PSYC24:ChildhoodandAdolescenceUniversityofToronto,Scarborough(Fall2019)

Wednesdays,3:10-5:00pm,HW216

Prerequisites:PSYB20,aPSYB-levelmethodscourse(PSYB01,PSYB04,orPSYB70),

andaB-levelstatisticscourse(PSYB07,STAB22,orSTAB23)

Instructor:KyleDanielson,PhDk.danielson@utoronto.caOffice:PO103,Room108OfficeHours:Wed.,1:30-2:45pm

Dr.KyleDanielsonisanAssistantProfessor,TeachingStreamintheDepartmentofPsychology,whereheteachesundergraduatecoursesindevelopmentalpsychologyacrossthelifespan,aswellasPSYA02andthethesiscourseforstudentsinPsychology.Hisprimaryresearchinterestsareinlanguageacquisitionandmaintenanceacrossthelifespan.

TAforSurnamesA-J:NayaniRamakrishnannayani.ramakrishnan@mail.utoronto.ca

NayaniisaPhDstudentinExperimentalPsychology.ShecompletedaBachelorofScienceinNeuroscienceandEnglishatUTSC.Herresearchinterestsincludeelucidatingtherelationshipbetweenearlylifeadversity,rewardprocessing,andsubstance-use.

TAforSurnamesK-Z:IvyChoivy.cho@mail.utoronto.ca

IvyiscurrentlypursuingherPhDinClinicalPsychologyatUTSC.ShepreviouslycompletedaBScinNeuroscienceattheUniversityofCalgaryandanMAinClinicalPsychologyatUTSC.Hercurrentresearchisfocusedonunderstandingcognitioninbothhealthyadultsandindividualswithpsychopathology.

ContactingtheinstructorandTAs:Weareeachveryhappytohearfromyoubyemailwheneveryouhaveaquestionorconcern,ortosetupanin-personappointment.Whenwritingtous,pleaseput“PSYC24”inthesubjectlineoftheemailtohelpusgettoitfaster.Wewillrespondtoallemailswithintwobusinessdays(notcountingweekendsandstatutoryholidays).Pleaseaddressemailstoyour

TA(bysurname)whenenquiringaboutcoursereadingmaterial,exampreparation,paperquestions,grades,ortoreviewexamsaftertheyaremarked.PleaseaddressemailstoKyleforclarificationonanythingthathepresentsduringlecture,foracademicorprofessionalquestions,orifyouareunabletoaddressyourconcernwithyourTA.CourseDescription:Thiscourseisanexaminationofhumandevelopmentfromthebeginningofschoolage(ages4-5)throughlateadolescence(ages18-25).Thecoursewillexplorecognitive,emotional,social,linguistic,andmoraldevelopmentthroughouttheseages,andwillalsoinvestigatepsychologicalhealthandillnessinchildhoodandadolescence.Althoughthecoursewillcoverthisentireagerange,emphasiswillbeplacedpredominantlyonmid-tolate-adolescence.LearningOutcomes:Bytheconclusionofthiscourse,youshould…

• …haveanadvancedandnuancedunderstandingofthemajordevelopmentalprocessesthatoccurbetweenearlychildhoodandlateadolescence

• …beproficientindescribingandapplyingmajorthemesofdevelopmentalpsychologyastheyapplytothestudyofchildrenandadolescents,including:individualdifferences,mechanismsofchange,andcontinuity/discontinuity

• …becomfortableparticipatingorallyinclassroomdiscussionsanddebates• …haveacquiredsignificantexperiencereading,analyzing,andcritiquing

scientificliteratureinthefieldofdevelopmentalpsychology• …haveproficiencyinsearchingfor,compiling,paraphrasing,applying,and

citingscientificliteratureinthefieldofdevelopmentalpsychologyforthepurposesofwritingaresearchreport

CourseMaterials:

ThereisnorequiredtextbookforPSYC24.Instead,requiredreadingswillcomefrombookchaptersandjournalarticlespertinenttoeachweek’stopic.CoursereadingslistedinthisdocumentwillbeaccessiblethroughtheUniversityLibrary(library.utoronto.ca)andwillnotbepostedonQuercus.ItisyourresponsibilitytofamiliarizeyourselfwithfindingelectronicreadingsthroughtheLibrary.Librarystaffisavailabletoassistyouinmasteringthisskill.AnyreadingsunavailablefromtheLibrarywillbepostedonQuercusatleasttwoweeksinadvanceoftheirduedate.ThereadingsareadvancedandreflectthatthisisaC-levelcourse.Assuch,youmayfindthereadingsdifficultatfirst.Iencourageyoutoreadeacharticleatleasttwicetohelpfacilitateyourunderstanding.Restassuredthatwewillbegoingoverthereadingsinclass,somajorpointsofeachwillbeaddressedandtherewillbeanopportunityforyoutoaskquestions.RequiredClassParticipationSoftware:AllstudentsarerequiredtohaveaTopHatsubscriptionforthiscourse.YoumaychoosetopurchaseTopHatforjustthisterm,orfortheentireyear

