Springfield College
School of Professional and Continuing Studies
Adolescent Development in Context CYDL 185/F1
Credits: 3
September 2015
Instructor:
Name:
Address:
Phone numbers:
Email:
James Martin, Ed.D
P.O. Box 846
Laurel, Florida 34272
202-486-5080
jmartin@springfieldcollege.edu
Class Schedule:
Dates: Saturdays: 9/19, 10/10, 11/17, 12/15
Time: 10:00A.M. to 5:00 P.M.
Location: Tampa Bay Campus
REQUIRED TEXTS(S):
Santrock J.W. Adolescence (12th or 13th edition) by ISBN 0205731368 McGraw-Hill.
The costs for all textbooks can be found at
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24
RECOMMENDED READINGS:
Rice, F. P. and Dolgin, K.G. (2005). The Adolescent: Development, Relationships and Culture
(11th edition). Boston: Allyn & Bacon, ISBN 0205407838
COURSE DESCRIPTION:
Cross-cultural and historical perspectives on adolescence and biases regarding youth are
explored in order to examine the issues of adolescence in the context of an ever-changing world.
We will also look at the challenges youth face in this technological world both from a
developmental prospective and their preparation for education and employment.
COURSE OBJECTIVES:
• Acquire an understanding of adolescent development within cultural perspectives.
• Identify both historical and contemporary developmental issues of adolescents.
• Describe adolescent values and philosophy from both developmental, age appropriate, and
mental health view points.
1
• Recognize and understand the importance of a developing adolescent sense of self worth and
existentialism in an ever-changing world.
• Recognize family, peer, and community influence on the adolescent.
• Gain deeper understanding of adolescent development from both a mental health and addictions
perspective
• Identify community resources for adolescent empowerment, intervention, and rehabilitation.
• Explore and identify resources for adolescent dysfunction and addictions.
•Create developmentally specific community presentations for real life adolescents and parents.
COURSE FORMAT:
The classroom format will include a mix of lecture, video, guest presentation, group discussion,
and activities.
COURSE OVERVIEW:
SESSION I: Understanding Youth Development in Context
Theories of adolescent development
In-class Topics:
▪
▪
▪
▪
▪
▪
Theories and approaches to youth development
Definitions of adolescent development
Peer pressure and issues of authority
Healthy adolescent development
Common adolescent dysfunction
Family and community influences on the adolescent
SESSION II: Youth Development Through the Decades
Review of American adolescence throughout the decades: Topics include addictions, family
structure, and societal changes.
In-class Topics:
▪
▪
▪
▪
▪
2
Historical development in the United States
Bullying vs. cyber bullying
Family dynamics
Community structure
Drug and alcohol use
SESSION III: Adolescent Development Through Cross Cultural Perspectives
Consideration of cultural influence: Diversity
In-class Topics:
▪
▪
▪
▪
▪
Diversity
Socialization
Family dynamics
Spirituality and existentialism
Stereotyping
SESSION IV: Planning for the Community Adolescent
Putting it all together: Community Planning
In-class Topics:
▪
▪
▪
▪
▪
Community resource identification and Implementation
Adolescent empowerment
Adolescent rehabilitation
Contemporary issues
Adolescent need identification
FORUM/DISCUSSIONS:
Moodle will be used to enhance the learning experience with relevant assignments
consistent with the course objectives between classes. There will be postings and
Forum/Discussions between classes that must be completed by the posted due dates.
Pre-class assignment(s):
Prepare a 2-3 page double spaced paper about your own adolescent experience. What was it like
for you during your teenage years? What did you like? What didn’t you like? What things came
easy? What things were difficult? What were some successes? What were some struggles? Who
supported you? Who made things more painful? You may also discuss your experience working
with youth as an adult.
Moodle Forum/Discussion 1: Post one positive and one negative thing you remember
experiencing as a youth. Respond to at least two other posts from your peers.
Moodle Forum/Discussion 2: By posting on Moodle, introduce us to one person outside your
family who influenced you positively during your adolescence. Tell us why and mention the
traits your found in that person that you admired and might have adopted from them in your life.
Respond to at least two other postings from your classmates.
3
Moodle Forum/Discussion 3: By posting on Moodle, address some of the challenges you faced
as a youth that might have put you in conflict with your attitudes, values or inner feelings. Tell us
how you faced those challenges and resolved resolved those conflicts. Respond to at least two
other postings from your classmates.
Moodle Forum/Discussion 4: post a 3-5 page double spaced paper supported by referencing
from the reading entitled: Adolescent Development: Contemporary Adolescent Issues
Due for Session II
Reading: Chapters 1-3
Moodle Forum/Discussion 5: Identify a specific part of chapter one in the text and share your
thoughts and or lived experience regarding the part of the chapter that most related to. Respond
to at least 2-3 of the posts from your peers.
Moodle Forum/Discussion 6: Answer the questions in the post and respond to at lease 2-3 posts
from your peers.
