Graduate School of Education
PSYCHOLOGY OF ADOLESCENT AND ADULT DEVELOPMENT
ED 515A Leo R. Sandy, Ed.D., NCSP Spring 1996 46 Blueberry Hill Lane Tel. 888-1311, X8252 (W) Gilford, NH 03246-6609 Email: firstname.lastname@example.org Tel. 366-5728 (H)
Office Hours: Monday: 9-noon, Wednesday: 9-noon, Thursday:3-4:00 PM
"A man is ethical only when life, as such, is sacred to him, that of plants and animals, as that of his fellow men, and when he devotes himself to all life that is in need of help." / Albert Schweitzer
"Think each day that you may die but also that you may live to be a hundred." / Finnish proverb
"Human beings are because they are in a situation.And they will be more the more that they not only critically reflect upon their existence but critically act upon it." / Paulo Freire
Archer, S.L. (Ed) (1994).Interventions for adolescent identity
development. Thousand Oaks, CA: Sage.
Freiberg, K.L.(Ed) (1995). Annual editions:Human development 95/96 (23rd
ed).Guilford, CN: Dushkin.
Due March 28 30%
due April 11) 20%
during the adolescent and adult years
vocational development during the adult years
and in writing
adolescent or adult development - home, school, church, workplace and/or government.
creation of the self-actualized, whole, productive person
The course will include a lecture/discussion format with both small and large group activities as well as videos. Each week one or more students will be randomly selected to give a brief (5 to 10 minute) PMI presention relative to the weekly assigned reading. The Plus, Minus, and Interesting aspects of the reading material will form the basis of discussion. In other words, the presenter will report what s/he agreed with and why, disagreed with and why, and found novel or insightful and why. All class members will be expected to maintain a weekly PMI log in preparation for class discussions.
Also, one or more students at each class meeting will give a presentation on a significant issue affecting adolescents or adults such as delinquency, drugs and alcohol abuse, violence, eating disorders, suicide and depression, gender and racial factors, work, media, sports, sexual behavior, AIDS, STDs, JROTC, homosexuality, tracking, dropping out, self-esteem, etc.The class will also help organize a panel of police, clinicians, and youth workers for March 7 (8-9:00 PM).
The paper assignment is intended to capture different angles on adolescence with the purpose of achieving a holistic view of this stage of development.The content should involve an integrated view that will include an interview with an adolescent, a parent of an adolescent, and someone who works closely with adolescents such as a teacher, coach, police community liason officer, etc.The paper should have a reflective and analytic component to include:
The paper format should be in six parts:
I. Introduction (a description of the interviewees with anonymity) II. Interview Content (summary combined with verbatim comments) III. Analysis (interview content discussed in reference to course material and a-c above)) IV. Reflection (personal thoughts) V. Conclusion (implications for advocacy & social policy,i.e. d above) VI. Appendix (list of interview questions)
Part of the first meeting will be devoted to small and large group generation of interview questions.
For the Service Learning Project, students will choose one or more course objectives and/or their own formulated objective(s) and develop a service learning project that relates to that objective. For example, one student may choose to speak to a group of parents about an adolescent issue; another may volunteer in a setting for troubled adolescents; another may become a Big Brother/Big Sister; another may assist in a junior high or high school classroom; and still another may tutor an adolescent.
The Service Learning report will use the following format:
I. Learning Objective(s) (chosen from course syllabus) II. WHAT? (description of service provided) III. SO WHAT? (analysis of the experience vis-a-vis objectives; thoughts, feelings, and perceptions during and after the experience) IV. NOW WHAT? (action.What can you personally do to help meet the needs identified during the experience? Are there solicy implications of the needs observed?) V. Evaluations (evaluations from site supervisor (and from services
recipients if possible)
CLASS SCHEDULE AND READING ASSIGNMENTS
January 11 COURSE INTRODUCTION, SIGN UPS FOR ORAL PRESENTATIONS,
DEVELOPMENT OF INTERVIEW QUESTIONS, AND OVERVIEW OF ADOLESCENCE. Rivier's Seven College-Wide Academic Goals, Course Evaluation Form, and Final Exam
January 18 A DEVELOPMENTAL PERSPECTIVE ON ADOLESCENCE:
The Framework/ Archer, Part I, Ch. 1 & 2. Film: ADOLESCENT DEVELOPMENT (BF 724. A36).
