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PS 221 Adolescent Psychology
Crowe, Jordyn-Grace M.


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

U1M 2010 CH

Faculty

Galley, Donna J.

Title

Senior Instructor of Psychology, Sociology, & Communications (Adjunct Faculty)

Degrees/Certificates

M.A.  Psychology/Graduate Minor in Social Work - SUNY Buffalo
B.A. Psychology with Honors, Cum Laude -  SUNY Buffalo
A.A. Liberal Arts Social Sciences - Erie Community College South

Office Hours

Gladly by appointment or Via Virtual Office Hours (Email or Phone).

Daytime Phone

(252) 444-1711

Other Phone

(252) 466-2655

E-Mail

donna.galley@park.edu

djgalley@yahoo.com (please use this address)

Web Page

http://parkonline.org

Semester Dates

Summer, 2010

Class Days

--T-R--

Class Time

4:45 - 7:15 PM

Prerequisites

None.  PS 101 strongly suggested.

Credit Hours

3


Textbook:
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REQUIRED TEXTBOOK:

Adolescence (2010) by John W. Santrock, 13th Ed.  New York:  McGraw-Hill.  ISBN:  978-0-07-337067-5

Please purchase the current edition of this textbook.

John W. Santrock's textbooks are colorful, enjoyable to read, and contain a wealth of practical information.

We recommend that students purchase their books from the Park University bookstore ASAP.  Not sure how?  Call the Park University Cherry Point office at 466-2655.

"Students are expected to have their books on the first night of class.  Instructors cannot and will not delay classes because of students not having their books."   - Campus Director Ivy Prior

If you decide to purchase your book from another online source, beware of vendors who do not list the year or the edition.  Chances are, the book is out of date.  Many online vendors rely on private sellers who do not promise when the book will ship.  Some Park students have waited weeks to receive their books.

Check out textbook rentals if your want to save $.  Search Google for further information. 

If you are not a good reader, do not like to read, or do not have time to read...do not take this course.

Reading assignments and dates appear in your syllabus and should be completed before class...not after.

Do NOT attempt to take this course without a textbook.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

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CLASS SUPPLIES:

Please purchase a standard, college-ruled, spiral notebook for note-taking, and a sturdy plastic folder with at least two pockets to hold handouts.  Include several blue or black ink pens and one yellow or orange highlighter.  

Please bring your class supplies and your textbook to class on the first day and every class meeting.

Check your email regularly for updates about course activities.  Email me anytime if you have questions or concerns.

Our course has a companion website, which should be up and running fully during the second week of class.  It will allow you to keep track of your assignments and grades.  Please visit the website twice a week.

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.
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.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.apa.org
http://www.psychologytoday.com
http://www.gottman.com

Course Description:
PS 221 Adolescent Psychology: (EDM/EDS 221) 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  

Is adolescence a period of storm and stress?       

Or is adolescence a period of wonder, identity search, romantic love, and idealism?             

Join us!  And find out more about the current world of adolescents.  

Educational Philosophy:

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WELCOME TO PS 221 -  ADOLESCENT PSYCHOLOGY!

Adolescent Psychology is a very popular course among Park students and may be helpful to parents who want to better understand their teens!


My name is Donna J. Galley, M.A., and I will be your instructor 

Your instructor's educational philosophy is one of shared interaction based on lectures and discussions, reading assignments, demonstrations (for which class participation is necessary), quizzes, videos/DVDs, and writing, and creative assignments.  I am eager to get to know each student personally.  My goal is to engage each learner in the lively exploration of ideas, issues, self, and contradictions.  Class members are encouraged to share their experiences and impressions as they relate to course content.

