Adolescence and Emerging Adulthood, 5E Jeffrey Jensen Arnett Solution Manuals

Type:

Solution Manual

Resource:

Adolescence and Emerging Adulthood

Edition:

5th Edition

Author(s):

Jeffrey Jensen Arnett

PREFACE Introduction This instructor’s resource manual was written and complied for use with Arnett’s Adolescence and Emerging Adulthood: A Cultural Approach, 5th edition, by Dorothy F. Marsil, Associate Professor of Psychology at Kennesaw State University This easy to use manual will allow you to navigate through the materials for each chapter to find the resources you are looking for with ease.

This instructor’s resource manual (IRM) was designed to accompany Jeffrey Jensen Arnett's Adolescence and Emerging Adulthood: A Cultural Approach, Fifth Edition. This resource manual provides teaching ideas, lecture and activity suggestions, and discussion topics, as well as a variety of support materials to assist instructors of different experience levels in various contexts.

Access to the “Best of” Materials Pearson Education publishes a number of textbooks in developmental psychology, and more specifically they offer texts in adolescent psychology. With that in mind, we reviewed all of Pearson’s developmental psychology instructor’s manuals, pulled the best lecture, classroom activities, and assignments, and discussion topics found in each and used these resources to create a “best of” experience in this IRM. In addition, new lecture launchers, discussion topics, and activities were added. The activities and materials were selected based from Pearson's collective teaching resources to increase student interest and motivation.

Purpose of the IRM The purpose of this IRM is to help instructors actively engage and involve students in the subject matter. Students learn most effectively when course material is connected in some way to their interests and experiences (Belenky, Clinchy, Goldberg, & Tarule, 1986). Therefore, these instructor resources are learner centered with a focus on having students apply the course material to their own lives. Throughout the IRM, you will find activities, supplemental readings, websites, and video suggestions that pay heed to Arnett's comprehensive approach to this textbook. Thus, the IRM is comprehensive, both in the nature and number of materials from which instructors can draw.

Organization of Resources - What Goes Where?

Generally, each chapter of the IRM includes the following sections: 1. CHAPTER OVERVIEW. This section contains: (a) learning objectives, (b) a chapter outline, (c) thinking critically questions, and (d) applying your knowledge questions.

The numbered learning objectives in the manual are taken from the chapter. Bloom’s taxonomy was used to develop each of these measurable learning objectives to help students organize and . i

understand the information presented in the text. A brief chapter outline, which follows the organization of the headings of the textbook, is provided for each chapter. The outline contains the first two levels of headings in the textbook. Additionally, it is a good overview of the chapter content. Objectives and outlines also appear in the Companion Website.

The thinking critically and applying your knowledge questions appear in the IRM with a reference to the page number where the questions are also located in the textbook. These questions were designed to help your students learn to think more effectively about adolescence and emerging adulthood by providing them with the skills to understand and evaluate the information that is presented in the textbook and in the course. Additionally, these questions are excellent sources for class discussions or student writing assignments.

2. LECTURE SUGGESTIONS. This section contains: (a) Think-Jot-Share, (b) Exit Slips, (c) Class Activities, (d) Technology-Enabled Learning Activities; and (e) Watch and Learn.

Think-Jot-Share and Exit Slips are designed as discussion starters, as a means of bridging experience to theory, or as tools for assisting students to reflect upon their own learning and experience. Use the ones included (with accompanying handouts), adapt the thinking critically questions from the textbook, or compose your own.

Class Activities include lecture launchers, demonstrations, group work ideas, mini-research projects, discussion topics, and assignment suggestions. They include detailed descriptions and handouts (if applicable). These can be used “as is” or adapted to any course material. Use your imagination. Before you prepare your course syllabus, we suggest that you look through all chapters of the IRM, in order to adapt activity ideas. Activities such as interviews, panel discussions, role plays, and article critiques (to name a few) may be adapted to any subject matter. Activities in one chapter may be applicable to other topic areas or chapters as well.

Technology-Enabled Learning Activities and Watch and Learn are two categories of teaching resources, which reflect the increasing use of information and communication technologies in life, work, and education.

3. PRACTICAL RESOURCES. This section includes: (a) Internet resources, (b) educational videos and popular films, (c) popular reading room, (d) annotated readings, and (e) additional references.

Internet Resources appear in both the IRM and the Companion Website for students. The website links provided here offer a variety of information to supplement both text and course materials. With the ever-changing nature of information, the Internet provides a link to current information, possibilities for critical reflection, and analysis of media. All web links were verified and updated during summer 2012. New links were also added to this edition. Hyperlinks were added to all web address to make the sites more easily accessible.

Films and Videos include a wealth of resources dedicated to popular films and educational videos. The film lists provided are by no means exhaustive. In your day-to-day life, take note of movies, television shows, investigative reports, and advertisements that pertain to issues of . ii

adolescence and emerging adulthood. Bring these items into your class as mini case studies that are springboards to discussion and further learning.

Popular Reading Room includes current and classic novels and popular nonfiction that relate to the topic areas. Annotated Readings and Additional References index seminal readings, articles, and books connected to issues in each textbook chapter. This information is provided to supplement references in the text.

4. HANDOUTS. At the end of each chapter, we have included “ready to use” handouts to accompany activities that appear in the Lecture Suggestions section. These handouts were developed to facilitate active learning experiences with students. The term “handout” is probably a little outdated as these documents can be used in a variety of ways. Although they can be used as a traditional handout that you print, copy, and bring to class to handout to your students, you may consider other uses. For example, you can incorporate a short “handout” into a PowerPoint slide for an in-class activity or display a longer handout on a document cam. You can also post the handout on your learning management system and have the student complete it outside of class or print it and bring it to class.

5. VIDEO GUIDE QUESTIONS AND ANSWERS. In the textbook, near the end of each chapter, Arnett selected a video to enhance students’ understanding of a specific topic. The video guide in the textbook includes the name of the video, questions about the video, and a Quick Response, or QR, code for use with internet-enabled mobile devices. Students can use their smart phones or tablets to scan the QR code for the video in the chapter. They will watch the video right on their devices. This section in the IRM provides a page number for the video in the textbook, a list of the questions for the videos in each chapter, and proposed answers.

General Teaching Tips Students in developmental courses often come from a variety of majors (i.e., psychology, education, nursing, exercise science, etc). While a good text and helpful ancillaries certainly contribute to a successful course, it is the teacher who often makes the difference between a bad or a good class, or between a good class and an outstanding one. Personal variables such as the respect you show for the subject matter, the concern you show for students’ understanding of psychology, and the care with which you prepare your class presentations, are critical factors that will influence your students’ impressions of psychology throughout the term and beyond. Your classroom behavior also has important practical implications because it will determine whether some of your students enroll in other psychology classes or become psychology majors. In sum, you are a representative of psychology as both a science and a career, and as such, your actions reflect the field’s professional values and standards. We have found the following tips to be helpful in teaching any psychology course. We hope that you will find them useful in yours, too.

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Be organized and prepared. There is simply no substitute for knowing your subject matter.

Students are very perceptive. A teacher who is ill-prepared to discuss the subject material or to field students’ questions will soon be discovered, resulting in large-scale apathy.

Beyond knowledge of the subject matter, it is also important to schedule enough time for adequate preparation. A teacher cramming for a presentation is likely to meet with the same result as a student cramming for an examination failure, if you plan to use . iii

audiovisual aids, get to class a few minutes early to make sure the equipment is working properly, that the slides are right side up, that the microphone is working properly, etc.

Students resent your taking class time for such preparation. Similarly, it is unwise to “fill” class time because you are not adequately prepared to lecture. Your presentations should always be substantive and informative. Using the many activities available in the instructor’s manual will help you prepare with less “on your own” prep time.

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Know your students. Most students appreciate and, indeed, welcome personal contact with their instructors. You may wish to arrive a few minutes early to class each day and visit with the students who are present. You will become more familiar and comfortable with them, and they will become more familiar and comfortable with you. Even if you are teaching a very large class and cannot get to know every name, you can make efforts to get to know some of them and assure them that you are available and concerned about their performance. You could email the students who performed especially well to congratulate them, or email those who failed to encourage them to come see you. The more comfortable students feel with you, the more likely they will be to make valuable contributions to classroom discussions. Beyond knowing some (hopefully most) of your students personally, being aware of campus and other local issues that concern students allows you to incorporate meaningful examples into classroom presentations. Other than the students themselves, the best sources of information on these matters are campus and local newspapers.

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Be consistent. Students appreciate instructors who keep their word with respect to course policies and class assignments. If your office hours are from 10 to 12 on Tuesdays and Thursdays, you should be there. If an emergency comes up, leave a note to that effect on the door and post an announcement in the learning management system. If a student poses a question, and you reply with, “That’s a very good question. I don’t know the answer at present, but I will do some research on it today and let you know tomorrow,” be sure to keep your promise. Your credibility as a teacher will be enhanced by your ability to follow through.

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Accept criticism with good grace. Each time a new teaching term begins, you acquire a new set of critics. Students may evaluate your style of dress, your manner of speaking, your sense of humor, and a variety of other things that may or may not relate to your ability to convey information about the subject matter. If only one or two students in a class of, say, forty to fifty students make similar criticisms about a particular aspect of your technique, you may or may not want to take the criticism seriously. However, if several students have similar criticisms, it would be to your advantage to pay attention to their comments and take steps to remedy the situation.

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Express your respect for students. Students, like everyone else, appreciate being treated with common courtesy. They appreciate a friendly “Hi” when you pass them in the hall.

When responding to students’ questions in class, do so with kind regard for both the students and the questions. If you are challenged by a student, remain calm and do your best to handle the situation gracefully. Invite the student to stay after class for a few

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minutes and talk the problem over. If the situation persists, discuss the matter with a colleague.

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Keep your message simple. In addition to having a sound understanding of your subject matter, it is also important to know your audience. Your presentations should be geared to their level. Keep in mind that you are not delivering an address to your peers at a professional conference, but are presenting new ideas and concepts to an audience of young people. Seek to challenge them by first discovering their level of understanding and then teaching slightly above that level. In preparing your classroom presentation, keep in mind that it is very easy to overload students with information. There is a definite limit to how much information students can receive and understand in one class period.

Keep your lecture clear and simple. Build it around three or four major points and use plenty of thoughtful and representative examples. Reinforce the major points using hands on activities and discussion.

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Be enthusiastic. Your level of enthusiasm for the subject matter will be obvious on the first day of class and will determine the tone for the entire term. More importantly, your attitude will have a strong influence on your students’ attitudes about the course. Your enthusiasm for psychology can make any topic engaging.

Tips for Preparing to Teach Adolescence and Emerging Adulthood This section is especially useful for new instructors or veterans who want to refresh their courses: ▪

Read the book. First, I think you will really enjoy reading this textbook. I have been teaching developmental courses for about a decade and this is the second textbook in a long time that I was excited to read because I learned new information. The first textbook I was recently pleased to read was Arnett’s Human Development: A Cultural Approach.

Second, you might be surprised to discover that some instructors do not actually take the time to read the textbook they are using. Students pick up on this lack of familiarity and it reflects poorly on the instructor and communicates a message to the student that reading the textbook is not important. It is especially important to read the Arnett text, Adolescence and Emerging Adulthood: A Cultural Approach, because it adds such depth in terms of cultural information. Additionally, because Arnett includes emerging adulthood throughout the text, courses you previously taught on adolescence may not have provided this important information or if it was provided, perhaps not in as much depth.

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Take advantage of the supplements. The Pearson team has invested a lot of time and resources into developing a great set of supplements. Review the supplements and customize them for your course. By personalizing the materials, you will be able to more readily connect with your students.

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Befriend experienced colleagues. Reach out to experienced colleagues at your institution or Pearson’s faculty advisor team to help you learn how to manage your course. For example, these experience individuals may be able to provide you with sample syllabi, course schedules, measurable learning objectives, how long it takes to cover certain chapters, and information about specific concepts that students may find difficult to grasp, etc. You don’t have to reinvent the wheel when you have experienced instructors willing to provide you with help.

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Setting up the classroom. Never underestimate your power to create a positive learning environment. Just like first impressions, the way you begin your course can go a long way toward productive learning and a safe and comfortable classroom environment. For example, a great way to build a classroom community is to provide time for students to get to know and learn about each other and you. A simple but profound symbol of this philosophy is knowing each other's names. Another way to create a community is to share good things with your students. This can include treats, snacks, celebrating good news, or simply taking a moment to chat about things “outside of the curriculum.”

Engaging in “Getting to Know Each Other” activities sets a tone that learning is enjoyable and collaborative. In this activity, students find a partner (someone he/she does not know) and I have each student interview their partner (this also works in groups of three if you have an odd number of students). I suggest they use questions such as, “What is your name? What is your major? Where are you from? Do you work, and if so, where?” Students can also ask questions to discover things they have in common or that are similar about themselves (e.g., we both come from a large family) and things that might be different (e.g., one student was born in the United States and the other was born in another country). Observable questions are not allowed (e.g., we both have brown hair). Then, each student introduces their partner to the class. Sometimes students are reluctant to speak about themselves in class and this helps to alleviate their fears. This is also beneficial for individual students to make at least one connection with another student in the class.

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Reflect. Take the time to reflect on what happened during class. Take notes during and after each class period (or online) about which examples and activities worked well or did not work well and which concepts seemed difficult and needed more development, etc.

By doing this, you will quickly and easily be able to improve your course the next time you teach it.

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Going beyond. There are many excellent resources in place to help you develop as an instructor. Please refer to the following links for information on teaching in psychology in general and more specifically, in developmental courses: •

The Society for the Teaching of Psychology. Excellent, free resource about teaching psychology: http://teachpsych.org/

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PsychTeacher listserv. This is a moderated discussion listserv for teachers of psychology. To join PsychTeacher™, you may either use either of these two options: ▪ Send the following email message to <listserv@list.kennesaw.edu> ▪ subscribe psychteacher your first name your last name ▪ Be sure not to include anything else in the body of the message, e.g., a signature file at the end of the message.

▪ Or, go to the list web page and click on the option of joining the list: http://list.kennesaw.edu/archives/psychteacher.html

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Developmental Psychology.org. This is a learning and teaching resources for developmental psychology with links to lessons, activities, and demonstrations, Q&A, and links to other websites of interest: http://www.devpsy.org/

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Centre for Psychology Resources. This is a collection of developmental resources provided by Athabasca University: http://psych.athabascau.ca/html/aupr/developmental.shtml

Readings. An excellent source of information, resources, and/or ideas for new or experienced instructors is: McKeachie, W. J. & Hofer, B. K. (2001). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. New York: DC Heath and Company.

Chapters to bookmark include: - Countdown for Course Preparation - Meeting a Class for the First Time - Using Communication and Information Technologies Effectively - Taking Student Diversity into Account - Facilitating Discussion - Testing and Assessing Learning: Assigning Grades is not the most important function - Problem Students McKinney, J. P., Schiamberg, L. B., & Shelton, L.G. (Eds.) (1998). Teaching About Adolescence: An Ecological Approach. New York: Garland Publishing, Inc. Selected chapters listed below are particularly useful for teaching “adolescence” with the cultural approach emphasized in the Arnett text: - Twenty questions to ask before teaching adolescent development - Teaching adolescent development to pre-service teachers - Teaching adolescent development to the health professional - Positive youth development: An approach for community awareness and . vii

action - Teaching about ethnic diversity in adolescence through ethnic identity interviews - Bringing gender awareness into the classroom - Integrating community service into a course in adolescent development - The use of the interview in teaching adolescent development - Real to reel: Presenting adolescent experiences through film. For details on copyright issues, see the following section.

Copyright Issues and the Use of Popular Films As you may know, it is important to be cognizant of copyright laws so that copyright infringements do not occur when showing popular videos and films in the classroom. Hosley, Gregg, Weng, and Montemayor (1998), in their chapter entitled Real to Reel: Presenting Adolescent Experiences Through Film” in Teaching About Adolescence, delineate several of the issues relevant to using popular films in the classroom. Their information regarding copyright was provided by James B. Wilkens, Associate Legal Counsel at The Ohio State University.

Briefly, Hosley et al. indicate that one special exemption to the copyright laws (particularly with regard to the act of exhibiting the film or video) is for teaching purposes [17 US Code 110(1)].

“This exemption is met when all of the following conditions have been met: (1) The film (or video) is shown by pupils or instructors, including guest instructors; (2) it is shown in the context of face-to-face teaching activities; (3) it is shown in a classroom or other place devoted to instruction; (4) it is shown as part of the teaching activities of a nonprofit educational institution; and (5) the copy used was lawfully made or the person responsible for showing it had no reason to believe it was not lawfully made. However, sending pupils to watch a video separately on a library TV or to watch a film together in an auditorium, without any related face-to-face instructional activity occurring at that time and place, would probably not satisfy these requirements” (p. 225).

As can be surmised, it appears that showing copyrighted films and videos in the “teaching” context does not constitute copyright infringement. We have only briefly summarized the issues outlined by Hosley et al. (1996), and it would certainly be prudent for those teachers interested in showing popular videos or films in the class to not only read the complete summary of this information in Hosley et al.’s chapter, but to also consult the policies and guidelines of your educational institution before using films.

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Chapter 1 – Introduction Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

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2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations/ Lecture Launchers D) Technology-enabled Learning Activities E) Watch and Learn 3) Practical Resources

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A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

17 19 20 21 22

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12

Describe how views of adolescence changed in the West from ancient Greece through medieval times.

Explain what life-cycle service involves and specify when it was most common.

Identify the three features that made the years 1890–1920 the Age of Adolescence.

Summarize the five features of emerging adulthood.

Explain the historical changes that led to the development of emerging adulthood.

Identify the three markers of adulthood that are the most common across cultures.

Give examples of how criteria for adulthood vary across cultures.

Describe the five steps of the scientific method.

Describe the research methods used in research on adolescents and emerging adults.

Explain the difference between a cross-sectional and a longitudinal research design.

Compare and contrast the challenges facing adolescents in the six major regions of the world.

Identify the main themes of the book.

B) Chapter Outline I.

II. III.

IV. V.

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Adolescence in Western Cultures: A Brief History A. Adolescence in Ancient Times B. Adolescence From Early Christian Times Through the Middle Ages C. Adolescence from 1500 to 1890 D. The Age of Adolescence, 1890–1920 Adolescence and Emerging Adulthood The Transition to Adulthood A. The Transition to Adulthood: Cross-Cultural Themes B. The Transition to Adulthood: Cultural Variations The Scientific Study of Adolescence and Emerging Adulthood A. Ethics in Human Development Methods and Designs in Research A. Research Methods B. Research Designs Adolescence Around the World: A Brief Regional Overview A. Sub-Saharan Africa B. North Africa and the Middle East C. Asia D. India E. Latin America F. The West G. Implications of Cultural Context Other Themes of the Book A. Historical Contrasts .

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B. Interdisciplinary Approach C. Gender Issues D. Globalization E. Framework of the Book

C) Thinking Critically 1. Plato and Aristotle argued that young people are not capable of reason until about age 14.

Give an example of how the question of when young people are capable of reason is still an issue in our time. (Page 5) 2. Do you agree or disagree with the view that adolescence is inevitably a time of storm and stress? Specify what you mean by storm and stress, and explain the basis for your view.

(Page 13) 3. Is 25 a good upper age boundary for the end of emerging adulthood? Where would you put the upper age boundary, and why? (Page 14) 4. How is the Moroccan conception of adolescence similar to and different from the view of Plato and Aristotle described earlier in this chapter? (Page 25) 5. Have you traveled to another country in recent years? If so, can you think of examples you have witnessed that reflect the globalization of adolescence? If not, can you think of examples you have read about or heard about? What positive and negative consequences do you anticipate from the globalization of adolescence? (Page 30)

D) Applying Your Knowledge 1. In your view, what marks the attainment of adulthood for yourself? For others, generally?

(Page 14) 2. Think of a research question on adolescence or emerging adulthood that interests you and a hypothesis based on the question. How would you find a representative sample for your study? (Page 17) 3. Find an article pertaining to adolescence or emerging adulthood, in a newspaper or magazine or on the Internet, and evaluate whether it meets the standards of scientific research. (Page 17) 4. Of the three hypothetical studies described in this section, which do you think would be likely to receive IRB approval and which not? (Page 19) 5. From your daily life, think of an example of how you or people you know may have mistaken correlation for causation. Then, think of how you would design a study to show whether or not causation is truly involved. (Page 23)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about .

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their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on the introduction to adolescence. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Adolescence and the Media TO BE USED: HANDOUT 1.1 Ask students to think about the portrayal of adolescents in the media. For example, you might want to have them bring in a recent newspaper or magazine article on adolescents as a lead-in for discussion. Use HANDOUT 1.1 to obtain their reflections.

2. Habitats of Adolescents TO BE USED: HANDOUT 1.2 Ask students to spend some time observing adolescents hanging out in groups (e.g., at the mall, downtown, etc.) Use HANDOUT 1.2 to obtain their reflections on their observations about adolescence.

3. Characteristics of Emerging Adulthood TO BE USED: HANDOUT 1.3 Ask the students to focus on one of the five characteristics of emerging adulthood outlined in the textbook: (1) the age of identity explorations; (2) the age of instability; (3) the self-focused age; (4) the age of feeling in-between; and (5) the age of possibilities.

With this focus in mind, have the students jot down examples from their own experiences of how this characteristic is true of their experience and is NOT true of their experience.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity that can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on introduction. These are just a few samples of ways to get your students to reflect on the chapter material – feel free to .

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develop some of your own questions. (The Thinking Critically questions listed above and found throughout the chapter provide excellent questions for inclusion on these Exit Slips.)

TO BE USED: HANDOUT 1.4 1. Think about G. Stanley Hall's view of adolescence. If Stanley was around today, what would he have to say about "storm and stress" in today's adolescents? For example, would he have a negative or positive view of adolescents? Why or why not?

TO BE USED: HANDOUT 1.5 2. Do you consider yourself to have reached adulthood? Why or why not?

TO BE USED: HANDOUT 1.6 3. One of the key issues in interpreting research is the issue of correlation vs. causation.

First describe one example that clearly illustrates causation. Next describe one example that illustrates correlation.

C) Class Activities / Demonstrations / Lecture Launchers Discussion: Discuss the Cultural Approach of this Textbook The Arnett text takes a cultural approach to development during adolescence and emerging adulthood. It is important to frame this idea for the students, as many of them have a very narrow view of culture. Introduce the definition of culture to the students. Have the members of the class generate examples of the culture, or cultures, to which someone may belong. Some of the categories that may be represented might include nationality, race, SES, family, college or university, religious affiliation, etc.

Lecture Launcher: What Is Culture?

Does it make sense to use the concept of race? Hector Betancourt and Steven Regester Lopez (1993) caution against the tendency to confuse the concept of culture with the concepts of race, ethnicity, nationality, and social class. Zuckerman (1990) argues that the concept of race is particularly likely to be misused in social science research and provides evidence of greater within-group differences than between-group differences in characteristics of the three “races” (Caucasoid, Negroid, and Mongoloid). Betancourt and Lopez point out that even biological factors found to vary with “race” (such as hypertension) may be attributable to cultural factors (such as diet, lifestyle, or psychological stress). Zuckerman cites cross-cultural studies in which findings of "racial differences" were a result of arbitrary sampling decisions. For example, several early studies of infant temperament reported cross-cultural differences based on a single sample from each of three different "racial" groups. According to Zuckerman, however, similar variation in temperament has been demonstrated in comparisons of infants in samples from three different groups of Africans—Kikuyu, Digo, and Masai (De Vries & Sameroff, 1984).

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According to Arnett, culture is the total pattern of a group’s customs, beliefs, art, and technology. Thus, a culture is a group’s common way of life, passed on from one generation to the next. Note that this definition of culture does not mention race, SES, etc.

Sources: Betancourt, H., & Lopez, S.R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48, 629–637.

De Vries, M.W., & Sameroff, A. J. (1984). Culture and temperament: Influences on human temperament in three East African societies. American Journal of Orthopsychiatry, 54, 83–96.

Zuckerman, M. (1990). Some dubious premises in research and theory on racial differences: Scientific, social, and ethical issues. American Psychologist, 45, 1297–1303.

Activity: What is Culture?

TO BE USED: HANDOUT 1.7 Provide students with a list of different social groups and ask them to determine whether each is a culture by applying the definition listed in the Lecture Launcher: What Is Culture? These might include such social groups as, for example, soldiers, women, hip hop music fans, Irish people, Canadians, or people in poverty.

Then, have students write down which culture or cultures they are members of and how that may have influenced their development. Finally, in small groups of 4–5 students, they should discuss their cultural similarities and differences. This is a good rapport building activity for the first or second day of class. In an online class, this is treated as a discussion board activity where the students respond to the same prompts and then read others’ replies and find 3 students with whom they have cultural similarities and differences to respond to on the discussion board.

Activity: Adults’ Perceptions of Adolescents/Adolescence TO BE USED: HANDOUT 1.8 (Source: Kim Schonert-Reichl, PhD, University of British Columbia) This is an activity that has been used over the years as an introduction to adolescents/adolescence. Essentially, what I do is have students complete selected subscales of the Offer Self-Image Questionnaire (OSIQ) with the same responses they believe would be given by a well-adjusted, healthy adolescent. I then compare their responses with what is ìtypicalî of an adolescent (I use norms from the OSIQ manual). This then leads to a discussion of the research on adults’ perceptions of adolescence. Note that only three subscales of the OSIQ, namely, Emotional Tone, Family Relationships, and Educational and Occupational Goals, were chosen. I chose these three subscales because of a study by Offer et al. (1981), examining mental health professionals’ perceptions of adolescence. These were the scales on which the most discrepancy was found between the responses of adolescents themselves and the responses that mental health .

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professionals thought that adolescents would give (the research has consistently found that adults perceive that adolescents feel much more negative than adolescents themselves report).

Students genuinely like this activity because it gives them an opportunity to try and see the world through the eyes of adolescents and provides them with a context of some of the research in the area of adults’ perceptions of adolescence. My lesson plan is delineated below:

OSIQ Activity -- Lesson Plan Part I: 1. Begin by telling students they are now going to be transformed into adolescents. Give students copies of selected subscales of the OSIQ (see HANDOUT 1.8). I randomly distribute these and tell them they do not have to choose the one of their same gender. I make copies of the measure in four different colors and then, either on an overhead or the chalkboard, I tell them ìwhoî they are (e.g., ìif your questionnaire is green, you are a young adolescent femaleî; ìif your questionnaire is purple, you are an older adolescent female,î etc.).

2. Next, have students read the directions on the measure – and emphasize that they need to respond with the same answers that they believe would be given by a mentally healthy, well-adjusted adolescent. Make sure that students read the directions (e.g., respond in the manner that you believe an adolescent would respond). I generally have my students write their responses on a separate sheet of paper so that I can reuse the OSIQ copies.

3. After the students have provided their responses, tell them to give themselves one point for each time in which their response is the same as that given by the majority of adolescents. I go through the norm responses. Note that there are four responses for each question – 1 for early females, 1 for older females, etc.

4. At the end, I tell them to add up their responses. I then ask them how many have a score above 30, 20, 10, 5, and so on. Students rarely get anything above 15.

5. I then tell them that even though they thought they knew adolescents, they might not. So they better pay attention the rest of the term!

Part II: For the next part of the lecture, I summarize some of the findings from some of the research on adults’ perceptions of adolescence. Below are some of the findings I highlight: •

In a study comparing the responses on a self-image questionnaire (i.e., the Offer SelfImage Questionnaire or OSIQ) of normal adolescents, psychiatrically disturbed adolescents, and juvenile delinquents to the responses of 62 mental health professionals who completed the same self-image questionnaire with the responses that they believed would be given by a normal, mentally healthy adolescent, Offer, Ostrov, and Howard (1981) found that the mental health professionals viewed normal adolescents as significantly more disturbed than the normal adolescents viewed themselves. Moreover, the mental health professionals perceived that normal adolescents had more problems .

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than were reported by either the psychiatrically disturbed or the delinquent adolescent.

(Note that a follow-up to this study was published in 1996, and Stoller, Offer, Howard, and Koenig found that psychiatrists’ responses in 1993 were generally more positive about the self-image of the ìnormalî adolescents when compared to the responses of the mental health professionals in the 1981 study presented above. Nonetheless, when asked to complete the OSIQ with the responses that they believed would be given by disturbed adolescents, psychiatrists were significantly more negative about their self-image when compared to the actual responses of disturbed adolescents.)

•

Research has also found that the longer a teacher works with adolescents, the more strongly he/she believes that adolescence is a difficult stage (Buchanan et al., 1990).

Moreover, both teachers and parents are likely to endorse the phrase ìearly adolescence is a difficult time of life.î Note that this is also useful to talk about correlations. For instance, you can talk about the correlation between years of teaching and negative perceptions of adolescence and discuss why this relation may exist (e.g., teachers who had been teaching for many years may have been using outmoded teaching styles, which their students found boring and thus ìacted upî more in these classrooms).

Research has found that middle school teachers are inaccurate (more negative) in their perceptions of early adolescents. More specifically, in a recent study investigating preservice and inservice teachers' beliefs about early adolescents, Schonert-Reichl, Jarvis, and Krivel-Zacks (2000) had 249 middle school students, 79 middle school teachers, and 60 teacher education students enrolled in the middle years teacher education program at the University of British Columbia (these students were classified as preservice teachers and had not yet had any student teaching experience with middle school students).

Schonert-Reichl et al. gave all of their participants the Offer Self-Image Questionnaire (short form). The middle school students were asked to complete the measure with their own responses, whereas both the inservice and preservice teachers were instructed to complete the measure with the responses that they believed ìwould be given by a mentally healthy/well-adjusted early adolescent (ages 10–14 years) of their same gender.î Results revealed that, in comparison to the responses given by the early adolescents, preservice teachers were more negative on all of the OSIQ subscales. Inservice teachers, while more positive than preservice teachers, still held more pessimistic views of early adolescents on the subscales assessing body image, family functioning, and self-reliance.

•

Early adolescents hold negative stereotypes of early adolescence. In the study by Schonert-Reichl et al. described above, the researchers also asked their early adolescent students to complete the OSIQ with the same responses that the early adolescent believed a "typical" early adolescent of their same gender would respond. Schonert-Reichl et al. found that not only do teachers of early adolescents hold negative views of early adolescence, but that early adolescents also believe that "typical" adolescence is more negative than their own personal experiences.

These references/suggestions for further readings will provide perspectives of the issue over the years:

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Buchanan, C. M., Eccles, J. S., Flanagan, C., Midgley, C., Feldaufer, H., & Harold, R. D. (1990).

Parents’ and teachers’ beliefs about adolescence: Effects of sex and experience. Journal of Youth and Adolescence, 19, 363–394.

Offer, D., & Schonert-Reichl, K. A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 1003–1014.

Offer, D., Ostrov, E., & Howard, K. I. (1981). The mental health professional’s concept of the normal adolescent. Archives of General Psychiatry, 38, 149–152.

Offer, D., Ostrov, J. D., Howard, K. I., & Dolan, S. (1992). The Offer Self-Image Questionnaire, Revised. Los Angeles: Western Psychological Services.

Stoller, C. L., Offer, D., Howard, K. I., & Koenig, L. (1996). Psychiatrists’ concept of adolescent self-image. Journal of Youth and Adolescence, 25, 273–283.

