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

 

Catalog Course Description

This course provides psychological investigation of developmental factors in the crucial period of adolescence and analysis of youth problems in contemporary society.

 

Program Linking Statement

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. 

 

Course Description
Through the use of discussion boards, web activities, 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.

 

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.

3. WEB CT Discussion – Mandatory weekly discussion: (10 points per week) =100

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 WEB CT EMAIL

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 WEB CT EMAIL feature. On the MAIL subject line, BE SPECIFIC: if you are submitting your paper, please write: Your First name, last name, Paper 1. This will help distinguish papers from random emails.  (ex:  Jane Doe Paper 1)

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 WEB CT assignments, and SUBMIT each week’s work in this manner.  All assignments are due on or before the Sunday of each week by 8 PM HST (Hawaii standard time).

C.      WEB CT Discussion:  Two constructive Posts required weekly

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 Chaminade University main campus on THE LAST Saturday, of the semester in September.   If you live on OAHU, you will take the final at the main campus or at one of the approved military base sites (by reservation only – see your advisor).

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.

 

Students with Disabilities

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

Chaminade University is a Catholic, Marianist University.  The five characteristics of a Marianist education are: 

 

  1. Educate 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.

  1. Provide 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.

  1. Educate 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.

  1. Educate 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. 

  1. Educate 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 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 University of Dayton

 

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 8 pm Sunday, JULY 8th.

Week 2:            Read Chapters 2 & 3. Homework and discussion posting due by 8 pm Sunday.

Week 3:            Read Chapters 4 & 5. Homework and discussion posting due by  8 pm Sunday.

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 8 pm on Sunday.

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 8 pm Sunday.

Week 10:          Read CH 15. Review for final exam on June 9. ALL Homework and discussion due by 8 pm Sunday.

Syllabus revised at the discretion of the instructor.