Adolescent development

BOSTON UNIVERSITY

WHEELOCK COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

SUMMER II SEMESTER 2020

DS 502 ADOLESCENT DEVELOPMENT FOR EDUCATORS

Paul Thayer, Clinical Associate Professor

Office: Fenway Activities Building West, Room 119

Tel.: (617) 353-1629

E-mail: [email protected]

Office Hours: Before or after class and by appointment

Course Overview

This course will provide an overview of many models of human development, and how they explain the interaction of nature, nurture and culture in adolescent development. For each topic, we will start with theoretical foundations, explore journal articles that address main issues, and finally ask the “so what?” questions to explain how theoretical concepts help us to become responsive educators and human service professionals. We will explore different aspects of adolescent development, including cognitive and emotional development, social, moral and political development, and gender, racial and ethnic identity development. Throughout, we will try to understand how culture, race, class and gender interact to produce adolescents’ thoughts, feelings and behaviors in classrooms and other settings. We will also strategize how we can support adolescents’ optimal development and resilience.

You are expected to finish reading assignments prior to class meetings and to contribute meaningful comments to the discussions. You are encouraged to make connections between theories studied in the course, your own adolescent development and adolescents you have encountered in classrooms and other settings. You are also encouraged to learn from your peers in class and in study groups.

Course Objectives:

To develop an understanding of adolescent development in the context of culture, and an appreciation of human development as a process of transformation in cultural settings

To gain a critical understanding of multiple models of human development and their applicability to classroom and other settings

To examine the relevance of developmental theory and research to our own development

To enhance open-mindedness and sensitivity to diverse learners and their families.

To develop strategies for supporting adolescents’ optimal development and resilience.

Course Readings

Course readings will be posted on Blackboard. You should choose the book for the final assignment early enough to order the book for any on-line book seller in time to complete the final assignment.

Assignments:

The assignments mirror the three approaches we will use in the course to understand adolescent development. Assignment #1 will focus on the use of theoretical to understand development. Assignment #2 will focus on the use of journal articles or other academic sources to explore topics in more depth. Finally, assignment #3 will use narrative to understand the lived-experience of the issues we will study.

Assignment #1: Foundational Questions: Due week two (July 13/15). The questions will review the fundamental concepts of development examined in week one to assure a solid understanding of developmental concepts to be applied throughout the course. 30% of course grade.

Assignment #2. Focused Research Project: Choose one of the following:

Discussion Group Project: Due weeks two-six. You will join one of five groups to lead the class in a 45 minute discussion of an issue of adolescent development on your assigned date. In addition to being an active participant in the discussion, your group should submit a written summary of two journal articles used in your discussion summarize one journal article that applies to your topic. 30% of course grade.

Or

Focused Research Paper: Due week four (July 27/29). You may prefer to complete a more traditional research paper on a focused topic of your choice related to the course. You might prefer this option if you do not like group projects, do not like public speaking, or if you have limited availability for planning a group presentation. This is a 4-5 page paper that includes a literature review using a minimum of 3 peer reviewed articles or book chapters. You will likely find this assignment most useful if you focus on a question/issue that you encounter in professional practice. 30% of course grade.

Book Review: Due week six (August 10/12). You are to choose one book (fiction or non-fiction) that is about one issue discussed in the course. Your review should make solid connections between theoretical course concepts and the lived experience as described in the book. In additional, you should include at least one journal article that adds depth to your analysis. 40% of course grade.

Boston University/Wheelock Policies:

Course Credit Alignment/Credit Hour Explanation:

This course is a 2-credit course. It has a scheduled course lecture/discussion time of 2 hours and 45 minutes per week conducted via Zoom. Students are expected to complete the assigned readings prior class, and come prepared to participate in class discussions.

Academic Conduct:

Academic integrity is the bedrock of any scholarly community.  The objective of Boston University in enforcing academic rules is to promote a community atmosphere in which learning and the pursuit of knowledge can best take place.

As articulated in the Academic Conduct Code “All students at Boston University are expected to maintain high standards of academic honesty and integrity. It is the responsibility of every student to be aware of the Academic Conduct Code’s contents and to abide by its provisions” (http://www.bu.edu/academics/policies/academic-conduct-code/). 

In general, academic misconduct is conduct by which a student misrepresents his or her academic accomplishments, or impedes other students’ opportunities of being judged fairly for their academic work.  Students should pay particular attention to the rules regarding plagiarism, teamwork, submission of work to more than one course without permission, and conduct in a professional field assignment.  If students have any questions about academic integrity or how it applies to the assignments in a specific course, students should consult their instructor. 

Attendance: 

Students are expected to attend each class session unless they have a valid reason for being absent. The Monday and Wednesday class sessions will cover the same material, so if you have a conflict on your scheduled class session, you may attend the other section of this course that meets that same week.

