| 11/21/2024 11:57:07 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 | 6 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 or P/NP
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 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
Description:
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A psychological study of the child from prenatal life to the adolescent years.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
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
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will 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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1. The Study of Human Development: History, Research, and Theories
2. The Human Heritage: Genes and Environment
3. Prenatal Development and Birth
4. Infant Capacities and the Process of Change
5. The Achievment of the First Year and the End of Infancy
6. Early Experiences and Later Life
7. Language Acquisition
8. Early Childhood Thought: Islands of Competence
9. Social Development in Early Childhood
10. The Contexts of Early Childhood: Family and Media
11. Cognitive and Biological Attainments of Middle Childhood
12. Schooling and Physical and Social Development in Middle Childhood
13. Biological and Social Foundations of Adolescence
14. Cognitive and Psychological Achievements of Adolescence
Assignments:
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1. Read approximately 25-35 pages per week, and recapitulate
assigned material in the textbook and supplements.
2. Take at least two but no more than four midterm exams and one final on lectures, reading
concepts and terminology.
3. Write a term or course research paper approximately 3-5 pages in
length for the purpose of learning research skills, enhancing course
knowledge, and improving writing skills.
4. At the discretion of the instructor, oral presentations and group
projects 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
10 - 25% |
| Course research 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
75 - 90% |
| Multiple choice, true/false, fill-in, short answer, essay exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 10% |
| Group projects, oral presentations | |
Representative Textbooks and Materials:
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Berk, Laura E.
Infants, Children, and Adolescents, Allyn & Bacon, 2005.
Santrock, John W.
Child Development, McGraw-Hill, 2004.
Rathus, Spencer A.
Voyages - Childhood and Adolescence, Wadsworth/Thomson, 2003.
Shaffer, David
Developmental Psychology - Childhood and Adolescence,
Wadsworth/Thomson, 2002.
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