Activity: Stereotypes of Adolescence TO BE USED: HANDOUT 1.10 Hill and Fortenberry (1992) argue that adolescence in American society has been ìmedicalized.î They examined the views of adolescence held by medical students and adults from various agencies and organizations via a series of open-ended surveys and a forced-choice format and concluded that ìadults perceive adolescents in largely negative waysî (p. 75). One way in which they examined adults’ views on adolescence was by asking them to circle the adjectives that they believed best described adolescents. Hill and Fortenberry found that the negative adjectives most frequently chosen included conformist, confused, and rebellious-wild. The most frequently chosen positive adjectives were energetic, youthful-fresh, and independent. They argue that the negative adjectives most frequently chosen depict psychological or behavioral aspects, while the positive adjectives appeared to be more in the physical realm.

As a class activity you can use Hill and Fortenberry’s adjective lists (see HANDOUT 1.9) to initiate a discussion about the positive and negative ways in which adolescents are perceived.

You can have some of your students complete the lists with regard to early adolescents and another with regard to older adolescents and emerging adults. Another modification is to have your students complete the questionnaire with regard to adolescents from various Western and non-Western cultures and discuss how our images of adolescence may differ when taking into account culture.

Hill, R. F., & Fortenberry, J. D. (1992). Adolescence as a culture-bound syndrome. Medicine, 35, 73–80.

Activity: Adolescents Teach About Adolescence (Source: Kim Schonert-Reichl, PhD, University of British Columbia) .

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Organizing a class visit of adolescents to your class on adolescent development promises to be a highlight of the course both for you as an instructor and for your students. Although the activity takes a great deal of planning and preparation, it is definitely worth the effort because, among other things, it makes concrete the many concepts and issues that are discussed throughout the course. Additionally, you may find that your students gain a newfound respect for adolescents and youth, and the adolescents and youth, in turn, obtain a sense of empowerment and competence because they are given an opportunity to ìteachî university students about adolescence. Delineated below are some steps to ensure a good activity.

Step One: Identify an appropriate group of adolescents to invite. Think of issues of proximity (e.g., how far away will the adolescents have to come?) as well as the number of adolescents and the groups they are representing (e.g., range of ages, cultural and gender composition). A variety of techniques can work to identify a group of adolescents. This may be dictated by the time and day that your course meets. For example, if your course takes place during the day when most adolescents are in school, you may want to contact a teacher in a local school and ask him/her if he/she would like to have their students come to the university for a field trip. Explain the nature of the activity (described in more detail below) and offer to come and meet with him/her and his/her students to describe the goals and format of the activity. It is important to emphasize that the adolescents will be helping university students learn about the lives of real adolescents from the experts – the adolescents themselves.

Step Two: Meet with adolescents and their teacher to inquire about their interests and to tell them what will happen. Have a few of your students come with you to meet with the adolescents.

Bring along a copy of my syllabus for the adolescents, along with the text, so that the adolescents can get a sense of what the class is about. Emphasize that you believe your students will learn a lot from them and that you believe that they (i.e., the adolescents) are the ìexperts.î This usually gets their interest and motivation. Then ask them about the type of format that they would like.

Begin by telling them how things have been organized in the past. Experience with this activity has shown that adolescents prefer to: 1. Answer questions in smaller groups, and 2. See the questions that they will be getting from my students ahead of time so that they can have a chance to think about their answers (this also reduces their anxiety about coming into a university class of students who can seem somewhat scary and intimidating).

You also might ask them to come up with some of the questions that they might like to ask the university students. This approach also really generates their interest. Many of the adolescents may never have been in a university classroom before, let alone on a university campus. Many of them have asked naÔve questions (e.g., ìDo you have to ask the teacher if you can leave to go to the bathroom?î) while others ask questions that really put my students on the spot (e.g., ìDo you ever cut classes?î). The general focus of this step should be to put the adolescents at ease about coming to your class and giving them some guidelines, as well as taking some suggestions from them about what they would like. The experience will be much more fulfilling and empowering for them if they know what to expect. .

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Step Three: Organize your students. At least one week prior to the adolescents’ visit, divide your students into small groups to generate questions for the adolescents. Given that classes generally consist of 40 to 45 students, have students generate a list of four or five topic areas for questions (e.g., peer and family relationships, feelings toward school, career aspirations). Then put your students into small groups, with each group having the task of generating a list of questions for one specific topic area. Prior to breaking into groups, spend some time with your students discussing issues regarding appropriate interview methods (e.g., no leading questions) and discuss with them the issue of intrusive and inappropriate questions. This latter issue is particularly important for insuring that the activity will go well for all involved.

Some issues important to discuss include: • Appropriate language • No leading questions • Think about your vocabulary level • Not too intrusive • No yes/no questions (unless you also ask them to explain) • Think about probe questions After the questions have been generated, go through them and select those that are appropriate.

Then send these questions to the adolescents’ teacher(s) so that the adolescents will have an opportunity to examine the questions ahead of time.

Step Four: Organize for the day. During the class prior to the adolescents’ visit, ask your students if they would like to begin the activity by having a welcoming reception for the adolescents.

Then ask for volunteers from your class to bring cookies and/or snacks for the reception. Ask for volunteers to be adolescent greeters; it is nice if several of your students go to meet the adolescents at some designated spot on campus so that they can find their way to the appropriate building and classroom. You may also want to arrange for additional class space for smaller break-out groups.

Step Five: The adolescents’ visit. On the day of the adolescents’ visit, arrive at the classroom early and organize the room into an appropriate set-up for discussion (e.g., desks in a circle).

Then set up the refreshments for the welcome reception and have your students put on name tags. The following schedule works well for a two-hour class session: Welcome reception – 10 minutes (Adolescents arrive, have a chance to meet my students informally while enjoying some cookies and juice.)

Get into four groups – 5 minutes (Teachers will have divided adolescents into groups prior to their arrival.)

Sessions 1 to 4 – 15 minutes each (Each of the four groups meets for 15 minutes, after the first round have your students move to another group of adolescents to ask their questions, and so on until all of your .

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students have met with each of the adolescents in the four groups. Thus, adolescents stay in their same seats and your students move around.)

Return to larger group and farewell – 15 minutes (After all groups have met, reconvene into one classroom and briefly ìdebrief.î The adolescents at this time can ask their questions of the university students if they have not already done so. This can also be a time to ask all of the students what they have learned.

At the end, have some of your students accompany the adolescents back to their bus.)

Step Six: Debriefing activity. For your next class, have your students return to their small groups and discuss what they learned (it is a good idea that, on the day of the adolescents’ visit, several of them take notes regarding the adolescents’ responses to their questions). Give them about 20 minutes to complete this activity. Then reconvene into the large class and have each group present their findings. Also, sometimes the adolescents have written emails or letters to your students about their experiences and you can read these to your class.

Activity: Historical Perspectives on Adolescence Through Interviews TO BE USED: HANDOUT 1.10 Interviews can be a great way to gather information about the experience of adolescence from individuals who were adolescents many decades ago. HANDOUT 1.10 provides questions for gathering data on historical perspectives on adolescence. In this project, students are asked to interview someone who is over the age of 70. You can have your students do this activity and then come back to share their findings with the class.

Activity: Pen Pal Perspective Taking Activity Research life for today's adolescents in one of the following regions: Sub-Saharan Africa India Asia Latin America Write a letter from you (an adolescent/emerging adult in the West) to your pen pal in one of the above regions.

Take the perspective of your pen pal and, using your research, write a reply to the letter.

Be sure use to include in both letters: • personal information (name/age/favorite food/music, etc.)

• family information • living conditions (home / town / city, etc.) .

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• • •

school life work life other...

Lecture Launcher: Ways of Knowing Develop a lecture on how we acquire information. Most students have difficulty understanding why they need to understand research methods in order to study psychology. Many students have the idea that psychology is all “common sense.”

There are at least six ways to acquire knowledge: five unscientific and one scientific. The unscientific ways are: tenacity, intuition, authority, rationalism, and empiricism. Tenacity involves persistent superstition. This is where beliefs are reacted to as if they are fact. Intuition is not based on any known reasoning or inferring process (e.g., psychics). Authority involves acquiring information from a respected source (e.g., a person, document). The authority is often well-known in one area, maybe even an expert, but is often not an expert in the area in which they are providing information. Rationalism involves gaining knowledge through reasoning processes and assumes that valid knowledge is acquired if correct reasoning processes are employed. Empiricism touts knowledge from experience. If something is experienced it must be valid and true. Each of the unscientific methods has obvious problems, but we use them every day to acquire information. We then use this information to make decisions that influence our lives and the lives of people around us.

The scientific method or process has two major advantages. It uses objective empirical observation that should be independent of opinion or bias. It also has a method for establishing the superiority of one belief or theory over another. The theory that is more precise (operational definitions), more parsimonious, and more testable is deemed as the better theory. Skepticism, the philosophical belief that all knowledge is questionable, is assumed. No scientific fact can be known with 100% certainty, which is why we never use the word “prove” to refer to research findings in psychology.

It is often helpful to give the class examples of questions and ask them where they would seek the information to inform their answers. For example, what is the cause of the medical symptoms I am experiencing? What kind of car should I buy? What is the best reading program to teach children to read? How can we reduce the divorce rate? Should antidepressants be prescribed to adolescents? Do video games cause violent behavior in gamers?

Lecture Launcher/Discussion: Understanding Experiments After covering “The Scientific Study of Adolescence and Emerging Adulthood” from Chapter 1, you can provide students with a good visual demonstration by showing a very easy to understand video (14:58 minutes) on the basic research design of an experiment provided by Michael Britt, creator of www.thepsychfiles.com. Although the video is not specifically related to developmental psychology, it does give excellent examples that students can understand. The basic terms your students should know are presented in the first 7:39 minutes of the video. More detailed terms, such as confound, within groups design, ANOVA, and noise are found in the

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latter half of the video. After watching the video, provide students with another example of an experiment, but one that is related to topics of interest in this course.

Lecture Launcher: Pseudopsychology and the Mozart Effect In addition to the research methods material presented in Chapter 1, you may want to introduce the concept of pseudoscience to your students. Ask students about their impression of the socalled Mozart effect. Most students have heard of the general phenomenon and have seen advertisements and CDs of music or videos “designed to increase your children’s IQ.” Bring in a magazine advertisement and read from it or show a YouTube video clip, touting the merits of the product. Ask students if they believe it, and if they would buy the product. Ask what “proof” they would need that the product actually works. Usually, students will begin to question the merits of the product, at which point you can discuss the actual psychological findings of this moneymaking gimmick by summarizing the work of Steele, Bass, and Crook (1999).

Pseudoscience quite literally means “false science.” Its “claims [are] presented so that they appear scientific even though they lack the supporting evidence and plausibility” (Shermer, 1997, p. 33). Furthermore, pseudoscience appears to use scientific methods and tries to give that “science-y” impression. Some characteristics of pseudoscience include the following (from http://www.pseudoscience.org): 1. It associates itself with true science 2. It relies on, and accepts, anectdotal evidence 3. It sidesteps disproof a. any possible outcome is explained away b. a theory is not a good theory if it can explain everything because it can never make specific predictions 4. It dangerously reduces complexity to simplicity (to a consumer society) Ask students why the Mozart effect would be considered pseudoscience based on the four aforementioned characteristics. Have students give other examples of possible pseudoscience such as graphology, palmistry, aromatherapy, and quite arguably Eye-Movement Desensitization and Reprocessing (EMDR).

Michael Britt has an excellent website (www.thepsychfiles.com) that provides a great podcast on the Mozart Effect, as well as background information on this topic.

Activity: Design a Research Study TO BE USED: HANDOUT 1.11 An appropriate collaborative learning activity for this chapter on research methods is to allow students the opportunity to design their own research. Arrange your class into groups. Tell them their assignment is to design a study in some area related to adolescent or emerging adult development. Some suggestions are: What foods do adolescents prefer? What percentage of adolescents experience bullying? Why do adolescents like to hang out at malls? What methods .

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of quitting smoking are most effective? Why do we fall in love? How do emerging adults choose a major? Groups can brainstorm some ideas of their own.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Collaborating Using Text or Instant Messaging In the context of a group work assignment, have your students collaborate, work, or study together using text messaging and instant messaging. Remind them that using instant messaging allows for their "discussion" to be saved in transcript form. This comes in very handy while collaboratively generating material for a paper or group presentation. In terms of text messaging, ask those students with cell phones to text other members of their working group if they come up with an idea for their assignment, or if they have a question.

Afterwards, ask students to reflect on how instant messaging and text messaging facilitated their learning and collaboration.

Globalization Debate Online TO BE USED: HANDOUT 1.12 The aim of this activity is to allow students to probe the issues related to globalization. A debate allows students to explore both sides of the issue. Set up a listserv, email group, or use an online discussion board that is available to your class.

Allow students to randomly choose the cards (see HANDOUT 1.12). Each card is designated pro or con and a ìhelp topicî is listed on the card. These help topics may be used to help students research their position. You may tell them that they can take any tack they want, but the help topic is just that: help.

Give students some time to research their arguments for the side they chose. Allow the class time to debate the issues online between classes. When your class meets face to face, have a discussion about the issues.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity. .

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TV Research: Portrayals of Adolescence and Emerging Adulthood During the course of a week or several days between classes, have your students take note of portrayals of adolescents and young adults that they observe on television. (You may have some students who do not own or watch television. These students could generate hypotheses about the portrayals and see how they match with what the television-watching students have observed.) Have a discussion about the observational findings based on the following reflection questions or others.

Reflection questions to guide the observation exercise: 1. What did you watch? In what type of programming did you observe the portrayals of adolescents and young adults (e.g., advertising, situation comedies, news, etc.)?

2. Were the portrayals realistic? Explain.

3. Would you characterize any of the portrayals as stereotypical? Explain.

4. Was there a clear delineation between adolescents and adults depicted? Explain.

5. Other observations?

TV Networks Around the Globe Have your students look at various national broadcasting service websites (e.g., Canadian Broadcasting Corporation, Al-Jazeera, British Broadcasting Corporation, etc.) and examine and discuss the varying perspectives in coverage of world events.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Society for Research on Adolescence (SRA) www.s-r-a.org The official website of the Society for Research on Adolescence (SRA), which is the main organization for scholars on adolescence. Contains information about conferences and publications related to adolescence. SRA is a dynamic multi-disciplinary international organization dedicated to understanding adolescence through research and dissemination.

Society for the Study of Emerging Adulthood http://www.ssea.org .

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The website of the Society for the Study of Emerging Adulthood contains information about conferences on emerging adulthood, resources for teaching courses on emerging adulthood, and a bibliography of useful articles and books on the topic.

United Nations Educational, Scientific, and Cultural Organization http://www.unesco.org/new/en/ Interested in exploring issues of globalization and other hot topics mentioned in your text? This is an excellent resource. Provides access to information services, documents, info on current events, publications, statistics, and more.

Research Methods in the Social Sciences http://www.socialpsychology.org/methods.htm Need some help navigating social research methods? Want to understand validity, data analysis, and a variety of other topics? This is a comprehensive site that includes methodology resources, research tips and tools, links to professional research organizations as well as social sciencesrelated headlines.

Qualitative Research Page http://www.qualitativeresearch.uga.edu/QualPage/ An excellent resource for those interested in studying and conducting, or just learning more about, qualitative research. Thorough treatment of methods, philosophical issues, and resources.

Contains links to electronic journals, discussion forums, and conference information.

APA Style Writing Guide http://www.apastyle.org Need some clear guidelines for producing those term papers according to APA format? Contains a sample manuscript for teachers and students alike and is intended to be used with the latest edition of the American Psychological Association Publication Manual. Very helpful.

Help With APA Formatting and Style http://owl.english.purdue.edu/owl/resource/560/01/ APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.

Ethical Principles of Psychologists and Code of Conduct http://www.apa.org/ethics/ Comprehensive information detailing guidelines for ethical conduct for psychologists and responsible research in the social sciences. A must for students of research and researchers alike.

Quiz Yourself on Psych Web http://www.psywww.com/selfquiz/ A good place to prime yourself before you plunge into the text and your course. A series of interactive multiple-choice quizzes on a variety of psychology and development related topics. .

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ERIC Full Text Internet Library on Research in Education http://ericae.net/ Electronic access to full text versions of current articles on a variety of educational research and related topics and issues. Topics include: surveys, questionnaires, interviews, action research, and the evaluation and application of research. Updated regularly. A great resource for those of you writing research papers or conducting research studies.

The International Forum on Globalization http://www.ifg.org/ This site provides information about the Forum, which consists of sixty leading activists, scholars, economists, researchers, and writers who have been brought together to ìstimulate new thinking, joint activity, and public education in response to economic globalization.î This site provides a comprehensive look at the IFG and all its events, publications, and associations.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ìpodcastsî you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Inside the Teenage Brain (PBS, Frontline, 2002, 60 minutes) This documentary ìchronicles how scientists are exploring the recesses of the brain and finding some new explanations for why adolescents behave the way they do. These discoveries could change the way we parent, teach, or perhaps even understand our teenagers.î Watch the full episode online at http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/

2. Coming of Age: Ethnographic Profiles from a Global Perspective (BBC, 2005, 60 minutes) .

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A global collage of adolescence represented by young people from 6 different countries -- China, Malaysia, Russia, Uganda, Dominican Republic, and Canada’s Baffin Island -- and how their coming of age is interpreted by their culture.

3. The Corporation (Description from Knowledge Network, http://www.knowledgenetwork.ca/) An excellent film to initiate discussion of globalization. ìThe corporation is one of today's most dominant institutions. It has created not only unprecedented wealth, but also illness, death, poverty, pollution, exploitation and lies. This acclaimed BC documentary investigates the inner workings of the corporation, exploring its curious history, controversial impacts and possible futures. It is brilliantly illuminated with commentary from CEOs, whistle-blowers, brokers, gurus, spies, players, pawns and pundits, including Noam Chomsky and Michael Mooreî (accessed May 2009).

II) Popular Films 1. American Teen (dir. Nanette Burstein, 2008, 95 minutes) This documentary follows a group of small-town Indiana adolescents through their lives in high school and their social relationships.

2. High School Confidential (dir. Jack Arnold, 1958, 85 minutes) An excellent film to use as an example of stereotypes of adolescence in the 1950s. The story revolves around a narcotics officer's attempt to bust "hopheads" in a tough high school. Funny but revealing in terms of issues of adult perceptions of youth culture.

3. American Graffiti (dir. George Lucas, 1973, 110 minutes) This film is about the coming-of-age of a group of high school students in northern California.

Issues of moving from adolescence to emerging adulthood are highlighted in a context of 1960s culture.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Teenagers: A Natural History (David Bainbridge, 2009, Greystone Books) ìÖReimagines the way people think about adolescents. No longer society's scourge and scapegoat, the teenager emerges from David Bainbridge's fascinating study as an awe-inspiring .

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natural phenomenon that evokes reverence and wonder. Bainbridge, a veterinarian and anatomist, suggests that the second decade is the most important in the human lifecycle.î

2. Boomerang Nation: How to Survive Living with Your Parents...the Second Time Around (Elina Furman, 2005, Fireside) A tongue-in-cheek resource guide for "emerging adults" who take a long time to emerge! That is, adults who move back in with Mom and Dad.

3. Race Against Time (Stephen Lewis, 2005, Toronto, Ontario: Ananse) Humanitarian Stephen Lewis' account of Africa's AIDS crisis and the role of the wealthy world.

Offers attainable solutions.

D) Annotated Readings Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.

Written by the textbook author, this article discusses Arnett's new conception of emerging adulthood (the period of development from the late teens through the twenties). The article presents a theoretical background and offers evidence supporting the idea that emerging adulthood is a distinct period. The article includes an explanation of how emerging adulthood differs from young adulthood.

Berzonsky, M.D., & Kuk, L.S. (2000). Identity status, identity processing style and the transition to university. Journal of Adolescent Research, 15(1), 81–98.

This article describes the investigation into the role of identity orientation in the transition to university. The authors found that identity status accounted for significant variation in students' progress on academic autonomy, educational involvement, and mature interpersonal relationships. The research showed that students with an informational identity style were best prepared to effectively adapt with the university context.

Bowman-Kruhm, M. (2003). Margaret Mead: A Biography. Westport, CT: Greenwood Publishing Group.

This biography follows her from childhood years, to her college days at Columbia University under the tutelage of Franz Boas, and finally to her fieldwork in the South Pacific. Margaret Mead began working in Samoa when she was 22 years of age. The book includes private and public parts of her life which are interwoven with coverage of her marriages, close friendships, writings, and career progression.

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E) Additional References Arnett, J. J. (2001). Conceptions of the transition to adulthood: Perspectives from adolescence through midlife. Journal of Adult Development, 8(2), 133–143.

Bandura, A. (1964). The stormy decade: Fact or fiction? Psychology in the Schools, 1, 224–231.

Bynner, J. (2005). Rethinking the youth phase of the life-course: The case for emerging adulthood? Journal of Youth Studies, 8(4), 367–384.

CÙtÈ, J. (2000). Arrested adulthood: The changing nature of maturity and identity in the late modern world. New York: New York University Press.

Lesko, N. (1996). Denaturalizing adolescence: The politics of contemporary representations.

Youth & Society, 28(2), 139–161.

Tanner, J. (2008). Review of emerging and young adulthood: Multiple perspectives, diverse narratives. Journal of Youth and Adolescence, 37(7), 888–891.

Vadeboncoeur, J. A. (2005). Naturalized, restricted, packaged and sold: Reifying the fictions of ìadolescentî and ìadolescence.î In J. A. Vadeboncoeur & L. P. Stevens (Eds.), Re/constructing ìthe adolescentî: Sign, symbol and body (p. 1–24). New York: Peter Lang.

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4. Handouts 1.1

Think-Jot-Share

1.2

Think-Jot-Share

1.3

Think-Jot-Share

1.4

Exit Slip

1.5

Exit Slip

1.6

Exit Slip

1.7

Activity: What Is Culture?

1.8

Activity: Adults’ Perceptions of Adolescents/Adolescence (Offer Self-Image Questionnaire Activity)

1.9

Activity: Adolescence as a Culture Bound Syndrome

1.10

Activity: Historical Perspectives on Adolescence through Interviews

1.11

Design a Research Study

1.12

Technology Enabled Learning Activities: Global Debate Online

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22

HANDOUT 1.1

THINK - JOT - SHARE Think about the portrayal of adolescents in the media.

•

What are some of the messages communicated in the media about adolescents?

•

How might these messages influence our observations of adolescents’ behaviors?

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HANDOUT 1.2

THINK - JOT - SHARE Think about your observations of adolescents ìout in the world.î •

How do adolescents spend their free time? For example, who are they with? How do they interact?

•

What questions did your observation raise for you? What would you like to ask the adolescents about their behaviors, thoughts, feelings, etc.?

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HANDOUT 1.3

THINK - JOT - SHARE •

The characteristic I am focusing on is:

•

In my experience, this characteristic applies becauseÖ

•

In my experience, this characteristic does not apply becauseÖ

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25

HANDOUT 1.4

Exit Slip 1. Think about G. Stanley Hall's view of adolescence. If Stanley was around today, what would he have to say about "storm and stress" in today's adolescents? For example, would he have a negative or positive view of adolescents?

Why or why not?

2. What is the main unanswered question you leave class with today?

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HANDOUT 1.5

Exit Slip 1. Do you consider yourself to be an adolescent or an adult?

2. List some signs that indicate that you are an adolescent/adult.

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HANDOUT 1.6

Exit Slip One of the key issues in interpreting research is the issue of correlation vs. causation.

1. First describe one example that clearly illustrates causation.

2. Next describe one example that illustrates correlation.

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HANDOUT 1.7 What is Culture?

According to Arnett, culture is the total pattern of a group’s customs, beliefs, art, and technology.

Thus, a culture is a group’s common way of life, passed on from one generation to the next.

Based on Arnett's definition, which of the following groups could be considered a culture and why?

Group Soldiers

Culture? Yes or No

Why?

Women Hip hop music fans Irish people Canadians People in poverty Soccer players Southerners Other groups?

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HANDOUT 1.8 INTRODUCTION TO THE OFFER SELF-IMAGE QUESTIONNAIRE IMPORTANT INSTRUCTIONS: PLEASE COMPLETE THE FOLLOWING QUESTIONNAIRE WITH THE SAME RESPONSES YOU BELIEVE WOULD BE GIVEN BY A MENTALLY HEALTHY/WELL-ADJUSTED EARLY ADOLESCENT (10–14 YEARS) OF YOUR SAME GENDER.

THERE ARE NO RIGHT OR WRONG ANSWERS. AFTER CAREFULLY READING EACH OF THE STATEMENTS ON THE FOLLOWING PAGES, PLEASE CIRCLE THE NUMBER ON THE ANSWER SHEET THAT INDICATES HOW WELL THE ITEM DESCRIBES YOU: THE NUMBERS CORRESPOND WITH CATEGORIES THAT RANGE FROM "DESCRIBES ME VERY WELL" (1) TO "DOES NOT DESCRIBE ME AT ALL" (6). PLEASE CIRCLE ONLY ONE CHOICE FOR EACH STATEMENT.

EXAMPLE STATEMENT: I AM AN ADOLESCENT. CHOICE OF ANSWERS: 1-DESCRIBES ME VERY WELL 2-DESCRIBES ME WELL 3-DESCRIBES ME FAIRLY WELL

4-DOES NOT QUITE DESCRIBE ME 5-DOES NOT REALLY DESCRIBE ME 6-DOES NOT DESCRIBE ME AT ALL

RESPONSE: (1) 2 3 4 5 6 PLEASE RESPOND TO ALL ITEMS.

THANK YOU DANIEL OFFER, M. D.

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1-DESCRIBES ME VERY WELL

3-DESCRIBES ME FAIRLY WELL

5-DOES NOT REALLY DESCRIBE ME

2-DESCRIBES ME WELL

4-DOES NOT QUITE DESCRIBE ME

6-DOES NOT DESCRIBE ME AT ALL

EMOTIONAL TONE 1. I FEEL TENSE MOST OF THE TIME.

1.________

2. I FEEL INFERIOR TO MOST PEOPLE I KNOW.

2.________

3. MOST OF THE TIME I AM HAPPY.

3.________

4. MY FEELINGS ARE EASILY HURT.

4.________

5. I FEEL RELAXED UNDER NORMAL CIRCUMSTANCES.

5.________

6. I AM SO VERY ANXIOUS.

6.________

7. I FEEL SO VERY LONELY.

7.________

8. I ENJOY LIFE.

8.________

9. EVEN WHEN I AM SAD I CAN ENJOY A GOOD JOKE.

9.________

10. I FREQUENTLY FEEL SAD.

10._______

FAMILY RELATIONSHIPS 11. I THINK THAT I WILL BE A SOURCE OF PRIDE TO MY PARENTS IN THE FUTURE.

11.______

12. MY PARENTS ARE ALMOST ALWAYS ON THE SIDE OF SOMEONE ELSE, e.g., MY BROTHER OR SISTER.

12.______

13. MY PARENTS WILL BE DISAPPOINTED IN ME IN THE FUTURE.

13.______

14. VERY OFTEN I FEEL THAT MY FATHER IS NO GOOD.

14.______

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1-DESCRIBES ME VERY WELL

3-DESCRIBES ME FAIRLY WELL

5-DOES NOT REALLY DESCRIBE ME

2-DESCRIBES ME WELL

4-DOES NOT QUITE DESCRIBE ME

6-DOES NOT DESCRIBE ME AT ALL

15. UNDERSTANDING MY PARENTS IS BEYOND ME.

15._____

16. I CAN COUNT ON MY PARENTS MOST OF THE TIME.

16._____

17. MOST OF THE TIME MY PARENTS GET ALONG WELL WITH EACH OTHER.

17._____

18. WHEN MY PARENTS ARE STRICT, I FEELTHAT THEYARE RIGHT, EVEN IF I GET ANGRY.

18._____

19. WHEN I GROW UP AND HAVE A FAMILY, IT WILL BE IN AT LEAST A FEW WAYS SIMILAR TO MY OWN.

19._____

20. I FEEL THAT I HAVE A PART IN MAKING FAMILY DECISIONS.

20._____

21. MY PARENTS ARE USUALLY PATIENT WITH ME.

21.______

22. VERY OFTEN PARENTS DO NOT UNDERSTAND A PERSON BECAUSE THEY HAD AN UNHAPPY CHILDHOOD.

22._____

23. USUALLY I FEEL THAT I AM A BOTHER AT HOME.

23._____

24. I LIKE ONE OF MY PARENTS MUCH BETTER THAN THE OTHER.

24._____

25. MY PARENTS ARE ASHAMED OF ME.

25._____

26. I TRY TO STAY AWAY FROM HOME MOST OF THE TIME. 26._____ 27. I HAVE BEEN CARRYING A GRUDGE AGAINST MY PARENTS FOR YEARS.

27._____

28. MOST OF THE TIME MY PARENTS ARE SATISFIED WITH ME.

28._____

29. VERY OFTEN I FEEL THAT MY MOTHER IS NO GOOD.

29._____

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1-DESCRIBES ME VERY WELL

3-DESCRIBES ME FAIRLY WELL

5-DOES NOT REALLY DESCRIBE ME

2-DESCRIBES ME WELL

4-DOES NOT QUITE DESCRIBE ME

6-DOES NOT DESCRIBE ME AT ALL

VOCATIONAL AND EDUCATIONAL GOALS 30. I FEEL THAT WORKING IS TOO MUCH RESPONSIBILITY FOR ME. 30.______ 31. ONLY STUPID PEOPLE WORK.

31.______

32. I AM SURE THAT I WILL BE PROUD ABOUT MY FUTURE PROFESSION. 32.______ 33. I WOULD RATHER SIT AROUND AND LOAF THAN WORK.33.______ 34. AT TIMES I THINK ABOUT WHAT KIND OF WORK I WILL DO IN THE FUTURE. 34.______ 35. I WOULD RATHER BE SUPPORTED FOR THE REST OF MY LIFE THAN WORK.

35.______

36. A JOB WELL DONE GIVES ME PLEASURE.

36.______

37. I FEEL THAT THERE IS PLENTY I CAN LEARN FROM OTHERS.

37.______

38. AT TIMES I FEEL LIKE A LEADER AND FEEL THAT OTHER KIDS CAN LEARN SOMETHING FROM ME.

38.______

39. SCHOOL AND STUDYING MEAN VERY LITTLE TO ME.

39.______

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ANSWER KEY FOR OFFER SELF-IMAGE QUESTIONNAIRE INSTRUCTIONS: You now have the opportunity to determine your own accuracy in predicting the ìtypicalî answers of adolescents. Below you will find the numeric responses for which the majority of early and middle adolescent boys and girls gave in a large study of over 12,000 adolescents on three of the subscales of the Offer Self-Image Questionnaire. These three subscales – Emotional Tone, Family Relationships, and Vocational and Educational Goals – of the OSIQ were chosen because previous research conducted by Dr. Daniel Offer and his colleagues found that it was for these three subscales on which psychiatrists and psychologists were most inaccurate in predicting the responses of normal adolescents.

Compare your answers with those of adolescents and see how ìin tuneî you are with today’s adolescents.

Young Male (YM) Young Female (YF) Older Male (OM) Older Female (OF)

(13-15) (13-15) (16-19) (16-19)

EMOTIONAL TONE 1) YM=4 2) YM=6 3) YM=2 4) YM=4 5) YM=1 6) YM=3&4 7) YM=6 8) YM=1 9) YM=2&3 10) YM=6

OM=5 OM=5 OM=2 OM=5 OM=2 OM=3&4 OM=5 OM=1 OM=1&2 OM=5

YF=5 YF=6 YF=1 YF=3 YF=1 YF=3 YF=6 YF=1 YF=1 YF=5

OF=5.

OF=5.

OF=2.

OF=3.

OF=1.

OF=3.

OF=5.

OF=1.

OF=2.

OF=5.

