MFT 605 Syllabus

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Saint Marys 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: lvolini@smumn.edu
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:
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 Access
Blackboard may be accessed from the SMU external website at www.smumn.edu or from our

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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 Required
Siegel, 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 Resources
Course Blackboard site.
Technical Support
Please use the following statement for all courses.
For technical support, contact our help desk at
tchelpdesk@smumn.edu
http://www2.smumn.edu/helpdesk/
612-728-5100; option 4
800-372-8176 x7800
x7800 on campus
Topical Course Outline
Date of Class Topic & Activities/SLO's
Read
Orientation to Lifespan
Vandenberg
Development/Graduate
(1991) prior to Level Education
first class
Week 1
SLOs: 1
May 2
On Campus
Week 2
May 9

Mind, Brain, & Relationship

in Lifespan Development
SLOs: 1, 2, 3, 4, 6, 7

Assignments Due for Following Week

Read Siegel, Chapter 1 for Week 2

Read Siegel, Chapter 2 for Week 3

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On Campus
Week 3
May 16
On Campus
Week 4
May 23
On Campus
Week 5
May 30
Online
Week 6
June 6
On Campus
Week 7
June 13
On Campus
Week 8
June 20
On Campus
Week 9
June 27
On Campus
Week 10
July 4

The Role of Memory in

Lifespan Development
SLOs: 1, 2, 3, 4, 6, 7

Read Siegel, Chapter 3 for Week 4

The Role of Emotion in

Lifespan Development
SLOs: 1, 2, 3, 4, 5, 6, 7

eBrarian Week 1
Activity & Discussion Board

Blended Course, No Meeting

eBrarian Week 2
Activity & Discussion Board

Read Siegel, Chapter 4 for Week 6

States of Mind: Cohesion,

Read Siegel, Chapter 5 for Week 7
Subjective Experience, &
Complex Systems in
Lifespan Development
SLOs: 1, 2, 3, 4, 6, 7
Representations: Modes of
Read Siegel, Chapter 6 for Week 8
Processing & Construction
of Reality
SLOs: 1, 2, 3, 4, 6, 7
Self-Regulation and Lifespan Read Siegel, Chapter 7 forWeek 9
Development
SLOs: 1, 2, 3, 4, 6, 7
Interpersonal Connection
and Lifespan Development
SLOs: 1, 2, 3, 4, 6, 7
Blended Course, No Meeting
eBrarian Week 3
Activity & Discussion Board

Read Siegel, Chapter 8 for Week 11

Prepare for Debate One: Does the Cultural
Environment Influence Lifespan Development
More Than Our Genes?

Debate One
Integration of Concepts from
Lifespan Development.
Clinical Applications of
Lifespan Development
Overview
SLOs: 1, 2, 3, 4, 6, 7
Debate Two
Lecture: Clinical
Applications of Children and
Families

Complete Assignment #1 by Week 11

Prepare for Debate Two: Are Violent Video
Games Necessarily Bad for Children?

Online
Week 11
July 11
On Campus

Week 12
July 18
On Campus

Prepare for Debate Three: Is There a Sexting

Epidemic?

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Week 13
July 25
On Campus
Week 14
August 1
On Campus
Week 15
August 8
On Campus
Week 16
August 15

SLOs: 1, 2, 3, 4, 5, 6, 7
Debate Three
Lecture: Clinical
Applications of Adolescents
and Families
SLOs: 1, 2, 3, 4, 5, 6, 7
Debate Four
Debate Five
Lecture: Clinical
Applications of Middle
Adulthood SLOs: 1, 2, 3, 4,
5, 6, 7
Debate Six
Lecture: Clinical
Applications of Older Age
Final Exam
SLOs: 1, 2, 3, 4, 5, 6, 7
Blended Course, No Meeting
eBrarian Week 4
Activity & Discussion Board

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?
Prepare for Debate Six: Do Adults Need to
Place More Value on Marriage?
Prepare for Final Exam

Breathe

Online
Teaching Methods
This 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 Development
The 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 SLOs

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75 Points
Assignment 2: Debate on Clashing Views in Lifespan Development
Students 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
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 SLOs
50 Points
Assignment 3: Final Exam
During 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 SLOs
75 Points
Assessment of Student Performance/Grading Policies
The 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 Policies
Written Paper on Special Topics in Lifespan Development
Debate on Clashing Views in Lifespan Development
Final Exam
Total Possible Points

75 Points
50 Points
75 Points
200 Points

Graduate Grading Scale

A
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.

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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.
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.
2.
3.
4.
5.
6.
7.

treat each individual with respect

plan and facilitate learning opportunities that will help you meet the course goals and objectives
provide constructive feedback on your performance
be open to constructive feedback on my teaching
be open-minded in responding to your ideas and suggestions
allow you to explore your own ideas and perceptions in order to shape your own conclusions
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 Learning
Students 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 Policies
See the course Blackboard site for a direct link to all University policies.
Writing Center and Library Services
See the course Blackboard site for direct links to these departments.
MFT Program Outcomes

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Graduates 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.
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.