MZUZU UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
Course Outline
1. Programme(s) : Bachelor of Education
2. Subject : Education Foundations
3. Level of study : Two 2
4. Course title : Adolescent Psychology
5. Course code : EDUF 2401
6. Duration : 16 weeks
7. Presented to : Senate
8. Presented by : Faculty of Education
9. Lecture hours per week : 2
10. Tutorial/Seminar hours : 1
11. Practical hours per week : None
12. Student independent
learning hours : 6
13. Total course credits : 6
14. Pre-requisite course code : Social Psychology (EDUF 1202)
15. Co-requisite course code: None
16. Delivery mode : Face to Face
17. Assessment methods : Continuous Assessment:
• Group activity
• Individual essay
• Mid-semester examination
: End of Semester Examination:
• Assessment of topics covered in the
course
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18. Assessment weighting : Continuous 40%.
: End of Semester Examination 60%.
19. Aim(s) of the Course:
The aims of this course are to help students to:
a. appreciate the significance of adolescent psychology to a secondary school
teacher.
b. understand the context in which adolescents develop.
c. develop strategies and skills for handling youths.
20. Learning outcomes:
Upon successful completion of this course students should be able to:
• demonstrate the connection between theories of adolescent development
and teaching and learning strategies
• compare and contrast different teaching approaches with a focus on
evaluating their strengths and limitations through psychological lens.
• apply psychological learning theories to classroom management
techniques.
• demonstrate an understanding of interrelationships between teacher and
learner behavior.
• examine challenges and concerns that adolescents face and relate them
to the learning, teaching and assessment process.
21. Topics of the Course:
21.1 Definition and Scope of Adolescent Psychology:
• Definition and history of developmental psychology.
• Definition of adolescence and adolescent psychology.
• Objectives of adolescent psychology (boundaries of adolescence).
• Traditional view of adolescence: a period of “turmoil”, “storm and
stress”?
21.2 Modern Theories of Adolescence:
• The biological – maturational theories (Gessel, Stanley Hall and
Freud).
• The environmental – learning theory (Bandura Social Learning
Theory and Watsons).
• The constructivist Theories (Jean Piaget).
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• Modern psychoanalytic theories of adolescence.
• The cultural – context theories (Margaret Mead).
21.3 Physical Development During Adolescence:
• Puberty and puberal growth.
• Adolescent growth spurt.
• Sexual development in boys and girls and their implications.
• Psychological effects of early and late maturation.
• Traditional rites of passage and their significance to personality
development.
21.4 Cognitive Development During Adolescence:
• Aspects of cognitive maturation.
• Piaget’s stages of pre operational and formal operation.
• Elkind : Immature aspects of adolescent thought.
• Moral reasoning in adolescents.
• Kohlberg’s levels and stages of moral development, the work of
Piaget, Gilligan and Horgan.
21.5. Psycho-Social Development During Adolescence:
• The search for identity (Erickson’s stage 5 and James Marcia’s
identity statuses).
• Self-concept and self-esteem (Susan Harter and Carl Rogers)
• Sexuality and achievement.
• Socialization and socialization agents – the family, peer group,
school, church/faith group and media.
• The changing Malawian family today and its implication on the
adolescent.
21.6. Psycho-Social Challenges Facing Adolescents and Their Possible
Solutions:
• Sexually transmitted diseases (STI’s) including HIV and AIDS.
• Unplanned early pregnancies.
• Drug and alcohol abuse.
• Juvenile delinquency.
21.7. The Significance of Adolescent Psychology in Learning and
Teaching:
• Planning instruction.
• Selection of instructional strategies and media.
• Lesson delivery.
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• Class management and control.
• Student assignments and evaluation.
22. Prescribed Texts:
Berger, K. (2009). The Developing Person : Through Childhood and
Adolescence. New York: Worth Publishers.
Santrock, J W.(2018) Educational Psychology (6th Edition) McGraw-Hill Education
Birch, A. (2002). Developmental Psychology : From Infancy to Adulthood
Houndsmill: Macmillan.
23. Recommended Texts:
Santrock, J.W (2016). Child Development (14th Edition) Chicago: Brown and
Berchmark.
Cole, M. and Cole, S.R. (1993). The Development of Children. New York: W.H.
Freeman and Co.
Muus, R.E. (1996). Theories of Adolescence. New York: Mc Graw – Hill.
New Combe, (1996). Child Development: Change Over Time. New York :
Harper Collins College Publishers.
Santrock, J.W. (1990). Adolescence. Dubuque : W.M.C. Brown
Borich, G. and Tombari, M.L. (1996). Educational Psychology: A
Contemporary Approach. New York : Harper Collins College Publishers.
Clifford, M. (1981). Practicing Educational Psychology. Boston : Houghton
Miffin Co.
Coon, D. (1994). Essentials of Psychology : Explorations and Applications:
New York : West Publishing Co.
Davidoff, L. (1987). Introduction to Psychology: New York : Mc Graw – Hill
Book Co.
Dembo, M.H. (1991). Applying Educational Psychology. New York: Longman
Publishing.
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Kaplan, P.S. (1986). Child’s Odyssey: Child and Adolescent Development.
New York: West Publishing Co.
Malim, T. and Birch, A. (1998). An Introduction to Psychology. Houndsmill:
Macmillan.
Mussen, P. – (1980). Essentials of Child Development and Personality. New
York : Harper and Row Publishers.
Santrock, J.W. (1996). Child Development. Chicago : Brown and Berchmark.
Smart, M.S. and Smart, R.C. (1984). Children: Development and
Relationships. New York : Macmillan – Publishing Co.
Turner, J.S. and Helms D.B. (1995). Lifespan Development. New York :
Harcourt Brace College Publishers.
Youth, R. (1997). Introduction to Psychology. New York : McGraw – Hill Book
Co.
In addition to the above list, use any other relevant resources including the
World Wide Webs (www.)
