HUMAN DEVELOPMENT SELF-STUDY AND PROFIENCY EXAMINATION The understanding of human development and the stages of the life

cycle are fund amental to the study of social welfare at the graduate level. Students who en ter the UCLA MSW program are expected to possess basic mastery of human developm ent through course work or education at the undergraduate level. The UCLA Department of Social Welfare will assess student proficiency in this ar ea through the administration of a comprehensive examination on subject areas no ted below. The examination will consist of 100 questions that will be either mu ltiple choice, matching or true-false format. Students will be required to tak e this examination on November 17, 2011 from 2:00 PM-5:00 PM in PAB Room 1222. A passing grade will be given to students who score 75% or above on the examinat ion. Each student who receives this score will successfully fulfill his or her Human Development proficiency requirement. Any student who scores below the threshold will be offered the opportunity to ta ke one make-up examination that will be scheduled. If a student does not meet p roficiency requirements after the make-up examination, they will be required to complete a course in Human Development that will be approved by the Karen Lee, V ice Chair, UCLA Department of Social Welfare. Students are expected to prepare for the proficiency examination through a cours e of self-study. When preparing for the exam, students are encouraged to use d ifferent study strategies (including forming study groups) while reviewing the s ubject areas and reading list that is provided below. To aid students in preparing for the proficiency examination, the UCLA Departmen t of Social Welfare will offer a Human Development Review Mini-Course on three con secutive Thursdays beginning October 27 from 2:00-5:00 PM in PAB Room 1222. Pro fessor Jorja Leap will teach this mini-course. It is critical to note that this three-session review course is NOT a substitute for individual study. Instead, it is designed as an overview of critical subje ct areas. Students are urged to develop systematic study plans, whether individ ual or group, prior to the administration of the Human Development Proficiency E xamination. The following is a series of objectives, areas of study and recommended texts th at have been reviewed for their content and relevance to the proficiency examina tion. Students do not need to review all texts. However, it is strongly recom mended that each student commit to reviewing at least one of these texts in its entirety. Please feel free to contact Professor Jorja Leap with any concerns you may have at any time. She can be reached via email: jleap@ucla.edu. OBJECTIVES The following objectives are what students are expected to incorporate into thei r understanding of subject areas. More than anything, it is important to mainta in an emphasis on issues of ethnicity, race, gender, age and orientation as diff erent components of human development are examined. For the proficiency examina tion, students will be able to demonstrate the following: Understanding of the major theoretical perspectives and empirical foundations us ed to understand human development and behavior. Comprehension of cross-cultural perspectives on human development across the sta

ges of the life cycle. Identify the biological, psychological, and social systems that influence develo pment for each age group Recognize normal or typical developmental tasks and milestones for each age grou p and developmental stage. Understand the interaction between individual predispositions and the social env ironment. This includes understanding the interaction as an essential element i n the human development process. Identify the impact of class, ethnicity, gender, culture, and sexual orientation in the human development process and the relationship of these to major theoret ical perspectives.

Emphasize and Identify Normative or Typical Developmental Milestones (or Landma While pathology or disorders should be considered, knowledge will focus on no rmative aspects of areas of study. Understand major health and mental issues, including but not limited to such are as as child abuse, domestic violence substance abuse, STDs, and emotional disord ers and their application across the stages of the life cycle.

AREAS OF STUDY Normality and Pathology Cross Cultural Definitions Normality, the Normative and being Typical Strengths Perspective General Landmarks of Normal Behavioral Development Embryo, Fetus, and Prenatal Development (Conception to Birth) Dynamics of Human Reproduction Conception Pregnancy and the Life Course Teen Pregnancy Delayed or Late Pregnancy Fetal Development during pregnancy Maternal Stress Genetic Disorders Expectant Parent Challenges Substance Abuse Eating Disorders Disabled Parents Incarcerated Parents HIV-infected Mothers Pre-Natal Disorders Fertility and Infertility Contraception and Abortion