ifyouwillbeenrolledinanothercoursethatusesTopHat.PSYC21intheWinterwillrequireTopHataswell.TheUniversityandTopHathaveapreferentialagreementallowingyoutoreceiveaccessfortheentireyearatareducedprice.YoumaysignupforTopHatbynavigatingtohttps://app.tophat.com/register/student/andusingourcourseID:797583.Quercus:YoucanaccessthecoursewebsitethroughQuercusathttp://q.utoronto.causingyourUTORid.Pleasecheckthecoursewebsitefrequently(e.g.,atleastonceaweek,beforeclass)sothatyoudon’tmissimportantupdatesaboutthecourse.Quercusiswhereyouwillfindthecoursesyllabus(thisdocument),viewyourgrades,seeimportantannouncements,andturninassignments.Lectureslideswillalsobepostedonthiswebsiteaftereachlecture.ItisgoodpracticetoreviewyourQuercusnotificationsettingsatthebeginningofeachtermtoensurethatthesystemforwardsannouncementsandotherupdatestoyouremailaddress.

Anoteaboutpostinglectureslidesonline:Iamawarethatsomestudentsprefertotakenotesonprintedlectureslidesasthelectureprogresses,butIhavemadethedeterminationthatpostingslidesafterlecturecreatesamorecollaborativelearningenvironmentduringclass.Pagenumberswillbeprominentlydisplayedonthelectureslidespresentedinclasssothatyoucanmakeanoteofwhichslidespertaintowhichofyournotes.

Classattendance:Itisessentialthatyouattendeachclass.TopHatassignmentswillbepresentedinclass,andmissingtoomanyofthemwillnegativelyaffectyourmarkinthecourse(seeTopHatinformationlaterinthissyllabusdocument).Moreover,alargeproportionofmaterialtestedonexamswillbecoveredverballyinlecture,soitisessentialthatyouattend.LectureslidesthatarepostedonQuercuswillserveasanoutlineofwhatiscoveredineachclass,butmaynotbecomplete.Notethatyouareresponsibleforpointsthatarecoveredverballyinclass,eveniftheyarenotinthereadingsoronthelectureslides(butrestassuredthattheinstructorwillmakethesepointsveryclearwhentheyaremadeverbally!).Thisclasswillincludelotsofstudentparticipationandconversation,hopefullyprovidingagreatlearningenvironmentforusall.CourseRequirementsandGrading:YourmarkforPSYC24willconsistofthefollowing:

• TopHatExercises:10%• ReadingReflections:15%• Midterm1:27.5%• Midterm2:27.5%• FinalTermPaper:20%

TopHatExercises(10%)WewillbeusingTopHatinthiscoursethroughouteachlecture,inordertofacilitateparticipation,conversation,andcollectdataonyouropinionsandimpressionsofthecoursematerial.YoushouldsignupforTopHatpriortothesecondclassofthetermonSeptember11,usingtheinstructionslistedinCourseMaterialsabove.TherewillbenoTopHatexercisesonSeptember4.YouarepermittedtomissanaverageofoneclassworthofTopHatquestions.Inotherwords,ifthereareanaverageoffivequestionsperclass,youmaymissfivequestionsthroughoutthetermwithoutpenalty.AnyTopHatexercisesthatyoumissinadditiontotheaverageofoneclasswillnegativelyaffectyourmark.ReadingReflections(15%)Youwillberequiredtocompletethreereadingreflections(5%each)inPSYC24,eachbasedononeoftherequiredreadingsforthecourse.Youmaychooseanyofthereadingsyouwishtocompleteyourreflection,withthefollowingrestrictions:

• Readingreflectionsaredueonthedaythatthereadingisdue,priortothestartofclassat3:10pm.Forexample,ifyouchoosetoreflectonareadingdueonSeptember11,youmustturnyourreflectioninonQuercuspriorto3:10pmonthatdate.Latereflectionswillnotbeacceptedandyouwillneedtochooseadifferentreadingonwhichtoreflect.

• Onereadingreflectionmustbecompletedbeforethefirstmidterm(i.e.,October2isthelastdateforthisreflection).

• Asecondreadingreflectionmustbecompletedbeforethesecondmidterm(i.e.,November6isthelastdateforthisreflection).

• Youmaynotcompletemorethanoneofyourreflectionsinthesameweek.

Readingreflectionswillconsistofa600-wordmaximumdocumentinwhichyouanalyzethereadingthatyouhavechoseninthefollowingways:

• Ashortsummaryofthearticleorchapter,whichshouldnotexceedapproximately25%(150words)ofyourreflection

• Acritiqueofthereading:Forexample,whatmorewouldyouexpecttohavereadinthearticleorchapter?Ifthearticleorchapteroutlinesanexperimentalorcorrelationalstudy,whatflawsmighttherebeinthemethodologyordataanalysis?Doyouagreewiththeauthors’conclusions?Whyorwhynot?Noteachofthesequestionsneedstobeansweredineachreflection,andotherpointsmaybeaddressed.

