601 SW Adolescent Development and Behavior Winter 2009 Mondays, 9:00-12:00 Tuesdays, 8:00-11:00 Scott Weissman, L.M.S.W., A.C.S.W. Office: SSW 3760 Phone: [phone] Email: [e-mail]
Course Description: This course will examine the individual, interpersonal and contextual changes and behaviors that are part of normal adolescent development. Within the context of normal adolescent development, the course will focus on: (1) the epidemiology and etiology of adolescent problem behaviors; (2) the extent to which these behaviors vary across gender, ethnicity and socioeconomic status; (3) the ways in which these behaviors relate to normal adolescent development; and (4) existing programs and policies designed to prevent, and, to a lesser extent treat problem behaviors. Course Content: The broad content of this course will focus upon the changes, contexts, and psychosocial development and problems of adolescence. The key changes that occur during adolescence are biological, cognitive, and social. The section of this course on biological changes will focus on the pubertal process and its physical, psychological, and social impact, as well as subgroup and generational differences in its onset and timing. The cognitive development portion of this course will examine the theoretical perspectives on adolescent thinking, and changes in adolescent thinking patterns and abilities that occur from preadolescence to late adolescence. Finally, this course will examine the social (e.g., economic, legal, political, and interpersonal) changes that occur as adolescents make the transition to adulthood. The social contexts that are central to the development of most adolescents include family, peers, schools, work, and leisure environments. The family issues that this course will examine include different parenting styles and their impact on a variety of adolescent outcomes, the effects of changing family patterns on adolescent development, and reciprocal relationships between the family and adolescents. The peer-related issues that this course will address include the historical origins of adolescent peer groups, the nature and structure of peer groups, and the influence of peers on both pro-social and problem behavior. Course content on schools will focus on the varied purposes of schools, the ways in which their organization influences adolescents' learning, and their direct and indirect influence on adolescents' future life chances. Employment issues that will be addressed include changes in the nature of adolescent employment, the long and short term costs and benefits of adolescent employment, and the meaning of work for young people who do not attend college. Content on adolescent leisure activity will examine its role in socializing adolescents for adulthood, its influence on adolescents' academic success and failure, and its economic importance.
1.
The final section of this course will focus on adolescent psychosocial problem behaviors, such as alcohol, and other substance use, violence, suicide, eating disorder, precocious sex, and delinquency. Particular attention will be given to the epidemiology, etiology, trends and population distributions of these problems. Considerable attention will also be given to identification of the risk and protective factors for these problems and the policies and programs related to their prevention and treatment. Course Objectives: Upon completion of the course, students will be able to: 1. Identify and describe the biological, psychological, and social changes that characterize normal adolescence. 2. Identify and describe the primary interpersonal and contextual influences on adolescent behavior. 3. Identify and describe the ways in which the individual, interpersonal, and contextual factors common to adolescence intersect and relate to adolescent problem behaviors. 4. Identify what social workers and other professionals can do to promote adolescent health and well being and prevent and treat adolescent problem behaviors. 5. Discuss typical ethical concerns related to adolescent development and behavior Relationship of the Course to Four Curricular Themes: Multiculturalism and Diversity will be addressed throughout this course. Racial, ethnic, gender, and social class differences in the timing, sequencing, nature, and outcome of adolescent developmental experiences will be central to every facet of this course. Social Justice and Social Change will be addressed through information and discussion on the ways in which social status mediates the experiences of adolescents and the ways in which various programs, practices, and policies help or hinder the successful development of all young people. Promotion, Prevention, Treatment, and Rehabilitation will be central to this course, particularly in the section that focuses on adolescent problem behaviors. General principles of program design, implementation, and evaluation will be presented and examples of successful programs and policies will be discussed. Behavioral and Social Science Research will provide the substantive foundation for this course. Emphasis will be placed on the review, critique, and synthesis of the existing scientific knowledge base as prerequisite to interventions that promote health and well being, and prevent or treat adolescent problems. Relationship of the Course to Social Work Ethics and Values Values and ethics will be addressed as they relate to working with young people. This course will emphasize the importance of understanding the range of normal adolescent development, working with disadvantaged populations, and sensitivity to the possibility of unintended negative consequences of interventions such as promotion, prevention, treatment, and rehabilitation. Intensive Focus on Privilege, Oppression, Diversity and Social Justice (PODS): This course integrates PODS content and skills with a special emphasis on the identification of theories, practice and/or policies that promote social justice, illuminate injustices and are consistent with scientific and professional knowledge. Through the use of a variety of instructional methods, this course will support students developing a vision of social justice, learn to recognize and reduce mechanisms that support oppression and injustice, work toward social justice processes, apply intersectional and intercultural frameworks and strengthen critical consciousness, self knowledge and self awareness to facilitate PODS learning.
