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PS 221 Adolescent Psychology
Padilla, Claudia


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.

Course

PS 221 Adolescent Psychology

Semester

S1B 2013 BL

Faculty

Padilla, Claudia

Title

Adjunct Faculty

Degrees/Certificates

BA Social Psychology/(Park University)
MA Counseling/(Webster University)

Office Location

Before and After class/Telephone/E-Mail

Office Hours

Before and After class/Telephone/E-Mail

Daytime Phone

915-255-7059

E-Mail

claudia.portillo@park.edu

Semester Dates

14 January,2013-10 March,2013

Class Days

--T-R--

Class Time

7:40 - 10:10 PM

Credit Hours

3


Textbook:

Santrock John W. (2012) Adolescence. 14th Edition ISBN 978-0-07-8117169  MHID: 0-07-8011716-X  Published By McGraw-Hill, New York, NY.

American Psychology Association. Publication Manual of the American Psychological Association. 6th Edition. Copyright 2010. Washington, DC: Author. ISBN: 978-1-4338-0561-5 ( soft cover)

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.


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 is centered on the student and focus on the course outcomes. The student is responsible for learning those outcomes. Also, implementation of additional APA style learning throughout the course.

The instructor is responsible for presenting the course material in an environment conducive to learning along with clarifying and /or elaborating on the goals.  The instructor must guide the student to an understanding of concepts and the application of theories presented in the course.

Students are responsible for reaching the goals of the semester by taking weekly assessments, presentation of scholarly, empirical journals, examinations, and a research paper reflecting on new research in the field of psychology.

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:
    The class assessment will be based on examinations, case studies, comprehensive paper, student presentations and class attendance/participation.

    Grading:

    ·        The grading plan will consist of the following

    1.      Midterm Exam:                         40 points

    2.      Final Exam:                               40 points

    3.      Research Paper (Core) :            50 points

    4.      Journal:                             80 points

    5.      Quizzes  (2-20points each)   40 points

    6.      Total Points =                         250 POINTS

     

    Grading:

    The following will be used to assigned course letter grades (250 points):

    225-250  = A

    200-224   =  B

    175-199  =  C

    150-174  =  D

    173-0      =  F

    All final exams will be closed book and closed notes. No cell phones or electronic devices allowed during tests. Turn phone off or put on vibrate mode. If there is an emergency, please let your instructor know.


    Late Submission of Course Materials:

    Work missed because of absences or work turned in late will not be accepted.  It is your responsibility to meet deadlines and turn in work when it's due. Military students can make alternative arrangements with the instructor because of deployments or other unforeseen military duties that often arise.  Park University specializes in serving military students and accommodations will be made to help the soldier, marine, airman, or sailor complete the course successfully.  In addition non-military (civilian) students need to contact me, if a particular assignment will be turned in late due to an excruciating situationaseach case will be given individual consideration.

    Classroom Rules of Conduct:

    Attend all classes for the entire class period and be on time to all classes. Roll will be taken before and after at each class meeting, therefore students who leave during class breaks will be considered absent and receive a "U". If classes are missed for a legitimate reason such as temporary duty or illness the student is responsible to make up the missed work, obtain lecture notes and handouts. If you are going to miss a class, I expect to be communicated prior to class, if possible.  Assignments will be turned in on time.  There will be exceptions.  Quizzes will open via e-Companion  on Thursday at 10:00 p.m. and close at midnight on Sunday, the weeks where quizzes are indicated. Keep in mind that the quizzes need to be taken as to the indicated week.

    Course Topic/Dates/Assignments:

    Week 1

               January 15 (Tuesday)

      • Class Introduction
      • Syllabus
      • Chapter 1: Introduction/ Class Discussion

    January 17 (Thursday)

      • Chapter 2: Puberty, Health, and Biological Foundations /Class Discussion
     
     

    Week 2

                            January 22 (Tuesday)

      • Chapter 3: The Brain and Cognitive Development/ Class Discussion

    January 24 (Thursday)

      • Chapter 4: The Self, Identity, Emotion, and Personality/ Class Discussion/Presentations
      • Journal Due

     

      • Week 3

                            January 29 (Tuesday)

      • Chapter 5: Gender /Class Discussion/Presentations , Quiz 1

    January 31 (Thursday)

      • Chapter 6: Sexuality / Class Discussion/Presentations

    Week 4

                February 5(Tuesday)

      • Film 
      • Review for Midterm

    February 7 (Thursday)

      • MIDTERM (CH 1-6 only) IN-CLASS and CLOSED NOTES

    Week 5

                February 12 (Tuesday)

      • Chapter 7: Moral Development, Values, and Religion /Class Discussions/Presentations

    February 14 (Thursday)

      • Chapter 8:  Families/ Class Discussions/ Presentations
      • Quiz 2

    Week 6

                February 19 (Tuesday)

      • Chapter 9:  Peers, Romantic Relationships, and Lifestyles
      • Chapter 10: Schools / Class Discussion

    February 21(Thursday)

      • Chapter 11: Achievement, Work, Careers/Class Discussion/ Presentations
      • RESEARCH PAPER DUE IN CLASS (HARD COPY)
      • NO LATE PAPERS ACCEPTED
      • YOU HAVE 6WEEKS TO START AND FINISH

    Week 7

                February 26 (Tuesday)

      • Chapter 11: Achievement, Work, Careers
      • Chapter 12: Culture/ Class Discussion

    February 28(Thursday)

      • Chapter 13: Problems in Adolescence
      • Appendix: Careers in Adolescent Development /Class Discussions/Presentations
      • RESEARCH PAPER DUE IN CLASS (HARD COPY)
      • NO LATE PAPERS ACCEPTED
      • YOU HAVE 7 WEEKS TO START AND FINISH

    Week 8

                March 5(Tuesday)

      • Review for Final
      • Film

     

    March 7 (Thursday) FINAL (Chapter 7-13 only)

    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 95-96

    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 95

    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 98

    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:12/10/2012 10:41:48 AM