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PS 221 Adolescent Psychology
Davis, Mark


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

U1T 2010 DLA

Faculty

Davis, Mark

Title

Adjunct Faculty

Degrees/Certificates

BS, Psychology, University of Maryland, European Division
MA, Counseling, Webster University, St. Louis, Missouri
Certified by the National Board for Certified Counselors

Office Location

The Hawthorne Center, Waynesville, Missouri

Office Hours

8:00 a.m. to 6:00 p.m. (Central Time)

Daytime Phone

573-528-3671 (if you call, leave a message!)

Other Phone

Fax 573-774-3711

E-Mail

Mark.Davis@park.edu

hawthornecenter@yahoo.com

Semester Dates

U1T 2010

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:
Santrock, J. W. (2009). Adolescence (13th ed.). New York: McGraw-Hill.  ISBN10: 0073370673

Textbooks can be purchased through the MBS bookstore

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:

 

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)


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:

   

1.       Discussion Questions: Each weekly Discussion will begin on Monday and end on Sunday. Each student will be expected to select 2 questions from a series of discussion questions posted each week (one for each chapter). These questions will be about materials in Santrock (2008) and will be designed to assess your attention to the textbook materials. Make sure your posting is based on the readings or supported by psychological research from a documented website or another source. If a resource other than the textbook is used, it must be cited within the text and a complete reference must be added to the end of the posting using APA style formatting. 

DISCUSSION POSTINGS RUBRIC

Answered 2 questions.

5 Points

Spelling, grammar and (optional) correctly cited outside source using APA style.

2 Points

Quality of the postings were:

Up to 3 Points

                 unclear, irrelevant or opinion only

                1 point

                 clear, relevant, but needed more detail.

                2 points

                 elaborate, clear, detailed and relevant.

                3 points

Total possible discussion points for the week

10 points

2.       Peer Responses: Each weekly Discussion will begin on Monday and end on Sunday. You will be required to respond to TWO of your fellow student’s Discussion Postings. These responses need to be logical and based on information gleaned from the discussions. Each student can also clarify or extend the chosen discussion.

PEER POSTING GRADING RUBRIC

Responded to 2 peers by Sunday midnight

2 points

Spelling and grammar

1 point

Quality of the responses were:

Up to 2 points

               weak (i.e., I agree) or did not further the discussion

             1 point

               strong; added to the discussion

             2 point

Total possible peer response points for the week

5 points

3.       Homework Assignments: Each week you will be required to complete homework assignments. Details of these assignments will be given under the week they are due.

4.       Self-Check and Self-Focus: There will be several chances to focus more closely on aspects of the topics we will be discussing.

5.       Bi-Weekly Quizzes: Three weeks during the term you will be required to complete an online quiz.

6.       Program Analysis: This is the same as the Core Assessment talked about in detail above.

7.       Final Essay Exam: Each student is allowed to use their textbook while completing the test. Each answer will need to be typed and double-spaced (if your proctor site has access to computers). Each answer should include an introduction, an analysis, and a conclusion. The break down for grading each essay will be as follows:

Focus (arguable claim, original idea, & clear support for answer)

60 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

20 Points

Mechanics (proper grammar, punctuation, and spelling)

20 Points

Total for each question

100 Points

Grading:
  

You will be able to track your grade throughout the term. Points will be assigned as follows:

Weekly Discussion Postings

 80 Points

Weekly Peer Response Postings

 40 Points

Weekly Homework Assignments

195 Points

Interview

 35 Points

Self-Check/Focus

 50 Points

Quizzes

200 Points

Program Analysis (Core Assessment- Week 7)

200 Points

Final Essay Exam (Week 8)

200 Points

TOTAL

1000 Points

 Final course grades will be determined as follows:
 

A

90-100%

900 points and higher

B

80-89%

800 – 899 points

C

70-79%

700 – 799 points

D

60-69%

600 – 699 points

F

59% and below

599 points and lower

Late Submission of Course Materials:
 

Each week's work must be completed by the end of the week (Sunday at midnight Central Time). No credit will be received for work turned in after the week it was due, unless you have contacted me 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:
 

Course Structure

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.

