PP 7020
Child & Adolescent Development
Fall 2007
INSTRUCTOR:
David J. Van Dyke, Ph.D.
PHONE:
312.777.7699
EMAIL:
dvandyke@argosyu.edu
FAX:
ALT PHONE:
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Childhood and society
Erikson, E.H.
(1950).
Norton & Co.
039331068X
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Harvard lectures
Freud, A.
(1992).
International Universities Press, Inc.
0823623106
Title
Theoretical foundations and biological bases of development
in adolescence.
Author(s) Lerner, R.M. & Lerner, J.V.
Copyright (1999).
Publisher Garland Publishing.
ISBN
0815332904
Edition
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The language and thought of the child
Piaget, Jean
(1959)
Routledge/Taylor & Francis Group.
0415267501
3rd Edition
Title
The collected works of L.S. Vygotsky. Vol. 5.. (SELECTED
READINGS)
Author(s) Vygotsky, L.S.
Copyright (1998)
Publisher Plenum Press
ISBN
0306457075
Edition
This Course Requires the Purchase of a Course Packet:
YES
NO
2
PP 7020 Child & Adolescent Development
Fall 2007
Wednesdays 9:30am-12:15pm
David J. Van Dyke, Ph.D.
Office phone: (312) 777-7699
Office hours: by appointment
Email: dvandyke@argosy.edu
Teaching Assistant:
It is the Policy of the Illinois School of Professional Psychology/Chicago Campus
to make reasonable accommodations for qualified students with disabilities, in
accordance with the Americans with Disabilities Act (ADA).
If you are a student with a disability and need accommodations to complete your
course requirements, please contact the instructor within the first week of class to discuss
your request. All information regarding the disability will be held in confidence by the
professor.
If the student does not choose to disclose that s/he has a disability requiring
assistance, then the student is taking full responsibility for any related consequences that
may occur. Last minute special requests will be subject to the same late assignment
policy as other students.
Course Objectives
The general purpose of this course is to facilitate an understanding of the relationship
between physical maturation, emotional development and healthy adaptation or
psychopathology as manifested from birth through adolescence.
1. become familiar with the central issues and primary theoretical perspectives of
child and adolescent development.
2. consider how biological, cognitive, social-cultural (e.g., peers, family) and
emotional aspects of development influence psychological functioning.
3. begin developing a framework for observing and evaluating healthy and
maladaptive functioning.
4. establish an organizational framework to conceptualize clinical material as it is
integrated with developmental research and theory.
5. write well-organized, conceptually integrated behavioral observations and clinical
assessments that present a clear understanding of each adolescent’s or child’s
psychological development.
6. Apply knowledge about adolescent development into clinical conceptualization
and practice.
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Course Overview
PART I: A Framework
Sept. 5
Genetic-Environment Interface
Sept. 12 Developmental Contextual Model
PART II: The Theorists
Sept. 19
Sept. 26
Oct. 3
Oct. 10
Oct. 17
Oct. 24
Mechanistic/Continuity Theories
Mechanistic/Continuity Theories con’t
Organismic/Discontinuity Theories (Stage)
Stage Theories con’t
Stage Theories con’t
Stage Theories con’t
PART III: Content Areas
Oct. 31
Biological Changes
Nov. 7
Language Development
Nov. 14 Development of the Self
Nov. 21 Family Context
Nov. 28 Socio-Cultural Issues
Dec. 5
Behavioral & Emotional Problems
Final
Course Readings
Required
Erikson, E.H. (1950). Childhood and society. Norton & Co.
Freud, A. (1992). The Harvard lectures. International Universities Press, Inc.
ISBN: 0823623106
Lerner, R.M. & Lerner, J.V. (1999). Theoretical foundations and biological
bases of development in adolescence. Garland Publishing.
ISBN: 0815332904
Piaget, Jean (1959). The language and thought of the child. 3rd Edition.
Routledge/Taylor & Francis Group. ISBN: 0415267501
Vygotsky, L.S. (1998). The collected works of L.S. Vygotsky. Vol. 5.
