VANGUARD UNIVERSITY
PSYCH 321 Adolescent Psychology
Instructor: Dr. Noreen Dulin
Spring 2016
Class Time:
 Online Moodle
Professor Contact Information:
 Office Location: Undergraduate Psychology
 Office Hours: Online / e-mail nearly every day. This is a great way to reach me!
 Monday: 4:30-6:00pm
 Tuesday: 9:25-10:30 and 11:45-12:10
 Wednesday: 4:30-6:00pm
 Thursday: 9:25-10:30 and 11:45-12:10

e-mail: noreen.dulin@vanguard.edu
I check my e-mail regularly several times a day, and this is the best way to reach me.

Phone: 714-556-3610 X3655
Course Description
A study of the study of the period of life from puberty to the emergence from the teens to young
adulthood, emphasizing the physical, mental, emotional, social, spiritual, and personality
development of the individual. Diversity issues are considered.
Prerequisite – General Psychology (PSYC 103)
Course Fulfillment – This course meets elective upper-division requirements for all students,
regardless of major.
Moodle
This course is online and will utilize an online learning platform called “Moodle”. To access Moodle
you should go to learn.vanguard.edu. You will then be instructed to provide your username and
password. If you have any difficulties with your password information, you should contact IT. A
Moodle instruction sheet is located on your Moodle class page. E-ssignments which should be
submitted through Moodle are described later in this syllabus.
STUDENT LEARNING OUTCOMES (SLOs)
COURSE-SPECIFIC SLOs
STUDENT LEARNING OUTCOMES
Vanguard University is a learning institution; therefore we want to be clear about what students are expected to
learn. By the end of the course in Adolescent Psychology the student will be expected to:
1. Be able to discuss theories of adolescent development as evidenced by the integration of concepts and
theories on adolescent development into e-ssignments.
2. Form an opinion of the best theory of adolescent development as evident in e-ssignments.
3. Understand correlational and experimental methods presented in research articles evaluated throughout
the class and in the e-ssignment that focuses on peers and romance.
4. Be familiar with the process of physical development as shown by class assignments and exams.
5. Be able to discuss Piaget’s cognitive development theory.
6. Understand controversies and issues in intelligence as demonstrated in class assignments and exams.
7. Understand emotional development and relate this to other aspects of development in class assignments
and exams.
8. Be familiar with gender issues as evidenced in written assignments, quizzes, and exams.
9. Be familiar with stages of moral and spiritual development as shown in class exams and discussions.
10. Be able to discuss and evaluate self-esteem as evident in papers, quizzes, and exams.
11. Understand the role of the family in development as shown in quizzes and exams.
12. Understand the role of peers in development as shown in the peer article e-ssignment.
13. Understand the role of schools in development as demonstrated in quizzes and exams.
14. Understand the role of poverty, culture, and ethnicity in development as demonstrated by class
discussions, and assisgnments.
15. Develop and demonstrate small group interaction skills as shown by online forums.
16. Develop and demonstrate critical thinking skills throughout the class as evidenced by class assignments,
e-ssignments, and exams.
PSYCHOLOGY SLOs
1. Use knowledge of major concepts in psychology as relevant to cognitive, behavioral, biological,
socio-cultural, and spiritual perspectives on human nature. Developmental theories are
presented as they relate to the core areas in psychology; students are expected to identify theories
and major theorists.
2. Apply core principles of empirical research, including research design, data analysis, and
interpretation, to evaluation of knowledge. This specific SLO relates to e-ssignments, quizzes,
and exams.
3. Use critical thinking to evaluate scholarly research and its popular interpretations rationally, in
light of valid evidence and the scientific approach. Students complete a specific assignment that
requires them to acquire and critically evaluate research in light of developmental theories.
4. Apply psychological principles to practical issues (including personal, social and/or
organizational issues). Students apply their understanding of adolescent psychology to a
specific teen problem by creating an outreach brochure.
5. Practice professional ethics in Psychology as defined by American Psychological Association,
with the focus on core principles of beneficence, responsibility, integrity, justice, and respect
http://www.apa.org/ethics/code/index.aspx?item=3. Students are required to maintain ethical
standards in the online classroom interactions, quizzes, and exams.
