PS 221 Adolescent Psychology
F1T 2007 DL
Ph.D, LPC, LMFT
830-620-7142 (Home and Fax)
Aug 20-Oct 14, 2007
Textbook: Santrock, J. W. (2006). Adolescence (11th Ed.). New York: McGraw-Hill.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Learning Outcomes: Core Learning Outcomes
1. Research Paper (Core Assessment). Each student will write one research paper. Each student will conduct four 3 hour observations with adolescents in various stages of their development. There will be two additional topic areas that each student will need to address. First each student will need to address how public policy affects each period of development and secondly they will need to examine different cultural influences during each developmental period. 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.
The observation can occur in any setting where adolescents can be found. Each student needs to make an arguable claim (thesis statement) that will be the central theme of this research paper. They will then use the observations, class discussions, and literature as evidence to support their arguable claim. Each student will have to focus on the four different developmental periods, public policy, and cultural influences on development as they apply to their arguable claim. The 3 hours used for the observations need to be recorded in a student developed observation sheet. Each paper will need to have the completed observation sheets attached as an appendix. The paper will need to be double spaced. The paper will need to use APA style when citing references and will need an APA style references list. The paper will need to have 7 references including the textbook. 3 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. 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 needs to be a small part of the paper and does not need to be the central theme of the paper. It needs to be a seamless part of the paper and not a separate section. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the rubric below and the Core Assessment Rubric at the end. See the graphic below for a list of paper requirements.
Research Paper Requirements
Differences and similarities between the 7 topic areas are outlined in comparison with the literature.
7 or more references are used from the literature. These references provide evidence from the literature on the topic being examined. Three of the references are empirical reports from a scientific journal.
Each paper consistently uses developmental terms appropriately with less than 5 errors.
The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page.
A student created graph (not a copy of someone else’s graph) is included to make a point to arguer for your arguable claim.
The student develops a plausible research question that is a natural extension of the literature reviewed in the paper. This does not have to be the major theme of the paper, but should be included seamlessly in the paper.
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).
The research paper identified cultural variations found in adult development in relation to the first four topic areas.
The research paper identified public policy issues that affect the first four topic areas.
PS221 Core Assessment Rubric
Exceeds Expectation (2)
Meets Expectation (1)
Does Not Meet Expectation (0)
Analysis & Evaluation Outcomes - 1, 2, 5
Compared and contrasted 5-6 topic areas and corresponding literature. 9 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.
Compared and contrasted 3-4 topic areas and corresponding literature. 7-9 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
Compared and contrasted 1-2 topic areas and corresponding literature. 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.
Application Outcomes - 1, 2, 3, 4, 5
Research paper identified public policy issues and culture variations in views of adult development in the first 4 topic areas.
Research paper identified public policy issues and culture variations in views of adult development in 2-3 of the first 4 topic areas.
Research paper identified public policy issues and culture variations in views of adult development in one of the first 4 topic areas.
Whole Artifact Outcome - 5
The research paper meets expectations while including a student developed graphic or table.
The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page. 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).
The research paper contains the following sections: Cover page, Abstract – summary of Project, Introduction, Analysis, Conclusion, APA formatted references page.
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.
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
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.
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. Three of these references must be research (empirical) articles. Length of paper--about 10-15 pages.
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
Research Proposal: Students will be required to submit a proposal outlining what the topic of their three research papers will be. They will be also required to provide a brief rationale as to why they chose the topics they did for their first two papers and why they think evaluating these two positions in the third paper will be of value. The research proposal will be worth up to 30 points.
The grading break down will be as follows:
First Paper Topic & Rationale 10 Points
Second Paper Topic & Rationale 10 Points
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
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.
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
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:
Classroom Rules of Conduct:
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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 .
Last Updated:7/29/2007 2:47:30 PM