2.
Recommended Journals: Adolescence American Journal of Public Health American Psychologist Child and Youth Care Quarterly Child and Youth Services Child Development International Journal of Adolescence Journal of Adolescent Health Journal of Adolescent Health Care Journal of Adolescent Research Journal of Early Adolescence Merrill Palmer Quarterly
Required Texts: Pipher, Mary (1994). Reviving Ophelia: Saving the selves of adolescent girls. Ballantine Books: New York. Pollack,William. (1998). Real Boys: Rescuing our sons from the myths of boyhood. Henry Holt and Co.: New York. Owens, Robert E. (1998) Queer Kids: The challenges and promise for lesbian, gay, and bisexual youth. Haworth Gay and Lesbian Studies. Sonnie, Amy (Ed) (2000) Revolutionary Voices. Alyson Publications Los Angeles, CA: .
Strongly Recommended: Addams, Jane. The Spirit of Youth and the City Streets,
C. Recommended Texts and Articles: Tatum, Beverly D. (1997). Why are all the Black kids sitting together in the cafeteria? Basic Books: New York. Jenson, Jeffrey M. & Howard, Matthew (1999). Youth violence: Current research and recent practice innovations. NASW Press: Washington D.C. Boyd-Franklin, Nancy & Franklin, A.J.( 2000). Boys into men: Raising our African American Teenage Sons. Dutton: New York. Kaplan, Elaine Bell. (1997). Not our kind of girl: Unraveling the myths of Black teenage motherhood. Due, Linnea. (1995) Joining the tribe. Growing up gay in the 90s. Anchor Books: New York. Hersch, Patricia (1998). A tribe apart: A journey into the heart of American adolescence. Ballantine Books: New York. Mattaini, Mark A. (2001). Peace power for adolescents: Strategies for a culture of nonviolence. NASW Press: Washington D.C. Shandler, Sara (1999). Ophelia speaks: Adolescent girls write about their search for self. Harper Perennial: New York. Brown, Lyn Mikel & Gilligan, Carol (1992). Meeting at the crossroads: Women's psychology and girls' development. Ballantine Books: New York. Nam, Vickie (Ed.) (2001) Yell-Oh Girls!: Emerging voices explore culture, identity and growing up Asian American. Harper Collins: New York. Males, M. (1999). Framing Youth: 10 Myths about the Next Generation. Common Courage Press: Maine Skelton & Valentine (1998). Cool Places. Geographies of Youth Culture. Routledge: London. Hine, T. The rise and fall of the american teenager (1999). Avon Books: New York.
3.
Required and some recommended texts will be on reserve at the Social Work Library B. Suggestions of Popular Fiction/ Videos Highlighting Adolescent Characters: White Oleander This Boys Life The Virgin Suicides Boy's Don't Cry What's Eating Gilbert Grape? Basketball Diaries The Incredible True Story of Two Girls in Love Girl, Interrupted October Sky Welcome to the Dollhouse The Best Little Girl in the World The Ice Storm Thirteen
TENTATIVE CLASS SCHEDULE (All readings appear in the schedule on the date they will be discussed in class)
Mon/Jan. 12
Tues/Jan. 13
Readings
I. Introduction /Class Expectations/Setting Learning Goals History of Adolescence: A Historical Perspective
On Reserve Modell, J. and Goodman, M. Chapter 4: Historical Perspectives. In Feldman, S. & Elliot, G. (Eds.) CR Arnett, J. Emerging Adulthood: A Theory of Development from the Late Teens Through the Twenties. PDF Arnett, J. Learning to Stand Alone: The Contemporary American Transition to Adulthood in Cultural and Historical Context. PDF King, W. (2005) African American Schoolchildren and the Modern Civil Rights Movement, in African American Childhoods.