Plenum Press. ISBN: 0306457075 (SELECTED READINGS)
Recommended
Fraiburg, S. (1996). The magic years. Scribner.
Furstenberg, Elder, Cook, et al. (1998). Managing to make it.
Greenspan, S. & Thorndike-Greenspan, N. (2003). The clinical interview of
the child, 3rd edition. American Psychiatric Press.
Haley, J. (1997). Leaving home: The therapy of disturbed young people (2nd
Ed.). Brunner/Mazel.
Hughes, J. N. (1991). The clinical child interview. Guilford Publications.
ISBN: 0898622409
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Lerner, R.M. & Lerner, L. V. (1999). Foundations and biological bases of
development in adolescence. Garland Publishing. ISBN:0815332904
Nathanielsz, P. (2002). The Prenatal Prescription. New York: HarperCollins.
ISBN: 0060957050
Thomas, R. M. (1997). Comparing theories of child development, 4th edition.
Wadsworth Publishing. ISBN:053435579X
Thompson, M. & Kindlon, D. (2000). Raising Cain: Protecting the emotional
life of boys. Ballantine Books.
Selekman, M.D. (1993). Pathways to change. Guilford Press.
Vargas & Koss-Chioino (1992). Working with culture.
Wolf, E.S. (2002). Treating the self: Elements of clinical self psychology.
Guilford Press.
When you complete this course you will be able to conduct a thorough child observation
(with some possible experience interviewing a child, parent and/or teacher). In addition,
you will be able to conceptualize and integrate a broad range of theoretical and
developmental considerations to produce an informed assessment of a child with respect
to his or her overall contexts, developmental strengths, limitations, and adjustments.
Course Requirements and Expectations
1. Attendance: Attendance at each class is mandatory. Please inform the instructor
in advance if you must miss a class under special circumstances. Students who
miss two or more classes will lose one letter grade.
2. Class Participation: You are responsible to be familiar with and knowledgeable
about the readings assigned each week – be prepared to discuss, make
observations and ask questions.
3. Abstracts: (50 pts.) Students will be assigned two articles to abstract (1 – 2
pages). Abstracts will have the citation at the top of the page and include the
student’s name. Abstracts will be an overview of the major theses and points of
the article. Students will have 5 minutes to present the content of the abstracts to
the class and lead a discussion about the article.
4. Discussion Questions (50 points): Students will be asked to answer question(s)
for various readings. They can turn in the answers at any point in the semester.
5. Assignments: Papers will be due by 9:30 a.m. on the class date specified. All
papers shall be in APA format (including cover page, citations, and references).
A. Mid-term (175 points): 1) Child Observation and 2) Rite of Passage Ritual
1. Sections are observation and theoretical/developmental discussion (75
pts). DUE --- October 24
a) You will observe a child (between 3 and 12). It is important that you
observe a child that is not known to you, both because of ethical
considerations and the impact prior impressions may have on your
ability to formulate your developmental conclusions. Also, be sure
you do not observe children who are being considered for diagnostic
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referrals since you will not be providing feedback to parents or
teachers about your impressions of the behavioral observation. You
will provide an observation and behavioral description. You need to
observe the children in a non-clinical setting, such as at school, park or
home. The advantage to observing children in school is that you are
able to consider their interactions with peers and their participation (or
lack thereof!) in group activities. I would recommend around an hour
observation. Make sure you receive permission to observe in school
from the principal/teacher.
b) Provide a developmental discussion/interpretation of the child’s
development which integrates developmental theories presented in
lectures and readings from weeks 1 – 7. Demonstrate your critical
thinking of how the theories and child support each other, are
divergent and help a person understand children in a larger context
(that of developmental time). Your discussion must include an
analysis of relevant contextual factors (i.e., ethnicity, class, gender,
religious belief, environment). Since we are focusing on
Developmental Contextual model, context plays a significant role in
the overall development of each person.
