PSY 304 The
Psychology of Adolescence
Contact
Information: Patricia O’Neal, MSCP at [email protected]
Text information: Adolescence by John W. Santrock; Mc Graw Hill, 11th Edition,
2006
Course Dates: JULY 2 – SEPTEMBER 12
This course provides psychological
investigation of developmental factors in the crucial period of adolescence and
analysis of youth problems in contemporary society.
This course develops and assesses the skills and competencies for the program student learning outcome of Specific Focuses in Psychology. In addition, this course also addresses the program student learning outcomes of: 1) Scientific Method and its Application in the Field of Psychology; and 2) Cross-Cultural Psychology.
Student
Learning Outcomes
Student will
demonstrate an understanding of:
1. The historical and cultural
factors related to adolescent development.
2. The scientific method
and its use in the study of adolescence.
3. The
developmental aspects of growth including physical, cognitive, Social, emotional,
language, and moral development.
4. The conditions
necessary for optimal development during adolescence.
5. Current
topical issues such as juvenile delinquency, drug and alcohol use, teen
sexuality, eating disorders, and adolescent prevention programs.
6. Research related to
adolescent development and youth resiliency.
7. The ethical issues
related to adolescent clients.
8. How the Five Marianist Educational Values are integrated into the course.
Assessment 1. RESEARCH PAPER: (1 at 100
points each) = 100 points.
2. HOMEWORK assignments (10 points each) = 100 points.
4. FINAL EXAM:
Mandatory CLOSED BOOK FINAL EXAM = 100 points.
Grading 400 Total Points
A = 90
% - 100 % B = 80 % - 89 % C
= 70 % - 79 %
D = 60
% - 69 % F
= Below 60% of points
A.
RESEARCH
PAPER -
DUE AUGUST 19TH
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. Type font shall
not exceed size 12, and the use of Courier, Arial, or Times New Roman
preferred. DUE AUGUST 19TH THROUGH
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").
Zero tolerance on Virus: PERFORM REGULAR VIRUS SCANS. If
you send an attachment that contains a VIRUS, you will RECEIVE a ZERO on the
assignment.
ALL
PAPERS will be submitted VIA the
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. Do your own work, and 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 here to assist you if you need help.
PAPER TOPICS:
YOU WILL CHOOSE BETWEEN THESE TWO PAPER TOPICS. COVER YOUR TOPIC CONCISELY.
1.
PAPER CHOICE NUMBER #1: Freud,
Erikson, Piaget, Bandura, Vygotsky, Skinner, 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 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 the school
setting. Present specific examples. 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)? Use specific analogies. 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 BY Sunday, AUGUST
19TH - end of week 7.
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, NOT email.
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 initial
discussion question. Students will also RESPOND
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. Enjoy the learning process. NOTE: NO late discussion postings will be allowed,
as the instructor closes the forum each week.
This is the “conversation” for the week, so please stay on track.
D. FINAL
EXAM
The
mandatory (in-person)
final exam will be administered at the
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. Proctor information found at: http://www.chaminade.edu/online/index.php?pg=content_proctor.html
Attendance
Students
are expected to attend regularly all courses for which they are registered.
Students should notify their instructors when illness prevents them from
attending class and make arrangements to complete missed assignments. It is the instructor’s prerogative to modify
deadlines of course requirements accordingly. Any student who stops attending a
course without officially withdrawing may receive a failing grade.
Unexcused
absences equivalent to more than a week of classes may lead to a grade
reduction for the course. Any absence of two weeks or more must be reported to
the Associate Provost and the Records Office by the instructor.
Federal
regulations require continued attendance for continuing payment of financial
aid. If attendance is not continuous, financial aid may be terminated. When
illness or personal reasons necessitate continued absence, the student should
officially withdraw from all affected courses. Anyone who stops attending a
course without official withdrawal may receive a failing grade.
Chaminade will provide assistance for any student with documented disabilities. Any student who believes he/she may need accommodations in this class must contact Dr. June Yasuhara, 739-4603, at the Counseling Center (office next to Security) in order to determine if the student meets the requirements for documented disability in accordance with the Americans with Disabilities Act. It is important to contact them as soon as possible so that accommodations are implemented in a timely fashion.
Marianist Educational
Values
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.
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.
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.
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.
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
Marianist university faces the future confidently, on the one hand knowing that
it draws on a rich educational philosophy, and on 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
Each of these characteristics is integrated, to varying degrees, in this course.
Tentative Course Schedule
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 by
Week 4: Read
Chapters 6 & 7. Homework and weekly discussion due BY 8 pm Sunday.
Week 5: Read Chapters 8 & 14. ** NOTE Chapter
order CHANGE. Homework and discussion postings due BY 8 pm on Sunday.
Week 6: Read
Chap. 9 & 10. Homework and discussions due by
Week 7: PAPER DUE ~ Read Chapter 11. Homework, PAPER, and discussion due BY 8 pm Sunday, August 19th. *** Off-island students contact Donna Yoshimura with exam proctor
information ***
Week 8: Read
Chapters 12 & 13. Homework and discussion due BY 8 pm Sunday.
Week 9: Read
Chapter 14. Homework and discussion due by
Week 10: Read
CH 15. Review for final exam on June 9. ALL Homework and
discussion due by
Syllabus revised at the
discretion of the instructor.