Adolescent Development
Child Development 357
Fall 2006
Instructor: Diana Coyl, Ph.D.
Office phone: 898-4696
Office: Modoc 103
E-mail: dcoyl@csuchico.edu
Office Hours: MWF 9-10am, T&Th 10-11am, or by appointment
Meeting times: MWF, 11:00-11:50am, Modoc 120
Text: Santrock, J.W. (2007). Adolescence (11th ed.). New York: McGraw-Hill.
Pre-requisites: CHLD 250 or CHLD 252 or PSYC 355. Please provide documentation to me
by the end of the second week of classes to prevent disenrollment.
Course description:
This course provides a broad research and theory-based overview of development
during adolescence in
the following areas: physical, pubertal, emotional, social, cognitive, moral, and identity.
An ecological
perspective will be used to examine the influences of ethnic and cultural contexts,
gender socialization,
family, peers, and school settings on development.
Student responsibilities:
1. Complete reading assignments PRIOR TO THE CLASS in which they will be discussed.
2. Attend class each week and participate in class discussions.
3. Obtain all course information available during the semester.
4. Obtain all material presented in class, including (but not limited to) lectures,
discussions, handouts, and films.
5. Complete assignments by their due dates.
6. Be present and prepared for all exams and in-class activities.
I. Assignments & Evaluation criteria:
A. Class Participation (11 points possible)
This is an upper-division course; your attendance, preparation, and participation are
therefore crucial aspects of the course. Attendance will be taken and figured as part of
your attendance and participation grade
B. Bonus Points: Research Articles and Other Media Sources (9 points possible)
Throughout the semester you can bring in copies of research studies or media articles
(e.g., magazine articles) for class credit. You can also share other types of media (e.g.,
film clips or suggestions of movies or tv shows, books (fiction and nonfiction), cartoons,
on-line websites or other on-line information sources) that focus on adolescents and
adolescent issues. For these other types of media you must provide a typed, complete
reference and a brief summary/description of why this media piece or website is
relevant to adolescence. Each research or media item is worth 3 points.
C. In-class Activity Sheets (5 pts each, 35 total points possible)
Activity sheets will be completed in class with one partner. Both partners must provide
answers in order to obtain credit. Activity sheets contain discussion questions based on
class lectures and assigned reading materials, there will not be enough time during
these activities to read what you should have prepared for in advance. You may use
your lecture notes, class readings, and your partner as possible resources to answer the
questions. These activities will not be announced in advance and cannot be made up!
There will be eight in-class activities over the semester, the seven highest scores will be
counted toward your total grade.
D. Book Report (2-3 pages, 20 pts possible) Due Friday 10/27
Choose an adolescent novel (fiction) to read. It can be any genre (Sci-Fi, Suspense,
Mystery, Romance, Sports) as long as the main character(s) is an adolescent. The public
library may have a Young Adult novels section, rather than an adolescent section. The
librarian should be able to recommend or show you where those novels are.
Students must email me the title of the novel you have selected prior to the book report
due date. Include a brief book description that indicates that it is about adolescents.
Choose early and email me for approval. If I see too many of the same novel being
chosen, I will ask some students to choose something else.
Read the entire book. Then create a paper that is double-spaced, typed and contains
the following information. Use the headings in bold to label each section of your report.
1. Book Summary: provide a summary of the novel: the plot, description of main
character(s) and other characters, issue to resolve or conflict/challenges that main
character faces, resolution and the story's conclusion. (1 page, 6 pts. possible).
2. Adolescent Issues: expand on specific adolescent issues (developmental and/or
contextual) in the novel. Using a developmental perspective, describe the processes
affecting the character(s) (e.g., dealing with pubertal change, changes in identity,
emotions, moral attitudes, or in social relations with peers or adults). (1 page, 8 pts.).
