KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 6110: Adolescent Development and Learning
Department: Secondary and Middle Grades Education
Degree Title (if applicable) Master of Arts in Teaching
Proposed Effective Date Fall, 2010
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
___ Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 6110___________________
Course Title Adolescent Development and Learning_______________
Credit Hours 3 Hours
Prerequisites Admission MAT Program
Description (or Proposed Degree Requirements)
A study of life span development (with an emphasis on adolescents and young adults)
addressing social, moral, emotional, physical, cognitive and psychological development.
Theories and principles of learning and motivation are examined and related to
development. A 30-hour field experience is required in this course.
III.
Justification
This course is the first of five professional education courses leading to initial
certification through successful completion of the Master of Arts in Teaching degree at
Kennesaw State University. Initially this proposed course and the proposed course
EDUC 6120 were offered as a six-hour block under the labels of EDUC 6100 and EDUC
6100L. After review, faculty and students felt the content could be better delivered as
two separate courses. Study in this course is focused on the adolescent and young adult
development, motivation, and learning. The required field component of this course
requires the candidate to apply the knowledge and skills learned during observations in
middle and high school classrooms. As much as possible, candidates will also work oneon-one with adolescents in the assigned activities in the role of tutor and mentor.
IV.
Additional Information (for New Courses only)
Instructor:
Text:


Slavin, R. E. (2008). Educational Psychology: Theory and Practice with
My Education Lab (9th Edition).Boston, MA: Allyn & Bacon.
A Chalk and Wire account. You must purchase a Chalk and Wire account from the KSU
Bookstore.
Prerequisites: Admission to MAT Program
Objectives:
The general objectives are to develop teacher candidates who:
(a) understand current theoretical perspectives and domains of development and learning;
(b) understand research methodology and techniques used to study behavior and
developmental change;
(c) examine the physical, cognitive, emotional, and social domains of development;
(d) understand the environmental, genetic, child-rearing, cultural, economic, political,
and educational influences on development and socialization of children and youth;
(f) understand the relationship between these factors and teaching and learning;
(g) discuss the necessity for development and application of educational programs
according to developmental and learning principles examined in this course.
Fundamental to this course are the principles established by the Georgia Framework for
Teaching:
Knowledge of Students: Teachers support the intellectual, social, physical, and personal
development of all students.
2.1 Believe that all students can learn.
2.2 Understand and use basic theories of learning to create productive classroom
instruction.
2.3 Communicate respect for and develop rapport with all students.
2.4 Analyze student data both independently and with colleagues.
2.5 Identify students’ stages of development, multiple intelligences, learning
styles, and areas of exceptionality and, with help, begin to develop and use a
repertoire of strategies to accommodate individual needs.
2.6 Communicate with families regarding student progress and district
procedures.
The objectives for this course are aligned to:
• Kennesaw State University’s Candidate Performance Instrument (CPI) with is based on
the National Council for Accreditation of Teacher Education (NCATE) Standards.
(www.ncate.org)
• The Guiding Principles of the Georgia Framework for Teaching
(www.usg.edu/p16/initiatives/PDFs/GA_framework.pdf)
• The National Middle Schools Association NMSA (www.nmsa.org)
Instructional Methods: Lecture, collaborative groups, online case studies,
cooperative learning projects, observations
Method of Evaluation
90% - 100%
Excellent
A
80% - 89%
Good
B
60% - 69% Less than satisfactory D
(must re-take course)
70% - 79%
Satisfactory
C
500 – 450
449 – 400
399 – 350
349 – 300
299 below
A
B
C
D
F
Assignments
Online Learning Modules and Assignments
Learning Theory Chart (turn in with RPL-theory)
RPL-Learning Theory
RPL-motivation
Chapter Presentation
Research Article Presentation
Reflections
Observation 1
Observation 2
Observation Summary Presentation
Final Exam
Portfolio Narrative Rubric
Professionalism: Attendance, Participation, Collegiality
TOTAL
Points Possible
70
5
50
50
15
30
20
30
30
50
100
25
25
500
Points Earned
V.
Resources and Funding Required (New Courses only): This course is new only in
the sense it is a division of an existing six-hours course.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EDUC
6110
Adolescent Development and Learning
3-2-3
Fall, 2010
Regular
NA
NA
APPROVED:
Vice
President
for
________________________________________________
Academic
Affairs
or
Designee
__
VII
EDUC 6110: Adolescent Development and Learning
Department of Secondary and Middle Grades Education
I.
