FCST 314 Child Development II: AdolescenceFall 2013Mondays 2:30-5:00InstructorDr. Sara GoldsteinOffice Hours: Mondays and Thursdays, 10:00 – 11:30am, and by appointmentOffice: 4032 University Hall Phone: 973.655.3359Email: [email protected] (this is the best way to reach me)Required ReadingsSteinberg, L. (2014). Adolescence (10th edition). New York: McGraw-Hill.Other required readings (peer-reviewed journal articles and chapters) are listed in the course outline and a full reference list appears at the end of this syllabus. All required readings will be available on the course’s Blackboard website.Recommended Study AidThere is an Online Learning Center that accompanies the textbook, at http://highered.mcgraw-hill.com/sites/0073532118/student_view0/I highly recommend that you use this resource – it offers exceptional reviews, practice quizzes, and other interesting exercises and information. Class PrerequisiteYou MUST have taken the following two classes to be enrolled in this class: PSYC 101 (General Psychology 1) and FCST 214 (Child Development I). Course DescriptionThis class will provide you with an overview of development during adolescence, using a framework that emphasizes social justice and diversity. We will cover various topics regarding adolescent development, including the nature and course of adolescent development as well as research methodologies that are used to study adolescent development. Additionally, there will be an emphasis on the applications of research findings, for example in terms of implications for social policy, education, intervention, and prevention. The course will be comprised of lectures, discussions, and 1in-class activities. As part of course requirements, students will conduct out-of-class interview projects, to gain first-hand experience with adolescents. Student Learning Goals and Course Objectives Upon successful completion of this course, students will:1) Understand and be able to apply concepts about development during the adolescent years, including the transition into and out of this time period. This includes typical and atypical trajectories of adolescents’ physical, cognitive, and social growth, from a perspective that emphasizes social justice and diversity. Students will also appreciate, identify, and contextualize developmental tasks such as striving for identity, autonomy, achievement, and intimacy. Students will be able to apply these concepts to their future careers and experiences. 2) Become knowledgeable about interactions between adolescents’ social context and their developmental trajectories. Students will understand how micro-level (e.g., family, peers, school) and macro-level (e.g., neighborhood) social influencesand social-economic influences interact to impact adolescent development as wellas ways in which social and social-economic factors increase the likelihood of risk or of positive developmental outcomes.3) Become informed consumers of traditional and emerging research methods for acquiring knowledge about adolescent development. Students will be able to understand the importance of empirical research for learning about adolescent development and will also be able to identify and critique various aspects of the research process as it pertains to studying adolescent development in a social context. Students will be able to apply this knowledge in their future careers and experiences.4) Develop an appreciation for, and a sensitivity to, the challenges and complexities of this critical developmental period. Adolescence is often described as a “turningpoint” in the lifespan, referring to a time when the choices one makes have the potential to drastically impact the future paths that life will take. Students will be aware of, and sensitive to, the vulnerabilities and possibilities of this unique developmental period. Course Requirements1) Attendance, Participation, and readings. Class attendance and participation areexpected and required. Absences impact your grade in several ways. First, when you are absent, you will not be able to participate in any in-class assignments for that day. Additionally, you will miss important information from lecture, discussion, and activities that may impact your exam scores. Although much of the information for this class will be presented both in the textbook and in the classroom, some material may be covered only in lecture or classroom activities, 2and not in the textbook. Although an outline of all notes will be posted on Blackboard, what is posted is only an outline and does not reflect all of the specific details that have been discussed in class. If you miss class, you risk missing this material. You are responsible for all assigned readings. These should be read before each class so that you are prepared for lecture and discussion.2) In-class Assignments. There will be a total of 3 in-class assignments during the semester. The assignments will vary in format (e.g., short essays, small-group activities). The dates for these will be unannounced. If you are absent on the day of an assignment, the only make up time available will be at the end of the semester, following the completion of the final exam – and you can only earn up to HALF CREDIT on each assignment that you make up. 3) Reaction Papers. There will be two reaction papers due during the semester. These are reviews and critiques of peer-reviewed empirical research about adolescent development. Each paper is due on the date stated on the syllabus.4) Exams. There will be two exams during the semester. These exams will not be cumulative. There will be no make-up exams except in the case of properly documented extreme circumstances (e.g., hospital stay, funeral attendance, criticalfamily emergency). This is a strict policy.5) Observational Assignment/ Final Paper. Each student will complete an observation/interview assignment, which will serve as the basis for your final paper. Your final paper will consist of integrating this experience with material that you have learned in the class. Papers MUST be typed. No handwritten papers or late papers will be accepted. The paper is due at the time indicated on the syllabus or earlier. If your paper is not handed in by the time, FOR ANY REASON, your grade on the paper will be reduced by 25 points for each 24 hour period that it is late. The first 24 hour period starts 5 MINUTES after the said due