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Psychology Dept | Library | Other SPCL OER

SPCL 7804 Human Development: Contact / Info

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7804 course.



This course integrates theoretical and applied literature related to human development. Theories applicability to diverse cultures is explored. The content of this course directly relates to the school counselor’s work in schools including developing and implementing interventions for children and adolescents, and consulting and collaborating with school personnel and families.

The learning objectives for students are as follows (CACREP standards are in italics): 

  1. School counselor candidates will apply their knowledge of human development theories by participating in classroom activities and engaging in assigned projects. (CACREP Core [CC] Standards 3a-c, e-f, h-i; 4a,i,j; 5b-c) (School Counseling Program Objectives: 3. Apply theories of human development; 12. Foster self-reflective capacities)
    Assessed: Application activities; Annotated Bibliography; My Personal Development Paper; Quizzes.
  2. School counselor candidates will critically reflect on the course material, including readings, discussions, and project experiences. (CC 1k; CACREP School Counseling [CSC] Standard 3d,e,h) (School Counseling Program Objective: 12. Foster self-reflective capacities)
    Assessed:  Application activities; My Personal Development Paper.
  3. School counselor candidates will recognize student diversity as a strength to be valued and will develop multicultural counseling competencies through awareness and understanding of issues involved. (CC 2b-d)
    Assessed: Application activities; My Personal Development Paper; Quizzes.
  4. School counselor candidates will enhance their own self-awareness by engaging in assigned activities and by participating in class discussions. (CC 5b,c) (School Counseling Program Objective: 12. Foster self-reflective capacities)
    Assessed: Application activities; My Personal Development Paper.
  5. School counselor candidates will enhance their ability to critique research to inform counseling practice (CC 8a)
    Assessed: Annotated Bibliography
  6. Demonstrate improved ability to work productively in a team. (CC 1k; 5b,c)
    Assessed: Application activities; Peer Evaluation Forms


  • Class Participation: 15%
  • Quizzes: 25% (lowest two quiz scores dropped)
  • Annotated Bibliography: 20%
  • My Personal Development: 25%
  • Final Exam: 15%

Policy on Late Submissions/Incompletes

Timely submission of work is an important professional attribute. Work submitted late will be marked down accordingly at the discretion of the instructor. The only exception is when the student contacts the instructor before the assignment is due, and the instructor agrees to provide an exception to the due date based on the student’s extenuating circumstances. Assignments not submitted on the due date with no advance notice to the instructor will be penalized as specified in the assignment instructions (see individual rubrics).

Faculty Council has determined the following policy for Incomplete Grades:  A grade of Incomplete (INC) may be given at the discretion of the instructor when 1) a student has satisfactorily completed most, but not all, course requirements, and 2) a student provides to the instructor evidence documenting the extenuating circumstances that prevent the completion of course requirements by the end of the semester. Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them from completing course work.

It is important to note that grades of INC will only be given if the instructor determines the grade is appropriate given the unusual extenuating circumstances and such circumstances are documented by the student. An incomplete grade in a course that is a prerequisite for another course must be cleared before the candidate can enter the next course. Final assignments not submitted on the due date at the end of the semester are given a grade of zero.

Class Attendance and Participation

Students are required to keep up-to-date on class readings and assignments, and to be active team members. If students miss a class, they miss whatever their team did. The team process is critical to learning, and the content of each session will be reflected on the midterm and final exams. Most teams, in real life and here, will forgive a single absence for which students have a really good reason, and be less forgiving of multiple or casual absences. More than one absence and/or tardiness will affect the course grade (two points per absence and one point for lateness).

Attendance is taken at the beginning of class and it is expected that all students will be present at the start of class.  Brooklyn College abides to the state law regarding non-attendance because of religious beliefs, as expressed in page 53 of the student bulletin (available here).

As cited in the bulletin (p. 53), New York State Education Law, Title I, Article 5, Section 224-a, declares that: “Any student in an institution of higher education who is unable, because of his [or her] religious beliefs, to attend classes on a particular day or days shall, because of such absence on the particular day or days, be excused from any examination or any study or work requirements.” In addition, “It shall be the responsibility of the faculty and of the administrative officials of each institution of higher education to make available to each student who is absent from school, because of his [or her] religious beliefs, an equivalent opportunity to make up any examination, study or work requirements which he [or she] may have missed because of such absence on any particular day or days… No adverse or prejudicial effects shall result to any student because of his [or her] availing himself [or herself] of the provisions of this section.”

If you are unable to attend class in any occasion for religious reasons, please notify me in advance to make the necessary arrangements.