Human Behavior and Personal Adjustment Syllabus for 2011-2012
Return to Syllabus List

Instructor Information

Course Information

Recording Policy

Disability Statement

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

N/A

Student Withdrawal Procedures

N/A

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

PSYC-2315-002 Human Behavior and Personal Adjustment

Prerequisites

RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills

Course Description

Applications of basic psychological principles to human adjustment and growth, including psychosocial development, self-concept, stress and coping, social influence, interpersonal relationships, love, intimacy and the prevention of maladjustment.

Student Resources Student Resources Website

Department Expectations

\N

Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

\ Corey, G., and Corey, M.S. (2010). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). Brooks/Cole Publishers. ISBN:  978-0-495-60229-3 (paper) 

\ Adams, L. (1989). Be Your Best.  Perigee Books. ISBN:  0-399-52626-9 (paper)

Supplies

\ REQUIRED MATERIALS:
\ * Texts
\ * Instructor packet
\ * Spiral notebook / note cards
\ * 81/2 X 11 white typing / copy paper
\ * Stapler
\ * Access to word processor and to computer / internet (2nd & 3r

Student Performance

\ For some students, this course will be their initial exposure to psychological research and concepts. Students who have already taken General Psychology will be familiar with some of the material. However, rather than an inclusive survey of important aspects of psychology, this course will focus on psychological knowledge relevant to human adjustment. The specific learning objectives include the following:
\
\ 1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.

\
\ 2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.

\
\ 3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).

\
\ 4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.

\

Students Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

\ Students are expected to follow all Amarillo College policies and procedures.

Grading Criteria

MAKEUP POLICY:

Please review the test dates in the course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

HOW DO I PREPARE FOR THE EXAMS?
1. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.

2. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.


3. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.

4. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.

5. Review the "How To Prepare For Exams" information to learn more about effective study methods.  This document can be found under the Lessons Tab. 
 

EXAMINATIONS:

1. There will be four multiple choice EXAMS.  Each exam is scored on a 100 point scale.  The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam.  The lowest exam score is automatically dropped.  Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.  The three exams that are not dropped will count for a total of 90% of your grade in the course.  Each exam will be worth 30% of your grade in the course. 

2. The lowest exam score will be dropped.  Because the lowest exam score is dropped, there will be no make-up exams.  If you miss a scheduled exam for any reason, that will be the exam score that will be dropped.   

3. There will be an item analysis on each exam.  If the majority of students miss (i.e., approximately 70% of the class) a question, that question will be taken out and an adjustment will be made (points will be added to the students exam score).  This method takes 1 - 2 days to complete, but I believe it helps to make the evaluation process fairer.  Your exam will not be instantly scored with the adjustment after you complete it.  You will get your score with the adjustment 1 - 2 days after the end of the test date period.  I will send you all an email indicating when the adjustment has been made.

4. Each exam will have between 40 and 50 questions. The exams will turn off at 11:55 pm on the last day scheduled for the exam.  Therefore, you will need to be sure to allow plenty of time to take the exam.  You need to allow an hour and a half to take an exam.  Also, you will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Remember to click the “submit” button at the end of your exam. 

5. For test security reasons, you will not be able to see your exams after you take them. However, I recommend you use the Companion Site for students for the textbook entitled I Never Knew I Had A Choice: Explorations in Personal Growth. This Companion Site for students will have many example test questions that will be similar to your actual exams.  You can access the Companion Site for the textbook by going to http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495602293&token; thissite will provide you with practice exams for each of the chapters in I Never Knew I Had A Choice: Explorations in Personal Growth. These resources provide similar exam questions for you to practice. They are not required, but they are highly recommended. 

6. In order to check your grades, you can go to the Home Page and see "About This Section" and click on "Click here to check your grades."  The other option to see your grades is to go to the Reports tab. Then, under Category, choose Grades. Under Report, choose Student Grades. 

I want you to realize that when you look at your grades you may notice that the categories of "overall," and "exams overall," will appear low because as you take exams more points are added into these two categories. These two categories will be accurate at the very end of the semester after you have completed all of the exams. 

Also, the "discussion participation overall" grade will not be calculated until the very end of the semester.  If you are on track with your participation assignments then you will not hear from me.  If there is a problem with one of your participation assignments, I will let you know so that you can correct the problem and get back on track. 

7. Each online exam will consist of about 50 questions.Each online exam will have a time limit.  You will be notified of the amount of time when you start your exam.  You will have approximately 1.5 minutes per test item.  After you answer a test item, you may not go back to that test item at a later time during the exam.  The questions for each exam will be presented to you one at a time.  The questions must be answered in the order given.  Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing.  For test security reasons, the exams are not released for review.

8. All exams will be taken online.  You are allowed to use your notes on the exams.  The exams are timed (approximately 1.5 minutes per test item) so you will not have much time to look up the answers.  In other words, you will need to know the information well before you take the online exams. 

You may not have another person with you at the time that you are taking one of the online exams.  If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from AmarilloCollege.

9. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

10. Final Grades Scale

            A = 90-100

            B = 80-89

            C = 70-79

            D = 60-69

            F = 0-59

11. An example of how to calculate your grade: if you, for example, made an 82 on exam 1, 79 on exam 2, a 93 on exam 3, and 100 on participation, you would do the following calculations. Remember, each exam is worth 30% of the course grade and participation is worth 10% of the course grade. You would not include the final exam if you were happy with your scores on exams 1, 2, and 3. Here are the calculations: 82 x .3 + 79 x .3 + 93 x .3 + 100 x .1 = 24.6 + 23.7 + 27.9 + 10 = 86.2 So, your grade in the class would be a "B."

DISCUSSIONS:

The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post questions or confusing questions about the reading and have other students and/or the instructor respond to the questions.

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in General Questions and Answers, all students will be able to see my (and your) responses.

PARTICIPATION / CONNECTION RESPONSES:
A copy of your participation homework can be shared by posting it in the Discussions.  You can do this by clicking on Discussions and then going to the Connection Response for the specific chapter. There will be Participation Homework assigned throughout the semester. In order to receive credit for your connections (participation homework) you must post it in the Discussions. You will also need to turn in a hard copy to your instructor at the end of the class period when it is due.

The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading.  This greater activity improves learning.  By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response. You need to be prepared to discuss your connections when you come to class. 

The way in which you participate is by following the instructions in your course schedule, which will indicate your connection (participation homework) for any given reading assignment. The idea here is to first read the assigned chapter and then post your connection (participation homework) response. Each connection should have a main idea and several supporting statements. Make each connection response at least 300 – 600 words single-spaced and in 12 point character size.

Each connection response should reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to a major concept from the chapter.You can also talk about how concepts (connections) from other readings (or web sites) relate to a concept in your assigned reading. It is critical that you title each connection response with your name and the chapter that you are responding to.

Connections help students find meaning in what they read. The process of making connections to the main concepts in the reading helps with remembering the concepts. If you can remember a concept, you can then apply that knowledge in your life. I suggest that, as a way of studying, you make connections with the major concepts as you read. This is a more active way to learn and is very different from rote memorizing.

These connection responses are not a summary of the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:

1) How does this concept (a concept from the reading that you choose) help to enrich your life?

2) How does the reading relate to your community, or your family?

3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?

4) How does the reading relate to other books, films, web sites, or articles you have read?

5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.

After you read a student's connection response, I encourage you to respond to some of their connections with your own response. I would like to keep this part optional. You do not have to respond to each student's connection response. However, I do believe that the class will be more interesting if you do make some responses to other people's connection responses. If you respond to another person's connection response, please do not just say "I agree." or "I couldn't have said it better." These responses are not really contributing to the discussion. You are not tested over these connection responses. However, I hope that you will read them because I believe they will help you learn the material by seeing how others are connecting to the main ideas of the reading.

You will need to click on Discussions in order to post your Connection Responses. When you click on Discussions, you will go to the specific chapter to post your Connection Response and any connections that you want to make to your peers' connections. In addition to the Connection Responses, I would like for you to post any clarification questions you may have regarding the assigned reading in the appropriate chapter. This approach will allow us to keep all questions and connection responses contained to the specific chapter in which they pertain.

I recommend that you write your Connection Response in Word, spell check, grammar check, and then past it into the course. This will also allow you to save a copy of your Connection Responses in case you experience technical difficulties.

Participation will count as 10% of your final grade. You will receive this grade for participation at the end of the semester. It is based on what you bring to the course with regard to your connection responses and your responses to other persons' connection responses. You will be able to determine the student who puts his or her heart into the discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses which will help you to improve your own responses. You do not need to ask me how you are doing with regard to the connection responses; I will let you know if you are not doing them correctly. The maximum score for participation is 100. If you choose not to participate in the Connection Responses, your score for participation will be 0. I strongly prefer that you first write your connection response in Word (or some other word processor) because you can then do a spell check and grammar check on your response. Then, you can copy and paste the response into the discussion board. Do not send your response as an attachment.

GROUND RULES FOR DISCUSSION:
The objective of establishing ground rules is to both honor free speech and the dignity, respect, and worth of everyone in the classroom.

• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.

• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.

Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?

Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?

• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.

• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.

• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.

TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.

OPTIONAL RESEARCH PAPER:
It is possible to accumulate 5 points of bonus credit (half of a letter grade) added to your final grade in the course. In order to accumulate the bonus credit, you must complete an eight-page research paper on a topic of your choosing, but approved in advance by the instructor . No other extra credit option is available. If you want to explore the possibility of doing the optional research paper, you must discuss your topic of interest with the instructor. If you decide to do the optional research paper, you must turn in a detailed outline of the paper that includes the sources in the outline. The outline of your paper is critical because it provides the direction and organization of your paper. I will not accept a paper without this outline.

Deadlines for the research paper:
Topic Approval:  October 12 

Outline: November 16(If you do not meet this deadline, you cannot take the optional research paper option.)

Research Paper: November 28(One point penalty/day for each day the paper is late.)

OPTIONAL RESEARCH PAPER CRITERIA / CHECK LIST:

The following criteria provides a description of the requirements and guidelines for completing the optional research paper. The research paper must conform to the criteria listed below. Each criterion below is worth 1 point.

