PSY 216- Psychology of Adolescence
Instructor: Mrs. Deena Garber
Aims of the Course:
1. The aim of this broad based course is to teach theories of adolescence from a
multidimensional perspective, including biological, psychological and family
transactional modalities, in historical and cultural context using a variety of
psychological paradigms. (Psychoanalytic model/ cognitive models / narrative
psychology).
2. We examine the stages in adolescent growth form pre-puberty to the
coalescence of a mature early adult identity, unifying issues of theory, therapy
and research through the lens of “ self and other” with identity as the core
focus.
3. We apply these models to aspects of cognitive growth, personality formation
and interpersonal issues.
4. We examine empirically aspects of the impact of ongoing stress in adolescent
identity formation via models of identity, and personality tests evolving from
these models.
5. We aim to develop sensitivity to methodological research issues, to develop
skills for pertinent literature research, and to promote the acquisition of
writing skills for well-organized final papers.
Course Description:
This course uses lectures and discussion, including other materials such as pencil and
paper tests, empirical field research, tapes and excerpts from literature.
Part One- (Until Mid- Term)
What has been the history of the concept of adolescence in western culture and in
modern psychology?
Is adolescence a cultural product or a result of biological changes? What are the
patterns of maturation in adolescence? How is adolescence experienced cross
culturally?
Methodologies and research issues
We critically examine 5 theories of the self and identity formation in adolescence, and
in particular, we look at the evolution of a stable individuated sense of self in the
context of each of these theories. Namely Erik Eriksson, psychosocial model/ Peter
Blos, Psychoanalytic model/ Lawrence Kohlberg, Moral development/ Jane
Loevinger, ego development/ and Rober Kegan, paradigm of evolving self.
Part Two
We look at aspects of identity in relationship to cognitive changes and development,
studying both cognitive growth, and the assessment of patterns of intelligence.
We study issues in moral development and their critique.
We critically study peer relations in adolescence, and family process, in the context to
the formation of identity with special reference to cultural changes and their effect on
the adolescent. We examine the implications of a multi generational, family
transactional model for understanding issues of separation and individuation in
particular and models of adolescent identity formation in general. We apply the
transactional model of Helm Stierlin to various other issues of adolescence.
We consider in particular aspects of religious identity formation in relationship to
models of identity, and empirically examine aspects of the impact of trauma on the
developing adolescent with special reference to psychosocial trauma in the Israeli
reality.
We examine selected aspects of adolescent psychopathology, particularly the issues of
adolescent identity crisis and adolescent depression.
Text:
Identity in Adolescence- the balance between self and other
Jane Kroger
2nd edition