• Whatremainingquestionsdidyouhaveaftercompletingthereading?Howmightyouaddresssuchquestionsinafutureiterationofthereadingorthestudythatitdescribes?Ifyouweretoproposeastudyproposingthetopicofthereading,whatwouldyoudo?Thisfinalquestioncouldbe

aparticularlyinterestingonetoexploreforthechapterswereadthatarenotexperimentalstudies.

• Referencetoatleastoneadditionalpapercitedinthereading.Mostreadingsinthiscoursearereviewsofotherliterature.Usingthelibrary’swebsite,youshouldfindatleastoneofthesestudiesanddiscussitinyourreadingreflection,usingsomeofthesamequestionsasabove.

• Aseparatereferenceslistisrequiredanddoesnotcounttowardthewordcount.

AgradingrubricforthereadingreflectionswillbepostedonQuercusinthefirstweekofclasses.CitationsandreferencelistsshouldbeinAPAformat,butnorunningheader,titlepage,orabstractisrequired.MidtermExams1and2(27.5%each)Themidtermexamsinthiscoursearenotcumulative.Theywillcoverthetopicsimmediatelyprecedingthemonly.Theywillconsistofmultiplechoicequestionswithfiveanswerchoiceseach.Examswillcovermaterialpresentedinboththecoursereadingsaswellasinthelectures.Examswilltakeplaceduringtheregularlyscheduledclasstimeandwilltake90minutestocomplete.Theexactnumberofquestionswillvary,butrestassuredthattherewillbeplentyoftimetocompletetheexams(timewillnotbeanissue).ThereisnofinalexaminPSYC24.FinalTermPaper(20%)Inlieuofafinalexamandinlieuofwrittenexamquestions,PSYC24requiresafinaltermpaper,dueonthelastdayofclasses(notthelastdayofPSYC24)inthefallterm.Thispaperwillbeinformedpredominantlybytopicscoveredinthelasttwoweeksofthecourse(i.e.,thosetopicsnotcoveredonanyexam,namelypsychologicalhealthandillnessinchildhoodandadolescence).Forthepaper,youwillberequiredtoconductin-depthresearchononepsychologicalillnessofchildhoodoradolescencefromage4toage25.Itisacceptabletoconductresearchonadisorderthatisconsideredtobelife-long,suchasmajordepressivedisorderorgeneralizedanxietydisorder,butyoumustfocusonmanifestationsofthatdisorderinchildhood/adolescence.Yourpaperwillconsistofthefollowing:

• Ageneralanalysisoftheillness,relyingheavilyontheDiagnosticandStatisticalManualofMentalDisorders,Version5(DSM-5),whichcanbeaccessedthroughtheUniversityLibrary.Inthissection,youshoulddescribethediagnosticcriteria,onset,prognosis,etiology(ifknown),andriskfactorsofthedisorder.BeverycarefulnottoplagiarizetheDSMinthissection.Insteadyoushouldbesuretoparaphrasethematerialandorganizeitinanoriginalway,integratingitwiththerestofyourpaper(asfollows),ratherthansimplysummarizingitinblockoftext.

• Ananalysisofatleastthreescholarlyjournalarticlespertainingtotheillness.Thesearticlescanexaminesuchfacetsofthedisorderasexistingandnewtreatmentsandtheirefficacy,newunderstandingoftheetiologyandriskfactorsofthedisorder,andexperimentalorcorrelationalstudiesexaminingthenatureofthedisorder.

• Anew,originalinstrumentdesignedtogaugethepresenceandseverityofthedisorderinachildoradolescentpopulationviaverbalorwrittenreport(e.g.,aquestionnaire,aLikertscale).Thisinstrumentwillnotcounttowardthewordcountofyourpaper.Instead,itshouldbeaddedasanappendixtoyourpaper.Inordertoconstructtheinstrument,youshouldrefertoexistinginstruments,beingsurenottoplagiarizethem.Theinstrumentshouldbewordedinsuchawaythatitwillbeaccessibletotheagerangeinwhichitisdeployed(diagnosticinstrumentscanbeconstructedtoelicitself-reportfrompatients,butalternativelycanbeconstructedtoelicitreportsfromparents,teachers,orpeers).Notethatdiagnosticinstrumentsareordinarilyconstructedbytrainedclinicalpsychologists,usingarigorous,data-drivenapproach.Thisexerciseisnotmeanttosimulateatruediagnosticinstrument,butrathertogiveyouachancetothinkmoredeeplyaboutthedisorderthatyouarestudying.