3. Reflection: Answer all of the following questions. Did the experience(s) of the main
character(s) coincide with experiences you had as an adolescent? Compare your
experiences with those of the characters in the novel. Could you relate or empathize
with any of the characters in the book? What did you think of the book's subject/plot
and the characters? Was it well written, believable, interesting? Would you recommend
the book to others? Who or what type of audience? Provide specific reasons and
examples of why you would or wouldn't recommend it. (1-2 paragraphs, 4 pts. possible).
TM- technical merit including spelling, grammar, writing clarity will be graded. (2 pts)
E. Observation Paper (30 pts possible) Due Friday 9/29
Complete a 60-minute observation of 4-5 adolescents in a public (e.g., mall, school,
religious or other type community activity) setting. Focus on physical, social and
emotional processes and indicators.
Take detailed notes.
In writing your paper ALL of the following components should be addressed using the
headings in bold:
1. Introduction to the setting in which your observation occurred: (1 paragraph, 2 pts)
who was observed (# of adolescents, gender, ethnicity, approximate ages)
where did you do your observation (e.g., Chico mall)
when (date and time period of your observation, e.g., Tuesday 9/5/06 from 2-3pm)
Describe the environmental conditions, group dynamics and social setting. Did they
seem to influence behaviors, communication?
2. Create a separate section in your paper for each of the following developmental
domains: Physical Development, Emotional Development, Social Development.
A. At the beginning of each of these sections provide a brief overview of current
theory, concepts, or research regarding each domain. (1-2 paragraphs for each
domain).
B. Then compare your observation notes with the information you provided in
each of your overviews. Did you observe or did participants communicate some
typical developmental issues or behaviors. For example, were you able to
observe that participants were undergoing or had completed pubertal
development (e.g., height, voice change, breast or muscle development)?
(5 pts. possible for each developmental section. Each section must include an A
part (i.e., theory & concepts) and a B part (i.e., comparison of your observations
with what you described in the A parts).
3. Peers or Adults Interaction. Describe how peers, parents, or other adults facilitated
(e.g., eye-contact, listening, responding, showing support) and/or impeded (e.g.,
ignoring, not taking them seriously, not appearing to listen, being critical) the autonomy
of the adolescents you observed. (1 paragraph, 3 pts.).
4. Reflection: What did you learn about adolescents from your observation? (1-2
paragraphs, 4 pts.)
5. You must turn in your completed observation notes with your paper for full credit (3
pts. possible).
6. TM- technical merit including spelling, grammar and writing clarity (3 pts. possible).
F. Research Analysis Paper (35 pts possible) Due Friday, 12/1
Find a current research article (2001 or more recent) in a professional journal such as
Journal of Adolescence, Journal of Adolescent Research, Journal of Early
Adolescence,etc. You may choose any topic area that pertains to adolescence, (e.g.,
sexual behavior, dating practices, friendships, family relations, school issues, etc). The
article must be a research study with an identifiable sample of participants, measures,
measurement procedures (e.g., questionnaire, survey, interviews, etc.), data analysis
results and discussion sections.
**Read through the article a couple of times. Then prepare a typed, double-spaced
paper (4-5 pages) that must include the following 6 sections. Each section should be
appropriately labeled with the following headings in bold:
1) Article Overview:
Provide a concise but thorough overview of the article/study you selected; include in
this section demographic information about:
a. the sample of participants (age, race, gender)
b. geographic region where the study took place,
c. the method(s) used to collect data (questionnaire, interviews, etc.),
d. the main research questions
This section is worth the most points, answer all of the above! (1 page, 8 pts possible)
2) Theory:
Discussing the theoretical model or assumptions on which the study was based, if one is
not stated, suggest a theory that would work well, explain why; (1 page, 5 pts possible).
3) Findings
Summarize the general results/findings. Then discuss how the findings of your study are
supported or not by other research studies on this topic. (Hint: use your textbook, lecture
notes, and the introduction of the article you are reviewing as a guide to related
research findings on the topic of your study). (1 page, 5 pts.)