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FAMILY RELATIONSHIPS 11) YM=2 12) YM=6 13) YM=6 14) YM=6 15) YM=5 16) YM=2 17) YM=1 18) YM=3 19) YM=2 20) YM=3 21) YM=2 22) YM=6 23) YM=5 24) YM=6 25) YM=6 26) YM=4 27) YM=6 28) YM=2 29) YM=6

OM=1&2 OM=5 OM=6 OM=6 OM=6 OM=1 OM=1 OM=3 OM=2 OM=2 OM=2 OM=5 OM=5&6 OM=6 OM=6 OM=5 OM=6 OM=2 OM=6

YF=2 YF=5 YF=6 YF=6 YF=6 YF=1 YF=1 YF=2 YF=2 YF=2 YF=2 YF=6 YF=6 YF=6 YF=6 YF=6 YF=6 YF=1 YF=6

OF=2.

OF=5.

OF=6.

OF=6.

OF=6.

OF=1.

OF=1.

OF=2.

OF=1.

OF=2.

OF=2.

OF=5&6.

OF=6.

OF=6.

OF=6.

OF=5&6.

OF=6.

OF=1&2.

OF=6.

VOCATIONAL AND EDUCATIONAL GOALS 30) YM=6 31) YM=6 32) YM=1 33) YM=6 34) YM=1 35) YM=6 36) YM=1 37) YM=2 38) YM=3 39) YM=6

OM=6 OM=6 OM=1 OM=6 OM=1 OM=6 OM=1 OM=2 OM=3 OM=6

YF=6 YF=6 YF=1 YF=5 YF=1 YF=6 YF=1 YF=1&2 YF=3 YF=6

OF=6.

OF=6.

OF=1.

OF=6.

OF=1.

OF=6.

OF=1.

OF=2.

OF=3.

OF=6.

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HANDOUT 1.9 Adolescence as a Culture-Bound Syndrome Circle 3 items that most accurately describe adolescents Fashionable Good at sports-dance Energetic Youthful-Fresh Religious Independent Ambitious Responsible Moral Circle 3 items that most accurately describe adolescents Cynical (Bitter, Sarcastic) Sloppy Uncoordinated Lazy Confused Immoral Oily-Pimply Conformist Confused Rebellious-Wild

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HANDOUT 1.10 Historical Perspectives on Adolescence We begin this course by examining adolescence from a cultural and historical perspective. To learn about the lives of adolescents in previous decades, I would like you to interview someone who is over 70 years old. In your interview, find out how his/her experiences of adolescence were different from the experiences of today's adolescent. Following is a list of some questions -however, feel free to add in some of your own.

1. Did you attend high school? Did you want to? What kinds of subjects did you study?

What kind of homework did you have?

2. What was your cultural background? What were the traditions that your family celebrated? How did your cultural background influence you?

3. What was your family life like during your teenage years? What were the expectations for teenagers with their relationships with their family (e.g., mother, father, siblings, grandparents)?

4. Did you work as an adolescent? If yes, where did you work? How many hours a week?

Did you contribute to the family income? Did you want to work?

5. What kind of clothes did you wear? What were the "in" styles at that time? Were you concerned about fashion?

6. Who were your friends? How did you and your friends spend your free time? What were the popular teen "hangouts"?

7. What were the problems you confronted as a teenager?

8. What do you think are the critical issues that distinguish teenagers today from teens during your time? What do you think of today's teens?

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HANDOUT 1.11 DESIGN A RESEARCH STUDY You are the researcher. Design a study related to adolescent or emerging adult development. In doing so, address the following: 1. What is your research problem or question?

2. Are you seeking to establish cause and effect (an experimental design) or looking for a relationship between variables (a correlational design)?

3. What are your variables? Is there need to identify one as the independent variable and one as the dependent variable? If so, what are they? How are the variables operationally defined?

4. What is your hypothesis?

5. What major developmental design are you using? Note whether you are incorporating longitudinal, cross-sectional, cross-sequential, or cross-cultural methods.

6. Who is your population? How did you draw your sample? Will you have an experimental and control group? If so, how are subjects assigned to each group?

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7. What data gathering strategies and/or “treatment” will you use?

8. Describe, diagram, or explain your research procedure.

9. What do you think your results will be?

10. How did you minimize bias in your study?

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HANDOUT 1.12

Globalization Debate Cut out cards for individuals to choose

PRO

CON

Help Topic:

Help Topic:

Think about issues of Indian child labor.

Think about issues of Indian child labor.

PRO

CON

Help Topic:

Help Topic:

Think about issues of Western adolescent culture.

Think about issues of Western adolescent culture.

PRO

CON

Help Topic:

Help Topic:

Think about issues of changing global technologies.

Think about issues of changing global technologies.

PRO

CON

Help Topic:

Help Topic:

Think about issues of Latino children immigrating to the U.S.

Think about issues of Latino children immigrating to the U.S.

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Cut out cards for individuals to choose

PRO

CON

Help Topic:

Help Topic:

Think about issues of Western European youth.

Think about issues of Western European youth.

PRO

CON

Help Topic:

Help Topic:

Think about issues of the globalization of information.

Think about issues of the globalization of information.

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5)Video Guide Questions & Answers Chapter 1: Amanda: The Life of an Emerging Adult (Page 30) 1. What are the 5 main features as described in this video?

• Age of identity exploration • Age of instability • Self-focused age • Age of feeling in-between • Age of possibilities 2. According to Amanda, how is her current status as an emerging adult different from adolescence?

• Good answers might include: • She is more aware of her age timeline • She has more decisions to make now; in adolescence more decisions were made for her • She has more responsibilities now • She realizes that her decisions now will impact her future 3. In what ways are Amanda’s descriptions of her current status still similar to adolescence?

• Good answers might include: • She is still exploring her identity • She can still be crazy & party at times • She is still separating from her parents and relying more on her friends • She feels that she has no attachments or nothing holding her back, she feels freedom to an extent

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Chapter 2 – Biological Foundations Table of Contents 1) Chapter Overview

45

A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

45 45 46 46

2) Lecture Suggestions

46

A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launchers D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

46 48 49 56 57 58

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

58 60 62 62 63

4) Handouts

65

5) Video Guide Questions and Answers

73

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1. Chapter Overview A) Learning Objectives 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10

Describe the functions of the hormones in the feedback loop of the endocrine system and how they initiate puberty.

Explain how the growth spurt differs for girls and boys, and identify the order in which body parts experience rapid growth.

Describe how physical functioning changes during puberty, and contrast physical functioning in adolescence and emerging adulthood.

Explain the difference between primary and secondary sex characteristics, and provide the typical order of development of secondary sex characteristics in boys and girls.

Explain how culture influences the timing of puberty.

Identify the rates of prevalence of puberty rituals across cultures, and explain the function of these rituals.

Describe how cultural influences shape responses to menarche and semenarche among adolescents.

Summarize the gender differences in how boys and girls respond to reaching puberty relatively early or late.

Compare and contrast passive, evocative, and active genotype-environment effects.

Explain why genotype-environment effects change over time.

B) Chapter Outline I.

II.

III.

The Biological Revolution of Puberty A. The Endocrine System B. Physical Growth During Puberty C. Primary Sex Characteristics D. Secondary Sex Characteristics E. The Order of Pubertal Events Cultural, Social, and Psychological Responses to Puberty A. Culture and the Timing of Puberty B. Cultural Responses to Puberty: Puberty Rituals C. Social and Personal Responses to Puberty D. Early and Late Pubertal Timing Biological Development and the Environment: The Theory of Genotype-Environment Effects A. Genotype-Environment Effects Over Time

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C) Thinking Critically 1. What are some of the social and psychological consequences of the fact that girls mature about two years earlier than boys during puberty? (Page 37) 2. Given that girls naturally gain substantially more body fat than boys during puberty, why would any culture create physical ideals that demand thinness in females once they reach puberty? (Page 38) 3. Puberty involves the development of sexual maturation. Among the secondary sex characteristics described here, which are viewed in your culture as enhancing sexual interest and attractiveness between males and females? Which are not? (Page 42) 4. In your view, what potential social and psychological problems may develop as a consequence of girls showing signs of reaching puberty (such as initial breast development) as early as 8 or 9 years old? (Page 46) 5. Are there rituals in Western cultures that are comparable to the puberty rituals in traditional cultures? Should people in Western cultures recognize and mark the attainment of puberty more than they do now? If so, why, and how? (Page 50) 6. What kind of preparation for menarche/semenarche would you recommend be provided for today’s adolescents? At what age? If schools provide information on menarche/semenarche, should that information include a discussion of the relation between these events and sexuality? (Page 52) 7. In the light of the difficulties often experienced by early-maturing girls, can you think of anything families, communities, or schools could do to assist them? (Page 55)

D) Applying Your Knowledge 1. Think of one of your abilities in relation to the genes and environment your parents have provided to you, and describe how the various types of genotype-environment interactions may have been involved in your development of that ability. (Page 57)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on the introduction to adolescence. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own .

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questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Pubertal Development TO BE USED: HANDOUT 2.1 Give students an opportunity to think about their own pubertal development by asking them to complete HANDOUT 2.1. With this activity, some students may feel more comfortable than others in sharing their own experiences. To be sensitive to this issue, you may want to have students do this anonymously and then collect their responses to discuss in class.

Teaching note: Lawrence G. Shelton (1998), in a chapter entitled "Twenty Questions to Ask Before Teaching Adolescent Development," offers helpful advice by delineating several of the issues of which teachers of adolescent development need to be cognizant when asking students to reflect on their own adolescent experiences. While Shelton overwhelmingly endorses the utilization of assignments and activities that ask students to examine their own lives in the context of the course material, he readily acknowledges that it is critical that instructors are sensitive and consider ethical issues of privacy and confidentiality. It is important that the instructor recognize that while for some students it is quite easy to discuss their own personal experiences with their classmates, for others such self-disclosures are not readily forthcoming.

Most importantly, in any class in which there will be discussion of personal experiences, there needs to be the establishment of a classroom context that is accepting and respectful.

Additionally, the instructor needs to help some students limit their self-disclosures when they threaten to dominate or sidetrack discussion or put the students at risk.

2. Research on Pubertal Development TO BE USED: HANDOUT 2.2 Those of us who have tried to conduct research on pubertal development understand the challenges that can be encountered when getting adolescents to respond to the Tanner typology.

To integrate their understanding of adolescent pubertal development with their knowledge of research, have students complete HANDOUT 2.2.

3. The Secular Trend TO BE USED: HANDOUT 2.3 The Secular Trend is often an intriguing concept for students. Use HANDOUT 2.3 to have them think about the number of factors that underlie this trend. For further reading on these topics (e.g., experiences of pubertal development, conducting research on adolescent puberty): Brooks-Gunn, J., Berlin, L.J., Leventhal, T. & Fuligni, A.S. (2000). Depending on the kindness of strangers: Current national data initiatives and developmental research. Child Development, 71(1), 257–268.

Graber, J. A., Petersen, A. C., & Brooks-Gunn, J. (1996). Pubertal processes: Methods, .

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measures, and models. In J. A. Graber, J. Brooks-Gunn, & A. C. Petersen (eds.), Transitions through adolescence: Interpersonal domains and context (pp. 23–53). Mahwah, NJ: Lawrence Erlbaum.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity that can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also on the material they are currently learning.

Listed below are several ideas for Exit Slips activities for course material on gender and related issues. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions. (Note: The Thinking Critically questions listed above from the chapter provide an excellent source for these Exit Slips.)

TO BE USED: HANDOUT 2.4 1. According to Brooks-Gunn and Reiter (1990) "the off-time maturer, particularly the early-maturing girl, is currently provided little information about her maturational status" (p. 51). Why do you think that off-time maturers receive little information about their maturational status? What might be some of the concerns of these "off-time" adolescents and what can teachers/parents/health care professionals do to help?

TO BE USED: HANDOUT 2.5 2. Do parent-adolescent relationships change during adolescence? Why or why not?

Describe.

Suggested Reading: Paikoff, R. L., & Brooks-Gunn, J. (1991). Do parent-child relationships change during puberty? Psychological-Bulletin, 110, 47–66.

In this article, Paikoff and Brooks-Gunn review changes in parent-child relationships during puberty, emphasizing the developmental processes that might be implicated in these changes. Evidence suggests increases in conflict and less warm interactions in relationships between parents and children during puberty. Changes are assumed to be short term, although little longitudinal research has directly addressed the issue of long lasting effects. Other developmental changes occurring for the adolescent, the parent, or both (such as social cognitive or self-definitional change), as well as other relationship changes, personality characteristics, and the sheer number of life events or transitions, have all been posited as potential contributors to changes in the parent-child relationship for young adolescents. These possible contributors, however, have seldom been studied in conjunction with pubertal changes. Such integrative research is necessary to test .

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various models through which puberty and social relationships, as well as social cognitive, self-definitional, and other processes, influence one another and are influenced by one another during the transition to adolescence.

C) Class Activities / Demonstrations / Lecture Launchers Activity: ÏDear Annie/ArnieÓ: Exploring the Pubertal Concerns of Adolescents In this activity, you will have your students think about the experience of puberty from the perspective of adolescents. Ask students to develop questions that they believe would be asked by adolescents in relation to puberty. Have them put these questions in the form of letters to an advice columnist of a magazine targeted for teens (your students may even want to look at some magazines, such as Teen or Seventeen, to see if there are any appropriate questions). They may wish to draw from their own experiences. Here is an example: Dear Annie, I am 11 years old and I have already started my period. I am so embarrassed because I am so much bigger and heavier than all of the girls in my fifth-grade class. Right now I feel as if I will keep on growing and growing. When will this stop?

For this activity, you can have students work either alone or in small groups. You also can be directive about the topics that you wish each group to cover. (Topics: early/late maturation, experiences of puberty, cultural experiences of puberty, etc.)

After students have developed their questions, they should develop answers. Their answers should be done in language appropriate for teens at the same time of conveying the important information from research in the area.

Activity: How Do Parents and Adolescents Learn About Puberty?

Bookstores are replete with popular press books for parents of teens which provide information on what parents go through when their child suddenly goes through puberty. As well, there are now a number of books for adolescents (mainly for girls) that discuss puberty. At some point in their later elementary years/beginning middle school years, students encounter a lecture/presentation about the nature and timing of puberty. Either you or your students (or both) can bring in some of these materials and discuss their relation to the material presented in the book about puberty. (Note: It would be particularly interesting to find some materials that deal with culture differences as well.)

Some questions to consider include: .

49

1.

2.

3.

4.

5.

Is puberty depicted as a positive or negative experience? Describe.

How is information about pubertal growth and development conveyed to boys? To girls?

How much information about biological/physiological changes is provided?

Are any misconceptions presented? If so, what are these?

How well-researched is the material? How does the material relate to the information presented in the chapter on pubertal growth in boys and girls?

6. How do you think parents (or teens) might respond to the material? Is the information presented in an engaging manner?

7. Is the material culturally sensitive?

Suggested Sources: Langlois, C. (1999). Understanding your teen: Ages 13 to 19: Parenting strategies that work. A Canadian Living Family Book. Mississauga, ON: Ballantine Books.

Laursen, N., & Stukane, E. (1993). You’re in Charge: A Teenage Girl's Guide to Sex and Her Body. New York: Fawcett.

Madaras, L. & Madaras, A. (2007). The "What's Happening to My Body?" Book for Girls: Revised Third Edition. New York: Newmarket Press.

Madaras, L., & Madaras, A. (2007). The "What's Happening to My Body?" Book for Boys: Revised Third Edition. New York: Newmarket Press.

Lecture Launcher / Activity: The Tyranny of Slenderness—A Female Obsession The biggest selling books in the United States are diet books. It is estimated that almost 40% of the population is dieting at any one time. How did all of this dieting/thinness concern get started? Super thin models, Barbie doll fascination, media hype, all contribute to unrealistic expectations of feminine beauty. Not so long ago, the ideal woman’s form was a voluptuous, buxom beauty. In the West now, being thin is viewed as beautiful. In fact, the result of all of the social pressure on thinness is a great deal of irrational fear of getting fat, especially by adolescent girls and young adult women. One view is that our society increasingly demands that women be thin to be accepted or appreciated. Girls and women are willing to try to be thin rather than accept the natural dimensions of their bodies.

Usually, women who feel tyrannized by their fear of fat have a deep sense of personal rejection: their own bodies are their enemies. An example of where this tyranny exists is in the women’s sport of gymnastics. Young girls are encouraged / required to maintain a young girl’s (boyish) body shape and avoid becoming woman-like with curves and bounces. Yet, look at the popularity of gymnastics: It was one of the most watched events at the summer Olympics.

Students can discuss the following questions in small groups and then representatives can speak for the group in a large group discussion. Where are our attitudes about beauty learned? Is it true, as some people say, that American (and other Western cultures) support the view that you .

50

can never be too thin? What role do the media play in forming and promoting these attitudes?

What role does the family play? What does it mean psychologically if someone rejects their natural body? Can they every really feel okay about themselves?

What is the statement being made when girls are given little-girl-body role models (such as gymnasts) and discouraged from being woman-like?

Lecture Launcher: Weight and Dieting Concerns The following is a summary of a research study conducted by Casper and Offer (1990) examining the relation between mental health and dieting among adolescents. You can describe this study and then have students critically analyze the results from a cultural perspective.

Casper, R., & Offer, D. (1990). Weight and dieting concerns in adolescents: Fashion or symptom? Pediatrics, 86, 384–390.

Introduction • Rationale: Body image is very important in adolescence, especially considering the physical changes that accompany puberty.

• Research Questions: What are adolescents' attitudes toward body weight and dieting and how are these attitudes related to emotional adjustment?

Method • Sample: 497 high school students (249 boys, 248 girls) between the ages of 16 and 18.

• Measures: Offer Self-Image Questionnaire; Symptom Checklist; Delinquency Checklist.

Results (some highlights) • Females scored higher than males on the Weight and Diet Awareness scale, indicating that adolescent girls are more concerned with weight and dieting than adolescent boys.

For example, 60% of the females indicated that they are terrified of gaining weight, whereas only 14% of the males responded in the positive to this question.

• Females more frequently connected overeating with feeling ugly and were also reported that they were worried that they would eat in response to feeling upset.

• Increased weight and dieting concerns were associated with greater body-image and selfimage dissatisfaction, with depression, and greater number of psychiatric symptoms.

Discussion and Conclusions • Adolescent girls are more critical of their bodies than adolescent males and tend to try and correct imperfections through dieting.

• Excessive preoccupation with weight and dieting indicates psychological problems.

Lecture Launcher: Bulimia—Too Much, Too Little, Too Many Eating too little and eating too much have probably been problems as long as there have been people. Nearly everyone has pursued one of these behaviors at one time or another. But like so many behaviors, when they are carried to extremes they can be dangerous. In the case of eating .

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disorders, these behaviors can sometimes be deadly. Also, they are very prevalent among the high school and college female populations. Many students (especially males) are surprised at how prevalent eating disorders are, especially bulimia (bingeing-and-purging), among their peers.

In bulimia, there are periods of binge eating during which enormous amounts of food (usually starches and sweets) may be eaten. To prevent body weight and shape from ballooning, the person compensates by vomiting, exercising, or using laxatives or diuretics. Although bulimic individuals are concerned about their weight and appearance, they do not have the distorted selfimage typical of anorexia nervosa. Bulimia, in fact, is not limited to underweight people; in fact, it is probably more common in people of normal weight.

The DSM-IV criteria for bulimia include: Person repeatedly eats in binges. In a binge episode: •

Person consumes much more food than most people would in similar circumstances and in a similar period of time;

•

Person feels that eating is out of control;

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Person repeatedly controls weight gain by inappropriate compensatory means, such as fasting, self-induced vomiting, excessive exercise, abuse of laxatives or other drugs; and

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Self-evaluations are unduly influenced by body shape and weight.

One popular perspective on bulimic bingeing is that these individuals fill themselves up because they feel so empty inside. Eating is one of the few ways some people take care or give something to themselves. If you feel deprived, upset, or unhappy, eating is one way to cheer yourself up (think of the stereotypical “grandmother solution” of cookies and milk to make you feel better). The binge eater is just going to an extreme because emotions are extreme. From this view, food addicts use food to feel in control and protected from the need for love. Eating becomes a substitute for intimacy, involvement, and love. (See Additional References for Roth's, Feeding the Hungry Heart and When Food is Love.)

Your students may wonder how individuals with bulimia maintain a normal weight when they consume so few calories outside of their binges. Dr. Kaye and colleagues developed an interesting study to investigate this topic. In a naturalistic, but controlled environment, they allowed women with bulimia nervosa to binge as they would normally and calculated the number of calories consumed. Then, when the women purged, they did so into plastic buckets and the researchers measured the calories remaining in the vomited material. They determined that participants retained approximately 1,150 calories during a binge despite purging relatively quickly after eating. This is up to 75 percent of the recommended calorie intake for women for an entire day. Even if restricting their caloric intake the rest of the day, on average they would consume enough calories to maintain their body weight.

Kaye, W. H., Weltzin, T. E., Hsu, L. K. G., McConaha, C. W., & Bolton, B. (1993). Amount of .

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calories retained after binge eating and vomiting. American Journal of Psychiatry, 105(6), 969–971.

Lecture Launcher: Binge Eating Anorexia nervosa and bulimia are the two most commonly noted eating disorders. A lesser known eating disorder is called binge-eating disorder. People with binge-eating disorder have recurrent eating binges, but do not purge themselves of the excess food afterwards. Binge eating disorder is classified in the DSM-IV-TR as a potential disorder requiring further study. We presently know too little about the characteristics of people with binge-eating disorder to warrant inclusion as an official diagnostic category. Unlike bulimia, binge-eating disorder is more commonly found among obese individuals. People with binge-eating disorder tend to be older than those with anorexia or bulimia. It may fall within the broader domain of compulsive behaviors such as pathological gambling and substance disorders due to the impaired control over maladaptive behaviors.

Activity: Reflections on Body Image TO BE USED: HANDOUT 2.6 Another assignment idea is one in which students explore some of the media messages to adolescents about how they should look. You can have students find some source of media (e.g., newspapers, magazines, T.V.) and have them analyze the messages conveyed to adolescents about body image. In HANDOUT 2.6 are some interesting facts taken from a 1996 People Magazine article on dieting (http://www.frankwbaker.com/peoplebodyimage.htm). These facts often inspire much discussion about body image and development in adolescence.

Some questions students could consider are outlined below: 1. Think about how different adolescents may view their body image. How might their perceptions influence their school performance? Their interactions with family members and peers?

2. When do you think children/adolescents become concerned about their body image? How does this come about?

3. Throughout history, physical attractiveness has been important in the initiation of relationships between or among the sexes. Yet, the specific definition of an attractive person has changed many times. How is attractiveness defined? How does the definition get changed? How is the definition, in effect, conveyed to adolescents? Specifically, who do they use for their ideal and with whom do they compare themselves?

4. Are there differences in the way that adolescent boys and adolescent girls feel about their body image? Explain why this may or may not be.

5. What can adults (e.g., teachers, parents) do to help adolescents feel more comfortable about their body image?

Activity: Case Studies Case studies often offer a window of understanding to students who need to have a concrete .

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example to more fully comprehend complex information and concepts. For instance, students often find hearing about the pubertal experiences of adolescents in the actual words of an adolescent meaningful and engaging. Thus, you may want to supplement your discussion about the psychological effects of puberty by having students read a few case studies about adolescents. Several suggestions are listed below: 1. Have students review the examples of various adolescents’ experiences of puberty at the beginning of the chapter. Some questions for them to consider include: What are the similarities among their experiences? What are the differences? Are there generational differences? Cultural differences? What are the differences by gender?

2. Have students find a teen magazine article where an adolescent is describing his/her experiences.

An excellent source of case studies: Garrod, A. Smulyan, L., Powers, S. I., & Kilkenny, R. (2002). Adolescent Portraits: Identity, Relationships, and Challenges. 4th Edition. Boston: Allyn & Bacon.

Lecture Launcher / Activity: The Effects of Being a Late Developer As Arnett notes, research indicates that being a late developer is particularly difficult for boys.

Late developing boys tend to be smaller, less muscular, and less traditionally athletic than earlier developing boys. This puts them at a great disadvantage because sports are an important aspect of adolescent boys’ experience and definition of themselves. The difficulty of this period can have lasting effects on self-esteem well into adulthood. Again, this result indicates the critical importance that body image has on our self-esteem and our self-evaluations. Ask students to discuss the following questions: How did our society become so body oriented? What is the evolutionary perspective on this issue?

Activity: "The Stars and the Nerds" TO BE USED: HANDOUT 2.7 Early/Late Maturation King and Clark (1990) suggest that one way to discuss and describe the findings about the relation between early or late maturation and aspects of personality and social development in adolescent boys is to do "The Stars and the Nerds'' activity. According to the authors, this activity is fun and stimulates student discussion about the relation between physical and psychological development at puberty. This activity also provides students with the opportunity to apply the course materials on this topic to their own lives.

Step1: Begin this activity by asking the class to think about the most popular boy in their seventh-, eighth-, or ninth-grade class. Ask your students to form a "mental" image of the popular boy in clear enough detail to describe to you. Allow a few minutes for responding and .

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then solicit both their psychological and physical descriptions. Write the word "Star" on a chalkboard or on an overhead and record their answers under that heading. Sometimes you may wish to ask for clarification or additional comments. Students generally have fun thinking of these characteristics and describing the "Star."

Step 2: After collecting descriptions of "Stars," ask your students to now think about a description of the class "Nerd" or least popular boy. Give students a few minutes to think and then collect their responses and put them under the "Nerd" heading. Students have lots of fun thinking of these responses.

Step 3: Finally, ask students to study the paired sets of characteristics and comment on any pattern among the respective lists of psychological and physical characteristics that they notice.

You should find indications that (a) the popular boy was an early maturer and the unpopular boy was a late maturer, and (b) the popular boy enjoyed a considerable range of personal and social advantages compared to the unpopular boy. Comment on the extent to which this mirrors the classic and contemporary work on early versus late maturation. If you have time, you may want to repeat the activity for students' recollection of popular versus unpopular girls (or do it this way in the first place), and find out whether the results are similar. The literature suggests that they should not be.

Have the class divide into groups and think up situations in which adolescents would be affected differently by the onset of puberty. You may wish to limit the discussion to the material presented in the text. Have a student representative from each group present their examples to the class for general discussion.

Source: King, M. B. & Clark, D. E. 1990. Instructor's Manual to accompany Children. Dubuque: Wm. C. Brown Publishers.

For your discussion, provide students with the characteristics of early and late maturers in HANDOUT 2.7. Ask them to reflect on the following questions: 1. What role do adults play in determining adolescents’ reactions to early and late maturation?

2. If given the opportunity, would you rather be an early or late maturer? Explain.

3. What problems in adolescence may occur as a result of early/late maturation?

4. Take each category (early maturing girl, late maturing girl, early maturing boy, late maturing boy) and give your hypotheses about how individuals in each category would fare in adulthood. For instance, who might be the most successful? The least successful?

While many students can think about the effects of pubertal timing on family and peer relationships, many do not think about the effects of pubertal development on academic achievement.

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D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Online Resources for Health The British Broadcasting Corporation has an excellent website that deals with Science and Nature. There is an entire section devoted to the "Human Body and Mind." The Puberty resources have many interactive and informative activities and resources. http://www.bbc.co.uk/science/humanbody/body/index.shtml?lifecycle Use this website for in-class demonstrations. Follow up with a discussion on the proliferation of consumer health information available online. How do you judge the trustworthiness of the information?

Twitter Poll Have students use Twitter (www.twitter.com) or another social networking tool to ask people about their puberty stories. Have students post questions with friends and families asking them to share some of the highs and lows they experienced during puberty. Have students note whether there are any gender or cultural differences with the types of stories they receive.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity.

Portrayal of Teens over the Generations Bring in video clips from popular TV shows (past and present). Given the research on pubertal development, what observations can be made? How were teens portrayed in different generations? What similarities and differences between these different generations? Did the show portrayed current teenage stereotypes or past ones (e.g., Happy Days was created in the 1970s but portrayed teenagers in the 1950s)?

Show Ideas (you can download clips on YouTube) 1. The Secret Life of the American Teenager (2000s) .

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2. The O.C. (2000s) 3. Dawson’s Creek (2000s) 4. My So Called Life (1990s) 5. Saved by the Bell (1990s) 6. The Facts of Life (1980s) 7. The Wonder Years (1980s) 8. Happy Days (1970s) 9. The Partridge Family (1970s) 10. The Monkees (1960s) 11. Gidget (1960s) 12. The Many Loves of Dobie Gillis (1950s) 13. The Adventures of Ozzie and Harriet (1950s) If you want to spice it up a little, you can visit ABC News’ Sex-Ed Films Through the Years (http://abcnews.go.com/video/playerIndex?id=6862388). This is a short vignette of film excerpts from sexual education films from the 1930s, 40s, 50s, 60s, 70s and 80s. It shows how this topic was discussed (or not discussed) in popular media.

America’s Next Top Model vs. Friday Night Lights Have students compare popular TV shows for gender stereotypes. You can use shows like America’s Top Model (http://www.cwtv.com/shows/americas-next-top-model) vs. Friday Night Lights (http://www.nbc.com/friday-night-lights/) for clips. Full episodes are available on Netflix and Hulu plus. How are early-maturing and late-maturing girls and boys portrayed? How realistic are these portrayals? You can add shows like Ugly Betty to the discussion (available on hulu plus).

You can also start a class debate about whether teens want realistic portrayals of teen life on TV. Check out the discussion online at http://www.ypulse.com/do-teens-want-realisticportrayals-of-teen-life-on-tv

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Puberty The following websites have additional information on hormonal regulation of puberty, puberty in boys, and puberty in girls. .

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Hormonal Regulation of Puberty: http://www.sciencedaily.com/releases/2010/07/100712121826.htm Puberty in Boys: http://kidshealth.org/kid/grow/boy/boys_puberty.html Puberty in Girls: http://teens.webmd.com/girls/facts-about-puberty-girls Overweight Teen http://www.overweightteen.com/ This site is sponsored by the CRC Health Group that provides treatment and educational programs for adults and youth who are struggling with behavioral issues, chemical dependency, eating disorders, obesity, pain management, or learning disabilities. This particular site provides comprehensive resources for overweight teens and their families as well as current statistics for obesity in the US. Native American Culture Perspectives – Kinaalda: The Navajo Puberty Ritual http://www.associatedcontent.com/article/106033/native_american_culture_perspectives.html?ca t=4 This site describes the Navajo puberty ritual for girls. When a Navajo girl reaches puberty (the time of her first menstruation), she undergoes a four-day ceremony called Kinaalda, which signifies her transformation from childhood into womanhood. The ceremony is centered on the Navajo myth of Changing woman, the first woman on Earth who was able to bear children.

American Medical Association Adolescent Health Online http://www.ama-assn.org/ama/pub/category/1947.html The American Medical Association’s Program on Child and Adolescent Health provides this website as a source of health-related information. Includes information on injury prevention, nutrition, and physical fitness, among other topics. The information is intended to be understandable to the general public, not just physicians and other health care providers.

Adolescent Health – Healthy Youth http://www.cdc.gov/HealthyYouth/ The Centers for Disease Control and Prevention website area that focuses on adolescent health.

Provides statistics as well as information on medical treatments and health promotion programs.

Sexuality Information and Education Council of the U.S. (SIECUS) http://www.siecus.org/ SIECUS disseminates information, promotes education on sexuality issues, and advocates the right to make responsible sexual choices. The site features a school health education clearinghouse, library and information services, and links for adults, parents, adolescents, as well as international links.

