Syllabus
Child Growth and Development Through Adolescence

Child Growth and Development Through Adolescence

PSYC-2308

Spring 2013
01/14/2013 - 05/12/2013

Course Information

Section 001
Lecture
T 5:45PM - 8:25PM
RG30 3320
Gaye Shook-Hughes
ghughes@austincc.edu

Office Hours

No office hours have been entered for this term.

Course Requirements

SYLLABUS

CHILD GROWTH AND DEVELOPMENT THROUGH ADOLESCENCE

PSYC 2308.001

Spring Semester, 2013

Instructor:  Gaye Hughes, LPC-S CCFC CART TFCBT

Email: ghugheslpc@hotmail.com or ghughes@austincc.edu

Cell phone:  830.822.6992

Office hours: I will be available to students at the conclusion of each class. Please make an appointment if possible.

Required Text:        The Developing Person by Kathleen Stassen Berger, 8th edition

Class will meet on Tuesday from 5:45 p.m. to 8:25 p.m. in Room 3320, Rio Grande Campus, Austin TX 

Course Schedule:

Tuesday, 1/15/13                             Introduction of class material

Tuesday, 1/22/13                             Chapter 1     and 2

Tuesday, 1/29/13                             Chapter 2

Tuesday, 2/5/13                                Chapter 3  

Tuesday, 2/12/13                             Chapter 4 and Exam over Chapters 1-4

Tuesday, 2/19/13                             Chapter 5      ASSIGNMENT 1 DUE

Tuesday, 2/26/13                             Chapter 6     

Tuesday, 3/5/13                                Chapter 7      Exam over Chapters 5-7

Tuesday, 3/12/13                             NO CLASS – Spring Break

Tuesday, 3/19/13                             Chapters 8 & 9   ASSIGNMENT 2 DUE

Tuesday, 3/26/13                             Chapter 10    Exam over Chapters 8-10

Tuesday, 4/2/13                                Chapters 11 & 12    

Tuesday, 4/9/13                                Chapter 13    Exam over Chapters 11-13

Tuesday, 4/16/13                             Chapter 14

Tuesday, 4/23/13                             Chapter 15                ASSIGNMENT 3 DUE

Tuesday, 4/30/13                             Chapter 16 and Review                             

Tuesday, 5/7/12                                FINAL EXAM            (Over Chapters 14-16)

ASSIGNMENTS

Assignment 1 – 5-PAGE CONCEPT PAPER:    due Tuesday, 2-19-13

You are to research as your topic for this paper, any childhood development concept.  This concept can be anything you locate in your text and your text can be used as one of your sources.  You must use at least 5 sources for this paper (internet, magazine articles, journal articles, books, video/DVD) and you must document each source on a “Works Cited” page.  The paper should be no less than 5 pages in length, typed, double-spaced, with one-inch margins all around and regular 12 point font.  Include in your paper an introduction of the subject, where the concept originated, application of the concept (examples), and a conclusion on what you have learned from your research.  Ten points will be deducted for each class period this paper is late.

Assignment 2  – PARENT INTERVIEW PAPER:          due Tuesday, 3-19-13

You are to interview parents from two different families (one parent from each family is sufficient).  The interviewees may be family friends, siblings, or acquaintances.  The two parents you choose should differ on some particular variable (e.g., age, marital status, social c lass, or religious affiliation) to permit comparative analyses in class.  Use the worksheets I will provide you in class to record the parental responses as well as jot down requested information.  A summary of your visit is also required.  Ten points will be deducted for each class period this assignment is late.

Assignment 3 – FIVE PAGE PAPER:                  due Tuesday 4-23-13

The subject of this paper is you!  The best way to insight into child development is to consider your own personal growth and journey.  Therefore, you are to write about your childhood using the concepts and theories you have learned from your text and from any handouts given in class.  If possible, talk to relatives and others who knew you when you were growing up.  Be sure to include subheadings and to cover the following areas of development: physical growth, motor development, language acquisition and first words used, particular habits or ways of expression, and anything else that may relate to this course about your developmental environment, heredity, and/or behavior.  Relate your behavior to specific references from your textbook.  You are not required to include sensitive information about yourself.  Plan to discuss in the paper the first two years of your life as well as your early childhood, middle childhood and your adolescent growth and experiences.  This paper must be five complete pages in length, typed, double-spaced, with one-inch margins all around and regular 12pt. font.  This paper must be turned in by the due date or it will NOT be accepted.

Cell Phone Use

Cell phone use is not allowed during class – this includes texting.  Cell phone use during class is not only disrespectful and distracting to your instructor, but is disrespectful and distracting to fellow students as well.  If you are expecting an emergency phone call, you must inform your instructor; otherwise, your cell phone must be silenced and kept in your pocket, purse, backpack, etc.