Instructor:
Email: Please use Vista e-mail
Office:
Phone:
Hours:
Class Meetings:
II. Required Text:


Slavin, R. E. (2008). Educational Psychology: Theory and Practice with MyEducationLab
(9th Edition).Boston, MA: Allyn & Bacon.
A Chalk and Wire account. You must purchase a Chalk and Wire account from the KSU
Bookstore.
Catalog Description: (3). Pre-requisite: Admission to MAT program.
A study of life span development (with an emphasis on adolescents and young adults)
addressing social, moral, emotional, physical, cognitive and psychological development.
Theories and principles of learning and motivation are examined and related to development.
A 30-hour field experience is required in this course.
III.
Purpose and Rationale: This course is the first professional education course leading to
initial certification through successful completion of the Master of Arts in Teaching
degree at Kennesaw State University. Study in this course is focused on the adolescent
and young adult development, motivation, and learning. The required field component
of this course requires the candidate to apply the knowledge and skills learned during
observations in middle and high school classrooms. As much as possible, candidates will
also work one-on-one with adolescents in the assigned classrooms in the role of tutor
and mentor
This course will be taught in hybrid format, meaning that your time will be split between in-class learning and
online learning. It also has a field experience component that will require you to work with an adolescent student on
very specific assignments
*The MAT is labor-intensive fast-track means to earning teacher certification. It is vital to keep up with
assignments and due dates, and attend all class sessions. It is important to realize that WHAT YOU GET OUT OF
THIS CLASS IS DIRECTLY PROPORTIONAL TO WHAT YOU PUT INTO IT.
Conceptual Framework: Collaborative Development of Expertise in Teaching
and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology: Telecommunication and information technologies are vital to the success of this course. The
teaching candidate must have a basic proficiency to be successful. During this course, candidates are expected to
utilize various media resources to support classroom and group activities relative to the course. Candidates are
encouraged to be functional in the use of library and computer research tools. Candidates should access information
resources and incorporate these into assignments and activities.
In EDUC 6110, teacher candidates will utilize:








The basic skills and terminology needed to use a computer and the Internet
A word processing package, the standard for this class will be MS Word 2003
Ability to save MS Word 2007 (.docx) files down to Word 2003 (.doc)
Internet technologies, email, and WWW searching
Navigating and posting files to WebCT Vista
Open and navigate MS PowerPoint files
Open and view online videos (YouTube or other streaming sites)
How to open and navigate PDF files

Various other classroom technologies
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990.
A number of services are available to support students with disabilities within their academic program. In
order to make arrangements for special services, students must visit the Office of Disabled Student Support
Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is
required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
V.
Course Goals and Objectives:
The general goals of the module are to develop teacher candidates who:
(a) understand current theoretical perspectives and domains of development and learning;
(b) understand research methodology and techniques used to study behavior and developmental change;
(c) examine the physical, cognitive, emotional, and social domains of development;
(d) understand the environmental, genetic, child-rearing, cultural, economic, political, and educational
influences on development and socialization of children and youth;
(f) understand the relationship between these factors and teaching and learning;
(g) discuss the necessity for development and application of educational programs according to
developmental and learning principles examined in this course.
Fundamental to this course are the principles established by the Georgia Framework for Teaching:
Knowledge of Students: Teachers support the intellectual, social, physical, and personal development of all
students. 2.2 Believe that all students can learn.
The objectives for this course are aligned to:
• Kennesaw State University’s Candidate Performance Instrument (CPI) with is based on the National Council
for Accreditation of Teacher Education (NCATE) Standards. (www.ncate.org)
• The Guiding Principles of the Georgia Framework for Teaching
(www.usg.edu/p16/initiatives/PDFs/GA_framework.pdf)
The National Middle Schools Association NMSA (www.nmsa.org)
Course Objectives Revised CPI
1. Apply major theoretical perspectives and principles of development and
learning in children and adolescents advocated by such scholars as Piaget,
Vygotsky, Erikson, Kohlberg, Maslow, Gardner, and Bloom.