o Inthebodypaperitself,youshoulddescribetheinstrumentthatyouhaveproduced,explainingfromwhichexistinginstrumentsyoudrewinspiration,andcitingthoseinstrumentsaccordingly.Likewise,youshoulddrawonadditionalscholarlysources,onesthatyouexaminedinearlierpartsofthepaperornot,andshouldcitethoseaswell.Thedescriptionofyourinstrument,unliketheinstrumentitself,doescounttowardyourwordlimit.

o NotethatmostexistinginstrumentsfordiagnosingpsychologicaldisordersarecopyrightedandonlyexistbehindpaywallstowhichtheLibrarydoesnothaveaccess.However,nearlyallinstrumentsareaccompaniedbyjournalarticlesdescribingthem,andtheseareaccessiblethroughtheLibrary.Thesearticleswillgenerallyincludesomeexampleitemsfromtheinstrumentforyourreference.

Thepapershouldbebetween1800and2500wordsinlengthnotincludingthetextofthediagnosticinstrument.Papersthataresignificantlyshorterorlongerthanthislengthwillbepenalized.ThepapershouldbewritteninAPAformat,includingin-textparentheticalcitations,areferencelist,andarunningheader.AlthoughAPAformatrequiresatitlepageandanabstract,thesetwocomponentsarenotrequiredforthispaper.AdetailedgradingrubricwillbepostedonQuercustoassistyouinadheringtothepaperguidelines.PaperswillbesubmittedtoQuercus(in.pdfformat)andtoTurnitin.com.

CourseCalendar• Requiredreadingsarelistednexttothetopicstowhichtheypertain.• PleasereadtheseassignmentsBEFOREclassonthedayonwhichtheyarelistedandsubmitanyreadingreflectionsbeforeclassbegins.

• RemembertocheckQuercuseachweekforanychanges!

September4 Introduction,syllabus,andkeydefinitions

Noreadings

September11

Cognitivedevelopmentbeyondinfancy

• Goswami(2011)• Schneider(2011)• Steinberg(2005)

September18

Executivecontrolandintellectualdevelopment

• Blair&Raver(2015)• Ramani&Siegler(2008)

September25

Linguisticdevelopment • Tomasello(2011)

October2 Linguisticdevelopment2 • Dodd&Crosbie(2011)• Karmiloff&Karmiloff-Smith(2001)

October9 Midterm1 CoveringtopicsfromSeptemberOctober16 NOCLASS READINGWEEKOctober23 Familyandpeerrelationships • Way&Silverman(2012)

• Chen&French(2008)October30 Sexualityandromantic

relationships• Shulman,Scharf&Shachar-Shapira(2012)

• LaGreca,Davila,&Siegel(2009)November6 Emotionalandmoral

development• Eisenberg,Sheffield-Morris,&Vaughan(2009)

• Nucci&Gingo(2011)November

13Midterm2 CoveringtopicsfromOctober23-November6

November20

Psychologicalhealthandillness(1)

• Erskineetal.(2016)• Gander,Sevecke,&Buchheim(2015)

November27

Psychologicalhealthandillness(2)

• Larson&Sheeber(2009)• Victor&Klonsky(2018)

Lastdayoffallclasses:Monday,

December2

Noclass Paperdueat11:59pm

ReadingList(inorderofassignment)CognitiveDevelopmentBeyondInfancyGoswami,U.(2011).Partintroduction.InU.Goswami(Ed.),TheWiley-BlackwellHandbookofChildhoodCognitiveDevelopment(2ndEdition).WestSussex,UK:Wiley-Blackwell,337-346. ImportantNotes:

• ThefirsteditionisnotaccessibleviatheLibrary.Ensurethatyouareattemptingtoaccesstheelectronicsecondedition.Thishandbookisusedthroughoutthesemester,andinallcasesthesecondeditionmustbeused.

• Thisfirstreadingisanintroductiontothesectionofthishandbookonchildhoodcognitivedevelopment(PartIII).Thereareintroductionsforeachsection,somakesurethatyoureadPartIII’sintroduction.Wewillnotreadeacharticleinthissection,butthisintrogivesyouanoverviewofthemaintopicsinchildhoodcognitivedevelopment.

