Return to Psychology Department Home
Page
PS/ED 262
ADOLESCENT DEVELOPMENT
JOHN CARROLL UNIVERSITY
DR. NICHOLAS R. SANTILLI
Spring 1998 Office: SC 143
Tuesday-Thursday Phone #: 397-4734/4355
8:00-9:15 SC 167 Office Hours: M/W 9:30-11:30
3 Credits T/TH 1:30-3:30
Catalog description of the course: An in-depth study of the various theories and research pertaining to the physical, intellectual, social and emotional development of adolescents.
Texts:
Steinberg, L. (1996). Adolescence. (Fourth Edition). New York: McGraw-Hill, Inc.
Muuss, R. E. (1996). Theories of Adolescence. (Sixth Edition). New York: McGraw-Hill, Inc.
Garrod, A., Smulyan, L., Powers, S. I., & Kilkenny, R. (1995). Adolescent portraits: Identity, relationships, and challenges. (Second Edition). Boston: Allyn & Bacon.
Developmental Psychology: The field of developmental psychology can be seen as both the description and explanation of age related changes in physical, intellectual, social, and emotional functioning across the lifespan. It is important to note that developmental change does not simply occur as a function of aging; namely, "getting older." Instead, developmental change is a process that is characterized by complex interaction between the person and his or her environmental context.
Course Objectives:
Knowledge: The student will be able to:
1. identify the major theories of adolescent intellectual development.
2. identify the major research techniques utilized by developmental psychologists.
3. identify the major theories of adolescent social development.
4. identify the major theories of adolescent physical development.
5. identify the major theories of adolescent emotional development.
6. list major resource materials in developmental psychology.
7. explain the differences between the primary world-views underlying the major theories of human development.
8. explain the fundamental differences between the four primary theoretical models in developmental psychology: Cognitive development, Learning\behavioral, Contextualist and Ethological.
9. describe the primary developmental changes in intelligence during adolescence.
10. describe the primary changes in physical development during adolescence.
11. describe the primary changes in social development during adolescence.
12. describe the primary changes in emotional development during adolescence.
Attitudes: The student will be able to:
1. recognize the complexity of the developmental process.
2. show an appreciation of the interaction of theory and research in explaining human development.
3. recognize the interdependence of intellectual, social, emotional, and physical development in the development of the total person.
4. show an appreciation of the vast individual differences in human development.
5. recognize the importance in studying children and adolescents to better understand adulthood.
Course Outline:
I. Introduction: Adolescent Development in Context
1. A Multidisciplinary Approach to Adolescence
2. The Boundaries of Adolescence
3. A Framework for Studying Adolescent Development
4. Stereotypes versus Scientific Study
II. Biological Transitions
1. Puberty: An Overview
2. Somatic Development
3. Timing and Tempo
4. The Psychological and Social Impact of Puberty
5. Physical Health in Adolescence
III. Cognitive Transitions
1. Changes in Cognition
2. Theoretical Perspectives on Adolescent Thinking
3. Individual Differences in Intelligence in Adolescence
4. Adolescent Thinking in Context
IV. Social Transitions
1. Social Redefinition and Psychosocial Development
2. Adolescence as a Social Invention
3. Changes in Status
4. The Process of Social Redefinition
5. The Transition into Adulthood in Contemporary Society
V. Families
1. The Adolescent's Family Today
2. Adolescent Development and the Changing Family
3. The "Generation Gap"
4. Family Relationships at Adolescence
5. Family Relationships and Adolescent Development
VI. Peer Groups
1. The Origins of Adolescent Peer Groups in Contemporary Society
2. The Adolescent Peer Group: A Problem or Necessity?
3. The Nature of Adolescent Peer Groups
4. Adolescents and their Crowds
5. Adolescents and their Cliques
6. Popularity and Rejection in Adolescent Peer Groups
7. The Peer Group and Psychosocial Development
VII. Schools
1. Secondary Education in America
2. School Reform: Past and Present
3. The Social Organization of Schools
4. The Importance of School Climate
5. Beyond High School
6. Schools and Adolescent Development
VIII. Work and Leisure
1. Work and Leisure in Contemporary Society
2. Adolescents and Work
3. Adolescents and Leisure
IX. Identity
1. Identity as an Adolescent Issue
2. Changes in Self-Conceptions
3. Changes in Self-Esteem
4. The Adolescent Identity Crisis
5. Research on Identity Development
6. The Development of Ethnic Identity
7. Sex-Role Development
X. Autonomy
1. Autonomy as an Adolescent Issue
2. Three Types of Autonomy
3. The Development of Emotional Autonomy
4. The Development of Behavioral Autonomy
5. The Development of Value Autonomy
XI. Intimacy
1. Intimacy as an Adolescent Issue
2. Theoretical Perspectives on Adolescent Intimacy
3. Research on the Developmental Course of Intimacy
4. Intimacy and Psychosocial Development
5. Opposite-sex Relationships
XII. Sexuality
1. Sexuality as an Adolescent Issue
2. How Sexually Permissive is Contemporary Society?
3. Adolescents' Sexual Attitudes and Behavior
4. Teenage Pregnancy and Childbearing
5. Sex Education
6. AIDS and Other Sexually Transmitted Diseases
XIII. Achievement
1. Achievement as an Adolescent Issue
2. Achievement Motives and Beliefs
3. Environmental Influences on Achievement
4. Educational Achievement
5. Occupational Achievement
XIV. Psychosocial Problems in Adolescence
1. Some General Principles
2. Psychosocial Problems: Their Nature and Co-variation
3. Adolescent Drug and Alcohol Use
4. Antisocial Behavior
5. Depression and Suicide
6. Eating Disorders
COURSE REQUIREMENTS:
1. EXAMS
There will be four essay exams during the semester. Each exam will cover the material discussed in class and in the assigned readings. Each exam will be worth 100 points. Three exams will be given during the term, one during finals week. Each exam is a unit test, covering a specific set of material.
