Developmental Psychology

Course Syllabus

Instructor: Jeffrey S Arrowood

E-mail: arrowoodj@mfldacs.net

Web Sites:

http://cchsmoraltheology.blogspot.com for daily class journal

http://www.schoolnotes.com/54449/arrowood.html for weekly homework schedule

Course Description:

This course offers an introduction to the study of psychology. After taking a general look at psychology and some of its major theories, we will trace psychological thought about the human life by focusing on human development. We will look at models of human development put forward by Saint Thomas Aquinas and other Catholic philosophers, Jean Piaget, Sigmund Freud, Erik Erikson, and Lawrence Kohlberg, as well as a few others. Students will not only learn about psychology, they will also learn a lot about themselves.

Materials Needed:

• Textbook: Psychology and You – provided
• Notebook – designated for this class only
• Folder –designated for this class only
• Writing utensil

Grading System:

Grades are based on the average of all required work (including tests and quizzes), plus a project requirement for the grade the student desires. The grading scale is as follows:

Requirements for each Quarter

A: “A” Average in all required work, plus a minimum of 150 project points.

B: “B” Average in all required work, plus a minimum of 100 project points.

C: “C” Average in all required work, plus a minimum of 75 project points.

D: “D” Average in all required work, plus a minimum of 50 project points.

F: Below a “D” Average in all required work, and/or fewer than 50 project points.

Required assignments must all be completed to pass this course. The additional points to reach your desired grade will be earned through projects outside of class. These projects are not optional! They are a required part of the class and must be done on your own time and by your own initiative. It is possible to get straight A's on all of your exams and assignments and still fail the quarter by doing no projects.

Project points can help you raise your quarter grade. Let’s say, for example, that you have a “C” average on your assignments and tests, but you want a “B” for the class. You can do projects above and beyond your 75 points for a “C” in an attempt to gain a “B.” If I notice you have more points than is required for a “C” when I figure your grade, I will subtract 100 points (the number of points necessary for the “B” grade level) from your total number of project points. Then, for every 25 points in the difference, your percentage grade will be raised by three points. So, if you have an 80% but you have done 150 points worth of projects, the extra 50 points beyond what is necessary for a “B” raises your percentage to 86%. You now have the percentage points and the project points necessary for a “B” and your quarter grade would be a “B.” If you only did 125 points, your grade may be a “C+” instead of a “C.”

In the same way, however, your percentage score will be lowered by three points for every 25 project points you are under the required amount for a specific grade. If you have an 80% average, for example, but have only 50 project points, your score would become 77% and you would receive a “C-“ for a quarter grade.

Scope & Sequence

Introduction to main theories

• Definition of psychology
• Psychoanalysis
• Behaviorism
• Psychosocial
• Cognitive
• Cognitive-Moral

Childhood

• Physical development

• Social development

• Emotional Development

• Cognitive developmentMoral development

• Practical Applications to Parenting

Adolescence

• Views of adolescence

• General theories

• Physical development

• Cognitive development

• Social development

• Emotional development

• Moral development

• Juvenile Delinquency

Adulthood

• Social development

• Emotional Development

• Cognitive development

• Moral development

• Midlife crisis

• Marriage

• Career

• Growing old

• Care for the elderly

• Dying

Unit 1: Introduction to Psychology

• Open-book quiz on chapter 1: 30 points
• Participation: 20 points
• Learning Summary on the field of psychology: 50 points
• Exam: 100 points

Unit 2: Childhood

• Open-book quiz on chapter 10: 30 points
• Participation: 20 points
• Personal story on story from your childhood: 25 points
• Personal story illustrating one concept of childhood development: 25 points
• Learning Summary on one concept from the unit: 50 points
• Exam: 100 points

Unit 3: Adolescence

• Open-book quiz on chapter 11: 30 points
• Participation: 20 points
• Personal story on an event or person that shaped your identity: 25 points
• Personal story illustrating one concept of adolescent development: 25 points
• Learning Summary on gender identity: 50 points
• Exam: 100 points

Unit 4: Adulthood and Old Age

• Open-book quiz on chapter 12: 30 points
• Participation: 20 points
• Personal story on a parenting experience from your childhood: 25 points
• Personal story illustrating how someone you know deals with aging: 25 points
• Learning Summary on care for the elderly: 50 points
• Exam: 100 points

Teacher obligations for this class

• To know the subject material and prepare handouts and lectures that will help students understand that material
• To organize the course in a meaningful way so that knowledge builds over the semester leading to an increased sophistication and sensibility
• To consider student concerns regarding time management when assigning homework and constructing requirements for the class
• To guide classroom discussion so that each student has an opportunity to participate, and to welcome student participation with respect for all students as learners and persons
• To grade fairly and to meet with students in conference to answer questions about grading or instructor comments on papers

Student obligations for this class

• To read all assigned material and come to class prepared to discuss that material
• To participate in all class activities. This includes being attentive when other students are speaking or making oral presentations
• To complete all assignments on time, and to provide drafts and revisions of assignments as requested by the instructor
• To respect all members of the class as learners, teachers, and as persons. To enter into respectful reasoned discourse in response to disagreements. As Christians, we are called to treat each other with dignity and charity. Common courtesy, awareness of each other’s needs, caring communication, and observance of the safety and comfort of those around us are all part of this call.
• To enter fully into the learning process and to do your own work. Since the goal of this course is for you to become your own thinker, it is imperative that you do your own thinking and your own work. Essays need to be completely your own thought process. Plagiarism in part or in whole will result in a zero, not just a failure, for the paper. Suspected plagiarism that cannot be proven will be brought to the attention of the student, who will be given a chance to assert his or her thought process in dialogue with me. Quizzes and tests are meant to test your mastery of basic concepts, and must therefore be conquered through studying and your own mastery of the material. Copying or cheating on these quizzes or tests will result in a zero, not just a failure, of the quiz or test. The same is true for any assignment given in the course of this class.
• To take pride in your work as a learner and scholar. Please type all assignments except informal in-class assignments. Please make all assignments neat and presentable before handing them in. Use only loose-leaf paper for collected assignments.
• If you are absent, the best way to make up what was missed is by checking the daily journal Internet site and the weekly homework schedule. All necessary notes and any discussions notes recorded for the day will appear there, along with homework assignments. If Internet is not available, request an assignment sheet from the office. You must take the initiative to make up missed work!

Communication

My preferred method of communication to students and to parents is e-mail and Internet communication. If you have access to a computer, please take advantage of the daily class journal and weekly homework schedule. You may also choose to have grade reports sent to you by e-mail and put onto an Internet grade report that you can access whenever you wish.