Psychology 1230: Adolescence

1. Psychology 1230: Adolescence Don Hartmann Fall 2005 Lecture 1b: Succeeding in Psych. 1230

2. Administrative Announcements • The following A students from Spring term will be involved in grading the essay portions of the midterm quizzes: Andrea Buckner, Jenna Evans, & Lukas Schafer • Discussion of handouts on “Class Participation” and on “WEB Discussions” today

3. Handout WEB Date Date 1. Lect. 1a: Introduction 08/09 2. HO-Syllabus* 08/24 08/05 3. HO-Class Locator* 08/24 4. HO-Inform. Sheet* 08/24 08/05 5. HO-TA Application* 08/24 08/05 6. Lect. 1b: How to succeed 08/11 7. HO-Class Participation* 08/26 08/05 8. HO-WEB Discussions* 08/05 ----- *Indicates handouts discussed in class. Handout Summary

4. Overview • Introductions: What is Success? • Peer Relations • Relations with Professor • Learning the Content • Getting a good grade • Participation • Term paper • The exams • Extra credit • Others • Next • Lecture. #2: Historical Perspective • Discussion of handout on “Term Paper”

5. What is Success? • Getting along with classmates; making new friends • Getting along with the instructor; setting him up for a latter letter of recommendation • Learning the content of the class • Getting a good grade

6. Peer Relations How to improve your relations with classmates: • Change seats so that you are exposed to more classmates • Introduce yourself to the people sitting around you • Walk to or away from the class with classmates • If you are very shy, mention that when you introduce yourself. Try to initiate conversations • Be helpful to classmates—e.g., sharing notes, study guide answers • Be dependable in your commitments to classmates • Be sensitive to alternative values/life styles of your classmates—critical to maintaining a safe classroom

7. Relations with the Professor (1) • Smile on occasion—this is not a darkened theatre but instead is a community of individuals who share a number of goals • Avoiding thoughtless irritations such as walking out in the middle of a lecture without advance warning, walking down the center isle in front of the professor during the lecture, leaving your cell phone on • Interact with the professor, both in class, between classes, and in his office • Consult with the professor about your term paper--repeatedly!

8. Relations with the Professor (2) • If you have a problem with the professor, talk with him about it. Don’t seethe • The professor might be of use to you as: • A letter writer • Someone who may be forced to make decisions about you when the situation is ambiguous • Someone who knows something about the Psychology Department, graduate schools, and how to succeed more generally in the University • A mentor

9. Learning the Content: Motivation • Have goals within the context of the class, and use the class material to help achieve those goals; e.g., to help you understand why your sister is afraid of Boy Scouts • Be personally reflective about the content. I.e., How does this stuff on early puberty apply to me? • Strive to get a good grade and have the instructor think highly of you for a future LOR

11. Learning the Content: Process Studying • Read the text on a regular basis & in digestible bits. • Do not get behind in the readings • Assume that disasters will happen (e.g., misplacement of text, loss of girl friend, car breakdown) • Engage the professor and other students about content—in class and out of class • Teach your parents/partner about adolescent psychology • Relate the class material to material about adolescents you read and watch in the mass media

12. Performing Well: Participation • Keep track on a daily basis of what should be done when—and then do it and record. Be organized! • Be sensitive to other members of class • If you are shy, rehearse a simple question that you can state in class

14. Performing Well: Term Paper (1) • Begin thinking about topic early in the semester • Read the term paper handout & slides about the term paper • Talk to mother/partner if mindless about topic • Talk to professor. Also • Check with him about references • Send him abstract & a sample reference • Read sample papers on reserve

15. Performing Well: Term Paper (2) • Check class WEB resources regarding writing term papers • Find an editor, perhaps from your study group, who is dependable & prompt • Get a draft of your paper to at least one editor at least a week before paper is due • If necessary, consult with writing lab in Marriott • Reread the term paper handout, noting frequently made errors and material to be handed in—including an evaluation of the writing experience. • Check to see if your references look like those in the reference section of the text and that your text citations look like those in the text

16. Performing Well: The Quizzes (1) • Read the text with the study guide in hand • Jot down text pages for answer on study guide • Jot down study guide question number on relevant page of text • Join a study group • Compare study guide answers with at least one member of study group well before quiz. Resolve discrepancies by reference to text/lecture notes, and if that doesn’t work, a third classmate or the professor • Have a member of the study group compare answers with other study group members during class review sessions; transmit that information to other members of study group

17. Performing Well: The Quizzes (2) • Note that quizzes cannot be taken early or late • Appeal if appropriate, but don’t whine • Keep old study guides & corrected copies of previous quizzes—in case you need to take the final

18. Performing Well: Extra Credit • Unless you are an A student and almost always perform well, get at least 5 extra-credit points. • Participating in WEB discussions is a fairly painless method of accruing extra-credit points • Collecting cartoons suitable for the class can be an enjoyable method of obtaining extra credit. Remember to email them with a short description of the class content for which they are appropriate • If you don’t usually perform well and if you performed poorly on the first quiz, get at least 10 extra-credit points • Doing a supplemental project is an efficient method of getting a big hunk of extra-credit points

19. Perform Well: Other • Download lectures on a regular basis • Keep track of when handouts are available, and download handouts soon after they are placed on the WEB • Provide the instructor with prompt and useful feedback. Try to include some positives along with critical feedback. If you can’t think of anything positive, lie! • If the professor does favors for you—such as scheduling and attending review sessions, acknowledge the favor. In general, reinforce behaviors that you like or that benefits you • Use exemplary models whenever they are provided at Marriott • Anticipate problems, and try to lay down a plan for their early solution (e.g., the rabbit died, and my girlfriend appear to be 3 months pregnant). • Do not use avoidance in response to anxiety! Ask for help, support, and assistance if and when you need it

20. DLO TNEDUTS “Dam him with faint praise!”

21. Summary • What is Success? • Peer Relations • Relations with Professor • Learning the Content • Getting a good grade • Next time: • Lecture. #2: Historical Perspective • Discussion of handout on “Term Paper” • Go in Peace!