4) Reflection
Your personal reaction to the study. Were the findings of the article congruent or not
with your personal experiences as an adolescent or with other adolescents you know?
(1-2 paragraphs, 3 pts).
5) Practical Significance
Describe the importance of the research findings. Answer each of these questions:
a. Did you think the findings were important? Why?
b. Do you think the research was done well? If not, how might it be improved?
(1-2 paragraphs, 4 pts possible)
6) Implications & Application
Describe the future implications of the findings of this research, (i.e., how might this
information be used to educate, design intervention or prevention programs, or in some
other way to help adolescents or adults who interact with adolescents). (4 pts possible)
7) You must attach a copy of the article to your paper when you hand it in!! (3 pts)
**Technical Merit (TM): Format papers using general APA style guidelines (e.g., number
each page) and APA referencing. An abstract is not needed. Grammar, spelling,
syntax, and writing clarity will also be evaluated and graded. (3 pts possible).
G. Final Paper (65 points possible). Due Friday 11/17
The Final Project is an original paper describing an experience that you had as an
adolescent, how it affected you at the time, and how both theory and current research
could be applied to explain your adolescent experience(s).
USE the following headings to separate each section of your paper:
1. My Experience: (2-3 pages, 15 pts possible)
Describe an experience or a series of events that occurred during your
adolescence. Adolescence is a time of firsts for most of us, first time to make a
team or not, first date, first kiss, first job, first defeat, learning to drive, etc.
Experiences we had as adolescents were new; they marked transitions or
changes in our thinking, feelings, behavior, peer and/or family relations, selfperceptions, etc. Describe yours in detail.
2. Personal and Research-based Interpretation: (2-3 pages, 20 pts possible)
Recall changes in your cognition and feelings associated with the experience(s).
Did you think about the immediate and long-term consequence associated with
your experience? Were you anxious, scared, excited, angry, stressed, happy,
disappointed? Describe your initial/ongoing thoughts and feelings as the
experience(s) progressed. You must contrast your experience with research
findings on your topic. Find 5 additional research articles on your topic and briefly
describe the findings from each study, comparing findings from each study with
your experience. Was your experience typical/atypical from other adolescents?
3. Theoretical Interpretation: (3-4 pages, 20 pts. possible)
Looking back on your adolescent experience through a theoretical lens of your
choice, provide an explanation of the event(s). 1. Provide a concise overview of
the theory. Then use concepts from that theory to describe: 2) factors that
influenced your experience; and 3) any purpose or function addressed by this
experience including psychological, social, emotional, or physical development.
You may use theories described in our textbook or readings or additional
reference materials (e.g., other textbooks, articles).
4. Adolescent Definition: (1 paragraph, 2 pts. possible)
Using one of the definitions of adolescence presented in class or from the text
(e.g., chronological, sociological, physical maturation) explain what the definition
means and provide examples of how you met the criteria for the definition you
chose. For example, if you use a physical maturation definition you should
describe pubertal change as part of the definition and then describe changes
your body was undergoing that met those criteria (e.g., the development of
secondary sex characteristics).
5. Reference Page (3 pts. possible)
Make sure that you cite authors in the body of your paper whenever you include
information you didn't already know, e.g., According to Adams (2000) or (Adams,
2000) at the end of a sentence or paragraph in which you are paraphrasing the
words of someone else. Whenever you use a direct quote you must also include
the page number in your citation, e.g., (Mead, 1944, p. 313). Include a separate
reference page at the end of your paper, see the references at the back of your
textbook for an example of APA formatting. You may use information from your
text, however, you must also include 5 additional references (for a total of 6
references) which should add depth to your personal research and theoretical
interpretations. For additional references, I recommend Social Science,
Education, and PsyLit Data bases that you can access from the library. Type in
key words from a theory, topics or authors. Your citations and references must
match. If you list references on the reference list that are not cited in the body of
your paper, those references will not count.
