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2015M3 MFT605A Volini_PD Approved (1)
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MFT 605 Syllabus Page 1 of 10 Saint Mary’s University of Minnesota Schools of Graduate and Professional Programs Twin Cities Summer 2016 Individual and Family Lifespan and Development MFT 605A 3 credits Blended Course Dates/Hours Mondays 5:30PM-8:30PM, 05/02/16 to 08/15/16 (online learning 05/30, 06/04, & 08/15) Prerequisite or Concurrent Courses Admission to the MFT program. Instructor Name, Contact Information & Availability Lucas Volini, DMFT, LMFT Telephone: (952) 847-0517 Email: [email protected] Email is my preferred form of contact and I will respond within 2 days unless otherwise noted. Office hours will be from 4:30-5:30 prior to each class per student request. Individual meetings outside of those hours may be scheduled upon student request by contacting me via email. Course Description This course explores the biopsychosocial development and transitions across the individual and family lifespan. The course focuses on the relational, systemic, and generational effects of physical, cognitive, social, emotional, cultural, and gender development. Developmental theories are examined through a systemic lens. Student Learning Objectives Upon completion of this course, students are expected to be able to do the following:
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MFT 605 SyllabusPage 1 of 7
Saint Mary’s University of MinnesotaSchools of Graduate and Professional Programs
Twin Cities
Summer 2016Individual and Family Lifespan and Development
MFT 605A3 creditsBlended
Course Dates/HoursMondays 5:30PM-8:30PM, 05/02/16 to 08/15/16 (online learning 05/30, 06/04, & 08/15)
Prerequisite or Concurrent CoursesAdmission to the MFT program.
Instructor Name, Contact Information & AvailabilityLucas Volini, DMFT, LMFTTelephone: (952) 847-0517Email: [email protected] is my preferred form of contact and I will respond within 2 days unless otherwise noted. Office hours will be from 4:30-5:30 prior to each class per student request. Individual meetings outside of those hours may be scheduled upon student request by contacting me via email.
Course DescriptionThis course explores the biopsychosocial development and transitions across the individual and family lifespan. The course focuses on the relational, systemic, and generational effects of physical, cognitive, social, emotional, cultural, and gender development. Developmental theories are examined through a systemic lens.
Student Learning ObjectivesUpon completion of this course, students are expected to be able to do the following:
1. Understand the systematic nature of the patterns of growth and development in all human beings.2. Examine the developmental tasks which the individual must master at each stage of his/her/their
life span.3. Analyze the effects of social, familial, cultural, and historical effects on development and
functioning.4. Apply principles of development to the understanding of individual behavioral reactions.5. Analyze content from scholarly writings and mainstream press as they relate to the course
content.6. Evaluate risk and protective factors of development from a systemic perspective.7. Integrate and apply understanding of attachment and developmental theories through a systemic
lens.
Blackboard AccessBlackboard may be accessed from the SMU external website at www.smumn.edu or from our
MFT 605 SyllabusPage 2 of 7
Inside Pages at http://www2.summn.edu or by entering the following URL in your browser: http://courses.smumn.edu.
Automatic button links to the Writing Center, Library, and University Policies are available on the course blackboard page, along with the course syllabus and any announcements which may be made during the semester.
Textbooks RequiredSiegel, D. J. (2012). The developing mind: How relationships and the brain interact to shape
who we are. New York, NY: The Guilford Press. ISBN: 9781462520671
Guest, A. M. (2012). Taking sides: Clashing views in lifespan development. Columbus, OH: McGraw-Hill Education. ISBN: 9780078050299
Online ResourcesCourse Blackboard site.