6. Demonstrate communication skills through writing in an established scientific format (APA),
and gain practice in oral communication. Students learn appropriate methods for the scientific
reporting of research.
7. Practice cultural competency and citizenship as defined in Institutional Learning Outcomes
http://provost.vanguard.edu/studentlearningoutcomes/, with in-depth disciplinary focus
on appreciation of diverse psychological aspects of culture. Cultural competency is a component
of ethnic identity as presented in this class.
8. Integrate Christian worldview with knowledge of psychology. Students integrate their faith,
and learn about the importance of spiritual formation in adolescence.
9. Apply psychological knowledge, skills and values to various occupations/careers and/or
postgraduate study. Careers are presented both in the textbook reading as well as in online
publisher resources linked to the textbook.
INSTITUTIONAL/CORE SLOs
1. Integration of Faith and Learning: Students will develop and articulate a Biblical worldview
informed by a Pentecostal perspective, integrating faith with learning. Students are encouraged
to integrate faith and learning throughout the course, especially with respect to spiritual
formation in adolescence.
2. Cultural Competency and Citizenship: Students will understand and practice effective local,
national and global citizenship and demonstrate appreciation of diverse psychological, social,
historical and artistic aspects of culture. Theories related to ethnic and cultural identity are
presented and explored.
3. Communication: Students will demonstrate effective, college-level written communication skills.
Students demonstrate communication skills through classroom discussions and through the
submission of written quizzes and exams.
4. Critical Thinking: Students will develop and apply qualitative and quantitative critical thinking
skills. Students apply qualitative and quantitative critical thinking skills through understanding
of research and application of relevant concepts.
5. Holistic Living: Students will appreciate and demonstrate a holistic view of health and living.
Students are encouraged to maintain a healthy body, mind, and spirit, as they structure their time
and energy for this demanding course.
6. Information Competency: Students will demonstrate foundational technology skills that allow
one to locate and evaluate the integrity of information, and to understand the ethical uses of
information. Students understand practical and ethical uses of research design.
Required Text:
Santrock, J. W. (2014). Adolescence (15h ed.). Boston, MA: McGraw Hill
Also available on-line at: www.coursesmart.com
Optional Text:
Student Study Guide for Adolescence (15h ed.). Boston, MA: McGraw Hill
General Computer Resources
All of your e-mailed assignments must be sent in MS Word
All students will have access to PC’s and Macs in campus computer labs. The computers in these
locations are networked, and you will have access to word processing, spreadsheet, database,
internet e-mail, and internet web-browsing.
Internet Resources
The internet contains a wealth of resources. The following are useful sites.
http://highered.mheducation.com/sites/0078035481/information_center_view0/index.html
(this is the web site that will link you to your textbook resources).
www.apa.org
www.psychologicalscience.org
Disability Accommodations
Disability Accommodations
The Disability Services Office: The Disability Services Office offers resources and coordinates
reasonable accommodations for students with disabilities. Reasonable accommodations are
established through an interactive process between you, your instructor(s) and the Disability Services
Office. If you have not yet established services through the Disability Services Office, but have a
temporary or permanent disability that requires accommodations (this can include but not limited to;
mental health, attention-related, learning, vision, hearing, physical or health impairments), you are
welcome to contact the Disability Services Office at 714-619-6484
or disabilityservices@vanguard.edu
REQUIREMENTS AND ASSESSMENT
VUSC is a learning institution dedicated to continuous improvement of its programs and student
outcomes. Students should expect regular class assessment to measure their progress toward
specific goals and to identify areas where program and outcome improvements can be made.
Students are encouraged to participate in the process of continuous improvement by cooperating with
the assessment process, by engaging in regular self-assessment, and by offering input for program
enhancement.
Quizzes / 10 Points each (10 X 10 = 100 pts.)
There are 13 quizzes given in this class; your lowest 3 quiz scores will be dropped. A missed quiz
may be counted as one of the three quizzes that are dropped. The quizzes are timed, and you will
have 30 minutes to complete each quiz. You must not only begin, but complete each quiz before it
closes. All quizzes consist of 10 multiple-choice questions. You have access to all of the quizzes for
the entire semester in advance, and you are welcome to complete them ahead of time.
