Psychology 302
Developmental Psychology:  Adolescence
Class will meet in DeGarmo Hall - Room 206
Mon, Wed, Fri 11:00 - 11:50

Printable version (PDF)

COURSE SYLLABUS

Required Text:

Steinberg, L. (2008). Adolescence (8th Edition).  New York: McGraw Hill. Available at the bookstores. A copy of the text as well as my power point slides are on reserve at Milner Library for you use. Caution: I sometimes up date my slides as I go and the slides on reserve may not reflect these changes.

Instructor:

Patricia A. Jarvis, Ph.D.
Professor of Psychology
425 DeGarmo Hall (Office)
Voice Mail: (309) 438-8425  E-Mail: pajarvis@ilstu.edu
Office Hours: To Be Announced in Class on the First Day of Class and Posted on My Office Door

Course Website: http://www.psychology.ilstu.edu/pajarvis/

A Schedule for the Class Activities will be handed out at the first class meeting.

Course Goal:
The goal of this course is to transform your thinking about the fundamental biological, cognitive, and social changes adolescents experience in the contexts of families, peers, schools, and work as they deal with the psychosocial issues of identity, autonomy, intimacy, sexuality, and achievement based on scientific findings obtained from systematic study of this developmental stage. It is also a goal of the course to foster your professional knowledge and development regarding this period of the lifespan.

Learning Objectives:
The purpose of this course is to provide you with an understanding of adolescent development as it occurs within the contexts in which adolescents grow up.  To understand how adolescents develop in contemporary society, we will examine the world in which adolescents live, how they process information about their world, and how that world affects their behavior and social relationships.
After taking this course, you should be able to:

1. Understand the role of theories in explaining adolescent development including psychoanalytic, sociocultural, cognitive-behavioral, and contextual approaches.
2. Understand the concept of "adolescence", and ages that define the stages of this period of development.
3. Appreciate the diversity of disciplines—psychology, sociology, medicine, education, and ethology—that contribute to the field.
4. Appreciate the ethical issues adolescent researchers encounter when working with this population and sensitive topics (e.g., puberty, sexuality, peer social competence).
5. Describe different research methods (e.g., event sampling, observational methods) and developmental designs (e.g., cross-sectional/longitudinal) adolescent experts use.
6. Understand the difficulties in establishing strong conclusions about adolescent development and how study results are sometimes hard to generalize to the larger population.
7. Describe how applied professionals (e.g., educators, clinicians) use research in this area to guide interventions.
8. Understand how research findings and theory (e.g., information processing theory) apply to everyday life (e.g., processing information).
9. Apply theory/research to everyday life in student activities, for example, how part-time work serves as a context for adolescent development.
10. Appreciate the value of research in guiding theory development and practice.
11. Understand how adolescent behavior and development may be influenced by communities, ethnicity, and culture.
12. Appreciate how different contexts (e.g., family, peers, schools, work, media) influence development.
13. Know the major psychosocial outcomes of adolescent development.
    Your knowledge of the course objectives will be assessed via in and out of class written assignments and four examinations as described below.

Grading:
There will be four required non-comprehensive exams that may consist of multiple-choice and short answer essay questions. Each exam is worth 100 points. Make-up exams will be allowed for excuses I deem valid but ten points will be deducted for taking an exam late.
The grading scale for exams is: 90 - 100  = A, 80 - 89 = B, 70 - 79 = C, 60 - 69 = D, below 60 average = F.  For final course grades, 90% or better of the points earned merits an A, 80% - 89.5% a B, 70 – 79.5% for a C, 60-69.5 for a D and below 60% will result in an F for the course.

You are also required to complete 10 of 12 brief written activities. Some of these will be conducted in class, including group activities with peers, while others may be out-of-class assignments. All activities will be approximately a page in length and will be graded based on knowledge of course material. You will need to be in class before, during, and after certain discussions we have  regarding this work to get credit for these assignments. Class attendance is essential for success on these assignments and they cannot be made up. Rather,  twelve opportunities will be offered for you to get the ten required assignments.

The four exams count 20% each and the required written assignments are worth up to another 20% for 100% of the course grade. You may also earn extra credit through a variety of mechanisms announced in class (attending talks announced in class related to the course material and writing reaction papers to them, correctly answering attendance check quizzes, etc.). These points will be added to your exam four grade. To compute your course grade, simply add your exam grades and your written assignment grade and divide the total by five.