Technical SupportPlease use the following statement for all courses. For technical support, contact our help desk at
[email protected]://www2.smumn.edu/helpdesk/612-728-5100; option 4800-372-8176 x7800 x7800 on campus
Topical Course OutlineDate of Class Topic & Activities/SLO's Assignments Due for Following Week
Read Vandenberg
(1991) prior to first classWeek 1May 2
On Campus
Orientation to Lifespan Development/Graduate Level Education
SLOs: 1
Read Siegel, Chapter 1 for Week 2
Week 2May 9
On Campus
Mind, Brain, & Relationship in Lifespan DevelopmentSLOs: 1, 2, 3, 4, 6, 7
Read Siegel, Chapter 2 for Week 3
Week 3May 16
On Campus
The Role of Memory in Lifespan DevelopmentSLOs: 1, 2, 3, 4, 6, 7
Read Siegel, Chapter 3 for Week 4
Week 4May 23
The Role of Emotion in Lifespan Development
eBrarian Week 1Activity & Discussion Board
MFT 605 SyllabusPage 3 of 7
On CampusSLOs: 1, 2, 3, 4, 5, 6, 7
Week 5May 30
Online
Blended Course, No MeetingeBrarian Week 2Activity & Discussion Board
Read Siegel, Chapter 4 for Week 6
Week 6June 6
On Campus
States of Mind: Cohesion, Subjective Experience, & Complex Systems in Lifespan DevelopmentSLOs: 1, 2, 3, 4, 6, 7
Read Siegel, Chapter 5 for Week 7
Week 7June 13
On Campus
Representations: Modes of Processing & Construction of RealitySLOs: 1, 2, 3, 4, 6, 7
Read Siegel, Chapter 6 for Week 8
Week 8June 20
On Campus
Self-Regulation and Lifespan DevelopmentSLOs: 1, 2, 3, 4, 6, 7
Read Siegel, Chapter 7 forWeek 9
Week 9June 27
On Campus
Interpersonal Connection and Lifespan DevelopmentSLOs: 1, 2, 3, 4, 6, 7
Week 10July 4
Online
Blended Course, No MeetingeBrarian Week 3Activity & Discussion Board
Read Siegel, Chapter 8 for Week 11Prepare for Debate One: Does the Cultural Environment Influence Lifespan Development More Than Our Genes?
Week 11July 11
On Campus
Debate OneIntegration of Concepts from Lifespan Development.Clinical Applications of Lifespan Development OverviewSLOs: 1, 2, 3, 4, 6, 7
Complete Assignment #1 by Week 11Prepare for Debate Two: Are Violent Video Games Necessarily Bad for Children?
Week 12July 18
On Campus
Debate TwoLecture: Clinical Applications of Children and FamiliesSLOs: 1, 2, 3, 4, 5, 6, 7
Prepare for Debate Three: Is There a Sexting Epidemic?
Week 13July 25
On Campus
Debate ThreeLecture: Clinical Applications of Adolescents and FamiliesSLOs: 1, 2, 3, 4, 5, 6, 7
Prepare for Debate Four: Does the Adolescent Brain Make Risk Taking Inevitable? Prepare for Debate Five: Is There a “Narcissism Epidemic” Among Contemporary Young Adults?
Week 14 Debate Four Prepare for Debate Six: Do Adults Need to
MFT 605 SyllabusPage 4 of 7
August 1
On Campus
Debate FiveLecture: Clinical Applications of Middle Adulthood SLOs: 1, 2, 3, 4, 5, 6, 7
Place More Value on Marriage?
Prepare for Final Exam
Week 15August 8
On Campus
Debate SixLecture: Clinical Applications of Older Age Final ExamSLOs: 1, 2, 3, 4, 5, 6, 7
Week 16August 15
Online
Blended Course, No MeetingeBrarian Week 4Activity & Discussion Board
Breathe…
Teaching MethodsThis course will primarily utilize in-class and asynchronous learning aided by readings, discussion, & demonstrations of critical analysis actualized through a debate format. Students will be encouraged to connect materials with their own life experiences and learn from each other, in addition to learning from the instructor and course materials. Blended Online classes will familiarize students with eBrarian, a curriculum that teaches students how to develop research questions, find resources, and evaluate information.
Synopsis of Assignments
Assignment 1: Written Paper on Special Topics in Lifespan DevelopmentThe purpose of this assignment is to expound upon one particular area of lifespan development. Students choose a stage of development from the perspective of an individual (e.g., a father entering retirement) or a family (e.g., a married couple launching their last child into young adulthood). The first part of this assignment is to write a literature review using scholarly sources that highlight the area of development while analyzing the opportunities and challenges associated with the given topic. The second part of this assignment will differentiate between viewing this stage of development through a normative lens of lifespan development (i.e., chronological) and a non-normative lens of lifespan development (i.e., circular). The student will demonstrate a capacity to effectively differentiate between objectivity and subjectivity in terms of lifespan development, as well as acknowledge limitations of linear causality in preference to circular causality.