Schneider,W.(2011).Memorydevelopmentinchildhood.InU.Goswami(Ed.),TheWiley-BlackwellHandbookofChildhoodCognitiveDevelopment(2ndEdition).WestSussex,UK:Wiley-Blackwell,347-376.Steinberg,L.(2005).Cognitiveandaffectivedevelopmentinadolescence.TrendsinCognitiveSciences,9(2),69-74.DOI:10.1016/j.tics.2004.12.005ExecutiveControl&IntellectualDevelopmentBlair,C.&Raver,C.C.(2015).Schoolreadinessandself-regulation:Adevelopmentalpsychobiologicalapproach.AnnualReviewofPsychology,66,711-731.DOI: 10.1146/annurev-psych-010814-015221Ramani,G.B.&Siegler,R.S.(2008).Promotingbroadandstableimprovementsinlow-incomechildren’snumericalknowledgethroughplayingnumberboardgames.ChildDevelopment,79(2),375-394.LinguisticDevelopmentTomasello,M.(2011).Languagedevelopment.InU.Goswami(Ed.),TheWiley-BlackwellHandbookofChildhoodCognitiveDevelopment(2ndEdition).WestSussex,UK:Wiley-Blackwell,239-257.Dodd,B.&Crosbie,S.(2011).Languageandcognition:Evidencefromdisorderedlanguage.InU.Goswami(Ed.),TheWiley-BlackwellHandbookofChildhoodCognitiveDevelopment(2ndEdition).WestSussex,UK:Wiley-Blackwell,604-625.Karmiloff,K.&Karmiloff-Smith,A.(2001).Beyondthesentence.Pathwaystolanguage:Fromfetustoadolescent.Cambridge,MA:HarvardUniversityPress,148-177.Family&PeerRelationships

Way,N.&Silverman,L.R.(2012).Thequalityoffriendshipsduringadolescence.InP.K.Kerig,M.S.Schulz,&S.T.Hauser(Eds.),Adolescenceandbeyond:Familyprocessesanddevelopment.Oxford:OxfordUniversityPress.DOI:10.1093/acprof:oso/9780199736546.003.0007Chen,X.&French,D.C.(2008).Children’ssocialcompetenceinculturalcontext.AnnualReviewofPsychology,59,591-616.Sexuality&RomanticRelationshipsShulman,S.,Scharf,M.,&Shachar-Shapira,L.(2012).Theintergenerationaltransmissionofadolescentromanticrelationships.InP.K.Kerig,M.S.Schulz,&S.T.Hauser(Eds.),Adolescenceandbeyond:Familyprocessesanddevelopment.Oxford:OxfordUniversityPress.DOI:10.1093/acprof:oso/9780199736546.003.0008LaGreca,A.M.,Davila,J.,&Siegel,R.(2009).Peerrelations,friendships,andromanticrelationships:implicationsforthedevelopmentandmaintenanceofdepressioninadolescents.InN.B.Allen&L.B.Sheeber(Eds.),Adolescentemotionaldevelopmentandtheemergenceofdepressivedisorders.Cambridge,UK:CambridgeUniversityPress,318-336.DOI:10.1017/CBO9780511551963.017Emotional&MoralDevelopmentEisenberg,N.,Sheffield-Morris,A.,&Vaughan,J.(2009).Empathyandmoralemotions.InN.B.Allen&L.B.Sheeber(Eds.),Adolescentemotionaldevelopmentandtheemergenceofdepressivedisorders.Cambridge,UK:CambridgeUniversityPress,174-194.DOI:10.1017/CBO9780511551963.010Nucci,L.P.&Gingo,M.(2011).Thedevelopmentofmoralreasoning.InU.Goswami(Ed.),TheWiley-BlackwellHandbookofChildhoodCognitiveDevelopment(2ndEdition).WestSussex,UK:Wiley-Blackwell,420-445.PsychologicalHealth&IllnessInthefinalweeksofthecourse,wewillbeexploringpsychologicalhealthandillnessinchildhoodandadolescence,includingsomeworkonnon-suicidalself-harmandsuicidality.Iamawarethatthesetopicsmaybedistressingformanyofus.However,thisisanimportanttopicinthestudyofadolescentdevelopment,andisarequiredcomponentofthecourse.Iencourageyoutospeaktomeortoconsultaserviceonthelistbelowifyouareinneedofassistance.Ifyouorsomeoneyouknowareinimmediatedanger,contact911orreporttotheclosestemergencyroom.

• UniversityofTorontoScarboroughHealth&WellnessCentreCounsellingServices:SL270,416-287-7065,health-services@utsc.utoronto.ca

• TorontoDistressCentres:416-408-4357• CommunityCrisisLineScarborough:416-495-2891

• DurhamCrisisandMentalHealthLine:905-666-0483Fairchild,G.,Hawes,D.J.,Frick.P.J.,…&DeBrito,S.A.(2019).Conductdisorder.NatureReviewsDiseasePrimers,5,43.Erskine,H.E.,Norman,R.E.,Ferrari,A.J.,…&Scott,J.G.(2016).Long-termoutcomesofattention-deficit/hyperactivitydisorderandconductdisorder:Asystematicreviewandmeta-analysis.JournaloftheAmericanAcademyofChild&AdolescentPsychiatry,55(10),841-850.Gander,M.,Sevecke,K.,&Buchheim,A.(2015).Eatingdisordersinadolescence:Attachmentissuesfromadevelopmentalperspective.FrontiersinPsychology,6,1136.DOI: 10.3389/fpsyg.2015.01136Larson,R.W.&Sheeber,L.B.(2009).Thedailyemotionalexperienceofadolescents:Areadolescentsmoreemotional,why,andhowisthatrelatedtodepression?InN.B.Allen&L.B.Sheeber(Eds.),Adolescentemotionaldevelopmentandtheemergenceofdepressivedisorders.Cambridge,UK:CambridgeUniversityPress,11-32.DOI:10.1017/CBO9780511551963.002Victor,S.E.&Klonsky,E.D.(2018).Understandingthesocialcontextofadolescentnon-suicidalself-injury.JournalofClinicalPsychology,74,2107-2116.DOI:10.1002/jclp.22657

PoliciesPleasereadthecoursepoliciesbelowcarefully.Noexceptionscanbemadetothefollowing.