Moodle Forum/Discussion 7: post a 3-5 page double spaced paper supported by referencing
from the reading entitled: Adolescent Development: Cultural Development
Moodle Forum/Discussion 8: Watch the video and share your thoughts, reactions, lived
experience as it relates to the video and/or class readings. Respond to at least 2-3 posts from your
peers.
Due for Session III:
Moodle Forum/Discussion 9: Briefly share about your topic for your final presentation and
respond to at least 2-3 posts of your peers to give them ideas, thoughts, or concerns that can be
brought up for educational purposes during their final presentation.
Moodle Forum/Discussion 10.: I will present a case study for your review and you will share
your thoughts regarding interventions the youth may need. You will support your thoughts with
reading from the text as well as other material or research you have done. Please respond to at
least 2-3 posts from your peers.
Moodle Forum/Discussion 11: Research and become familiar with The Adolescent Substance
Abuse Prevention Model developed by J.David Hawkins and Richard Catalano. What do they
call it? What are the components? Share your thoughts on this forum and respond to two of your
classmates.
Moodle Forum/Discussion 12: Research and become familiar with the Khan Academy. What is
it? How is it helpful to youth? What potential is there for you to use it and/or it’s resources?
Please respond to two of your peers.
Moodle Forum/Discussion 13: What is a “Self Evaluation”? What are its components and why
do we use them? Are they effective to use with adolescents to evaluate their performance? Share
your opinion of this forum and respond to two of your classmates.
4
Due for Session IV
Presentation: 15-20 minute class presentation on developmental specific community
interventions for real life adolescents. Specific focus will be identified by the instructor in class
session 3.
DEFINITION OF IN-CLASS PARTICIPATION:
All talk does not constitute good class participation. Class participation that contributes to a
positive grade is characterized by the following:
● Ties personal experiences to the concepts being studied, gives an orderly, brief version of
the experience, with a point that is stated clearly;
● Avoids repeating in a different form points made by others;
● Shows evidence of having completed, understood, and applied the readings for the
course;
● Incorporates ideas shared by others and the instructor to create “a fuller picture” of the
concept under discussion;
● Poses real-life questions or challenges that spring from the discussion and attempts to
shape an “informed” conclusion.
DEFINITION OF ONLINE CLASS PARTICIPATION (Moodle Web-enhanced Discussion
Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but you must
also respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes substantive class
participation. Class participation in an online environment is characterized by the following:
● Connects personal experiences to the concepts being studied, gives an orderly, brief version
of the experience, with a point that is stated clearly;
● Avoids repeating points made by others;
● Shows evidence of having completed, understood, and applied the reading for the course;
● Incorporates shared ideas to create an understanding of the concept under discussion;
● Poses real-life questions or challenges that spring from the discussion and attempts to shape
an informed conclusion.
GRADING CRITERIA: Students final grade will be based on the overall quality of their work
and their involvement in the class. The following breakdown is given as a guide:
Class participation
Moodle Forum/Discussion
Pre-class Forum/Discussion
Presentation for Session IV
5
40%
25%
10%
25%
GRADING SCALE:
A = 95-100
B+ = 86 - 89
C+ = 76 - 79
D+ = 66 - 69
F = < 69
A- = 90-94
B = 83-85
C = 73-75
D = 63-65
B- = 80-82
C- = 70-72
D- = 60-62
NOTE: Each student in the course is responsible for all SPCS academic policies and
college policies as found in the School of Professional and Continuing Studies
Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with Dr. Ram Upadhyay at 813626-3831, campus designee for the SPCS Office of Student Support Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to by
all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
Rubric for Assessing Formal Writing Forum/Discussions
The rubric below is designed to help students and instructors define what quality writing is and
the criteria by which SPCS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a
smooth reading and clear communication of ideas. The ideas are written so they can be
understood easily, and the reader does not have to struggle to understand what the writer is
saying.
2. Logical Organization of Ideas: Most college papers require an introductory paragraph
(or two) that grabs the reader’s attention, makes the reader want to continue reading, and
gives the reader some idea of what the paper is about. The main idea of the paper does not
have to be stated in the opening sentence or even in the opening paragraph, but it should be
clear before the end of the essay. What’s important is that the reader has a sense of the
writer’s direction throughout the essay and that each paragraph should flow logically into the
next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and
provide adequate supporting detail. Details can include examples, allusions, statistics,
quotations, paraphrases, summaries, and more. Has the writer answered questions such as
6
“what,” “what if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect his
or her conclusions to the central theme of the paper. It is not enough to present supportive
examples without making clear the significance of these examples and how they advance the
point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to select
appropriate material from references to support ideas, use a variety of references, integrate
the source material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. Effective Use of Language And Diction: The writer should use a vocabulary that is
suitable to the subject and the audience. Are the words used accurately and effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb
tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do
not interfere with the reading of a text may be considered acceptable.
7