Course Description

This course offers an intensive study of growth, development and the learning processes from conception through adolescence.  A unique approach will be taken to learn about child development in this class.  The textbook presents a series of research articles and information about child development across the developmental age spectrum.  These series of research articles will form the basis for classroom discussion.  Concepts and theories related to child development will also be presented as theoretical supports for the various discussions in our textbook.  Additional topics may also be included as determined by the instructor.

Instructional Methodology

This class will include activities that enhance learning, such as lecture, small and large group activities, class discussions, videos, student presentations, computer-based instruction and activities, and computer research.

Course Objectives

Course objectives are as follows: The student will be able to demonstrate an understanding of representative theories, research, findings and/or principles concerning the following topics:

·         Prenatal development

·         Biosocial, cognitive and psychosocial development through the first two years

·         Biosocial, cognitive and psychosocial development through early childhood

·         Biosocial, cognitive and psychosocial development through middle childhood

·         Biosocial, cognitive and psychosocial development through adolescence.

Learning Objectives

Students will learn the following:

·         Discuss biological development throughout the lifespan, from prenatal development through adolescent development

·         Discuss cognitive development throughout the lifespan, from prenatal development through adolescent development

·         Discuss psychological/psychosocial development throughout the lifespan, from prenatal development through adolescent development

·         Be familiar with theories relevant to development—cognitive, learning, behavioral and personality

·         Be able to critique the relevant theories

·         Be able to apply the theories to real-life situations

·         Be able to discuss the nature/nurture controversy, and defend their own view with relevant information and examples

·         Demonstrate sufficient comprehension of the elements of good psychological research to be able to evaluate studies in the text and those in the current media

·         Take informed responsibility for the articulation of their own moral views regarding developing medical technologies related to lifespan issues

Prerequisites

The prerequisite course to this class is Introduction to Psychology, PSYC 2301. All students should be capable of integrating and evaluating information, critical thinking, and writing at the college level.

Course Grading System

There will be 5 chapter exams and 3 assignments in this course. All grades will be averaged together for a total final grade.

90-100 = A

80-89 = B

70-79 = C

60-69 = D

Below 60 = failing

*You will receive a grade on chapter reading and you will have to document completion of your reading assignment at each class period.

*Class participation is expected.   Everyone has a right to their opinion and class members are expected to be tolerant of each other’s opinions.  Behavior that exasperates the teacher will not be tolerated.

Course Related Policies

Attendance

Please note that regular and punctual class attendance is expected of all students.  If you have more than two absences from this class, your attendance grade will be negatively affected.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.

Withdrawing from a Course

It is the responsibility of each student to ensure that his or her name is removed from the roll should s/he decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should s/he feel it is necessary.  Students are responsible for understanding the impact withdrawing from a course may have on their financial aid, veterans' benefits, international student status, and academic standing. Students are urged to consult with an advisor before making schedule changes. 

If a student decides to withdraw, s/he should also verify that the withdrawal is submitted before the Final Withdrawal Date.  Students are also strongly encouraged to retain a copy of the withdrawal form for their records. Students who enroll for the third or subsequent time in a course taken since Fall 2002, may be charged a higher tuition rate for that course. State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities without penalty.  With certain exceptions, all course withdrawals automatically count toward this limit.  Details regarding this policy can be found in the ACC college catalog.

Incomplete

An instructor may award a grade of “I” (Incomplete) if a student is unable to complete all of the requirements for a course.  An incomplete in the course will be given only at the instructor’s discretion and only for a reason such as serious illness or death in the family.  An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester.

Scholastic Honesty/Ethical Conduct

A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution.  Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression.  Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations.  Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents.  Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or expulsion from the college.  See the Student Standards of Conduct and Disciplinary Process and other policies at http://www.austincc.edu/current/needtoknow.

Academic Freedom/Learning Environment

In any course that includes discussion and critical thinking, there will be many differing viewpoints, especially on sensitive, controversial topics.  It is imperative that we respect the views of others and create an atmosphere where both the students and the instructor are encouraged to think, learn, and share information.  Viewpoints that are carefully thought out and expressed in an organized, orderly manner can be used to enhance learning.  These viewpoints as well as any feedback or general comments much be provided in a non-offensive, respectful manner.  Your course grade will not be adversely affected by the viewpoints that you may express in class or on assignments.  Instead, the grade will be based on your knowledge and understanding of concepts and principles within the specific subject area as well as their theoretical and research-based foundations and applications. Since the study of psychology can be sensitive in nature, please understand from the beginning that although it is not my intention to offend any student.  If during the discussion of any topic, your degree of discomfort is such that you cannot continue to sit through class, please feel free to come forward and notify me and I will be glad to make alternate arrangements with you.

