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PS 221 Adolescent Psychology
Snipes, James E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 221 Adolescent Psychology

Semester

U1HH PA

Faculty

Snipes, James E.

Title

Adjunct Faculty

Degrees/Certificates

MA, Counseling, Ball State University, Muncie, IN  1983
MS, Clinical Psychology, St. Mary's University, San Antonio, TX  1979
BA, Psychology, University of Nebraska, Omaha, NE  1970

Office Location

TBA

Office Hours

TBA

Daytime Phone

937-236-6579

E-Mail

James.Snipes@pirate.park.edu

Semester Dates

29 May - Jul 30 2006

Class Days

Wednesday

Class Time

5:30PM - 10:30PM

Prerequisites

None

Credit Hours

3


Textbook:
Santrock, J. W. (2005). Adolescence (10th Ed.). New York: McGraw-Hill


Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Student Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.

Advising - Park University would like to assist you in achieving your educational goals. Your Campus Center Administrator can provide advising to you, please contact them for assistance.  If you need contact information for your Campus Center, click here.

Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.


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Course Description:
Developmental factors and problems common to the period from puberty to adulthood.  Topics include:  self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development.  3:0:3

Educational Philosophy:
This course focuses on the physical, intellectual, emotional, and social developmental patterns during the time in life between puberty and freedom from parental control. This length of time seems to be lengthening in Western culture. An understanding of the values, behaviors, and social relationships of the adolescent subculture is necessary for facilitating the transition into adulthood and the world of work.

Each week the focus will be on different situations, issues, or problems unique to the teenage developmental process. These ideas will be critically analyzed by the online conferencing discussions, individual research, and public presentations.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of adolescent psychology.
  2. Identify and evaluate factors and problems common to the period from puberty to adulthood.
  3. Identify and explain topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal adolescent development.
  4. Display an understanding of research method used to study adolescents.


Core Assessment:


Research Papers (Core Assessment – Third Research Paper). Each student will be required to pick a topic of interest to them in Adolescent Psychology and obtain approval from the instructor.  Each student will be required write three related papers.  First Research Paper: The first paper will present an arguable claim on a particular topic based on reading one source.  The focus to this paper will be on the biological influences of a developmental process during adolescence.  Second Research Paper:  The second paper will present and arguable claim based on reading a second source.  The focus of this paper will be on the environmental influences of the same developmental process covered in the first research paper.  Third Research Paper:  The third paper will integrate and critically analyze the two views of the first two research papers.  In the conclusion of this paper, the student will ask a research question about the developmental process they have reviewed and they will suggest what developmental research method (outlined in textbook) they would use.  The final paper will require 7 references for evidence.  3 of these references must be research articles of an empirical nature.  Each paper will require observations made of actual children for up to 3 hours and the behaviors noted should relate to the topic covered in the paper.

Link to Class Rubric

Class Assessment:
Research Papers: Each student will be required to pick a topic of interest to them in the area of adolescence and obtain approval from the instructor. Each student will be required to write three related papers. The first will present an arguable claim on a particular topic based on reading at least one source. The second paper will present an arguable claim with an alternative view to the first paper based on reading at least one source. The third paper will integrate and critically analyze the different views on the topic while adding new information. The final paper will require 7 references for evidence. 3 of these references must be research (empirical) articles. Each paper will be worth up to 100 points. The grading break down will be as follows: APA Style (cover page, writing style, citation of evidence, & reference page) 20 Points
Focus (arguable claim, original idea, clear controlling idea, & sufficient references) 20 Points
Development (full discussion, smooth style, & personal experiences) 20 Points
Organization (smooth transitions, clear paragraphing, & logical sequence of topics) 20 Points
Mechanics (proper grammar, punctuation, and spelling) 20 Points

Midterm and Final Examination

Grading:
Midterm and Final Examination (2) 200 Points
Research Papers (3) 300 Points

Total 500 Points



90-100% A
80-89% B
70-79% C
60-69% D
59% and below F

Late Submission of Course Materials:
All assignments (including homework, quizzes, test, term paper and verbal presentation) submitted late will be subject to a 10% reduction in total points assigned and nonsubmission will result in an F for the assignment.

Classroom Rules of Conduct:
Faculty members are expected to dismiss from their classrooms students whose behavior is detrimental to good order in the classroom. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, etc. Students whose behavior, either verbal or written, is detrimental to the good order of Park University may be subject to disciplinary action.

Course Topic/Dates/Assignments:
Week 1 - Chapter1 Introduction
     
Week 2 - Chapter 2 The Science of Development
       Chapter 3 Puberty, Health & Biological Foundations
       

Week 3 - Chapter 4 Cognitive Development
        Chapter 5 The Self,Identity,Emotions&Personality
        Research Paper

Week 4 - Chapter 6 Gender
        Chapter 7 Sexuality
       
Week 5 - Chapter 8 Moral Development
        Midterm Examination  

Week 6 - Chapter 9 Families
        Chapter 10 Peers
        Research Paper
               
Week 7 - Chapter 11 Schools
        Chapter 12 Achievement, Work, and Careers
       
Week 8 - Chapter 13 Culture
        Chapter 14 Adolescent Problems

Week 9 - Research Paper
        Final Examination


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

My name is James Snipes (please address me as Jim) and I will be your instructor for the next nine weeks.

