SHS 215-Adolescent Development and
Social and Human Services Department
Seattle Central Community College
||Karen Strickland, M.S.
|Office Number and Phone
|Email Address & Web Address
|Division Number and Phone
||Mon. & Wed. 9:30-10:00 a.m.; 3:30-4:00 p.m.
Tues. & Thurs. 9:30-10:00 a.m.; 1:00-2:00 p.m.
Text: Adolescence, 6th ed.
Steinberg, Laurence, McGraw Hill, 2002.
Disability Notation: If you need course adaptations or
accommodation because of a disability, if you have emergency medical information
to share with me or if you need special arrangements in case the building must
be evacuated, please make an appointment or talk with me as soon as possible.
Course Description: This course will focus on developmental issues
during adolescence and on problems adolescents experience. In includes
theory of normal and troublesome behavior and treatment theory and practice.
Course Objectives: In this course, the student will:
- Understand various theories of adolescent development.
- Understand the developmental issues faced by adolescents, including sexual
identity, ethnic identity, peer group and family relationships and
- Identify and evaluate the impact of various influences on adolescent
- Understand the general concepts of prevention and intervention as well as their application to specific adolescent-related problems.
- Identify and evaluate factors that contribute to the development of
problems in adolescence, e.g. homelessness, depression, delinquency, etc.
I believe that students learn best when they are actively involved
with the course content. I am also certain that all students can learn;
there are barriers to learning that occur, however, and it is the
responsibility of both the teacher and the student to eliminate these
barriers. Below I have listed the responsibilities of each of us; by
fulfilling these we can maximize your learning potential. I also believe
that developing your ability to critically think through problems and
information is an important part of your education. In this class I will ask
you to be aware of your thinking processes; for example, are you considering
all the relevant information? Are you clear about your understanding of the
material? Are your ideas logical? When presented with a situation can you
draw on the knowledge you have to problem solve and make decisions?
- To create a safe learning environment that allows for an exchange of ideas
and exploration of the concepts and issues we encounter in this course.
- To make clear my expectations of you in regard to preparation for class,
class activities and assignments.
- To maintain reasonable and high expectations and to hold you accountable
- To be available to help you individually and to provide referrals to other
services that may be of help to you.
- To give you feedback on your work so that you can increase your skills and
knowledge throughout the quarter and beyond.
- To arrive in class on time and be prepared to actively participate in the
- To complete assignments on time and in accordance with the guidelines
defined by me.
- To stay in contact with me throughout the quarter, especially if you are
having difficulty, i.e. absences, not understanding the material etc.
Contact can be by telephone, email, in person or in writing. Your
assignments are a good place to ask questions, offer answers or keep me
informed of how you are doing in the class.
- To be aware of how your behavior affects your classmates, the teacher and
the learning atmosphere and act accordingly.
- To develop professionalism in the following ways:
- Through the use of appropriate language.
- Maintaining confidentiality of information shared in the classroom.
- Monitoring your self disclosure and ensuring it is relevant to course
content. Self disclosure of a personal nature can lead to feelings of
vulnerability for all involved and can detract from the learning that is
- By practicing listening skills. It takes effort to hear and understand
what others are saying. Class discussions are a good time to
practice active listening.
- To be aware of how your behavior and attitude affect the culture of the
classroom and the learning of yourself and peers. Please turn off cell
phones and/or pagers.
- Respecting diverse points of view and being willing to accept that there
is often more than one acceptable answer.
- Accepting the fact that there are also plenty of wrong answers.
Do everything you can to turn your work in on time. I have planned the
assignments to coincide with the content we are covering in class and they are
designed to enhance your understanding of the material. Therefore, if you don't
do the assignment when it is due you are not going to get the full benefit of
it. If you have an emergency and cannot complete an assignment on time, let me
know ahead of time. .5 grade points will be deducted for work turned in up to
one week late.
Point and Grade Breakdown: All assignments are graded based on a
range of 0.0-4.0, just like your gpa. 3.5-4.0 covers the "A"
range, 2.5-3.4 covers the "B" range, 1.5-2.4 covers the "C"
|Terms and concepts
|Annotated Bibliography plus