ADOLESCENT
PSYCHOLOGY
PSYC 2307.01
M/W 2:00 – 3:15
DOYLE 132
Instructor:
Office:
Office hours:
Phone:
Email:
Course Website:
Dr. Sara Villanueva
Doyle Hall 112
Tues, Thur, Fri 10:00-12:00
or by appointment
637-1967
saraa@stedwards.edu
Class TA: Valerie Felan
Email: vfelan@stedwards.edu
http://sites.stedwards.edu/saraa-psyc230701/
Course Description:
This course is designed to provide an introduction to the physical, social,
emotional, and cognitive developmental changes that occur during adolescence.
A particular emphasis will be placed on individual aspects of development, the
contexts and social spheres that shape that development and behavioral problems
of adolescence that result from bio-psychosocial interactions in development.
Patterns of continuity and transitions of adolescence in both group and individual
patterns of development will also be addressed.
Prerequisite: PSYC 2301/2401
Course Objectives:
After completing this course, you will be able to:
1. Have a firm understanding of the fundamental changes that occur during
the period of Adolescence including Biological, Cognitive, and Social
transitions
2. Be aware of the different contexts that impact Adolescence: Families, Peer
Groups, Schools, and Work & Leisure
3. Have a complete comprehension of the Psychosocial changes that occur
during Adolescence. Issues such as Identity, Autonomy, Intimacy, Sexuality,
and Psychosocial Problems will be addressed.
4. Through lectures, class discussions, activities, assignments, students should
be able to demonstrate their ability to identify controversial, unresolved, or
current issues in the field of Developmental Psychology as well as to
demonstrate their ability to assess ethical issues related to this field
5. Understand Adolescent development in the context of varying cultural
backgrounds and appreciate possible group differences
Relevant Department of Psychology Learning Outcomes:
1. Students will compare favorably to other students from similar psychology
programs.
2. Students will demonstrate effective oral communication by successfully
presenting analyses of current research and social issues in psychology.
3. Students will demonstrate effective written communication by successfully
crafting papers based on issues / ideas / theories and research.
4. Students will effectively assess and analyze ethical and moral issues related
to psychology.
5. Students will use gender, race, ethnicity, culture, and class as analytical
categories to address social justice issues.
Required Readings:
Most readings will be out of the course textbook (see reference below).
Additional readings for the bi-weekly blogs will come from the Adolescent Behavior
and Taking Sides books.
Rye, B. J. (2013) Taking Sides - Clashing Views in Adolescence (3rd Ed.). New
York: McGraw-Hill Publish
Steinberg, L. (2011). Adolescence (9th Ed). New York: McGraw-Hill Publishers.
Class Communication
Throughout the term, I will use the Course Website to post announcements,
upcoming events & dates, and other important information. In addition to
checking the class website regularly, please make it a habit to check your email
every day. To access lecture notes after the lecture, you can refer to the class
website. You can access handouts, assignments, video clips, and the syllabus, etc.,
via the course website. We also encourage you to use our Open Class Blog on the
course website as a forum to ask questions (e.g., about the class, the material, the
exam) and/or to discuss issues relevant to Adolescence and Adolescent
Psychology (e.g., stories/examples in the media). Of course, you are always
welcome to contact me directly via email or by phone.
Class Attendance & Participation:
Class meetings will involve lectures, discussion, exercises, videos, and guest
speakers. Questions and discussion are an important part of the course and are
strongly encouraged. Note that because there are so many interesting topics to
cover and our time is limited, we will not be able to go over everything in the
textbook. Instead, lectures will expand upon the text by considering a few topics
in more depth, and will also introduce concepts and studies not discussed in the
text. Thus, it is important that you take responsibility for learning the material in
the text and for coming to class prepared.
Students are expected to attend every class. Because it is assumed that you
are all responsible adults who are here to get the best quality education, it is also
assumed that YOU are responsible for coming to class and getting the necessary
information. In the event that you do have to miss class for whatever reason (I
know life happens), please make sure to have the courtesy to do the following: (1)
Notify the instructor and copy the teaching assistant PRIOR to the class that you
cannot make (i.e., talk to us personally or call and leave a detailed message on
voice mail) and (2) Provide official documentation of your emergency (e.g., a
written medical excuse signed by a physician). The important thing is for you to
communicate with me when something comes up. I cannot do anything after the
fact, but I can try to work with you as much as possible before or during the issue.
Finally, PLEASE BE ON TIME AND TURN OF YOUR TECHNOLOGY--it is
very distracting to both me as well as the other students in class when people
straggle in after class has begun or have a cell phone ring during class.
•
•
•
•
•
•
•
•
What does “class participation” include?
Be fully prepared for class-that is, reading the chapter and reviewing the
lecture material BEFORE the class discussion time.
ACTIVELY participating in all online discussion sections by asking
questions and putting forth ideas when questions are asked by others
Listen attentively to others’ points of view.
