ADOLESCENT PSYCHOLOGY ONLINE: Course number: PSY 304 - 90
Course description: Psychological investigation of
developmental factors in the crucial period of adolescence and
analysis of youth problems in contemporary society.
Through the use of discussion
boards, web activities, quizzes, text readings, homework assignments, and
research writings,
students will explore the nature of adolescent development, related theoretical
approaches, cultural and historical applications,
contexts, and the problems associated with adolescence.
is a
• Educates for formation in faith - Catholic Universities affirm an
intricate relationship between reason and faith. As
important as discursive and logical formulations and critical thinking are,
they are not able to capture all that can be and
ought to be learned. Intellectual rigor, coupled with respectful humility,
provide a more profound preparation for both career
and life. Intellectual rigor characterizes the pursuit of all that can be
learned. Respectful humility reminds people of faith that
they need to learn from those who are of other faiths and cultures, as well as from
those who may have no religious faith at all.
• Provides an Excellent Education - In the Marianist approach to
education, “excellence” includes the whole person, not just
the technician or rhetorician. Marianist universities educate whole persons, developing
their physical, psychological, intellectual,
moral, spiritual and social qualities. Faculty and students attend to
fundamental moral attitudes, develop their personal talents and
acquire skills that will help them learn all their lives. The Marianist
approach to education links theory and practice, liberal and
professional education. Our age has been deeply shaped by science and
technology. Most recently, information and educational technologies have
changed the way faculty and students research and teach. At Marianist
Universities, two goals are pursued simultaneously: an appropriate use of
information technology for learning, and the enhancement of interaction between
students
and teachers. As Catholic, Marianist Universities seek to embrace diverse
peoples and understand diverse cultures, convinced
that ultimately, when such people come together, one of the highest purposes of
education is realized: a human community that
respects every individual within it.
• Educates in Family Spirit - Known for their strong sense of
community, Marianists have traditionally spoken of this sense
as “family spirit.” Marianist educational experience fosters the development of
a community characterized by a sense of family
spirit that accepts each person with loving respect, and draws everyone in the
university into the challenge of community building.
Family spirit also enables Marianist universities to challenge their students,
faculty and staff to excellence and maturity, because
the acceptance and love of a community gives its members the courage to risk
failure and the joy of sharing success.
• Educates for Service, Justice, and Peace -- The Marianist approach
to higher education is deeply committed to the
common good. The intellectual life itself is undertaken as a form of service in
the interest of justice and peace, and the
university curriculum is designed to connect the classroom with the wider
world. In addition, Marianist universities extend
a special concern for the poor and marginalized and promote the dignity, rights
and responsibilities of all people.
• Educates for
Adaptation to Change -- In the midst of rapid social and technological
change, Marianist universities
readily adapt and change their methods and structures so that the wisdom of
their educational philosophy and spirituality
may be transmitted even more fully. “New times call for new methods,” Father
Chaminade often repeated. The
the other fully aware for that philosophy to remain vibrant in changing times,
adaptations need to be made.
Selected from Characteristics of
Marianist Universities: A Resource Paper, Published in 1999
by
Chaminade University of Honolulu, St. Mary’s University and University
of Dayton
** Each of these characteristics is integrated, to varying degrees, in this
course
Required Text:
Adolescence by John W. Santrock; Mc Graw Hill, 11th Edition, 2006
ISBN 0073228753
Course Dates: Apr 3 - Jun 12,
2006
Location: Online, via
Meeting Times: Recommend
daily log-in; however, at the student’s discretion
Prerequisite: Psychology 101
Instructor: Patricia O’Neal, M.S.C.P.
Email: [email protected]
; [email protected]
Office Location: This
instructor resides off-island. Students
may contact instructor via Web CT Mail or email.
Instructor assures a prompt response.
Student
Learner Outcomes
Course Goals: This
course develops and assesses the skills and competencies for the program
student learning
outcomes of Specific Focuses in Psychology. In addition, this course also
addresses the program
student learning outcomes of
The Scientific Method and its Application in the
Field of Psychology
and Cross-Cultural Psychology.
Upon the completion of this
course, students will demonstrate an understanding of:
1. The historical contributions and current trends associated with adolescent
development.
2. Cultural diversity and cross-cultural comparisons in adolescence.
3. The four steps used in the scientific method.
4. The biological, cognitive, emotional, and social dimensions of adolescent
growth.
5. Major theorists and theoretical approaches.
6. Adolescent growth in context.
7. How to conduct relevant research through research assignments and papers.
8. The problems associated with adolescence and means of prevention and
intervention.