Meets all SLOs75 Points
Assignment 2: Debate on Clashing Views in Lifespan DevelopmentStudents will divide into groups choosing one side of competing perspectives on lifespan development discussed throughout Taking Sides: Clashing Views in Lifespan Development (Guest, 2012). Each group will review the chapter outlining current research in the field and engage in a semi-structured debate facilitated by the instructor. Students will demonstrate a
MFT 605 SyllabusPage 5 of 7
knowledge of current research supporting their view. Grades will not be dependent upon winning the debate, but through effective preparation and application of research to practice.
Meets all SLOs50 Points
Assignment 3: Final ExamDuring the last hour of the final class meeting, students will complete a brief multiple choice test followed by a series of short-answer and essay questions measuring a demonstration of knowledge discussed throughout the course. Grading will be based upon the students' capacity to tie theory and empiricism to concepts identified throughout lifespan development. Expectations will expect a demonstration of fluidly adapting to non-normative models of lifespan development.
Meets all SLOs75 Points
Assessment of Student Performance/Grading PoliciesThe total number of possible points in this course are: 200 (grading scheme below is based on a % of total points earned.)
Assessment of Student Performance/Grading PoliciesWritten Paper on Special Topics in Lifespan Development 75 PointsDebate on Clashing Views in Lifespan Development 50 PointsFinal Exam 75 Points Total Possible Points 200 Points
Graduate Grading ScaleA 90-100% (180-200 points)B 80-89% (160-179 points)C 70-79% (140-159 points)NC Below 70% (fewer than 140 points)
Expectations of Students If you would like to discuss a grade: Please provide the instructor with your concern in written form either on paper or via an appropriate email. Each case will be dealt with individually. One possible outcome is you may be given the opportunity to redo an assignment.
Attendance and late work: Students are expected to attend all classes for a course in which they are enrolled. Please do your best to let me know if you will be absent. Regarding late work, five points will be deducted for each day an assignment is late.
In Class Participation: Much of this course is experience based. This includes attendance, being engaged in class discussions, asking questions and showing an ability to apply the knowledge being discussed.
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Course Procedures: Because active dialogue is central to the learning process, students are required to participate in group work, activities, and discussions related to course material in class. Participation also helps the instructors pace the course and focus on those things which are most important for participants’ learning.
What You Can Expect from Your Instructor:You can expect me to:
1. treat each individual with respect2. plan and facilitate learning opportunities that will help you meet the course goals and objectives3. provide constructive feedback on your performance4. be open to constructive feedback on my teaching5. be open-minded in responding to your ideas and suggestions6. allow you to explore your own ideas and perceptions in order to shape your own conclusions7. Instructional delivery of this course will include the following components: Class discussion,
lecture, video viewing, role play, on-line discussion board and student presentations.
What I Expect from You, the Student:It is expected that each student attends and arrives to each class session on-time, as well as is present for the entire session. Students will be expected to integrate concepts from the readings and participate in in-class discussion and learning activities. It is also expected that students interact with each other respectfully and adhere to the Student Handbook. It is expected that students do not use any electronic devices during class unless approved by the Professor. It is asked that cell-phones are kept on silent or vibrate. In case of emergency, please feel free to excuse yourself from the class at any time while attending to personal matters. Any questions or concerns in regards to student behavior or academic honesty will be addressed through proper university channels and established means.
Student Ratings of Teaching and LearningStudents are expected to provide feedback about teaching and learning in the course. Please check your SMU email near the end of the course for a link to an online rating form that records responses anonymously.
University Conduct and Academic PoliciesSee the course Blackboard site for a direct link to all University policies.
Writing Center and Library ServicesSee the course Blackboard site for direct links to these departments.
MFT Program OutcomesGraduates of the Marriage and Family Therapy programs are expected to be able to do the following:
1. Reflect an understanding of and respect for cultural diversity through professional relationships and communication with diverse clients, peers, and organizations.
2. Integrate basic knowledge of marriage and family theory to clinical practice.3. Integrate knowledge of marriage and family therapy models to clinical practice.
MFT 605 SyllabusPage 7 of 7
4. Develop a systemic perspective to diagnose and treat mental health issues of individuals, couples, and families.
5. Evaluate professional practice issues to act in an ethical manner based on the marriage and family therapy codes of ethics, legal requirements, sound judgment, and professional compassion.
6. Analyze research for use in couple and family therapy.7. Demonstrate written, verbal, and nonverbal communication skills with clients and
professionals.8. Create effective interventions to promote well-being in clients through preventative,
developmental, systemic, and/or remedial services. 9. Articulate plans for future professional development.
