Human Development and Family Studies Courses
An introductory survey of basic principles of human development across the life span. Developmental principles are studied within the framework of change and stability in the domains of the physical, cognitive, and psychosocial development.HD 101 counts toward the Social and Behavioral Sciences requirement of the UA Core.
An introductory survey of basic principles of human development across the life span. Developmental principles are studied within the framework of change and stability in the domains of the physical, cognitive, and psychosocial development. Additional emphasis in the honors section is made to develop critical thinking and research skills as applied to the study of human development. This course counts toward the Social and Behavioral Sciences requirement of the UA Core.
The growth and development of the child from conception to three years of age are studied. Methods used in infant research, practical implications of research, and major theoretical issues and observational techniques are addressed. Three lecture hours, one laboratory hour per week. HD 202 and HD 205 cannot be taken in the same semester.
The growth, development, and guidance of young children from three through eight years of age are studied. Practical implications of research and major theoretical issues and observational techniques are addressed. The importance of play in fostering a broad range of developmental goals for children is stressed. Three lecture hours, one laboratory hour per week. HD 202 and HD 205 cannot be taken in the same semester.
This course is an examination of chemical addiction (e.g.drugs) and behavioral addiction (e.g.,gambling). Theories of addiction, treatment of addiction, and current research on addiction will be discussed.
Focuses on the theory, philosophy and goals of early childhood education. Topics include the role of the teacher and of the environment as they influence children’s learning and what it means to be an early childhood professional. This course provides students with an understanding of the appropriate practices to be used with young children, birth through age 5.
Introduction to the process of research in Human Development and Family Studies. Measurement, research design, and statistics with a heavy emphasis on critical thinking and drawing appropriate conclusions from research.
Provides students with an introduction to the field of child life.
A study of marriage and family relationships from a combination of sociological and psychological perspectives.
Introduction to the theory of and research on development of children ages nine to the early twenties. Special attention is given to major transitions in the cognitive, social, and moral domains, as well as to psychological effects of physical maturation. Influences of the family, the schools, and peer relations on adolescent development are considered.
The principles underlying the selection, use, and value of experiences that appropriately foster concept development and creative expression in young children are examined. Students design and implement developmentally appropriate experiences for young children in a supervised laboratory setting. Three lecture hours and one-and-a-half laboratory hours per week. For majors only.
Second in the sequence in which students examine the principles underlying the selection, use, and value of experiences that foster concept development and creative expression in young children.Students design and implement developmentally appropriate experiences for young children in a supervised laboratory setting. Three lecture hours and one-and-a-half laboratory hours per week. For majors only.
Examination of typical and atypical problems during child and adolescent development. The following will be covered: (1) approaches to conceptualizing, theorizing, studying, assessing, and treating problems in development and (2) prevalence, comorbidity, etiology, and developmental course of specific childhood/adolescent disorders.
The role and developmental value of play, including what can be learned from children’s play, planning appropriate play-based activities, and play in special populations, with particular emphasis on play in children experiencing a healthcare event.
This course provides students with an understanding of the forms, functions, methods, and roles of assessment for planning and implementing effective early childhood programs for young children from diverse cultures and with varied learning needs. The students will gain an understanding of appropriate strategies for conducting, reporting, and decision making related to specific functions of assessment. Students are expected to become competent in the use of authentic assessment strategies to describe each child’s learning strengths and instructional needs.
Development and functioning of the human stress response and self-regulation systems. Addresses bi-directional links between problem behavior and stress/trauma and strategies for promoting healthy stress response system functioning in children, individuals, and families.
Examination of essential skills in addiction counseling including screening, assessment, referral, crisis intervention, counseling skills, case management skills, and ethics.
Explores the changing nature and dynamics of parent-child relationships. Implications for parenting strategies and parent education are included.
No description available.
This course provides students a support mechanism to facilitate reflection and performance assessment through regularly scheduled seminars during teacher internship.
This course is designed to understand race and ethnicity in its political, social and historical context. Since the culture in which we are raised as children and youth greatly influences our attitudes, beliefs, values and behaviors, it is important to gain an awareness of the cultural background of our own, as well as others' thoughts, feelings and acts. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course. At the completion of this course, students should be able to recognize and appreciate the emotional and intellectual energies felt by a variety of subculture groups and be able to express this awareness through the written word.
The impact of government policies on youth, adults, and families with addictions will be the focus of this course. The course will examine the intersection of addictions and crime, while exploring the policies and practices of specialty courts such as Juvenile Court, Family Court, Drug Courts and others. In addition, the students will review the current state of the family,family trends, and the implications for family policy. The varied effects that policies and programs can have on different types of families and different aspects of family functioning will be explored. The process of policy formation, implementation, evaluation and advocacy will be reviewed. Finally we will examine current economic and political forces that influence federal and state governments in development and implementation of key areas of legislation, and the impact of such policy on citizens and their families.
Theories of and research on social, emotional, cognitive, and physical development throughout adulthood: young adulthood, middle adult years, and older adult years. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Examination of prevention methods for substance use and addiction. Needs assessment, prevention strategies, program development, and program evaluation will be covered. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Children's centers and programs, including child development and child life programs, are examined and evaluated. Legislation, standards, program planning, and practical aspects of financing, administration, supervision, and management are explored. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Examination of the theoretical basis of the psychosocial care of children, youth, and families in health care settings. The etiology of childhood illness and disease, clinical procedures, communication techniques, and research literature are studied from a developmental perspective. Restricted to HDFS students who have applied and formally been accepted to the concentration in Child Life.
In-depth understanding of contemporary research and practice topics in Early Childhood Education.
In-depth understanding of contemporary research and practice topics in human development and family studies.
In-depth understanding of contemporary research and practice topics in addiction and recovery.
Clinical experiential learning opportunity for child life concentration students to become familiar with the roles of the child life specialist and to develop introductory skills for supporting pediatric patients and their families in clinical settings. Combines observational learning and supervised interactions with pediatric patients to further child life students’ skills and knowledge in offering therapeutic play interventions, completing development and psychosocial assessments, and building rapport with patients and families.
This course is an examination of the impact of substance abuse and addiction on the family as well as the influence of familial factors and family dynamics on addiction and the process of recovery.
Examination of evidence-based treatment for addiction and the process of recovery from addiction.
Designed to give child life students opportunities for in-depth study of issues of grief and bereavement as they impact children and families. An emphasis is placed on theories of grief resolution and applications in health care settings. The class is conducted in a seminar format with out-of-class placements.
The course examines the dynamics of interpersonal interaction related to the development and maintenance of relationships. Current issues and problems are explored and related to marital and family system characteristics.
Examines the principles and methods by which programs for children and families are empirically evaluated.
Current scientific knowledge of physiological, sociological, and psychological factors influencing sexual development and relations.
Opportunities to observe, plan, implement, and evaluate family life education programs. Standards and criteria leading to certified family life educator are overviewed. Professional responsibilities and ethics are emphasized. Writing proficiency within this discipline is required for a passing grade in this course.
Examines philosophy of programs for families and children as well as issues of professional identity and influences on professional and career choices.
Designed to enable students to pursue special needs and interests under supervision.
Designed to enable students to pursue special needs and interests under supervision.
No description available.
Internship experience for students in the child life concentration only. Permission of the instructor required.
Internship experience for students in family life education and advocacy concentration only. Permission of the instructor required.
Internship experience for students in the Adolescence and Youth Development concentration only. Permission of the instructor required.