be introduced to relevant research and be asked to provide critical analysis of assigned reading. The purpose of this analysis is to help adults develop strategic plans of action that will enable them to work with youth in order to help them choose a career and life course that is both realistic and satisfying.
This course delivers an in-depth study of the theory and practice of managing adolescent residential care. The general format of the courses will be an accelerated pace for eight weeks at the undergraduate level. The course will be entirely online. The course will be divided into four units with the completion of a unit every two weeks.
Geriatrics I is the prerequisite to Geriatrics II; both courses are designed to be taught at an undergraduate or adult education level. Geriatrics I is an introduction to concepts and broad themes which will be continued and developed further in Geriatrics II.
This course will introduce both natural science and social science methods used to study aging in humans and other creatures, a synopsis of the demographics of aging in human populations, provide terms and theories of aging, mechanisms of aging at the cellular level, and conclude with a review of how the body ages, system-by-system, listing the effects of aging in humans.
This is an introductory course on the basic concepts of and approaches to management of older patients and their informal care givers. It is designed to provide a foundation of knowledge for staff and directors of service agencies that care for older individuals. Topics include understanding the motivations for care delivery in old age, understanding the array of services available for geriatric care management.
In this course, students will critically evaluate hot-button research issues by "taking sides" on recent topics in Lifespan Development. Students will begin investigating practicum opportunities and will create a preliminary annotated bibliography and outline for their practicum case study. Assigned readings will focus on APA style. Students will learn about the university's view on academic integrity and how to avoid plagiarism in their case study.
Discussion of philosophy of science and scientific method as it relates to research in health and human services (not a course providing instruction on how to do research).
The course focuses on the leadership competencies necessary to formulate, execute, monitor, and evaluate fiscal operations of human services organizations.
Review of theory and research on styles and techniques of effective parenting for children and adolescents, including discussion of how contextual, cultural and individual difference factors impact parenting. Applications to real world contexts including counseling and case management services for children and families will be addressed.
This course presents an in-depth treatment of specific issues of importance in adolescence, particularly those that can enhance or interfere with healthy physical, emotional, or social development. Issues we will consider include substance abuse, aggression, delinquency, gangs, sex, romantic relationships, peer relationships, and peer pressure.
Geriatrics II is a continuation of Geriatrics I; both courses are designed to be taught at the undergraduate, upper-division level. Geriatrics II is taught from a biological perspective. After completing the course, the student will have been: 1) exposed to the latest scientific thinking on why and how organisms age, 2) learned what it means to age successfully, and 3) exposed to debates over whether and how aging might be slowed, stopped or reversed. Ultimately, the goal is for students to understand the biological consequences of growing old so that they can recognize the false information about aging that is used to exploit the general public and especially the elderly. This knowledge should be particularly useful for students interested in geriatric medicine, gerontological research or for those who intend or already work for organizations that provide services to the elderly.
An exploration of the basic principles of Applied Behavior Analysis (ABA) designed to provide the knowledge base needed to work as a line therapist in ABA programs under the direction of licensed or certified personnel and to become a nationally certified Registered Behavior Technician.
This is a core course for the Lifespan Care and Administration program. Lifespan Health will provide you with an introductory survey of the importance and principles of good health over the lifespan. You will learn about how to identify signs of incipient health problems and basic health promotion strategies. Assignments are designed to provide you with practical knowledge and application of health promotion across the lifespan.
The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA. The RBT is primarily responsible for the direct implementation of skill-acquisition and behavior-reduction plans developed by the supervisor. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments). The RBT does not design intervention or assessment plans. It is the responsibility of the designated RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The designated RBT supervisor is ultimately responsible for the work performed by the RBT.
This is a senior capstone course consisting of a field practicum followed by a scholarly paper on a specialized topic/case study within the area of lifespan studies. The required paper shall be of the quality and extent comparable to a senior thesis. The study should reflect the student's competence and achievement in sustained research on a topic within lifespan studies.