Note: Unless otherwise noted, all undergraduate courses carry four (4) credits.
Note: The following course descriptions, while indicating the nature and scope of the CCPA undergraduate programs, are not a historical record. Most courses carry four (4) semester semester hours of credit and meet one or two times per week. In the following lists, credit hours other than four (4) are noted following the course title.
A 2-credit seminar course for new students to assist in their transition to the University. Students will be provided with opportunities to explore campus resources, potential majors, and personal learning styles, as well as develop skills in oral presentations, critical thinking, and time management.
This course is designed to introduce students to the study of human development, utilizing the framework of interdisciplinary social science research. While human development is typically conceived of as the study of early childhood or life-span processes of development, this course will examine development from a broader perspective, utilizing various key social science perspectives to examine the roles and responsibilities of individuals, groups, communities, organizations, and institutions. Students will also gain experience in conducting library work which focuses on peer reviewed research and engage in the process of scholarly writing. The overarching focus will be on understanding social scientific study as both a useful and just approach to understanding human development in relation to local and global issues.
This course is intended to prepare Human Development students to be critical consumers of social science research. Students will be exposed to the concepts and approaches used in conducting and reviewing social science research. They will learn that the production of research is political and value-laden. The principal goal of this course is for students to become able to read and understand research methods provided in scholarly articles and to critically evaluate the value and weaknesses of them.
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Utilizing evidence-based research, this course will provide students with a theory-into-practice foundation for the study and understanding of the development, health, and well-being of children from the prenatal period to thirty-six months. The course will begin with an examination of physical, cognitive, and socio-emotional development from conception to birth, an overview of prenatal care and reproductive technologies, and insight into the process of labor and delivery - all the while focusing on influences and issues that contribute to healthy prenatal development. The remainder of the course will focus on infant and toddler development including the interrelationships between: heredity/genetics; the emotional, physical and social environment; physical/ motor development; nervous system development; perceptual development; development of learning processes and information processing; cognitive development; memory development; communication and language development; the development of emotions, temperament and character development; and the development of attachment and interactions. Students will examine the roles and responsibilities of parents, family members, caregivers, care providers, and child advocates, as well as federal, state, and community programs and policies that work to support the creation of culturally and developmentally appropriate environments for the unborn child, infant, and toddler and respectful, reciprocal relationships that educate, support, and empower families.
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Integrated study of the bio-cultural, emotional, intellectual, social and psychological themes and growth patterns of children. Emphasis is placed on their implications for child-rearing, social practices and political policies. Open only to juniors and seniors currently matriculated in HDEV.
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Interdisciplinary overview of adolescence, including social, cultural and historical contexts for development. Physical and cognitive changes within the individual, together with socio-historical and cultural differences in our understanding of adolescence as a transitional period in life.
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Nutrition for the healthy and ill infant, child, and adult. Diet therapy for clients in relation to pathology of major body systems and psyche.
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Lives of lesbian, gay, bisexual, transgender people and others marginalized because of their sexuality and gender expression will be explored through the reading and discussion of theory, research, activist projects and practice scenarios. Central to this course will be the principle that an adequate understanding of our own and others¿ experience of sexuality and gender expression can only be obtained at their intersection with other identities such as race, class, ethnicity and disability. Course takes a multi-level approach, exploring these issues within their individual, social and structural contexts. Reading and discussions will extend across disciplinary boundaries and include psychology, anthropology, sociology, history, political science, literary and cultural studies literatures. Goals are to recognize and describe (a) the way in which we come to understand about how sexuality and gender expression affect or should affect our practice in social sciences and (b) the way that minoritizing as well as more universalizing views of sexual injustice differently shape the goals of researchers, activists and practitioners.
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Examination of sibling relationships across the life span and in context of society. Family systems theory and other frameworks to explain sibling interaction. Sibling rivalry, support systems, niche filling, abuse, incest. Birth order position, culture and gender influence on individual behavior, family roles, sociability, mate selection. Influence of ethnicity, social and economic resources, sexual orientation, gender and oppression.
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Adulthood from the perspective of stage theories and timing of events models. Adulthood as a stage of development, limitations of stage theories. Effect of socio-economic and cultural factors, family status roles, employment status, gender, ethnicity/race, age on adult lives. This course will examine the "sandwich generation" role as adulthood becomes caregiver for children as well as parents. We will explore the process of middle adulthood altruistic intentions of determinations. Students will gain understanding of impending old age, death and dying within the human development spectrum of adulthood. In addition, we will discuss cultural imperatives of elder wisdom and importance identified by Native Americans.