Ask questions of TAs and instructors to better understand course material.
Share and discuss ideas in a respectful manner.
Engaged in class activities and support other students’ learning.
Set goals for your learning and reflect on your learning process.
Consider the impact of what you’re learning inside and outside of class.
How will “class participation” be evaluated? Attendance in class, taking
part in discussions and class activities, and interaction with peers will be
considered in determining each student’s grade, according to the professional
judgment of the professor. Class participation is not simply attending class.
Rather, it is being a prepared, active member of the class.
Lectures & Class Discussions:
The purpose of the lectures is to amplify, explain, and expand on the
materials in the textbook. Although there is some overlap between the assigned
readings and the lectures, lectures are not intended to regurgitate what you’ve
already read; rather, they are to introduce new and unique material that goes
along with the topic covered in the chapter. Your understanding of each lecture
will be best if you studied the assigned readings before you come to class. The
instructor will, as much as possible, include film clips and other audiovisual
materials in this course, mostly for illustration purposes. You are responsible for
all the material covered in each class meeting. All of the materials can be included
in the exams.
Class Notes:
Copies of the slides from class will be available AFTER we have completed
a topic or chapter from the syllabus schedule on the Blackboard site for this
course. I extend this courtesy so you do not have to write down every definition
and concept down while you are in class and you have a full set of notes to study
from. The full set of notes will not be available before the topic is covered, as some
students have a tendency to disengage when they are not actively writing or
asking questions. Please take additional notes and ask questions in class.
Assignment Policies:
Reading assignments for each class meeting are clearly listed in the course
outline. Readings are to be completed BEFORE the topic is to be covered in class
to ensure better understand of the lecture. Students should read the assigned
reading material before class and come prepared with any questions or discussion
points. Additional online readings/handouts will be announced in class.
PLEASE NOTE: Any assignments turned in late will be deducted by 10 points for
each day that it is late for up to 5 days. Any assignment submitted after 5 days past
the assignment due date WILL NO LONGER BE ACCEPTED - NO EXCEPTIONS.
Special Needs:
If you have a specific physical, psychiatric, or learning disability and require
accommodations, please let me know early in the semester so that your learning
needs may be appropriately met. You will need to provide documentation of
your disability to Academic Planning and Support, located in Moody Hall 155
(448-8660).
Academic Dishonesty:
We will follow the rules regarding academic dishonesty that are outlined in the
SEU Student Handbook. Academic dishonesty in any form will NOT be tolerated
and will be subject to appropriate action.
COURSE GRADES
Assignments
Class Attendance & Participation
Exams – 3 @ 150 pts each
Taking Sides Blogs – 4 @ 50 pts each
Reading Reaction Quizzes – 4 @ 25 pts each
Learning Goals Paper 1
Learning Goals Paper 2
Adolescence Across Cultures Group Project
Total Points
Points
100
450
200
100
25
25
100
1000
Course grades will be based on the total points earned and will be assigned as
follows:
A 900-1000
B 800-899
C 700-799
D 600-69 9
F (<600)
1.
Class Participation (100 points total)
As previously discussed, we will be covering a great amount of information
in each class meeting. There will be class activities, guest speakers, films, etc; thus,
your attendance and participation are crucial to your understanding and success
in this class. Students will engage in many academic activities throughout the
semester, which are critical to the understanding and applications of concepts
being taught in class. It is expected that you not only attend class, but it is also
expected that you play an active role in your learning experience.
2.
Exams (150 points each)
There will be three in-class Exams given. Exam material will be drawn from
the textbook and outside readings, material covered in lectures (including class
discussions), and any film clips and/or guest speakers presented in class. Exams
are NOT cumulative. Dates for the exams are on the course schedule attached.
Answers to the questions should draw on the readings as well as the material
presented in class. The entire class period will be allotted for exams.
Exam Make-Up Policy
Make-up exams are strongly discouraged and will be granted only under
exceptional circumstances, such as serious illness, or death in the immediate
family. To be eligible for a makeup, you MUST adhere to the following two
conditions: (1) Notify one of us PRIOR to the exam that you cannot make it (you
can leave a detailed message on voice mail) and (2) Provide official
documentation of your emergency (e.g., a written medical excuse signed by a
physician). All makeup exams will be given within two days of the original exam.
IN ORDER TO BE FAIR TO ALL STUDENTS, THERE ARE NO EXCEPTIONS
TO THESE POLICIES.
3.