Jan. 21
MLK Birthday II. Theories of Adolescent Development I: Issues of Gender and
Ethnicity
Mon./Jan. 26 Tues/Jan. 20
Readings PDF Arnett, Jeffrey J. (1999). Adolescent Storm and Stress, Reconsidered. American Psychologist, 54, 317-326. PDF Belkin, L. The Making of a 8-Year Old Woman: How Do We Understand Early Puberty? Through the Prism of Our Times. PDF Brooks-Gunn, J. and Reiter, E. Chapter 2: The Role of the Pubertal Processes. In Feldman, S. & Elliot, G. (Eds.)
4.
PDF Brownlee, S. Article 4: Inside the Teen Brain: Behavior Can be Baffling When Young Minds are Taking Shape. CR Rew, Lynn (2005), Chapter 3, Adolescent Development. Adolescent Health: A Multidisciplinary Approach to Theory, Research, and Intervention. LINK: Celia B Fisher, Scyatta A Wallace, Rose E Fenton. (2000). Discrimination distress during adolescence. Journal of Youth and Adolescence, 29(6), 679-95. http://proquest.umi.com.proxy.lib.umich.edu/pqdweb?did=66377198&sid=1&Fmt=4&clien tId=17822&RQT=309&VName=PQD LINK: Claude M Steele (1997). A threat in the air: How stereotypes shape intellectual identity and performance. The American Psychologist, 52(6), 613-629. http://proquest.umi.com.proxy.lib.umich.edu/pqdweb?did=12263361&sid=4&Fmt=2&clien tId=17822&RQT=309&VName=PQD http://web.ebscohost.com.proxy.lib.umich.edu/ehost/pdf?vid=3&hid=102&sid=a48552a0a277-4512-9827-21413f41dbc4%40sessionmgr102
Readings
Adams, Jane , Spirit of Youth and the City Streets.
Mon/Feb. 2
Tues/Jan. 27
Readings: Pipher, Ch. 1, 2
.
III. Theories of Adolescent Development II: Identity Construction
PDF Tatum, B. Chapter 4: Identity Development in Adolescence Why Are the Black Kids Sitting Together in the Cafeteria? Pollack, W. Introduction: Listening to Boys Voices: Rescuing Opehlias Brothers. Pollack, W. Chapter 1: Inside the World of Boys: Behind the Mask of Masculinity. CR Sonnie, Amy, ed. Speaking for Ourselves: A Note from the Editor and Introduction In Revolutionary Voices. Los Angeles, CA: Alyson Publications, pp. xi-xxvi.
5.
Mon/Feb. 9
IV. Adolescent Development and Families
Tues/Feb. 3
Readings CR Bradshaw, K & Garbarino, J (2004). Using and building family strength to promote youth development. In S F. Hamilton and M A. Hamilton, The Youth Development Handbook: Coming of Age in American Communities. Thousand Oaks, California: Sage, pp. 170-192. PDF Harrison, Algea O., Wilson, Melvin, N., Pine, Charles J., Chan, Samuel Q., & Buriel, Raymond. (1990). Family Ecologies of Ethnic Minority Children. Child Development, 61, 347362 Owens, Queer Kids, Ch. 10, Parental Acceptance Pollack, W. Chapter 5: The Power of Mothers. Pollack, W. Chapter 6: Real Fathers/Real Men: The Empathic Relationships of Fathers and Sons.
Mon/Feb. 16 Tues/Feb. 10
V. Adolescent Sexuality
Paper 1 is due
Readings Owens Chaps 1-4 (Becoming Lesbian, Gay and Bisexual)
Pollack, W. Chapter 9: Being Different: Being Gay.