Infancy (Birth-2 years) At-Risk Newborns Developmental Landmarks/Milestones Physical Development Self-regulation Sensory development Brain growth Motor Skills Pre-Language Skills Cognition Emotional and Social development Reflexes and Survival Systems Tempermental Differences Attachment Brain Development Stranger Anxiety Toddler Period (2-3 years) Developmental Landmarks Language Cognitive Personality and Emotional Development Social Development Sexuality Pre-School/Early School Period (4-6 years) Developmental Landmarks Language Cognitive Personality and Emotional Social Development Sibling Rivalry Play Sexuality Middle Years (6-12 years) Developmental Landmarks Physical Development Language Cognitive Emotional Social Development The Peer Group Friendship Team Play Sexuality Adolescence (12-19 years) What is normal Adolescence? Early Adolescence (12-14 years) Middle Adolescence (14-16 years) Late Adolescence (17-19 years) Components of Adolescence Biological Changes and Puberty Psychological Development of an Identity Identity and Gender

Relationship between psychological and biological factor s Cognitive Maturation Socialization and Social Development Relationships with peers Authority and Rebellion Moral Development Self-Esteem Sexual Behaviors Experimentation Orientation Risk-Taking Behaviors Drug Use and Abuse Violence and Anti-Social Behaviors Young Adulthood (20-40 years) Transition from Adolescence Developmental Tasks of Young Adulthood Physical Changes Cognitive Maturation Social Development Adult Friendships Romantic Relationships Sexuality Marriage and Commitment Parenthood Middle Adulthood (40-60 years) Midlife Transition and Crisis Developmental Tasks of Middle Adulthood Biological Changes Menopause Male Climacteric Cognitive Development Social and Emotional Change Reappraising Relationships Sexuality Double Standard of Aging Late Adulthood (60 years onward) Demographics Very Late Adulthood Developmental Milestones Biology of Aging/Biological Changes Associated with Aging Cognitive Functioning: the Myth of Senility Learning and Memory Role Transition and Tasks of Late Adulthood Families in Later Life Grandparenthood Work and Retirement Longevity and Life Expectancy Widowhood Caregiving and Care Receiving Sexuality Elder Abuse Child Abuse and Neglect Legal Requirements and Mandated Reporting Neglect Physical Abuse: Discipline vs. Abuse

Sexual Abuse: Childhood Sexuality Marriage, Family and Human Development The Family Life Cycle Single Parent Families Gay and Lesbian Families and Parenting Blended families and Step parenting Adoption Divorce Prevalence and Impact Effects of Divorce on Children Childlessness Domestic and Partner Violence Battered Women Heterosexism in Assessment, Treatment The Cycle of Violence/Battering Cycle Death and Dying Life Cycle Perspectives Cross Cultural Attitudes Assisted Suicide and Euthanasia Theorists Mary Ainsworth John Bowlby Erik Erikson Sigmund Freud Carol Gilligan Lawrence Kohlberg Elizabeth Kubler Ross Daniel Levinson Margaret Mahler Abraham Maslow Jean Piaget B.F. Skinner George Vaillant D.W. Winnicott Additional Aspects and Stage Theories of Personality Development Personality over the Life Span: Stability or Change? Cognitive Development Stages (Piaget) Stages of Psychosexual Development (Freud) Stages of Psychosocial Development (Erikson) Theories of Life Structure, Life Eras and Transitions (Levinson) Hierarchy of Needs (Maslow) RECOMMENDED TEXTS The following are two major texts recommended for self-study and preparation. A dditional books are noted as supplementary resources. These are by no means the only available texts in this area. If students wish to utilize an alternative text, you may contact Professor Jorja Leap via email (jleap@ucla.edu) to obtain text assessment. All texts are available at either the UCLA Bookstore or on Am azon.com. Hutchison, Elizabeth D. (2008). Dimensions of Human Behavior: The Changing Life Course, Third Edition. Los Angeles: Sage Publications

Zastrow, Charles H. and Kirst-Ashman, Karen K. (2010) Understanding Human Behavi or and the Social Environment, Eighth Edition. Belmont: Brooks/Cole. Supplementary Texts Ashford, Jose B., Lecroy, Craig Winston and Lortie, Kathy L. (2009) Human Behavi or in the Social Environment: A Multi-Dimensional Perspective, Fourth Edition. Belmont: Brooks/Cole. Newman, Barbara and Newman, Philip R. (2009). Development Through Life: A Psycho social Approach, Tenth Edition. Belmont: Brooks/Cole.