Teen Health http://www.nlm.nih.gov/medlineplus/teenhealth.html Links are provided to websites that address teen health issues. .

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More on Sexual Health http://www.kidshealth.org/teen/sexual_health/ Contains articles on sexual health-related issues such as puberty, menstruation, and birth control.

There are links to articles geared toward both boys and girls. This is a resource for teens and those wanting to learn more about adolescent health issues.

Research and Action for Youth Health http://www.mcs.bc.ca The McCreary Centre Society's website contains information on recent survey research on adolescent health issues in Canada. An excellent site where you can link up with youth health resources, current educational and research news in the area of adolescence and adolescent health, as well as information on youth action initiatives.

Go Ask Alice http://www.goaskalice.columbia.edu/ This site is a comprehensive health Q & A site produced by Columbia University's Health Education Program. If you are looking for straightforward information on a variety of healthrelated topics, then you should definitely Go Ask Alice! Topic areas include: sexual health, sexuality, relationships, and more. All inquiries remain anonymous.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. The Birds, The Bees, and Me (Films for the Humanities and Sciences, http://www.libraryvideo.com, 20 minutes for each video – one for girls and one for boys) .

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Designed for a preteen audience, this award-winning video collection offers an introduction to puberty and sex education with live-action and animated sequences, teen hosts, and an introduction by a pediatrician.

2. Teens: What Makes Them Tick?

(Films for the Humanities and Sciences, http://ffh.films.com/, 43 minutes) In this ABC News special, John Stossel interviews a variety of teens and their parents about the myriad of changes that occur during adolescence. In the program, Mr. Stossel visits the Harvard Medical School’s Brain Center to reveal some surprising physiological reasons for the behaviors that teenagers display.

3. The Cult of the Beautiful Body (Films for the Humanities and Sciences, http://ffh.films.com/, 30 minutes) In this program, the cult of the body in Western society is examined. A discussion of the cultural ideals that have driven the courtship ritual between boys and girls to a one dimensional experience to focus almost exclusively on physical attractiveness is presented. The media’s role in pressuring youth to conform to unrealistic portrayals is scrutinized.

4. Fear of Fat (Churchill, 1986, 26 minutes) This video discusses common eating disorders.

II) Popular Films 1. 50 Ways of Saying Fabulous (dir. Stewart Main, 2005, 90 minutes) This is the story of 12-year-old Billy, who is about to discover that growing up is a lot more confusing than he could have ever imagined. He is a farmer's only son who is out of step with the other boys at his school. As he learns about his sexuality, everything he knows is called into question, including his lifelong loyalty to his best friend, tomboy Louise.

2. Persepolis (dir. Vincent Paronnaud, Marjane Satrapi, 2007, 96 minutes) This movie is a poignant coming-of-age story of a precocious and outspoken young Iranian girl that begins during the Islamic Revolution. Marjane Satrapi grew up wearing sneakers and beating up boys. She wanted to grow up to be a saint. When she was ten years old, her world changed overnight. Girls and boys had to use different doors to enter the school. She had to cover herself with a long dark robe.

3. The Year My Voice Broke (dir. John Duigan, 1988, 103 minutes) A likeable Australian coming-of-age drama with echoes of "The Last Picture Show" and the novels of S.E. Hinton. Though the film market has been saturated with adolescent dramas since 1962, this movie's refreshing honesty makes it a welcome addition to the genre. .

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C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Are You There, God? It's Me, Margaret (Judy Blume, 1970, Bantam Doubleday Dell Books for Young Readers) A classic teen novel that addresses issues of puberty and peers through the eyes of a young girl.

Great material for case study discussions in your lectures.

2. Teen Angst? Naaah.... (A Quasi-Autobiography) (Ned Vizzini, 2000, Free Spirit Publishing) A humorous account of the teen years, in the form of a survival guide. A series of essays by 19year-old Vizzini.

3. Inbreeding, Incest, and the Incest Taboo: The State of Knowledge at the Turn of the Century (Arthur P. Wolf and William H. Durham – editors, 2004, Stanford University Press) This book brings together contributions from the fields of genetics, behavioral biology, primatology, biological and social anthropology, philosophy, and psychiatry which reexamine the questions surrounding the incest taboo.

D) Annotated Readings Brausch, A. M., & Gutierrez, P. M. (2009). The role of body image and disordered eating as risk factors for depression and suicidal ideation in adolescents. Suicide and Life-Threatening Behavior, 39(1), 58–71.

In the current study, disordered eating and body image were examined as risk factors for suicide ideation since these factors are prevalent in adolescence, particularly for females. The authors sampled 392 high school students. Results indicated that disordered eating contributed to both suicide ideation and depressive symptoms, while body image only contributed to depressive symptoms. Depressive symptoms contributed to suicide ideation. The model was found to be cross-validated with males and females, and no gender differences emerged.

Brumberg, J. J. (1997). The body project: An intimate history of American girls. New York: Random House.

Joan Brumberg wrote a book about eating disorders in 1988 that led her to examine adolescent girls’ attitudes toward their bodies from the 19th century to the present. The archival photographs are worth the cost of the book. Make slides and show your class.

An eye-opener.

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Chernin, K. (1982). The Obsession: Reflections on the tyranny of slenderness. New York: Harper & Row. An excellent review of women’s irrational fear of fat and the social pressures on women.

Cota-Robles, S., Neiss, M., & Rowe, D. (2002). The role of puberty in violent and nonviolent delinquency among Anglo American, Mexican American, and African American boys.

Journal of Adolescent Research, 17(4), 364–76.

This article focuses on the correlation between early pubertal timing and problem behaviors. The article hypotheses that social and biological processes, which differ among ethnic groups, may also explain the relationship between pubertal timing and delinquency. The researchers interviewed 5,000 boys ages 11 to 17. The research showed that early pubertal timing predicts nonviolent and violent delinquency for Anglo American, African American, and Mexican American adolescent boys.

Hollis, J. (1985). Fat is a family affair: A frank discussion of eating disorders and the family’s involvement. San Francisco: Harper/Hazeldon Publishers.

Hollis takes a systemic family view of eating disorders. Her point of view is that an eating disorder is a symbol or symptom of how food addicts relate to the world.

Johnson, K. A., & Tyler, K. A. (2007). Adolescent sexual onset: An intergenerational analysis.

Journal of Youth and Adolescence, 36(7), 939–49.

Based on a sample of 2,494 adolescents from the National Longitudinal Survey of Youth (NLSY97), structural and parental process variables were examined in the prediction of sexual onset. Results indicated that the age at which youth initiate sexual intercourse is related to the structural characteristics of their grandmothers and mothers, as well as puberty, gender, and race.

E) Additional References Banfield, S. S. & McCabe, M. P. (2002). An evaluation of the construct of body image.

Adolescence, 37(146), 373–93.

Bruch, H. (1973). Eating disorders. New York: Basic Books.

Dick, D. M., Rose, R. J., Pulkkinen, L., & Kaprio, J. (2001). Measuring puberty and understanding its impact: A longitudinal study of adolescent twins. Journal of Youth and Adolescence, 30(4), 385–399.

Dorn, L. D., Dahl, R. E., & Woodward, H. R. (2006). Defining the boundaries of early adolescence: A user's guide to assessing pubertal status and pubertal timing in research with adolescents. Applied Developmental Science,10(1), 30–56.

Roth, G. (1991). When food is love: Exploring the relationship between eating and intimacy.

New York: Plume Books.

Sun, S. S., Schubert, C. M. & Liang, R. (2005). Is sexual maturity occurring earlier among U.S. .

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children? Journal of Adolescent Health, 37(5), 345–355.

Talpade, M. (2008). Hispanic versus African American girls: Body image, nutrition and puberty.

Adolescence, 43(169), 119–127.

Tremblay, L., & Frigon, J. (2005). Precocious puberty in adolescent girls: A biomarker of later psychosocial adjustment problems. Child Psychiatry & Human Development, 36(1), 73–94.

Wong, J., Salili, F., & Ho, S. Y. (2005). The perceptions of adolescents, parents and teachers on the same adolescent health issues. School Psychology International, 26(3), 371–384.

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4. Handouts 2.1

Think-Jot-Share

2.2

Think-Jot-Share

2.3

Think-Jot-Share

2.4

Exit Slip

2.5

Exit Slip

2.6

Activity: Reflections on Body Image (Facts About Figures)

2.7

Activity: The ÏStars and the NerdsÓ (Characteristics of Early/Late Maturing Girls and Boys)

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HANDOUT 2.1

THINK - JOT - SHARE Think about your own pubertal development.

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Were you early? Late? On time?

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How did the timing of your own pubertal development affect who you are as a person right now?

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HANDOUT 2.2

THINK - JOT - SHARE Think about the research on pubertal development.

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How comfortable and accurate do you believe adolescents would be when asked to describe their own rate of pubertal development?

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What do you believe might be some of the problems a researcher may encounter when embarking on research on adolescent pubertal development?

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HANDOUT 2.3

THINK - JOT - SHARE Think about the research on the Secular Trend.

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What are the factors that are responsible for this trend?

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How might differences between the generations be exacerbated given the secular trend?

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HANDOUT 2.4

Exit Slip 1. Why do you think that off-time maturers receive little information about their maturational status?

2. What might be some of the concerns of these "off-time" adolescents and what can teachers/parents/health care professionals do to help?

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HANDOUT 2.5

Exit Slip 1. Do parent-adolescent relationships change during adolescence? Why or why not? Describe.

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HANDOUT 2.6 THE FACTS ABOUT FIGURES 1%– 4% Percentage of high school and college girls have either anorexia or bulimia.

0.5%– 1% Percentage of girls who had bulimia or anorexia in 1976.

33-23-33 Average measurements of a contemporary fashion model.

36-18-33 Projected measurements of a Barbie Doll, in inches, if she were a fullsized human being.

5'4" - 142 The average height and weight of an American woman.

5'9" - 110 Average height and weight of a model.

33% Percentage of American women who wear a size 16 or larger.

80% Percentage of women who diet.

24% Percentage of men who diet.

50% Percentage of American women on a diet at any one time.

50% Percentage of 9-year-old girls who have ever dieted. $10 billion Revenues of the diet industry in 1970. $33 billion Revenues of the diet industry today.

10% Percentage of teenagers with eating disorders who are boys.

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HANDOUT 2.7 Early-Maturing Boys Athletic advantage Social prestige More extracurricular participation Chosen for leadership roles Peer recognition More interest in girls Early heterosexual relationships Adults favor--rate them higher Adults treat them as more mature, able persons Appear more poised, relaxed, good-natured Late-Maturing Boys Socially-induced inferiority Negative self-perceptions and self-concepts Characterized as less attractive, less well-groomed, less popular, more restless, bossy, more rebellious against parents Feelings of inadequacy, rejection and dependency Self-conscious, become withdrawn Overly eager for status and attention Use attention-getting devices Delay adult commitments, such as marriage Early-Maturing Girls During elementary years--negative effects Taller, more developed Feel awkward and self-conscious During junior high--positive effects Envied by other girls Attract the attention of older boys Emotionally unequipped to deal with sophisticated social activities and sex Late-Maturing Girls Distinct social disadvantage in JH and HS Look like "little girls" and resent being treated as such Late daters On par with normal maturing boys Temporary loss of social status

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5)Video Guide Questions & Answers Chapter 2: Twins (p. 57) 1. List at least 3 similarities that Elyse and Paula had in common as described in this video.

• Good answers might include: • Both had older brothers • Both studied film in college • Both collected Alice in wonderland dolls (and kept them in the packaging) • Both were editors of their school newspaper • Both had some tough times during college 2. Describe Elyse’s views on nature vs. nurture. Then describe your own views on nature vs. nurture.

• She feels that it is a constant interplay • Subsequent answers will vary 3. Take the example that both women were editors of their high school newspapers & describe how this could have been impacted differently by nature as well as nurture.

• Answers will vary – but may include: • Nature: perhaps there was an innate interest • Nurture: Perhaps it was taken on because the opportunity was available (keep in mind if they were not separated, they both may not have had the opportunity)

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Chapter 3 – Cognitive Foundations Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

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2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launchers D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

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A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

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4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11

3.12

Outline Piaget’s four stages of cognitive development.

Provide examples of how thinking in adolescence becomes more abstract and complex.

Describe how thinking becomes more pragmatic from adolescence to adulthood.

Identify how the information-processing approach differs from the cognitivedevelopmental approach.

Distinguish between short-term, long-term, and working memory, and explain how adolescents use mnemonic devices.

Give an example of automaticity, and explain how executive functioning develops in adolescence.

Outline the components of behavioral decision theory, and identify how they change in the course of adolescence.

Describe how the imaginary audience and the personal fable reflect adolescents’ cognitive development.

Describe how IQ tests measure intelligence.

List the types of intelligence in the theory of multiple intelligences, and explain the limitations involved in measuring them.

Describe the processes of overproduction (or exuberance) and synaptic pruning that take place in the brain during adolescence, and explain the consequences of these processes for cognitive development.

Explain how the zone of proximal development is related to scaffolding in Vygotsky’s theory.

B) Chapter Outline I.

II.

III.

IV.

Piaget's Theory of Cognitive Development A. Stages of Cognitive Development in Childhood and Adolescence B. Formal Operations in Adolescence C. Abstract Thinking D. Complex Thinking E. Metacognition: Thinking About Thinking E. Limitations of Piaget's Theory Cognitive Development in Emerging Adulthood: Postformal Thinking A. Pragmatism B. Reflective Judgment The Information-Processing Approach A. Attention B. Storing and Retrieving Information: Short-Term and Long-Term Memory C. Processing Information: Speed, Automaticity, and Executive Functioning D. Limitations of the Information-Processing Approach Practical Cognition: Critical Thinking and Decision Making A. The Development of Critical Thinking .

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V.

VI.

VII. VIII.

B. Can Adolescents Make Competent Decisions?

Social Cognition A. Perspective Taking B. Adolescent Egocentrism The Psychometric Approach: Intelligence Testing A. The Stanford-Binet and Wechsler Intelligence Tests B. Intelligence Tests and Adolescent Development C. Other Conceptions of Intelligence: The Theory of Multiple Intelligences Brain Development in Adolescence Culture and Cognitive Development

C) Thinking Critically 1. Think of a real-life example of how you have used hypothetical-deductive reasoning.

(Page 64) 2. If abstract thinking is required for the formation of ideas about politics, morality, and religion, how can you explain why such ideas exist even in cultures in which math and science education is rare? (Page 68) 3. The Constitution of the United States specifies a minimum age of 35 before a person can be elected president. Why do you suppose this is so? What sort of cognitive qualities might be insufficiently developed before that age for a person to be capable of exercising the duties of the office? (Page 70) 4. Did your high school successfully promote critical thinking? If not, why do you think it did not? What practical barriers exist to the promotion of critical thinking? (Page 77) 5. By what age, if at all, should adolescents be allowed to decide whether to get a tattoo, whether to use birth control, and whether to live on their own? Justify your answer in terms of the decision-making concepts presented here. (Page 79) 6. What aspects of "intelligence" does the WAIS-IV not include, in your view? (Page 84) 7. Do you agree that all mental abilities described by Gardner are different types of intelligence? If not, which types would you remove? Are there other types you would add? (Page 87) 8. Think of an example of learning in your own culture that involves scaffolding and the zone of proximal development. (Page 90)

D) Applying Your Knowledge 1. Think of a problem you have had in your life lately. Can you apply the insights of Labouvie-Vief and Basseches to the problem? (Page 70) 2. Design a simple study to assess the abilities of adolescents' or emerging adults' abilities for selective attention, and a separate study on their learning abilities under conditions of divided attention. (Page 72) 3. Among the courses you have taken in your college education, for which have you found information easiest to remember and which hardest? In what ways do the memory concepts presented here help explain why some courses are easier than others for retaining information? (Page 73) 4. Think of an example of a task you performed today in which you used automaticity.

(Page 75) .

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5. Do you think most emerging adults have outgrown adolescent egocentrism? Give examples of the imaginary audience and the personal fable that you have witnessed among your peers or experienced yourself. (Page 81)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on cognitive foundations. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

Teaching Note: In his chapter entitled "Twenty Questions to Ask Before Teaching Adolescent Development" in the book Teaching About Adolescence, Lawrence Shelton (1998), drawing from the work of Astin (1993), posits that "cognitive development in the college years is fostered by courses that emphasize scientific inquiry, the development of writing skills, and interdisciplinary approaches" (p. 4). He goes on to suggest that courses on adolescent development, in contrast to courses in child development or lifespan, offer unique opportunities for students to obtain an understanding of their own formal thinking. You can offer many opportunities for your students to stimulate their own cognitive development by selecting useful examples of how their own formal operational skills are applied to their everyday lives. Also, keep in mind, that while you might expect that most of your students are formal-operational, they may still need concrete experiences and examples to build a sufficient knowledge base.

Reference Shelton, L. G. (1998). Twenty questions to ask before teaching adolescent development. In J. P. McKinney, L. B. Schiamberg, & L. G. Shelton (Eds.), Teaching About Adolescence: An Ecological Approach (pp. 1–13). New York: Garland Publishing, Inc. 1. My Own Thinking TO BE USED: HANDOUT 3.1 Give students an opportunity to think about their own concrete and formal operational thinking.

Use HANDOUT 3.1 to gather information on their perceptions of the areas in which they believe they are fully formal operational and those areas that they believe they are still concrete .

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operational.

2. Adolescent Egocentrism TO BE USED: HANDOUT 3.2 One topic that has always sparked much discussion in our classes is that of adolescent egocentrism. Students particularly enjoy discussing their experiences with their Ïpersonal fablesÓ or Ïimaginary audiences,Ó and many can recall, with much clarity, their thinking in adolescence. Use HANDOUT 3.2 to obtain some of your students’ thoughts on adolescent egocentrism. This activity can be used as a springboard for a more detailed discussion of the relation between adolescent thinking and health promotion.

3. Multiple Intelligences TO BE USED: HANDOUT 3.3 Gardner’s theory of multiple intelligences is often an intriguing one for students to consider. Use HANDOUT 3.3 to initiate some discussion on the different ways in which people can be Ïintelligent.Ó This can also be used to stimulate some discussion on how we might define ÏsuccessÓ in adulthood.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material cognitive foundations.

These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions. Note that the Thinking Critically questions listed in the chapter provide an excellent resource for this activity.

TO BE USED: HANDOUT 3.4 1. Briefly describe the characteristics of adolescent thinking and how this thinking may make living with adolescents more difficult.

TO BE USED: HANDOUT 3.5 2. Compare and contrast the political impact and cultural norms which may have influenced the developmental theories of Piaget and Vygotsky (hint: compare individualist vs. collectivist societies). .

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C) Class Activities / Demonstrations / Lecture Launchers Activity: Critical Thinking Assignment TO BE USED: HANDOUT 3.6 Below is a critical thinking assignment that Lawrence G. Shelton has his students do at the University of Vermont. It provides an opportunity for students to integrate knowledge from two different areas. Please note that you may wish for students to complete their readings for Chapter 3 on Cognitive Development before beginning this assignment.

Source: Lawrence G. Shelton, University of Vermont Assignment Idea: ÏThere are only two fundamental changes between childhood and adolescence: the physical changes of puberty and the transition from concrete operational thinking to the beginning of formal operational thought. Changes in all other aspects of a person’s existence during adolescence are dependent upon these two changes. The characteristics of adolescence as we know it reflect the fact that these two changes tend to occur at roughly the same time. But what if these two changes were widely separated in time?

Discuss what the period we now call adolescence would be like in the following two situations.

1. Physical puberty occurred as it now does, but the development of formal operation thinking did not begin until ages 18 to 20.

2. Intellectual changes began as they now do at 11 or 12, but puberty did not begin until 18 to 20.

Assume that the timing of the changes is typical for all adolescents, and that it has occurred in the same way for several generations. You may want to consider peer relationships, families, schools, and so forth.Ó

Activity: "Jessica’s Proposition ’99": An Illustration of Adolescent Thinking TO BE USED: HANDOUT 3.7 In this activity you will give your students an opportunity to see theory and research come to life through the eyes of an adolescent. In HANDOUT 3.7 is an actual letter to the parents (whose names will remain anonymous) of a 14-year-old girl in the summer of 1999. This letter is particularly effective in getting students to see a concrete example of adolescent thinking in the works.

In addition to the questions provided, you may ask students to write their own letters that represent different aspects of adolescent thinking. .

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Activity: Designing an Effective Prevention Program for Adolescents: Considering the Adolescent’s Perspective TO BE USED: HANDOUT 3.8 Over the years, we have found that our students are particularly interested in discussing the ways in which adolescent egocentric thinking may interfere with prevention and intervention programs. For instance, if an adolescent is thinking Ïit can’t happen to me,Ó then a program that presents all the negative effects of smoking will have no impact. You may want to begin your discussion by talking about the research linking adolescent egocentric thought to problem behaviors in adolescence. The text includes a good discussion of some of these issues.

• • • •

For this activity, first divide the students into small groups.

Next, give your students the scenario presented in HANDOUT 3.8.

Assign each group a topic area (you can either create these or students can generate them as well via a brainstorm on the board). Some topics may include: adolescent eating disorders, alcohol and drug use, unprotected sexual activity, and drinking and driving.

Students should consider the ways in which these topics are usually presented to adolescents and discuss the appropriateness of current approaches in light of adolescent egocentric thinking.

For further reading, check out these studies on adolescent egocentrism and adolescent health promotion: Check out this website on The National Longitudinal Study of Adolescent Health. http://www.cpc.unc.edu/projects/addhealth Huyhn, K., Kosmyna, B., Lea, H., Hunch, K. R., Reynolds, H. S., Specht, C., Tinker, E. C., Yee, A. J., & French, L. R., (2007). Creating and adolescent health promotion internet site: A community partnership between university nursing students and an inner-city high school.

Nursing and Health Care Perspectives, 21(3), 122–26.

Roth, J., & Brooks-Gunn, J. (1998). Promoting healthy adolescents: Synthesis of youth development program evaluations. Journal of Research on Adolescence, 8, 423–459.

Schonert-Reichl, K. A. (1994). Gender differences in depressive symptomatology and egocentrism in adolescence. Journal of Early Adolescence, 14, 49–65.

Activity: Designing a Questionnaire to Assess Adolescent Egocentrism TO BE USED: HANDOUT 3.9 To give students an opportunity to engage in the material on adolescent egocentrism, give them a .

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chance to think about what types of questions one would ask to assess the Ïimaginary audienceÓ and the Ïpersonal fable.Ó You may want to begin the activity by first providing the items on HANDOUT 3.9 from Dan Lapsley’s measures of adolescent egocentrism. Ask students if they can identify which question belongs to which scale.

Note: Questions 1–4 are from Lapsley’s Personal Fable measure and questions 5 and 6 are from Elkind’s Imaginary Audience Scale.

Afterward, you can have students get into small groups and develop their own questions.

One extension to this activity would be to have students administer their ÏquestionnairesÓ to friends. For the next class, they can talk about the data they obtained and discuss it in relation to adolescence and emerging adulthood.

For further reading: Elkind, D., & Bowen, R. (1979). Imaginary audience behavior and adolescents. Development Psychology, 15, 38–44.

Kuterbach, J. M. (2007). Factor structure of the new imaginary audience scale in a sample female college students. College Student Journal, 41(4), 813–822.

Lapsley, D. K., FitzGerald, D. P., Rice, K. G., Jackson, S. (1989). Separation, individuation, and the ÏNew LookÓ at the imaginary audience and personal fable: A test of an integrative model. Journal of Adolescent Research, 4, 483–505.

Activity: Are You a Follower of Piaget or Vygotsky? You Be the Judge!

TO BE USED: HANDOUT 3.10* In this activity, students will be shown a series of statements that are polar opposites. One statement will match with a Piagetian approach to development, while the other will match with Vygotsky's socio-cultural theory. For each set of polar opposite statements, students must choose which one most closely connects to their beliefs about learning and development. Once all choices are made, ask students to add up their "Piaget scores" and their "Vygotsky scores." This will help begin a discussion of individual student values and beliefs about human development.

Divide the room in half and have the "Vygotskians" on one side and the "Piagetians" on the other. Discuss the similarities and differences of the two theories, which could include a debate about how each group could approach a particular developmental milestone. You may also want to end this activity by pointing out which group had the most members and why. * Statements on the handout are adapted in part from Craig, G.J., Kermis, M.D., Digdon, N.L. (1998). Children Today.

Scarborough, Ontario: Prentice-Hall Canada.

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Lecture Launcher: Formal Operational Thought in the Adolescent Research has shown that there is a link between formal operational thought and adolescent moral reasoning and moral behavior. Formal operational thought enables the adolescent to deal with abstract concepts, make interpretations, and use hypothetical-deductive reasoning. Some researchers have suggested that unless the adolescent is exposed to the idea that other people have rights, the formal operational thought will lead the adolescent into a way of thinking described by Kohlberg as postconventional morality which refers to one having ethical principles with no concern for personal consequences. Many of the most atrocious armies in the history of the world have enlisted and indoctrinated young children as fighters. Coming of age in such a violent environment can turn otherwise typical teens into killing machines. Amnesty International’s Page contains information about the global problem of child soldiers (http://web.amnesty.org/pages/childsoldiers-index-eng).

Lecture Launcher: Risky Behavior During Adolescence In the text, Arnett explains adolescent egocentrism and notes two characteristics of this type of thinking: the imaginary audience and the personal fable. Another characteristic of adolescent egocentric thinking is the illusion of invulnerability. That is, adolescents understand that bad things do happen to people, but they maintain the belief that bad things will not happen to them.

Why do adolescents think this way?

Researchers have recognized that the decision-making skills of adolescents differ from those of adults. It is possible that the differences stem from adolescents having less mature brains than adults; the brain continues to develop well into the 20s. The poor decision-making skills of adolescents appear to explain why adolescents sometimes take risks that older adults would not.

The accidental death rates for adolescents are high. Teens and young adults also commit a substantial percentage of all crimes. The lecturer can discuss the idea that the adolescent brain leads to adolescents making unwise decisions. The following web sites provide up-to-date information.

• U.S. Department of Health and Human Service. Adolescent Decision Making: Implications For Prevention Programs (http://aspe.hhs.gov/hsp/adolescent99/intro.htm) • Beckman, M. Crime, Culpability, and the Adolescent Brain (http://www.deathpenaltyinfo.org/article.php?scid=17&did=1112) • PBS Frontline. Interview with Jay Geidd (http://www.pbs.org/wgbh/pages/frontline/shows/ teenbrain/interviews/giedd.html )

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources .

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available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

The Human Mind Online Visit the British Broadcasting Corporation Science and Nature site section on "The MindÓ at http://www.bbc.co.uk/science/humanbody/mind/. This site includes surveys on emotions and instincts, intelligence and memory, and mental disorders. Have students take various online tests and surveys that assess various aspects of psychology.

Sex ID: Find Out How Your Mind Works Have students visit another BBC site at http://www.bbc.co.uk/science/humanbody/sex/index_cookie.shtml This one is a short six-part test that uses the results to see if you have a more male or female brain. Once student complete the tests, have them print their results and bring them into the class to compare. Allow students to work in small groups, comparing their results and discuss similarities and differences. Debrief with the whole class about what this means. Are there really male and female brains? Did the results correspond for the students (e.g., females were more likely to have female brains)? Poll the group and see how accurate they believed the test was for them, for their peers.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Examples of Adolescent Egocentrism on TV Have students take note of observations from television regarding the two key features of adolescent egocentrism: The personal fable and the imaginary audience. In a large group discussion, have students state the name of the TV show, its target audience (e.g., kids, teens, adults, etc.), the gender of the character to which the concept applies, the example, and whether it fits best with personal fable or imaginary audience. What might adolescent viewers of these shows conclude? How do you think they would perceive these characters and events?

The Secret Life of an American Teenager This is a television show that chronicles the lives and relationships of teenagers. If you’re in the US, you can watch full episodes at:

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http://abcfamily.go.com/abcfamily/path/section_Shows+Secret-Life-Of-The-AmericanTeenager/page_Detail Or you can have students visit YouTube and view excerpts. Have students watch a few episodes (or highlights) and ask them to document what key concepts they are seeing from this chapter.

Can they see examples of the personal fable, selective attention, critical thinking, adolescent egocentrism, etc. Have students discuss how ‘real’ they feel the scenarios/characters are at portraying the real-life issues that adolescents face today.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/ Project Implicit https://implicit.harvard.edu/implicit/ Project Implicit is a Virtual Laboratory for the social and behavioral sciences designed to facilitate the research of implicit social cognition: cognitions, feelings, and evaluations that are not necessarily available to conscious awareness, conscious control, conscious intention, or selfreflection. Project Implicit comprises a network of laboratories, technicians, and research scientists at Harvard University, the University of Washington, and the University of Virginia.

Click the Demonstration link and try out the Implicit Association Test.

Howard Hughes Medical Institute http://www.hhmi.org/senses/a110.html This link on the HHMI site provides lots of great links on ÏIt’s All in the Brain.Ó You can see how images can fool your brain, understanding how we see color, the mysteries of smell, and lots more. Click the links on the left menu and find out more and more about the brain.

The Sally-Anne Test For Theory of Mind http://www.educateautism.com/infographics/sally-anne-test.html This site describes the Sally-Anne test that was used by Baron-Cohen to study the theory of mind. Check out this description which outlines what the test is and how it has been used.

The Jean Piaget Society: Society for the Study of Knowledge and Development www.piaget.org This is the official website for the Jean Piaget Society. The Society is not solely about Piaget; instead it is a society of scholars interested in cognitive development. It was named after Piaget to honor his contributions in this area. This website contains information about conferences and publications (books, articles, a newsletter) on topics related to cognitive development. .

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National Academies Press http://nap.edu The National Academies Press (NAP) was created by the National Academies to publish the reports issued by the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council, all operating under a charter granted by the Congress of the United States. It is a repository of scientific literature which is available online.

Theory into Practice (TIP) Website http://tip.psychology.org/vygotsky.html This site is a useful starting point to learn about Vygotsky and social development theories.

Check out the ÏTheoriesÓ repository that lists and provides information by scholar/theorist (e.g., J. Lave) as well as theory (e.g., situated learning).

Center for Neural Basis on Cognition (CNBC) http://www.cnbc.cmu.edu/ CNBC is dedicated to the study of the neural basis of cognitive processes, including learning and memory, language and thought, perception, attention, and planning. This site offers links to their human brain project, training opportunities, and "neuroscience on the Web." The MIDAS - Multiple Intelligences Research and Consulting http://www.miresearch.org/ This site is designed to illustrate the work of Howard Gardner. The MIDAS (test) is a self-report measure of intellectual disposition and may be completed by either the child or a parent. The site gives you a sample, lists books by Gardner, allows subscription to a newsletter, and much more.

Daily IQ Test (Lots of Fun!) http://www.iqtest.com/index.html This is an online, ever-changing IQ test. It is a 38-question test designed to be a fun learning experience and is not statistically valid. It's a great way to see how IQ tests work.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the .

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Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. The Secret Life of the Brain (video series) (PBS, 2002, 300 min.)

This PBS series addresses the intriguing processes of brain development across the life-span.

Each segment deals with a specific age level (including the teenage brain). There is information on developments in brain sciences and research, with introduction to eminent researchers in the field. The series combines illustrative visual simulations with human-interest case studies.

2. Piaget's Developmental Theory: An Introduction (Davidson Films, 1989, 25 min.)

Using both archival photographs of Dr. Piaget and footage of Dr. Elkind conducting interviews with children of varying ages, this film presents an overview of Piaget's developmental theory, its scope, and content. This video can serve as an introduction to Piaget's work or a review of it.