PDF Editorial: Adolescent Sexuality and Reproductive Health: Where are We in 2004. Journal of
Adolescent Health, 34, 353-355.
PDF Radkowsky, Michael & Siegel, Lawrence J. (1997). The Gay Adolescent: Stressors, Adaptations, and Psychosocial Interventions. Clinical Psychology Review, 17, 191-216.
CR Sonnie, Amy, ed. Various exerpts. In Revolutionary Voices. Los Angeles, CA: Alyson Publications, pp. 10-38.
Presentation: Jennifer Panhorst and teens from Queerzone
Mon. March 2 Tues., Feb. 17 Student Public Presentation 1
Readings
VI. Behavioral Theories
6.
CR Lock, J. Chapter 2: Disruptive Behavioral Disorders. In H. Steiner and I. Yalom (Eds.), PDF Spear, Hila J. & Kulbok, Pamela, A. (2001). Adolescent Health Behaviors and Related Factors: A Review. Public Health Nursing, 18, 82-93. CR Rew, Lynn (2005), Chapter 6-8, Adolescent Health: A Multidisciplinary Approach to Theory, Research, and Intervention. (Course Reserves has each chapter listed by title)
Mon., March 9 Tues., March 3 Student Public Presentation 2
Readings Pipher, Ch. 9
VII. Looking at Psychosocial Stressors: Trauma, Poverty
PDF Kennedy and McCarthy, Bridging Worlds: Understanding and Facilitating Adolescent Recovery from the Trauma of Abuse, 63-91. PDF Steiner and Matthews, Psychiatric Trauma in Treating Adolescents. PDF Carter, Fortson, Hollist , Altheimer , Schaible, Compounded Risk: The Implications for Delinquency of Coming from a Poor Family that Lives in a Poor Community, in Journal of Youth and Adolescence., pp.593-605 PDF Wadsworth and Burger, Adolescents Coping with Poverty-Related Family Stress: Prospective Predictors of Coping and Psychological Symptoms, in Journal of Youth and Adolescence, pp. 57-70.
Sonnie, Amy, ed. Revolutionary Voices. Los Angeles, CA: Alyson Publications, pp. 130-158.
Mon. March 16 Tues., March 10
VIII. Youth Development and Empowerment!!! The dangers of pathologizing Youth
Student Public Presentation 3
Readings
7.
PDF Roth, Jodie & Brooks-Gunn, Jeanne. (2003). Youth Development Programs: Risk, Prevention and Policy. Journal of Adolescent Health, 32, 170-182. CR Karcher, M., Brown, B. B., & Elliott, D. W. (2004). Enlisting peers in developing interventions: Principles and practices. In S F. Hamilton and M A. Hamilton, The Youth Development Handbook: Coming of Age in American Communities. Thousand Oaks, California: Sage, pp. 193-215. PDF Males, Mike, Stop blaming kids and TV, in The Progressive, Oct. 1997, pp.25-27.
Both the Monday and Tuesday classes will be meeting at the Neutral Zone and having class there.
Mon., March 23 Tues., March 17
IX. Internalizing Behaviors in Adolescence: Eating disorders,
Student Public Presentation 4
Paper II Due
Readings PDF Haugaard, Jeffrey (2001). Nervosa Anorexia and Bulimia Nervosa. In J. Haugaard, Problematic Behaviors During Adolescence. New York: McGraw-Hill Higher Education Publishers, pp. 132-155. PDF Mueller, Cynthia, Field, Tiffany, Yando, Regina, Harding, Jeff, Gonzales, Ketty, P., Lasko, David, & Bendell, Debra. (1995). Under-eating and Over-eating Concerns among Adolescents. Journal of Child Psychology and Psychiatry, 36, 1019-1025. PDF Labre, Magdala Peixoto. (2002). Adolescent Boys and the Muscular Male Body Ideal. Journal of Adolescent Health, 30, 233-242. CR Sanders, Eating Disorders in Treating Adolescents
Mon., March 30 Tues, March 24
X. Internalizing Behaviors in Adolescence: Depression
Student Public Presentation 5 Readings:
CR Lock, J. Chapter 4: Depression. In H. Steiner and I. Yalom (Eds.), Pollack, W. Chapter 12: Hamlets Curse: Depression and Suicide in Boys.