Due Dates:

Papers are due on Blackboard on the due date. Because grades are due right after the class ends, there will be no extensions unless you request and complete the paperwork for an incomplete grade.

Incomplete Grade Policy:

In the Wheelock College of Education and Human Development, students receiving a grade of Incomplete must complete an “Incomplete Contract.” This contract should be filled out by both the student and instructor to dictate the completion deadline and circumstances of an incomplete grade. Both student and instructor will need to sign this form and the signed form should be returned to the Wheelock Student Records Office, [email protected], for processing. Incomplete grades should not be awarded without this contract.

Students have one year to resolve the terms of the contract or the grade will become the grade earned at the time the “I” grade was issued.

Statement of Accommodations for Students with Disabilities:

The Wheelock College of Education and Human Development at Boston University is committed to equal access for students with disabilities.  If you have a specific disability and require accommodations in this class, please let me know early in the semester so that appropriate accommodations can be made.  You must provide me with a letter of needed accommodations prepared by the Office of Disability Services.  Contact information for that office is as follows: (617) 353-3658 V/TTY or [email protected].  All discussions and written materials will be kept confidential.

If you expect any difficulties related to the Zoom format (unreliable internet access, child care issues, challenges of learning electronically), please speak to me regardless of whether or not you have disability accommodations.

Communication:

Communication and updates regarding the course will be sent via email. This means that your BU email is how you will be contacted. If you are not sure how to access your BU email, please contact IT services.

Please make sure you consult the course outline/syllabus, other handouts, and/or Blackboard before submitting inquiries by email.

Preferred Names:

Students have the right to use a chosen name that reflects their identity. Boston University IS&T has provided instructions for students to change or modify the name that appears across Black Board courses.  Please let me know your preferred pronouns.

Here are some links with more information:

Black Board instruction: https://help.blackboard.com/Learn/Student/About_You/Personal_Settings

BU (Online) Directly: https://www.bu.edu/tech/services/cccs/email/%20office-365-outlook/management/nickname/

BU directly, active directly, and exchange email: https://www.bu.edu/tech/services/cccs/email/%20office-365-outlook/management/nickname/”

Title IX Sexual Misconduct Policy:

Boston University is committed to fostering an environment that is free from all forms of sexual misconduct, including sexual assault and sexual harassment. Any disclosures of sexual or gender-based violence or harassment on or off campus made to faculty, teaching assistants, or other university employees must be forwarded to the BU Title IX Coordinator (617-353-9286) or Dean of Students Office (617-358-0700). Any questions can also be directed to any of the Wheelock College Title IX Deputy Coordinators.

Boston University recognizes that sexual assault, harassment, discrimination and other forms of sexual misconduct can have a profound impact on a person’s personal, academic, and work life. The University encourages any student coping with such a situation and who are uncertain of their options or simply need help should call one of the following confidential resources:

* Sexual Assault Response & Prevention Center (“SARP”) at (617) 353-7277, www.bu.edu/shs/sarp * Student Health Services 617-353-3575 or 617-353-3569, www.bu.edu/shs/

Policies relating to Title IX can be found at: http://www.bu.edu/safety/sexual-misconduct/title-ix-bu-policies/sexual-misconducttitle-ix-policy/

SYLLABUS

Week 1- July 6/8:

I Am My Environment: A Developmental-Systems Framework in The Study of Adolescent Identity

Section 1 meets on July 6 6-9:30

Section 2 meets on July 8 6-9:30

Theoretical Foundations:

The Ecological Model

Developmental Pathways

Exponential Risk

Exponential Resiliency

The work of Erik Erikson

Readings:

Miller, Patricia (2011). Theories of developmental psychology, 5th Ed. NY: Worth Publishers.

Chapter 1-Introduction.

Chapter 3- Erikson pages 143-164

Hayden, Elizabeth & Mash, Eric. (2014). In Mash, Eric & Barkley, Russell, Eds. Child psychopathology, 3rd. Ed. New York: The Guilford Press.

Chapter 1 Child Psychopathology: A Developmental-Systems Approach.

Garbarino, James (1992) Children and families in the social environment. NY: Transaction Publishing.

Chapter 3- Sociocultural Risk and Opportunity

(Note: Assignment #1 due next week)

Week 2: July 13/15

I am What I Accomplish:

Academic Achievement and Career Dvelopment

Section 1 meets on July 13, 6-9:30

Section 2 meets on July 15, 6-9:30

Theoretical Foundations:

Achievement Motivation

Career Development

Readings:

Doll, Beth (2013). In Sam Goldstein, & Robert Brooks, Eds. Handbook of resilience in children. NY: Springer Science and Business Media.

Chapter 23- Enhancing Resilience in Classrooms.

