College of Education
1160 Monticello Street
Covington, Georgia 30014
Term 2/2015
October 15th through December 11th, 2015
5:45 PM to 10: 15 PM
Course Number: PSY 3320
Course Title: CHILD PSYCHOLOGY
Semester Hours: 3
Pre-requisite(s): NONE
For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements and/or grading of the course.
Instructor Information
I am Dr. Barbara Toner, better known as “Dr.T.”, and I am physically located at Troy’s Covington site, Troy University, 1160 Monticello Street, Covington, Georgia 30014. My office phone is 678-625-5264; Troy e-mail is: , and I am usually in the office Mondays, Tuesdays, Thursdays, and Fridays from 10 AM to 2 PM ET. These hours change, however, to adjust for seminars, meetings, and scheduled student conferences at other times when the 10-2 schedule does not meet their needs. For emergency use only, my cell phone is: 770-316-5403.
Barbara Toner, Psy.D., C.A.S., M.A., M.S.
Phone: Troy – 678-625-5264
Mobile – 770-316-5403 (Emergency Use Only)
Instructor Education
My professional life has been centered around psychology and education; in fact, I consider both fields to be the opposite side of the same coin, and that is helping others become all they are capable of becoming. My original undergraduate degree (a Bachelor of Science in Education) had a Home Economics concentration. I received a Master’s Degree in Education and became an elementary school teacher, then a supervising elementary school teacher. When I discovered that there were students in my 4th and 5th grade classrooms who could not read, I started studying Psychology in an attempt to learn to help them read. This grew into a Master’s Degree in Psychology, and I became a School Psychologist, then a supervising School Psychologist. It was when I discovered that there were no funds to help these students that I began writing grants, and with the addition of my next degree (a Certificate of Advanced Studies) in Supervision and Administration, I became the Director of Special Education. All this while, I was fascinated by consciousness and the brain, and took my doctorate in Psychology with a concentration in Neuropsychology. It was during my internships that I realized I was much more attuned to transpersonal, humanistic clinical psychology, changed my concentration, and received my doctorate (a Psy.D.) in Clinical Psychology.
Earned Degrees:
B.S. in Education
M.S. in Education
M.A. in Psychology
C.A.S. in Supervision
Psy.D. in Clinical Psychology
Approved Delivery Models:
This is a face-to-face course, requiring your presence physically, intellectually, and communally.
CATALOG DESCRIPTION:
The development of children from conception to puberty; includes physical, cognitive, perceptual, language, social and emotional development.
STUDENT LEARNING OBJECTIVES (SLOs, approved by the UPCC 2012)
1) Describe the confluences of subsystems that shape the development of children. [APA 1.2.(a)4; 3.2, 3.4]
2) Identify the benchmarks that mark development. [APA 1.2(a)4]
3) Evaluate the extent to which students have incorporated assumptions about the three issues of nature-nurture, continuity-discontinuity, and normative-idiographic research into their everyday thinking. [APA 1.2.(d)1-6; 3.2, 3.4; 4.4, 4.5; 5.4, 5.5;
4) Understand the phenomenal processes, influences, and experiences that come together in order for a child to develop through adolescence. [APA 3.2; 3.4; 4.2; 5.4, 5.5]
5) Identify appropriate applications of psychology in solving problems; seek and evaluate scientific evidence for psychological claims. [APA 3.1; 4.2; 5.3]
6) Demonstrate effective writing skills and application of APA style. [APA 6.2, 6.3, 6.4; 7.1]
REQUIRED TEXT
Berger, K.S. Developing Person Through Childhood and Adolescence with Updates on DSM-5. (10ed.) Hamilton, NJ: McMillan. ISBN10: 1319016979.
Please Note: By purchasing a physical copy of the text, you are automatically enrolled in Launch Pad.
The textbook provider for Troy University is Barnes & Noble. For purchases, go to the Bookstore button in this course or visit http://troy.bncollege.com .
Students should have their textbook by the first week of class. Not having your textbook is not an acceptable excuse for late work. Students who add this course late should refer to the 'Late Registration' section for further guidance.