2. Rites of Passage Ritual (100 pts) – Due Nov. 21
Using current and relevant literature, each student will develop a ritual for
adolescents. This ritual will make EITHER the entrance into adolescence
OR the entrance into adulthood. This must be a unique ritual that
addresses the developmental needs of the adolescent during this
transitional period. There are three sections of this paper: review of
literature, rites of passage ritual detailed, critical thinking demonstrating
how the ritual meets developmental and transitional needs of adolescent
(e.g., reducing risk factors, increasing resiliency/protective factors, etc.)
***I have found it helpful (read mandatory) for authors and readers to have
headings that guide the reader through the paper. This provides organization and
structure and helps both author and reader to transition from one idea to another.
APA style headings based on the number of heading levels you have, etc. It is also
expected that you have numerous (minimum 10+) references supporting your
writing.
B. Final (225 points)
DUE – December 5.
Students will write a case study on a film that they have checked with the
instructor. The film must have a child or adolescent as one of the central
characters (e.g., Mi vida loca, What’s eating gilbert grape?, Eve’s Bayou,
Mermaids, Girl Interrupted). The paper is required to have four sections:
Paragraph about a presenting problem (create one, but be able to support
it), Theoretical conceptualization (which must include: biology, sexual
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development/identity, cognition, emotions, self-concept, etc.), Contextual
issues (family life cycle stage, peer relationships, school, work, etc.), and
an intervention section. You should discuss how the each developmental
issue (and their interactions) must to be addressed in your clinical work.
The paper is to be between 10-20 pages and APA style (margins,
reference, headers, etc.). You will be expected to support all of your
assertions with the use citations from this course (and other locations). I
expect a minimum of 18 citations necessary to adequately accomplish this
task.
Course Weekly Reading
Sept. 5 – Genetic-Environment Interface
Lerner: pp. 1 – 52; 172 – 200 (Petersen, Muuss, & Baltes chapters)
Sept. 12 – Contextual Developmental Approach (Bronfenbrenner)
Lerner: pp. 71-82; 201 – 206; 308 – 330
(Life course as developmental theory; Relatvie plasticity;
Dialectics, developmental contextualism)
Sept. 19 – Mechanistic: Behavioralist
Lerner: pp. 53 – 60 (theories of adolescent development)
Sept. 26 – Mechanistic Theories: Social Learning
Lerner: pp. 84 – 92 (stormy decade)
Oct. 3 – Organismic Theories: Freud
Lerner: pp. 115 – 120
A Freud:
Erikson: 23-186
Oct. 10– Stage theories: Erikson
Erikson: 187 – 274
Piaget: 1 - 128
Oct. 17 – Stage theories: Piaget
Piaget: 129 - 286
Piaget & Inhelder (1954) – on reserve in library
Fischer (1980) – on reserve in library
Oct. 24 – Stage theories: Vygotsky
Vygotsky:
Mid-Term PART 1 Due
ADOLESCENT DEVELOPMENT
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Oct. 31 – Biological Changes
Lerner: p. 207 – 280; 93 – 114
Nov. 7 – Language Development
Vygotsky
Nov. 14 – The Developing Self
Plummer (1995)
Lerner: pp. 61 – 70
Thomas Chp. 16 – Kohlberg’s Moral Development
Thomas Chp. 17 – An integrated theory of moral development
Erikson: 275 Nov. 21 – Family Context
Lerner: pp. 281 - 307
Silverberg & Steinberg (1990)
Mid-Term PART 2 Due
Nov. 28 – Socio-Cultural Issues
Lerner: pp. 331 – 336
Steinberg, Fegley, & Dornbusch (1993)
Dec. 5 – Interventions: Delinquency, School problems & Emotional Problems
Erikson: 403 - 424
Patterson (1993)
Jessor, van den Bos, van der Ryn, Costa, & Turbin (1995)
Dobkin, Tremblay, Masse & Vitaro (1995)
FINAL DUE
Abstracts
Week 2
Bronfenbrenner, U. (1986). The ecology of the family as a context for human development.
Developmental Psychology, 22, 723-742.
