Department of Child and Family Development
CFD 353C – PARENTING TEENS AND YOUNG ADULTS
Online/Spring 2015
Instructor:
Office Location:
Email:
Phone:
Office Hours
Don Myers, Ph.D.
EBA 401
donmyers@drdonmyers.com
619 460-8221
Th 2:00 – 3:45
Prerequisites (proof of completion required)
CFD 135, CFD 270, and 270L
Course Description:
The purpose of this course is to introduce students to the theories and research
pertaining to teens and young adults and to understand the multiple roles essential
to being a parent. This course examines the effects of the changing family structure
and gender roles, culture, globalization, and the influences of media and technology
on parenting. This section focuses on the unique developmental tasks (Such as
identity formation and intimacy) and how they affect parent-child relationships,
parenting styles, and discipline. Students will explore how parents can promote
individuation and independence while maintaining a healthy connection with their
child and effectively performing their role as a parent.
Learning Objectives:
By the end of the course the student will be able to:
1. Demonstrate knowledge of the physical, emotional, psychological, and
social changes and needs from 13 and up.
2. Identify and assess family development and parenting styles when
observing interactions between parents and their adolescent and/or
young adult child.
3. Identify and describe how parental cultural beliefs, attitudes, and
expectations influence teens and young adults’ identity formation and
intimacy.
4. Learn to observe and assess teens and young adults interacting with their
parents.
5. Be able to summarize important findings on the roles of parental
responsiveness on raising independent and competent children.
Required Texts:
Jenson Arnett, J. (2002). Readings on adolescence and emerging adulthood. Upper
Saddles, NJ: Pearson
Walsh, D. (2004). Why do they act that way? New York. Free Press
Publication Manual of the American Psychological Association. (2009). American
Psychological Association.
Grading:
Course evaluation is worth 100 points and is based upon:
1 Paper
2 exams (38 points each)
24 points
76 points
The exams are electronic and based upon the class texts and lectures.
The paper is based upon an analysis of an adolescent in the primary areas of
development and the parent-adolescent relationship
Expectations:
-No late work is accepted.
-If a student has to miss/reschedule an exam it must be cleared ahead of time with
the instructor.
-Plagiarism will result in a F in the course and/or further disciplinary action
Grading Scales:
100-93% = A
92-90% = A89-87% = B+
86-83% = B
82-80% = B79-77% = C+
76-73% = C
72-70% = C69-67% = D+
66-63% = D
62-60% = D-
59% and below = F
Academic Honor
The work you submit must be written by you alone. Any copying (electronic or
otherwise) of another person’s work, in whole or part), is a violation of the Honor
Code.
Student Work Samples
Your work may be selected by the instructor to keep on file. The work that is
selected will be used solely for the purpose of evaluation by higher education
accreditations (e.g., NAEYC, NCATE)
Alignment of Student Learning with State and National Standards:
The National Association for the Education of Young Children (NAEYC), the National
Council on Family Relations, and the National Center for Accreditation of Teacher
Education has implemented Professional Preparation core standards for
Professional Teaching Standards for Pre-K-3 teachers. This course utilizes these
standards in identifying course objectives/goals, course instructional activities,
assigning course requirements, and creating assessments.
Student Disability Services:
Students with disabilities enrolled in this course and who may need disabilityrelated classroom accommodations are encouraged to contact during the first two
weeks of the course.
Student Disability Services (SDS) is the campus office responsible for determining
and providing academic accommodations for students with disabilities. Student
Disability Services (http://www.sa.sdsu.edu/sds/).
Please familiarize yourself with Blackboard and the Turnitin submission process.
TENTATIVE CLASS SCHEDULE
(Subject to Change)
Week 1 (1/21)
Intro to Class
Week 2 (1/28)
Overview/Physical Changes/Adolescent Brain – Walsh Ch 2
Week 3 (2/4)
The Adolescent Brain (cont.) - Walsh Ch 3
Week 4 (2/11)
Emotional Development – Walsh Ch 4,5
Week 5 (2/18)
Emotional Development – Walsh Ch 6
Week 6 (2/25)
Cognitive Development
Week 7 (3/3)
Family Relations – Walsh Ch 13; Arnett Ch 7
Exam 1
Week 8 (3/10)
Parent/Adolescent Issues
Week 9 (3/17)
The Self – Walsh Ch 12; Arnett Ch 6
Week 10 (3/24)
Friends & Peers – Ch 8
Week 11 (3/31)
Sexuality & Intimacy – Walsh Ch 7; Arnett Ch 9
Week 12 (4/7)
Media – Walsh Ch 9; Arnett Ch 12
Week 13 (4/14)
School/Work – Arnett Ch 10
Week 14 (4/21)
Problems in Adolescence – Walsh Ch 8, 10, 11
Week 15 (4/28)
Problems in Adolescence – Arnett Ch Ch 13
*PAPER DUE
Week 16 (5/5) Exam 2