Technical Merit (TM): Numbers 1-5 should make up the headings for you paper. In
addition you will be graded on the technical presentation of your paper. Your
paper must be typed, double-spaced, and reflect your thoughts in a tight,
concise manner. Proofread your paper, points will be deducted for poor
sentence construction, spelling errors, incomplete and run-on sentences. Use
APA guidelines and formatting. An abstract is not necessary. (5 pts. possible)
H. Exams (45 pts each x 3 = 135 total points possible).
Throughout the semester, four paper and pencil tests will be given consisting of multiple
choice, true/false and short answer questions . Exams address material presented
in class and in the class readings (textbooks and other course materials). Exam
dates are listed in your syllabus. Only documented excuses will be sufficient
reasons to conside a make-up exam (e.g., Dr’s note, death in the family). The top
three scores will be used toward your grade. If you are satisfied with your exam
scores from the first three exams you do not need to take the final. Study guides
will be available 1 week prior to each exam date with the exception of the final
exam which will contain items from previous exams.
Assignment
A. Class Attendance & Participation
B. Research Articles / Media Sources 3 pts each
C. In-class Activity Sheets 5 pts each x 8 (one score will be dropped)
D. Book Report
E. Observation Paper
F. Research Analysis Paper
G. Final Paper
FH. Four exams (lowest score dropped) 45 pts each
Total:
Total Points
11
9
35
25
30
35
65
135
345
Grades will be assigned as follows:
A
AB+
B
BC+
93 - 100%
90 - 92.9%
88 - 89.9%
83 - 87.9%
80 - 82.9%
78 - 79.9%
C
CD+
D
F
73-77.9%
70-72.9%
68-69.9%
60-67.9%
< 60%
Updated grades will be available on the class website so that you know how you are
doing. Your class percentage may change with each assignment or exam. If you have
questions or concerns about your grades, please come see me, don’t wait until the end
of the session!
II. Course policies:
1.
Missed in-class activities may not be made up.
2.
Make-up exams will be given only in the event of a documented emergency.
3.
Paper assignments are due at the beginning of the class on the date listed in your
syllabus; late papers will be accepted for one week after the due date and are
subject to a late 5% penalty per each day late.
4.
Please be considerate of others at all times:
 be on time and seated when class begins;
 remain in your seat until class is dismissed (except in the event of an
emergency);
 Refrain from talking or causing distractions when others are speaking.
 Silence all cell phones and beepers, do not answer them in class!
5.
University policy for incompletes and withdrawals will be strictly followed.
Academic Dishonesty & Plagiarism
The university has a strict policy concerning academic dishonesty and plagiarism. Both
may result in a failing grade for a course. One of the most common forms of plagiarism
is the copying of someone else’s (author, professor, another student) words, ideas, or
work and presenting them as your own. If you are unsure about what constitutes these
offenses, check with me. Cheating on exams also falls into this category and will result in
a failing grade.
Disabilities
Qualified students with disabilities needing appropriate academic adjustments should
inform the instructor during the first week of the course.
CHILD DEVELOPMENT
Vision Statement
2006
Students in the Child Development Program will gain an understanding of the development of
children and families and how to apply this knowledge in a variety of human service and educational
settings. Faculty will facilitate students’ professional development through teaching, leadership,
promoting scholarly activities, and guiding relevant practical experiences. Graduates of the program
will be knowledgeable and reflective professionals who recognize and value the uniqueness and
diversity of children and families within and across multiple ecological contexts.
III. Student Outcome Expectations
The Student Outcome Assessment Plan (SOAP) encompasses six Strategic Learning
Priorities. Upon graduation as a Child Development major, you are expected to be
knowledgeable in each of the six areas:
1.
Foundations of Child Development
2.
Child Assessment and Study
3.
Programs for Children and Families
4.
Professional Qualities
5.
Critical Thinking Skills
6.
Developmental Contexts for Children
The Child Development courses are designed so that you will become familiar with,
knowledgeable about, and skilled in all six areas when you complete your degree.