Computer Issues

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 information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. When sending an e-mail, you must identify yourself by: PS 221, Purpose of the e-mail, & your Full Name. 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.

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

Course Topic/Dates/Assignments:

 

WEEK

CHAPTER

TOPIC

1

1

Introduction

2

2

Puberty, Health and Biology

3

3 & 4

Brain and Cognitive Development & The Self, Identity and Personality

4

6 & 7

Sexuality & Moral Development

5

8 & 9

Families & Peers

6

10 & 11

Schools & Work

7

13

Problems and Emerging Adulthood

8

5 & 12

Gender & Culture


   

Week 1

¨    Introduction Posting

Introduce yourself to the class

¨    Discussion Posting (2 total)

¨    Two Chapter 1 postings

¨    Peer Response Posting (2 total)

¨    Two Chapter 1 postings

¨    Homework (3)

¨    Taking it to the Web- human subjects
¨    Research Design
¨    Finding Scholarly Article

¨    Self-Check

Adolescent “Quiz” (psycbytes)

Week 2

¨    Discussion Posting (2 total)

¨    Two Chapter 2 postings

¨    Peer Response Posting (2 total)

¨    Two Chapter 2 posting

¨    Homework (3)

¨    Taking it to the Web - sleep
¨    Critical Thinking – Heredity & Environment
¨    Risk Taking Behavior

¨    Special Focus

Alcohol effect on the Brain

¨    Topic for Paper Due

Send instructor topic for paper (due Week 7) via email

¨    Quiz 1

Covers Chapters 1-2

Week 3

¨    Discussion Posting (4 total)

¨    Two Chapter 3 postings
¨    Two Chapter 4 postings

¨    Peer Response Posting (4 total)

¨    Two Chapter 3 postings
¨    Two Chapter 4 postings

¨    Homework (3)

¨    Taking it to the Web - IQ
¨    Critical Thinking - Piaget
¨    Identity in Adolescence

¨    Self-Check

“Quiz” on Emotional Intelligence

Week 4

¨    Discussion Posting (4 total)

¨    Two Chapter 6 postings
¨    Two Chapter 7 postings

¨    Peer Response Posting (4 total)

¨    Two Chapter 6 postings
¨    Two Chapter 7 postings

¨    Homework (3)

¨    Taking it to the Web – abusive boyfriend
¨    Kolhberg’s Dilemmas
¨    Interview

¨    Quiz 2

Covers Chapters 3, 4, 6 & 7

Week 5

¨    Discussion Posting (4 total)

¨    Two Chapter 8 postings
¨    Two Chapter 9 postings

¨    Peer Response Posting (4 total)

¨    Two Chapter 8 posting
¨    Two Chapter 9 postings

¨    Homework (3)

¨    Taking it to the Web - cliques
¨    Critical Thinking – family research
¨    Coping with Adolescents

¨    Self-Check

Sibling Quotient

Week 6

¨    Discussion Posting (4 total)

¨    Two Chapter 10 postings
¨    Two Chapter 11 postings

¨    Peer Response Posting (4 total)

¨    Two Chapter 10 postings
¨    Two Chapter 11 postings

¨    Homework (3)

¨    Taking it to the Web - Ritalin
¨    Critical Thinking – career choice

¨    Self-Check

“Quiz” on Homosexuality

¨    Quiz 3

Covers Chapters 8, 9 ,10 & 11

Week 7

¨    Discussion Posting (2 total)

¨    Two Chapter 13 postings

¨    Peer Response Posting (2 total)

¨    Two Chapter 13 postings

¨    Homework (3)

¨    Taking it to the Web – problems
¨    Critical Thinking - genetic predisposition
¨    Response to Stress

¨    Program Analysis Paper Due

Core Assessment

Week 8

¨    Discussion Posting (4 total)

¨    Two Chapter   5 postings
¨    Two Chapter 12 postings

¨    Peer Response Posting (4 total)

¨    Two Chapter   5 postings
¨    Two Chapter 12 postings

¨    Homework (1)

¨    Taking it to the Web – gender differences

¨    Final Exam

Covers Chapters 5, 12 & 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 2009-2010 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. Park University 2009-2010 Undergraduate Catalog Page 92

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

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 .
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.



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:5/24/2010 9:48:44 PM