Unit Exams / 100 Points each (4 unit Exams X 100pts = 400 pts.)
The four unit exams will be non-cumulative and will cover material from both the text and on-line
lectures. There will be four unit exams. If a unit exam is missed for a valid reason (discussed with
and approved by the instructor), the points may be made up by taking the comprehensive final exam.
It is the responsibility of the student to notify the instructor ahead of time (if possible) if an exam is
going to be missed. The format for each unit exam is multiple-choice. All exams are 50 questions in
length (2pts each), and are taken through Moodle. On an exam week, the exam will open at 8am
Monday morning and close at 5pm on Thursday. The exams are timed, and you will have 90 minutes
to complete them.
Final Exam (No Additional Points)
A comprehensive final exam covering all of the textbook chapters will be given. The final exam may
be optional; students satisfied with their grade (and who are not missing any exams) may choose not
to take the final. The grade on the final exam will be used to replace the lowest exam score and may
replace a missing exam (this needs to be approved by the instructor at the time the exam is missed).
Taking the final cannot lower your course grade. All exams (including the final) are 50 questions in
length (2pts each), and are taken through Moodle. On an exam week, the final exam will open at
8am Monday morning and close at 5pm on Thursday. The exam is timed, and you will have 90
minutes to complete it.
E-ssigments -- 100 Points Total ( 5 e-ssignments X 20 points each = 100 pts.)
E-ssignments are assignments that are completed on-line and e-mailed to your
professor or posted to Moodle each week.
E-ssigments are due on the Thursday that they are assigned by 5 pm.
Please use your VU e-mail to ensure proper delivery and keep a copy in your “sent” file
for your records. No late work will be accepted for any reason. You have access to all of
the E-ssignments for the entire semester in advance, and you are welcome to complete them
ahead of time. All of the E-ssignments are detailed at the end of the syllabus.
IT IS YOUR RESPONSIBILITY TO ENSURE THAT I AM ABLE TO OPEN YOUR FILE. I
SUGGEST USING MS WORD.
On-line Forums
On-line Moodle Forums will occasionally be posted to stimulate discussion of the course – and
possibly test material. You will need to post a response before reading the posts of others. These
are for instructional purposes only, and no additional credit will be given.
Attendance
Attendance is required, and attendance will be assessed through Moodle participation. Attendance is
essential for learning the content of the course, and lecture material not contained in the text will
appear on exams. Although points are not assigned for attendance, it will be used to raise or lower
grades for those at the upper or lower limit of a grading category.
Important Notices
1. This syllabus, including exam dates, is tentative and subject to change. It is the student’s
responsibility to be aware of changes as announced on Moodle.
2. This class will adhere to the university code for honesty and ethics. If you are caught cheating
or plagiarizing, college policy will apply.
3. In order to learn from each other it is crucial to maintain an atmosphere of support and of
respect. This includes being respectful of others in on-line interactions and forum posts.
4. If you have any disability (learning or otherwise) that requires special testing accommodations,
it is your responsibility to notify me during the first two weeks of the course so that
arrangements may be made.
5. Incompletes will only be given in the event of a severe medical emergency or death of a close
family member (documentation is required).
6. Exams may be taken in advance. A missed exam may be replaced with the final.
Non-Competitive Grading
Grading in this course is “non-competitive”. Your grade is determined by the total number of
points earned by the end of the semester, regardless of the points earned by others. There is no
“curve”. You should therefore feel free to help each other learn, study, and succeed in the class.
Evaluation:
The final course grade will be determined on the basis of the four exams (100 points each), three
short written assignments, E-ssignments, and a group presentation. The total possible points for
this course are 600. Final course grades will be based on points earned and according to the
following schedule.
