Psychology (PSYC) 350
Adolescent Development (Revision 1)


This version of PSYC 350 closed Jan. 13/03. To current version.

Delivery mode: Individualized study or grouped study. Online-enhanced. The online PSYC 350 course materials are available.
Credits: 3 - Social Science
Prerequisite: PSYC 290 is recommended but not required.
Centre: Centre for Psychology
Challenge for Credit: PSYC 350 has a Challenge for Credit option.
Learn more online: Course home page

>> Overview | Outline | Evaluation | Course Materials | Course Fees | Course Availability


Overview

Psychology 350: Adolescent Development examines the physical, cognitive, social, and emotional development of adolescents in the contexts of family, peers, school, work, and culture. Major theories, methods of studying, development, and contemporary adolescent issues and concerns (e.g., sexuality and suicide) are discussed.

This course should be useful to parents, teachers, or any individuals who deal with adolescents in their work.

Outline

  • Unit 1 Introduction and Theories of Adolescence
  • Unit 2 Physiological and Cognitive Development
  • Unit 3 Social, Emotional, and Personality Development
  • Unit 4 The Contexts of Adolescent Development
  • Unit 5 Adolescent Problems and Coping

Evaluation

To receive credit for PSYC 350, students must complete the course quizzes, an assignment, and an examination. Students must achieve a course composite grade of at least 50 percent and a grade of at least 50 percent on the final examination. The weighting of the composite grade is as follows:

4 Quizzes (5% each) Assignment Final Exam Total
20% 40% 40% 100%

Course Materials

Textbook

Balk, D.E. 1995. Adolescent Development: Early through Late Adolescence. Pacific Grove, CA: Brooks/Cole.

Other Material

The course materials include a study guide, a student manual, a reading file, and an assignment booklet.

Athabasca University reserves the right to amend course outlines occasionally and without notice.
Courses offered by other delivery methods may vary from their individualized-study counterparts.

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This page was updated by G. Husch