Learning Outcomes:
  Core Learning Outcomes

  1. Summarize, compare, evaluate and apply the theories and contexts of adolescent development. (Program Competency 1 & 4)
  2. Describe and explain the biological, cognitive, social, emotional, and personality processes of adolescent development. (Program Competency 1)
  3. Critically examine such topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development and problems in adolescence. (Program Competency 1, 4, 5, & 6)
  4. Demonstrate high quality written and/or oral communication skills through interaction with other students and the instructor utilizing the terms and concepts of adolescent psychology. (Program Competency 4 & 7)
  5. Explain why the study and understanding of adolescent development has value for one's personal use. (Program Competency 8)
  6. Identify public policy that influences the lives of adolescents. (Program Competency 3, 9 & 10)


  Instructor Learning Outcomes
  1. An appreciation of many of the ways Adolescent Psychology applies to your everyday life and your understanding of self and others.
Core Assessment:

This assignment will give you the opportunity to research, analyze, and evaluate a program that has been designed to either prevent adolescent problems or enhance adolescent development. You will apply the theories and concepts you have learned throughout the term to this evaluation. You will use various sources of information including empirical articles, and the Internet. The paper will be formatted in APA style, double-spaced and 6-9 pages in length (1- inch margins, 12-point font) excluding title page, references, and appendices. The questions posed below are suggestions and should be used as a guide to your writing – substitutions and additions are welcome.

The paper should include the following sections:

I.          Introduction to the paper

II.         Describe the program you have chose for analysis in detail – include:

                        The context of delivery,

                        The population that it services (specific attention to cultural relevance),

                        The type of funding the program receives,

                        The goals of the program, etc.

III.       Background on why this program is important for adolescent development.

                        What theories apply to this topic?

                        What concepts apply to this topic?

                        What developmental tasks does this program address?

                        What are the cultural implications of this issue?

                        How does this program help adolescents develop in healthy ways?

IV.       Empirical research on this program and similar programs

                        What studies have been done on this program if any?

                        What studies have been done on similar programs?

                        What studies say about how this type of program should be set up, etc.?

V.        Your own evaluation of this program

                        What are the strengths of this program?

                        What are the weaknesses of this program?

                        How would you change this program to better service the needs of adolescents?

Link to Class Rubric

Class Assessment:

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7 Quizzes -  About every week, a quiz will be given at the beginning of class on previously covered material, so it is fresh in your mind.  The content will consist mainly of one or two topic areas.  Each quiz is worth 25 points and will include one extra credit questions.  Questions will be multiple choice, short answer essay, long answer essay, and fill in the blank questions.  No books or notes may be used.  Quizzes will be given at the beginning of class.    Following the quiz, we will begin a new topic area.

Core Assessment Research Paper:  All PS 221 students are required to complete the Core Assessment Research Paper assignment designed by the main campus faculty.  The goal for you is to follow the explicit instructions provided within your syllabus, explore a program that serves the needs of adolescents, and present a thoughtful, and coherent paper in APA format.  I am a resource for you in learning to write a 200-level paper in APA style.  Start early!    This assignment is worth 100 points.

Creative Project:  Express yourself by incorporating what you've learned into a creative project (with instructor approval).   Would you like to give a class demonstration?  Would you like to design a t-shirt, poster, banner, button, or collage?  Would you like to try your hand at an afternoon of service learning and share your experience with your class?  Your project is worth 25 points.  

Class Participation -    -  Students are expected to demonstrate their preparation for class through class participation.  Please read the assigned pages before class and be prepared to discuss them and take part in class activities.  All students should arrive for class with their books and class supplies.  Be ready to take notes. Of course, you must be present to earn class participation points.  Class participation is worth 25 points.

EXTRA CREDIT:  Students may earn a maximum of 10 points of extra credit by donating pet food and pet care products for the Havelock Animal Shelter.  Donation Requests:  A pallet of canned dog or cat food; a large bag of dog or cat food; a large box or bag of clumping or odor blocking cat litter for multiple cats.  A large jug of Bleach is also welcome for cleaning dog kennels.    

Grading:

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7 Quizzes = 25 points each = 175 points
Core Assessment Assignment = 100 points
Creative Project = 25 points
Class Participation = 25 points
+_________________________________________
TOTAL =  325 Points

QUIZZES, CREATIVITY PROJECT, CLASS PARTICIPATION
A = 25-23 points
B+ = 22 points
B = 21-20 points
C = 19-18 points
D = 17 points
Below Passing = Below 17 points

CORE ASSESSMENT ASSIGNMENT:
A = 100 - 90 points
B =   89 - 80 points
C =   79 - 70 points
D =   69 - 65 points
Below Passing = Below 65 points

To calculate your final grade, divide the number of points you earned by the total number of points available (325 points) and move the decimal place.