8.
PDF The Interrelation of problems and Disorders in Adolescence. Reprinted from Living With 10-15 year olds: A Parent Education Curriculum. Copyright by the Center for Early Adolescence, Carboro North Carolina, 1982, rev. ed., 1987. PDF Clay, D. Liu, W. Multicultural Counseling Competencies: Guidelines in Working With Children and Adolescents. In Journal of Mental Health Counseling. Volume 24/Number 2/ April 2002, 177-187. PDF Sluzki, Carlos, Migration and Disruption of Social Networks, in Revisioning Family Therapy. (Referred to as Acculturation PDF) Pipher, Ch 8 Owens, Ch. 9
Mon., April 6 Tues., March 31
XI. Externalizing Risk Behaviors: Substance Use, Sensation Seeking, AIDS, Suicidality, Conduct and Oppositionality Disorders
Student Public Presentation 6
Readings:
PDF Newcomb, Michael D. (1995). Drug Use Etiology among Ethnic Minority Adolescents. In Botvin, Gilbert J., Schinke, Steven, & Orlandi, Mario A. (Eds.), Drug Abuse Prevention with Multiethnic Youth. Thousand Oaks, CA: Sage Publications, pp. 105-129. PDF DiClemente, Ralph J. (1993). Confronting the Challenge of AIDS among Adolescents: Directions for Future Research. Journal of Adolescent Research, 8, 157-166. PDF Petraitis, John, Flay, Brian R., & Miller, Todd Q. (1995). Reviewing Theories of Adolescent Substance Use: Organizing Pieces in the Puzzle. Psychological Bulletin, 117, 67-86. PDF Gould, Greenberg, Felting, and Schaefer, (2003) Youth Suicide Risk and Preventative Interventions: A Review of the Past 10 years, Journal of the American Academy of Child and Adolescent Psychiatry. PDF Powers and Mattano, Substance Abuse in Treating Adolescents PDF Haugard, Jeffrey, Sensation-seeking, Risk-taking, and Reckless Behaviors, Problematic Behaviors During Adolescence, 2001, 40-54. PDF Bayer, Ronald. (1994). AIDS Prevention and Cultural Sensitivity: Are They Compatible? American Journal of Public Health, 84, 895-898. Visit from Ron Harrison, Substance Abuse
9.
Mon., April 13 Tues., April 7
XII. Schools and Achievement/Violence in Schools/Community
Student Public Presentation 7
Readings Owens Chapter 5, Queer Kids, The special problems of Schools Pollack, W. Chapter 10: Schools: The Blackboard Jumble. CR Ziegler, J (2004). Can high schools foster youth development. In S F. Hamilton and M A. Hamilton, The Youth Development Handbook: Coming of Age in American Communities. Thousand Oaks, California: Sage, pp. 127-146. PDF Kellermann, Arthur, Fuqua-Whitley, Dawna, Rivara, Frederick, & Mercy, James. (1998). Preventing Youth Violence: What Works? Annual Review of Public Health, 19, 271-291. Presentation: Vanessa Stafford from Wayne Memorial High School
Mon, April 20 Tues., April 14
XIII. Ecological Contexts of Adolescence: Peers, Leisure, and Work
Student Public Presentation 8 Readings: CR Swisher, R & Whitlock, J (2004). How neighborhoods matter for youth development. In S F. Hamilton and M A. Hamilton, The Youth Development Handbook: Coming of Age in American Communities. Thousand Oaks, California: Sage, pp. 216-238. PDF McKay, Mary M. et al. (2004). Family-Level Impact of the CHAMP Family Program: A Community Collaborative Effort to Support Urban Families and Reduce Youth HIV Risk Exposure. Family Process, 43, 79-93 PDF Bradford Brown, B. Chapter 7: Peer Groups and Peer Cultures. In Feldman, S. & Elliot, G. (Eds.) PDF Fine, Mortimer, Roberts, Chapter 9: Leisure, Work, and the Mass Media. In Feldman, S. & Elliot, G. (Eds.) Presentation: Corner Health Center performs Tuesday, April 14 (9:00AM) all invited
Tues., April 21
XIV. Thinking about Prevention and Interventions
10.