1. EthicalandResponsibleConduct:Alwaystreatyourself,yourclassmates,andyourinstructionalteamwithrespectbothinandoutsideofclass.Thisincludesbeingontimetoclass,andbeingawareofyourwordsandactions.Bemindfulofotherstudentsduringclass.Pleaseturnofforsilenceallmobilephonesbeforecomingtoclass.Ifyouchoosetotakenotesonalaptop,pleasequit/minimizeanyprogramsthatmaydistractothers(internet,messaging,Facebook,games,etc.),orsitinthebackoftheroomwhereotherscannotseeyourscreen.Notethat,forTopHat,youmustbringadeviceofsomesorttoeveryclassinordertoparticipate.

2. AcademicIntegrity:TheUniversitytreatscasesofcheatingandplagiarismveryseriously.TheUniversityofToronto’sCodeofBehaviouronAcademicMatters(http://www.governingcouncil.utoronto.ca/policies/behaveac.htm)outlinesthebehavioursthatconstituteacademicdishonestyandtheprocessesforaddressingacademicoffences.Potentialoffencesinpapersandassignmentsincludeusingsomeoneelse’sideasorwordswithoutappropriateacknowledgement,submittingyourownworkinmorethanonecoursewithoutthepermissionoftheinstructor,makingupsourcesorfacts,obtainingorprovidingunauthorizedassistanceonanyassignment.Ontestsandexamscheatingincludesusingorpossessingunauthorizedaids,lookingatsomeoneelse’sanswersduringanexamortest,misrepresentingyouridentity,orfalsifyingoralteringanydocumentationrequiredbytheUniversity,including(butnotlimitedto)doctor’snotes.

3. Turnitin.com:Normally,studentswillberequiredtosubmittheircourse

essaystoTurnitin.comforreviewoftextualsimilarityanddetectionofpossibleplagiarism.Indoingso,studentswillallowtheiressaystobeincludedassourcedocumentsintheTurnitin.comreferencedatabase,wheretheywillbeusedsolelyforthepurposeofdetectingplagiarism.ThetermsthatapplytotheUniversity’suseoftheTurnitin.comservicearedescribedontheTurnitin.comwebsite.

4. LateWorkPolicy:LateworkisnotacceptedinPSYC24.Anyworksubmittedaftertheduedateandtimewillreceiveascoreof0%.Forworkmissedduetoextenuatingcircumstances,pleaseseethefollowingsection:“MissedTermWork”.

5. MissedTermWork:Everythingdescribedaboveisconsideredarequiredpartoftheclass.Evaluationismostfairwhenallstudentscompleteallcomponentswithnospecialconsiderationbeingapplied.However,inthecaseofsomeextenuatingcircumstances,youmayapplytotheDepartment

ortotheUniversityforanexceptiontothismissedworkpolicy,usingtheproceduresbelow.NotethatTopHatexercisesarenoteligibleforMissedTermWorkexceptions.Notealsotheclauseregardingtermworkdueattheendofthesemester:becausethefinalpaperisdueonthelastdayofclasses,onlyextensionsof5daysorfewercanbeadministeredbythePsychologyDepartment.LongerextensionsmustbepetitionedthroughtheRegistrar’sOffice.MissedTermWorkduetoMedicalIllnessorOtherEmergency:

Allstudentscitingadocumentedreasonformissedtermworkmustsubmittheirrequestforaccommodationswithinthree(3)businessdaysofthedeadlineforthemissedwork.

StudentsmustsubmitBOTHofthefollowing:(1.) AcompletedRequestforMissedTermWorkAccommodationsform

(http://uoft.me/PSY-MTW),and(2.) Appropriatedocumentationtoverifyyourillnessoremergency,as describedbelow.

Appropriatedocumentation:

FormissedMIDTERMEXAMSduetoILLNESS:• SubmittheRequestforMissedTermWorkAccommodationsform

(http://uoft.me/PSY-MTW),alongwithanoriginalcopyoftheofficialUTSCVerificationofIllnessForm(uoft.me/UTSC-Verification-Of-Illness-Form)oranoriginalcopyoftherecordofvisitationtoahospitalemergencyroom.Formsaretobecompletedinfull,clearlyindicatingthestartdate,anticipatedenddate,andseverityofillness.Thephysician’sregistrationnumberandbusinessstamparerequired.

