9-1 dev
2 years ago 1
9-1Discussion_TechnologicalInfluencesonDevelopment.pdf
9-1devModuleLectures8.html.zip
9-1ReadingandResources8.html.zip
9-1GraduateDiscussionRubric.html.zip
9-1Discussion_TechnologicalInfluencesonDevelopment.pdf
9-1 Discussion: Technological Influences on Development
The average child in the United States watches four hours of television per day. As a result of this information, the impact of television as a developmental influence is a concern. However, the explosion of the internet and cellphones has the potential to affect the development of entire generations before research can even scratch the surface of its impact. Digital technology has extended the influence of peer groups to 24 hours per day. Given the influence of peers and schools as agents of socialization, what implications does this 24/7 access to these agents have on development?
In your initial post, select one concept regarding peers and one concept regarding schools, and assess each for its potential positive and negative impacts on development.
To complete this assignment, review the Discussion Rubric.
9-1devModuleLectures8.html.zip
Module Lectures8.html
Context of Development – Peers, Schools, and Technology
Individual development, whether typical or atypical, does not occur in a vacuum. The strictly biological domain, or the extreme side of the nature versus nurture continuum, might state that our development is predetermined by genetic and biological factors. However, the mental health profession has remained centrally concerned with the social forces as powerful shaping influences on development. The diagnostic criteria for most mental health disorders include a simple statement that, regardless of the presence of symptoms, they must result in a significant disturbance in the social, occupational, or other important areas of functioning of the individual’s life (American Psychiatric Association, 2013). In other words, mental health diagnosis depends on the context in which the individual is experiencing symptoms, and how those symptoms impact his or her ability to function on a daily basis.
Urie Bronfenbrenner, in his ecological systems model, identifies different levels of impact that various social systems might have on development. While this is a rather complex theory, it stresses the fact that as an individual develops, she comes into contact with increasingly complex forces that shape her development. For example, the family system forms the first social context that influences development. An individual is raised in a family that has structure, rules, and values. As an individual grows and adapts to these influences, she forms an understanding of how she interacts with others, how others perceive her, and some of the values that she has as an individual. As an individual grows and begins to enter school, she encounters additional rules and expectations that she must adapt to as she develops. School, peers, activities, neighborhoods, communities, and even the country present systems that an individual interacts with that influence development. Accounting for these influences presents a multilayered and complex challenge for developmental psychology.
This module focuses on three key social influences on development. Peers present the individual’s first encounter with a system of interaction outside of the family unit, and comprehending and negotiating behavior requires social, physical, and cognitive skills. Schools present a unique challenge as our second key social influence, due to the highly structured nature and purpose of education presented in a social context with peers separate from the family. The final aspect to examine is the information generation, or the digital divide. Developmental psychology is struggling to assess the impact of this new system of interaction and communication on the development of children and adolescents, and an exploration of the development impact technology may have is crucial for future research.
References
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C.: American Psychiatric Publishing.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531.
9-1ReadingandResources8.html.zip
Reading and Resources8.html
|
|
Required Resources |
Textbook: Lifespan Development in Context: A Topical Approach, Chapter 15 This chapter highlights the role of school, peers, and employment in child and adolescent development. North American children spend on average 7 hours per day and about 184 out of 365 days a year in schools. This makes schools and the influence of peers as significant agents of socialization.
As you read, consider the following:
- The influences on development within the experiential context of any one individual can be vast. Is it reasonable to try to account for it all?
- Given the vast influence and multilayered nature of contextual influences (schools, peers, culture, work), is it reasonable to focus on isolated events as causes for mental illnesses or atypical development?
- What comprises the multiplicity of factors that impact individuals’ achievement motivation, and what are the implications for building interventions for at-risk children?
Library Article: Adolescent Social Media Use: Pitfalls and Promises in Relation to Cybervictimization, Friend Support, and Depressive Symptoms This article discusses the interrelationship between cyberbullying, peer support in schools, and display of depressive symptoms in male and female adolescents. The authors address both positive outcomes of social media use as well as inherent risks.
This article supports the discussion assignment.
Library Article: Young Adolescents’ Digital Technology Use, Perceived Impairments, and Well-Being in a Representative Sample The article discusses the impact of technology use on young adolescents’ (ages 10–15) physical health, school performance, psychological distress, and incidence of conduct problems. The authors compare the impact of technology use on adolescents from deprived socio-economic backgrounds and those from affluent backgrounds. Implications for prioritizing equity in technology access, opportunity, and experiences are discussed.
This article supports the discussion activity.
Library Article: Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic This article discusses the impact of technology use during the pandemic on the development of children and adolescents. It specifically addresses the impact of technology on brain functioning and implications for mental health disorders. Positive implications of technology use are also discussed by the authors.
