SRJC Course Outlines

5/29/2024 8:18:26 AMPSYCH 4 Course Outline as of Fall 2005

Changed Course

Discipline and Nbr:  PSYCH 4Title:  CHILD & ADOLESCENT PSYCH  
Full Title:  Child and Adolescent Psychology
Last Reviewed:12/9/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total 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: 

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.


Recommended Preparation:
Eligibility for ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
A psychological study of the child from prenatal life to the adolescent years.
(Grade or P/NP)

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


Associate Degree:Effective:Fall 1981
Social and Behavioral Sciences
CSU GE:Transfer Area Effective:Inactive:
 DSocial ScienceFall 2010
 DSocial ScienceFall 1991Fall 2010
 D1Anthropology and Archeology  
 D4Gender Studies  
 DSocial ScienceFall 1981Fall 1991
 D1Anthropology and Archeology  
 D4Gender Studies  
IGETC:Transfer Area Effective:Inactive:
 4Social and Behavioral ScienceFall 1981
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:

Certificate/Major Applicable: Not Certificate/Major Applicable


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 significant theoretical perspectives on explaining the
   development of the child.
2.  Describe and apply the research methods used to study child
3.  Differentiate between chromosomes and genes, recessive and dominant
   traits, and monozygotic and dizygotic twins.
4.  Discuss chromosomal and genetic abnormalities relevant to the
   psychological maladjustment of the child.
5.  Describe how psychological and environmental factors, such as maternal
   stress, nutrition, teratogens, sexual transmitted diseases, and drugs,
   influence the development of the child.
6.  Examine the brain structures, intellectual growth, perceptual
   processes, memory and language development of the child in the
   infancy, childhood and adolescent years.
7.  Explain how attachment, social deprivation, child abuse and neglect,
   day care, temperament, and gender differences influence the infant's
   social and emotional development.  Include descriptions of autism,
   its symptoms and treatment options.
8.  Discuss the influence of parenting styles, sibling influence, peer
   interactions and play types and gender roles of the child's social
   and emotional development in the early childhood years.
9.  Describe the factors that contribute to and delineate treatment
   strategies for childhood obesity, eating disorders, elimination
   disorders, ADHD, and learning disabilities.
10. Provide causal factors and treatment options for separation anxiety,
   conduct disorder, childhood depression, and drug abuse in the middle
   childhood and adolescent years.
11. 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

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1.  Carefully read, approximately 25-35 pages per week, and recapitulate
   assigned material in the textbook and supplements.
2.  Take at least two 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%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
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.
Santrock, John W.
  CHILD DEVELOPMENT, McGraw-Hill, 2004.
Rathus, Spencer A.
   VOYAGES - CHILDHOOD AND ADOLESCENCE, Wadsworth/Thomson, 2003.
Shaffer, David
   Wadsworth/Thomson, 2002.

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