• Note:Ifanenddateof“ongoing”isspecified,themedicalnotewillbeassumedtocoveraperiodoftwoweeks.Ifnoenddate/an“unknown”enddateisspecified,thenotewillbeassumedtocoveraperiodofthreebusinessdays(startingfromillnessstartdate.)

FormissedMIDTERMEXAMSduetoACCESSABILITYREASONS:• MeetwithyourAccessAbilityconsultantandhavethememailKeely

(keely.hicks@utoronto.ca)detailingtheaccommodationsrequired.

FormissedASSIGNMENTSduetoILLNESS:• SubmittheRequestforMissedTermWorkAccommodationsform

(http://uoft.me/PSY-MTW),alongwithahardcopyoftheSelf-DeclarationofStudentIllnessForm(uoft.me/PSY-self-declare-form).

FormissedASSIGNMENTSduetoACCESSABILITYREASONS:• IfyourdesiredaccommodationiswithinthescopeofyourAccommodationLetter

(ex.yourletterincludes“extensionsofupto7days”andyouneed3days),submittheRequestforMissedTermWorkAccommodationsform(http://uoft.me/PSY-MTW)andattachacopyofyourletter.Specifyhowmanydaysextensionyouarerequestingontherequestform.

• IfyourdesiredaccommodationisoutsidethescopeofyourAccommodationLetter(ex.yourletterincludes“extensionsofupto7days”butyouneedmoretimethanthat)youwillneedtomeetwithyourAccessAbilityconsultantandhavethememailKeely(keely.hicks@utoronto.ca)detailingtheaccommodationsrequired.

FormissedexamsorassignmentsinOTHERCIRCUMSTANCES:

• SubmittheRequestforMissedTermWorkAccommodationsform(http://uoft.me/PSY-MTW),alongwith:

o Inthecaseofadeathofafamilymemberorfriend,pleaseprovideacopyofadeathcertificate.

o ForUofTvarsity-levelorprofessionalathleticcommitments,anemailfromyourcoachorvarsityadministratorshouldbesentdirectlytoKeelyHicks(keely.hicks@utoronto.ca)wellinadvanceofthemissedwork,detailingthedatesandnatureofthecommitment.

o Forreligiousaccommodations,pleaseemail(keely.hicks@utoronto.ca)wellinadvanceofthemissedwork.

o Forcircumstancesoutsideoftheseguidelines,pleaseemailKeely(keely.hicks@utoronto.ca)onorbeforethedateofthetest/assignmentdeadlinetodescribeyourcircumstancesandaskwhatdocumentationwouldbeappropriate

DocumentscoveringthefollowingsituationsareNOTacceptable:medicalprescriptions,personaltravel,weddings/personal/workcommitments.

Procedure:

Submityour(1.)requestformand(2.)medical/self-declaration/otherdocumentsinpersonWITHIN3BUSINESSDAYSofthemissedtermtestorassignment.

Submitto:KeelyHicks,RoomSW420B,Monday–Friday,9AM–4PM.(Slideformsunderdoorifoutofoffice.)

Aftersubmittingyourdocumentation,withinapproximatelyonetofivebusinessdays,youwillreceivearesponsefromyourinstructordetailingtheaccommodationstobemade(ifany).

YouareresponsibleforcheckingyourofficialUofTemailandQuercuscourseannouncementsdaily,asaccommodationsmaybetime-critical.

Youshouldcontinuetoworkonyourassignmentstothebestofyourability,asextensionaccommodationsmaybeasshortasonebusinessday,dependingonthenatureoftheillness/emergency.

Ifanaccommodationhasbeengrantedbutyouareunabletomeettheconditionsoftheaccommodation(ex.youneedalongerextension,oryoumissedamake-uptest),youwillneedtorepeatthemissedtermworkprocedureandsubmitadditionalformstorequestfurtheraccommodation.Notethatinthecaseofamissedmake-uptest,anopportunitytowriteasecondmake-uptestmaynotbeprovided.

CompletionofthisformdoesNOTguaranteethataccommodationswillbemade.Thecourseinstructorreservestherighttodecidewhataccommodations(ifany)willbemade.Failuretoadheretoanyaspectofthispolicymayresultinadenialofyourrequestforaccommodation.

MissedAccommodations

Ifanaccommodationisgrantedbutacontinuedillness/emergencypreventsyoufrommeetingtherequirementsofyouraccommodation,youmustrepeatthemissedtermworkproceduretorequestadditionalaccommodations.

(E.g.)Ifyoumissamake-upmidterm,youwouldneedtosubmitanotherRequestforMissedTermWorkAccommodationsform.Ifyouroriginalmedicalnote/documentationincludedthedateofthemake-upmidterm,thenonlytheRequestformisrequired.Ifthedateofthemake-upmidtermfelloutsideofthedatesindicatedonyouroriginalmedicalnote/otherdocumentation,thenanewmedicalnote/otherappropriatedocumentationmustalsobesubmitted.