I've been teaching for Park University for a number of years, and am currently teaching more than one course for Park.

I'm a retired Air Force fellow, and have a background in psychology. Along with teaching for Park, I am a psychotherapist at Samaritan Behavioral Health, Inc. in Dayton, Ohio. In this position, I diagnose and treat mental disorders primarily associated with children and adolescents. Hence, I have the opportunity to apply the theories and concepts presented in the textbook for this course on a daily basis. Such a position is very rewarding because it enables me to intervene in situations with clients that sometimes place them on the right course. Rendering a "...and they lived happily ever after" scenario.

My favorite hobby is playing the guitar.  I am currently taking lesson.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
                                                  
Throughout  the paper, the student used:
•8 or more references from the literature.  
•The student cited references that provide evidence from the literature on the topic being examined in the research paper.
•Three of the references should be empirical and refereed research articles.
(20 Points)
 
Throughout  the paper, the student used:
•5-7 references from the literature.  
•The student cited references that provide evidence from the literature on the topic being examined in the research paper.
•Three of the references should be empirical and refereed research articles.
(14 Points)
 
Throughout the paper, the student used:
• 1-4 reference(s) from the literature.  
• The student cited references that provide evidence from the literature on the topic being examined in the research paper.
(10 Points)
 
Throughout the paper, the student did not use any references from the literature.
(6 Points)
 
Analysis                                                                                                                                               
Outcomes
                                                  
•The student investigated 3 or more perspectives in the area of biological influences on adolescent behavior and development.
•The student investigated 3 or more perspectives in the area of environmental influences on adolescent behavior or development.
(30 points)
 
•The student investigated 2-3 perspectives in the area of biological influences on adolescent behavior and development.
•The student investigated 2-3 perspectives in the area of environmental influences on adolescent behavior or development.
(20 Points)
 
•The student investigated 1 perspective in the area of biological influences on the adolescent.
•The student investigated 1 perspective in the area of environmental influences on adolescent behavior or development.
(15 Points)
 
The student did not provide a perspective in the area of biological or environmental influence on adolescent behavior or development.
(9 Points)
 
Evaluation                                                                                                                                             
Outcomes
                                                  
•The student critically compared 3 or more perspectives in the area of biological influences on adolescent behavior or development.
•The student critically compared 3 or more perspectives in the area of environmental influences on adolescent behavior or development.
•The student critically compared the biological or environmental influences on adolescent behavior or development.
(30 points)
 
•The student critically compared 2-3 perspectives in the area of biological influences on adolescent behavior or development.
•The student critically compared 2-3 perspectives in the area of environmental influences on adolescent behavior or development.
•The student critically compared the biological and environmental influences on adolescent behavior or development.
(20 Points)
 
The student critically compared the biological and environmental influence on adolescent behavior or development.
(15 Points)
 
The student did not critically compare any perspective in the area of biological or environmental influence on adolescent behavior or development.
(9 Points)
 
Terminology                                                                                                                                            
Outcomes
                                                  
The student will use 16 or more vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(20 Points)
 
The student will use 10-15 vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(14 Points)
 
The student will use 1-9 vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(10 Points)
 
The student did not use vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(6 Points)
 
Concepts                                                                                                                                               
Outcomes
                                                  
The student correctly used concepts from 3 or more of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(20 Points)
 
The student correctly used concepts from 2-3 of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(19 Points)
 
The student correctly used concepts from 1 of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(10 Points)
 
The student did not correctly use concepts from the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(6 Points)
 
Application                                                                                                                                            
Outcomes
                                                  
The student met expectations and offered a research question that was a natural extension of the literature reviewed in the research paper.
(30 Points)
 
The student successfully developed a research question about adolescent development and offered a plausible developmental research design to use in proving the research question.
(20 Points)
 
The student successfully developed a research question about adolescent development.
(15 Points)
 
The student does not use the principles of operant conditioning, functional assessment, and single-subject design, to manipulate the targeted behavior.
(9 Points)
 
Whole Artifact                                                                                                                                         
Outcomes
4                                                  
The research paper shows a consistent use of APA format with there being no more that 0-4 errors.
(20 Points)
 
The research paper shows a consistent use of APA format with there being no more that 5-7 errors.
(14 Points)
 
The research paper shows a consistent use of APA format with there being no more that 8-10 errors.
(10 Points)
 
The research paper does not show a consistent use of APA format with there being no more that 10 errors.
(6 Points)
 
Component                                                                                                                                              
Outcomes
                                                  
The student meets expectations while including a student developed graphic or table.
(30 Points)
 
The research paper contains the following sections:
•Cover page
•Abstract – summary of Project
•Introduction
•Analysis
•Conclusion
•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.
The research paper will also include the following:
•Focus (arguable claim, original idea, & clear controlling idea)
•Development (full discussion, smooth style, & personal experiences)
•Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
•Mechanics (proper grammar, punctuation, and spelling)
(20 Points)
 
The research paper contains the following sections:
•Cover page
•Abstract – summary of Project
•Introduction
•Analysis
•Conclusion
•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.
(15 Points)
 
The research paper does not contain all of the sections included in the does not meet expectations category.
(9 Points)
 

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Last Updated:4/30/2006 9:30:28 PM