PS 221 Adolescent Psychology
S2T 2007 DLA
Snipes, James E.
MA, Counseling, Ball State University, Muncie, IN 1983MS, Clinical Psychology, St. Mary's University, San Antonio, TX 1979BA, Psychology, University of Nebraska, Omaha, NE 1970
Office link located under Course Home
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19 Mar - 13 May 2007
Santrock, J. W. (2006). Adolescence (11th Ed.). New York: McGraw-Hill.
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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
PS221 – Adolescent Psychology – Core Assessment
Research Paper (Core Assessment): Each student will conduct five 3 hour observations/interviews with adolescents in various stages of their development. One topic area will be about the view of adolescents in different cultures in and out of the United States and another will be about how public policy affects adolescents. The following table will show what stages will be required:
Minimum Duration of Observation/Interview
Early Adolescence (10-13)
Late Adolescence (18-22)
Adolescence and Family
Public Policy - Adolescent Development
Views of Adolescent Development in different cultures.
These observations can occur in any setting where adolescents can be found. When interviewing, be sure to have your questions developed before the interview. Each student will be required to write a paper that will be an analysis of their observations. Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes. The 3 hours used for the observation and interview need to be recorded. Each paper will need to be double-spaced. Each paper will need to use APA style when citing references and will need an APA style references list. Each paper will need to have 7 references including the textbook. Three of the 7 references will need to be empirically-based research reports from a refereed professional journal. The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited. Each student will need to identify a research question based on their observations and literature search. They will propose a plausible developmental research question based on their observations. They will then suggest a possible developmental research design that they could use to investigate the research question and discuss why that design was selected. The research questions and design section need to be a small part of the paper. They need to be a seamless part of the paper and not a separate section. This paper will be more successful it the student will develop an arguable claim (thesis statement) in the area of adolescence and then use the observation/interviews and the literature as evidence to back up the arguable claim. This is one paper that covers the content outlined in the matrix above. If the student has observations/interviews that do not apply to the arguable claim, then the student should not use it in the body of the paper, but they must include it with the rest of their observations in the appendix at the back of the paper. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
Link to Class RubricClass Assessment:
Essay Examinations: There will be 3 Essay Examinations administered during the semester. Each student will be given 4 essay test questions in an examination. Each student is allowed to use their textbook and other materials while completing the test. Each answer will need to be typed and double-spaced. Each answer should include an introduction, an analysis, and a conclusion. This being said, there will be more paragraphs than three per answer. Unless offering your own opinion (only a small amount of opinion allowed), you will be using sources from your textbook, the Internet, and from the literature. When you use information from another source in a paragraph, you should cite (APA Style) that source and include it in a references section at the end.
When the instructor receives the test, they will randomly select 2 of the 4 questions for grading. These 2 questions will be used to evaluate the student's performance and will be worth up to 50 points each. Each quiz will be worth up to 100 points for a total of 300 points possible for all three tests.
The break down for grading each essay will be as follows:
Focus (arguable claim, original idea, & clear controlling idea) 20 Points.
Development (full discussion, smooth style, & personal experiences) 10 Points
Organization (smooth transitions, clear paragraphing, & logical sequence of topics) 10 Points
Mechanics (proper grammar, punctuation, and spelling) 10 Points
Vocabulary Test: Each student will be given a vocabulary list. They will be required to obtain the definition out of the assigned textbook. A vocabulary test will be administered at midterm and as a final (comprehensive & Proctored). This test will be in a multiple- choice format. There will be 50 definitions with words to select the correct word from. Each test will be worth up to 100 points with 200 points possible for both tests.
In preparation for preparation each student will be required to put vocabulary words on one side of a 3" x 5" card and the definition for each word on the other side of the corresponding card. Three times per week, each student will find a partner of their own choice where they live. Each student's partner does not have to be from the class. The student, while holding the pile of cards, looks at the word, says the word, and passes the card to their partner. Once the partner has the card and can read the definition, the student will say the definition from memory. The partner will put the card in one of three piles. One pile will be for those that are correct, the second pile will be for those words that the student passed (chose not to answer), and the third pile will represent the words that were answered but incorrectly defined. After a 2-minute trial, the student then shuffles the cards and then starts again. Repeat.
Each student will need to complete 3 trials per week. These trials are designed to assess your learning not to be your only exposure to the vocabulary words. Each student will have to memorize apart from the vocabulary trials. Students will then record their score on the Vocabulary Trials Checklist, which will be provided.
This checklist will allow the student to track their progress with vocabulary words. Students will record their scores on the Vocabulary Checklist that has been provided under Course Home. When it is time to send in your trial scores, go to the drop box in the gradebook. Attach the vocabulary checklist with your scores.
It is best for the student to submit a running record of their scores. In other words, simply save the scores each week and list each week as you go. Each student will be given 5 points per score that is submitted in the gradebook. Each vocabulary trial will be for a 2 minute timed trial and the student is to give as many correct definitions as they can in a 2- minute time period. There will be worth up to 120 points for the vocabulary trials.
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 a research paper. The paper will integrate the weekly observations/interviews. (See Core Assessment). The paper will require 7 references for evidence. Three of these references must be research (empirical) articles. The weekly oservations/interviews will be attached to the research paper as an addendum. The research paper is due week 7.