Services for Students with Disabilities

Each ACC campus offers support services for students with documented disabilities.  Students with disabilities who need classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD).   Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.  

Students who have received approval for accommodations from OSD for this course must provide the instructor with the ‘Notice of Approved Accommodations’ from OSD before accommodations will be provided.   Arrangements for academic accommodations can only be made after the instructor receives the ‘Notice of Approved Accommodations’ from the student.  

Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.   

Additional information about the Office for Students with Disabilities is available athttp://www.austincc.edu/support/osd/.  If you are a student with disabilities and you need accommodations in class, please notify me and I will give you further instruction regarding accommodations.

Student Rights and Responsibilities
Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures.
Safety Statement

Austin Community College is committed to providing a safe and healthy environment for study and work. Students are expected to learn and comply with ACC environmental, health and safety procedures and to agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/.  Please note that students are expected to conduct themselves professionally, with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s class activity, may be withdrawn from the class, and/or barred from attending future activities.

ACC email

All college e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account.  Students should only expect to receive email communication from their instructor using this account.  Likewise, students should use their ACCmail account when communicating with instructors and staff.  Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php.

Testing Center Policy

Under certain circumstances, an instructor may have students take an examination in a testing center.  Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam.  To request an exam, one must have:

  • ACC Photo ID
  • Course Abbreviation (e.g., ENGL)
  • Course Number (e.g.,1301)
  • Course Synonym (e.g., 10123)
  • Course Section (e.g., 005)
  • Instructor's Name

Do NOT bring cell phones to the Testing Center.  Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester.  ACC Testing Center policies can be found at http://www.austincc.edu/testctr/.

Student and Instructional Services

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services.  Information on these services and support systems is available at:   http://www.austincc.edu/s4/.  Links to many student services and other information can be found at: http://www.austincc.edu/current/.  ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored.  The tutor schedule for each Learning Lab may be found at:  http://www.autincc.edu/tutor/students/tutoring.php.  For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

Readings

The Developing Person by Kathleen Stassen Berger, 8th edition

Course Subjects

SYLLABUS

CHILD GROWTH AND DEVELOPMENT THROUGH ADOLESCENCE

PSYC 2308.001

Spring Semester, 2013

I

Tuesday, 1/15/13                             Introduction of class material

 

Tuesday, 1/22/13                             Chapter 1     

 

Tuesday, 1/29/13                             Chapter 2

 

Tuesday, 2/5/13                                Chapter 3     

 

Tuesday, 2/12/13                             Chapter 4      Exam over Chapters 1-4

           

Tuesday, 2/19/13                             Chapter 5      ASSIGNMENT 1 DUE

 

Tuesday, 2/26/13                             Chapter 6     

 

Tuesday, 3/5/13                                Chapter 7      Exam over Chapters 5-7

 

Tuesday, 3/12/13                             NO CLASS – Spring Break

 

Tuesday, 3/19/13                             Chapters 8 & 9   ASSIGNMENT 2 DUE

 

Tuesday, 3/26/13                             Chapter 10    Exam over Chapters 8-10

 

Tuesday, 4/2/13                                Chapters 11 & 12    

 

Tuesday, 4/9/13                                Chapter 13    Exam over Chapters 11-13

 

Tuesday, 4/16/13                             Chapter 14

 

Tuesday, 4/23/13                             Chapter 15                ASSIGNMENT 3 DUE

 

Tuesday, 4/30/13                             Chapter 16 and Review                             

 

Tuesday, 5/7/12                                FINAL EXAM            (Over Chapters 14-16)

Student Learning Outcomes/Learning Objectives

Course Objectives

Course objectives are as follows: The student will be able to demonstrate an understanding of representative theories, research, findings and/or principles concerning the following topics:

·         Prenatal development

·         Biosocial, cognitive and psychosocial development through the first two years

·         Biosocial, cognitive and psychosocial development through early childhood

·         Biosocial, cognitive and psychosocial development through middle childhood

·         Biosocial, cognitive and psychosocial development through adolescence.

 

Learning Objectives

Students will learn the following:

·         Discuss biological development throughout the lifespan, from prenatal development through adolescent development

·         Discuss cognitive development throughout the lifespan, from prenatal development through adolescent development

·         Discuss psychological/psychosocial development throughout the lifespan, from prenatal development through adolescent development

·         Be familiar with theories relevant to development—cognitive, learning, behavioral and personality

·         Be able to critique the relevant theories

·         Be able to apply the theories to real-life situations

·         Be able to discuss the nature/nurture controversy, and defend their own view with relevant information and examples

·         Demonstrate sufficient comprehension of the elements of good psychological research to be able to evaluate studies in the text and those in the current media

·         Take informed responsibility for the articulation of their own moral views regarding developing medical technologies related to lifespan issues