9. Ethical implications in the field of psychology and adolescence.
10. The adolescent personality and identity.
Course Policies:
Each student must present his
or her own work and give appropriate credit to the sources used in the research
paper.
* Students must cite all paper
sources using APA style, which
requires citations within the research paper itself, in addition
to a formatted bibliography. ANY form of
plagiarism is unacceptable at
source. If you do not own a copy of the fifth edition of the APA writer's
manual, visit the Chaminade Bookstore. A
sample
of APA writing may be found at
http://valencia.cc.fl.us/lrcwest/apapaper.html.
My expectation for you, as
an adult learner, is that you perform ethically and maturely throughout this
course, which includes
the submission of all course assignments by the expressed deadline.
NO LATE papers will be accepted without PRIOR approval from the instructor.
Requests for consideration include:
(1) a student's medical emergency - documented by a physician, (2) unexpected
military deployment / orders, or
(3) Illness which prohibits completing work by the expressed deadline.
Discussions MUST be posted
during the week in which the discussion is available. Consider yourself
"in the classroom,"
having a discussion with your peers each week. Posting will NOT be accepted
past the due date. I request that you
provide your initial discussion post no later than each Wednesday. This will give your classmates an opportunity
to respond
to your initial comment. Two separate posts are required of
each student each week.
No homework assignments will be accepted late, without
PRIOR instructor approval. Learners are responsible for
submitting work on time. Learners are
RESPONSIBLE for reading, understanding, and adhering to the course policies.
STUDENTS WITH
DISABILITIES:
Chaminade will provide assistance for any student with documented disabilities.
Any student who believes he or she may
need accommodations in this class MUST contact Dr. June Yasuhara, (808)
739-4603, at the
whether the student meets the requirements for documented disability in
accordance with the Americans with Disabilities Act.
It is important to contact Dr. Yahuhara as soon as possible.
Course
Requirements:
Grades for
the course will be assigned based on the quality of student work as
demonstrated by the successful
completion of the following requirements:
1. RESEARCH PAPER: (1 @ 100 points each) = 100.
2. HOMEWORK assignments (1 graded weekly assignment @ 10 points each) = 100
points.
3. WEB CT DISCUSSION - Participation in weekly discussion: (10 weeks @ 10
points per week) = 100 points.
4. EXAMS: Mandatory Midterm (@ 100 points) and CLOSED BOOK FINAL EXAM (@ 100
points) = 200 points.
Total
possible points = 500
GRADING AS
FOLLOWS
90 - 100 % of points = A
80 - 89 % of points = B
70 - 79 % of points = C
61 - 69 % of points = D
60 % or below = F
Please print and read this syllabus OFTEN and
carefully to ensure you do not lose points.
It is a good rule
of thumb to highlight the important due dates so you are fully prepared to
participate.
Research papers must contain
at least SIX (6) FULL typewritten (double-spaced) pages and no more than
eight (8) typed, double-spaced pages.
All papers must include an introduction and bibliography, which reflects the
APA writing style.
Type font shall not exceed size 12, and the use of Courier or Times New Roman
is preferred.
Type your paper in MS WORD,
Word Perfect, or equivalent. Perform a
spell-check, grammar-check, and SAVE
your paper in a safe place on your PC (“my documents").
Do NOT Send a Virus:
To alleviate the opportunity
to send a computer virus with your paper, it is preferred
that you copy and paste your paper INTO a WEB CT EMAIL to the instructor. If you send an attachment that
contains a VIRUS, you will RECEIVE a ZERO on the assignment. PLEASE Run a
WEEKLY virus SCAN on
your computer to protect your coursework.
ALL PAPERS will be submitted VIA the
if you are submitting paper number one, please write: Your First name, last
name, Paper 1. This will help distinguish
papers from random emails. (Jane Doe
Paper 1)
Clearly introduce your topic
and conceptualize your ideas before writing. Brainstorming is helpful in
understanding
and organizing the topic about which you are writing.
To support your work and
thoughts, liberally CITE all
references taken from the textbook. (3 sources required)
In addition to the text, a minimum of
TWO outside sources are required. You may choose from peer-reviewed
journals, books, or research-oriented
internet sites. If you simply copy someone's website or a paper from the
internet,
you will receive a ZERO and may face expulsion from the course. Please do your own
work.
NO late papers will be
accepted without PRIOR instructor approval. If you have questions regarding
your papers,
contact me early in the term. I am happy to assist you if you need help.
