Course Structure and ObjectivesPsychology 228 ~ Psychology of Adolescence Brief Overview Course Structure and Objectives Welcome to the Psychology of Adolescence. This course is designed to give students an overview of research and theories related to adolescent development. It will cover an overall introduction to the notion of adolescence from various historical and cultural perspectives; and it will also cover physical, cognitive, and social development during adolescence with a particular emphasis on identity, contexts, and change over time. I have several goals for students taking this course. First, I would like students to be able to nest the study of adolescence within historical and cultural perspectives. Second, I would like students to have a basic understanding of psychological theory and research related to adolescent development and for you to understand the different methodologies psychologists use to study adolescents. Third, I would like students to think critically about the readings and discussions in class and to apply their knowledge about adolescence to their own lives, to the media and society, and to the world around them. As I am a Developmental Psychologist with research interests in adolescents’ social development in school and with peers, I will provide examples throughout the course of how my own research has been informed by different theories and research we cover in class. Students will also benefit from applying what they have learned from other courses or research to their understanding of adolescent development. The teaching methods I will use in this course will be a combination of lecture, small group activities, lab work, film clips, and discussion. During class we will review only a selection of the major concepts from the assigned chapters, and we will also discuss other relevant material not covered in your book. Course Requirements Grades for the course will be based on the following assignments and exams: Class Participation: 5% In-Class Midterm Exam: 18% Paper 1: 18% Paper 2: 18% Proposal (2%)/Research Paper(19%): 21% Final Exam: 20% 1Required Readings Steinberg, L. (2005). Adolescence – 7th edition. Boston: McGraw Hill. List of Weekly Readings Arnett, J. J. (1999). Adolescent storm and stress, reconsidered. American Psychologist, 54(5), 317-326. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 5, 469 – 480. Bryant, A. L. & Eccles, J. S. (2005). Psychosocial, motivational, and contextual profiles of youth reporting different patterns of substance use during adolescence. Cauce, A. M. et al (1996). African American mothers and their adolescent daughters: Closeness, conflict, and control. In B. J. R. Leadbeater & N. Way (Eds.) Urban Girls: Resisting stereotypes, creating identities (pp. 100 – 116). New York: New York University Press. Collins, W. A. (2003). More than myth: The developmental significance of romantic relationships during adolescence, Journal of Research on Adolescence,13, 1-24. Conterio, K. & Lader, W. (1999). Bodily harm. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101. Elkind, D. (1967). Egocentrism in adolescence, Child Development, 38. 1025 – 1034. ERES –Eckert, P. (1989). Jocks and burnouts: Social categories and identity in high school.Symbols of Category Membership (pp. 49-72). New York:Teachers College Press. ERES –Havighurst, R. J. (1952) Developmental Tasks and Education: Chapter 5, Developmental Tasks of Adolescence (pp. 33 – 71). New York: David McKay Co. Erikson, E. H. (1968). Identity: Youth and crisis (pp. 128 – 135). New York: W. W. Norton, & Co. Hall, G. S. (1905). Adolescence. New York: D. Appleton & Company. Selections from Chapter 10: Evolution and the feelings and instincts characteristic of normal adolescence. Hart, C. & Atkins, R. (2004). Religious participation and the development of moral identity in adolescence (pp. 157 – 172). In T. A. Thorkildsen & H. J. Walberg’s Nurturing Morality. New York: Kluwer Academic Publishers. Harter, S. (2000). Is Self-esteem only skin-deep? Reclaiming Children and Youth,9,3, 133 – 138. Havighurst, R. J. (1952) Developmental Tasks and Education: Chapter 1, Life and Learning (pp. 1 – 5). New York: David McKay Co. Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159-187). New York: Wiley. Nikkah, J. (2000). Our Boys Speak: Adolescent Boys Write about Their Inner Lives: Sharing a Room (pp. 30 – 38). New York: St. Martin’s Griffin. Patrick, H. et al. (1999). Adolescents' commitment to developing talent: The role of peers in continuing motivation for sports and the arts. Journal of Youth & Adolescence, 28(6), 741-763. Perlstein, L. (2003). Not much just chillin’: The hidden lives of middle schoolers (pp. 39 – 49, pp. 210 – 217). New York: Farrar, Straus, & Giroux. Piaget, J. (1969). The intellectual development of the adolescent. In G. Caplan, & S. Lebovici (Eds.), Adolescence: Psychosocial perspectives (pp. 22-26). New York: Basic Books. Rotheram-Borus et al. (1996) Personal and ethnic identity, values, and self-esteem among Black and Latino adolescent girls. In B. J. R. Leadbeater & N. Way (Eds.) Urban Girls: Resisting stereotypes, creating identities (pp. 132 – 148). New York: New York University Press. SIECUS Fact Sheet. (2003). The truth about adolescent sexuality. 2Siegel, D. M., Aten, M. J., & Roghmann, K. J. (1998). Self-reported honesty among middle and high school students responding to a sexual behavior questionnaire. Journal of Adolescent Health, 23, 20 – 28. Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. All Work and All Play Makes Jack a Dumb Boy (pp. 163 – 173). New York: Simon & Schuster. Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. All Work and All Play Makes Jack a Dumb Boy (pp. 173 – 182). New York: Simon & Schuster. Verma, S., & Saraswathi, T. S. (2002). Adolescence in India: Street urchins or Silicon Valley millionaires? In Brown, B. B., & Larson, R. W. World's