PS221 Adolescent Psychology

for F1B 2010

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PS 221 Adolescent Psychology


F1B 2010 BL


Rodriguez, Mildred Michelle


Adjunct Faculty


LPC, MA , BS- Political Science, BS- Sociology,
School Counselor- Certification, EC-4 Generalist- Certification

Office Hours

By Appointment


Semester Dates

9 August - 3 October 2010

Class Days


Class Time

5:00 - 7:30 PM



Credit Hours


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

Textbooks can be purchased through the MBS bookstore

Additional Resources:


Publication Manual of the American Psychological Association ®, Sixth Edition

By American Psychological Association

ISBN: 978-1-4338-0561-5

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.
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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 with a focus on application. Lectures, readings, tests, group work, class discussion, vocabulary examinations, writing, and the use of reference systems are significant components of this learning process. Each student will be required to analyze, criticize, and synthesize presented information. Each student will be required to demonstrate these skills through the written word.

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. The reading assignments are given in the course schedule. Students are expected to read and study the reading material

prior to the date the material is to be discussed in class.

2. Written activities will be assigned both in and out of class.

3. One reflection paper, one core Assessment project, and one observation paper are required.

4. Regular attendance and class participation are expected.

5. There will be a total of four (4) quizzes.


Personal Reflection Paper:

This activity will give you the opportunity to better understand your own “story” as you reflect on your adolescence experience during ages 13-16. This report is to be four to five pages in length (double spaced, 12 font). It is to include the following information with the bolded words used as headings:

· General Thoughts during My Adolescence

· Physical Development during your adolescence

· Temperament and Emotional Characteristics

· Most Embarrassing Event of your adolescence ?

· Spiritual/Moral Development during your adolescence

· Top Conflict I Faced with My Family

· Top Conflict I Faced with My Peers

· The way I Dealt with Conflict During My Adolescence

· Any other information about yourself that you would like to include

Observation of an Adolescent

This activity will enable you to better understand the development of adolescence. You are to observe and interact with an adolescent, either gender, in the age range of 13-16. The interaction/observation should last approximately 2 hours. Your goal is communication with a teenager, so interaction by computer or over the phone is not acceptable. I want to see face-to-face interaction reflected in your paper. I also will be looking for integration of information from our class and text reflected in your paper.  

The report should be 4-5 pages in length (double-spaced, 12 font) and should include the following information. If it is underlined, it should be used as a heading:

· General contact information, arranged in a list, including name, age, grade, family composition, occupation of parent(s),

and how you located this subject.
· General thoughts about who they are and who/what they esteem to be

· Their physical development (i.e., Physical Development would be the heading)

· Their social development

· Their spiritual/moral development

· Their temperament and emotional characteristics

· The top conflict faced with his/her family

· The top conflict faced with peers

· The way(s) they chose to deal with conflict

· Any other observations you wish to include

· Your OWN thoughts and feelings about this observation

Possible questions brainstormed in class.
Core Assessment: Please see Core Assessment Above


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

Personal Reflection Paper

155 Points

Observation Paper

195 Points

Class Participation

 50 Points

Quizzes (4 *50)

200 Points

Program Analysis (Core Assessment- Week 7)

200 Points

Final Essay Exam (Week 8)

200 Points


1000 Points

 Final course grades will be determined as follows:



900 points and higher



800 – 899 points



700 – 799 points



600 – 699 points


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 ). 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:

The time, effort, and expense required for adult learning demands adult behavior.

2.  Please be on time, any student coming to class more than 20 minutes late or leaving more than 20 minutes before class ends will be considered unexcused for attendance purposes. 

3.  Attendance will be taken before class. 

4.  Please turn cell phones off or to silent mode before class begins.  No cell phones allowed during exams or a zero will be given.

5. Students who are absent for reasons other than hospitalization, severe illness with doctor's note, deployment, or mandated service connected activities will be given an unexcused absence.  All work will remain due no later than the required class or points will be deducted from grade regardless of attendance.  If a student accumulates 3 or more unexcused absences their grade will be reduced one letter grade at the end of the term.

6.  Work more than one week late will not be accepted.

E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:


Purpose of the e-mail

Full Name

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.

Course Topic/Dates/Assignments:










Puberty, Health and Biology


3 & 4

Brain and Cognitive Development & The Self, Identity and Personality


6 & 7

Sexuality & Moral Development


8 & 9

Families & Peers


10 & 11

Schools & Work



Problems and Emerging Adulthood


5 & 12

Gender & Culture


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 ( or Park University 2010-2011 Undergraduate Catalog Page 92

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: .
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the 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.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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                                                                                                                                                                                                                                        
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

Correctly applies 3 or more relevant theories

Correctly applies 2 relevant theories

Correctly applies 1 relevant theory

Correctly applies 0 relevant theories

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 
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  

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                                                                                                                                                                                                                                          
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 
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 
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 
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                                                                                                                                                                                                                     
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:7/9/2010 3:46:30 PM