January 25 DEVELOPMENTAL DISCIPLINE, PARENTING, & PROSOCIAL BEHAVIOR,
and PARENT AS CONSULTANT. Population Interventions/ Archer, Part II, Ch.3 & 4; and Prenatal Influences/ Freiberg, Unit 1, #s 6, 8, 9. Film: TRAITS OF A HEALTHY FAMILY
February 1 DELIBERATE PSYCHOLOGICAL EDUCATION & EMPOWERMENT.
Population Interventions/ Archer, Part II, Ch.5-7. Infancy/ Freiberg, Unit 2, # 14. Film: HIGH SCHOOL STORIES: ONE DAY IN AMERICA'S SCHOOLS (LB 1607
February 8 TRACKING & SELF-CONCEPT, SELF-ESTEEM AND SELF WORTH. Circular Interventions/ Archer, Part III, Ch. 8 & 9. FILM: SEEDS OF SELF-ESTEEM (LB
February 15 MULTICULTURAL EDUCATION. Circular Interventions/ Archer,
Ch. 10 & 11; and Schooling/ Freiberg, Unit 3, # 24. Film: BEYOND VIETNAM: LESSONS UNLEARNED (1 hr.) February 22 MARCIA'S IDENTITY STATUSES AND FAMILY ANTECEDENTS. The Interface of Identity and Intimacy for Intervention/ Archer, Part IV, Ch. 12; and Adolescence/ Freiberg, Unit 5, #s 38 & 39. Film: ALL OUR CHILDREN WITH BILL
MOYERS (LD 1607 .A44).
February 29 NO CLASS. VACATION
March 7 Film: DRUG FREE KIDS. PANEL: POLICE, DYF WORKERS, AND CLINICAL COUNSELORS [8-9:00 PM].The Interface of Identity and Intimacy for Intervention/ Archer, Part IV, Ch. 13; and Adolescence/ Freiberg, Unit 5, #s
40 and 41.
March 14 YOUNG ADULTHOOD: AN OVERVIEW; AND INTIMACY, COMMUNICATION, &
POWER.THE STAGES OF PARENTAL AWARENESS, & PARENTING. Commentary/ Archer, Unit 5, Ch. 14 & 15; and Early Adulthood/ Freiberg,
Unit 5, Ch. 42-45.
March 21 NO CLASS
March 28. MIDDLE ADULTHOOD: AN OVERVIEW. Middle Adulthood/ Freiberg,
Unit 6, #s 46-49. Film: LEVINSON'S YALE STUDY. Service Learning Project Report Due. April 4 NO CLASS.VACATION April 11 COURSE EVALUATION AND REVIEW OF OBJECTIVES, HUMAN DEVELOPMENT AS TWO STEPS FORWARD AND ONE STEP BACKWARD, AND SOME PRINCIPLES OF HUMAN DEVELOPMENT. Interview Paper due. April 18 Final Examination.
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Recommended Films and Video Tapes
ADULT The Big Chill...The Great Santini...Deer Hunter.... Desparately Seeking Susan....Starting Over...Kramer Vs. Kramer...They Shoot Horses Don't They...Terms of Endearment...Shoot the Moon...My Favorite Year....Educating Rita...My Dinner With Andre...Last of the Red Hot Lovers....Same Time Next Year....All the Days of My Life (Canadian)...Cocoon...St. Elmo's Fire...Comrades: Education of Rita (Russian)...Amadeus...Grace Quigley...Harry and Son...Tender Mercies...Heartburn...Ordinary People.... ADOLESCENT The Outsiders...The Breakfast Club...The Diner...Footloose Heaven Help Us...Sixteen Candles...Mischief...Three Warriors...Karate Kid...Lucas...Pretty in Pink...Ferris Buehler's Day Off...Dead Poet's Society...For Keeps.... Permanent Record.... Date: Thu, 8 Feb 1996 14:28:16 -0500 From: Leo Sandy <email@example.com>