PS 221 Adolescent Psychology
F2AA 2011 LC
Adjunct Senior Instructor
Master of Social Work, MSW; licensed in TexasMaster of Science in Mental Health Counseling, MSMaster of Arts in Business Management, MA
Park University, Building 5725, suite 5, Lackland AFB, TX
Anytime via email , work number or by an appointment
17 October 2011 to 11 December 2011
7:30 - 10:10 PM
SO141 or PS101
Textbook: Santrock, John W. (2010), Adolescence, (13th Edition), New York: McGraw-Hill. ISBN: 978-0-07-33-7067-5
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Educational Philosophy: The instructor's educational and teaching philosophy is one of partnership with students to accomplish a mutually agreed goal of learning. To accomplish this goal, the instructor serves as an active "agent" to orchestrate ways to facilitate open and free communication; coordinate students' effort to meet course objectives; and to provide a healthy, learning environment to give each student the freedom to learn and grow. Prior to each class, the instructor will provide a detailed course outline of major areas of interests for each chapter, followed with a copy of power point lecture slides. During class, students will be asked to summarize major concepts, ideas or issues brought out in each chapter and work in small groups to complete class exercises and assignments. In short, the instructor will integrate power point slides, class exercises, examinations and Core Assessment research paper to meet course objectives.
Learning Outcomes: Core Learning Outcomes
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:
Late Submission of Course Materials: The instructor will not accept late assignments unless for documented, excused reasons. Unexcused reasons for late submission of course work will result in a grade of "zero" There will be no make-up sessions or tests for unexcused absences. The student must make every effort to contact the instructor as soon as possible to make up missed course work/tests.
Classroom Rules of Conduct: Class participation and appropriate classroom behavior is expected and attendance taken for each class. Class missed for legitimate reasons such as TDY, personal and medical emergencies are excusable but the student will need to coordinate with the instructor (e.g., email or phone) as soon as possible to make up missed assignments.
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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:9/11/2011 2:38:49 PM