2. Describe how instruction and learning evolves from the study of human
growth and development.
3. Describe how genetic, health, and environmental factors influence the
process of development and learning.
4. Describe social, moral, emotional, physical, cognitive, and physiological
development and the interrelationships among these domains as related to
learners.
5. Analyze the cultural, economic, social, ecological, political and educational
influences on development.
6. Use current technology to access research
7. Explain the impact of technology on learning.
Outcome
2.1/2.2
Standard I
NCATE
2.2.1
2.9/2.10
Standard I
2.3
Standard I
2.1
Standard I
2.1.1
2.5.1
2.2.1
3,5
2.5.1
1,4
2.3
Standard I
1.4
Standard I
2.7, 2.8
2.1.1.
2.3.1
3.2.1
1
Standard I
8. Show the relationship between factors that contribute to individual
differences (including exceptionalities, diversity) to the implications for
instruction
9. Identify factors inside and outside the home, which affect successful growth
and development as related to family system theory, knowledge of the
dynamics, roles, and relationships within families and communities.
10. Identify current issues in child development
11. Apply the knowledge and principles of human growth, development, and
learning theories when observing learners at various stages of development.
2.3
2.2
2.2, 2.3
2.1
2.1, 2.2
2.1
12. Exhibit the ability to work cooperatively with peers, parents and others.
2.1
3.2
13. Exhibit ethical standards in course work and relationships with others,
3.3
3.3
3.4
2.2.1
2.1.1
2.3.1
2.5.1
2.2.1
5.7.1
6.3.1
Georgia
1
1,4
3,5
3,5
1
1
1, 2
1
5.7.1
7
VI. Academic Honesty:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty
member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.
VII. Attendance Policy:
The teacher candidate's on-campus attendance will be reflected in the class assignments and participation section of
the course activities. Professional conduct requires that the teacher candidate show respect for others. This includes
coming to class on time, staying for the entire class period, and collaborating with colleagues during and outside of
class. In the event of an absence, the teacher candidate is responsible for all materials, assignments and
announcements presented in class.
Reminder: Work missed due to an absence cannot be made up and work that is due cannot be turned in unless the
absence is excused. Candidates should contact their instructor the day of the absence via email for the absence to be
excused.
Note that missing one class meeting during a six-week summer session is equivalent to missing two class
meetings during the regular semester. Attendance, punctuality, and participation are expected. If an
emergency arises, contact your instructor as soon as possible.
VIII. Course Requirements and Assignments (to meet course objectives):
Evaluation and Grading:
90% - 100%
Excellent
80% - 89%
Good B
70% - 79%
Satisfactory
60% - 69%
Less than satisfactory D (must re-take course)
500 – 450
449 – 400
399 – 350
349 – 300
299 below
Assignments
Online Learning Modules and Assignments
Learning Theory Chart (turn in with RPL-theory)
RPL-Learning Theory
RPL-motivation
Chapter Presentation
Research Article Presentation
Reflections
A
C
A
B
C
D
F
Points Possible
70
5
50
50
15
30
20
Points Earned
Observation 1
Observation 2
Observation Summary Presentation
Final Exam
Portfolio Narrative Rubric
Professionalism: Attendance, Participation, Collegiality
TOTAL
30
30
50
100
25
25
500
IV. Topics of Discussion
1.
Development of the Adolescent Learner (20%)
2.
Cognitive and Psychosocial Development (15%)
3.
Social and Moral Development (15%)
4.
Theories of Motivation (15%)
5.
Multiple Intelligences (10%)
6.
Cognitive Learning Theories (15%)
7.
Learning Theories (10%)
IIX. REFERENCES/BIBILIOGRAPHY
Adolescent Development
Berk, Laura E. (2002). Child development. Boston: Allyn & Bacon.
Berk, Laura E. (2002) Infants, children, and adolescents. Boston: Allyn & Bacon.
Berns, Roberta M. (1994). Topical child development. Belmont, CA: Wadsworth Publishing.
Daniels, Denise, Beaumont, Lorrie, and Doolin, Carol. (2001). Understanding children:
An interview and observation guide for educators. Columbus, OH: McGraw-Hill.
Gearheart, Bill R. and Gearheart, Carol J. (1993). Exceptional individuals: An introduction.
Belmont, CA: Wadsworth Publishing.
