| 11/23/2024 5:40:07 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
PSYCH 4 | Title:
CHILD & ADOLESCENT PSYCH |
|
| Full Title:
Child and Adolescent Psychology |
| Last Reviewed:12/9/2019 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 4 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade Only
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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Development of the child from prenatal life to the adolescent years with emphasis on emotional, intellectual, social, and personal growth and development.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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Development of the child from prenatal life to the adolescent years with emphasis on emotional, intellectual, social, and personal growth and development.
(Grade Only)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 1981
| Inactive: | |
| Area: | D
| Social and Behavioral Sciences
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | D | Social Science | Fall 2010 | |
| | D9 | Psychology | | |
| | D | Social Science | Fall 1991 | Fall 2010 |
| | D1 | Anthropology and Archeology | | |
| | D4 | Gender Studies | | |
| | D9 | Psychology | | |
| | D | Social Science | Fall 1981 | Fall 1991 |
| | D1 | Anthropology and Archeology | | |
| | D4 | Gender Studies | | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 4 | Social and Behavioral Science | Fall 1981 | |
| | 4I | Psychology | | |
| |
| CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Analyze and apply biological and environmental theories to explain cognitive, physical, emotional, and social development of the individual from the prenatal period through childhood and adolescence.
2. Describe and apply the research methods that are used to study child and adolescent psychology.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Distinguish among significant theoretical perspectives on the development of the child.
2. Differentiate between chromosomes and genes, recessive and dominant traits, and
monozygotic and dizygotic twins.
3. Discuss chromosomal and genetic abnormalities relevant to the psychological
maladjustment of the child.
4. Describe how psychological and environmental factors such as maternal stress, nutrition,
teratogens, sexually transmitted diseases, and drugs influence the development of the child.
5. Examine the brain structures, intellectual growth, perceptual processes, memory and
language development of the child in the infancy, childhood and adolescent years.
6. Explain how attachment, social deprivation, child abuse and neglect, day care, temperament,
and gender differences influence the infant's social and emotional development.
7. Discuss the influence of parenting styles, siblings, peer interactions, and gender roles in the
early childhood years.
8. Describe the factors that contribute to and delineate treatment strategies for childhood
obesity, eating disorders, elimination disorders, ADHD, and learning disabilities.
9. Provide causal factors and treatment options for separation anxiety, conduct disorder,
childhood depression, and drug abuse in the middle childhood and adolescent years.
10. Discriminate among the various theories that describe the adolescent's self-concept,
emotional, cognitive and moral development.
Topics and Scope
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I. The Study of Human Development
A. History
B. Research
C. Theories
II. The Human Heritage
A. Genes
B. Environment
III. Prenatal Development and Birth
IV. Infant Capacities and the Process of Change
V. The Achievement of the First Year and the End of Infancy
VI. Early Experiences and Later Life
VII. Language Acquisition
VIII. Early Childhood Thought
A. Competence
B. Abilities
IX. Social Development in Early Childhood
X. The Contexts of Early Childhood
A. Family
B. Media
XI. Cognitive and Biological Attainments of Middle Childhood
XII. Schooling and Physical and Social Development in Middle Childhood
XIII. Biological and Social Foundations of Adolescence
XIV. Cognitive and Psychological Achievements of Adolescence
XV. Emerging Adulthood
Assignments:
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1. Read approximately 35 pages per week
2. Writing assignment that may include research, experiential, response,
or project for a minimum of 1,250 words
3. Formal testing: quizzes, exams, and a final
4. Oral presentation and/or group project may be assigned
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
30 - 60% |
| Research, experiential, response, or project paper | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
40 - 60% |
| Quizzes, Exams, and a Final | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 10% |
| Oral presentation and/or group project | |
Representative Textbooks and Materials:
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The Developing Person Through Childhood and Adolescence. 11th ed. Berger, Kathleen Stassen. Worth Publishers. 2018
Child Development. 8th ed. Feldman, Robert. Pearson. 2019
Child Development: An Active Learning Approach. 3rd ed. Levine, Laura and Munsch, Joyce. Sage Publications. 2018
Childhood and Adolescence: Voyages in Development. 6th ed, Rathus, Spencer. Cengage. 2017
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