Department of Family & Consumer Sciences
Appalachian State University
FCS 3106 - Adolescent Development
Spring 2011
Course Description: Examination of the physical, cognitive, social, and emotional development
of adolescents in the contexts of family, peers, school, work, and culture. Emphasis on the
search for identity, sexuality, autonomy, and interpersonal relations. Observation and
participation with adolescents.
Instructor:
Dr. Cheryl L. Lee
206 L. S. Dougherty
Phone: 262-2634
Email: leecl@appstate.edu
Office hours: Monday: 8-9; 10-12
Tuesday: 8:00-9:30
Wednesday: 8:00-9:00
Thursday: 8:00-9:30
Text: Steinberg, L. (2011). Adolescence (9th Ed). New York: McGraw Hill
*Bring to each class as will frequently be needed in class
Course Objectives: Students will:
1.
Explore the historical and societal definition of adolescence in the United States.
2.
Identify past and current theories of adolescence and explain their implications for
education, counseling, and supervision of adolescents.
3.
Explain the developmental processes of adolescence including biological, cognitive,
social, identity, autonomy, intimacy, sexuality, and educational development
4.
Explain adolescent development in selected social environments including the family,
peers, and school
5.
Analyze the characteristics, contexts, and symptoms of adolescent stress and
psychosocial problems for which adolescents are at risk (e.g., substance abuse,
pregnancy, suicide, delinquency, eating disorders, etc.).
6.
Participate in service learning that will allow application of course concepts while
working with community organizations and agencies that serve adolescents.
Style/Mode of Teaching: Lecture, discussion, case analyses, group work, and direct
observation of and participation with adolescents
Course Outline:
1.
Overview - Adolescent development in context
2.
Basic changes of adolescence
a.
Biological transitions
b.
Cognitive transitions
c.
Social transitions
3.
Contexts of adolescence
a.
Families
b.
Peer groups
c.
Schools
4.
5.
Psychosocial development during adolescence
a.
Identity
b.
Autonomy
c.
Intimacy
d.
Sexuality
e.
Achievement
Psychosocial problems in adolescence
a.
Substance abuse
b.
Externalizing problems
c.
Internalizing problems
Major Assignments:
Exams (3 @ 100 points each)
Service Learning Project
Project agreement form & ethics form
Service learning (18 hours @ 5 points per hour)
Adolescent report
Final exam
Total
300 points
100
10
90
100
100
600 points
Grading Procedures: Criteria for the completion and evaluation of assignments will be given
in advance. Assignments are due at the time designated by the instructor. Late assignments
(those not turned in at time when they are collected) will be penalized 20% for each day
late; those over one week late will not be accepted (they are worth zero points at this time).
There will be no make-ups for missed exams. Points are cumulative and translate to the scale
below:
A = 93-100% or 558-600 points
A-= 90-92% or 540-557
B+=87-89% or 522-539
B = 83-86% or 498-521
B- =80-82% or 480-497
C+=77-79% or 462-479
C = 73-76% or 438-461
C- =70-72% or 420-437
D+=67-69% or 402-419
D = 63-66% or 378-401
D-= 60-62% or 360-377
F = Below 60% or 359 and below
Attendance Policy: Students are expected to attend each session for the entire class period and
be prepared to interact with each other concerning class readings, activities, and assignments.
Professional behavior is expected. Roll will be taken each class period. For each absence over
three (for whatever reason), 10 points will be deducted from the total points acquired,
which could result in a lower grade for the course. If absent, students are responsible for any
missed notes, assignments, and announcements and should obtain them from another student in
the class. Repeated tardiness will be counted as additional absences. Be sure to place cell
phones on “vibrate” during class. Please do not eat in class; drinks are fine.
Academic Dishonesty: Academic dishonesty is neither condoned nor tolerated at Appalachian
State University. Academic dishonesty is behavior in which a deliberately fraudulent
misrepresentation is employed in an attempt to gain undeserved intellectual credit, either for
oneself or for another. Academic misconduct is behavior that results in intellectual advantage
obtained by violating specific directions, rules, or accepted academic standards, but without
deliberate intent or use of fraudulent means. It is the responsibility of every student to abide by
the ASU Code of Academic Integrity (see Student Handbook).
I expect you to do your own work. You should be aware that academic dishonesty includes both
the "giving" and "taking" of improper assistance on examinations, as well as other forms of
attempting to gain credit for work that is not the student's own work. I will not hesitate to
enforce the ASU policy regarding academic dishonesty at any time dishonest behavior is
observed. Students should be prepared to avoid any behavior that might raise questions
regarding dishonesty when a classroom assignment, project, or exam is in progress. No
allowance will be made if a student chooses to violate the policy. A grade of zero will be earned
by any student who practices dishonesty in the process of completing an assignment or taking an
exam, and appropriate action will be initiated at the university level.