Grade Dispute Procedures:
After reviewing an exam and your grade, you may write a rebuttal on any multiple choice item in which you believe your answer should be counted as correct. You must do this within two weeks of being informed of your grade for a particular exam. Your rebuttal must be typed. Please include your name and social security number and indicate:

1. The item number and the form of the test you took;
2. The letter of the key answer or the answer given in class for the question;
3. The letter of the answer you put;
4. A paragraph explaining why you believe your answer should be counted as correct (caution: do not just complain, rather explain!).

Rebuttals that cite pages of the text or dates of the lectures prompting your answer will be given preference. Rebuttals are voluntary and compulsive students should avoid rebutting every question missed. If you recognize an answer as obviously wrong, do not write a rebuttal for it. If you wish to discuss grading of essays, you will need to see me during my office hours or by appointment. Email me for an appointment if you need one.

Additional Requirements for Graduate Students:
 If you are a graduate student (meaning you have completed an undergraduate degree) you must complete an approved activity (see me). You must also obtain a 93% in the course for an A, 86% for a B, 79% for a C, and 71% for a D. Any grade below 71% will be an F.

Cheating Policy:
Instances of cheating (including but not limited to plagiarism and cheating on exams) will result in failure of the course and referral for disciplinary procedures that may result in dismissal from the University.

Special Accommodation:
Any student in need of a special accommodation should contact 438-5853 (voice) or 438-8620 (TDD).

General Guidelines, Expectations and Suggestions:
1. Class attendance is required. Please attend every class. You cannot obtain missed notes from me. Also, you are responsible for announcements that are given in class (ex: regarding activities, etc.). I will try to plan interesting discussions and activities to make this class one you do not want to miss.

I encourage you to actively participate as well, rather than to sit back passively absorbing material through osmosis and then reflect at the end of the course that this was a boring class. The class has the potential to be very good given the diversity of interests typically represented in this class as I have experienced it in the past years. I hope that you will feel comfortable asking questions and contributing as appropriate and that your contributions will be informed by the course material. Hopefully you will find the material provoking enough to comment on.
While I would prefer that your comments were made to all of us, I welcome any discussion you wish to have with me in or out of class related to the material and I do not mind if you make an occasional comment in class to your neighbor (except during exams!). However, sustained talking that is disruptive will result in a warning to the individuals involved and may result in those individuals being asked to leave class if necessary.

It is my expectation that we will all conduct ourselves in a professional manner (so please do not read the Vidette while class is in session or copy missed notes or study for another class and always turn off your cell phone while in class - no text messaging either) and be respectful of one another (so please do not put your feet on the back of the seat in front of you and do not leave your garbage in class). Failure to meet these expectations and behave in a professional manner may result in appropriate disciplinary procedures including failure of the class. That is, inappropriate behavior may negatively influence your grade at my discretion.
You can expect that I will be prepared for class and will provide you with up-to-date interesting learning experiences about this topic that I love. You may use a lap top for note taking but much of our class is discussion so copious notes are not needed. You may not use any electronic devise during class time for any use not directly relevant to the class (you may not check email or text message or surf the net). Again, failure to meet these expectations will result in appropriate disciplinary action beginning but not limited to a meeting with me and the chair of the department and possible failure of the course.

2.  The assigned reading handed out the first day of class should be done before coming to class. You may have some questions prompted by the reading, and you will be offered chances to ask them and discuss the material. Class lectures and activities will in no sense cover all the material in the book. Class activities may supplement, highlight, or bring in something entirely different from what is in the text. Exams will cover material from both the text and the lectures/activities (as well as movies, class activities, guest lectures, etc.).

3. All questions about grades must be handled before the last day of classes. There will not be any office hours during final exam week. There is no point in asking for any grade consideration as you earn your grade. I do not give grades. I merely record what you earn. It is inappropriate to ask for extra assignments that the rest of the class do not have a chance to do. Such requests will not be granted.

4.  In spite of the grim warnings ... the course should be very enjoyable. This is my one of my favorite classes to teach and as a member of the review board for the Journal of Youth and Adolescence and for the Journal of Pediatric Psychology, I am very up-to-date on what is happening in this field and what the hot topics are. The text is excellent and current, but demanding. I look forward to getting to know your interests in this field of study.

5.  Please feel free to actively discuss any of the material covered either in the text or by me in class, during my office hours, or by appointment as you choose.

6.  I wish you the best for a very successful semester!

Ask me about the following portrayal of adolescents!