Bronfenbrenner, Urie; Ceci, Stephen J. (1994). Nature-Nurture Reconceptualized in
Developmental Perspective: A Bioecological Model, Psychological Review, 101 (4), pp.
568-586
Plomin, R. & Colledge, E. (2001). Genetics and Psychology: Beyond heritability. European
Psychologist, 6, 229-240.
Scarr, S. (1983). How people make their own environments: Implications for parents and
policy makers. Psychology, Public Policy, and Law, 2 (2), 204-228.
Week 3
Plomin, W. & Daniels, D. (1987). Why are children in the same family so different from one
another? Behavioral and Brain Sciences, 10, 1-16.
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Plomin, R., Reiss, D., Hetherington, E. M. & Howe, G. W. (1994). Nature and nurture:
Genetic contributions to measures of the family environment. Developmental Psychology,
30, 32-43.
Scarr, S. (1992). Developmental theories for the 1990s: Development and individual
differences. Child Development, 63, 1-19.
Week 4
Skinner, B. F. (1985) Cognitive science and behaviorism. British Journal of Psychology, 76,
291-301.
Skinner, B. F. (1987). Whatever Happened to Psychology as the Science of Behavior?..;
Source: American Psychologist. Vol. 42 (8) August 1987, pp. 780-786
Skinner, B. F. (1989). The Origins of Cognitive Thought; Source: American Psychologist. Vol.
44 (1) January 1989, pp. 13-18.
Skinner, B. F. (1990). Can psychology be a science of mind? American Psychologist, Nov90,
Vol. 45 Issue 11, p1206 - 1211.
Week 5
Bandura, A., Barbaranelli, C., & Caprara, G. V. (1996). Multifaceted impact of self-efficacy
beliefs on academic functioning.Child Development, Vol 67(3), Jun 1996. pp. 1206-1222.
Week 6
*Fonagy, P. & Moran, G.S. (1990). Studies on the Efficacy of Child Psychoanalysis. Journal
of Consulting and Clinical Psychology. Vol. 58 (6) December 1990, pp. 684-695
*Bronfenbrenner, U. (1960). Freudian theories of identification and their derivatives. Child
Development, 31, 15-40.
Mahler, M. S. (1979). Symbiosis and individuation: the psychological birth of the human
infant. Selected papers of Margaret Mahler, vol. 2. New York: Aronson.
Mahler, M.S. (1979). Mother-child interaction during separation and individuation. Selected
papers of Margaret Mahler, vol. 2. New York: Aronson.
Kernberg, O. (2001). Object relations, affects, and drives: Toward a new synthesis.
Psychoanalytic Inquiry, 21, 604-619.
Week 7 – Erikson
*Erikson, E. H. (1950). Childhood and Society. Chapter 7: Eight Ages of Man
Week 8 – Piaget and Vygotsky
Bodrova, E. & Leong, D.J. (1998). Scaffolding emergent writing in the zone of proximal
development. Literacy teaching and learning, 3, 1-18.
Vygotsky, L.S. (1930). Tool and symbol in child development. In Lev S. Vygotsky’s, Mind and
Society.
Wells, G. (1999). The zone of proximal development and its implications for learning and
teaching. Dialogic inquiry: Towards a sociocultural practice and theory of education. New
York: Cambridge University Press.
*Piaget, Jean (2000) Piaget's theory. In: Lee, Kang (Ed); Childhood cognitive development:
The essential readings. Malden, MA, US: Blackwell Publishers. pp. 33-47.
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*Piaget, J., Gellerier, G., & Langer, J. (1988) Extracts from Piaget's theory. In: Richardson,
Ken (Ed); Sheldon, Sue (Ed); 1988. Cognitive development to adolescence: A reader.
Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc. pp. 3-18.
*Chomsky, N. (1980). On cognitive structures and their development: A reply to Piaget, In M.
Piattelli-Palmarim (Ed.), Language and learning: The debate between Jean Piaget and
Noam Chomsky. Cambridge, Mass.: Harvard University Press.
