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PSYCH 412: Adolescence (3) Physical, cognitive, and personality development during adolescence. Prerequisite: PSYCH 100
"When I was fourteen, my parents were so ignorant I could hardly stand to have them around.
But when I got to be twenty-one, I was astonished at how much they had learned in seven years.”
-Mark Twain
Course Description
What is adolescence and when does it begin? When does it end? Is this period really a time of storm and stress and are fights with parents normative and healthy? Do you think having a job during high school is beneficial for growth or is there not enough time for truly just “being a teenager” and developing our identity? Is peer pressure necessarily a bad influence and does this mean they no longer listen to their parents’ advice? In this course we will examine and challenge such questions related to the study of adolescence, primarily through three main trajectories: The biological, cognitive, and social transitions that take place during this unique developmental time period.
Prerequisites: Please note that PSYCH100 (Introductory Psychology) is a prerequisite for taking this course. Additionally, while a link will be provided outlining the APA style for writing papers, it is highly suggested that you are familiar with this approach before taking this course.
Objectives
After taking this course, students should have acquired the following skills and/or met the following goals:
- Demonstrate an understanding of the major biological, social, and cognitive changes associated with adolescence and emerging adulthood
- Gained insight into the significant misperceptions often portrayed about the time period of adolescence
- Critically evaluate and integrate information from empirical research within the field of adolescence
- Apply their knowledge of adolescence to real-life experiences and reflect on their own personal growth and development during this time period
- Enhance understanding of adolescent behaviors, needs, motives, and feelings to be more effective in dealing with this population in the future
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
- Course length: 16 Weeks
Readings |
Activities |
|||||
Lesson |
Topic |
Arnett |
Supplement |
Discussions |
Quiz |
Assignments |
1 |
Introduction to Adolescence |
Chapter 1 |
Lessons Commentary |
#1 |
None |
None |
2 |
Biological Transitions: Part I |
Chapter 2 |
Lessons Commentary |
None |
1 |
None |
3 |
Biological Transitions Part II |
Chapter 2 |
Lessons Commentary & Article (#1) by Mitru et al. |
#2 |
2 |
Article #1 Reflections |
4 |
Cognitive Transitions Part I |
Chapter 3 |
Lesson Commentary |
None |
3 |
None |
5 |
Cognitive Transitions Part II |
Chapter 3 |
Lesson Commentary & Article (#2) by Haugaard |
None |
4 |
Article #2 Reflections |
6 |
Social Transitions |
Chapter 1 |
Lesson Commentary & Article (#3) by Steinberg |
#3 |
5 |
Article #3 Reflections |
7 |
Families |
Chapter 7 |
Lessons Commentary & Article (#4) by Arnett |
None |
6 |
Article #4 Reflections |
8 |
Peer Groups |
Chapter 8 |
Lessons Commentary & Article (#5) by Brown et al. |
#4 |
7 |
Article #5 Reflections |
- |
Spring or Fall Break |
None |
None |
None |
None |
None |
9 |
Schools Part I |
Chapter 10 |
Lessons Commentary |
#5 |
None |
None |
10 |
Schools Part II |
Chapter 10 |
Lessons Commentary |
None |
8 |
None |
11 |
Adolescence Work |
Chapter 11 |
Lessons Commentary & Article (#6) by Larson and Seepersad |
#6 |
9 |
Article #6 Reflections |
12 |
Leisure |
Chapter 12 |
Lessons Commentary |
None |
10 |
None |
13 |
Intimacy |
Chapter 9 |
Lessons Commentary & Article (#7) by Lacombe and Gay |
None |
None | Article #7 Reflections |
14 |
Sexuality |
Chapter 9 |
Lessons Commentary |
None |
11 |
Interview Paper Due |
15 |
Psychosocial Problems |
Chapter 13 |
Lessons Commentary |
#7 |
12 |
None |
NOTE: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please see "Graduation" on the World Campus Student Policies website.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Expectations
Students are expected to manage their time wisely in order to maintain an appropriate pace to complete all of the requirements before listed deadlines. This is especially true in regards to the interview paper and media group project as these assignments have multiple components that often take students a significant portion of the semester to complete. Additionally, students are expected to have read and outlined articles, the lesson and the textbook prior to completing discussion boards. These boards are designed specifically to integrate and reflect on the knowledge you’ve gained from these resources. By going over the required readings ahead of time, you’ll be more informed and have more that you can contribute to posts and responses.