2. COMMUNITY SERVICE ACTIVITY
You will be REQUIRED to complete one of two service-learning options for this course. The service-learning requirement will be worth 100 points. There are two options for this requirement. Completion of Service Option A requires a service commitment of 2-3 hours per week, over a 12 week period beginning the week of February 2nd running to the end of the week of April 27th. Service Option B, requires an immersion experience to be completed over spring break. This option requires you to complete 6-8 hours of service per day for four days during spring break week. Your choice of option is up to you.
There are several conditions for the service-learning activity: (1) the service must be completed at one service site; (2) the service must involve direct interaction with adolescents between the ages of 12 and 22 years of age; (3) you must keep a service learning journal which includes: A description of your service site, a description of your responsibilities, a reporting of your activities while at the service site, and a description of how your service activity has enriched your understanding of adolescent development. Please consult the attached guidelines for writing your journal entries and; (4) you must register for your community service through the Center for Community Service. Transportation to and from your service site is your responsibility.
Why service-learning? Most of you may be wondering why I am requiring you to complete a service activity. In my opinion, it is very important for you to have some type of interactive experience with adolescents. Simply talking about adolescent development is not sufficient to gain a complete understanding of adolescent psychology. The service-learning activity I am requiring you to complete will provide you with direct experience with the individuals who are the object of our analysis this semester, namely adolescents. I would also like you to know that this is not simply a way to require you to complete community service because it is "good for you." Service learning is a curricular technique which allows us to enrich our classroom lectures and discussions with real-life experiences. We will be taking class time to discuss your service experiences. It is important that we reflect upon and discuss your experiences during the semester. I know that some students resent some of the work instructors assign because "they don't have to do it." To ease your minds, I perform 4-5 hours of service per week with adolescents. I teach religion to 7th graders for my parish, I coach basketball for boys in 6th grade, and coach track for boys and girls in grades 5-8. I have gained valuable experience and knowledge about today's adolescents from these activities.
Your grade for this assignment is based on two things: Completion of the time requirement and the quality of your journal entries.
3. CASE STUDY PRESENTATIONS
One of your textbooks is a collection of essays written by college students describing their perceptions of their adolescence. We will be discussing these essays during the course of this semester. The discussions will be led by you and your peers. I will split the class into 8 groups. Each group will be responsible for leading two discussions. You will be required to turn in a two page outline describing your plans for the case analysis. The outline should include the following: (1) What are the critical developmental issues in the case?; (2) What points do you wish to raise during the discussion?; and (3) Provide at least 4 discussion questions.
Everyone in the class will be required to read the case study assigned for the discussion day. All members of the class must be prepared to discuss the cases assigned for the day. This assignment is non-graded. However, it is part of course participation and excellence in preparation and execution is expected.
All cases will be found in the following text:
Garrod, A., Smulyan, L., Powers, S. I., & Kilkenny, R. (1995). Adolescent portraits: Identity, relationships, and challenges. (Second Edition). Boston: Allyn & Bacon.
Course Guidelines:
1. You must complete ALL ASSIGNMENTS to receive a grade. Failure to take an exam or to complete other assignments will result in a course grade of F.
2. Cheating or plagiarism will not be tolerated. Anyone caught cheating will receive an F for the assignment.
3. Excessive absences will not be tolerated. Your grade will be lowered by 1/3 for every two unexcused absences. Missing two classes is the equivalent of missing one week of class. If you know in advance that you will be missing class, be certain to notify me.
4. If you should miss an exam, you must contact me prior to the next class to arrange for a make up exam. If you do not contact me in a timely manner, you risk receiving a 0 on that exam.
5. Students having difficulty are welcome to see me at any time. You will find that I am usually available everyday, so please come and see me.
Grading policy: Each exam will be worth a total of 100 points. The exams are of equal value in determining the final grade, meaning that no one exam is "worth more" than any other. The service-learning activity is worth 100 points.
Knowledge:
Exam 1 100 points
Exam 2 100 points
Exam 3 100 points
Exam 4 100 points
Attitudes:
Service-learning journal 100 points
Total = 500 points
Total points will be converted to letter grades based on the following scale:
465-500 A
450-464 A-
435-449 B+
415-434 B
400-414 B-
385-399 C+
365-384 C
350-364 C-
335-349 D+
300-334 D
0-299 F
Department of Record: Questions regarding this course should be directed to the Department of Psychology.
PS/ED 262
ADOLESCENT DEVELOPMENT
SPRING 1998
DR. NICHOLAS SANTILLI
Journal Entry Guidelines
Your journal must include the following information: (A) A detailed description of your service site. Information to include: Staffing, clients served, location, history, funding source, and other pertinent information; (B) Your job description, just what are you expected to do while you are at the site; (C) An entry following each visit you make including the following information: The date and time spent at the site; a brief description of how you spent your time, a discussion of how one of the four basic themes of development (physical, intellectual, social, and emotional/personality) have been demonstrated in your work. For example, in what way was adolescent identity development demonstrated in your work? Or, how was your knowledge of pubertal status and social behavior enriched by your observations of adolescents at your service site; and (D) What you learned that day.
Your journals will be collected periodically, so keep them up to date.