3. Teenage Mind and Body (Insight Media, 1992, video, 30 minutes) Looks at Elkind's ideas about the contrast between teenagers' abilities and interests and parents' hopes, formal operations, social cognition, and moral development.

II) Popular Films 1. Dead Poets Society (dir. Peter Weir, 1989, 124 minutes) Robin Williams, as an impressive, unorthodox English teacher, inspires a love of poetry and intellectual freedom in his students at a strict, upscale New England prep school. Issues of multiple intelligences and cognitive development are highlighted as well as motivation in school.

2. Confessions of a Teenage Drama Queen (dir. Sara Sugarman, 1991, 89 minutes) A teenage girl is convinced that her home city revolves around her until her family packs up and moves to the suburbs, where she finds herself competing for attention.

3. Searching for Bobby Fischer (dir. Steven Zaillian, 1993, 107 minutes) This film is about prodigy Josh Waitzkian, a seven-year-old boy whose understanding of chess puts him in the running to be "the next Bobby Fischer." This praise could easily be a curse; Fischer devoted his life to the game and then became a recluse after becoming a world champion. This thought-provoking commentary explores how success in America is often .

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emphasized over decency.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. The Secret Life of the Brain (Richard M. Restak, 2001, National Academic Press) A companion piece to the PBS series on human brain development. Five stages of brain development are examined using case studies, interviews, and research findings from clinical studies.

2. Tall Tales About the Mind and Brain: Separating Fact from Fiction (Sergio Della Sala (Ed.), 2007, Oxford University Press) This is a collection of articles which covers topics such as: where do tall tales about the mind and brain come from; tall tales on intelligence; and tall tales on memory and learning. With this book, you can learn about the legend of the magical number seven. It also addresses the myth of the incredible eyewitness.

D) Annotated Readings Goossens, L., Beyers, W., Emmen, M., & van Aken, M. A. G. (2002). The imaginary audience and personal fable: Factor analyses and concurrent validity of the "New Look" measures.

Journal of Research on Adolescence, 12(2), 93–215.

The article examines key components of the "New Look" as it relates to adolescent imaginary audience and personal fable constructs. Researchers found that boys were more likely to believe in their own uniqueness, invulnerability, and omnipotence than were girls.

Males, M. (2009). Does the adolescent brain make risk taking inevitable? A skeptical appraisal.

Journal of Adolescent Research, 24(1), 3–20.

This study argues that the best demographic, crime, and health statistics show that adolescents do not take excessive risks compared to adults; adolescent risks are associated much more significantly with conditions of poverty and corresponding adult behaviors than with uniquely adolescent factors; and middleaged adults exposed to the same high poverty levels as American youth display similar or higher levels of crime, violent death, firearms mortality, traffic fatalities, and other behaviors conventionally associates with adolescents. The author argues that Ïteenage brainÓ theories and the views of youth and policies they entail require much more rigorous scrutiny than they have received to date. .

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Quihuis, G., Bempechat, J., Jimenez, N. V., & Boulay, B. A. (2002). Implicit theories of intelligence across academic domains: A study of meaning making in adolescents of Mexican descent. New Directions for Child and Adolescent Development, 96, 87–100.

This study relied on both quantitative and qualitative methodologies to examine the implicit theories of intelligence of low-income adolescents of Mexican descent. It specifically focused on four academic domains to understand these adolescents’ meaning of intelligence. The study found that even students who were designated as entity theorists (intelligence as a fixed trait) on the basis of questionnaire responses asserted positions consistent with incremental theory (intelligence as malleable) when interviewed.

E) Additional References Abbeduto, L., & Elliott, S. (1998). Guide to human development for future educators. Boston: McGraw-Hill.

Gredler, M. E. (2009). Hiding in plain sight: The stages of mastery/self-regulation in Vygotsky’s Cultural-Historical Theory. Educational Psychologist, 44(1), 1–19.

Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 51(1), 48–55.

Lassiter, K. S., Matthews, T. D., Bell, N. L., & Maher, C. M. (2002). Comparison of the general ability measure for adults and the Kaufman Adolescent and Adult Intelligence Test with college students. Psychology in the Schools, 39(5), 497–506.

Maniscalco, J. (2005). The cradle of thought: Exploring the origins of thinking. Journal of the American Academy of Child & Adolescent Psychiatry, 44(3), 305.

Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1–12.

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69–74.

Vartanian, L.R. (2000). Revisiting the imaginary audience and personal fable constructs of adolescent egocentrism: A conceptual review. Adolescence, 35(140), 639–61.

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4. Handouts 3.1

Think-Jot-Share

3.2

Think-Jot-Share

3.3

Think-Jot-Share

3.4

Exit Slip

3.5

Exit Slip

3.6

Activity: Critical Thinking Assignment

3.7

Activity: ÏJessica’s Proposition ’99:Ó An Illustration of Adolescent Thinking

3.8

Activity: Designing an Effective Prevention Program for Adolescents: Considering the Adolescent’s Perspective

3.9

Activity: Designing a Questionnaire to Assess Adolescent Egocentrism

3.10

Activity: Piaget vs. Vygotsky: You Be the Judge!

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HANDOUT 3.1

THINK - JOT - SHARE Consider Piaget's Stages of Cognitive Development.

•

Think about the areas in which you possess some expertise.

Do you believe you would be categorized as "formal operational" in these areas? Describe.

•

Are there any areas in which you believe you are still at the concrete operations stage? Describe.

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HANDOUT 3.2

THINK - JOT - SHARE Consider Elkind's theory of adolescent egocentrism.

•

Do you remember having an "Imaginary Audience" and/or "Personal Fable" during your adolescence? Describe.

•

Do you ever use this type of thinking now? If so, describe.

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HANDOUT 3.3

THINK - JOT - SHARE Think about the ways in which you define success for yourself and those around you.

•

Describe someone that you believe is or will be successful in adulthood (for example, university, career, relationships).

•

Where do that individual's "talents" lie? (e.g., consider Gardner's multiple intelligences)

•

What are the qualities/characteristics of that individual that you believe will contribute to his/her success? What factors may interfere with that individual’s success?

.

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HANDOUT 3.4

Exit Slip Briefly describe the characteristics of adolescent thinking and how this thinking may make living with adolescents more difficult.

.

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HANDOUT 3.5

Exit Slip Compare and contrast the political impact and cultural norms which may have influenced the developmental theories of Piaget and Vygotsky. (hint: think about comparing individualist vs. collectivist societies)

.

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HANDOUT 3.6

ÏWhat if . . . ?Ó ÏThere are only two fundamental changes between childhood and adolescence: the physical changes of puberty and the transition from concrete operational thinking to the beginning of formal operational thought. Changes in all other aspects of a person’s existence during adolescence are dependent upon these two changes. The characteristics of adolescence as we know it reflect the fact that these two changes tend to occur at roughly the same time. But what if these two changes were widely separated in time?

Discuss what the period we now call adolescence would be like in the following two situations: a. Physical puberty occurred as it now does, but the development of formal operational thinking did not begin until ages 18 to 20. b. Intellectual changes began as they now do at 11 or 12, but puberty did not begin until 18 to 20.

Assume that the timing of the changes is typical for all adolescents, and that it has occurred in the same way for several generations. You may want to consider peer relationships, families, schools, and so forth.Ó

.

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HANDOUT 3.7

ÏJessica’s Proposition ’99Ó: An Illustration of Adolescent Thinking Following is a real letter from ÏJessicaÓ given to her parents in the summer of 1999. Her parents found this letter from her on their dresser one morning. The names of her parents have been removed to protect the innocent. ____________________________________________________________ JESSICA'S PROPOSITION Monday, June 22 Ms.___and Mr.____ I am writing in regards to the recent issues that arose with the passing of new rules and regulations. It is in my opinion that as my 14 birthday is moving progressively closer and the summer is at hand, there should be some new rules discussed. I find that it is unfair to deny permitting the overnight visiting of boys and girls at my age, especially those that are my best friends. It is also true that other parents such as David and Louise_____ and Joanie and David _____ allow their children to engage in overnight visits with acquaintances of the opposite sex.

The subject of curfew is also an issue, as at the present time a curfew before dark has been issued. I believe that midnight or one is a fair curfew, if the child remains in contact with the parent every hour or so. This is also the way it is in some families. The final issue regarding summer rules is the need for extra money on a day to day basis throughout the summer vacation.

Daily ventures to town require at least $7.50 to cover the cost of transportation, which is not including the money needed for nutritional purposes, recreational needs, nor does it cover the cost of entertainment. It is for this reason that I suggest either an increase in allowances, or the idea of summer lunch money to cover the costs of food. I also recommend that a bus pass be purchased for each child in the family so that the bus is no longer an issue.

Due to the issues listed above I recommend the following rules and allocations to make this summer holiday more enjoyable and bearable for the whole family: • • • • • •

The right to engage in overnight excursions with members of the opposite sex, with the parents on both sides having notification of some kind.

The loss of the need to speak to parents prior to overnight excursions if the parents are familiar with the other child.

A curfew of 12:30 or 1:00, as long as the child and the parent keep in touch at least every 75 minutes.

The purchase of bus passes for the months of July and August. $150 to $200 issued to the children per month to cover lunches, movies, taxis, ferries and entertainment.

The necessity of the children to do their own laundry for 1 week a month, rotating in turn with each member of the family. .

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• • • •

Daily walks with each dog as well as baths once or twice a week.

Clean rooms every morning, and clean sheets once a week.

Specified chore days once a week.

Each child must spend 10 extra hours per week helping with other household duties other than their chores.

I am sure that if these new rules are followed that the whole family can enjoy a fun, sunny summer here. If you have any further questions, I'm up for discussion in the room at the end of the hall, to the left of J.’ s [Jessica’s brother’s] room and to the right of [parent’s] quarters. If I'm not in or am unavailable, my secretaries Marbles or Anistasia [family pets] will be happy to help you, although for some reason they seem to have some troubles delivering the messages correctly.

Sincerely, J. Daughter

.

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Theory to Practice •

What does Jessica’s letter reveal about adolescent thinking?

For example, cognitive development, perspective-taking, adolescent egocentrism, etc.?

•

What connections can you make between chapter content and the issues raised by Jessica in her letter to her parents?

•

What questions does this raise for you?

•

How do you think her parents should respond? What issues does this raise for parents of adolescents?

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HANDOUT 3.8

Designing an Effective Prevention Program for Adolescents: Considering the Adolescent’s Perspective Because of your expertise in the area of adolescence (you are enrolled in an adolescent psychology class after all!), you have been asked to design and implement a prevention program geared for adolescents on the topic ________________. In designing this program, you must consider all that you have learned about adolescent egocentric thought. Also, identify the age for which your program is targeted (e.g., early, middle, or late adolescence).

1. As a starting point, describe what a typical prevention program might look like on this topic.

2. Do you think this type of program is effective with adolescents? Describe.

3. How do you think adolescent egocentric thinking may interfere with the success of such an approach?

4. Design your own program. What would it entail? How would you measure its success?

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HANDOUT 3.9

Designing a Questionnaire to Assess Adolescent Egocentrism Part I: Which Is It? Imaginary Audience or Personal Fable?

1. I can do anything I set my mind to.

2. I’m somehow different from everyone else.

3. I don’t think anything will stand in the way of my goals.

4. I’m the only one that can understand me.

5. You have been looking forward to your friend’s party for weeks, but just before you leave for the party, your mother tells you that she accidentally washed all your good clothes with a red shirt. Now all your jeans are pink in spots. The only thing left to wear are your jeans that are too big and baggy.

Would you go to the party or would you stay home? _____ Go to the party, but buy a new pair of jeans to wear. _____ Stay home. _____ Go to the party in either the pink or baggy jeans.

6. If you were asked to get up in front of the class and talk a little bit about your hobby . . . _____ I wouldn’t be nervous at all _____ I would be a little nervous _____ I would be very nervous

Part II: Create your own questions. .

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HANDOUT 3.10 Who do you believe? You be the judge!

For each pair of statements, circle ONE statement that best fits with your beliefs about adolescent development.

Example: a. I love pizza. b. I hate pizza.

a. Biological factors contribute more to development than social factors. b. Social factors contribute more to development than biological factors.

a. Adolescents are individual constructors of their own knowledge. b. Adolescents interact with other social beings to create knowledge.

a. Development proceeds in stages (e.g., through a series of abrupt changes). b. Development proceeds continuously (e.g. in small increments without abrupt changes).

a. Cognitive development is affected by an individual's personal accommodation and assimilation of new information. b. Cognitive development is affected by the society in which adolescents live.

a. Individuals seek a balance between the environment and their own structures of thought. b. People always require assistance from others in order to learn.

Total of "a" statements: ___________Total of "b" statements: ______________ .

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5) Video Guide Questions and Answers Chapter 3: Personal Fable (p. 91) 1. Define the term Personal Fable.

• Good answers should include: a person’s belief in the uniqueness of his or her thoughts and experiences • Often includes belief that bad things “won’t happen to me” as a result of taking risks 2. List two of the comments mentioned by the young woman in this video about her thoughts on her unintended pregnancy.

• Good answers might include: • “I honestly didn’t think that it was going to happen to me.”

• “I can’t picture myself as a mother, this young.”

• “It just didn’t seem likely.”

3. In addition to an unintended pregnancy, list at least two other situations an adolescent may find themselves in due to the personal fable.

• Answers will vary but may include: • Terrible car accident from driving at high speeds • Getting caught with drugs or alcohol • Getting an STD • Being hurt because of a risky behavior such as diving into a river of unknown depth

.

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Chapter 4 – Cultural Beliefs Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

105 105 106 106

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Discussion Topics D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

107 108 109 111 113 115

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

115 117 119 120 120

4) Handouts

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5) Video Guide Questions and Answers

133

.

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1. Chapter Overview A) Learning Objectives 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12

Define Ïcultural beliefsÓ and explain how they reflect a culture’s symbolic inheritance.

Describe the process of socialization and the three main outcomes.

Distinguish broad and narrow socialization and specify how they are related to individualism and collectivism.

Identify the eight sources of socialization and describe the broad and narrow forms each one takes.

Define Ïcustom complexÓ and give your own example of how it operates in adolescence.

Describe the main variations in cultural beliefs among American immigrant groups.

Specify the key ways that religious beliefs change from adolescence to emerging adulthood.

Describe Kohlberg’s levels and stages of moral development and the evidence supporting the theory.

Identify the main points of the gender critique and the cultural critique of Kohlberg’s theory of moral development.

Describe the worldviews theory of moral development, including the three ethics.

Describe Adelson’s view of how cognitive changes from early to late adolescence result in changes in political beliefs.

Explain, from a developmental perspective, why emerging adults are so likely to become involved in political movements.

B) Chapter Outline I. II.

III. IV. V. VI.

VII.

What are Cultural Beliefs?

Cultural Beliefs and Socialization A. Cultural Values: Individualism and Collectivism B. Broad and Narrow Socialization C. Sources of Socialization D. An Example of Socialization for Cultural Beliefs E. Socialization for Cultural Beliefs in the West Cultural Beliefs and the Custom Complex Cultural Beliefs in Multicultural Societies A. When East Meets West: Chinese Adolescents in Australia and the United States Religious Beliefs A. Religious Beliefs and Cognitive Development Cultural Beliefs and Moral Development A. Piaget's Theory B. Kohlberg's Theory C. Critiques of Kohlberg Political Beliefs A. Political Ideas as Cultural Beliefs B. Emerging Adults' Political Involvement .

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C) Thinking Critically 1. Do you think that the beliefs of all cultures are equally good and true, or do you think that the beliefs of some cultures are better and truer than the beliefs of others? Give an example of an issue that illustrates your view. If you believe that some cultural beliefs are better and truer than others, on what standard do you base your evaluation, and why?

(Page 98) 2. Do you agree or disagree with the view that there are pros and cons to both broad and narrow socialization? Explain your view. (Page 100) 3. Give an example of a custom complex you have experienced in your own culture.

Describe how the customary behavior or practice reflects cultural beliefs. (Page 103) 4. In the section Cultural Beliefs in Multicultural Societies, it was stated that in Chinese culture aging parents often live with their adult children. How is this an example of a custom complex? (Page 107) 5. Why do you think Americans generally are more religious than people in other developed countries? (Page 108) 6. Is it possible to apply Fowler's theory of changes in religious beliefs in adolescence to the beliefs and practices of Muslim adolescents with respect to Ramadan, or not? (Page 112) 7. Having read about Kohlberg’s theory and Shweder’s cultural critique, which do you find more persuasive, and why? (Page 116) 8. How do you think political thinking might differ (if at all) between adolescents and emerging adults? State a hypothesis and explain how you would test it. (Page 119)

D) Applying Your Knowledge 1. Think of an object you won that reflects your culture’s symbolic inheritance. (Page 96) 2. Have you experienced any direct teaching of cultural beliefs, such as Boy/Girl Scouts, Bar or Bat Mitzvah, Sunday School, or Confirmation? If so, did these experiences form the basis for your current beliefs? If not, how do you think you developed your current beliefs? (Page 103) 3. From your experience, do you think that there are overall differences between males and females in the basis of their moral reasoning (justice vs. care)? Give an example. (Page 115) 4. Think of a recent moral dilemma from your own life. What did you decide, and why did you decide it that way? How would your moral reasoning on that dilemma be scored .

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according to Kohlberg's system? How would it be classified according to Jensen's three ethics? (Page 117)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on cultural beliefs. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

Teaching Note: Students will be motivated and thus learn more when they are engaged in the material, and this is more likely to happen when you can connect the course material to students’ interests and questions (Shelton, 1998). For this chapter on cultural beliefs, you can draw students into course content by providing them with opportunities to think about how they have been shaped by the culture in which they live.

This first Think-Jot-Share provides students with the opportunity to consider the ways in which they were socialized.

Reference: Shelton, L. G. (1998). Twenty questions to ask before teaching adolescent development. In J. P. McKinney, L. B. Schiamberg, & L. G. Shelton (eds.), Teaching about adolescence: An ecological approach (pp. 1–13). New York: Garland Publishing.

1. Applying the ÏWorldview Approach to Moral DevelopmentÓ to Crime TO BE USED: HANDOUT 4.1 Given the current state of globalization, many cultural differences exist within the borders of one country. Therefore, systems of justice must occasionally face adolescent defendants who may hold differing moral views about right and wrong. Considering the worldview approach to moral development, do you think courts should take into account a person's moral standing and their perception of crime? Choose one of the three types of ethics discussed in the text and provide a real or hypothetical example of how this may be applied to criminal justice.

For further reading: .

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Jensen, L.A., & Williams, E. (2001, March). The everyday moral life of American emerging adults: A diary study. Paper presented at the bi-annual meeting of the Society for Research on Adolescence, New Orleans, LA. Steinberg, L., & Cauffman, E. (1999). A developmental perspective on serious juvenile crime: When should juveniles be treated as adults? Federal-Probation, 63, 52–57.

Steinberg, L., & Cauffman, E. (1996). Maturity of judgment in adolescence: Psychosocial factors in adolescent decision making. Law and Human-Behavior, 20, 249–272.

2. Political Beliefs and Emerging Adults TO BE USED: HANDOUT 4.2 Research has shown that emerging adults in Western Europe, Canada, and the United States have low political participation rates. However, it has been shown that emerging adults are more likely than older adults to be involved in organizations devoted to particular issues (e.g., environment, racism, war, etc). Why do you think these apparent conflicting behaviors exist? How do you think low political participation rates affect each country’s political system? Specifically how do you think it affects general democratic elections? Do you think there is any lasting influence on emerging adults who become involved in political extremist activities? Why? Why not?

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on culture and related issues. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 4.3 1. Briefly describe how you think your life would change if you were born into another culture (hint: consider the worldview approach to moral development).

TO BE USED: HANDOUT 4.4 2. Consider a Ïrite of passageÓ you experienced as an adolescent. Discuss the meaning or significance of it in your life and other American adolescents’ lives.

TO BE USED: HANDOUT 4.5 3. Review the summary of results in the text from the National Survey on Religion. How .

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does this resonate with your own experience? Commonalities? Divergences?

C) Class Activities / Demonstrations / Discussion Topics Activity and Discussion: Adolescent Music: Identifying Cultural, Moral, and Political Messages TO BE USED: HANDOUT 4.6 For this activity, ask students to bring in music that is popular among adolescents. Have them record their analyses of their music selection and share these with the class. Discuss the common themes that emerge and discuss their relevance to adolescent cultural, moral, and political development.

Another option would be to have students bring in music popular to adolescents in other cultures.

The following questions may be used as a guide to a group discussion or adapted as a project.

1. Describe the music that you have chosen. What are the lyrics? How is this music marketed? What is on the album cover? How do you think the culture impacted the choice of artwork and/or the way the artist is presented?

2. What do these lyrics communicate to adolescents? What is the cultural significance of this music? What are the cultural, moral, and political messages conveyed? For which cultural group or groups of adolescence is this music intended?

3. Who do you think this music is intended for? Why? What is your evidence? Why might it appeal to adolescents?

Activity and Discussion: The Clash of the Worldviews: The ìEthicsî Debate This activity is based on the Worldview Approach to Moral Development. Randomly assign students to three groups: 1) The Ethic of Autonomy, 2) The Ethic of Community, and 3) The Ethic of Divinity.

Recall that the worldviews provide the basis for moral reasoning (explanations for why a behavior is right or wrong). The outcome of moral reasoning is moral evaluations (judgments as to whether a behavior is right or wrong), which in turn prescribe moral behaviors. Moral behaviors reinforce worldviews.

Once students are assembled in their three groups, allow them time to discuss how they would approach issues from their given worldview perspective. This will give each group an opportunity to interpret the definition of the particular ethic.

Choose from current world or local events and bring in media reports (e.g., newspapers, .

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magazine articles, TV news reports, Web reports, etc.) to help outline the particular issues associated with this incident. Have students debate from their "ethic" perspective whether behaviors within the event are right or wrong, explaining the reason for their judgments. Debrief with the class by focusing not only on the event itself but also how the worldview perspective of the media influences their reporting. (Hint: Choose media reports from a variety of cultural or political perspectives.) You could choose a good clearinghouse website that includes nonWestern media reports (see www.drudgereport.com; http://www.aljazeera.com/).

Here are some example world events which you could use as a basis for this debate. Feel free to adapt these or pick your own.

1.

2.

3.

4.

5.

September 11th attack on the World Trade Center in 2001 The Coalition troops’ invasion of Iraq in 2003 Saddam Hussein’s execution in 2006 London subway bomb attack in 2005 Nation's decision to back The Kyoto Accord on climate change

Activity: Protocol to Accompany Observations on the Moral Messages in School: A Mini-Research Project TO BE USED: HANDOUT 4.7 Moral messages are conveyed to adolescents across various socialization contexts – home, school, community, and media. Students will be asked to visit a local high school to observe and record the moral messages that they see around the school, such as via posters, slogans, etc.

Prior to this activity, discuss with students the notion of the Ïhidden curriculumÓ defined as: "The hidden curriculum is the pervasive moral atmosphere that characterizes schools. This atmosphere includes school and classroom rules, attitudes toward academics and extracurricular activities, the moral orientation of teachers and school administrators, and text materials."

(Santrock, 1993, p. 452) For this project, students will use an observational research protocol to record instances of the hidden curriculum, specifically in relation to the moral atmosphere conveyed via posters and symbols throughout the school. (You may wish to refer to the book by Jackson et al., cited below, in which the authors discuss this issue in some detail.)

Depending on accessibility, you may ask students to work in groups for collecting their observations. Results of the students’ findings will serve as a springboard for discussion of the socialization experiences of adolescents’ cultural beliefs, specifically in relation to morality.

One extension of this activity is for students to discuss the Ïmoral atmosphereÓ and generate their own description of a positive moral atmosphere in a school – the social, emotional, and physical milieu of the school. They could then discuss what they believe would be the impact on students. .

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Following are a few additional readings relevant to this activity. A number of other pertinent references and resources on this topic are found at the end of this chapter.

Host, K., Brugman, D., Tavecchio, L., & Beem, L. (1998). Students’ perception of the moral atmosphere in secondary school and the relationship between moral competence and moral atmosphere. Journal of Moral Education, 27, 1998.

Mancini, T., Fruggeri, L., & Panari, C. (2006). An extension of the school moral atmosphere construct, and it’s association with aggressive behaviors in secondary school. European Journal of Psychology of Education, 11(2) 209–228.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Comparing Religious Beliefs – ÏChristianÓ Countries Example The International Social Survey Program (ISSP) conducted three international surveys during 1991, 1998, and 2008. This is currently located at the National Opinion Research Center (NORC) at the University of Chicago (see http://www.issp.org/page.php?pageId=4). Some data regarding Christian religion was analyzed to create country comparisons (see http://www.religioustolerance.org/rel_comp.htm). Questions related to religion were asked in the 1991 and 1993 surveys.

You can use the statistics from the larger survey to discuss difference in religious beliefs across ÏChristianÓ countries. One result is abstracted below from the 1991 survey. For example, participants were asked to agree or disagree with each of the following eight statements: 1. God: "I know God exists and I have no doubts about it" 2. Afterlife: I definitely believe in "life after death" 3. Bible: "The Bible is the actual word of God and it is to be taken literally, word for word."

A yes answer probably implies that the subject believes in the inerrancy of the Bible and that its authors were inspired by God. 4. Devil: I definitely believe in "the Devil."

5. Hell: I definitely believe in "Hell.

6. Heaven: I definitely believe in "Heaven."

7. Miracle: I definitely believe in "religious miracles."

8. Evolution: "...Human beings developed from earlier species of animals."

Results were as follows: Country

God

Afterlife

Bible

Devil .

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Hell

Heaven Miracles Evolution

Austria E. Germany Great Britain Hungary Ireland Israel Italy N. Ireland Netherlands New Zealand Norway Philippines Poland Russia Slovenia United States W. Germany

29.4% 9.2% 23.8% 30.1% 58.7% 43.0% 51.4% 61.4% 24.7% 29.3% 20.1% 86.2% 66.3% 12.4% 21.9% 62.8%

24.8% 6.1% 26.5% 10.6% 45.9% 21.9% 34.8% 53.5% 26.7% 35.5% 31.6% 35.2% 37.8% 16.8% 11.6% 55.0%

12.7% 7.5% 7.0% 19.2% 24.9% 26.7% 27.0% 32.7% 8.4% 9.4% 11.2% 53.7% 37.4% 9.9% 22.3% 33.5%

11.1% 3.6% 12.7% 4.2% 24.8% 12.6% 20.4% 43.1% 13.3% 21.4% 13.1% 28.3% 15.4% 12.5% 6.9% 45.4%

10.0% 2.6% 12.8% 5.8% 25.9% 22.5% 21.7% 47.9% 11.1% 18.7% 11.4% 29.6% 21.4% 13.0% 8.3% 49.6%

20.1% 10.2% 24.6% 9.4% 51.8% 24.0% 27.9% 63.7% 21.1% 32.2% 23.0% 41.9% 38.6% 14.7% 9.5% 63.1%

27.4% 11.8% 15.3% 8.2% 36.9% 26.4% 32.9% 44.2% 10.2% 23.1% 17.8% 27.7% 22.7% 18.7% 13.4% 45.6%

N/A 81.6% 76.7% 62.8% 60.1% 56.9% 65.2% 51.5% 58.6% 66.3% 65.0% 60.9% 35.4% 41.4% 60.7% <35.4%

27.3%

24.4%

12.5% 9.5%

9.3%

18.2%

22.7%

72.7%

Source: http://www.religioustolerance.org/rel_comp.htm

One interesting way to discuss these results, for example, is to compare data from East and West Germany. Presumably, at the end of World War II, the two populations would have held similar religious views. But the East Germans were exposed to almost two generations of Communist rule, with its oppression of religion and promotion of Atheism. The East Germans have lost much of their traditional religious belief. Some of the results dropped to less than one third of the values for West Germany. It will be interesting to see whether residents in the eastern part of Germany can recover their old levels of belief, and at what rate.

Comparing Political Beliefs Have students visit http://www.world-newspapers.com/. This site provides a list of world newspapers, magazines, and news sites in English, sorted by country and region. Have students choose three different regions and two to three countries within each of the three regions they choose (which means they would have a total between six to nine countries). Once they click on the country, a list of their popular news media sites are listed. These lists are active links to those media sites. Have students compare ‘within’ and ‘between’ regions to see how popular online media looks. Specifically focus on political stories. Ask students to see if countries within the same region report on the same things? Are there common themes that emerge in any one region? What are the similarities and differences across countries or across regions? How similar or different are the messages about the same stories. This activity is a great way to introduce how the news is reported across different cultures/countries/regions.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking .

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exercises, classroom debates, and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Activity: An Approach to Teaching Kohlberg’s Stages of Moral Development TO BE USED: HANDOUT 4.8 (Source: Kim Schonert-Reichl, PhD, University of British Columbia) Dr. Kim Schonert-Reichl developed this activity several years ago when teaching as a graduate student at the University of Iowa. She found that students generally found Kohlberg’s stages of moral development somewhat ÏdryÓ and abstract. Thus, she developed this activity that would allow students an opportunity to apply the stages of moral development to the characters in a television program – in this case, M*A*S*H (it also happened to be on about three times a day and she had to rationalize her T.V. watching!). This constructivist approach provides students with an opportunity to make sense and create meaning out of Kohlberg’s moral development theory. It also provides them with some concrete examples of the actual stages.

Although M*A*S*H is a little outdated, there are many shows which present moral dilemmas to help students apply these concepts. In fact, reality television shows such as Survivor, Hell's Kitchen, The Bachelor, Biggest Loser, The Bachelorette, and MTV reality shows such as The Real World, 16 and Pregnant, and Teen Mom are ripe with moral dilemmas.

To conduct this activity, you first need choose an episode or clip from one or more shows. You will probably need to view several to find one that provides the best illustrations of the moral reasoning of some of the main characters. Following is a sample lesson plan for this activity.

Feel free to modify to meet your needs. Note: Most of these shows are available on www.hulu.com, http://www.mtv.com/ontv/, and on YouTube.

Part I. Class Discussion: Presenting Kohlberg’s Six Stages of Moral Development.

You will need to begin by first going over Kohlberg’s stages of moral development in some detail so that students have the general gist of the reasoning that underlies each stage.

Part II. Provide Handout to Students.

Give students HANDOUT 4.8 at the end of this chapter so that they can write down their ideas about the characters’ moral reasoning. You may want to modify the handout if you prefer to provide the students with the name of the show and main character(s) in advance. They may also need to have a copy of Kohlberg’s stages of moral reasoning, either in their book or a handout.

Tell students that after they view the episode, they will be organized into small groups for further discussion of the characters’ moral reasoning.

Part III. View One or More Episodes or Clips.

Again, remember it is important to have an episode that clearly depicts the different stages of moral development. .

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Part IV. Small Group Discussion.

Organize students into small groups (usually groups of 5 to 7 work well). Instruct students to go through the list of characters on the handout and discuss the moral reasoning that is typically demonstrated by each character. Encourage students to give examples of each character’s moral reasoning as presented on the video. Finally, instruct the students to make a group decision concerning the characters’ stages of moral reasoning.

Part V. Class Discussion.

Bring the class back together as a whole. Ask groups to report back on their findings (you may want to ask each group to present just one at a time so that everyone will have something novel to contribute). Encourage students to discuss the reasons given by their group for assigning a character a particular stage of moral reasoning.

Reference: Sison, G. F. P. (1985). M*A*S*H: An illustration of Kohlberg’s stages of moral development.

Journal of Humanistic Psychology, 25, 83–90.