Readings
CR Izzo, C. V., Connell, J. P., Gambone, M. A., & Bradshaw, C. P. (2004). Understanding and improving youth development initiatives through evaluation. In S F. Hamilton and M A. Hamilton, The Youth Development Handbook: Coming of Age in American Communities. Thousand Oaks, California: Sage, pp. 301-326. Pipher, Ch 12,13 & 14 Owen, Chs. 11, 12
Paper 3 due on Mon., April 20 and Tues., April 21
Format of Course
General Overview
This course will approach adolescent behavior and development from the three following perspectives: 1. The current research students will be asked to read about and consider the latest research about adolescence. Most of the articles are research-oriented and provide extensive references to other current research into adolescence. 2. The experiential- students will be asked to explore their professional and personal experiences in working/living/interacting with adolescents. Reviving Ophelia and Real Boys, and Queer Kids incorporate many case histories and the authors experiences of the adolescents with whom they work. 3. The personal students will be asked to reflect on their own adolescent development to facilitate deeper understanding of the issues. This personal exploration is meant to help students integrate their personal stories with their actual experience of adolescents and with the insights delineated in the research.
Grades
Your grade for this course will be based on the following: 10% = Class Participation 20% = Paper 1 40% = Paper 2 30% = Paper 3
The fine print is for problems that hopefully wont arise. But just in case, here are the rules: If more than two sessions are missedwhatever the reason--the grade will be lowered five points for each session over two unless the session is made up. To make up a session find out from other students what was covered in the missed sessions and
11.
develop a make-up plan to be submitted via email for my approval. The plan should focus on the topic of the missed session, and should involve three or more hours of effort. If you come to class after 5:30 or leave before 5:30, this will count as a half absence.
Small Group Public Presentations
Each small group will be responsible for: 1. Identifying a one or more of the readings that you will address in your presentation. 2. Deciding on your setting and your audience and your occasion (why you are presenting) Example: Setting = school, Audience = teaching staff, Occasion = weekly in-service 3. Preparing a brief character sketch for your audience: how do you want us to act? Are we frustrated, curious, happy to be at the presentation, unhappy, etc. etc. This could simply be READ to us. 4. Presenting material that is specifically designed for your chosen audience. You may want to script some questions for audience members to ask you. 5. Facilitating a discussion (using discussion questions) which deepens the presentation. Each presentation should be no longer than 30 minutes. During the 2nd class, you will be assigned a date for your presentation. Your presentation should have specific learning objectives that include: a. terms (actual terms from the readings); b. facts(important facts you feel the class should remember); and c. principles of practice actual practice principles revealed either in the video or in the readings. (example: treatment utilizing a multi-disciplinary approach works best with Eating Disorders) At the time of your presentation, I would like to get a copy of your hand-out(s) attached to a note from the group (signed by each individual) which states clearly what each individual did in preparation for the presentation. If this presentation WERE to be graded. grades would be based upon the following: 33% - Were terms from the readings effectively brought out in the presentation? 33% - Were facts from the readings effectively brought out in the presentation? 33%- Were principles of practice clearly brought out in the readings? 1% - Did the presenters bring something good to eat and did I like it?
The Papers
The grading for each individual paper is spelled out in detail in the next section. ALL papers will be marked down by 5% for every day late. The paper is due at the beginning of class on the due date. Any paper turned in later than this will be considered one day late. In order to be fair to all class members, this policy needs to be uniform. If you are unhappy with your feedback and/or grade on a paper, the paper may be rewritten and turned in no later than 1 week after it has been returned to you. The average of the two grades will then be your grade for the actual paper.
The second
12.
paper should be turned in with the changes highlighted and any deletions crossed out. It will not be possible to rewrite the final paper.
B papers meet all the criteria for the assignment but do not demonstrate thinking beyond the criteria. An A paper will take the information being discussed and help the reader to see that informa...