SYLLABUS:
ADOLESCENT PSYCHOLOGY: PSY
304 – 90
ONLINE COURSE
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.
• 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
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: Oct 2 -
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]
Office Location: This
instructor resides off-island. Students
may contact instructor via Web CT Mail or email. Instructor assures a prompt response. Please
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
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
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.
4.
EXAMS: Mandatory Midterm (@ 100 points).
CLOSED BOOK FINAL EXAM (@ 2 times 100 points) = 200 points. Total EXAMS points = 300 points.
******* FINAL EXAM SCORE WILL BE FACTORED TWICE in an
effort to prevent students from assuming they can do well in the course and
neglect the final. PLEASE MAKE A NOTE
OF THIS and study for your final. This made a
difference in student’s grades during the previous term -- ”A”
students ended up with a C after performing poorly on the final.
Total possible points = 600
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 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 OF WRITTEN CONTENT (not abstract, cover page,
or reference page) and no more than eight (8) typed, double-spaced pages.
All papers must include an introduction and bibliography, which reflects the
APA writing style. The bibliography page does not count toward your page count.
Type font shall not exceed size 12, and the use of Courier or Times New Roman
is preferred.
Type your paper in 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:
PLEASE PERFORM REGULAR VIRUS SCANS ON YOUR PC.
If you send an attachment that
contains a VIRUS, you will RECEIVE a ZERO on the assignment.
Scan, Scan, Scan. I can not afford to
lose every students’ work because one student sends a virus.
ALL PAPERS will be submitted VIA the
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. THREE legitimate
sources are 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. Please utilize proper peer reviewed articles instead
of non-academically approved websites.
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
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
THE FINAL EXAM. If you live
on
or at one of the alternate military base sites (by reservation). You will be
required to reserve a seat
around week 7-8 at the military sites, and this MUST be done in writing, via
email.
Mainland or 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. http://www.chaminade.edu/online/index.php?pg=content_proctor.html
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, October 22.
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 14. Homework and discussion due by
Week 10: Read CH 15. Review for final exam. Homework
and discussion due by
Syllabus
may be changed at the discretion of the instructor.
O’Neal