Activity: Cultural Stereotypes on TV TO BE USED: HANDOUT 4.9 Have students choose three or four popular television programs. Ask them to watch the programs with a view towards identifying cultural stereotypes. Some guiding questions could include: • • • • • •

What type of character did you see? (e.g., villain, mother, nerd, teacher) What words or phrases best describe him or her? (e.g., tough-talking, quiet) Did the character's actions tell you something about him or her?

How was the character dressed? Did the clothing help to suggest what kind of person this might be?

Is the character unrealistic or true to life?

Is the character a stereotype?

Start a class discussion comparing some of the cultural stereotypes that are portrayed in popular media and how they may affect people’s perspectives about different cultures.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/. .

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National Study of Youth and Religion www.youthandreligion.org This is the website for the National Study of Youth and Religion, the largest and most comprehensive study of American adolescents’ religious beliefs ever conducted. The site contains information about the study, as well as ongoing reports of the results.

Canadian Centre for Diversity http://www.centrefordiversity.ca/ The Canadian Centre for Diversity’s vision is to promote a Canadian society without prejudice and discrimination by celebrating diversity, difference, and inclusion. They provide innovative programs that teach Canada's youth how to overcome fear and prejudice through information, education, and involvement. Their programming serves youth from the earliest grades right through to college and university and includes all categories of difference recognized under the Charter and human rights codes.

Aboriginal Canada Portal http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.html This is an excellent web portal and is an initiative of a partnership between the Canadian government, the Assembly of First Nations, the Inuit Tapiriit Kanatami, the Congress of Aboriginal Peoples, the M»tis National Council, the Native Women’s Association of Canada, and Council for the Advancement of Native Development Officers. There are spaces for elders, women, youth, and kids, and a comprehensive array of resources and links, including languages, heritage, and culture.

Journal of Moral Education http://www.tandf.co.uk/journals/carfax/03057240.html This is a site which connects to the table of contents of the latest volumes of the Journal of Moral Education. The journal provides a "unique interdisciplinary forum for consideration of all aspects of moral education and development across the lifespan." This site contains the latest literature on moral development.

Development Studies Center http://www.devstu.org/ This center is dedicated to children's intellectual, ethical, and social development. This site is a great resource for teachers. It outlines the center's school-based program as well as after-school programs. Parents should check it out, too. The center's website gives parents some direction in terms of their involvement in their children's development. It's a very comprehensive site.

Association for Moral Education (AME) http://www.amenetwork.org AME provides an interdisciplinary forum for professionals interested in the moral dimensions of educational theory and practice. The Association is dedicated to fostering communication, cooperation, training, curriculum development, and research that links moral theory with educational practice. It supports self-reflective educational practices that value the worth and dignity of each individual as a moral agent in a pluralistic society. The ÏBooksÓ link takes you to some great related reading suggestions. There are links to organizations, research collaboratives, .

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and agencies working in the realm of social development, ethics, etc.

Cultures Directory http://dir.yahoo.com/society_and_culture/cultures_and_groups/cultures A comprehensive directory of links to world cultures sites. For example, through this directory you can link to 28 of the most popular site listings connected to the Kurdish culture or 56 most popular Mayan links.

The Search Institute http://www.search-institute.org/ The Search Institute’s mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities. Its aim is to understand what children and adolescents need to become caring, healthy, and responsible adults. Drawing on extensive research, Search Institute brings hopeful solutions to pressing challenges in the lives of young people and their communities. Search Institute conducts research and evaluation, develops publications and practical tools, and provides training and technical assistance. The institute collaborates with others to promote long-term organizational and cultural change that supports the healthy development of all children and adolescents.

World Health Organization Statistics http://www.who.int/research/en/ This site contains a wealth of data on national statistics for seventy core indicators on mortality, morbidity, and risk factors for ill health. As well, it provides standardized data for infectious diseases at country, regional, and global levels. It provide very detailed mapping and some categories will break out data for adolescents and emerging adult age categories.

The FreeChild Project http://www.freechild.org/politics.htm Freechild promotes the idea that when engaged in meaningful ways throughout society, the knowledge, action, and wisdom of children and youth can make the world more democratic, more non-violent, and engaging for everyone. It includes great links to organizations promoting youth voting, political party philosophies & youth, political parties for youth, and publications.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

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Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Of Hopscotch and Little Girls (National Film Board of Canada, 1999, 52 minutes) In this touching and poignant documentary film, girls ranging in age from 8 to 14, from a variety of cultures – India, Thailand, Yemen, Peru, Burkina, Faso, Haiti – speak about their experiences of living in cultures in which girls are subjected to a variety of injustices. Through their words, we learn about the way in which these girls are denied an education, entered into forced labor, subjected to mutilation, and sexually abused.

2. Adolescent Development (Insight Media, 1990, video, 30 min.)

Covers diverse aspects of physical, social, and psychological development. Discusses developmental tasks, puberty, and self-image, Elkind on social cognition, formal operations, and Kohlberg's theory of moral development.

3. Emotional Intelligence: The Key to Social Skills (Films for the Humanities & Science, 28 min.)

Discusses the importance of emotional intelligence and emotional literacy for the development of successful social functioning.

4. Chasing God (Ronin Films, 2003, 52 min) This film tackles the eternal question: Why do humans believe in a Higher Power? It takes viewers on an enlightening journey to: the Vatican & the Ganges, The Wailing Wall & The Dome of the Rock Mosque, The Golden Temple & the Dalai Lama Temple in the Himalayas.

6. Growing Up Canadian (National Film Board of Canada, 2003, 46 min) What does it mean to grow up Canadian? This six-part series looks at experiences such as war, economic depression, and immigration through the eyes of Canada's youth. Each episode focuses on defining moments and periods of change, including urbanization, television, and the space age. The stories come to life through a rich collection of archival materials, photographs, diaries, letters, and film footage.

II) Popular Films .

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1. Bend It Like Beckham (dir. Gurinder Chadha, 2002, 112 minutes) An English girl of Indian descent has a passionate interest in soccer, but she has to indulge it on the sly for fear of upsetting her conservative, tradition-bound parents. Fine performances and a gentle, compassionate point of view towards all its characters make this a real charmer.

2. Smoke Signals (dir. Chris Eyre, 1998, 89 minutes) This film is a tale of two Native American youths on a trip to Arizona. Highlights cultural aspects of identity, family relationships, peer relationships...a poignant coming-of-age flick.

3. Whale Rider (dir. Niki Caro, 2002, 101 minutes) Tradition, good and bad, is at the heart of New Zealand director-scripter Niki Caro’s wonderful little drama, sensitively adapted from the 1986 novel by Witi Ihimaera, itself a contemporary interpretation of a 1,000 year old legend belonging to a Maori subtribe residing in a coastal village of New Zealand. The central characters are very much affected by modern society, and yet equally aware of the need to preserve their heritage. The story, about a girl determined to prove that Ïshe mattersÓ to her stubborn grandfather, celebrates and cherishes individual spirit while speaking to the heart of the parent-child dynamic. This is a stirring saga of female empowerment and the strength of love and courage.

4. Slumdog Millionaire (dir. Danny Boyle, 2008, 120 min) A Mumbai teen who grew up in the slums, becomes a contestant on the Indian version of "Who Wants To Be A Millionaire?" He is arrested under suspicion of cheating, and while being interrogated, events from his life history are shown which explain why he knows the answers.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Children of the Day (Sandra Birdsell, 2005, Random House Canada) Set in a fictional prairie town, this novel portrays emerging adulthood against a backdrop of nostalgia, history, and Mennonite and M»tis cultures.

2. Morning Girl (Michael Dorris, 1992, Hyperion) Set in 1492, this novel depicts the lives of a Taino brother and sister living on a Bahamian Island and the arrival of European "explorers."

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3. The Kite Runner (Khaled Hosseini, 2003, Bloomsbury) The Kite Runner tells the story of Amir, a young boy from Kabul, who betrayed his best friend Hassan, the son of his father's Hazara servant, and lives in regret. The story is set against a backdrop of tumultuous events, from the fall of the monarchy in Afghanistan through the Soviet invasion, the mass exodus of refugees to Pakistan and the United States, and the rise of the Taliban regime.

D) Annotated Readings Gjerde, P. F., & Onishi, M. (2000). In search of theory: The study of ethnic groups in developmental psychology. Journal of Research on Adolescence, 10, 289–298.

The article discusses the conceptual status and uses of ethnic groups in research focused on developmental psychology. The authors argue that culture and ethnicity as shared and located within a Ïbounded populationÓ is an increasingly outmoded notion. The authors maintain that developmental psychologists need to investigate how ethnic groups are constructed, maintained, and controlled without focusing on preconstructed notions of geographical culture.

Greenberger, E., Chen, C., Beam, M., Whang, S., & Dong, Q., (2000). The perceived social contexts of adolescents’ misconduct: A comparative study of youths in three cultures.

Journal of Research on Adolescence, 10, 365–388.

This article examines the relationship between U.S., Korean, and Chinese adolescents' misconduct and their perceptions of others' behavior and attitudes toward youth misconduct. The study found that U.S. youths engaged in more misconduct than any other groups.

Cheah, C. S. L., & Nelson, L. J. (2004). The role of acculturation in the emerging adulthood of aboriginal college students. International Journal of Behavioral Development, 28(6), 495– 507.

The purpose of this study was to explore the role that culture, particularly acculturation to Canadian aboriginal heritage culture, may play in emerging adulthood. Specifically, aboriginal emerging adults who scored above or below the mean of their peers on acculturation to their heritage (aboriginal) culture were compared to their majority European Canadian counterparts in several aspects of emerging adulthood.

E) Additional References Eamon, M. K. (2001). The effects of poverty on children's socioemotional development. An ecological systems analysis. Social Work, 46(3), 256–266.

Frank, N. C., & Kendall, S. J. (2001). Religion, risk prevention and health promotion in adolescents: A community-based approach. Mental Health, Religion & Culture, 4(2), 133– .

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148.

Klingman, A., & Shalev, R. (2001). Graffiti: Voices of Israeli youth following the assassination of the Prime Minister. Youth and Society, 32, 403–420.

Mayseless, O., & Scharf, M. (2003). What does it mean to be an Adult? The Israeli experience.

New Directions for Child and Adolescent Development, 100, 5–20.

Mulroy, K., Palacios, A., & Reid, R. E. (2002). Adolescent maturation in transitioning cultures.

ERIC Document # ED465141. http://ericir.syr.edu/plweb-cgi/obtain.pl.

Nelson, L.J ., Badger, S., & Wu, B. (2004). The influence of culture in emerging adulthood : Perspectives of Chinese college students. International Journal of Behavioral Development, 28(1), 26–36.

Thomas, D. L., & Carver, C. (1990). Religion and adolescent social competence. In T. P. Gullotta, G. R. Adams, & R. Montemayor (eds.), Developing social competency in adolescence (pp. 195–219). Newbury Park, CA: Sage.

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4. Handouts 4.1

Think-Jot-Share

4.2

Think-Jot-Share

4.3

Exit Slip

4.4

Exit Slip

4.5

Exit Slip

4.6

Activity: Adolescent Music: Identifying Cultural, Moral, and Political Messages

4.7

Activity: Protocol to Accompany Observations on the Moral Messages in School: A Mini-Research Project

4.8

Activity: An Approach to Teaching Kohlberg’s Stages of Moral Development

4.9

Activity: Cultural Stereotypes on TV

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HANDOUT 4.1

THINK - JOT - SHARE Given the current state of globalization, many cultural differences exist within the borders of one country. Therefore, systems of justice must occasionally face adolescent defendants who may hold differing moral views about right and wrong.

Considering the worldview approach to moral development, do you think courts should take into account a person's moral standing and their perception of crime?

Choose one of the three types of ethics discussed in the text and provide a real or hypothetical example of how this may be applied to criminal justice.

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HANDOUT 4.2

THINK - JOT - SHARE Research has shown that emerging adults in Western Europe, Canada, and the United States have low political participation rates. However, it has been shown that emerging adults are more likely than older adults to be involved in organizations devoted to particular issues (e.g., environment, racism, war, etc).

Why do you think these apparent conflicting behaviors exist?

How do you think low political participation rates affect each country’s political system? Specifically how do you think it affects general democratic elections?

Do you think there is any lasting influence on emerging adults who become involved in political extremist activities? Why? Why not?

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HANDOUT 4.3

Exit Slip Briefly describe how you think your life would change if you were born into another culture (hint: consider the worldview approach to moral development).

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HANDOUT 4.4

Exit Slip Consider a Ïrite of passageÓ you experienced as an adolescent.

Discuss the meaning or significance of it in American adolescents’ lives.

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HANDOUT 4.5

Exit Slip Review the summary of results in the text from the National Survey on Religion. How does this resonate with your own experience? Commonalities? Divergences?

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HANDOUT 4.6

Adolescent Music: Cultural, Moral, and Political Messages 1. Describe the music that you have chosen. What are the lyrics? How is this music marketed? What is on the album cover?

2. What do these lyrics communicate to adolescents? What is the cultural significance of this music? What are the cultural, moral, and political messages conveyed? For which cultural group or groups of adolescence is this music intended?

3. Who do you think this music is intended for? Why? What is your evidence?

Why might it appeal to adolescents?

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HANDOUT 4.7

Protocol to Accompany Observations on the Moral Messages in School: A Mini-Research Project Name of researcher(s): ________________________________ Length of observation period: _____________________________ (insert dates)

Date/Time

Context of Observation (i.e., classroom, hallway, office) Be specific.

Source of Observation (i.e., poster, banner, display case)

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Description of Moral Message (i.e., What moral message is being conveyed? How prominent is the message conveyed?)

Description of Your Reaction

HANDOUT 4.8

An Approach to Teaching Kohlberg’s Stages of Moral Development Instructions: Watch video(s) provided. Write down your observations of the various main characters in the episode. Afterward, you will be asked to try and assign each main character a Ïstage of moral developmentÓ that you believe best depicts his/her moral reasoning.

List the show and the main characters: 1.

Show: _____________________________

Main Character(s): _______________________________________________________ Observation of stage of moral development and the character's moral reasoning: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2.

Show: _____________________________

Main Character(s): _______________________________________________________ Observation of stage of moral development and the character's moral reasoning: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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3.

Show: _____________________________

Main Character(s): _______________________________________________________ Observation of stage of moral development and the character's moral reasoning: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4.

Show: _____________________________

Main Character(s): _______________________________________________________ Observation of stage of moral development and the character's moral reasoning: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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HANDOUT 4.9

Activity: Cultural Stereotypes on TV What TV shows did you choose to watch?

What type of character did you see? (e.g. villain, mother, nerd, teacher)

What words or phrases best describe him or her? (e.g. tough-talking, quiet)

Did the character's actions tell you something about him or her?

How was the character dressed? Did the clothing help to suggest what kind of person this might be?

Is the character unrealistic or true to life?

Is the character a stereotype?

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5) Video Guide Questions and Answers Chapter 4 Moral Judgment in Adolescence (Page 120) 1. In which of Kohlberg’s Levels does the first child’s response in this video best fit?

• Good answers may include: • Level 1: because he clearly states that Mike should give the wallet back because he might get in trouble (avoiding punishment).

• Level 1: because the boy states that if no license is inside, Mike could spend the money on the present for his mom (rewarding the self).

2. What would you do if you found a wallet with no identification and $100 in cash? What if that amount was $500 in cash? In which of Kohlberg’s Levels does your answer best fit?

• Answers will vary 3. Stemming from the previous question; what if you recently lost your job and needed that exact amount of money to fully pay off your rent for the month? Would your answer remain the same, why or why not?

• Answers will vary

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Chapter 5 – Gender Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

135 135 136 136

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

136 137 138 139 140 141

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

141 143 145 145 146

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12

Compare and contrast the gender roles of adolescent boys and girls in traditional cultures.

Explain the key factor that makes reaching manhood for adolescent boys different than reaching womanhood is for adolescent girls.

Explain how gender expectations for adolescent girls through American history both supported and restricted them more than adolescent girls today.

Describe how views of the values of self-control and self-expression in men changed in the course of American history.

Describe how gender socialization changes from middle childhood to adolescence.

Identify the gender messages in magazines for adolescent girls.

Contrast adolescent boys and girls in the major problem that results from their gender socialization.

Explain how gender schemas guide expectations for how males and females should behave.

Connect the concept of expressive and instrumental traits to research on adolescents’ views of the ideal man or woman.

Explain how the gender roles of African Americans, Latinos, and Asian Americans are rooted in their distinctive cultural histories.

Explain why gender stereotypes persist despite limited evidence for their validity.

Describe how economic changes in developing countries are changing their gender roles.

B) Chapter Outline I.

II.

III.

IV.

Adolescents and Gender in Traditional Cultures A. From Girl to Woman B. From Boy to Man Adolescents and Gender in American History A. From Girl to Woman B. From Boy to Man Socialization and Gender in the West A. The Gender Intensification Hypothesis B. Cultural Beliefs About Gender C. Gender Socialization: Family, Peers, and School D. Media and Gender E. Gender Socialization as a Source of Problems F. Cognition and Gender G. Masculinity, Femininity, and Androgyny H. Gender Roles in American Minority Groups I. Gender Stereotypes in Emerging Adulthood J. The Persistence of Beliefs About Gender Differences Gender and Globalization .

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C) Thinking Critically 1. Do you think the manhood requirements common in traditional cultures—provide, protect, and procreate—also exist in a modified form for adolescent boys in your society?

Are there other qualities that are part of the requirements for manhood—not just adulthood, but manhood specifically—in your society? (Page 127) 2. Would it be possible today to reconstruct the Ïprotective umbrellaÓ provided for adolescent girls by adult women in previous times, or would today’s adolescent girls find such protection patronizing and overly restrictive? (Page 130) 3. Give an example of a custom complex for gender—a cultural practice that reflects cultural beliefs related to gender roles in your culture. (Page 137) 4. Do you think your professors evaluate your work without regard to your gender? Does it depend on the subject area? (Page 142)

D) Applying Your Knowledge 1. Compare the gender expectations for adolescent girls in the Mexican village described by Chinas with the gender expectations for adolescent girls in your own culture. What are the similarities and differences? (Page 125) 2. Now that you know something about the history of gender expectations for adolescents, how do you think they are likely to change (if at all) in the course of the 21st century, and why? (Page 131) 3. Based on your experience, give examples of differential gender socialization in childhood, adolescence, and emerging adulthood. (Page 133) 5. Consider the overlapping bell curves of math abilities in adolescence. Then, use social roles theory to explain why so few women are in fields such as engineering and architecture. (Page 143)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity .

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to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on gender and related issues. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Marketing to Youth TO BE USED: HANDOUT 5.1 Consider television commercials and other media you have seen lately. Describe the ÏarticleÓ of media you are thinking about. Are there aspects of gender socialization evident? Describe.

2. Gender Stereotypes TO BE USED: HANDOUT 5.2 List gender stereotypes that you see as evident in society for both males and females. Why do you think they exist?

For further reading on these topics (gender roles, media, etc.): Bolliger, D.J. (2008). Perceived gender based stereotypes in educational technology advertisements. TechTrends: Linking Research and Practice to Improve Learning, 52(3), 46– 52.

Jenkins, H. (ed.). (1998). The children’s culture reader. New York: New York University Press.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on gender and related issues. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 5.3 1. Considering gender scheme theory, briefly describe how you think your life would change if you were the Ïopposite sex.Ó

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TO BE USED: HANDOUT 5.4 2. Consider your identity, self-image, and self-concept. Does your sex and/or gender impact your identity in any way? Describe.

C) Class Activities / Demonstrations Activity: Yearbook Analysis—Gender in School TO BE USED: HANDOUT 5.5 Have your students bring in yearbooks from their high school days. Bring in your own, or take them out from school or local libraries. In groups, have students examine several of the yearbook pages and discern groups/crowds/cliques/peer groups/friends from yearbooks. How do schools support this/create this, etc.?

From looking at the yearbooks, record any interesting observations of gender and gender socialization. Think about and comment upon possible influences of gender socialization.

Describe evidence from the yearbook.

What do you observe about the school climate/hidden curriculum from the different yearbooks?

What appears to be important in the school? Does this relate to gender issues? If so, how? On what do you base your inference?

Describe any ways that the school structure (as shown in the yearbook) might impact adolescents’ socialization in terms of gender. Feel free to generalize or to refer to specific individuals/pictures/etc.

For further reading, check out this study on peer relations that uses high school yearbooks as a data source: Franzoi, S. L., Davis, M. H., & Vasquez-Suson, K. A. (1994). Two social worlds: Social correlates and stability of adolescent status groups. Journal of Personality and Social Psychology, 3, 462–473.

If your students don’t have readily available yearbooks, you can modify this assignment by going online. Check out: Dead Fred at http://www.deadfred.com/annuals_05.php (for really old photos: 1800s and1900s), Classmates at www.classmates.com (free sign up service to search classmates).*Remember be cautious on the Internet and always look at privacy policies and disclaimers!

Activity: Observations on Gender Stereotypes: A MiniResearch Project TO BE USED: HANDOUT 5.6 For this ongoing project, students will use an observational research protocol to record instances .

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of gender stereotyping evident in their everyday lives. Choose a period of time for the parameters of the ÏstudyÓ (e.g., two days, one weekend, one week, etc.). Results of the students’ findings will serve as a springboard for discussion of text and extension material.

The observational investigation should include the following categories of information: source (i.e., television, magazine, song on the radio, conversation, lecture); context (i.e., school, home, work, etc.); participants (i.e., people involved); a brief description of the observed situation; and the reaction of the observer. Brainstorm other categories with your students in developing a protocol, or use the sample provided in the handout section at the end of this chapter.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Gender and Popular Media in the 60s, 70s, 80s, 90s÷ Have students look up popular media in different generations. A good resource is historical commercials (a good resource for this is TVadsView at http://tvadsview.com/). Movie trailers, TV shows, or other popular media could also be used. Have students choose two or three decades and find examples of online media to compare the differences in how men and women are portrayed.

Questions that may guide this activity include: 1.

2.

3.

4.

What were some of the differences you noticed in how women spoke?

How were men portrayed in each decade?

How were gender differences exemplified (e.g., clothes, activities, language, etc)?

Were there any common themes across decades that were observed in either men or women?

Androgyny on YouTube.com Have students search ‘androgyny’ on YouTube (www.youtube.com). From the search results ask students to compare how androgyny is discussed or portrayed. Begin a class discussion to talk about the different androgyny images portrayed online. Highlight the gender differences seen between androgynous men and women.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on .

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chapter content for incorporating some aspect of television in a discussion or activity.

Activity: ÏToys ‘R’ UsÓ TV Commercial Analysis TO BE USED: HANDOUT 5.7 For this activity, students will record their observations of two television commercials they have seen during the past few days – these commercials will be examples of differential gender socialization. Toy commercials are particularly good examples of differential gender socialization (e.g., Barbie Dolls for girls, Combat video games for boys).

However, encourage students to seek out commercials for a variety of products and target audiences.

Another option would be to bring in recorded television commercials for the entire class to view.

You can get great commercials from all over the world at http://www.clipland.com/Browse/Type/tvc/ The following questions may be used as a guide to a group discussion or adapted as a project.

• • • •

Describe the commercials you have chosen. What is the product? When did you see it? (i.e., What was the television show? What time of day?)

Who do you think the advertisement is intended for? Why? What is your evidence? Why might it appeal to the intended audience?

Describe the depiction and use of gender in the commercial.

What are possible consequences of this commercial? For adolescent viewers? For society (focus here on gender issues)?

For further investigation of this topic: Toying with Their Future (Video-recording, National Film Board of Canada, 1990, 30 minutes)

Activity: Top Five TV Shows for Teenagers Ages 15 to 18 TO BE USED: HANDOUT 5.8 Have students discuss in class what they think are the Ïtop fiveÓ television show for teens (ages 15 through 18). Once they have brainstormed as many possibilities as they can, get the class to vote on each choice and then rank the Ïtop five.Ó Using Handout 5.8 have students seek out and watch one of the Ïtop fiveÓ chosen by the class and answer the following questions: • • • • • •

Was the TV show cast mostly adolescents? If no, what age group did it best represent?

What was the main setting for the show (home life, school life, social life, etc.)

How were women/girls portrayed in the show?

How were men/boys portrayed in the show?

What teen issues were highlighted in the show?

Why do you think this might be a popular TV show for adolescents to watch? .

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Once students come back with the answers to these questions, discuss some of the similarities and differences between each TV show. You can also discuss popular media’s Ïtop fiveÓ list as well by visiting Teen.com.

According to Teen.com, the top five shows for teens in 2011 were: 1. Glee 2. Gossip Girl 3. Hell Cats 4. Jersey Shore 5. Keeping Up With the Kardashians

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Statistics on Gender http://w3.unece.org/pxweb/Dialog/Default.asp This site contains the Gender Statistics Database for the United Nations Economic Commission for Europe. Provides gender-related statistics on topics such as education health, mortality, family, work, and gender profiles by country.

World Youth http://www.un.org/esa/socdev/unyin/wyr07.htm The World Youth Report 2007 examines the challenges and opportunities existing for the roughly 1.2 billion young people between the ages of 15 and 24 in the world. This site also contains links to the World Youth 2003 and 2005 reports.

Electronic Access to Readings on Gender and Sexuality http://eserver.org/gender/ This page publishes texts which address gender studies and queer studies, with a particular focus upon discussions of sex, gender, sexual identity, and sexuality in cultural practices.

The Gender Education and Advocacy Website http://www.gender.org/ This site offers links to news and resources focusing on issues of gender and gender oppression in society. Links to literature clearinghouses, advocacy resources, and programs are included.

Gender Education and Advocacy is a national organization focused on the needs, issues, and concerns of gender variant people in human society.

Links to Resources: Gender, Ethnicity & Race in the Media .

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http://www.uiowa.edu/~commstud/resources/GenderMedia/ Thanks to the University of Iowa, Department of Communication Studies for this excellent website. Selected links include: "Advertising," "Assorted Gender and Media Links," "Feminist Media," and more. To facilitate your academic surfing, there are links to listservs and journals.

Feminist.com http://www.feminist.com Visit this homepage and you will find links to resources, articles, speeches, activism pages, information on women's health issues, and much more. Topics range from business to arts, from politics to parenthood, from education to entertainment. This is an online community fostering awareness, education, and activism for women all across the world.

Women in Global Science and Technology (WIGSAT) http://www.wigsat.org WIGSAT has been actively involved in influencing policy at national, regional, and international levels by promoting information, knowledge, science, and technology strategies which enable women, especially those living in developing countries, to actively participate in knowledge and technology for development. This site links to gender equity and technology, United Nations Gender Advisory Board, a useful international bibliography on gender, science, and technology, conferences, and more.

In The Life: Documentary Stories from the Gay Experience http://www.itlmedia.org/ This site creates access to media that produces change for the lesbian, gay, bisexual, and transgender communities. It documents the full range of the gay experience and the issues that impact lives and communities through stories on politics and public policy, personal and community health, religion and spirituality, and more.

IT Girls: Great Careers for Great Women http://ec.europa.eu/information_society/activities/itgirls/index_en.htm Because less and less young people, particularly women, take up ICT related subjects or pursue a career in ICT, this European Commission Site wants to raise awareness of the problem. You will find some statistics that are preliminary results from a study commissioned by the European Commission, as well as the final report of another study aiming to identify best practices in private and public organizations in the Union.

Amnesty International: Sexual Orientation and Gender Identity http://www.amnesty.org/en/sexual-orientation-and-gender-identity This site discusses how people across the globe face execution, imprisonment, torture, violence, and discrimination because of their sexual orientation or gender identity. It outlines key facts and what change Amnesty International wants to see on a global scale.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted .

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from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. The Education of Shelby Knox (In Cite Pictures, Cine Qua Non, Inc., 2005) This award winning "coming-of-age" documentary premiered on PBS in 2005. It traces the experiences of an adolescent girl from Texas who gets involved in an activist campaign to promote sex education in Texas schools. Shelby comes to question and confront her conservative religious roots and embraces her identity as a feminist, liberal Christian and proponent of a gaystraight alliance.

2. The Human Sexes: Part 6 – The Gender Wars (Partridge Films for the Learning Channel, 1997, 50 minutes) Written by Desmond Morris, this documentary explores issues of equality between the sexes, cultural aspects of gender, and the history of feminism from the suffragette movement to the National Organization of Women.

II) Popular Films 1. Boys Don't Cry (dir. Kimberly Pierce, 1999, 114 minutes) Fascinating, compelling, and ultimately horrifying: the study of a remarkably brave young woman determined to "pass" as a boy in rural Nebraska. Interpretation of a modern tragic heroine or hero depending on one's point of view.

2. Girlfight (dir. Karyn Kusama, 2000, 113 minutes) Brooklyn high school girl literally boxes her way from juvenile head case to empowered young woman. This teenage love story about confronting external obstacles and internal demons is set among the blood, sweat, and tears of the ring; the squalor of inner city streets; and the emotional .

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litter of a dysfunctional home.

3. Ma Vie en Rose (dir. Alain Berliner, 1987, 86 minutes) A French boy is convinced that when he grows up he will be a girl and marry the son of his father's boss; in the meantime, his innocent certainty causes confusion and perplexity among his family and their suburban middle-class neighbors.

4. Our Town (dir. Alain Berliner, 1940, 90 minutes) Superb performances from a top-flight cast add zest to this well-done adaptation of Thornton Wilder’s play about life in a small town. (Contains some good material to discuss ÏtraditionalÓ gender roles and stereotypes.)

5. She's the Man (dir. Andy Fickman, 2006, 105 minutes) When her brother decides to ditch for a couple weeks in London, Viola heads over to his elite boarding school, disguises herself as him, and proceeds to fall for one of her soccer teammates.

Little does she realize she's not the only one with romantic troubles, as she, as he, gets in the middle of a series of intermingled love affairs.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Harvard’s Secret Court (William Wright, 2005, New York: St. Martin’s Press) Subtitled "The Savage 1920 Purge of Campus Homosexuals," this book recounts an historical example of institutionalized discrimination. The "Secret Court" of deans and faculty investigated the sexual lives of students and eventually led to a student's suicide.

2. The Red Tent (Anita Diamant, 1997, Picador) Retelling of biblical characterizations from female characters' points of view. This is a poetic and powerful narrative that sheds light on the customs and problems of womanhood in ancient times.

3) Notes from the Hyena's Belly: An Ethiopian Boyhood (Nega Mezlekia, 2002, St. Martin's Press) Mezlekia recalls his boyhood in the arid city of Jijiga, Ethiopia, and his journey to manhood during the 1970s and 1980s. He traces his personal evolution from child to soldier--forced at the age of eighteen to join a guerrilla army.

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D) Annotated Readings Hafkin, N (ed.) (2006). Cinderella or Cyberella? Empowering Women in the Knowledge Society.

Sterling, VA: Kumarian Press.

This book provides an excellent overview of the critical issues addressing the global participation of girls and women in today's information society. It serves as both a resource for comprehensive understanding and a strategic guide for taking the necessary steps to ensure women fully participate in and benefit from information and communication technologies.

Harter, S., Waters, P. L., Whitesell, N. R., & Kastelic, D. (1998). Level of voice among female and male high school students: Relational context, support, and gender orientation.

Developmental Psychology, 34(5), 892–901.

This study further examines Gilligan's (1993) argument that girls "lose voice" in adolescence. By examination of self-report from parents, teachers, and students themselves, the current study revealed no gender differences nor evidence that "voice" declines in adolescence. This article cautions against gender generalizations in adolescence.

Pollack, W. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York: Henry Holt. (Annotated in textbook).

