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PS 221 Adolescent Psychology
Johnson, Andrew T.


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

FA 2010 HO

Faculty

Johnson, Andrew T.

Title

Professor of Psychology

Office Location

MA 220

Office Hours

Mon (10 - 11am; noon – 1p), Wed (10 - 11am); Fri (10 - 11am);

Daytime Phone

816.584.6722

E-Mail

ajohnson@park.edu

Web Page

http://parkonline.org

Semester Dates

Aug 16 - Dec 10

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Credit Hours

3


Textbook:
Santrock, J. (2010), Adolescence (13th edition). McGraw-Hill  ISBN – 978-0-07-337067-5

Additional 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.
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/.


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

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

  • Summarize, compare, evaluate and apply the theories and contexts of adolescent development. (Program Competency 1 & 4)
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.2.1 knows and identifies child/adolescent development;
    SPAs

    NMSA 1.K1, 1.K2, 1.K5, 1.K6, 1.K7,

  • Describe and explain the biological, cognitive, social, emotional, and personality processes of adolescent development. (Program Competency 1)
    MoSTEP
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.4 knows theories of learning.
    SPAs

    1.K1, 1.K2, 1.K5, 1.K6, 1.K7

  • 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)
    MoSTEP
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.9.1 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;
    SPAs

    NMSA 1.K1, 1.K5, 1.K6, 1.K7, 2.K4, 6.K1, 6.K2, 6.K3, 7.K8

  • 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)
    MoSTEP
    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.
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    SPAs

    5.P5, 7.K3, 7.K6, 7.K9

  • Explain why the study and understanding of adolescent development has value for one's personal use. (Program Competency 8)
    MoSTEP
    1.2.2.1 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.
    SPAs

    NMSA 5.P5, 7.K2, 7.K5, 7.P1, 7.P2, 7.P4

  • Identify public policy that influences the lives of adolescents. (Program Competency 3, 9 & 10)
    MoSTEP
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    1.2.10.1 participates in collegial activities designed to make the entire school a productive learning environment;
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs

    NMSA 1.K8, 7.K4, 7.D3, 7.P5



    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:

    A variety of methods, e.g.,exams, observations, writing assignments will be used to assess the learning that occurs in this course. 
     
    1. Core Assessment: Development Paper (CA) - see above description -  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 – Times New Roman) excluding title page, references, and appendices.
    Total points for paper = 100
     
    1. Written Assignments: During the course of the semester you will be required to complete two written projects.  

    ·         Assignment 1Naturalistic 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

    Total points for assignments = 50
     
     
    1. Exams: There will be a total of 3 exams (including the final). The exams will consist of multiple choice questions. The final exam will cover only the material after exam 2. The dates for the exams are listed in the reading assignment section. This is a tentative schedule and any change from this schedule will be announced in class. The exams will be worth a total of 50 points each. Make-ups for the exams will be given only to those who have scheduled a test time before that exam. Note: the questions and format of make-up exams may be different than regular exams.
             Total points for the exams = 150
     
     

    Assessments

    Points

    %

    Development Paper (CA)

    100

    33.33

     

    Assignments

    50

    16.66

    Asn 1

    (25)

    8.33

    Asn 2

    (25)

    8.33

     

    Exams

    150

    50

                 Exam 1

    (50)

    16.66

                 Exam 2

    (50)

    16.66

                 Exam 3

    (50)

    16.66

    Total 

    300

    100

    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.

     
    Points (total = 300)

    Grade

    270 - 300

    A

    240 – 269

    B

    210 - 239

    C

    180 – 209

    D

    Below 180

    F

     

     

     

     
     

    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.)

     
    Week

    Topic

    Chap

    Assignments

    1. Aug 16

    Introduction/ Careers

    1

     

    2. Aug 23

    Biological Foundations

    2

     

    3. Aug 30

    Cognitive Develop

    3

     

    4. Sept 6

    Self, Identity, Personality

    4

     

    5. Sept 13

    Exam & Applications

     

    Exam 1 (Tues – Sep 14)

    Assignment 1 due by Sep 16

    6. Sept 20

    Gender

    5

     

    7. Sept 27

    Sexuality

    6

     

    8. Oct 4

    Moral Development/ Values

    7

     

    October 9 – 17  Fall Break

    10. Oct 18

    Families

    8

     

    11. Oct 25

    Exam & Applications

     

    Exam 2 (Tues Oct 26)

    Assignment 2 due by Oct 28

    12. Nov 1

    Peers/ Romantic Relations

    9

     

    13. Nov 8

    Schools

    10

     

    Thursday November -11 - No Class Veteran’s Day

    14. Nov 15

    Achievement/ Work

    11

    Paper due by Thurs Nov 11

    15. Nov 22

    Culture

    12

     

    Thursday November -25 - No Class Thanksgiving

    16. Nov 29

    Problems

    13

     

    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.

    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 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 .



    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:8/10/2010 7:40:34 PM