Text: Moeller, T.G. (2001). Youth aggression and violence: A psychological approach. Mahwah, NJ: Lawrence Erlbaum.
Mission:
*To learn as much as humanly possible about youth aggression in 14 weeks :)
* To apply research about aggression to practical social issues
* To develop evidence-based opinions about current cultural issues involving youth violence
Week 1--Feb 19: The Science of Psychology |
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| Topics: | Show Me the Data What is aggression? |
| Reading: | Chapters 1 and 2 |
Week 2--Feb 26: Introduction to Youth Aggression |
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| Topics: | Normal vs. Abnormal Aggression Biological Factors |
| Reading: | Chapters 3 and 4 |
Week 3--Mar 5: The Role of Family Factors |
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| Topics: | Attachment Disorder Violence in the Home |
| Reading: | Chapter 5 |
Week 4--Mar 12 |
Test #1 March 16 |
Week 5--Mar 19: Spring Break |
Book Review Due March 23 |
Week 6--Mar 26: Media Violence |
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| Topics: | Does Screen Violence Cause Aggression? Marketing to Kids |
| Reading: | Chapter 6 |
Week 7--Apr 2: Social and Cultural Factors |
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| Topics: | Neighborhoods Cultural Norms of Fear |
| Reading: | Chapter 7 |
Week 8--Apr 9: Psychological Processes |
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| Topics: | Distorted Beliefs Emotional Processes |
| Reading: | Chapter 8 |
Week 9--Apr 16: Peer Violence |
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| Topics: | Gangs Bullying |
| Reading: | Chapter 9 |
Week 10--Apr 23 |
Test #2 April 27 |
Bowling for Columbine Discussion |
Week 11--Apr 30: Homicide |
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| Topics: | School Shootings Kip Kinkle |
| Reading: | Chapters 10 and 11 |
Week 12--May 7 |
Debates |
Week 13--May 14 |
Test #3 May 18 |
Editorial Project Due May 15 |
Week 14 |
Final Exam May 21 |
Course Requirements:
*Participation in Discussion:
Discussion is a critical aspect of this class and everyone is expected to participate each week. Discussions will open each week on Monday by noon and will close Saturday at Midnight. I’ll begin the discussions using a question that was posed in the lectures. Typically there will be two discussions. There will be a “Questions” discussion always open where you can ask questions you may have about the readings or any concepts you do not understand. If you do not participate in the class discussion you will be docked points.
*Movie Discussion
We’ll be watching Michael Moore’s movie: Bowling for Columbine and having a discussion about it.
*Projects
You will be completing 3 projects. Keep in mind this is a 4 credit course. Projects turned in to the drop box (Editorial and Book Review) are due by 11:00 p.m. You will loose 10 points for each day your project is late. Always put your name on your papers.
http://www.indiana.edu/~wts/pamphlets/book_reviews.shtml
P.S. You are limited to the books listed in the syllabus. Please do not ask if you can read something that is not on the list – the answer will be no.
Debate
3. We will be having online debates at the end of the term. This is a group project. You will sign up for a debate topic in the first week of class. Using email you will communicate with other members of your team, assigning tasks and preparing for your debate.
Debate Topics:
Should juvenile delinquents be sent to Boot Camp?
Should the government put policies in place to protect children from media violence?
Should schools be allowed to require that aggressive children take medication?
Each Debate Team will need:
1. Opening Statement: The opening statement summarizes your team’s main arguments, without giving specific information.
2. Three main arguments that support your position. Each argument should be well thought out and well organized, supported by information you learned in this course and by additional information you have found to support your position.
3. Three rebuttals. You will need to anticipate what your opponents’ main arguments will be and prepare rebuttals to each of their arguments.
The rest of the class will be voting to choose the winner of the debate.
All projects will be graded using the following criteria:
Presentation: Papers should be 4 to 5 pages and contain no errors in grammar or spelling
Clarity: Papers should be very clear, concise, well organized, and have good flow of ideas
Related to Text and Lecture: Papers should correctly reference information we’ve covered in this course
Build on Knowledge from the Course: Papers should discuss concepts and issues covered in the course and extend it so you are not merely repeating course material. I’m looking for “value added.” Combine ideas, give your opinion, extend the topic beyond the basics.
*Tests and Final Exam
There will be three tests and a final exam. Each test is worth 20 points. The final exam is comprehensive and is worth 50 points. Material for tests will come from the textbook, lectures, discussion, and from our debates. Once you open a test you will have 50 minutes to complete it. 100 minutes will be provided for the final exam. Grades will be posted after everyone has taken the test.
Grading: |
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| Movie Discussion | 10 points |
| Editorial | 30 points |
| Debate | 30 points |
| Book Review | 20 points |
| Tests (20 points each – three tests) | 60 points |
| Final Exam | 50 points |
Course Grades will be based upon the percentage of total points earned. The following
Scale will be used. The total number of points possible is: 200
B+ 87% C+ 77% D+ 67%
A 93% B 83% C 73% D 63%
A- 90% B- 80% C- 70% F 60% and below
Academic Honesty: I fully expect that all students will be turning in work that is completely their own. Scholastic dishonesty will not be tolerated. If you have any questions about what constitutes academic dishonesty, please consult with the instructor before you turn your work in. The following are examples of academic dishonesty: Receiving answers or information from another person during an exam, using notes during an exam, collaborating with other students on projects (except on the debate), and plagiarism. Any form of academic dishonesty will result in a zero for the assignment/test, without the opportunity for making up the work. The violation will be reported to the Dean of Students.
Counseling services: Much of the material we will be covering in this class is of a sensitive nature. I expect that some of you have had personal experiences with aggression and violence. If at any time you feel unable to participate in class due to such experiences, please let me know and/or contact the counseling center at Linfield College.
http://www.linfield.edu/counseling/
More information is available about the on-line/technical aspects of this course on the Welcome Page. Please be sure to see: “Top Ten Ways to Make Your Psychology Professor Happy”
Odd girl out: the hidden culture of aggression in girls (2003) by Rachel Simmons
Children in danger: Coping with the consequences of community violence (2001) by James Garbarino
Kid stuff: Marketing sex and violence to American’s children (2003) by Diane Ravitch
Lost boys: Why our sons turn violent and how we can save them (2000) by James Garbarino
Queen bees and wannabes: Helping your daughter survive cliques, gossip, boyfriends, and other realities of adolescence (2003) by Rosalind Wiseman