Course Description:

This course will focus on adolescent behavior and also touch on childhood and early adulthood. Childhood experiences set the course for adolescent behavior and subsequent adult actions. We will be using a variety of resources in meeting our objectives. Since this is an online course much of your work will be done using the Internet. I will provide a number of links to get you started but it is expected that you will branch out to add material to the discussions. We will focus on the emotional, cognitive and physical aspects of adolescent. In addition, we will address the major concerns and risk factors facing teens in the United States.

Course Objectives:

1.History, theory and research strategies. a. Understand the connection between research and theory b. Understand the lifespan perspective as it applies to development. c. Utilize APA Division 7 resources 2.Biological and environmental foundations. a. Knowledge base of genetic disorders and birth defects. b. Basic understanding of the Human Genome project c. Understand development within the family context as affected by both direct and indirect influences. d. Understand the different environmental contexts that can impact development and to consider how public policy and education can address the deficits. e. Understand the concept of plasticity as it applies to development) 3.Physical and cognitive development in adolescence a. The role of media in gender identification and body dissatisfaction b. The psychological impacts of puberty onset. c. Understand the importance of social support systems during identity formation. Understand the two major factors of hypothetical reasoning and deductive process on operational thought. d. The egocentric process as it applies to adolescent development and social interaction. e. Recognize what constitutes typical adolescent development g. Be aware of resources on the Internet addressing teens. 5.Emotional and social development in adolescence a. Understand the struggle for identity b. Recognize the primary role of identity formation within the context of Erickson’s theory of socioemotional development. c. Understand the developmental patterns associated with moral reasoning as put forth by Kohlberg and Gilligan. d. Evaluating and understanding the effects of parenting style on adolescent development and behavior e. Recognizing the signs of possible adolescent depression, alternative lifestyles and suicide f. the role of peer pressure in adolescence g. Recognize the factors that make the teen years a time of turmoil h. Understand and recognize the attraction of gang membership i. Be aware of what constitutes current self reported teen sexual behavior patterns. 6.Career development and the world of work a. Understand the role of parenting on career development b. Attachment theory and career development c. Career development as it occurs in secondary school settings

Part I The Fundamental Changes of Adolescence Chapter 1. Biological Transitions Chapter 2. Cognitive Transitions Chapter 3. Social Transitions Part II: The Contexts of Adolescence Chapter 4. Families Chapter 5. Peer Groups Chapter 6. Schools Chapter 7. Works and Leisure Part III: Psychosocial Development During Adolescence Chapter 8. Identity Chapter 9. Autonomy Chapter 10. Intimacy Chapter 11. Sexuality Chapter 12. Achievement Chapter 13. Psychosocial Problems in Adolescence

Daily access to an Internet connection and ability to send email with attachments.

Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...(A list of software the student is required to purchase or download for the course, Real Player, Media Player, Acrobat Reader, Microsoft Office, etc).

Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.

The assignments will add up to 800 points, discussion response 200 points with above average performance (A) indicated by a point total in excess of 900 points. 

100-90---A
80-89---B
70-79---C
The grading scale will emphasize assignments, projects, and student participation in the learning community.

A sequenced list of assignments and projects arranged by chapter topic or module is available on the calendar.

Students are expected to communicate with the instructor as a learning resource, students must check the course bulletin board frequently for announcements, and students must actively participate in threaded discussion events.

The course is divided into three sections addressing transitions,contexts and psychosocial factors.Therefore it is key that students keep pace with the course and their peers. 

Participation is required, students are expected to communicate with other students in discussions, Learn how to navigate in WebCT, Keep abreast of course announcements,check calendar,submit assignments on time. Use the assigned college or university e-mail address as opposed a personal e-mail address, Address technical problems immediately, Observe course netiquette at all times. 

• Columbia Guide to Online Style by Janice R. Walker and Todd Taylor
• Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html

Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses. 

Students With Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the left to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Technical Support