SHS 215-Adolescent Development and Treatment
Social and Human Services Department
Seattle Central Community College

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:

1. Understand various theories of adolescent development.
2. Understand the developmental issues faced by adolescents, including sexual identity, ethnic identity, peer group and family relationships and self-esteem.
3. Identify and evaluate the impact of various influences on adolescent development.
4. Understand the general concepts of prevention and intervention as well as their application to specific adolescent-related problems.
5. Identify and evaluate factors that contribute to the development of problems in adolescence, e.g. homelessness, depression, delinquency, etc.
   
   Educational Philosophy
   
   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?

Instructor Responsibilities

1. 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.
2. To make clear my expectations of you in regard to preparation for class, class activities and assignments.
3. To maintain reasonable and high expectations and to hold you accountable to these.
4. To be available to help you individually and to provide referrals to other services that may be of help to you.
5. To give you feedback on your work so that you can increase your skills and knowledge throughout the quarter and beyond.

Student Responsibilities

1. To arrive in class on time and be prepared to actively participate in the class session.
2. To complete assignments on time and in accordance with the guidelines defined by me.
3. 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.
4. To be aware of how your behavior affects your classmates, the teacher and the learning atmosphere and act accordingly.
5. 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 happening.
• 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. 

Late Policy:
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" range.