Education | Adolescent Development
P516 | 5516 | Jessica Hoida
Steinberg, L. (1998). Adolescence (5th ed.). New York: McGraw Hill.
Course Packet for P516 Hoida; Availability TBA
This course is designed to provide a broad description and
understanding of the historical, biological, cognitive, social, and
moral development processes that characterize the adolescent
transition. Central to the course content are discussions of the main
tasks of adolescent development, the contexts within which these tasks
are undertaken, and the theories and research that provide
explanations and understandings of theses tasks and contexts. The
course components are intended to provide students with an
understanding of the balance between theoretical perspectives and
their practical implications and applications in working with young
people. Although the primary focus of this course is on typical, or
normal, development, discussions of students with disabilities and
psychological and social adjustment problems are included to provide a
broader perspective on individual differences and critical issues in
Students will acquire an understanding of the typical course of
adolescent development within and across developmental domains
Students will recognize the diverse cultural and social contexts (of
schools, families, and peer groups) within which young people develop
Students will be able to apply developmental theory to classroom,
clinical, and everyday situations, resulting in a more meaningful
understanding of typical and atypical behavioral and developmental
Students will develop a healthy skepticism of the stereotypes often
associated with adolescents and their behavior
Class Participation (10%)
Each student is responsible for actively participating in class, and
students are expected to complete readings and other assignments PRIOR
to each class period. Every class is constructed to clarify and extend
Discussion Leadership (10%)
Students will be responsible (in conjunction with 1 or 2 others) to
prepare for and lead a class discussion. The leeway for how this is
done (e.g., discussion questions, presentation, activity, etc.) is
great. Plans for each session will need to be presented to the
instructor at least one week prior to the actual leadership day.
Sign-ups for this activity will occur during the second week of class.
Developmental Critique (10%)
Each student will either read an adolescent literature book or choose
a music cd that is decidedly adolescent (or popular among adolescents)
and critique it from a developmental perspective. More information
about this assignment will be distributed closer to the due date.
Adolescent Observation (10%)
Each student will conduct an observation of one or more adolescents in
a "natural environment" (e.g., school, mall, club, library,
restaurant) and submit an observation report that describes the
observed behaviors and considers the developmental typicality or
atypicality of them. More information about this assignment will be
distributed closer to the due date.
Midterm Examination (20%)
The midterm examination will be given in-class on Wednesday, March 7
and will consist of short answer and essay questions. Students will be
given a list of study questions in advance.
Research Paper (20%)
As a way of developing more in-depth expertise in an area of personal
interest, each student will write a research paper on a topic related
to adolescent development and behavior. More information about this
assignment will be distributed closer to the due date.
Final Examination (20%)
The final examination will be given during the final examination
period and will consist of short answer and essay questions. Students
will be given a list of study questions in advance. This examination
will be comprehensive.
PLEASE NOTE: The instructor reserves the right to make changes to the
syllabus as needed. I will inform each student of any changes at the
earliest date possible via email or in class.
M 01/08 Introduction & Course Overview
W 01/10 No Class Meeting: Movie Night
Steinberg, Introduction (pp 1-17)
M 01/15 No Class Meeting: Martin Luther King Jr. Day
W 01/17 History, Theory & Method of Adolescent Development
Hanawalt, B. A. (1992). Historical descriptions and prescriptions for
adolescence. Journal of Family History, 17(4), 341-352.
Petersen, A. C. (1990) History of research on adolescence. In R. M.
Lerner, A. C. Petersen, & J. Brooks-Gunn (Eds.), Encyclopedia of
adolescence, Vol. 1 (pp. 499-503). New York: Garland.
M 01/22 Biological Development
Steinberg, Chapter 1
W 01/24 Biological Development
Cowley, G., & Begley, S. (2000, July 3). Generation XXL. Newsweek,
M 01/29 Cognitive Development
Steinberg, Chapter 2
W 01/31 Cognitive Development, Intelligence, & Disability: Guest
M 02/05 Social Development
Steinberg, Chapter 3
W 02/07 Emotional Development
Flannery, D. J., Torquati, J. C., & Lindemeier, L. (1994). The method
and meaning of emotional expression and experience during adolescence.
Journal of Adolescent Research, 9, 8-27.
Feiring, C. (1996). Concepts of romance in 15-year-old adolescents.
Journal of Adolescent Research, 6, 181-200.
M 02/12 Self and Identity
Steinberg, Chapter 8 (pp. 242-264)
Meeus, W., Iedema, J., Helsen, M., & Vollebergh, W. (1999). Patterns
of adolescent identity development: Review of literature and
longitudinal analysis. Developmental Review, 19(4), 419-461.