Content:
Heredity and environment
Prenatal development and birth
The psychosocial and cognitive development of:
The first two years
Early Childhood
Middle Childhood
Adolescence
Emerging Adulthood
Method of Instruction:
This is not a correspondence course in which students may work at his/her own pace. Each week there will be a class meeting, assignments, and/or exams with due dates. Please refer to the Course Schedule at the end of this syllabus for more information.
· Weekly Lectures
· Appropriate course materials posted on Bb.
· Scholarly discussions
· Written assignments, subjective and objective in nature
· Exam, objective in nature
Laboratory Experiences:
None
Course Requirements:
The requirements of the course are as follows:
1. Attend class meetings.
2. Read assigned material.
3. Participate in class discussions or discussions via internet(online course)
4. Complete all exams.
5. Complete any homework assignments
Method of Evaluation
8 Weekly Assignments @ 10 points each = 80 points
1 Autobiography @ 5 points= 5 points
1 Objective Final Exam @ 15 points = 15 points
Total – 100 points
Bonus Points will be awarded for contributions to the course which go above and beyond the requirements. For example, should you find a great article in the New York Times about some new fantastic assessment instrument which had just been made available and you send that article to me, if I find it worthy of disseminating it to all of you, the finder will receive 1 Bonus Point.
Examination Schedule and Instructions
Quizzes will be given Weekly for Weeks #1 through #8.
Weeks 1 through 7 will be multiple choice questions.
Week # 8 will be a subjective course evaluation.
Week # 9 will be a comprehensive, open-book, multiple choice exam.
In-depth information about each of the above will be found in the Weekly Newsletter.
Dates / AssignmentsWeek 1
Oct. 15th / Read Welcome posted under Announcements for your guided tour of this course.
Read syllabus.
Read Chapters 1 through 2.
Post Autobiography (including Syllabus Acceptance Statement) on Bb on or before Oct. 20th.
Complete Quiz # 1 and post response on or before Oct. 20th.
Questions concerning the course, the syllabus, any of the assignments for this week should be posted on ‘Ask Dr.T. Week # 1’ on or before Oct. 20th so that they may be discussed in class on Oct. 22nd.
Week 2
Oct. 22nd / Review work from Week # 1
Read Chapters 3-4.
Complete Quiz # 2 and post response on or before Oct. 27th.
Questions? Post on Ask Dr. T. Week # 2 on or before Oct. 27th so they may be discussed in class on Oct. 29th.
Week 3
Oct. 29th / Review work from Week # 2
Read Chapters 5,6, & 7.
Complete Quiz # 3 and post response on or before Nov. 3rd.
Week 4
Nov. 5th / Review work from Week # 3
Read Chapter 8,9, & 10.
Complete Quiz #4 and post your response on or before Nov. 10th.
Week 5
Nov. 12th / Review work from Week # 4
Read Chapter 11, 12, & 13.
Complete Quiz #5 and post your response on or before Nov. 17th.
Week 6
Nov. 19th. / Review work from Week # 5.
Read Chapters 14, 15, & 16.
Complete Quiz # 6 and post your response on or before Nov. 24th.
Week 7
Nov. 26th / Happy Thanksgiving. We will not have class tonight, and we will postpone any discussion of issues from Week # 6 until week # 8. However, the work must go on without a class meeting, so your assignments are:
Read the Epilogue and Appendix A – More about Research Methods..
Complete Quiz # 7 and post on or before Dec. 1st.
Week 8
Dec. 3rd / Review work from Weeks #6 and # 7
Complete Quiz # 8 and post on or before Dec. 8th.
Week 9
Dec. 10th / Review work from Week # 8
Review course materials
Complete Final Exam which is open from 12/08 through 12/11.
Closure and celebration.
Additional Services:
AMERICANS WITH DISABILITIES ACT: Students with disabilities, or those who
suspect they have a disability, must register with the Disability Services Coordinator in
order to receive accommodations. Students currently registered with the Disability
Services Office are required to present their Disability Services Accommodation Letter to
each faculty member at the beginning of each term. If you have any questions, contact
the Disability Services Coordinator.
