PS221 Adolescent Psychology

for S2UU 2013

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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


S2UU 2013 CN


Smyre, James Randolph


Adjunct Psychology and Mathematics Faculty


B.S., M.Ed., E.M.E.M., M.Ed., I.S.D.S., Ed.S.
Certified SC Guidance Counselor (Secondary)
Certified SC Mathematics Teacher

Office Location

Education Services Building, CAFB

Office Hours

by appointment

Daytime Phone


Other Phone



Web Page

Semester Dates

March 18 to May 12

Class Days


Class Time

4:30 - 9:45 PM



Credit Hours


Santrock, J. W. (2009). Adolescence (13th ed.). New York, 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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
PS221 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:

 It is recognized that individuals learn uniquely and distinctly.  Every effort will be made to explore germane and anamolous learning strategies in the pedagogical exchange in this course.  Critical thinking skills and self-exploration can enhance the enjoyment and efficacy of discovering and utilizing psychological constructs in the human experience.  A "whole is greater than the sum of the parts" type of emphasis will pervade the instruction.  A composite function of Socratic, traditional classroom, team-player and group research skills will be integrated in this course for maximum exposure to learning the 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.       Discussion Questions: Each class session there will be time allotted for group discussions and individual responses to topics being presented via the text and/or current research, especially psychotherapy for adolescents, inter alia.  Grading will be asssessed for comprehensiveness to material; issues/problems raised and possible solutions presented; historical and current research applicability; specific case studies; and general information that lends itself to the subject matter, inclusive of well-thought out student opinions based on weighted brainstorming and purposeful reading.

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


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

Group discussions

 80 Points

Individual responses to topic discussions

 40 Points

Weekly Homework Assignments

195 Points


 35 Points


 50 Points


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 next class meeting.  Being mindful of military schedules--  sometimes emergent scenarios, TDY, sudden orders and changes in work schedules preclude some class attendance and affect timely submittals of assignments.  Each case will be evaluated individually to the benefit of the student, given the mitigating circumstance(s).  One must be "fluid" in academia with the military, "flexible" is too rigid.

Classroom Rules of Conduct:
Pls refer to current Park University publications such as current catalog and student manual.  UCMJ is also a good reference for active duty personnel. 

Course Structure 
Class meets every Tuesday evening.  Students are expected to have read the material in the text ahead of time and to be prepared to discuss in teams and individually all topics in assignments and ancillary research.  It is recognized that certain topics in psychology will be controversial and discussions will certainly evoke emotions from time to time.  Self respect and respect for peers is expected and presumed during class time.

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


Week 1

¨    Introduction

Introduce yourself to the class

¨    Discussion individual

¨   Chapter 1

¨    Discussion Team

¨    Chapter 1

¨    Homework (3)

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

¨    Self-Check

Adolescent “Quiz” (psycbytes)

Week 2

¨    Discussion Individual

¨    Chapter 2

¨    Group Discussion

¨    Chapter 2

¨    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 Individual

Chapter 3,4

¨    Team Discussion

Chapter 3,4

¨    Homework (3)

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

¨    Self-Check

“Quiz” on Emotional Intelligence

Week 4

¨    Discussion Individual

Chapter 6,7

¨    Peer and Team Discussion

Chapter 6,7

¨    Homework (3)

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

¨    Quiz 2

Covers Chapters 3, 4, 6 & 7

Week 5

¨    Discussion Individual

Chapter 8,9

¨    Peer and Team Discussion

Chapter 8,9

¨    Homework (3)

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

¨    Self-Check

Sibling Quotient

Week 6

¨    Discussion Individual and Team

Chapter 10,11



¨    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 Individual

Chapter 13

¨    Peer and Team

Chapter 13

¨    Homework (3)

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

¨    Program Analysis Paper Due

Core Assessment

Week 8

¨    Discussion Individual

 Chapter 5
 Chapter 12

¨    Peer and Group

 Chapter 5
 Chapter 12


  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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 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 2012-2013 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: .
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.


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:2/28/2013 11:26:15 AM