The research paper will be worth up to 300 points. The grading break down will be as follows:
APA Style (cover page, writing style, citation of evidence, & reference page) 60 Points
Focus (arguable claim, original idea, clear controlling idea, & sufficient references) 60 Points.
Development (full discussion, smooth style, & personal experiences) 60 Points
Organization (smooth transitions, clear paragraphing, & logical sequence of topics) 60 Points
Mechanics (proper grammar, punctuation, and spelling) 60 Points
The grading break down will be as follows:
First Paper Topic & Rationale 10 Points
Second Paper Topic & Rationale 10 Points
Third Paper Rationale 10 Points
Didactic Discussion: Each weekly Didactic Discussion will begin on Monday and end on Thursday. Each student will be expected to select 3 questions from a series of discussion questions posted each week for each chapter. That means if there are 2 chapters listed for a particular discussion, the student will have to discuss 6 questions. These questions will be about materials in Santrock (2006) and will be designed to assess your attention to the textbook materials. Each answer needs to contain information from Santrock (2006) and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature.
Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. The student can earn up to 30 points for each weekly discussion broken down as follows:
First Source 10 Points
Second Source (Outside of Textbook) 10 Points
Addressed each question or topic sufficiently 10 Points
Didactic Responses: Each Didactic Response will be due on Thursday of each week. Each student will be expected to respond to two fellow student's Didactic Discussions with one objective, which is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion.
Each Didactic Response will be worth up to 5 points each. 1st Response (To a Class Member's Didactic Discussion) - Addressed Prime Question 5 Points.
Second Response (To Another Class Member's Didactic Discussion) - Addressed Prime Question 5 Points for a total of 10 Points
Application Discussions: Each weekly Application Discussion will begin on Thursday and end on Saturday. Each student will be will be expected to respond to a realistic scenario that will be posted each week. Your discussion answer should use the information and vocabulary you have come to learn while writing your Didactic Discussions. Each answer needs to contain information from Santrock (2006) and information from outside the textbook.
This could include PowerWeb, a website, or the scientific literature. Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. Each student can earn up to 20 points for each weekly response broken down as follows:
First Source 10 Points
Second Source (Outside of Textbook) 10 Points
Application Responses: Each Application Response will be due on Saturday of each week. Each student will be expected to respond to two fellow student's Application Discussions with one objective, which is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion.
Each Application Response will be worth up to 5 points each. 1st Response (To a Class Member's Application Discussion) - Addressed Prime Question 5 Points.
Second Response (To Another Class Member's Application Discussion) - Addressed Prime Question 5 Points for a total of 10 Points
Essay Examination (3) 300 Points
Vocabulary Tests (2) 200 Points
Vocabulary Trials (8) 120 Points
Research Paper (1) 300 Points
Research Proposal 30 Points
Didactic Discussions (8) 240 Points
Didactic Responses (16) 80 Points
Application Discussions (8) 160 Points
Application Responses (16) 80 Points
Total 1510 Points
59% and below F
Late Submission of Course Materials: Each week's work must be completed by the end of the week (Sunday at midnight Mountain Time). No credit will be received for work turned in after the week it was due., unless you have contacted be before the due date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for late work. Late work is to be the exception and not a persistent pattern. There is no extra credit in this class, so it is important to complete the work during the time frame expected.
Classroom Rules of Conduct:
A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term and there is a deadline each week for that week's assignments. Assignments posted after the weekly deadline will not receive credit.
Rules for On-Line Participation: The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students. All e-mails sent to the instructor and other students must include: PS221, purpose of e-mail, and student's full name in the subject line of the e-mail. E-mails without this information will be returned without being read. Students are required to use Pirate Mail for online classes. All information concerning the class will be sent through Pirate Mail. Students are expected to complete at least 5 hours per week logged onto the classroom in online activities. Other activities such as completing assignments, sending/receiving e-mails, exploring the text website, and conducting research will be in addition to this. Students need to remember that this is an accelerated course (covering a semester of materials in 8 weeks) and during the 8 weeks, it is anticipated that you will spend an additional 10+ hours per week completing course assignments. All students will participate in discussions through responses.
Conventions of on-line-etiquette include courtesy to all users. This is expected in this class. Students should have current anti-virus software and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility.
It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students. All assignments need to be submitted by posting assignments in the classroom threads or into the dropbox. If it becomes necessary for an assignment to be sent via e-mail or FAX, arrangements need to be made before the assignment is due.
Please read the Syllabus! E-Mail Procedures General e-mail: When sending an e-mail, you must identify yourself by: PS 221 Purpose of the e-mail Full Name It is required that you use Pirate Mail for your online class. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable. All e-mail sent to me needs to be copy/pasted. No attachments will be accepted due to the risk of viruses.
Online Etiquette/Courtesy Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning. Here are online references that discuss online writing http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html. If you have questions about any of these policies, please contact your instructor for clarification.
Course Topic/Dates/Assignments: Week 1 - Chapter 1 Introduction
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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 .
My name is James Snipes (please address me as Jim) and I will be your instructor for the next eight weeks.
Since we are all living in cyberspace (for now) I should tell you that I'm coming to you from Dayton, OH which means I am currently in the Eastern Standard Time Zone- so please make note of that for if and when you call me :-)
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 lessons.
Last Updated:3/1/2007 9:36:43 PM