W 02/14Self and Identity
Steinberg, Chapter 8 (pp. 265-270)
Yoder, A. E. (2000). Barriers to ego identity formation: A contextual
qualification of Marcia's identity status paradigm. Journal of
Adolescence, 23(1), 95-106.
Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender
development and differentiation. Psychological Review, 106(4),
M 02/19 Autonomy and Independence --ADOL. OBSERVATION DUE TODAY--
Steinberg, Chapter 9 (pp. 274-291)
W 02/21 Moral & Spiritual Development
Steinberg, Chapter 9 (pp. 292-299)
Begley, S. (2000, May 8). A world of their own. Newsweek, 135(19),
M 02/26 Intimacy and Sexuality
Steinberg, Chapters 10 and 11
W 02/28 Intimacy & Sexuality
Lasser, J., & Tharinger, D. (1997). Sexual minority youth. In G. G.
Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs II:
Development, problems, and alternatives, (pp. 769-780). Bethesda, MD:
National Association of School Psychologists.
Floyd, F. J., Stein, T. S., Harter, K. S., Allison, A., & Nye, C. L.
(1999). Gay, lesbian, and bisexual youths: Separation-individuation,
parental attitudes, identity consolidation, and well-being. Journal of
Youth and Adolescence, 28 (6), 719-739.
M 03/05 Intimacy & Sexuality (Panel)
Peyser, M., & Lorch, D. (2000, March 20). High school controversial.
Newsweek, 135(12), 54-56).
W 03/07 Midterm Examination
M 03/12 No Class Meeting: Spring Break
W 03/14 No Class Meeting: Spring Break
M 03/19 Media Images & Influences
Primavera, L. H., & Herron, W. G. (1996). The effects of viewing
television violence on aggression. International Journal of
Instructional Media, 23(2), 137-150.
Milkie, M. A. (1999). Social comparisons, reflected appraisals, and
mass media: The impact of pervasive beauty images on black and white
girls' self-concepts. Social Psychology Quarterly, 62(2), 190-210.
W 03/21 Families
Steinberg, Chapter 4
M 03/26 Peers and Peer Groups
Steinberg, Chapter 5
W 03/28 Schools & Achievement
Steinberg, Chapter 6
Gibbs, N. (1999, October 25). A week in the life of a high school.
Newsweek, 154(17), 67-115.
Matthews, J. (2000, March 13). The 100 best high schools. Newsweek,
M 04/02 Schools & Achievement --RESEARCH PAPER DUE TODAY--
Steinberg, Chapter 12
Hancock, L. (1996, February 19). Why do schools flunk Biology?
Kantrowitz, B., & Wingert, P. (2000, December 11). Curing senioritis.
Newsweek, 136(24), 60-61.
Good, T. L., Nichols, S. L., & Sabers, D. L. (1999). Underestimating
youth's commitment to schools and society: Toward a more
differentiated view. Social Psychology of Education, 3(1-2), 1-39.
W 04/04 Work & Leisure
Steinberg, Chapter 7
Quaglia, R. J., & Perry, C. M. (1995). A study of underlying variables
affecting aspirations of rural adolescents. Adolescence, 30, 233-243.
Crockett, L. J., & Bingham, C. R. (2000). Anticipating adulthood:
Expected timing of work and family transitions among rural youth.
Journal of Research on Adolescence, 10(2), 151-172.
Szymanski, E. M., Ryan, C., Merz, M. A., Trevino, B., &
Johnston-Rodriguez, S. (1996). Psychosocial and economic aspects of
work: Implications for people with disabilities. In E. M. Szymanski &
R. M. Parrker (Eds.), Work and disability: Issues and strategies in
career development and job placement. Austin, TX: Pro-Ed.
M 04/09 Adolescents At-risk
Readings to be announced
W 04/11 Mental Health: Externalizing Behaviors
Steinberg, Chapter 13
M 04/16 Mental Health: Depression & Suicide --DEVEL'AL CRITIQUE DUE
Steinberg, Chapter 13 (pp. 419-423)
W 04/18 School Violence
Canter, A. S., & Carroll, S. A. (1999). Crisis prevention and
response: A collection of NASP resources. Bethesda, MD: National
Association of School Psychologists.
Dwyer, K. P. (1998). Early warning, timely response: A guide to safe
schools. Washington, DC: United States Department of Education.
M 04/23 Prevention, Resiliency, & Protective Factors
Miller, D. B., & MacIntosh, R. (1999). Promoting resilience in urban
African American adolescents: Racial socialization and identity as
protective factors. Social Work Research, 23(3), 159-169.
Blum, R. W., Beuhring, T., & Rinehart, P. M. (2000). Protecting teens:
Beyond race, income, and family sctructure, Center for Adolescent
Health, University of Minnesota, 200 Oak Street SE, Suite 260,
W 04/25 Project Presentations