Week 9 – Biological/Pubertal Transitions
*Buchanan, Eccles, & Becker (1992). Are adolescents the victims of raging hormones:
Evidence for activational effects of hormones on moods and behavior at adolescence.
Psychological Bulletin, 111, 62-107
*Zahn-Waxler (1996). Environment, biology, and culture: Implications for adolescent
development. Developmental Psychology, 32, 571-573.
Mead (1930)
Caspi, Lynam, Moffit & Silva (1993). Unraveling girls’ delinquency: Biological, dispositional,
and contextual contributions to adolescent misbehavior. Developmental Psychology, 29,
19-30.
*Quadrel, Fischoff, & Davis (1993). Adolescent (in)vulnerability. American Psychologist, 48,
102-116.
Caspi & Moffitt (1991). Individual differences are accentuated during periods of social
change: The sample case of girls at puberty. Journal of Personality and Social
Psychology, 61, 157-168.
Ge, Conger & Elder (2001) The relation between puberty and psychological distress in
adolescent boys. Journal of Research on Adolescence, 11, 49-70.
Week 11 – The Self
Vygotsky (1999). New translation of Vygotsky’s ‘Consciousness as a problem in the
psychology of behavior.’ In Undiscovered Vygotsky: Studies on the pre-history of
cultural-historical psychology. European studies in the history of science ideals, Vol. 8,
pp. 251-281.
Harter & Monsour (1992). Developmental analysis of conflict caused by opposing attributes
in the adolescent self-portrait. Developmental Psychology, 28, 251-260.
*Kinney (1993). From “nerds” to “normals”: Adolescent identity recovery within a changing
social system. Sociology of Education, 66, 21-40.
~Plummer (1995). Patterns of racial identity development of African American adolescent
males and females. Journal of Black Psychology, 21, 168-180. – Everyone reads this
*Archer (1989). Gender differences in identity development: Issues of process, domain, and
timing. Journal of Adolescence, 12, 117-138.
Waterman (1988). Identity status theory and Erikson’s theory: Communalities and
differences. Developmental Review, 8, 185-208.
Friedlander (1999). Ethnic identity development of internationally adopted children and
adolescents: Implications for family therapist. Journal of Marital and Family Therapy, 25,
43-62.
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Savin-Williams (1998). The disclosure to families of same-sex attractions by lesbian, gay, and
bisexual youths. Journal of Research on Adolescence, 8, 49-68.
Mead & Strauss (1964) The Self and The Organism
Week 12 – Family Context
*Winnicott, D.W. (2003). Mirror-role of mother and family in child development. In J.
Raphael-Leff (Ed.), Parent-infant psychodynamics: Wild things, mirrors and ghosts.
London: Whurr Publishers. Pp. 18-24.
Brown, Mounts, Lamborn, & Steinberg (1993). Parenting practices and peer group affiliation
in adolescence. Child Development, 64, 467-482.
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect
and prospect. Journal of Research on Adolescence, 11, 1-19.
*Silverberg & Steinberg (1990). Psychological well-being of parents at mid-life: The impact of
early adolescent children. Developmental Psychology, 26, 658-666.
Bartle, Anderson & Sabatelli (1989). A model of parenting style, adolescent individuation and
adolescent self-esteem: Preliminary findings. Journal of Adolescent Research, 4, 283298.
Paikoff & Brooks-Gunn (1991). Do parent-child relationship change during puberty?
Psychological Bulletin, 110, 47-66.
Cooney & Mortimer (1999)
Week 13 – Socio-Cultural Context
Mounts & Steinberg (1995). An ecological analysis of peer influence on adolescent grade
point average and drug use. Developmental Psychology, 31, 915-922.
Jarvinen & Nicholls (1996)
*Whitbeck, Yoder, Hoyt, & Conger (1996)
*Capaldi, Crosby & Stoolmiller (1996). Predicting the timing of first sexual intercourse for atrisk adolescent males. Child Development, 67, 344-359.
Upchurch, Aneshensel, Sucoff, & Levy-Storms (1999). Neighborhood and family contexts of
adolescent sexual activity. Journal of Marriage and the Family, 60, 920-933.