ImportanceofThreeBusinessDaywindow:

Ifyouareunabletosubmityourdocumentsin-personwithinthethreebusinessdaywindow,youmustemailKeely(keely.hicks@utoronto.ca)withinthethreebusinessdaywindowtoexplainwhenyouwillbeabletobringyourdocumentsinperson.Exceptionstothedocumentationdeadlinewillonlybemadeunderexceptionalcircumstances.Attachscansofyourdocumentation,andbepreparedtobringyourdocumentstoKeelyin-personassoonasyouarewell.Latedocumentsmaynotbeaccepted.

NOTE:Assignmentsdueatendofterm

Instructorscannotaccepttermworkanylaterthanfivebusinessdaysafterthelastdayofclass.Beyondthisdate,youwouldneedtofileapetitionwiththeRegistrar’sOffice(https://www.utsc.utoronto.ca/registrar/term-work).

6. DepartmentofPsychologypositiononGradeNorms:TheDepartmentofPsychologyatUTSCiscommittedtoprovidingfair,consistent,anduniformdeliveryofitscoursesfromyeartoyear.Aspartofthiscommitment,theDepartmentmandatesthatallC-levelcourses’finalcourseaveragesarearound72%.ThatensuresthatC-levelsaremarkedconsistentlyacrossinstructorsandterms.Typically,theaverageforKyle’sC-levelcoursesfallbelow72%,andhethenaddspointstoeveryone’smark.However,theoppositeisalsotheoreticallypossible,wherethecourseaveragefallsabove72%,andpointshavetobesubtracted.Thishasneverhappenedbefore,butthecourseinstructorreservestherighttomodifymarksacrosstheboard(forallstudents)toconformtotheseaverages.Notethatmidtermandotherassignmentscoresmayfallwellbelow72%,butthattheaveragecoursemarkwillberaisedattheendofthetermifso.Kylewillreleasetheaveragescoresforeachassessmentsothatyouhaveanideaastohowyourmarkwillbechangedattheendoftheterm.Forexample,iftheaveragescoreonamidtermexamis65%andyouscored65%,youcanexpectthatyourscoreonthatexamwillberaisedbyroughly7%attheendoftheterm.

7. GradeChanges:

Undernocircumstanceswilltheinstructorofthiscoursechangeagradeforanassignment,anexam,orforthecoursemark.Thereisnocircumstance

(notahealthissue,ordeathinthefamily,orimpendinggraduationpreventedbyfailingthiscourse)thatiscompellingenoughfortheinstructortodoso.Theonlychangesmadetothecoursemarkswillbetheonesprovidedtoeveryone,asdetailedaboveinthesectiononGradeNorms.Thatistheonlymethodthatensuresfairnessforeveryone.Again,therearenoexceptionshere.EverysemesterKylehastotellstudents“no”,evenwhentheypresentcompellingexcuses.PleasedonotputKyleintheawkwardpositionoftellingyou“no”whenyouaskforagradechange.Itwillabsolutely,undernocircumstances,everhappen.Youmay,asalways,petitiontheRegistrar’sOfficeifyoubelievethatyourmarkhasbeencalculatedincorrectly.

8. AccessAbility:

Studentswithdiverselearningstylesandneedsarewelcomeinthiscourse.Inparticular,ifyouhaveadisability/healthconsiderationthatmayrequireaccommodations,pleasefeelfreetoapproachmeand/ortheAccessAbilityServicesassoonaspossible.AccessAbilityServicesstaff(locatedinRmSW302,ScienceWing)areavailablebyappointmenttoassessspecificneeds,providereferralsandarrangeappropriateaccommodations416-287-7560oremailability@utsc.utoronto.ca.Thesooneryouletusknowyourneeds,thequickerwecanassistyouinachievingyourlearninggoalsinthiscourse.

9. ReligiousAccommodation:TheUniversityhasacommitmentconcerning

accommodationforreligiousobservances.Iwillmakeeveryreasonableefforttoavoidschedulingtests,examinations,orothercompulsoryactivitiesonreligiousholydaysnotcapturedbystatutoryholidays.AccordingtoUniversityPolicy,ifyouanticipatebeingabsentfromclassormissingamajorcourseactivity(likeatest,orin-classassignment)duetoareligiousobservance,pleaseletmeknowasearlyinthecourseaspossible,andwithsufficientnotice(atleasttwotothreeweeks),sothatwecanworktogethertomakealternatearrangements.Iamawarethat,duetoschedulingcircumstancesoutsidemycontrol,thefirstmidtermexaminthiscoursefallsonYomKippur.IfyouforeseetheneedtomissthisexamforobservanceofthisHolyDay,pleaseletmeknowassoonaspossibleandIwillhappilyscheduleamake-upexamforyou.