Learning Accessibility: Appalachian State University is committed to making reasonable
accommodations for individuals with documented qualifying disabilities in accordance with the
Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973.
Those seeking accommodations based on a substantially limiting disability must contact and
register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu or 828262-3056. Once registration is complete, individuals will meet with ODS staff to discuss
eligibility and appropriate accommodations.
Student Religious Observance Policy: In accordance with this new policy, students must
provide a minimum of one week’s written notice of intent to engage in a religious observance.
In the event of such a religious observance (when proper notice has been provided to instructor),
students will have the opportunity to make up any missed class work or exams.
Assignments
Service Learning Project
The concept of service learning connects teaching, learning, and research with active practice.
In this class, a service learning project is incorporated to enable you to connect the research and
theory related to adolescent development to real adolescents. Each of you will work with ASU’s
ACT office to locate an appropriate site from among those selected for your consideration. After
completing the necessary forms, you will begin your service learning with your agency. You
will spend 2 hours per week for 9 weeks working with your agency, for a total of 18 hours. You
will receive 5 points per hour of service for a total of 90 points. Your Service Learning Project
Agreement Form and your Service Learning Time Log Form will provide documentation of your
providing the required and appropriate hours of service. Confidentiality and respect for the
adolescents in the program must be maintained at all times.
Throughout the semester, you will have opportunities (through various class activities, small and
large group discussion, case studies, etc.) to reflect on your service learning, connecting it to
your academic learning and vice versa. For example, as you learn about identity development in
adolescents, you will then assess the identity stage of your adolescent that you are observing.
Likewise, as you perhaps observe an adolescent “misbehaving” in an after-school program, you
may bring that observation back to class for discussion and conclude that the “misbehaving”
adolescent is actually striving to develop his/her autonomy.
What will you get out of this service learning project? You’ll gain great insights about the
development of adolescents that you could not possibly gain from reading a textbook or research
article. In addition, you will enable the agency at which you serve to carry out their mission by
committing to serve with them over the semester. The agency will depend on your timeliness
and commitment as an important component of their programming for youth, so it is crucial that
you are responsible in upholding your commitment.
Service Learning Project Agreement Form
This is a contract between you and your agency that outlines the goals, activities, and learning
objectives of your service learning experience. It also acknowledges that you and your agency
will complete evaluations of your experience at its conclusion. Complete the ACT Service
Learning Project Agreement Form; be sure to obtain the appropriate signatures indicated on the
form. Submit on due date listed in syllabus schedule.
Ethics and Commitment Form
This form assures your compliance with appropriate ethical guidelines in the completion of your
project. Sign, date, and submit on due date listed in syllabus schedule.
Adolescent Report
Early in your service learning experience, you should identify an adolescent on which to focus
(although you may be working with students in groups much of the time). As you work and
interact with your adolescent, reflect on what you are experiencing. Connect what you are
studying in class to your adolescent and his/her behaviors. Consider your adolescent’s behavior
and development and share those insights in class as appropriate (discussion, small group work,
case study application, etc).
You should assume the position of a professional who has been assigned the task of writing an
interpretative report on a specific adolescent. As you interact with your “subject,” try to let
him/her do most of the talking so you will have maximum opportunity to listen and observe.
Rather than asking specific questions about the topics below, let conversations evolve naturally.
It is hoped that your interaction with the adolescent will give you insights on the topics as a
skilled professional might derive insights from closely observing (rather than interviewing) an
adolescent.
After completing your service learning, you will prepare a scholarly report connecting
observations of adolescent behavior to the theories and research related to adolescent development.
You will show your depth of knowledge by taking your learned theory and research on adolescent
development and what you know/learned from your observations about adolescent behavior and
synthesizing those two sets of knowledge and understanding into a single interpretive document. In
your report (minimum of 5-6 typed pages, double-spaced, 12-point font, 1-inch margins), you will
provide an analysis of your adolescent’s behavior and development. Depending on your
observations and experiences, discuss 7 topics from the following as they relate to your adolescent
(the topics selected should be identified with headings in the narrative):
 physical changes and their psychological effects
 cognitive development
 social definition
 identity development
 self esteem
 autonomy
 family relationships and influences
 peer relationships and influences
 sexuality
 academic achievement/school
 intimacy
 risk taking and/or antisocial behavior
 other (some other special area you might identify)
In discussing these topics, share how the theories studied in the course can be used in analyses
and interpretations of the selected subject, your adolescent. In other words, use theory and
research findings to explain your adolescent’s behavior and development.
