PS 221 Adolescent Psychology
FA 2010 HO
Johnson, Andrew T.
Professor of Psychology
Mon (10 - 11am; noon – 1p), Wed (10 - 11am); Fri (10 - 11am);
Aug 16 - Dec 10
10:10 - 11:25 AM
Textbook: Santrock, J. (2010), Adolescence (13th edition). McGraw-Hill ISBN – 978-0-07-337067-5
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Educational Philosophy: My educational philosophy is based on using a variety of methods in learning, focusing on student engagement. Lectures, demonstrations, participation activities, readings, group work, class discussion, examinations, writing, and use of the Internet and technology are significant components of this learning process. Students will be required to analyze, critique, evaluate information, and apply it to their own lives.
Learning Outcomes: Core Learning Outcomes
MoSTEP1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.22.214.171.124 knows and identifies child/adolescent development;
SPAsNMSA 1.K1, 1.K2, 1.K5, 1.K6, 1.K7,
NMSA 1.K1, 1.K2, 1.K5, 1.K6, 1.K7,
MoSTEP126.96.36.199 knows and identifies child/adolescent development;188.8.131.52 knows theories of learning.
SPAs1.K1, 1.K2, 1.K5, 1.K6, 1.K7
1.K1, 1.K2, 1.K5, 1.K6, 1.K7
MoSTEP184.108.40.206 knows and identifies child/adolescent development;220.127.116.11 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
SPAsNMSA 1.K1, 1.K5, 1.K6, 1.K7, 2.K4, 6.K1, 6.K2, 6.K3, 7.K8
NMSA 1.K1, 1.K5, 1.K6, 1.K7, 2.K4, 6.K1, 6.K2, 6.K3, 7.K8
MoSTEP1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.18.104.22.168 models effective verbal/non-verbal communication skills;22.214.171.124 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
SPAs5.P5, 7.K3, 7.K6, 7.K9
5.P5, 7.K3, 7.K6, 7.K9
MoSTEP126.96.36.199 knows and identifies child/adolescent development;1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
SPAsNMSA 5.P5, 7.K2, 7.K5, 7.P1, 7.P2, 7.P4
NMSA 5.P5, 7.K2, 7.K5, 7.P1, 7.P2, 7.P4
MoSTEP188.8.131.52 uses resources available for professional development;184.108.40.206 practices professional ethics.220.127.116.11 participates in collegial activities designed to make the entire school a productive learning environment;18.104.22.168 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
SPAsNMSA 1.K8, 7.K4, 7.D3, 7.P5
NMSA 1.K8, 7.K4, 7.D3, 7.P5
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 RubricClass Assessment:
· Assignment 1: Naturalistic Observation (25 pts) - The first project is a naturalistic observation of a group of adolescents, e.g., at the mall, fast food restaurant, or a sporting event, and describe the behaviors observed and insights about the observation.
The Due date for this is by Thursday September 16th.
· Assignment 2: Interview (25 pts) - The second project is to conduct an interview with an adolescent and write a description/ evaluation of the interview.
The Due date for this is by Thursday October 28th.
Development Paper (CA)
Grading: The course grade is determined by the total number of points from papers and exams. Grades will be based on percentage cutoffs, i.e., 90 % and higher = A, 80-89 % = B, 70-79 % = C, 60-69 % = D, and less than 60 % = F.
270 - 300
240 – 269
210 - 239
180 – 209
Late Submission of Course Materials: Late papers will receive half credit. No course assignments will be accepted after the last regular class meeting.
Classroom Rules of Conduct: · I expect all students to arrive on time and remain in the classroom except for emergencies.
· No food or drink is permitted in the classroom.
· Turn your cell phones off or to vibrate and use of camera phones is prohibited.
· Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a disk, a hard drive, and print out paper copies for backup purposes.
· Submission of papers written for other classes is not acceptable. I expect that each paper you submit in this class is a unique paper created by you. Violation of this will result in a failing grade for the assignment.
Course Topic/Dates/Assignments: (The Instructor reserves the right to amend this Schedule based on the progress of the course and the needs of the students.)
1. Aug 16
2. Aug 23
3. Aug 30
4. Sept 6
Self, Identity, Personality
5. Sept 13
Exam & Applications
Exam 1 (Tues – Sep 14)
Assignment 1 due by Sep 16
6. Sept 20
7. Sept 27
8. Oct 4
Moral Development/ Values
October 9 – 17 Fall Break
10. Oct 18
11. Oct 25
Exam 2 (Tues Oct 26)
Assignment 2 due by Oct 28
12. Nov 1
Peers/ Romantic Relations
13. Nov 8
Thursday November -11 - No Class Veteran’s Day
14. Nov 15
Paper due by Thurs Nov 11
15. Nov 22
Thursday November -25 - No Class Thanksgiving
16. Nov 29
Final Exam (Exam 3) – Tuesday December 7th – 10:15a – 12:15p – C1N (over Chapters 9-13)
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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:8/10/2010 7:40:34 PM