The Strategic Learning Priorities and their relationship to the objectives of CD 254 are:
1. Foundations of Child Development. Upon completion of this course, the student will
be able to:
a. recognize developmental processes specific to the period of human
development from puberty to adulthood; and
b. demonstrate in writing the interrelationship among the areas of development
with particular emphasis on the processes of transition.
3. Programs for Children and Families. Upon completion of this course, the student will
be able to:
a. identify and evaluate the implications of current and critical issues in
adolescent development.
5. Critical Thinking Skills. Upon completion of this course, the student will be able to:
a. integrate and apply research pertinent to adolescent development.
6. Developmental Contexts for Children. Upon completion of this course, the student will
be able to:
a. identify factors which influence development during adolescence, including
the biological, psychosocial, and cognitive; and
b. recognize developmental needs and apply principles of development to the
enhancement of factors significant to optimum development.
In your senior year, as a Child Development major, you will be asked to reflect upon
what you can do after graduation. To complete this goal, you are required to compile
a portfolio of your university coursework. The following assignments will serve to support
your learning in the relevant Strategic Learning Priorities: research paper, exams, short
assignments.
*************************************************************************************
Class Schedule
(Note: changes in the class schedule are at the discretion of the instructor).
Week 1: 8/21-25 Historical views, Social and Cultural Contexts, Adolescent Definitions,
Current issues, and careers
Required Readings: Santrock: chapter 1
Santrock: chapter 13 pp. 427-436
Week 2: 8/28-9/1 Theories and Research
Required Readings: Santrock: chapter 2
Week 3: 9/4-8
Physical Development and Health Issues
Required Readings: Santrock: chapter 3
357 WK3 Reading #1
Wallis, C. (2007). Article 6: What makes teens tick? In Annual Editions: Adolescent
Psychology 2006/2007, (Stickle, F. E., Ed.), (5th ed., pp. 28-32). New York: McGraw
Hill.
357 WK3 Reading #2
Kluger, J. (2007). Article 7: Medicating young minds. In Annual Editions:
Adolescent Psychology 2006/2007, (Stickle, F. E., Ed.), (5th ed., pp. 33-37). New
York: McGraw Hill.
***Monday 9/4
NO CLASS- Labor Day Observance
Week 4: 9/11-15
Cognitive development and Intelligence
Required Readings: Santrock: chapter 4
Week 5: 9/18-22
Self-Concept, Identity Development
***Monday 9/18
EXAM 1
Required Readings: Santrock: chapter 5
357 WK5 Reading #3
Zimmer-Gembeck, M. J., & Collins, W. A. (2003). Autonomy development during
adolescence. In
Blackwell Handbook of Adolescence (chap. 9, pp. 186-187, 192-199). Oxford, UK:
Blackwell Publishing, Ltd.
357 WK5 Reading #4
Dusek, J. B. & McIntyre, J. G. (2003). Self-concept and self-esteem development. .
In Blackwell Handbook of Adolescence (chap. 14, pp. 290-310). Oxford, UK:
Blackwell Publishing, Ltd.
Week 6: 9/25-29 Gender Socialization, Body Image, and Eating Disorders
Required Reading: Santrock: chapter 6
***Friday 9/29
Due: Observation Paper
Week 7: 10/2-6 Socio-emotional development and Attachment
Required Readings:
357 WK7 Reading #5
Rosenblum, G. D., & Lewis, M. (2003). Emotional development in adolescence. In
Blackwell Handbook of Adolescence (chap. 13, pp. 269-289). Oxford, UK:
Blackwell Publishing, Ltd.
357 WK7 Reading #6
Elksnin, L. K., & Elksnin. N. (2007). Article 20: Fostering social-emotional learning in
the classroom. In Annual Editions: Adolescent Psychology 2006/2007, (Stickle, F. E.,
Ed.), (5th ed.,
pp. 89-93). New York: McGraw Hill.
