PS221 Adolescent Psychology

for F2AA 2011

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


PS 221 Adolescent Psychology


F2AA 2011 LC


Ajas, Hiroshi


Adjunct Senior Instructor


Master of Social Work, MSW; licensed in Texas
Master of Science in Mental Health Counseling, MS
Master of Arts in Business Management, MA

Office Location

Park University, Building 5725, suite 5, Lackland AFB, TX

Office Hours

Anytime via email , work number or by an appointment

Daytime Phone



Semester Dates

17 October 2011 to 11 December 2011

Class Days


Class Time

7:30 - 10:10 PM


SO141 or PS101

Credit Hours


Santrock, John W. (2010), Adolescence, (13th Edition), New York: McGraw-Hill. ISBN: 978-0-07-33-7067-5

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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:
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

  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. 10 November 2011- Midterm Examination: Chapters 1-7.
2. 8 December 2011- Final Examination: Chapters 8-13. Both examinations will include multiple choice, true and false and short response answer questions.
3. Core Assessment Research Paper: Each student will prepare a research paper on a program designed to help adolescents stay out of trouble or to help them in their development as adolescents. A detailed outline for this paper will be distributed and discussed on the first day of class. Each student will do an oral presentation of their paper in class.
4. Attendance and Class Participation:  A percentage of each student's overall grade will be based on attendance and active participation in all group exercises. Excused and unexcused absences and inactive group participation, will result in the deduction of points per class.


1. Midterm Examination- 100 points (33.5%)
2. Final Examination- 100 points (33.5%)
3. Core Assessment Research Paper- 75 points (25%)
4. Attendance and Class Participation- 25 points (8%)
5. Total Points- 300 points (100%)
300-270= A
179 and below= F

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.

Course Topic/Dates/Assignments:

1. 18 Oct- Introduction to course objectives, review of Core Assessment research requirements and explanation of grading and attendance system. Chapter 1- Introduction and group exercises on biological, cognitive and socioemotional processes.
2. 20 Oct- Chapter 2- Puberty, Health and Biological Foundations and group exercise/discussion on sociocultural and environmental factors on onset of puberty.
3. 25 Oct- Chapter 3- The Brain and Cognitive Development and group exercises on  brain structure, cognition and emotions
4. 27 Oct- Chapter 4- The Self, Identity, Emotion and Personality and group exercises on self-identity, self-concept and self-understanding
5. 1 Nov- Chapter 5- Gender and group exercise/discussion on gender stereotyping.
6. 3 Nov- Chapter 6- Sexuality and group exercise/discussion on development of sexual identity.
7. 8 Nov- Chapter 7- Moral Development, Values and Religion and group exercise on moral development. Review for midterm examination.
8. 10 Nov-Midterm Examination; Group exercises on families  and discussion on Core Assessment Paper and instructor's approval of topics.
9. 15 Nov- Chapter 8- Families, and group exercise/discussion on parenting styles.
10. 17 Nov- Chapter 9- Peers, Romantic Relationships, and Lifestyles and group exercises/discussion on dating, romantic relationships and various adult lifestyles.
11. 22 Nov- Chapter 10-Schools and group discussion on transitions into middle and high schools.
12. 24 Nov- Thanksgiving Holiday.
13. 29 Nov- Chapters 11- Achievement, Work and Careers and group exercise on Holland's Model of Personality.
14. 1 Dec- Chapter 12- Culture and group discussion on ethnicity and immigration issues.
15. 6 Dec- Chapter 13- Problems in Adolescence and Emerging Adulthood; review for Final Examination.
16. 8 Dec- Final Examination; presentation of research papers.

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 2011-2012 Undergraduate Catalog Page 93

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.

  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 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: .


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:9/11/2011 2:38:49 PM