Gray, DeLeon (2017). Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions. Journal of school psychology, 61:103-121.

DeBacker, J. & Routon, P. Wesley (2017). Expectations, education, and opportunity. Journal of economic psychology. 59:29-44.

Volodina, Anna (2016). Vocational choices in adolescence: The role of gender, school achievement, self-concepts, and vocational interests. Journal of vocational behavior. 95-96: 58-73

Assignment #1 Due: Foundational Questions 30% of course grade

1. Discuss the usefulness of typical/”normal” development as a reference point for the study of adolescent development.

2. Define the four levels of the ecological model and give an example of each in the lives of adolescents.

3. Explain the concept of developmental pathways and how this concept helps explain different outcomes for adolescents raised in very similar environments.

4. Describe the concept of exponential risk and why some adolescents seem to have many more challenges than most adolescents. Describe the concept of exponential resiliency in adolescent development and explain how small interventions by teachers and human service professionals can have great impact.

This is a very straight forward assignment to assure you have understood some of the basic concepts used in the course before we move on to more specific topics. Please limit your answers to no more than 1-2 pages per question. This assignment will be assigned a letter grade based on accuracy of definitions, ability to apply concepts, and clear writing.

Assignment #2: Discussion Group Projects begin this week

30 % of course grade

Week 3: July 20/22

I am What I Feel

Adolescents Who Struggle

Section I meets on July 20, 6-9:30

Section 2 meets on July 22, 6-9:30

Theorectical Foundations:

Anxiety

Depression

Substance Use

Readings :

Higa-McMillan, Charmaine, Francis, Sarah & Chorpita, Bruce (2014). In Mash, Eric & Barkley, Russell, Eds. Child psychopathology, 3rd. Ed. New York: The Guilford Press.

Chapter 8 Anxiety Disorders

Hammen, Constance, Rudolph, Karen & Abaied, Jamie (2014). In Mash, Eric & Barkley, Russell, Eds. Child psychopathology, 3rd. Ed. New York: The Guilford Press.

Chapter 5 Child and Adolescent Depression

Aikins, Ross (2019). The White Version of Cheating ? Ethical and Social Equity Concerns of Cognitive Enhancing Drug Users in Higher Education. Journal of academic ethics 17 :111-130.

CME Resource (2010). Cannabis Use, Abuse, and Dependence. www.NetCE.com

Week 4: July 27/29

I am What I Believe:

The Development of Moral, Religious, and Political Reasoning

Section 1 meets on July 27, 6-9:30

Section 2 meets on July 29, 6-9:30

Agenda:

Character Development

Ethical Reasoning

Religious Beliefs

Cheating

Political Involvement

Readings:

Fowler, James. (1981). Stages of faith : The psychology of human development and the quest for meaning.

Chapter 10-Adolescence.

Chapter 13- Structural Developmental Theories and Faith.

Wray-Lake, Laura, Flanagan, Constance & Osgood, D. Wayne (2010). Examing Trends in Adolescent Environmental Attitudes, Beliefs, and Behaviors Across Three Decades. Environment and behavior. 42:1, 61-85.

Assignment #2 Due : Research Paper due for students who chose this option

30 % of course grade

Week 5: August 3/5

I am Where I Belong:

The Development of Ethnic and Sexual Identities

Section 1 meets on August 3, 6-9:30

Section 2 meets on August 5, 6-9:30

Agenda:

Sexual Identities

Racial and Ethnic Identities

Readings:

Tatum, Beverly (2017). Why are all the black kids sitting together in the cafeteria? NY: Basic Books.

Chapter 2- The Complexity of Identity

Chapter 4- Identity Development in Adolescence.

Shaffer, David & Kipp, Katherine (2014). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning.

Chapter 12- Sex Differences and Gender-Role Development.

Levesque, Amie (2019). I’ve Always Wanted a Gay Family Member!: Straight Ally Girls and Gender Inequality in a High School Gay-Straight Alliance. Qualitative Sociology, 42:205-225.

Week 6: August 10/12

I Am How I Grew Up:

Family and Friends

Section 1 meets on August 10, 6-9:30

Section 2 meets on August 12, 6-9:30

Theoretical Foundations:

Friendships

Sports and Activities

Family Theories

Readings:

Blakemore, Sarah-Jayne (2018). Inventing ourselves: The secret life of the teenage brain. NY: Hachette Book Group.

Chapter 3- Fitting In.

Smith, Suzanne, Hamon, Raeann, Ingoldsby, Bron & Miller, J Elizabeth (2009) Exploring family theories. NY: Oxfod University Press

Chapter 4- Family Stress Theory

Chapter 5- Conflict Theory

Chapter 6- Family Systems Theory

Assignment #3 Due: Book Review 40% of course grade