Grading
Your final grade in this course will be based off 4 main components: 1) lesson quizzes, 2) article reflections, 3) discussion boards, and 4) the interview paper.
-
Lesson Quizzes: Just about every week an open-book/open-note quiz (but not open-friend) will be posted on ANGEL. These quizzes are designed to test your knowledge of the material presented in the lesson and text readings that week. Availability to complete each quiz lasts from Monday morning (9:00 a.m.) until Friday night (11:00 p.m.). For example, the quiz for the first week of the semester will open Monday at 9:00 a.m. and must be completed by Friday at 11:00 p.m. You will have 20 minutes to complete the 10 questions for each quiz. The format of these questions will be in multiple-choice. Each quiz will be worth 10 points and there will be a total of 12 quizzes across the semester. Thus together, your quizzes equal 120 points or roughly 31 % of your grade.
Please note: once you’ve logged in and started the quiz the timer continues to run. Thus for example, you cannot save your responses one night and decide to return later to complete the remaining items. Also, while you have up until late Friday night to complete the quiz, I would highly suggest taking the quiz earlier, just in case you run into computer issues such as internet access complications or computer crashes.
- Article Reflections: Students will also be required to complete a series of 7 article reflection from a contemporary journal. These articles will be provided to you via the ANGEL website under the “resources” tab. The goal of these articles is to expose the student to empirical application of concepts and theories presented in the lessons. Each article reflection will require the student to respond to a series of questions related to issues raised in the reading. Each article reflection will be worth a total of 10 points. Thus, article reflections equal a total of 70 points and % of your total grade. Article reflections are due Saturdays by 10 p.m. of the week they are assigned.
- Discussion Boards: Over the semester, I will post a series of 7 discussion questions on the message board related to the materials to be covered in the corresponding lesson. These questions are designed to allow students to reflect on their own personal experiences and integrate them with what has been found in research. Students are expected to post an initial response to these questions (roughly 2-3 paragraphs usually) as well as at least 1 additional substantive response either to my own remarks or other students’ posts in the class. Again, simply agreeing or disagreeing with another student isn’t substantive, you’ll need to rationally explain why you agree or disagree. Your original post is due by Thursday night (10 p.m.) while your reply must be completed by Sunday night (10:00 p.m.) each week. For example, your discussion post to the first set of questions is due by Thursday January 14th at 10 p.m. and your reply is due by 10:00 p.m. on Sunday, January 17th that week. You will be graded on the thoughtfulness of your responses and your effort in getting involved in an appropriate manner in discussions.
- Interview Paper: Finally, you will be required to complete one major project over the course of the semester, which will be worth 120 points. This interview paper is a gathering of three interviews from individuals representing various age cohorts. The purpose of the project is to expose the student to multiple individual experiences to adolescence based on age as well as compare and contrast these perspectives with their knowledge of adolescence and personal experiences. This paper is due on the assigned date by 10 p.m. A detailed outline of the assignment will be posted on ANGEL along with a narrated power point presentation on the requirements.
Grade Distribution:
| Assignment | Points Possible | Percentage |
| Lesson Quizzes (x12) | 120 points | (approximately 31%) |
| Article Reflections (x7) | 70 points | (approximately 19%) |
| Discussion Boards (x7) | 70 points | (approximately 19%) |
| Interview Paper (x1) | 120 points | (approximately 31%) |
| 380 Total Points |
Grading Scale:
| A | =93-100% | 353 - 380 pts. |
| A- | = 90-92.9% | 342 - 352 pts |
| B+ | = 86-89.9% | 326 - 341 pts. |
| B | = 83-85.9% | 315 - 325 pts. |
| B- | = 80-82.9% | 304 - 314 pts. |
| C+ | = 76-79.9% | 288 - 303 pts. |
| C | = 70-75.9% | 266 - 287 pts. |
| D | = 60-69.9% | 228 - 265 pts. |
| F | = less than 228 points total | |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.