Psychology of Adolescence – PSYC 231

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

An investigation of the psychological and environmental factors related to puberty, peer identification and identity conflict in the adolescent. Emphasis will be upon the development of self-identity and the problems faced by the American adolescent.

Prerequisites: PSYC 255 and PSYC 101 or 21001 or 210; PSYC 255

Rationale

Many of the students who enroll in Psychology of Adolescence are individuals who will be working directly with adolescents (e.g., education, social work, law enforcement, family services, and youth ministries). This course is designed as a foundation for understanding the major theories and concepts of adolescent behavior and thinking and attempting to determine the major influences that precipitate this behavior. Suggestions will be made as to the ways in which an understanding of the adolescent developmental process can be used to influence them in certain desired directions.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Describe the major theories in adolescent psychology.
  2. Analyze issues related to behavior and mental processes in adolescence.
  3. Evaluate concepts from adolescent psychology from a biblical perspective.
  4. Apply research and theory to real life situations involving adolescents.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the assigned topic for each forum. Each thread must be 300–400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to at least 2 classmates’ threads. Each reply must be at least 100 words. (MLO: B, C, D)

Developmental Letter

The student will craft a 2–3-page letter that imparts knowledge to a child or for the benefit of a child which provides encouragement on the journey to adulthood. In addition, the student must compose a 1-page reflection essay in response to provided questions. (MLO: B, C, D)

Body Image Worksheet

The student will complete a worksheet that explores body image development during adolescence. The worksheet will be comprised of 3 parts: 1) a detailed description of an advertisement, 2) responses to 6 critical thinking questions, and 3) a list of resources designed to help parents as they guide their adolescents in the development of a healthy body image. The student must include information from both the textbook and the Bible to support his/her answers. The student must also include 7–10 sources in current APA format. (MLO: B, C, D)

Parent Interview Worksheet

The student will complete a worksheet that examines individual differences in parenting practices and philosophies. The worksheet will be comprised of 3 parts: 1) an interview with a parent of an adolescent, 2) a reflective analysis of the interviewee’s parenting style, and 3) an examination of the student’s own parenting beliefs. (MLO: B, C, D)

Topic Paper

The student will select a topic related to adolescence and will write a topical paper incorporating at least 5 scholarly sources. The paper must be written in current APA format and include a title page, an abstract page, 3–5 full pages of text, and a reference page. (MLO: A, B, C)

Quizzes (8)

Each quiz will cover the Reading & Study material for the assigned modules/weeks. Quizzes are not cumulative in their content. Each quiz will be open-book/open-notes, contain 25 multiple-choice questions, and have a 1-hour-and-30-minute time limit. To be successful, the student must study and prepare before attempting any quiz. (MLO: A, B)

I. Textbook Reading LearnSmart Activities (13)

The student will complete adaptive learning questions as they read through the textbook reading assignments. These questions will be tailored to the individual student and are designed for the student to get the most out of the reading process. To be successful, the student must simply work through the questions that are presented as they read the textbook material. (MLO: A, B)