Taking Sides Blogs (50 points each)
On the course black board site you will see a document under the assignments
section that lists the topics for our blog journal assignment. You are to complete 4 blog
entries worth 50 points each. All students will write blog entries that not only ask you to
give a brief synopsis of the reading, but also require you to reflect on your own attitudes,
experiences, and behaviors with respect to the topic you’ve read. Each blog will be posted
in blackboard and will have the topic and instructions. Blog entries are worth 50 points
each--to get full credit, your entry must be thoughtful (not fluffy or rushed), insightful, and
well written. They are due before the start of class on the due date*. Blogs are ONLY
accepted if they are posted to the private Journal Entry Blog. They WILL NOT be
accepted if they are sent via email, hard copy, or even posted to the open class blog. So,
please make sure you are familiar with where to post your Blog. Please note that it is
ultimately your responsibility to turn entries in on time, as there will generally be no
announcements or reminders. (Remember that blogs are time-stamped…) *See statement
on late assignments.
4.
Reading Reaction Quizzes ( 25 points each)
You will have two extra readings assigned during the semester. You are to
read the assigned readings and be prepared to take a short quiz over the reading
at the beginning of class.
5.
Learning Goals Papers 1&2 ( 25 points each)
See separate documents listed under Assignments in Blackboard for the
specific guidelines on these papers.
6.
Adolescence Across Cultures Group Project (100 points)
This assignment consists of groups of 5 – 7 students working together to
conduct research on the developmental period of Adolescence as it is
seen/displayed/treated in other cultures around the globe. The end result will be
a formal group presentation as well as a short narrative from each student. More
information on this project will be posted to the class website.
ADOLESCENT PSYCHOLOGY
Course Schedule
Below you find the tentative course schedule. Please keep in mind that this
schedule is a “best-case scenario” that is subject to change. Students are
responsible for keeping informed of any changes to this schedule announced in
class or on the class page on Black Board.
DATES
Mon, Jan 14
Wed., Jan 16
Mon, Jan 21
Wed, Jan 23
TOPIC
Introduction/Review of
Syllabus
Technology in Class
Intro to Adolescence
MLK DAY - NO CLASS
Biological Transitions
Mon, Jan 28
Biological Transitions:
Eating Disorders
Wed, Jan 30
Mon, Feb 4
*guest speaker
Cognitive Transitions
Wed, Feb 6
Adolescent Risk-Taking
Mon, Feb 11
Social Transitions
Wed, Feb 13
Social Transitions
Mon, Feb 18
Wed, Feb 20
EXAM 1
Families
READING ASSIGNMENTS
Course Syllabus
In class exercises
Steinberg Chapter 1
*Blog 1 Due
Discuss Blog Topic 1 in Class
Villanueva, S., Villa, V. & Fischer, A. (2011).
Eyes on the Prize: Body Image and
Eating Disturbance Behaviors in CollegeAged Young Men. American Journal of
Psychological Research, 7(1), 43 – 63.
(hard copy) QUIZ
*Learning Goals Paper 1 Due
Steinberg Chapter 2
Villanueva Dixon, S., Carrizales, I.* (2009).
Risky Behaviors in Male versus Female
College Students: A Modern Day
Paradigm Shift. American Journal of
Psychological Research, Vol. 5(1), pp. 30 –
42. QUIZ
http://www2.mcneese.edu/ajpr/vol5/AJPR%2
00904%20Dixon%20revision%2007%2001%
2009.pdf
Steinberg Chapter 3
Over Chapters: 1 - 3
Steinberg Chapter 4
*Blog 2 Due
Mon, Feb 25
Parent-Adolescent Conflict
Steinberg Chapter 4
*guest speaker
Wed, Feb 27
Parenting
Mon, Mar 4
Wed., Mar 6
Peer Groups
School Context
Villanueva Dixon, Graber, & Brooks-Gunn
(2008). The roles of respect for parental
authority and parenting practices in parentchild conflict among African American,
Latino, and European American families.
Journal of Family Psychology, 22,1-11.
QUIZ
Steinberg Chapter 5
Steinberg Chapter 6
Read: Shortchanging Girls, Shortchanging
America at:
http://www.aauw.org/learn/research/uploa
d/SGSA-2.pdf
QUIZ
Mar 11 - 15
Mon, Mar 18
Wed, Mar 20
Mon, Mar 25
Wed, Mar 27
SPRING BREAK
Work, Leisure, & Mass
Media
*guest speaker
EXAM 2
Autonomy
Mon, Apr 1
Wed, Apr 3
Mon, Apr 8
EASTER – NO CLASS
Autonomy
Intimacy
Wed, Apr 10
Mon, Apr 15
Intimacy
Sexuality
Wed, Apr 17
Mon, Apr 22
Sexuality
Psychosocial Problems
Wed, Apr 24
Mon, Apr 29
Wed, May 1
Thur, May 9
Group Presentations
Group Presentations
Group Presentations
FINAL EXAM
1:30 – 3:30pm
Steinberg Chapter 7
Over Chapters: 4 - 7
Steinberg Chapter 9
Steinberg Chapter 10
Steinberg Chapter 11
*Blog 3 Due
*guest speaker
Steinberg Chapter 13
*Blog 4 Due
*Learning Goals Paper 2 Due
Same Classroom
Over Chapters: 9, 10, 11, 13