Grade
A
AB+
B
BC+
C
CD+
D
DF
%
93.0 – 100
90.0 – 92.9
87.0 – 89.9
83.0 – 86.9
80.0 – 82.9
77.0 – 79.9
73.0 – 76.9
70.0 – 72.9
67.0 – 69.9
63.0 – 66.9
60.0 – 62.9
0.00 – 59.9
Points
558 - 600
540 - 557
522 - 539
498 - 521
480 - 497
462 - 479
438 - 461
420 - 437
402 - 419
378 - 401
360 - 377
0 - 359
Spring 2016 Tentative Class Schedule
E-ssignments Due 5pm on Thursdays at 5pm as Indicated
Week/Date
Topic/Assignment
Week #1:January 14
Introduction to course – Read the Syllabus
Week #2:January 21
On-line notes: Chapters 1-2; E-ssignment #1 Due; Quiz #1
Week #3:January 28
On-line notes: Chapter 3;
Quiz #2
Week #4:February 4
On-line notes: Chapters 4-5; Study Guide Exam #1; E-ssignment #2 Due;
Quiz #3
Week #5:February 11
Exam # 1 (Ch. 1-3)
On-line notes: Chapter 6; Quiz #4
Week #6: February 18
On-line notes: Chapter 7; E-ssignment #3 Due; Quiz #5
Week #7: February 25
On-line notes: Chapters 8-9; Study Guide Exam #2; Quiz #6
Week #8: March 3
Exam #2 (Ch. 4 – 7); Quiz #7
Week #9: March 10
Online notes: Chapters 10-11; E-ssignment #4 Due; Quiz #8
Week #10: March 17
Spring Break!
Week #11: March 24
E-ssignment #5 Due; Study Guide Exam # 3; Quiz #9
Week #12: March 31
Exam #3 (Ch. 8 – 10); Quiz #10
Week #13: April 7
Online notes: Chapters 12-13; Study Guide Exam #4; Quiz #11;
Grace E-ssignment Due if needed
Week #14: April 14
Exam #4 (Ch. 11-13); Quiz #12
Week #15: April 21
Study Guide Final; Quiz #13
Week #16: April 28
Comprehensive Final Exam
Week #17: May 5
E-mail Professor with any questions or concerns regarding the course.
E-ssignments
E-ssignment #1 – Sleep Research
Everyone is generally aware that sleep is important, but there are special considerations
regarding the sleep needs of adolescents. The purpose of this first e-ssignment is to allow
you to better understand the unique sleep needs of teens by reading a recent report published
by the National Sleep Foundation. The report can be found at www.sleepfoundation.org. In
the search box located in the upper right corner of the web page on the web site you should
type in “adolescent sleep needs and patterns.” Then, press enter or click “go”.
The Adolescent Sleep Needs and Patterns Report will appear as a downloadable link.
Click on this link. A short summary of the report will appear. At the end of the summary is a
link to read the full report now. When you click on this link the full report will appear.
Your e-ssignment essay should be 1 ½ - 2 typed page (not including your title page), and will
need to include the following:
What ages are included in this report? How much sleep do adolescents need?
What are two of the consequences of poor sleep? What are two ways that schools can
promote healthy sleep patterns? How much sleep on average do you get on weeknights?
How do you feel your sleep effects your life? What are two behaviors that you could change
that would promote better sleep?
E-ssignment #2 – Social Skills Training in Adolescence
One of the ways that researchers inform colleagues as well as the general public is
through research presentations. For this e-ssignment, you will be watching a presentation of
research regarding social skills training for adolescents who have autism. The noted
researcher is Dr. Marjorie Soloman of the UC Davis MIND Institute. Individuals with autism
often have difficulties with a theory of mind (understanding the perspective of others). This is
relevant for moral development and empathy as discussed in the chapters assigned for this
week as well as for social skills such as those discussed in this research presentation. The
program is available on the Mind Institute website, but loads more slowly than the Youtube
posting, and so I have included that as the link. Her presentation includes a review of many of
the major developmental theories and includes both a discussion of typical and atypical
adolescent development. After watching the video, you will need to submit a 1 ½ -2 page
double spaced typed review. Please include both a summary of the main points in the
presentation that includes at least three developmental terms (include the definition of the
terms), and your reaction/opinion of the importance or relevance for this research.
http://www.youtube.com/watch?v=yyDhXchWMIY
E-ssignment #3 – Peer and Romance PsychInfo Search
As I’m sure you know, there are many popular media reports on both the topic of adolescent
peer relationships and adolescent romance. It is important to be able to research topics in
adolescence firsthand rather than from the condensed (and sometimes erroneous and biased)
reports of others. This e-ssignment will give you the opportunity to read and review a research
article that you choose on the topic of either adolescent peer or romantic relationships. The
article will need to come from the PsychInfo database which is available at the library here at
Vanguard. To search you will need to go to www.vanguard.edu/library and click into the
PsychInfo datatbase. Here you can enter your search term and select “full text”. If you are off
campus a username and password are required; please contact the Vanguard’s IT department
for assistance.