Owens, Karen B. (2002). Child and adolescent development. Belmont, CA:Wadsworth Publishing.
Rathus, Spence. (2003). Voyages: Childhood and adolescence. Belmont, CA: Wadsworth Publishing.
Rice, F. Philip and Dolgin, Kim Gale. (2001). The adolescent: Development, relationships,
and culture. Boston: Allyn & Bacon.
Santrock, John W. (2002). A topical approach to life-span development. Boston: McGraw-Hill.
Shaffer, David R. (2002). Developmental psychology: Childhood and adolescence.
Belmont, CA: Wadsworth Group.
Schickedanz, Judith A. and Schickedanz, David I. (2001). Understanding children
and adolescents. Boston: Allyn & Bacon.
Adolescent Literature
Fox, Paula. (1991). Monkey island. New York: Doublesday Dell Books
Freedman, Russell. (1994). Kids at work: Lewis Hine and the crusade against child labor. New York:
Scholastic
Mers, Walter. D. (1993). Malcolm X: By any means possible. New York: Scholastic Inc.
Hamanaka, Sheila. (1995). On the wings of peace: In memory of Hiroshima and Nagasaki. New
York: Houghton Mifflin Company.
Tsuchiya, Yukio. (1988). Faithful elephants: A true story of animals, people and war. New York:
Houghton Mifflin Company.
Teacher Resources
Alboun, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Crawford, Susan Hoy. (1996). Beyond dolls and guns: 101 ways to help children avoid gender bias.
Portsouth, N. H.: Heinemann.
Fadiman, Anne. (1997). The spirit catches you and you fall down. New York: The Noonday Press.
Fedullo, Mick, (1992). Light of the feather: Pathways through contemporary Indian America. New York:
William Morrow.
Levine, D., Lowe, R., Peterson, B., & Tenorio, R. (1995). Rethinking schools: An agenda for change. New
York: The New Press.
Puberty, Health, and Biological Foundations
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the
thin ideal. International Journal of Eating Disorders, 33, 465-468.
Snyman, M. V., Poggenpoel, M.,& Myburgh, C. P. H. (2003). Young adolescent girls’ experience of non-clinical
depression. Education, 124, 269-289.
Talpade, M., & Talpade, S. (2001). Early puberty in African American girls: Nutrition past and present.
Adolescence, 36, 789-795.
Xiaojia, G., Conger, R.D., & Elder, Jr., G.H. (2001). The relation between puberty and psychological distress in
adolescent boys. Journal of Research on Adolescence, 11, 49-71.
Cognitive Development
Flieller, A. (1999). Comparison of the development of formal thought in adolescent cohorts aged 10 to 15.
Developmental Psychology, 35, 1048-1059.
Families
Engels, R.C.M.E., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in
adolescence. Social Behavior & Personality: An International Journal, 30, 3-18.
Galinsky, E. (2001). What children want from parents—and how teachers can help. Educational Leadership, 58, 2429.
Kung, E.M., & Farrell, A.D. (2000). The role of parents and peers in early adolescent substance use: an examination
of mediating and moderating effects. Journal of Child & Family Studies, 9, 509-529.
Mounts, N.S. (2002). Parental management of adolescent peer relationships in context: the role of parenting style.
Journal of Family Psychology, 16, 58-70.
Richardson, S., & McCabe, M.P. (2001). Parental divorce during adolescence and adjustment in early adulthood.
Adolescence, 36, 467-490.
Rodgers, K.B., & Rose, H.A. (2002). Risk and resiliency factors among adolescents who experience marital
transitions. Journal of Marriage & the Family, 64, 1024-1038.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer
relationships: a comparison of mothers’ and fathers’ roles. Journal of Marriage & the Family, 63, 655-669.
Peers
Azmitia, M., & Cooper, C.R. (2001). Good or bad? Peer influences on Latino and European adolescents’ pathways
through school. Journal of Education for Students Placed at Risk, 6, 45-72.
Craig, W.M., Vitaro, F., Gagnon, C., & Tremblay, R.E. (2002). The road to gang membership: characteristics of
male gang and nongang members from ages 10 to 14. Social Development, 11, 53-69.
Engels, R.C.M.E., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in
adolescence. Social Behavior & Personality: An International Journal, 30, 3-18.
Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological
Science, 11, 177-181.
McCabe, M. P., & Ricciardelli, L. A. (2003). Sociocultural influences on body image and body changes among
adolescent boys and girls, Journal of Social Psychology,143, 25-27.
Mounts, N.S. (2002). Parental management of adolescent peer relationships in context: the role of parenting style.
Journal of Family Psychology, 16, 58-70.
Prinstien, M.J., & La Greca, A.M. (2004). Childhood peer rejection and aggressive as predictors of adolescent girls’
externalizing and health risk behaviors: a 6-year longitudinal study. Giordano, P.C. (2003). Relationships in
adolescence. Annual Review of Sociology, 29, 257-282.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer
relationships: a comparison of mothers’ and fathers’ roles. Journal of Marriage & the Family, 63, 655-669.
Schools
Certo, J.L., Cauley, K.M., & Chafin, C. (2003). Students’ perspectives on their high school experience. Adolescence,
38, 705-725.
Culture
Azmitia, M., & Cooper, C.R. (2001). Good or bad? Peer influences on latino and european adolescents’ pathways
through school. Journal of Education for Students Placed at Risk, 6, 45-72.
Giordano, P.C. (2003). Relationships in adolescence. Annual Review of Sociology, 29, 257-282.
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the
thin ideal. International Journal of Eating Disorders, 33, 465-468.
McCabe, M. P., & Ricciardelli, L. A. (2003). Sociocultural influences on body image and body changes among
adolescent boys and girls, Journal of Social Psychology,143, 25-27.
Talpade, M., & Talpade, S. (2001). Early puberty in African American girls: Nutrition past and present.
Adolescence, 36, 789-795.
The Self
Certo, J.L., Cauley, K.M., & Chafin, C. (2003). Students’ perspectives on their high school experience. Adolescence,
38, 705-725.
Richardson, S., & McCabe, M.P. (2001). Parental divorce during adolescence and adjustment in early adulthood.
Adolescence, 36, 467-490.
Rodgers, K.B., & Rose, H.A. (2002). Risk and resiliency factors among adolescents who experience marital
transitions. Journal of Marriage & the Family, 64, 1024-1038.
Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological
Science, 11, 177-181.
Gender
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the
thin ideal. International Journal of Eating Disorders, 33, 465-468.
Snyman, M. V., Poggenpoel, M.,& Myburgh, C. P. H. (2003). Young adolescent girls’ experience of non-clinical
depression. Education, 124, 269-289.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer
relationships: a comparison of mothers’ and fathers’ roles. Journal of Marriage & the Family, 63, 655-669.
Sexuality
Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological
Science, 11, 177-181.
Giordano, P.C. (2003). Relationships in adolescence. Annual Review of Sociology, 29, 257-282.
Moral Development
Demetrious, A., & Charitides, L. (1986). The adolescent’s construction of Procedural justice as a function of age,
formal thought and sex. International Journal of Psychology, 21, 333-354.
Adolescent Problems
Craig, W.M., Vitaro, F., Gagnon, C., & Tremblay, R.E. (2002). The road to gang membership:
characteristics of male gang and nongang members from ages 10 to 14. Social Development, 11, 53-69.
Engels, R.C.M.E., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in
adolescence. Social Behavior & Personality: An International Journal, 30, 3-18.
Galinsky, E. (2001). What children want from parents—and how teachers can help. Educational Leadership, 58, 2429.
Kung, E.M., & Farrell, A.D. (2000). The role of parents and peers in early adolescent substance use: an examination
of mediating and moderating effects. Journal of Child & Family Studies, 9, 509-529.
Prinstien, M.J., & La Greca, A.M. (2004). Childhood peer rejection and aggressive as predictors of adolescent girls’
externalizing and health risk behaviors: a 6-year longitudinal study. Journal of Consulting & Clinical
Psychology, 72, 103-113.
Storch, E.A., Brassard, M.R., & Masia-Warner, C.L. (2003). The relationship of peer victimization to social anxiety
and loneliness in adolescence. Child Study Journal, 33, 1-19.
Xiaojia, G., Conger, R.D., & Elder, Jr., G.H. (2001). The relation between puberty and psychological distress in
adolescent boys. Journal of Research on Adolescence, 11, 49-71.