Week 14 – Interventions
McHolland, J.D. (1985)
Gjerde & Westenberg (1998). Dysphoric adolescents as young adults: A prospective study of
the psychological sequelae of depressed mood in adolescence. Journal of Research on
Adolescence, 8, 377-402.
*Klein, M. (1971). The psycho-analytic play technique: Its history and significance. In M.
Klein, P. Heimann, et al (Eds.), New directions in psycho-analysis: The significance of
infant conflict in the pattern of adult behavior. Oxford, England: Tavistock.
Griff, M.D. (1983) Family Play Therapy
Cunningham & Henggeler (1999)
Quinn, & Van Dyke (2004)
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Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University
Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington,
DC 20002, 202-336-5500). This program is designed to educate and train students so that
they may eventually be able to function effectively as clinical psychologists. To ensure
that students are prepared adequately, the curriculum provides for the meaningful
integration of theory, training and practice. The Clinical Psychology program at Argosy
University Chicago Campus emphasizes the development of attitudes, knowledge, and
skills essential in the formation of professional psychologists who are committed to the
ethical provision of quality services. Specific objectives of the program include the
following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically
select, administer, score, interpret, and communicate findings of appropriate
assessment methods informed by accepted psychometric standards and sensitive
to the diverse characteristics and needs of clients.


o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the
context of diversity factors, referral questions, and specific objectives of
the assessment, and organize and communicate results in writing and
orally.
o Objective 1c: Examine psychometric properties of psychological
assessment instruments, and use that knowledge to evaluate, select,
administer, and interpret psychological tests and measures appropriate for
the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse
characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and
various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based
interventions with sensitivity to the diverse characteristics and needs of
clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively
implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective
capacity, including growth of interpersonal skills, and therapeutic
relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills,
and attitudes necessary to understand diverse worldviews and the potential
meaning of social, cultural, and individual differences for professional
psychological services.
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

Goal 4: Prepare professional psychologists to examine the historical context and
the current body of knowledge of biological, cognitive, affective, developmental,
and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and
evolving body of scholarly literature in psychology to inform professional
practice.
The Master’s Program in Clinical Psychology has been designed to educate and train
students to enter a professional career as MA level practitioners. Argosy
University/Chicago Campus provides students an educational program with all the
necessary theoretical and clinical elements that will allow them to be effective members
of a mental health team. The program introduces students to basic clinical skills that
integrate individual and group theoretical foundations of applied psychology into
appropriate client interactions and intervention skills. In addition, the Program offers
excellent preparation for those considering application to the Doctoral Program in
Clinical Psychology.
Library
All resources in Argosy University’s online collection are available through the Internet.
The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000
full-text journals and 23,000 electronic books and other content covering all academic
subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and
Social & Behavior Sciences. Many titles are directly accessible through the Online
Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online
resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Online Public Access Catalog.
Catalog searching is easily limited to individual campus collections. Alternatively,
students can search combined collections of all Argosy University Libraries. Students
are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed
to teach students fundamental and transferable research skills. The tutorial consists of
five modules where students learn to select sources appropriate for academic-level
research, search periodical indexes and search engines, and evaluate and cite information.
In the tutorial, students study concepts and practice them through interactions. At the
conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial
at http://library.argosy.edu/infolit/
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Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be
submitted using the Publication Manual of the American Psychological Association, 5th
Edition (2001). Washington DC: American Psychological Association (APA) format.
Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to purchase
this manual (required in some courses) and become familiar with its content as well as
consult the Argosy University catalog for further information regarding academic
dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty
and plagiarism. This includes the proper and appropriate referencing of all sources. You
may be asked to submit your course assignments through “Turnitin,”
(www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin
compares submitted papers to billions of pages of content and provides a comparison
report to your instructor. This comparison detects papers that share common information
and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development
of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both
the academic and training curricula are designed to provide an environment in which
students can develop the skills and attitudes essential to working with people from a wide
range of backgrounds.
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