"Pollack's book was intended as the boys' counterpart to Pipher's Reviving Ophelia (listed below) and his book shares the same liabilities and virtues as Pipher's book. Like Pipher, his portrayal is extreme, with all adolescent boys depicted as troubled or potentially troubled, but like Pipher his book contains much in the way of insights and good advice for helping adolescents" (from Chapter 5, p. 157).

E) Additional References Currie, D. (1999). Girl Talk: Adolescent Magazines and Their Readers. Toronto: University of Toronto Press.

Dotson, E.W. (1999). Behold the Man: The Hype and Selling of Male Beauty in Media and Culture. New York: Haworth Press.

Fiebig, J.N. (2008). Gifted American and German adolescent women: A longitudinal examination of attachment, separation, gender roles, and career aspirations. High Ability Studies, 19(1), 67–81.

Harter, S., Waters, P. L., & Whitesell, N. R. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist, 32(3), 153–173.

Hoff Sommers, C. (2000). The war against boys. The Atlantic Monthly, 283(3), 59–74. .

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Kindlon, D. J., Thompson, M., & Barker, T. (1999). Raising Cain: Protecting the Emotional Life of Boys. New York: Ballantine.

Morrison, L. & L'Heureux, J. (2001). Suicide and gay/lesbian/bisexual youth: Implications for clinicians. Journal of Adolescence, 24(1), 39–49.

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4. Handouts 5.1

Think-Jot-Share

5.2

Think-Jot-Share

5.3

Exit Slip

5.4

Exit Slip

5.5

Activity: Yearbook Analysis—Gender in School

5.6

Activity: Observations on Gender Stereotypes: A Mini-Research Project

5.7

Watch and Learn: ÏToys ‘R UsÓ TV Commercial Analysis

5.8:

Watch and Learn: Top Five TV Shows for Teenagers Ages 15 to 18

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HANDOUT 5.1

THINK - JOT - SHARE Consider television commercials and other media you have seen recently.

•

Describe the ÏarticleÓ of media you are thinking about.

•

Are there aspects of gender socialization evident? Describe.

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HANDOUT 5.2

THINK - JOT - SHARE •

List gender stereotypes that you see as evident in society for both males and females.

•

Why do you think they exist?

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HANDOUT 5.3

Exit Slip Considering gender scheme theory, briefly describe how you think your life would change if you were the Ïopposite sex.Ó

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HANDOUT 5.4

Exit Slip Consider your identity, self-image, and self-concept. Does your sex and/or gender impact your identity in any way? Describe.

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HANDOUT 5.5

Guiding Questions to Accompany Yearbook Analysis—Gender in School 1. From looking at the yearbooks or yearbook pages, record any interesting observations of gender and gender socialization. Think about and comment upon possible influences upon gender socialization. Describe evidence from the yearbook.

2. What do you observe about the school climate/hidden curriculum from the different yearbooks? What appears to be important in the school? Does this relate to gender issues? If so, how? On what do you base your inference?

3. Describe any ways that the school structure (as shown in the yearbook) might impact adolescents’ socialization in terms of gender. Feel free to generalize or to refer to specific individuals/pictures, etc.

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HANDOUT 5.6

Protocol to Accompany Observations on Gender Stereotypes: A Mini-Research Project Name of researcher: ________________________________ Length of observation period: _____________________________ (insert dates)

Date/Time

Context of Observation (i.e., school, home, work, etc.) Be specific.

Source of Observation (i.e., television, magazine, song on the radio, conversation, lecture)

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Description of Observation (i.e., What happened?

What was the nature of the gender issue/ stereotype?

Participants involved?)

Description of Your Reaction

HANDOUT 5.7

Guiding Questions to Accompany ÏToys ‘R UsÓ TV Commercial Analysis 1. Describe the commercials you have chosen. What is the product? When did you see it? (i.e., What was the television show? What time of day?)

2. Who do you think the advertisement is intended for? Why? What is your evidence? Why might it appeal to the intended audience?

3. Describe the depiction and use of gender in the commercial. What are the possible consequences of this commercial? For adolescent viewers? For society (focus here on gender issues)?

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HANDOUT 5.8

Guiding Questions to Accompany ÏTop Five TV Shows for Teenagers Ages 15 to 18Ó The Television Show I chose was: _______________________________ 1. Was the TV show cast mostly adolescents? If not, what age group did it best represent?

2. What was the main setting for the show (home life, school life, social life, etc.)?

3. How were women/girls portrayed in the show?

4. How were men/boys portrayed in the show?

5. What teen issues were highlighted in the show?

6. Why do you think this might be a popular TV show for adolescents to

watch?

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5) Video Guide Questions and Answers Chapter 5: Body Image (Page 145) **Instructor’s Note: The questions for this video guide reference other chapters, Gender, Self, and Friends & Peers which may not have been covered depending on your schedule.** 1. Recall a statement from the video that connects to the Gender chapter and the idea that girls are more conscious of body image.

• Good answers could include: • “Boys can be original, that is ok.”

• “Extreme pressure for girls to fit in, you don’t want to be an outsider.”

2. Recall a statement from the video that connects to the Self chapter concept that physical appearance is strongly connected to self-concept (especially in girls).

• Good answers could include: • “…worked out and exercised and my self-esteem went up.”

• “Being skinny and wearing popular clothes makes me feel better.”

3. Recall a statement from the video that connects to the Friends & Peers chapter concept that physical appearance plays a role in popularity and unpopularity.

• A good answer could include: • “…I didn’t want to be larger and an outcast, so I ate healthier and exercised.”

• “Being skinny and wearing popular clothes makes me feel better.”

• “I want to be like the other kids.”

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Chapter 6 – The Self Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

158 158 159 159

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

159 160 161 163 165 165

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

165 167 169 169 170

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12

Summarize the differences among cultures in conceptions of the self.

Describe the different kinds of selves adolescents may have, and explain how this variation reflects adolescents’ cognitive development.

Explain how and why self-esteem changes from pre-adolescence through adolescence, including ethnic variations.

List Harter’s 8 domains of self-esteem, and identify which of them has the most influence on global self-esteem in adolescence.

Describe how self-esteem changes from adolescence through emerging adulthood, and why.

Summarize the evidence for emotional volatility in adolescence.

Evaluate the claim that girls lose their “voice” in adolescence.

Connect Erikson’s theory of identity development to the identity status model on which most research is based.

Evaluate Erikson’s theory from the perspective of postmodern theory, and note the theory’s limitations concerning gender and culture.

Describe Phinney’s model of ethnic identity in adolescence.

Explain how globalization is influencing identity development in adolescence and emerging adulthood.

Summarize adolescents’ emotional states during times they are alone.

B) Chapter Outline I. II.

III.

IV. V.

VI.

Culture and the Self Self-Conceptions A. More Abstract B. More Complex Self-Esteem A. Self-Esteem From Preadolescence Through Adolescence B. Different Aspects of Self-Esteem C. Self-Esteem and Physical Appearance D. Causes and Effects of Self-Esteem E. Self-Esteem in Emerging Adulthood The Emotional Self A. Gender and the Emotional Self: Do Adolescent Girls Lose Their "Voice"?

Identity A. Erikson's Theory B. Research on Identity C. Critiques and Elaborations of Identity Theory and Research D. Ethnic Identity E. Identity and Globalization The Self, Alone .

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C) Thinking Critically 1. Based on what you have learned so far in this book, what would you say are the economic reasons traditional cultures would promote an interdependent self? (Page 150) 2. Why do you think a false self is most likely to be shown to dating partners? Would the false self be gradually discarded as the dating partner becomes a boyfriend or girlfriend, or not? (Page 152) 3. What hypothesis would you propose to explain the ethnic differences in adolescent selfesteem described above? How would you test your hypothesis? (Page 153) 4. Adolescent girls have lower overall self-esteem than adolescent boys, yet boys have lower average emotional states than girls do. Is this a contradiction, or is it possible that both these findings could be true? (Page 158) 5. Compared with young people in Western cultures, do you think young people in traditional cultures would be more or less likely to experience loneliness? (Page 172)

D) Applying Your Knowledge 1. Americans generally consider it healthy to have high self-esteem. Is it possible for selfesteem to be too high? If so, how would you be able to tell when that point is reached? Is it subjective, based simply on each person’s opinion, or could you define that point objectively? (Page 155) 2. Based on your experience and observation, do you agree or disagree with Gilligan’s view that girls lose their ÏvoiceÓ in adolescence? Do boys? (Page 159) 3. Which better fits your own sense of identity, the identity status model or the postmodern identity theory? How would you devise a study to test the claims of the postmodern identity theorists? (Page 165)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity .

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to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on self and identity in adolescence and emerging adulthood. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. My Identity TO BE USED: HANDOUT 6.1 Consider your own self-image and identity. How do you describe yourself? (You may list adjectives or qualities or write a brief description.) What did you include in your description (qualities, talents, things you are not, etc.)? Why? Can you briefly describe a turning point in your life?

2. Postmodern Identity TO BE USED: HANDOUT 6.2 Consider the critique of identity status model offered by postmodern theorists. The postmodern identity is made up of diverse elements and changes across contexts and across time. Think about your own identity from this perspective. What is your identity in different contexts (e.g., at work, with your family, with your friends, at school, etc.)?

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity, which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on self and identity in adolescence and emerging adulthood. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 6.3 1. Imagine that you are an adolescent and you have just moved with your family to a new country and are immersed in a new culture that is very different from your home country.

Might this impact your identity development and self-concept? Speculate upon possible effects drawing upon the text. Provide examples.

TO BE USED: HANDOUT 6.4 2. Imagine that you are an adolescent – either male or female – you might choose the gender other than your own. Write a fictional diary entry for a typical day. Draw upon your understanding of adolescent thought, activity patterns, relationships, identity, culture, media use and other information from the text to help you Ïget inside the mindÓ of an .

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adolescent. You may also draw upon your own experiences!

C) Class Activities / Demonstrations Activity: Coat of Arms TO BE USED: HANDOUT 6.5 (Source: Norman Giesbrecht, Ph.D., University of British Columbia) This activity is an opportunity for your students to consider aspects of their own identity: What it is that makes them Ïwho they are.Ó Explain the use of a traditional ÏCoat of ArmsÓ as a symbol for a family or nation. Bring in pictures for examples, such as the Canadian Provincial Coats of Arms.

Using the handout attached (a blank template of a coat of arms), have students individually design their own Ïcoat of arms.Ó They may include pictures, words, or symbols that they feel describe themselves as individuals or represent their identity. This may include: values; hobbies; qualities; likes and dislikes; relationships; etc.

After giving students sufficient time to complete their Ïcoat of armsÓ (10–15 minutes is a general guideline), they may either share their ideas with a classmate or you could go directly to a large group discussion, giving students the opportunity to share aspects of their Ïidentities.Ó An option for guiding the discussion is to extract themes from the students’ responses and record on the board. The instructor could also have a set of themes in mind to structure the discussion.

Activity: "In My Room" Have students prepare an interview protocol and interview a classmate about his or her bedroom when he or she was an adolescent. Ideas to include: What was your room like? What was in your room? How much time did you spend there? What did you do there? What was it about your room that made it your own? How did you make it your own? What did your other family members think about your room? A class brainstorming discussion might be a useful and interesting way of generating ideas for the interview protocol. This is a good exercise in terms of acquiring listening and interviewing skills, as well as fostering empathy with adolescents – remembering what it was like to be an adolescent.

Have students in pairs analyze each other’s interviews together (either from notes or tape recording and transcription) and write about what they have learned in conjunction with research presented in the text and/or supplemental readings below. ÏResearch styleÓ activities are a good opportunity to discuss the ethical aspects of research in terms of informed consent and other issues. Use documents from your own institution’s ÏEthics Review BoardÓ for examples and construct a research participant consent form as part of the activity.

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For more information on this topic or for supplemental reading: Steele, J. R., & Brown, J. D. (1995). Adolescent room culture: Studying media in the context of everyday life. Journal of Youth and Adolescence, 24(5), 551–576.

Activity: Understanding Hybrid-Identity This activity helps students understand issues of hybrid-identity by asking them to reflect on and identify cultures and sub-cultures within their own lives. Have students jot down all of the cultures and sub-cultures they identify with -- remember to be inclusive. These could include, but are not limited to, parents' ethnic backgrounds, nationality, religious identity, community-based groups (e.g., soccer teams) or "sub-cultures" (e.g., punk rockers, eco-activists, cheerleaders, jocks, etc.). For each culture or sub-culture a student identifies, have him/her write a one paragraph description on a separate piece of paper. Have everyone hand in their sheets and shuffle them up. Then give each student two or three sheets (making sure they don't receive their own).

Using these descriptions of culture and sub-culture, organize students in pairs and have them "take on this hybrid-identity" created by the descriptions they receive. For example, you may have a student who needs to role play a Scottish, Middle Eastern, snowboarder from Canada.

Have the dyads role play in front of the class a humorous conversation that highlights all aspects of the hybrid identity. Allow the audience to try to identify which cultures and sub-cultures were apparent in the role played conversation.

Close this activity with a full group discussion where students are able to use their own life experiences to discuss how the role plays may have surfaced pervasive stereotypes. Use this large group debriefing session to refocus on issues highlighted in Chapter 6 -- for example, identity confusion, integration, cultural marginalization, bicultural status, and implications of globalization, etc.

Activity: Marcia’s Categories of Identity Achievement Have students get into groups reflecting the ideas of Marcia’s categories of identity achievement—identity achievement, foreclosure, diffusion, or moratorium—reflecting where they were at the end of high school. Also, ask the groups to talk about whether they went through a crisis of decision making or not. Have groups share common perceptions and problems.

Activity: Read or Write a Biography!

This is an excellent activity that students can work on individually over the term, and can be discussed periodically in class.

Have students read a biography or autobiography (historical figure, celebrity, political figure, etc.) and write a brief response paper outlining the individual’s identity development in terms of theories discussed in the text. .

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Have students write a brief autobiography outlining their development through the lifespan.

Include commentary, utilizing theories discussed in the chapter.

Some suggestions for biographies and biographical works: Beckner, C., & Clarke, J. (1995). 100 African Americans Who Shaped American History.

Bluewood Books.

Chilton, B. (2000). Rabbi Jesus: An Intimate Biography. Doubleday.

Erikson, E. (1962). Young Man Luther. New York: Norton.

Erikson, E. (1969). Gandhi’s Truth. New York: Norton.

Johnson, C., Adelman, B., & Phelan, R. (2000). King: A Photobiography of Martin Luther King, Jr. Siggins, M. (1994). Riel: A Life of Revolution. Toronto: Harper Collins.

1000 Makers of the Millennium: The Men and Women Who Have Shaped the Last 1000 Years.

DK Publishing.

Or check out Arts & Entertainment’s searchable ÏBiographyÓ database at http://www.biography.com/.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Poets Online: Identity and Self-Efficacy in Adolescents’ Poetry TO BE USED: HANDOUTS 6.6 and 6.7 1. Search the Internet for poems written by adolescents or have your students do this. There are many Internet sites where adolescents share their poetry. You could also have your students bring in their own poems from adolescence if they wish to share them, search through high school poetry publications, or use the adolescent poems printed with the permission of the authors in the handout section of this chapter.

2. In small groups, have your students examine the poems written by adolescents and consider and discuss the following questions (a handout is supplied for this activity): .

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• • • •

Describe the themes of the poem(s).

Does the poem resonate with salient aspects of adolescent development that you’ve learned about in this class (e.g., cognitive development, social contexts, school, friends, peers, romantic relationships, adolescents at-risk, etc.)?

Does the poem relate to aspects of self and identity development? Describe. Note the age of the adolescent who wrote the poem. It may be helpful to record/refer to specific lines/quotes.

Does the poem reveal any issues about the author's sense of self-efficacy?

For further readings on these topics (adolescence, identity, and poetry): Novak Lauscher, H. (2007). Compose your self: Expression and identity in the unsanctioned writing of adolescent and young adult poets and songwriters (Ph.D., Univ. of British Columbia (Canada), 2007). Retrieved May 8, 2009, from The Music Index Online database.

Waterman, A. S., & Archer, S. (1979). Ego identity status and expressive writing among high school and college students. Journal of Youth and Adolescence, 8, 327–342.

Social Networking Identity Analysis If you haven’t already signed up for a Facebook account, you should do so. Many of your students will already be on Facebook. Have your students do an informal analysis of identity in relation to their own profile and the profiles of some of their friends. This can be done together with a live Internet connection and LCD projector or have students do independent ÏfieldworkÓ and bring it back to a group discussion.

Consider questions such as: • What does his/her profile picture say about his/her identity/personality?

• Does the profile information indicate any peer group affiliation? Subculture? Youth culture? Values?

• How do his/her media preferences/activities relate to identity?

• Are there patterns among the friends?

• Make up your own questions and/or have the group generate research questions÷.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity.

Coming-of-Age Search online video databases for "coming-of-age" films, or use the popular film lists in this resource guide. Bring in video clips or have students reflect on films they have seen, keeping the following questions in mind:

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• •

What incident(s) are associated with or lead up to the protagonist developing an adult identity?

How does this differ for male and female protagonists?

Self-Concept, Self-Esteem, and TV Ads Look at TV commercials that are targeted at adolescents and/or emerging adults. What are the products? When are the commercials aired? During what type of programming? Are there differences relating to gender and target market? Ask students to generate research questions and hypotheses related to self-esteem, self-concept based on their understanding of the chapter and on their initial findings.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate, and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

The Stanford Encyclopedia of Philosophy http://plato.stanford.edu/ An online, freely-accessible peer reviewed resource maintained by Stanford University. It is a dynamic, up-to-date encyclopedia with entries written by experts worldwide. There are over 1000 entries to date. Search this resource for articles on self, self-concept, identity, self-esteem.

It is a great site to add to your bookmarks!

Society for Research on Identity Formation http://www.identitysrif.org/ The site contains resources including measures of identity, information about conferences and membership, as well as a link to the website for the Journal Identity (many of the articles in the journal pertain to adolescence or emerging adulthood).

Website for the Journal Identity http://www.tandfonline.com/toc/hidn20/current The website for the Journal Identity. Many of the articles in the journal pertain to adolescence or emerging adulthood. The site also contains information about conferences and membership in the Society for Research on Identity Formation.

Invest in Kids http://www.iik.org/ This is a useful starting point for searching the Web for sites and pages on adolescence This Canadian web portal dedicated to evidence-based positive parenting is an excellent window into understanding the roots and development of positive identity and self-esteem. There are .

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resources for parents, professionals, and a searchable database of articles, activities, and resources.

Self-Esteem Games – Research http://www.selfesteemgames.mcgill.ca/ The goal of this McGill University research team Ïis to conduct experimental research to develop interventions that might help people feel more secure. Our starting point is past research in which we have found that insecurity feelings derive in large part from anxieties about whether one will be liked, accepted, and respected by one's peers and significant othersÓ (Self-Esteem Games, 2006). Try the games yourself and read about the research.

The Erikson Institute http://www.erikson.edu/ Visit this site of Chicago-based graduate school in child development named for Erik Erikson.

Founded in 1966 by child advocates, the institute was initially established to provide training for professionals working in the Head Start initiative. The website has an excellent ÏApplied Research and Community EngagementÓ space with publications, presentations, and project descriptions.

Psychology in Daily Life http://www.apa.org/topics/ Visit the American Psychological Association's Public Affairs site. Search the database on selfesteem and find articles such as "Aggression and Self-Esteem," "Measuring Self-Concept Across the Lifespan," "Beyond Appearance," and "Sports Lift Esteem in Young Athletes." Search the database on identity and find these readings: "Positive Academic Stereotypes Fuel Student Performance," "Handbook of Counseling and Psychotherapy with Lesbian, Gay, and Bisexual Clients," and "Multiple Identities and False Memories."

Culture and Identity – The Smithsonian Institute http://www.si.edu/CulturalPrograms Visit the Smithsonian homepage for information on exhibits and research related to cultural identity.

Teen Angst! http://www.teenangstpoetry.blogspot.com/ This site was dedicated to the poetry that we wrote as adolescents! Teen Angst Poetry was the creation of a young adult and gave emerging adults an e-space to share and share a laugh about their adolescent poetry and trials and tribulations. Poems are accessible by theme – e.g., ÏI am alone,Ó ÏBreakups,Ó and ÏPolitical ActionÓ to name a few. People over 18 contributed their own poems to this repository. Some good material to use in your class to start discussions about adolescent identity! Although this blog is no longer active, you can read previous posts.

B) Films and Videos .

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Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. 28 Up (Granada Television International Ltd., 1984, 136 minutes) Michael Apted’s famous documentary follows a group of British youths from various socioeconomic backgrounds as they grow up. The participants are interviewed every seven years, starting at age seven through age 28. The process of identity development is highlighted, as is a socio-cultural look at post-war Britain. Look for the entire Up series: From 7 through 49.

2. Growing Up Online (PBS, Frontline, 2008, 60 minutes) ÏInvestigating the risks, realities, and misconceptions of teenage self-expression on the web.Ó (available at pbs.org)

3. Talk 16 (Back Alley Films in Association with the National Film Board of Canada, 1992, 104 minutes) This documentary follows a group of young women facing challenges and conflicts as they construct identities within the contexts of youth culture. In a follow-up documentary, Talk 19, the journey of discovery continues for the same young women.

II) Popular Films 1. Ghost World (dir. Terry Zwigoff, 2001, 111 minutes) An alienated teen responds to a personal ad as a prank, but when she gets to know the lonely 35ish geek who placed it, she finds him a kindred spirit. What starts as a sort of female "Catcher .

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in the Rye" evolves into something surprisingly touching and bittersweet, with fine acting.

2. Rebel Without a Cause (dir. Nicholas Ray, 1955, 111 minutes) It is undoubtedly the classic film about juvenile delinquency. Relationships in adolescence and emerging adulthood are highlighted with the framework of nostalgic counter-culture and adolescent egocentrism.

3. Half Nelson (dir. Ryan Fleck, 2006, 107 minutes) Emerging adult and adolescent identities intersect in this drama about a friendship between an inner city student and her teacher. The teacher, who inspires his students to think for themselves, has a drug problem and the student faces issues of poverty and a broken home. The film is not sugar-coated and presents authentic portrayals of issues and relationships.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Then Again, Maybe I Won't (Judy Blume, 1971, Bantam Doubleday Dell Books for Young Readers) From the point of view of a young boy who moves from a working class to an upscale neighborhood. Issues of peers, school, and identity bring back memories of the days just before puberty.

2. The Secret Life of Bees (Sue Monk Kidd, 2003, Penguin) Narrated from the point of view of 14-year-old Lily Owen, this novel is set in the South in the 1960s against a backdrop of racial unrest and violence, and issues of family and identity.

D) Annotated Readings Adams, G. (Ed.) (2000). Adolescent Development: The Essential Readings. Kingston, ON: Blackwell.

This collection of readings by some of today's leading scholars in the area of adolescent development is a must for those who plan to work in the area of adolescence. Readings cover topic areas of self and identity development and much more.

Cot» J., & Levine, C. (2002). Identity Formation, Agency, and Culture. Hillsdale: L. Erlbaum Associates.

The authors provide a synthesis of the literature from an interdisciplinary, social psychological perspective. The complexities of identity formation are explored in relation to theoretical frameworks relating to agency and culture. This book is an .

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excellent evidence-based supplemental text and resource for students, teachers and researchers of identity.

Elliott, A., (2001). Concepts of the Self. Cambridge: Polity Press.

This volume provides an introduction to controversies over theories of self in the social sciences. Interdisciplinary perspectives are integrated and explored, including feminist theory, queer theory, symbolic interactionism, and psychoanalytic theory. This book is a great resource for instructors who wish to provide a forum for discussion and debate in their classroom.

E) Additional References Berzonsky, M.D. (2005). Ego Identity: A Personal Standpoint in a Postmodern World. Identity, 5(2), 2005, 125–136.

Brown, B., Herman, M., Hamm, J., & Heck, D. (2008). Ethnicity and image: Correlates of crowd affiliation among ethnic minority youth. Child Development, 79(3), 529–546.

Harter, S. (1990). Self and identity development. In S.S. Feldman, & G.R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 352-387). Cambridge, MA: Harvard University Press.

Kroger, J. (2005). Critique of a Postmodernist Critique. Identity, 5(2), 195–204.

Schachter, E. P. (2005). Erikson Meets the Postmodern: Can Classic Identity Theory Rise to the Challenge? Identity, 5(2), 137–160.

Vadeboncoeur, J. A., & Portes, P. R. (2002). Students Ïat riskÓ: Exploring identity from a sociocultural perspective. In D. M. McInerney, & S. Van Etten (Eds.), Sociocultural influences on motivation and learning (pp. 89-127). Greenwich, CT: Information Age Publishing.

Whitesell, N., Mitchell, C., & Spicer, P. (2009). A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents. Cultural Diversity and Ethnic Minority Psychology, 15(1), 38–50.

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4. Handouts 6.1

Think-Jot-Share

6.2

Think-Jot-Share

6.3

Exit Slip

6.4

Exit Slip

6.5

Activity: Coat of Arms Template

6.6

Identity in Adolescents’ Poetry: Guiding Questions

6.7

Identity in Adolescents’ Poetry: Sample Poems

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HANDOUT 6.1

THINK - JOT - SHARE Consider your own self-image and identity.

•

How do you describe yourself? (You may list adjectives or qualities or write a brief description.)

•

What did you include in your description (qualities, talents, things you are not, etc.)? Why?

•

Can you briefly describe a turning point in your life? Why do you consider this time or event important?

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HANDOUT 6.2

THINK - JOT - SHARE Consider the critique of the identity status model offered by postmodern theorists. The postmodern identity is made up of diverse elements and changes across contexts and across time.

Think about your own identity from this perspective.

•

What is your identity in different contexts (e.g., at work, with your family, with your friends, at school, etc.)?

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HANDOUT 6.3

Exit Slip Imagine that you are an adolescent and you have just moved with your family to a new country and are immersed in a new culture that is very different from your home country. Might this impact your identity development and self-concept? Speculate upon possible effects drawing upon the text. Provide examples.

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HANDOUT 6.4

Exit Slip Imagine that you are an adolescent – either male or female – you might choose the gender other than your own. Write a fictional diary entry for a typical day. Draw upon your understanding of adolescent thought, activity patterns, relationships, identity, culture, media use, and other information from the text to help you Ïget inside the mindÓ of an adolescent. You may also draw upon your own experiences!

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HANDOUT 6.5

Template for Coat of Arms Activity

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HANDOUT 6.6

Identity in Adolescents’ Poetry: Guiding Questions Examine the poems written by adolescents.

1. Describe the themes of the poem(s).

2. Does the poem resonate with salient aspects of adolescent development that you’ve learned about in this class (e.g., cognitive development, social contexts, school, friends, peers, romantic relationships, adolescents at-risk, etc.)?

3. Does the poem relate to aspects of self and identity development? Describe.

What age was the adolescent who wrote the poem? What gender? It may be helpful to record/refer to specific lines/quotes.

4. Does the poem reveal any issues about the author's sense of self-efficacy?

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HANDOUT 6.7

Poems by Adolescents (used with permission) The Ballad of Sue Glutz I wanna pair of Jordache jeans And a blue-eyed boy In a baseball hat That says ÏI like beerÓ I wanna ride in a truck with a radio on Playin’ inane songs I just gotta have money When I grow up And lots of fancy clothes Like a rabbit fur coat And I won’t survive If I can’t drive A pink Cadillac With a cowboy hat I’m gonna look just like J.R. I don’t care if I can’t read Cuz I’ll have ten teevees That’ll show me the stars I wanna sit in a bar Drinkin’ down my draft I just love to laugh At them trucker jokes While I sit in the smoke But that’s okay Cuz it’s Export ÏAÓ - Female, Age 13

Standing at the Cross Roads The street where earthbound angels danced On waves of calico leaf-strewn frills Flower-patterned love and lace Dusty old, but full of life Shattered through the eyes All is faded happiness Where the mortal prophet flies Now men with three-piece suits and ties Sell lies to pay for alibis Who holds the key for the dying to see In the neon blur of reality Where desperate harmony Pervaded Rejoice The baby shower was raided And in the end the holy children Laughing stumbling through the churchyard Stopped and watched their leader crumple In the moon glow Another life has passed unnoticed Returned at last To darkened shadow In the street where earthbound angels danced The daybreak shakes its weary trance - Female, Age 15

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5) Video Guide Questions and Answers Chapter 6 Ethnic Identity (Page 172) 1.

What are Phinney’s categories of Ethnic Identity?

• Assimilation • Marginality • Separation • Biculturalism

2.

Which of Phinney’s categories of Ethnic Identity would best fit the Asian American girl in this video? Why? • Assimilated, because her identification with the majority culture is high and her identification with the ethnic group is low.

3.

Describe an example of a person who would best fit the Bicultural category of Phinney’s categories of Ethnic Identity.

• “Being both Mexican and American means having the best of both worlds. You have different strengths you can draw from in different situations.”

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Chapter 7 – Family Relationships Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

181 181 182 182

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launcher D) Technology-enabled Learning Activities E) Watch and Learn 3) Practical Resources

183 184 185 188 189 189

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

189 191 193 194 194

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10

7.11 7.12

Describe the family systems principles of disequilibrium and subsystems.

Summarize general patterns of parents’ development in midlife and variations in the patterns.

Identify the five common patterns of sibling relationships in adolescence.

Explain why relations with extended family members are often especially close for adolescents in traditional cultures.

Summarize the parenting styles model and identify its limitations.

Summarize the two main forms of infant attachment and the evidence for their influence on adolescent development.

Describe how conflict with parents changes during adolescence, and identify the main sources of the conflicts.

Explain why conflict with parents usually decreases from adolescence to emerging adulthood.

Summarize the main changes that have taken place in adolescents’ family lives in Western countries, over the past 200 years and over the past 50 years.

Distinguish between family structure and family process, and use the concept of family process to explain variability in adolescents’ responses to divorce, remarriage, single parenthood, and dual-earner families.

Distinguish the causes and consequences of physical and sexual abuse.

Distinguish running away from home in developed countries from becoming “street children” in developing countries.

B) Chapter Outline I.

II.

III. IV.

V. VI.

The Adolescent in the Family System A. Parents' Development During Midlife B. Sibling Relationships C. Extended Family Relationships Parenting Styles A. Parenting Styles as Custom Complexes B. The Effects of Parenting Styles on Adolescents C. A More Complex Picture of Parenting Effects D. Parenting in Other Cultures Attachments to Parents Parent-Adolescent Conflict A. Sources of Conflict with Parents B. Culture and Conflict with Parents Emerging Adults' Relationships with Parents A. Patterns Over Two Centuries Historical Change and the Family .

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VII.

VIII.

IX.

A. The Past 50 Years Effects of Divorce, Remarriage, Single Parenthood, and Dual-Earner Families A. Divorce B. Remarriage C. Single Parenthood D. Dual-Earner Families Physical and Sexual Abuse in the Family A. Physical Abuse B. Sexual Abuse Leaving Early: Runaways and œStreet Children” A. Running Away From Home B. "Street Children" Around the World

C) Thinking Critically 1. Why do you think parents respond favorably when their children leave home? (Page 177) 2. Why do you think fathers tend to be less involved than mothers in the lives of their adolescents? Do you think this will remain true when the current generation of adolescents grows up and becomes parents? (Page 179) 3. Thus far, little research has taken place on sibling relationships in emerging adulthood.