Here is the final grading scale:

100 - 90 points = A
 89  - 80 points = B
 79  - 70 points = C
 69  - 65 points = D
Below 65 = Below Passing

Late Submission of Course Materials:

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Technology is a wonderful thing...until it lets you down when you have a deadline.  Computers crash and printers run out of ink or paper.  Begin your Core Assessment Writing Assignment early  and save all work.  

Backup your hard drive.  Use virus protection.  Keep extra ink and paper on hand.   Print out a back up hard copy of your paper and put it in a safe place.  If you work on a computer which is not your own, remember to save your work to your thumb drive.

Be present on time on quiz nights.    If you miss a quiz, please contact me by email.  You can take the quiz at the Park University office if you hurry there and take it before all the quizzes are returned to the class.  Don't let it become a habit!  

After the quizzes have been returned, if you have a legitimate written excuse, you will be allowed to take a make up quiz.  Make up quizzes are more challenging and usually in essay form.  You have one week to complete a make up quiz written specially for you.

"I can't take the quiz tonight.  I was absent last time."

Choose a classmate on day one or two who agrees to be your CLASS BUDDY.  If one or the other of you is absent, call or email your class buddy for notes.  If I hear you are a poor class buddy, it could cost you participation points.  Expect to a take a quiz on the scheduled evening, unless you have a legitimate written excuse.

If you suffer from test anxiety , discuss it with me.

Procrastination...zzzzzzzzzzzzzzzzzzzz...I'll do it tomorrow!  

Late Core Assessment Writing Assignments will lose 5 points per class.  

"What if I can't make it to class that day??"

If you are SIQ, in the ER, or hospitalized, a family member is seriously ill or hospitalized, or you are on TAD, please ask for a note from the appropriate medical or military superior.  If you know in advance that you can't attend class on due day, turn it in early or send a family member or friend to deliver your paper.

Creative Projects:  will lose 3 points per class.  You can do it!  

I am happy to accept any papers or projects early!  

Classroom Rules of Conduct:

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In order to ensure an atmosphere conducive to learning for all, cell phones  will be turned off while in class. Emergency exceptions to this policy must be cleared with me prior to a class period.  You may be asked to hand the instructor your cell phone or portable electronic device or be asked to leave if your cell phone goes off during class.  No iPods or ear buds during class.    Do not text message or tweet during class.  

Eating and drinking in the classroom are permitted provided you clean up after yourself and are considerate of others.   

(Bringing your instructor an occasional mocha latte from Dairy Queen or a mocha chilled coffee beverage from McDonald's would be most appreciated!    And YES, I will gladly reimburse you!)

Course Topic/Dates/Assignments:

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Here is Our Course Schedule:

Week 1/Tues:  Orientation
Week 1/Thurs: Chapter 1 - Introduction and Appendix 
Week 2/Tues: QUIZ 1
Week 2/Thurs: Chapter 2 - Puberty & Health
Week 3/Tues: QUIZ 2
                                Chapter 3 - Cognitive Development
Week 3/Thurs: Chapter 4 - Identity & Personality
Week 4/Tues:           QUIZ 3
                                Chapter 5 - Gender
Week 4/Thurs:          Chapter 6 - Sexuality
Week 5/Tues: QUIZ 4
                                pp. 250 -262 - Religion
Week 5/Thurs:          Chapter 8 - Families
Week 6/Tues:            QUIZ 5
                                 Chapter 9 - Peers & Romantic Relationships 
Week 6/Thurs:           Chapter 10 - Schools
                                 Creative Projects Due            
Week 7/Tues:             QUIZ 6
                                  Chapter 11 - Achievement & Careers             
Week 7/Thurs:            Core Assessment Assignment Due  
Week 8/Tues:   Chapter 13 - Adolescent Problems 
Week 8/Thurs:   QUIZ 7
  Celebrate Our Learning!  

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 2009-2010 Undergraduate Catalog Page 92
Cheating on quizzes, or helping others cheat, will not be tolerated.

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 2009-2010 Undergraduate Catalog Page 92
Plagiarism Policy -  Plagiarism will result in a grade of zero for the paper and most likely as "F" in the course.  Plagiarism can get you kicked out of school.  If you are not sure what constitutes plagiarism, ask me.  I also recommend that you check out web sites such as plagiarism.org or turnitin.com.