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Students will gain understanding of the psychological and cultural issues surrounding women's bodies. Course will cover these issues within a developmental framework, beginning with the development of sexual differentiation, development of gender identity and gender role. Issues surrounding puberty and menstruation will be covered next, followed by body image, pregnancy, childbirth, breastfeeding, health concerns and aging.
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Students will gain understanding of the many transitions during female adolescence. Course material will focus on multiple developmental domains including physical, cognitive, and social. Course will include the following topics relevant to adolescent female development: puberty, body image, self-esteem, sexual socialization, academic achievement, and relationships. Particular attention will be paid to the impact of the media on the development of adolescent girls.
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Surveys the psychology of black child and adolescent development, focusing on conceptual and theoretical aspects of psychological development within an African diasporic context. In particular, examines how the concept of self contextually is connected to black psychological development and how black culture has been instrumental in shaping the lives of black children and adolescents. Also examines how social identity and societal factors relate to black child and adolescent development (i.e., race, ethnicity, social class, sexual orientation).
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Although the social science literatures pertaining to lesbian, gay, bisexual, transgender and queer (LGBTQ) identity development, homophobia/heterosexism and LGBTQ health behaviors have grown substantially over the past several decades, adequate representations and information pertaining to LGBTQ adolescent lives continue to be lacking in most adolescent development theories, textbooks and courses. This course will present for discussion the unique challenges faced by these populations, including: issues related to identity development, stigma and prejudice, peer and family conflicts, minority stress, representations in media, a lack of educational resources, and inadequate and inaccurate health education. This course will also explore the physiological, cognitive and emotional changes that occur within LGBTQ youth, the socio-historical and cultural contexts that situate this transitional period in life, and the ways that our understanding of sexual orientation and gender expression affects our practice and responsibilities in the human services professions. The significance of anti-homosexual prejudice toward our understanding of heterosexual adolescent behaviors will also be examined. Central to this course will be the principle that an adequate understanding of our own and others' experience of sexuality and gender expression can only be obtained at their intersection with other identities such as race, class, ethnicity, and disability.
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Family structures (nuclear, extended, intergenerational) and functions (nurturing, economic, social stability) will be explored by examining variations across time, culture, and economic circumstances. The course is designed to introduce students to an interdisciplinary analysis of social and interpersonal influences on the ways in which families are formed and function.
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Sociological analysis of American society. Structure and interrelations of major institutions. Recent social movements and social change. Comparative and historical analysis of urban industrial society.
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This course will examine ideological influences on societal structures, with particular attention to the impact of religious belief systems. The socially constructed character of religious life and institutions will be emphasized as we survey the expression of religious ideology in its many dimensions. Students will utilize participant observation approach to gain a deeper understanding of religious symbolism and ritual. We will also take a critical look at how religions function in relation to each other, societal institutions, and in shaping human life span development in the context of their corresponding cultures in various times and places. The role of practitioner bias in the provision of culturally competent services will be explored, with special attention to the differential impact on at-risk or oppressed populations.
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History of education in America and basic characteristics of education policy and policy making. Understanding of contemporary issues in their formulation, implementation and evaluation. Focus on how larger social issues are reflected in the life of schools and how they might be transformed.
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Examination of how construct of difference raises important questions about problems faced by most women of color in general vis-à-vis historically existent feminism, both as a political movement and as an academic current. Multiple ways of theorizing women's rights and struggles; ideological differences among feminists and women's rights advocates. Focus on issues of race, gender, sexuality and culture within context of reproduction, the family, reproductive rights, feminization of poverty, social services, academic disciplines, language, discourse.
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Examines psychology of racism and racial identity in multicultural communities with focus on critical works in the area. Focuses on how the intersection of race, ethnicity, gender, social class and sexual orientation relate to dynamics of power, powerlessness, authority, privilege and resistance for contemporary perspectives in multicultural psychology. Examines the concept of race as a worldview; psychological perspectives on colonialism; Frantz Fanon, Claudia Jones and the psychology of oppression; understanding the impact of racism; conceptual understandings of racism, authority and resistance in Asian communities; whiteness, authority and privilege; and Albert Einstein and the impact of racism.