ABSENCE POLICY:
In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing assignments on time, and contributing to class discussion and exploration of ideas.
In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice Chancellor and Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site.
ACADEMIC MISCONDUCT:
Students should refer to the Standards of Conduct section of the Oracle, the student
handbook, for policies regarding misconduct. Students who engage in academic misconduct will receive a grade of "F" for the course. Your work may be submitted to an on-line plagiarism detection service. Cheating, plagiarism, or knowingly furnishing false information to the University constitutes academic misconduct, and disciplinary procedures specified in the Student Handbook will be followed.
The College of Educations adopted the following plagiarism statement as of December 2010 and now defines plagiarism as:
· Three consecutive words that are not common professional language used from another source without quotation
· Rephrasing another author's words without appropriate citation
· Using another author's ideas or data without appropriate citation
· Submitting another author's or student's writing as one's own
· Directly quoting a source without using appropriate APA or MLA style (whichever is required by the instructor) citation to show that it is a direct quote.
· Intentionally taking information from a source and not giving appropriate credit
Students who commit plagiarism will be subject to disciplinary actions as outlined in The Oracle for Academic Misconduct and violation of the Honor Code. The Standards of Conduct and Disciplinary Procedures define university procedures in these matters. Students have the right to request consideration by the Student Services Conduct Board.
Consequences for plagiarism in PSY 3320 are as follows:
Deduction in points for the assignment; the amount of the deduction to be balanced by the amount of similarity in your paper according to Turnitin.
STUDENT EMAIL ACCOUNTS:
The University provides an email account for all currently enrolled students. Please access your account by going to https://mail.troy.edu. Then read the note at the bottom of the screen to determine your User ID and Password. The University uses this means to communicate with all students.
Library Support:
The Libraries of Troy University provide access to materials and services that support the academic programs. The address of the University College Library Web site, which is for all University College and eCampus students, is http://uclibrary.troy.edu . This site provides access to the Library's Catalog and Databases, as well as to links to all Campus libraries and to online or telephone assistance by Troy Library staff. Additionally, the Library can also be accessed by choosing the "Library" link from the University's home page, www.troy.edu .
College of Education
Psychology Program
As a department of faculty and students dedicated to the Knowledge, Skills, Values, that are the Learning Goals for Undergraduate Psychology Majors, posited by American Psychology Association (APA)*, we strive to help students reach the following learning goals and develop the values associated with the science and application of psychology.
1. Students will demonstrate familiarity with the major concepts, theoretical perspectives, and empirical findings, and historical trends in psychology.
2. Student will understand and apply basic research methods in psychology.
3. Students will respect and use critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes.
4. Students will understand and apply psychological principles to personal, social, and organizational issues.
5. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.
6. Students will demonstrate information competence and the ability to use computers and other technology for many purposes.
7. Students will be able to communicate effectively in a variety of formats
8. Students will recognize, understand, and respect the complexity of sociocultural and international diversity.
9. Students will develop insight into their own and other’s behavior and mental processes and apply effective strategies for self-management and self-improvement.
10. Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits, in a variety of settings.
· Retrieved April 2011 from http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf; PDF document available for download.
Dr. T.’s Caveats:
· No texting, please, and no text language in any correspondence with me. I believe that any correspondence we might share is a professional message, and therefore must use professionally acceptable language. I will deduct points for anything less than that.
· Written expression is vitally important to your future roles as instructors/therapists/counselors. You will be writing reports, evaluations, and submitting documents which may be used in our legal system. If your written expression is less than professional, your reports and written documents will also be considered less than professional. I will deduct for spelling and grammar for this course. Troy offers a service, the On-Line Writing Course, which is available to all on-line students, and I strongly suggest you make use of this tutorial service if you are unsure of your writing skills. (You will find more information about the Writing Center under the Helpful Resources tab in the course) You may also submit your written work to Turnitin.