Forgetting to put quotation marks around a verbatim sentence or paragraph is also plagiarism, even if you include the source.

Having someone else write your Core Assessment Assignment for you or buying/borrowing someone's assignment and claiming it is your own work also constitutes plagiarism.

DO NOT USE WIKIPEDIA!

Do your own work.  Give credit to other writers where credit is due.

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95
In order to succeed in this class, it is highly recommended that you attend all class sessions and complete all assignments on time.  In the past, students who did not attend the majority of the classes earned very low grades and frequently flunked.  It's up to you!

Park University does not consider Personal Leave or Vacation a legitimate or excused absence.  If you expect to miss many classes, it may be better to take this course at another time.  Emergency Leave is always respected and excused.

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 .
If you have a hidden medical condition for which you might need help in the classroom, please make an appointment with me as soon as possible.  If you have a learning, physical, or emotional disability, for which course adaptations or accommodations may be needed, please speak with me.  Students who request adaptations or accommodations will be asked to furnish Park University with a note from your healthcare provider, addressed to Cherry Point campus director Ivy Prior.

Additional Information:

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Are you overextended?  






Students who try to do too much tend to become stressed out and do poorly in college classes.  







Now is the time to take a good look at the schedule you created.  







Include time for YOU and for the people and personal activities that are important to you.  







YOU matter!  



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Accurately uses 5 or more adolescent psychology concepts





 
Accurately uses 4 adolescent psychology concepts





 
Accurately uses 1-3 adolescent psychology concepts


 





 
Uses no adolescent psychology terms accurately





 
Program description                                                                                                                                                                                                                                        
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Describes program using 3 or more explicit statements.





 
Describes program using 2 explicit statements Describes program using 1 explicit statement Either does not describe program, or description is incoherent and NOT understandable





 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Correctly applies 3 or more relevant theories








 
Correctly applies 2 relevant theories











 
Correctly applies 1 relevant theory











 
Correctly applies 0 relevant theories








 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Cites 3 research articles and shows how the findings support the conclusions  in the paper Cites 2 research articles and shows how the findings support the conclusions  in the paper Cites 1 research articles and shows how the findings support the conclusions  in the paper Fails to provide any evidence from research articles 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Offers a critique of the program including more than 3 strengths and more than 3 weaknesses Offers a critique of the program including 2 strengths and 2 weaknesses











 
Offers a critique of the program including 1 strength and 1 weakness











 
Offers NO reasonable critic of the program  








 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more than 2 suggestions  for improvement to program Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more 2 suggestions  for improvement to program





 
Integration of information from relevant sources to form an  evaluative statement about the program/topic is either not relevant or is incoherent No evidence of integration of information OR no evidence of an  evaluative statement about the program/topic 
Technical Writing                                                                                                                                                                                                                                          
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Student uses APA style throughout the paper with fewer than 3 errors Student uses APA style throughout the paper with 4-6 errors Student uses APA style but has 7 or more errors Student fails to use APA style 
Sources                                                                                                                                                                                                                                                    
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Cites more than 6 relevant sources; 3 of which are peer-reviewed, scholarly sources Cites 5 or 6 relevant sources; 2 of which are peer-reviewed, scholarly sources Cites 4 relevant sources; 1 of which is a peer-reviewed, scholarly sources Cites fewer than 4 relevant sources 
Composition                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Paper has fewer than 2 grammatical errors and is organized and readable. Paper has 1 or 2 grammatical errors and is organized and readable Paper 3 or more grammatical  errors or is not organized and readable Paper has 4 or more grammatical errors or shows little evidence of organization or readability 
Component                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Paper length is 9 or more pages (title and reference pages are additional) Paper length is 6-8 pages (title and reference pages are additional) Paper length is 4-6 pages (title and reference pages are additional) Paper length is less than 4 pages (title and reference pages are additional) 
Other Literacies-Cultural Implications                                                                                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Integrates 2 or more relevant cultural implications Integrates  1 relevant cultural implication Mentions only irrelevant cultural  implications No mention of cultural implications 

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Last Updated:6/7/2010 11:30:00 AM