Course seeks to sort out multi-layered processes that create, perpetuate, and challenge stratification and inequalities within and across societies. Focus moves from global context to that of US, whereby students will analyze their own location within power and wealth structures. Emphasis on interconnectedness of global, regional, national and local realities, contemporary and historical, as they affect lives of people in everyday domains. Addresses the marginalization as well as highlights resistance of those denied equal opportunities.
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Examination of economic problems of poverty and racial discrimination. Analysis of public policies such as income maintenance programs, minimum wage legislation, affirmative action, education and housing policies.
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This course will examine the ways in which educational policies, institutions, and practices have changed over time and across social differences defined by class and race. The course is designed to introduce students to variations and trends in attitudes about public education as a social responsibility in the U.S.
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Comprehensive exploration of substance abuse policy in the U.S. Influence of social, cultural, historical, economic and political factors that guide policy making and service delivery. Examination of current drug control debate, including legal and illegal drugs, from an interdisciplinary perspective.
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This course will explore the impact of globalization on American Education Policy and Practice. Students will investigate the issues and problems that American schools face as a result of globalization and how schools have responded to these issues.
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Broad understanding of social policy in the U.S. and globally. Examines from a historical and international perspective the development of social policies on issues including poverty, mental health, employment, child welfare. Facilitates critical and creative thinking about philosophical, political and practical bases of social policy.
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This course explores maladaptive aggressive behavior in children and youth. It will examine the processes by which children come to rely on hostile, domineering, defensive and oppositional behaviors in their social interactions. Particular attention will be paid to the role that parents and families play in this process, but the course will also examine the social ecology which places families at greater risks. Different developmental trajectories will be studied that affect the stability and discontinuance of aggression and the risk and protective factors that impact upon persistence and desistance of maladaptive behaviors. Aggression in schools and the community will be explored. Ways of preventing and treating aggression will be examined.
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Overview of the HIV epidemic and examination of biological and socio-cultural factors which perpetuate it. Strategies for intervention and prevention will be discussed. Ethics and dilemmas that arise in practice with this diverse population are explored.
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This course explores the relationship between the concept and ideals of justice in the American legal system, and their realities. Emphasis will be placed on the ways that justice relates to the Court System, Punishment, The Wars on Drugs and Terror as well as an analysis of the concept of equal justice.
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For those interested in a teaching assistant position for credit. Consent of instructor and approval of department required. May be taken as Pass/Fail only.
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A learning experience integrating theory with practice in a health, human service, criminal justice, community, education, non-profit or business setting. Faculty sponsor and approval of department required. Open only to matriculated students in the Department of Human Development.
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Individual research of special topics not offered elsewhere in the curriculum. Demonstrated academic ability and approval of proposed subject are required. Consent of instructor and department approval required. Open only to matriculated students in the Department of Human Development.
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This course will examine the ways in which power relations reproduce themselves regulate people (as individuals and members of social groups). Students will explore (1) the historical background and current functioning of the various institutions and organizations which embody these power relations (i.e. families, schools and universities social service agencies, criminal justice system, health organizations, etc.), (2) specific cultures that are produced within each of these bodies and agencies, and (3) limits and internal contradictions of these institutions. With the knowledge of social differences and how conflict and hierarchy work, students will be better able to address discrimination in their lives and the lives of people with whom they work.
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Critical examination of issues in social control and social policy in youth development. Role of gangs, drug cultures, family, media, community structures. Focus on youth-based organizations and alternative forms of policy formation through the lens of race, class, ethnicity and gender identities.
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Sociological, anthropological and cultural views of health care. Belief systems as determined by religion, culture, society and history. Influence of cultural views and belief systems on health and health care.
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Examination of social reform movements of last 200 years in America, including abolitionism, nativism, populism, progressivism, labor, civil rights, feminism, environmentalism. Influence on American society; future for social reform in U.S.
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Overview of contemporary human services. Emphasis on variety of ways human needs are met by agencies. Dilemmas faced by human service workers.
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Theoretical foundations, historical context, social value of community mental health. Exploration of importance of situating mental health services within community as a whole. Understanding of service as useful insofar as it is reflective of the community's self-defined needs.
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The focus of the course is to help the student develop an understanding of the principles of diagnostic procedures and processes; the use of the DSM-IV for learning signs and symptoms of behaviors associated with mental illness; the application of other diagnostic instruments for determining needed interventions for treating a variety of human needs; diagnostic instrument construction; uses and misuses of these resources; tests available and used in clinical practice; and the philosophical, theoretical, and ethical considerations applicable to testing and diagnostic procedures and practices.