A maximum grade for each paper is a 5; this score means that 5 points will be added to your final grade for the course (half of a letter grade). One point will be subtracted from the possible 5 points for not complying with each of the listed criteria (note exceptions where they apply) . Therefore, you must check your paper for each criteria before you turn your paper in for a grade.

Example: let us say that your paper had the following problems: 1) 5 pages in length (-1), 2) 16 pt character size (-1), 3) not use APA style (-1), 4) you use articles from the news paper and not scholarly references (-1), and 5) you single space the paper (-1). Your grade for the paper would be 0.

The point here is to pay close attention to the criteria listed below because each criteria is worth one point. (Please let me know if you are unclear about any of the following criteria at any time during the development of your paper. I want you to get all of the credit; do not assume - talk to me).

There is an example paper on reserve in the library if you would like to see an example.

Use this list as a check off for your paper (each factor is worth 1 point):

1. Eight pages in total length

2. Turn in 2 copies of your paper; I will return one to you and keep the other one for my files.

3. Typed & double spaced

4. 1" margins on all sides

5. 12 pt character size / Times New Roman font

6. You must use at least 5 references (journal articles & book chapters)

7. APA style: (citing sources & references) I will not accept a paper that DOES NOT have the cited sources in the body of the paper and the list of references at the end of the paper. There are many APA Style web sites online.

8. Popular magazines will not be accepted for your paper, for example, Time , Reader's Digest , Life , Parents , Prevention , etc.

9. You need to use scholarly articles from quality journals in the field of psychology, psychiatry, medicine, social work, etc. These articles must have listed references. Examples of journals include: Journal of Counseling Psychology , Child Development , Journal of Applied Social Psychology , Psychological Bulletin , American Psychologist etc.

10. You may also use as many scholarly books (books with cited references) as you need. If you are in doubt about a book, you need to have the book approved by your instructor.

11. You may use the Internet to search for journals by using Psych Info on First Search. However, many web reports are not scholarly sources. Clear the source through the instructor before you rely on it for your paper. Again, any source that you use must have cited references; if it does not then it is not a scholarly article, chapter, etc.

12. You must gain approval of your topic through your instructor.

13. One point will be subtracted for each day the paper is late.

14. Scholastic dishonesty, including plagiarism, will result in a grade of “F” for the course.

15. Research papers should have the following: A title page, the 8 pages of text, and the reference page

16. You will need to email the paper to me by the deadline.

 
GUIDELINES FOR EVALUATING THE OPTIONAL RESEARCH PAPER :

The "A/B" paper (5 points): 

1. A clear central idea that relates directly to the assigned topic
2. A clear organizational plan, meaning a well organized introductory paragraph that indicates to your reader where you are going in your paper. The introductory paragraph indicates what you will be talking about in your paper.
3. No weakly developed paragraphs (detailed, well-supported)
4. A solid introduction with clearly stated thesis.
5. Major points are developed logically and are supported with concrete, specific evidence or details that arouse the reader's interest.
6. Most paragraphs show strong development (details, examples)
7. Strong topic sentences
8. Essentially free from mechanical errors (run-ons and fragments)
9. No serious grammatical errors
10. Ideas are expressed freshly and vividly
11. A solid conclusion with a strong final comment

The "C" paper (3 points):

1. Meets only the basic criteria, and those in a minimal way
2. A central idea related directly to the assigned topic and presented with sufficient clarity that the reader is aware of the writer's purpose.
3. Organization is clear enough for the reader to perceive the writer's plan. However, the introductory paragraph does not specifically indicate where you are going in your paper.
4. Paragraphs coherently present some evidence or details to substantiate the points.
5. Lapses in the organizational pattern or the use of transitional devices.
6. Writer uses ordinary, everyday words accurately
7. Generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences.
8. Although the essay may contain a few serious grammatical errors and several mechanical errors, they are not of sufficient severity or frequency to obscure the sense of what the writer is saying.
9. Supporting examples from the assigned reading are evident, but are generally not used adequately throughout the essay or may be inadequately developed.
10. Writing may contain some extraneous or loosely related material.

The '"D/F"' paper (1 point): has any one of the following problems to an extraordinary degree or it has several to a limited degree:

1. Lacks a central idea
2. Lacks a clear organizational plan
3. Does not develop its points or develops them in a repetitious, incoherent, or illogical way
4. Does not relate directly to the assigned topic; there may be little, if any, development of supporting examples from the assigned reading
5. Contains several serious grammatical errors
6. Contains a limited vocabulary so that the words chosen frequently do not serve the writer's purpose
7. It is simply (or essentially) a summary of the reading assignment or the essay is so brief that the rater cannot make an accurate judgment of the writer's ability.

DROPPING/AUDITING THE CLASS :

The last day to withdraw is November 16.  You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA. Please feel free to discuss any concerns you may have with your progress in this course with the instructor. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency (such as death in the family) or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

Attendance

\

\ ATTENDANCE POLICY:
\
\ Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.

Calendar

Additional Information

\ Although psychology is a relatively new science, psychological researchers continue to explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.