ASSIGNED PAPER:
YOU WILL CHOOSE BETWEEN THESE TWO PAPER TOPICS. CHOOSE NUMBER 1 or 2, AND
COVER YOUR TOPIC CONCISELY. THE CHOICES
ARE:
1. PAPER CHOICE NUMBER #1: Freud, Erikson, Piaget, Bandura,
Vygotsky, and other theorists contributed to
the theoretical perspectives of
adolescent development. In this paper, you will briefly and concisely compare
and
contrast THREE of the theories / theorists from Chapter 2. You may read ahead
in the text to attain additional
information on these theories. *** IN
ADDITION, explore and explain how one of the chosen theories has assisted
you in YOUR understanding of adolescent
development. In other words, tell me how you have come to understand
development using at least one of the theories to support your stance. *** IN
ADDITION, Discuss How this new
understanding will assist you in working with an adolescent in a school
setting?
You MUST address all three REQUIRED areas and utilize proper APA style to
receive full points.
2. PAPER CHOICE #2: In Chapter 14, the author divulges that in
relation to "adolescent problems", biological,
psychological, and social factors may interact to produce such problems.
Explore and describe one or more of the
main problems that characterize
adolescence. IN ADDITION, Discuss how the bio-psycho-social approach applies
to these problems. *** IN ADDITION, As a parent, teacher, or mentor, what specific type(s) of
intervention(s)
would you utilize when helping an adolescent with the presented problem(s)?
You must address all three
required areas to receive full points.
** Do not forget to cite a minimum of three sources.
APA style is REQUIRED.
RESEARCH PAPER IS DUE
B. HOMEWORK
ASSIGNMENTS:
Homework consists of reading
the text chapters and answering weekly questions. It is the responsibility of
the student
to SUBMIT homework answers to the instructor by the submission deadline.
Students will SUBMIT assignment answers
through the assignment submission
feature. Students will save their homework on their PC, use the UPLOAD
feature
in
of each week by 8 PM HST.
C.
This area will count toward
communication / participation points. Students will REPLY to the instructor's discussion
question(s) each week. Students will also REPLY to at least one other
student's posting each week in order to receive
full points.
Although we will not meet face to face during instruction, the discussions will
serve as a means of interacting with
one another. I encourage you to critically think about your answer prior to
posting. Write clearly and concisely, so that we
all understand your point. Lastly, please be respectful of your fellow
student's perceptions. If you disagree with someone, make constructive comments
to support your answer. The intent is to enjoy the learning process. In
addition, if the discussion asks
you to speak from a personal perspective, feel free to share as much
information as you feel comfortable sharing.
REMEMBER: You must post twice each week, and NO late
discussion postings will be allowed, as the instructor closes
the forum each week. This is our
“conversation” for the week, so please stay on track.
D. EXAMS: MID and FINAL
There will be a mid-term
exam (week 5) and a final exam at the end of the semester. The instructor will
provide a
review for the final. Please keep up with your readings so you will be prepared.
The mandatory (in-person) final
exam will be administered at the
JUNE 10, at
Additional seating is
available by "reservation only" at three military bases. Mainland (Off-island) students are responsible
for locating an Exam Proctor. Acceptable Proctors may be acquired at military
education centers, universities, or Sylvan
Learning Centers. All Proctors must be
approved by the AUP (Accelerated Undergraduate Program) Department.
By week 7, please have your proctor’s information ready to submit to Donna
Yoshimura [email protected] for
approval.
Syllabus may be updated or
revised at the discretion of the instructor.
CALENDAR DUE DATES:
Week 1:
--- Introduce Yourself. Read Chapter 1. Homework assignment and discussions due
by
Week 2:
--- Read Chapters 2 & 3. Homework and discussion posting due by
Week 3:
---Read Chapters 4 & 5. Homework and discussion posting due Sunday, April
23, by
Week 4:
---Read Chapters 6 & 7. Homework and weekly discussion due BY
Week 5: MID TERM
--- Read Chapters 8 & 14. ** NOTE
Chapter order CHANGE. Homework, MID-TERM, and discussion postings
due BY
Week 6:
---Read Chap. 9 & 10. Homework and discussions due by
Week 7:
--- PAPER DUE ~ Read Chapter
11. Homework, PAPER,
discussion due BY
Week 8:
--- Read Chapters 12 & 13. Homework and discussion due BY
Week 9:
---- Read Chapter 13. Homework and
discussion due by
Week 10:
---Read CH 15. Review for final exam. Homework and discussion due by
MANDATORY FINAL EXAM is
scheduled for
campus. If you have military base
access, you may reserve a seat at one of those locations in writing (around
week 8).
Otherwise, you will take your exam at the Chaminade Main Campus. Off island
students must acquire a test proctor.
PSY 304 – 90 Spring 2006
Patricia O’Neal, Instructor