The report should also include an introductory paragraph about the observed adolescent which
identifies gender, age, grade level, physical description (height, weight, etc. from your
observations), family composition, school attended, special responsibilities, school and
community activities, and other details or circumstances which serve to meaningfully describe
the subject. A summative reflection should conclude the report.
Approach the experience from the perspective of a scientist who is trying to learn more about the
quality of life for a specific adolescent in 2011. This is NOT a counseling assignment. Your
report, however, should be of the quality that might be useful in a number of professional
situations.
The due date for the report is listed on the class schedule. Your report should be a scholarly
document that reflects technical applications of the highest professional standards: completeness,
accuracy, application of theory, linkage of service learning to course concepts, spelling, sentence
and paragraph construction, clarity, format, appearance, length, authenticity, integrity, and
documentation (APA, 5th edition). All guidelines should be carefully followed.
As mentioned earlier, the report should be a minimum of 5-6 pages in length and address 7 of the
assigned topics. The parts of the paper should be clearly labeled with headings. A cover sheet
which includes the assignment name, student’s name, course, and date should be prepared. At
the end of the report, attach your Service Learning Time Log Form, signed by the supervisor at
your site, and the completed Service Learning Evaluation Form. The paper should be stapled in
the upper left hand corner–no binders, please.
Criteria for evaluation of report
1.
Introduction
(effectively shares direction of paper)
2.
Discussion of 7 topics (10 points per topic)
(organized, clearly written, appropriately related to
theory & research, insightful interpretation, skill in
linking service learning insights to course content)
3.
Summary
(effectively presents conclusion to report)
4.
Style, spelling, punctuation, organization,
sentence and paragraph construction,
appearance, documentation (including reference
list) (highest professional standards exhibited)
5.
Time Log, signed by the supervisor at your site
(complete, appropriate signature)
6.
Service Learning Evaluation Form.
(complete, thorough, professional appearance)
Total
5
70
5
10
5
5
100
FCS 3106 - Adolescent Development
Tentative Course Schedule - Spring 2011
Date
Topic
Jan 11
Introduction
13
Adolescent development in context
Reading
Introduction
Review service learning assignment
18
Biological transitions
Ch. 1
Activity assignment: Analysis of teen TV program or
magazine
20
Service Learning - Shari Galiardi, ACT
Meet in Table Rock Room, Student Union, 2nd Floor,
9-10 or 10:30-11:30 am -- or attend another session
Register at: http://act.appstate.edu/
25
Biological transitions
Ch.1
Analysis of your adolescent’s physical development
27
Cognitive transitions
Ch. 2
Feb 1
Cognitive transitions
Ch. 2
Analysis of your adolescent’s cognitive development &
risk-taking behaviors
Project agreement form due
Ethics form due
3
Social transitions
Ch. 3
How are you & your agency helping your adolescent
transition to adulthood?
8
Social transitions
10
Exam 1
15
Families
Ch. 3
Ch. 4
Analysis of parenting style experienced by your
adolescent
17
Families
Ch. 4
22
Peer Groups
Ch. 5
Reflection on your adolescent’s peer group &
popularity
24
Schools
Ch. 6
Mar 1
Schools
Ch. 6
Reflection on your adolescent’s experience as a
student in middle/high school
3
Exam 2
8 & 10
Spring Break
15
Identity
Ch. 8
Activity assignment: Assess your adolescent’s identity
status
17
Identity
Ch. 8
22
Autonomy
Ch. 9
24
Autonomy
Ch. 9
Reflect on your adolescent’s autonomy development
29
Intimacy
Ch. 10
Activity: Review dating advice column on
myjellybean.com. Select one question/issue that might
apply to your adolescent & bring to class to discuss.
31
Exam 3
April 5
Sexuality
7
No class – work on adolescent report
12
Sexuality
Ch. 11
Ch. 11
Reflection on a sex education program that would
reduce risks for your adolescent
14
Psychosocial Problems
Ch. 13
Activity assignment: Profile of Eric Harris & Dylan
Klebold (Columbine Shootings)
19
Psychosocial Problems
Ch. 13
21
Psychosocial Problems
Ch. 13
Reflection on warning signals for your adolescent
Adolescent report due
26
Achievement
Course Wrap-Up
*Final Exam: Mon, May 2, 2011 @ 9:00 am
Ch. 12