357 WK7 Reading #7
Allen, J. P., & Land, D. (1999). Attachment in adolescence. In The Handbook of Attachment
(chap. 13, pp. 319-335). New York: The Guilford Press.
Week 8: 10/9-13 Peers, Friendship and Dating
Required Reading: Santrock: chapter 10
357 WK8 Reading #8
Bouchey, H. A., & Furman, W. (2003). Dating and romantic experiences in
adolescence. In Blackwell Handbook of Adolescence (chap. 15, pp. 313-329).
Oxford, UK: Blackwell Publishing, Ltd.
Week 9: 10/16-20 Sexuality, Teen Pregnancy & Nonmarital childbearing
Required Readings: Santrock: chapter 7
357 WK9 Reading #9
Cloud, J. (2005, October). The battle over gay teens. Time Magazine, 42-51.
357 WK9 Reading #10
Miller, B. C., Bayley, B. K., Christensen, M., Leavitt, S.C. , & Coyl, D. D. (2003).
Adolescent pregnancy and childbearing. In Blackwell Handbook of Adolescence
(chap. 20, pp. 415-449). Oxford, UK: Blackwell Publishing, Ltd.
Week 10: 10/23-27 Moral Development, Values and Religion
Required Readings: Santrock: chapter 8
357 WK10 Reading #11
Ream, G. L., & Savin-Williams, R. C. (2003) Religious development in adolescence.
In Blackwell Handbook of Adolescence (chap. 3, pp. 51-59). Oxford, UK: Blackwell
Publishing, Ltd.
***Friday 10/27
Due: Book Report
Week 11: 10/30-11/3 Families
Required Reading: Santrock: chapter 9
357 WK11 Reading #12
Marano, H. E. (2007). Article 25: A nation of wimps. In Annual Editions: Adolescent
Psychology 2006/2007, (Stickle, F. E., Ed.), (5th ed., pp. 109-114). New York:
McGraw Hill.
***Wednesday 11/1
EXAM 2
Week 12: 11/6-10 Schools
Required Readings: Santrock: chapter 11
357 WK12 Reading #13
Thornburgh, N. (2006, April). Dropout nation. Time Magazine, 30-38.
357 WK12 Reading #14
Coyl, D. D., Jones, R. J., Dick, A. J. (2004). The influence of peer status and peer
relationships on school-related behaviors, attitudes, and intentions among
alternative high school students. American Secondary Education (Vol. 32 (2)). 3962
****Friday 11/10
NO CLASS- Veteran's Day Observance
Week 13: 11/13-17 Achievement and Work
Culture and Ethnicity
Required Readings: Santrock, Chapter 12, pp. 376-395.
357 WK13 Reading #15
Larson, R. (2007). Article 3: The future of adolescence: Lengthening ladders to
adulthood. In Annual Editions: Adolescent Psychology 2006/2007, (Stickle, F. E.,
Ed.), (5th ed., pp. 13-16). New York: McGraw Hill.
Santrock: chapter 13 pp. 408-425
Friday, 11/17 Due: Final Paper
Week 14: 11/20-24 NO CLASSES - HAPPY THANKSGIVING!
Week 15: 11/27-12/1 Adolescent Problems
Required Readings: Santrock: chapter 14
357 WK15 Reading #16
Klugger, J. (2005, May). The cruelest cut. Time Magazine, 48-50.
**Friday 12/1
DUE: Research Study
Week 16: 12/4-8
Health, Stress and Coping
Required Readings: Santrock: chapter 15
357 WK16 Reading #17
Price, L. F.. (2007). Article 8: The biology of risk-taking. In Annual Editions:
Adolescent Psychology 2006/2007, (Stickle, F. E., Ed.), (5th ed., pp. 38-41).
New York: McGraw Hill.
**Monday 12/4
Last day to turn in Media Sources or Research Articles
**Wednesday 12/6 EXAM 3
Week 17: 12/11-15 FINAL EXAM Monday 12:00 - 1:50 pm