For the first part of your E-ssignment, you will need to copy and paste your article into a word
document – be sure to put your name at the top of the page. Next you will need to include a
review. The first paragraph should indicate why you selected the topic and article that you did.
The second paragraph should be a summary of the article. The next two paragraphs should
critique the article based on your knowledge of concepts and theories from this class. The
written (not pasted) part of your paper should be 1 ½ - 2 double-spaced pages.
E-ssignment #4 – Risk-taking Inventory
Much of the research on Adolescence comes from questionnaires and surveys that are
designed to assess characteristics and self-reported behavior. This e-ssignment requires you
to take an on-line questionnaire regarding risk-taking and review this survey based on your
knowledge of research methods and the concepts presented in this class. Go to the following
web site: www.queendom.com/tests. Under “Tests”, Click on “Attitude and Lifestyle” Tests.
Some of the tests will appear below the link, but you will not see all of them until you actually
click on attitudes and lifestyles tests. You will be taking the Risk Taking test (What Type of
Risk Taker are You?). There are two pages of tests, so you may need to go to the second
page to find this one. Click on “take the test” to get started. Answer each question as it
applies to you. At the end of the test you will receive a free
snapshot report; you should not pay to purchase the full report as the snapshot is sufficient for
this assignment. Copy and paste the snapshot into a word document and include your name.
This will be the first page of your e-ssignment. On the second page you will include a review
of this test. Your review should include complete answers to the following questions: Do you
think the test accurately assessed your level of risk-taking? Do you think this test could be
used with adolescents? Why might this attribute be important to assess with adolescents?
How might the test be improved? What action would you recommend for an adolescent who
scored high in this attribute?
E-ssignment #5 – Teen Outreach Project
The focus of this project will be on the development of a research-based teen outreach brochure on a
problem that is relevant for a teen audience. Imagine that you work for a teen center and have been
asked to create a handout that teens can be given. This paper should include relevant research
(based on a PsychInfo research article) and address a teen problem with both a description of the
problem as well as potential solutions. Your informational page must also include at least one
visual/picture. Your informational page should be just one standard 8 ½ X 11 page.
Grace! As noted above, late e-ssignments will not be accepted. I have therefore included a bit of
grace. If you are missing one e-ssignment, you may complete this e-ssignment to replace it. This is
not extra credit (meaning if you have not missed any e-ssignment, you do not need to complete it).
This e-ssignment is to be e-mailed to me directly, not submitted to Moodle. It should be sent
to me during week #13, as indicated on your syllabus.
Grace E-ssignment: Adolescence across the Decades: The goal of this project is to compare and
contrast adolescence as it has been depicted across time. You are to choose three sources to review
from the popular media (TV shows, movies, songs, etc.) from three separate decades. You should
then write a 1½ - 2 paper which includes a discussion of how adolescence has been portrayed
across time, how these changes relate to actual adolescent experience, and how these
characteristics relate to what is known from adolescent research (course concepts).
Emergency E-ssignment – Create Your Own E-ssignment
As of the posting of this course, all links were verified and tested as active and usable – but if
you are reading this, it means that you are having some difficulty. This e-ssignment was
created to replace one of the others in the event of some kind of technical failure. Please email me with your problem and receive approval prior to completing this e-ssignment.
I am continually looking for ways to improve my courses, and e-ssignments are an integral
component of this class.
I would like for you to complete the following:
1. Tell me what your favorite E-ssignment was and why.
2. Tell me what your least favorite E-ssignment was and why
3. Create a new E-ssignment. This may be used for future classes, so I am really looking for
your creative ideas here. The E-ssignment should fit with the topics discussed in this class
and it should be described in detail – both how to do the e-ssignment as well as how it
should be completed and submitted. Good luck and thanks!