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Course will familiarize students with the many economic facets of Greater Binghamton and match student leaders with community leaders from business, political and cultural sectors. Course examines the role of both students and mid-sized universities in community and economic development, based on forecasts of the factors that will be necessary to create thriving communities in the 21st century.
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Principles of Case Management focuses on the conceptual, theoretical, and practical foundations for providing case management services to individuals in various population groups that are being served by a wide array of human service organizations, as well as other service sectors of our society.
The course entails such topics as historical developments of case management, model approaches to case management, federal and state policies that impact case management practices, case management interventions, strengths-based case management, interdisciplinary teams and case management, emerging trends impacting effective case management service delivery, and typical activities of case managers.
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Group work examined as major approach/method/technique for addressing a number of human development and growth issues. Theoretical approaches to group work: psychoanalytic, Adlerian, existential, person-centered, Gestalt, transactional analysis, behavioral, rational emotive and reality therapy. Development of eclectic model of group practice. Solidifying a personal leadership style for working with groups.
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Theoretical foundations, practice applications, ethical issues of couples and family therapy. Couples and family assessment and intervention process. Research on couples and family treatment. Ways of understanding family interaction and intervention are critiques and considered in regard to class, race, gender, sexual orientation, religion and ethnicity.
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Overview of responsibilities in administering the public agency. In-depth examination of the many aspects of public agency administration and leadership. Client-centered approach in fulfilling administrative duties. Development of own philosophy and style of administration and leadership.
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Community development theory and practice; community development problems, history, actors. Models of intervention and range of such interventions, including housing development and community economic development. Issues of who defines community development agenda; relationship between physical and non-physical development. Examination of selected recent trends and emerging policy issues.
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Conflict analysis, management and resolution. Branch of social science committed to the search for and perfection of alternative dispute resolution methods. Explanation of why conflicts occur at every level, from the personal to the global. Compares and contrasts competing explanatory paradigms. Conflict resolution advocates and teaches certain practices that are non-violent and non-coercive and are considered effective in building solid and satisfactory personal and group relationships. Reflection on the root causes of conflict (including issues of race, class, and gender); development of conflict resolution skills and practices.
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Concepts of holistic health, holistic health nursing and practice. Focus on the investigations of non-traditional, alternative health practices. Topics include nutrition and vitamin therapy, therapeutic touch, relaxation techniques, massage, hypnosis, herbology, meditation, chiropractics and alternative birthing.
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This course is designed as a follow-up to HDEV 440, Principles of Case Management. The overview of theory, research, and practice provided in that class will be applied to specific groups of people based on types of services and/or needs.
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Introduces students to the challenges of leadership in the human services. The course will assist students preparing for the helping professions in becoming knowledgeable and comfortable with the idea that human service workers of today and tomorrow must be capable of readying their organizations for constant change. As future leaders in the human services, student will become familiar with the forces and trends of change that affect the field and learn through the comparative study of leadership theory and local initiatives how they might successfully guide the profession through the transitions that lie ahead.
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The focus of this course is providing students with an overview of career opportunities in human services and the responsibilities professionals find themselves accountable for in this vast vocational domain. There will be an in-depth examination of the many aspects of public agencies and accompanying leadership demands. A client-centered and strategic approach to agency functions is stressed for fulfilling all levels of duties. Special attention is given to the development of one's own philosophy and style of working within human services.
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Interrelationship of theory and practice explored in class seminar and field placement. Social, cultural, historical, economic and political factors guiding practice within field setting. Students must obtain approval of proposal for field experience from their faculty adviser in the semester before registering for the practicum. Prerequisites: HDEV 200 and HDEV 300.
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The purpose of this course is to provide students interested in the field of student affairs with a range of experiences and topics that will, in some ways, be beneficial to their success as future practitioners. In particular, this course will consist of several components, followed by field interviews that will complement and enhance the readings and classroom discussions. By taking this course students are preparing themselves to be knowledgeable, reflective, and informed about practical issues or encounters that they are likely to experience in their current or future work in higher education.
A learning experience integrating theory with practice in a health, human service, criminal justice, community, education, non-profit or business setting. Consent of instrucotr and approval of department required. Open only to matriculated students in the Department of Human Development.
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Individual research of special topics not offered elsewhere in the curriculum. Demonstrated academic ability and approval of proposed subject matter are required. Open only to matriculated students in the Department of Human Development. Consent of instructor and approval of department required.
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