This article supports the discussion activity.
9-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
9-1Discussion_TechnologicalInfluencesonDevelopment.pdf
9-1 Discussion: Technological Influences on Development
The average child in the United States watches four hours of television per day. As a result of this information, the impact of television as a developmental influence is a concern. However, the explosion of the internet and cellphones has the potential to affect the development of entire generations before research can even scratch the surface of its impact. Digital technology has extended the influence of peer groups to 24 hours per day. Given the influence of peers and schools as agents of socialization, what implications does this 24/7 access to these agents have on development?
In your initial post, select one concept regarding peers and one concept regarding schools, and assess each for its potential positive and negative impacts on development.
To complete this assignment, review the Discussion Rubric.
9-1devModuleLectures8.html.zip
Module Lectures8.html
Context of Development – Peers, Schools, and Technology
Individual development, whether typical or atypical, does not occur in a vacuum. The strictly biological domain, or the extreme side of the nature versus nurture continuum, might state that our development is predetermined by genetic and biological factors. However, the mental health profession has remained centrally concerned with the social forces as powerful shaping influences on development. The diagnostic criteria for most mental health disorders include a simple statement that, regardless of the presence of symptoms, they must result in a significant disturbance in the social, occupational, or other important areas of functioning of the individual’s life (American Psychiatric Association, 2013). In other words, mental health diagnosis depends on the context in which the individual is experiencing symptoms, and how those symptoms impact his or her ability to function on a daily basis.
Urie Bronfenbrenner, in his ecological systems model, identifies different levels of impact that various social systems might have on development. While this is a rather complex theory, it stresses the fact that as an individual develops, she comes into contact with increasingly complex forces that shape her development. For example, the family system forms the first social context that influences development. An individual is raised in a family that has structure, rules, and values. As an individual grows and adapts to these influences, she forms an understanding of how she interacts with others, how others perceive her, and some of the values that she has as an individual. As an individual grows and begins to enter school, she encounters additional rules and expectations that she must adapt to as she develops. School, peers, activities, neighborhoods, communities, and even the country present systems that an individual interacts with that influence development. Accounting for these influences presents a multilayered and complex challenge for developmental psychology.
This module focuses on three key social influences on development. Peers present the individual’s first encounter with a system of interaction outside of the family unit, and comprehending and negotiating behavior requires social, physical, and cognitive skills. Schools present a unique challenge as our second key social influence, due to the highly structured nature and purpose of education presented in a social context with peers separate from the family. The final aspect to examine is the information generation, or the digital divide. Developmental psychology is struggling to assess the impact of this new system of interaction and communication on the development of children and adolescents, and an exploration of the development impact technology may have is crucial for future research.
References
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C.: American Psychiatric Publishing.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531.
9-1ReadingandResources8.html.zip
Reading and Resources8.html
|
|
Required Resources |
Textbook: Lifespan Development in Context: A Topical Approach, Chapter 15 This chapter highlights the role of school, peers, and employment in child and adolescent development. North American children spend on average 7 hours per day and about 184 out of 365 days a year in schools. This makes schools and the influence of peers as significant agents of socialization.
As you read, consider the following:
- The influences on development within the experiential context of any one individual can be vast. Is it reasonable to try to account for it all?
- Given the vast influence and multilayered nature of contextual influences (schools, peers, culture, work), is it reasonable to focus on isolated events as causes for mental illnesses or atypical development?
- What comprises the multiplicity of factors that impact individuals’ achievement motivation, and what are the implications for building interventions for at-risk children?
Library Article: Adolescent Social Media Use: Pitfalls and Promises in Relation to Cybervictimization, Friend Support, and Depressive Symptoms This article discusses the interrelationship between cyberbullying, peer support in schools, and display of depressive symptoms in male and female adolescents. The authors address both positive outcomes of social media use as well as inherent risks.
This article supports the discussion assignment.
Library Article: Young Adolescents’ Digital Technology Use, Perceived Impairments, and Well-Being in a Representative Sample The article discusses the impact of technology use on young adolescents’ (ages 10–15) physical health, school performance, psychological distress, and incidence of conduct problems. The authors compare the impact of technology use on adolescents from deprived socio-economic backgrounds and those from affluent backgrounds. Implications for prioritizing equity in technology access, opportunity, and experiences are discussed.
This article supports the discussion activity.
Library Article: Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic This article discusses the impact of technology use during the pandemic on the development of children and adolescents. It specifically addresses the impact of technology on brain functioning and implications for mental health disorders. Positive implications of technology use are also discussed by the authors.
This article supports the discussion activity.
9-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |