PY 234 - Adolescent Psychology

1. Identify physical changes that occur during puberty for males and females.
2. Identify cognitive changes that occur during adolescence and young adulthood.
3. Identify social and/or emotional changes that during adolescence and young adulthood.
4. Write effectively within the discipline of psychology, in particular, using APA format. 
5. Indicate how concepts learned in the course can be applied to adolescents, such as through academic service learning opportunities, or written assignments that ask for specific examples of course concepts seen in “real life”. 
6. Read and critically respond to articles, film clips, and/or books in the field of adolescent psychology.
7. Identify and demonstrate an understanding of the major issues facing adolescents and young adults in the United States and in other cultures.
8. Critically evaluate major theories and research findings in the field of adolescent psychology.
9. Create a written summary of the main ideas extracted from information gathered.
10. Use reflection to examine personal beliefs and values and identify their origins and potential biases. 

A. History of adolescence and emerging adulthood

B. Adolescence in other cultures

C. Research methods in adolescent psychology

II. Biological Foundations

A. Puberty

    1. Sequence and timing of changes

    2. Reactions to puberty today and in the past

    3. The Secular Trend

    4. Early and Late Maturation

    5. Rituals of puberty 

III. Cognitive Foundations 

A. Piaget’s formal operational thought

B. David Elkind’s theory

C. Education: international comparisons, characteristics of effective schools

D. Brain development in adolescence and young adulthood

IV. Gender    

A. Gender roles in traditional vs. U.S. culture

B. Gender roles today vs. the past

C. The gender intensification hypothesis

D. Gender socialization

E. What “true” gender differences exist?

F. Issues facing young boys (e.g., aggression, fitting in)

G. Issues facing young girls (e.g., body image, depression, fitting in)

H. Androgyny

I. History of the women’s movement

V. Self  

A. Self-esteem

B. The emotional self

C. Identity development

VI. Family 

A. Parenting styles

B. Parent-adolescent conflict

C. Sibling relationships

D. Effects of divorce

E. Physical and sexual abuse

VII. Friends and Peers

 A. Friendship

 B. Cliques and crowds

 C. Peer pressure

 D. Popularity and unpopularity

 E. Youth culture

VIII. Dating, Love, and Sexuality 

 A. Sternberg’s theory of love

 B. Dating in the United States

 C. When love goes bad (sexual harassment, date rape)

 D. Choosing a mate/ cohabitation

 E. Sexual orientation

 F. Sexual activity: contraceptive use, STD’s, teen pregnancy, and sex education

IX. Work 

A. Adolescent work in United States and other cultures

B. Apprenticeships in other cultures

C. The adolescent workplace

D. Advantages and disadvantages of working in adolescence

E. Choosing a career

F. Is college worth it? value of college education

G. Value of volunteer work and community service

X. Media 

A. Uses of media

B. Media as a socialization agent

C. Cultural differences in media use

D. Effects of controversial media

XI. Problems

A. Externalizing problems  

B. Internalizing problems

Facilitated discussion 0-30%

Group work 0-20%

Mediated instruction 0-50%

1. Self-Awareness:
   1. Students must exhibit knowledge and openness to learning how one’s values, attitudes, beliefs, emotions and past experiences affect thinking, behavior and relationships.  
   2. Willingness to examine and change their behavior when appropriate and work effectively with others in subordinate positions as well as with those in authority.  

II. Essential physical/neurological functions to include: ability to use the senses of seeing, hearing, touch, and smell to make correct judgments when learning or working with others. Students must also meet physical expectations to perform required interventions for the purpose of demonstrating competence to safely engage in the practice of these disciplines.  

Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. Specifically this includes:

1. Observation:
   1. Students must be able to accurately observe clients or those with whom they interact to effectively assess their situations.   
   2. Have the sensory and motor abilities to carry out effectively the necessary assessment activities.
2. Sensory and Motor Functions:
   1. Students must have sufficient sensory and motor abilities to attend class and complete the required number of hours of Academic Service Learning, or a field practicum, as required by a specific course or discipline.  
   2. To attend and perform safely and satisfactorily in the classroom and in the field.

III. Essential communication skills to include: ability to communicate effectively with fellow students, faculty, clients, and all members of the disciplines. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Specifically, students must be able to:

1. Communicate effectively with other students, faculty, staff, clients and other professionals, and exemplify a willingness and ability to listen to others.  
2. Demonstrate effective communication in presentations, written assignments, small group settings, and through electronic means.
3. Perceive and interpret nonverbal communication.  
4. Use spoken and written English to understand the content presented in the program.  
5. Comprehend reading assignments and search and evaluate the literature.
6. Demonstrate competency in writing skills. 

IV. Essential emotional coping skills: ability to manage potential stressors that accompany tasks necessary to safely engage in the practice of Psychology, Social Work, or Gerontology as determined by professional standards of practice. This includes:

1. Ability to deal with current life stressors through the use of appropriate coping mechanisms effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others.   
2. Effectively use help for medical or emotional problems that interfere with academic or clinical performance. 

V. Essential intellectual/conceptual skills to include: ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of the disciplines. This includes:

    a. Think critically, analyze and interpret objective and subjective data, and apply effective problem solving skills. These skills allow students to make proper assessments, use sound judgment,

appropriately prioritize therapeutic interventions, and measure and report client outcomes when necessary for a specific discipline or course.

    b. Demonstrate cognitive ability to effectively use and apply program’s knowledge/skills. 

VI. Other essential behavioral attributes: ability to engage in activities safely without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Psychology department and as a developing professional in the discipline fields consistent with accepted standards of practice. This also includes adhering to professional performance standards:

1. Adherence to the Code of Ethics for the specific discipline (Psychology, Social Work, or Gerontology).
2. Respect the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).  
3. Behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws in classroom, field, and community.   
4. Responsible and accountable behavior by knowing and practicing within the scope of the disciplines, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and criticism in a positive manner.    
5. A commitment to serve in an appropriate manner all persons in need of assistance, regardless of the person’s age, class, race, religious affiliation (or lack of), gender, disability, sexual orientation and/or value system. 

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the Psychology Department.
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the Psychology Department and work with Disability Support Services to see if a reasonable accommodation or modification can be made.