Based on your own observations and experience, what would you expect research to indicate about how sibling relationships change from adolescence to emerging adulthood? (Page 180) 4. How would you predict parent-adolescent conflict in traditional cultures will be affected by globalization? (Page 193) 5. In addition to the factors mentioned here, can you think of other things that might influence adolescents' responses to divorce for better or worse? (Page 201) 6. Explain the effects of sexual abuse in terms of attachment theory. (Page 205)

D) Applying Your Knowledge 1. Think of an example of disequilibrium that occurred in your family during your adolescence or emerging adulthood. How did the various family members adapt? (Page 176) 2. How would you categorize the parenting style of your parents when you were in adolescence? Was it the same for you as for your siblings (if you have any)? To what extent did their parenting influence you, and to what extent did you evoke certain parenting behaviors from them? (Page 184) 3. Apply the idea of the custom complex to parent-child conflict in the American majority culture. How do the typical topics of conflict reflect certain cultural beliefs? (Page 191)

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2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students, who are more reluctant to participate in class discussion, the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions to highlight important issues.

1. Divorced and Blended Families TO BE USED: HANDOUT 7.1 Think about how parents and adolescents from divorced and blended families cope with the changing relationships. Give some examples. Now think about any personal examples you may have experienced or people you may know who have had to make these adjustments.

2. Differential Parenting and Sibling Relationships TO BE USED: HANDOUT 7.2 Think of your own sibling relationships (if you do not have siblings, think about sibling relationships within your extended family or families you know). Do you think that you and all your siblings are treated the same by your parent(s)? List any examples of how parents' behavior differed towards siblings within the same family. Generate possible reasons why these differences may exist?

For further readings on these topics (parent-adolescent relationships; divorce, sibling relationship, etc.): Bank, L. (1996). Negative sibling interaction patterns as predictors of later adjustment problems in adolescent and young adult males. Advances in Applied Developmental Psychology, 10, 197–229.

Brody, G. H. (ed). (1996). Sibling Relationships: Their Causes and Consequences. Norwood, NJ: Ablex Publishing.

De Goede, I. H. A., Branje, S. J. T., & Meeus, W. H. J. (2009). Developmental changes in adolescents' perceptions of relationships with their parents. Journal of Youth and Adolescence, 38(1), 75–88. .

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Dunn, J. (1996). Brothers and sisters in middle childhood and early adolescence: Continuity and change in individual differences. Advances in Applied Developmental Psychology, 10, 31–46.

Updegraff, K. A., Thayer, S. M., Whiteman, S. D., Denning, D. J., & McHale, S. M. (2005).

Relational aggression in adolescents’ sibling relationships: Links to sibling and parentadolescent relationship quality. Family Relations, 54(3), 373–85.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity that can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them.

For the past several years, we have used this exercise to allow students to be reflective, not only of their own experiences, but also on the material they are currently learning.

Listed below are several ideas for Exit Slip activities. These are just a few ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 7.3 1. Evaluate the extent to which your personality has been influenced by the relationship you have with your parents.

TO BE USED: HANDOUT 7.4 2. Describe how the parenting styles of your mother and father are the same and/or different. If you’ve only known one parent, think about other extended family members in your life.

TO BE USED: HANDOUT 7.5 3. Research has shown that adolescents who had been securely attached in infancy were more open in expressing their feelings and were more likely to form close relationships with peers. Explain possible reasons for why this might be accurate.

C) Class Activities / Demonstrations / Lecture Launchers Activity: Role Play – Blended Families TO BE USED: HANDOUT 7.6 For this activity, students will role-play different family members who are part of a blended family (i.e., single mothers and single fathers who remarry). Role descriptions are provided in HANDOUT 7.6.

Allow students to form groups of 5 or 6. Make sure each group chooses a mother and father card .

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and distribute the children cards according to the number of people left in the group. Each card describes the family member with a few words about their feelings on the blended family situation. Tell students not to disclose the information on their card to anyone else.

Advise students that they may take "poetic license" with their role-play with only one caveat -they must stay true to the feelings described on the card. Give students about 5–10 minutes to act out their family dynamic. Question students after their role-play about their experiences in the group. You may or may not want to give them some direction on the issues they may be dealing with (i.e., an adolescent's curfew, homework issues, dating, extracurricular activities, parental roles, and responsibilities, etc.). You may or may not want to include ex-wives and ex-husbands if you feel you want to deal with authority issues. After the debriefing, you can ask students what they learned from the experience, and one or two groups may perform their "play" for the class.

Feel free to create your own role cards.

Activity: Students Sharing Family Stories This activity can be done in a pair or small group situation or a large class discussion. As well, this activity can be done anonymously or not. If you want to make it anonymous, have students write a poignant family story and then hand them in, shuffle them, and have other students read them. If it is not anonymous, give students some time to discuss their family stories. You can choose any topic you like (e.g., father/daughter, mother/daughter, leaving home, changing dynamics, divorce, remarriage, etc.).

You can use this activity as a catalyst to begin a discussion of family dynamics. Some questions that you may want to consider using as probes are: 1. How would you describe your relationship with your mother/father?

2. If you have siblings, how would you describe your relationship with your older/younger brothers/sisters?

3. Do you interact with your extended family (i.e., aunts, uncles, cousins, grandparents)?

How would you describe those relationships? If you don't interact with them, why not?

These questions, or ones you devise yourself, might help students think about that poignant story they want to share. Remember these can be both positive and negative experiences.

Activity: The œParenting Styles” Play TO BE USED: HANDOUT 7.7 Create a character list and either have volunteers come in (people not in your class) or students in your class put on an ad-lib play about parenting styles. Use HANDOUT 7.7 or create 3 or 4 little vignettes that highlight topics like parent/adolescent conflict, attachment, traditional parenting styles, single parenthood, and familial abuse.

Have students try to "guess" what the vignette was trying to portray and the important .

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information that was portrayed. You can use this as an opening to discussing family relationships.

Activity: Portrayal of Street Kids in Film Show clips from films or YouTube videos (e.g. search œstreet kids”) that show street kids or street youth in different eras or contexts. Lead a discussion on comparing and contrasting the portrayals of youth in different time periods or cultures.

For example: Oliver Twist -- Industrial Revolution era England Kids -- New York City in the 1990s Street Kids -- Seattle in the 1980s Gangs of New York -- New York City in the 1860s Slumdog Millionaire – Mumbai, India in the 2000s 1. What genre of film/video is each? Comedy, drama, documentary, pseudodocumentary?

2. How are the adolescents portrayed? In a positive or negative light? Is the film/video sympathetic or unsympathetic to the adolescents? Are they idealized in any ways?

Demonized? On what did you base your decision?

3. Describe the adolescents. Are they healthy? What sorts of clothing do they wear?

4. Describe the adolescents' personalities as they are portrayed. Are the characters stereotypical? Explain your reasons. Are the characters realistic? Why or why not?

5. What kinds of family settings do you think they are from? (Socio-economic status, parental relationships, etc.)

6. What is the nature of the relationships that the adolescents are involved in? With each other? With adults? Other?

7. Comment on the portrayal of gender in the film(s)/video(s). How are males portrayed?

Females? Are there stereotypes? Comment on possible different reasons why males or females might be on the street.

8. From viewing the different film clips, describe the contexts in which the adolescents exist. What do the adolescents do? What sorts of activities do they engage in? How would you describe their daily lives?

9. From the perspectives of the different films/videos, what do you construe as the major reasons why the adolescents are living "on the street”? Compare and contrast differences across the different films.

10. What conclusions can you draw from the films/videos about the ways that adolescents are portrayed? Explain your reasons. For example • Is the filmmaker sympathetic to street kids?

• Is the film/video a warning against the perils of being a bad kid?

• Does the era and social climate of the setting have an impact? (e.g., Industrial Revolution and urbanization/poverty) • Who do you think is the intended audience?

• What is the "voice" or perspective from which the film/video is constructed? .

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Lecture Launcher and Activity: Breaking the Ties – Family Dynamics TO BE USED: HANDOUT 7.8 One of the key tasks of adolescence is separating from one’s family and becoming an independent person. This can be a very difficult task depending on the ongoing dynamics in the family. Ideally, adolescence is when a person starts to become more inner-directed, rather than psychologically dependent on the family. Also, ideally, the family wants to help the teenager develop his/her own identity and allows him or her to try on new behaviors, ideas, etc., to find his/her own. This is what happens, happily, in the majority of families. But what happens if the family is not ready to let this child go?

Some families become what is called “child focused.” That means that the grown-ups in the family related to each other only in terms of the children—not as individual adults. The children, therefore, are critical to that couple to keep them together. If they lost the children, they might lose their relationship. Couples often don’t even realize that they have turned into this kind of child-focused relationship; it may not be conscious. But think about how powerful a drive it would be for a child-focused couple to hold on to their child to try and keep the adolescent from leaving them. Because, as noted before, this motive is not always (not often, in fact) conscious, the family would believe that it was holding on to their child for the child’s own best interests (not for their own). Remember, we are not talking about bad or abusive families, we are just talking about grownups who have probably not had their own needs met and are doing the best they can. But look at the formula for difficulty.

Ask students what they would expect in this kind of situation. There are two most likely scenarios. One scenario is that the adolescent will unconsciously agree to follow his or her parents’ desires and stop trying to separate from the family. This adolescent tends to become a home-body: somewhat passive, usually shy, with few friends or interests outside of things he or she can watch or do at home. (By the way, that very behavior supports the family’s belief that the adolescent is not ready to be out on his/her own and needs the extra help and protection of the family.)

The second scenario is where the adolescent pulls against the family to break out. Remember, unconsciously the family tries to pull the teenager back. So it will take a large amount of effort to break out (like leaving earth’s gravitational force). The adolescent in this scenario is the one who exhibits wild, rebellious behavior. Because he or she is unsure of how to be his or her own person, the most psychologically logical thing to do is to go to the extreme and act (try to be) just the opposite of what the family wants. Then, he or she will be free. And what is a family’s usual reaction to wild, rebellious behavior? Usually the family will try to “pull the child back,” either by guilt (a big one) or by threats. Because being pulled back is the very thing the adolescent is fighting, the situations will usually continue to escalate. This very difficult situation is, in fact, often psychologically logical if one looks at the whole family situation.

Discuss family scripts following this lecture using HANDOUT 7.8

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D) Technology-enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Keeping in Touch through Technology TO BE USED: HANDOUT 7.9 How do you communicate with family members? Do you write letters? Do you use the phone?

Do you email or use instant messaging? Do you and other family members text message each other? Have students use the recording protocol (HANDOUT 7.9) to record their use of communication technologies to connect with family members.

Use the responses as a discussion tool along with the following reflection questions: • Which family member(s) do you communicate most with?

• What is your most commonly used communication technology?

• What are the benefits of this technology? Why do you use it?

• What are some of the barriers to communication that are associated with this technology?

Explain.

Parenting Advice Online Have students search sites like YouTube, Facebook, My Space, etc., and watch video clips or read postings about œparenting your teenager.” Ask students to come prepared to discuss what they found. Discussions can be stimulated through the following questions: • Which site(s) did you visit?

• How popular was this topic (frequency of information)?

• What information was presented? By who?

• What perspective did they take (parent’s or teen’s point of view)?

• What did you learn from the information that was presented?

• How would you judge its validity (was it a believable source)?

• Does this fit with your beliefs about parenting teens? Why? Why not?

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Sitcom Families -- Can You See Yourself?

TO BE USED: HANDOUT 7.10 Bring in video clips of family-based sitcoms past and present. Use the observation protocol .

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(HANDOUT 7.10) to record your observations of television situation-comedy families. Use the responses as a discussion tool along with the following reflection questions: • Are any of the families similar to yours in any way? Explain.

• How are the families different from yours?

• Are the family relationships realistic or not? How so? Can you relate to any specific family sitcom?

• If you were going to produce a family-based sitcom, what kind of family would you present? Why?

The Boomerang Generation (Dr. Phil Show, Description available at http://drphil.com/shows/show/610/) When adults won't emerge! Case studies and discussions about adults who move back home with their parents. Tapes and transcripts are available from the website. This is a great discussion tool for discussion in your lecture.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/ National Council on Family Relations (NCFR) http://www.ncfr.org The NCFR provides an educational forum for family researchers, educators, and practitioners to share in the development and dissemination of knowledge about families and family relationships, establishes professional standards, and works to promote family well-being. The group does not focus on adolescence alone, but many of the members conduct research on adolescence and families.

Helpguide: A Trusted Non-Profit Resource http://www.helpguide.org Helpguide’s mission is to help people understand, prevent, and resolve life’s challenges. Robert and Jeanne Segal spearheaded the founding of this project in 1999, following the suicide of their daughter, Morgan. The section on Children & Parenting includes information on attachment disorder, coping with divorce, co-parenting after divorce, blended and step families, and more.

Center for Adolescent and Family Studies http://www.indiana.edu/~cafs/ The Center for Adolescent and Family Studies at Indiana University serves as national center for the dissemination and study of evidence-based ("what works") prevention and treatment methods .

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and programs for children and adolescents at risk for learning and behavior problems.

Troubled With: A Web Site of Focus on the Family http://www.troubledwith.com TroubledWith.com is a collection of articles, resources, and referrals organized by topic around family issues and concerns. The web resources are to help families by providing complete coverage of issues including a brief introduction to each topic, an overview of the issue at hand, Q&A with experts, and tips for making things better. There is a great section on œParents and Adult Children” which talks about how parents transition as children grow up.

Attachment: Theory and Research @ Stony Brook http://www.psychology.sunysb.edu/attachment/ This site includes reports of the Bowlby-Ainsworth attachment theory. As well, it includes links to libraries of attachment researchers, publication lists, attachment measures, and parenting, child, and marriage research. It is a site with a plethora of attachment information.

Sexual Abuse Resources – American Psychological Association Online http://www.apa.org/topics/sexual-abuse/index.aspx This page of APA Online contains information on education, prevention, and recovery related to child sexual abuse. Evidence based definitions, resources, and research findings.

Canada’s Parenting Website http://www.todaysparent.com/ This website is a storehouse of info, news, and resources related to parenting, childhood and adolescence. There are resources listed for pregnancy and age of child (e.g., babies, toddlers, and teens and œtweens”). There are lots of resources including articles, message boards, blogs, podcasts, ask an expert, being a mom, memory making and freebies.

Working Moms' Refuge http://www.momsrefuge.com/ This is a site designed to help the working mom. There are links to family, career, the art of juggling it all, single moms, including dad's voice, and great books for the working mom. There are current events and new sites that are ever changing. Finally, moms can join a working moms' discussion list, so she does not feel alone.

Covenant House for Kids http://www.covenanthouse.org/ This is a fantastic site for information about children who run away from home. The site includes discussion about the typical runaway, why kids run, preventing running away, and much more.

The site also has links for kids who want to talk about running away, and resources.

Street Kids International http://www.streetkids.org Street Kids International is a non-profit agency founded in Canada, with operations in Canada and the UK. It is a global leader in developing and disseminating the strategies and tools needed to give street kids around the world the choices, skills, and opportunities to make a better life for themselves. .

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B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio œpodcasts” you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Passionate Eye (Series) (Description from CBC Newsworld Documentaries, http://www.cbc.ca/passionateeyesunday/feature_221006.html); Episode: Born into Brothels œThe most stigmatized people in Calcutta's red light district are not the prostitutes, but their children who have little hope of escaping their mother's fate. In the Academy Award winning film Born into Brothels viewers witness how these children's lives are transformed when they begin to take photographs of their life in the stark and impoverished brothels. Photography becomes both an emotional outlet and for some, an escape. " (accessed March 2008)

II) Popular Films 1. Juno (dir. Jason Reitman, 2007, 96 minutes) Juno is a whip-smart teen confronting an unplanned pregnancy by her classmate Bleeker. With the help of her hot best friend Leah, Juno finds her unborn child a œperfect” set of parents: an affluent suburban couple, Mark and Vanessa, longing to adopt. Luckily, Juno has the total support of her parents as she faces some tough decisions, flirts with adulthood, and ultimately figures out where she belongs.

2. Georgia Rule (dir. Garry Marshall, 2007, 113 minutes) Rachel comes to stay with her Grandmother Georgia for the summer leaving some obvious .

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problems behind at home. Her alcoholic mother doesn't even stay the night before rushing back out to California to be with her husband. Rachel, a beautiful girl in the boring Mormon country, shakes up the town. Then she reveals her deepest secret to one of her new friends, and her mother comes rushing back to find out if it's true. In the midst of this crisis, the three women become closer than ever and start to understand each other more.

3. Billy Elliot (dir. Stephen Daldry, 2000, 110 minutes) This charming British entry, set in a coal-mining community in 1984 Northern England, concerns a young lad who embarrasses his gruff father and older brother by abandoning boxing lessons for ballet. Julie Walters shines as the chain-smoking dance instructor who sees potential in the boy, and scripter Lee Hall shades his familiar material with such fresh enthusiasm that you cannot help being captivated. Highlights issues of family and resilience.

4. He Got Game (dir. Spike Lee, 1998, 137 minutes) The drama is about ethnic pride, urban survival, and the corruption of American sports. This film centers on the shaky relationship of father and son. Tells the story of Jesus Shuttlesworth, the most sought after high school basketball prospect in the nation. Jesus and his dream to make it to the big ranks in professional basketball are overshadowed by his father, Jake, who is spending his life in prison for killing Jesus' mother.

5. The Ice Storm (dir. Ang Lee, 1997, 113 minutes) This film is based on Rick Moody's novel about Thanksgiving 1973 in a middleclass New England family, with adolescent children fumbling with puberty while their parents flounder in the backwash of the sexual revolution.

6. Family Prayers (dir. Scott Rosenfelt, 1991, 109 minutes) Poignant coming of age drama introduces a 13-year-old trying to make sense of his life. When his parents start questioning their marriage, he must discard youth for adulthood. In the process he learns some valuable lessons, especially from his eccentric aunt.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Daughters of Jerusalem (Charlotte Mendelson, 2008, Pan Macmillan) The story of the Lux family, living in Oxford, their teenage daughters and the cracks that can appear in family life just beneath an apparently calm surface.

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2. Black Swan Green (David Mitchell, 2007, Random House) Set in the 1980s, the story follows a year in the life of Jason, a 13-year-old who feels he lives with the most boring family on earth. A œcoming of age” novel, we see Jason cope with bullying, family politics, and girls.

3. On Beauty (Zadie Smith, 2005, Penguin Books) Issues of family and emerging adulthood are discussed in the portrayals of two families with radically different cultural backgrounds and worldviews.

4. Cumberland (Michael V. Smith, 2002, Cormorant Books) Family relationships are highlighted in this portrayal of what it's like to be different growing up in a small Canadian town.

D) Annotated Readings DelCampo, D. S., & DelCampo, R. L. (2000). Taking sides: Clashing views on controversial issues in childhood and society. Third Edition. Guilford, CT: McGraw-Hill Companies.

The book is divided into the four developmental phases of childhood: infancy, early childhood, middle childhood, and adolescence. Within each section, specific issues are dealt with in a debate style. Two authors take opposing sides to such issues as at risk adolescents and families; school vouchers; sexual abuse; etc.

After the debate is put forth, the authors end with a postscript section, which offers final thoughts and a bibliography related to the issues.

Reese-Weber, M. (2000). Middle and late adolescents' conflict resolution skills with siblings: Associations with inter-parental and parent-adolescent conflict resolution. Journal of Youth and Adolescence, 29(6), 697–712.

The article describes a study, which investigated how parental conflict resolution skills utilized in a parent-adolescent relationship related to the adolescent's conflict skills utilized with siblings. A path analysis revealed that mom-adolescent and dad-adolescent resolution mediated sibling conflict resolution.

Yongmin, S., & Yuznzhang, L. (2008). Stable postdivorce family structures during late adolescence and socioeconomic consequences in adulthood. Journal of Marriage and Family, 70(1), 129–43.

Using four waves of panel data from 6,954 American young adults in the National Education Longitudinal Study, we compare the long-term socioeconomic consequences of growing up in two types of divorced families. Our findings show that the negative socioeconomic consequences of growing up in unstable postdivorce families are at least twice as large as those of staying in a stabilized postdivorce family environment through late adolescence.

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E) Additional References Amato, P. R., & Booth, A., (1997). A Generation at Risk: Growing Up in an Era of Family Upheaval. Cambridge, MA: Harvard University Press.

Davies, M. (2008). A childish culture?: Shared understandings, agency and intervention--An anthropological study of street children in Northwest Kenya. Childhood: A Global Journal of Child Research, 15(3), 309–330.

Gallagher, K. C. (2002). Does child temperament moderate the influence of parenting on adjustment? Developmental Review, 22(4), 623–643.

Geuzaine, C., Debry, M., & Liesens, V. (2000). Separation from parents in late adolescence: The same for boys and girls? Journal of Youth and Adolescence, 29(1), 79–92.

Holt, S., Buckley, H., & Whelan, S. (2008). The impact of exposure to domestic violence on children and young people: A review of the literature. Child Abuse & Neglect: The International Journal, 32(8), 797–810.

Marjoribanks, K, & Mboya, M. (2001). Family capital and South African young adults' selfconcept. Journal of Comparative Family Studies, 32(1), 127–139.

Warren, R. (2005). Parental mediation of children's television viewing in low income families.

Journal of Communication, 55(4), 847–863.

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4. Handouts 7.1

Think-Jot-Share

7.2

Think-Jot-Share

7.3

Exit Slip

7.4

Exit Slip

7.5

Exit Slip

7.6

Activity: Blended Families - Role Play

7.7

Activity: Vignettes for Parenting Styles Play

7.8

Discussion: Understanding Family Scripts

7.9

Technology-enabled Learning

7.10

Watch and Learn

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HANDOUT 7.1

THINK - JOT - SHARE Think about how parents and adolescents from divorced and blended families cope with the changing relationships.

•

Give some examples.

•

Now think about any personal examples you may have experienced or people you may know who have had to make these adjustments.

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HANDOUT 7.2

THINK - JOT - SHARE Think of your own sibling relationships (if you do not have siblings, think about sibling relationships within your extended family or families you know).

•

Do you think that you and all your siblings are treated the same by your parent(s)?

•

List any examples of how parents' behavior differed towards siblings within the same family.

•

Generate possible reasons why these differences may exist.

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HANDOUT 7.3

Exit Slip Evaluate the extent to which your personality has been influenced by the relationship you have with your parents.

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HANDOUT 7.4

Exit Slip Describe how the parenting styles of your mother and father are the same and/or different. If you’ve only known one parent, think about other extended family members in your life.

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HANDOUT 7.5

Exit Slip Research has shown that adolescents who had been securely attached in infancy were more open in expressing their feelings and were more likely to form close relationships with peers.

Explain possible reasons for why this might be accurate.

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HANDOUT 7.6

Blended Families – Role Play Note: Photocopy each page separately, and then cut out all the cards. These are not intended to be œback to back.”

Cut out cards #1

MOTHER • • •

• •

has one child wants to see that all the children are raised by both parents • feels his daughter is being neglected

has three children this is her third marriage she feels her husband should have no authority over her children

CHILD (MOTHER) • •

FATHER

CHILD (MOTHER) • •

16-year-old girl stays out late and disobeys her stepfather

CHILD (MOTHER)

13-year-old boy since the re-marriage he feels left out

CHILD (FATHER)

• •

• •

10-year-old girl seems to be making an OK transition • really likes her new stepdad

11-year-old girl she is feeling overwhelmed by this new arrangement • all she wants is to be back with only her dad

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Cut out cards #2

MOTHER

FATHER

• •

• • •

has two children she was a single mom for 8 years (since her first husband died) • she feels she wants to make this work at any cost

has two children he is recently divorced he is a disciplinarian and very authoritarian with his children • he wants to be the "ruler of the house"

CHILD (MOTHER)

CHILD (FATHER)

• •

• •

13-year-old girl she is constantly fighting with her mom who "doesn't understand her" • when she gets into disputes with her stepfather, she feels her mom doesn't side with her

CHILD (MOTHER)

14-year-old boy he doesn't want to be in a "new family" • he is constantly "fighting for territory" with his stepmom's 13-year-old daughter

CHILD (FATHER)

• •

• •

11-year-old boy finds his stepdad's rules too strict • other than the authority of his father, he loves his new life

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10-year-old girl she finds no problem with the new situation and wants everyone to get along

Cut out cards #3

MOTHER

FATHER

• •

• •

has one child she is recently divorced and has maintained a great friendship with her ex-husband • only has experience with her young daughter

CHILD (MOTHER) • •

CHILD (FATHER) • •

9 years old she's not certain about having "instant sisters" but will try to make the best of it

CHILD (FATHER) • •

has three children feels it's time to have a twoparent family again • isn't quite sure what to do with his daughters now that they are teenagers

14 years old feels that she just wants to be left alone and doesn't care what happens

CHILD (FATHER) • •

15 years old she is constantly rebelling against her stepmother and has a very close relationship with her mom

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17 years old she feels threatened by her new stepmom since for the last 5 years she has "been the mom"

Cut out cards #4

MOTHER • •

has two children feels that he isn't going to replace his stepchildren's father, • but wants to cultivate a relationship with them

CHILD (FATHER) • •

13-year-old boy has begun a great relationship with his stepdad

CHILD (MOTHER) • •

• •

has two children feels that she isn't going to replace her stepchildren's mother, but wants to cultivate a relationship with them

CHILD (MOTHER) • •

FATHER

12-year-old girl feels great about her new stepmom and feels she can talk to her about her problems

CHILD (FATHER) • •

15-year-old girl she and her stepdad love to watch football on Sundays

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14-year-old boy he likes the idea of having a "stepmom at home" since he doesn't see his mom very often

HANDOUT 7.7

Vignette for "Parenting Styles" Play Vignette #1 – The Parent-Teacher Conference This "vignette" is about parenting styles (i.e., authoritative, authoritarian, permissive, and disengaged). This vignette features two parents, their child, and a grade 10 teacher. In the vignette, the parents can play a variety of roles, each listed below.

Mother and Father Roles (Choose from the list. Mix and match if you like.) i. Authoritative – Parents who set realistic rules but allow children some freedom and input in their behavior. Building responsibility through developmentally appropriate levels of autonomy. "The Perfect Parent" ii. Authoritarian – Parents who rule with an iron fist. Do not give children power of decision and feel their rules must be obeyed at all costs. "My Way or the Highway Parent" iii. Permissive – Parents who have a high level of care but a low level of control or restrictions. These parents allow children to do what they want in the name of love. "New Age Parents" iv. Disengaged – Parents who are not involved in their adolescent’s life. They may be neglectful and have little respect for their children. They convey a lack of caring, even for their children's basic needs in some instances. "I Don't Care What You Do Parents" High Demandingness Low Responsiveness

Authoritarian

Authoritative

Disengaged

Permissive

High Responsiveness

Low Demandingness Child Roles i. Reactionary Child – This child is self-indulgent and sees no need to follow anyone's rules. When things go wrong, it's always someone else's fault. This child has few friends and feels that he/she should not have to follow anyone's rules. "The low self-control kid" ii. Low Self-Esteem Child – This child is the one in class who nobody remembers. She/he is usually shy and tends not to stand out. If this child has a problem, most adults don't recognize it until it's too late. "Wallflower Kid" iii. Well-Adjusted Child – This child has an easy temperament and is well liked by others.

There's not much to say, he/she is the "perfect kid.”

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Teacher Roles Teachers’ roles are to be an ad-lib reaction to the parents and child. The idea of the play is to illustrate the fact that teachers rarely get advance notice about the types of people they're going to be dealing with in a conference setting. Allow "teacher actors" to use their intuition in deciding what actions to take. Remember, a teacher's beliefs may be similar to the different parent characteristics.

Vignette #2 – The Family Secret This "vignette" is about sexual abuse in a family situation. The vignette features a sexually abused 15-year-old girl, Annie, and her best friend, Jessica. This scene is when Jessica is worried about Annie and doesn't know why Annie is behaving the way she is. Annie never reveals her sexual abuse but the vignette is intended for students to infer this. Annie's behavior is erratic; she is skipping school, taking drugs, and generally engaging in very risky adolescent behaviors. All in all it seems Annie doesn't care if she lives or dies.

Vignette #3 – Just Me and Mommy This "vignette" is about life in a single-parent family. The scene can be done with either a son or daughter. Since approximately 80% of single families are headed by women, the scene is set up with a mother. There can be a number of situations that the scene can deal with, but the central idea is to portray the issues related to life in a single-parent family.

Vignette #4 – Separate Lives This "vignette" is about the psychological isolation teens and their parents can feel; the "nobody understands me syndrome" that teens tend to experience. This vignette is meant to portray the parent-adolescent relationship when they seem to be living separate lives. As well, the vignette should highlight the frustration of both parties because they didn't seem to have this type of relationship when the adolescent was younger.

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HANDOUT 7.8

Understanding Family Scripts To understand more about how your identification in your family of origin developed, take a few minutes and think back to your adolescent days and answer the following questions:

When were you an adolescent?

What was the best thing that your family said about you or did for you?

Try and remember one exact day when that was said or done for you. Remember now what you felt then. When do you feel this way now?

Who did the family think you were like?

Did you have a nickname? How did you feel about it?

Did family members tell you what you would end up being? Or doing? Was it what you wanted to be or do? How did you respond?

How do you think your family would have described you to a close friend of theirs? What were they most concerned about for you?

What does your family want you to be like? To do in your life?

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HANDOUT 7.9

Protocol for Recording Family Communication Name of researcher(s): ________________________________ Length of observation period: _____________________________ (insert dates)

Date/Time

Family member contacted

Who initiated the communication?

Method (e.g., phone, cell phone, texting, etc.)

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Reason/Description of Communication (why you communicated, what you "talked" about)

HANDOUT 7.10

Protocol for Recording Sitcom Family Observations Name of researcher(s): ________________________________ TV Show

Era depicted/Era show produced

Family characteristics (e.g., extended family, single-parent home, etc.)

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Similarities to my family situation

Why I cannot relate to this family

5) Video Guide Questions and Answers Chapter 7 Adolescent Conflict with Parents Across Cultures (Page 207) 1. In comparing the adolescents interviewed in this clip, do you feel that gender plays an important role in parent-child conflict?

• Answers will vary but good answers will include comparisons between at least one male and female from the video.

2. Did you have any parent-child conflict during your own adolescence? If so, which teen do you most closely identify with, and why?

• Answers will vary, but good answers will contain a description of at least one teen from the video and the connections to the student’s own adolescence.

3. The narrator tells us that interdependence is valued in the Mexican village where the female is from. List the pros and cons of American families developing more interdependence instead of the focus on independence.

•

Answers will vary, good answers will include student’s opinions about interdependence and how it might or might not impact conflict among American families. Answers will also include reasons why independence is helpful.

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Chapter 8 – Friends and Peers Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

213 213 214 214

2) Lecture Suggestions

216

A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

216 217 218 220 220 221

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

221 223 225 225 226

4) Handouts

227

5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12

Compare and contrast the balance between friendships and family relationships in Western countries and in traditional cultures.

Explain why friends are the sources of emotional highs and lows.

Describe the role that intimacy plays in adolescents’ friendships and how it changes with age.

Identify the similarities that draw adolescents together into friendships.

Identify the multiple areas of friends’ influence in adolescence, as well as the limitations of this influence.

Identify the ways friendships change from adolescence to emerging adulthood.

Distinguish between cliques and crowds, and describe cultural variations in crowds.

Define relational aggression and explain why it is more common among girls in adolescence.

Explain how and why cliques and crowds change during adolescence and from adolescence to emerging adulthood.

Identify the sources of popularity and unpopularity in adolescence, and the reasons why these statuses are difficult to change.

Define bullying and describe its prevalence and consequences across countries.

Identify the components of youth cultures and explain why they develop.

B) Chapter Outline I. II.

III.

IV. V.

VI. VII.

Peers and Friends Family and Friends A. Emotional States With Friends: Higher Highs, Lower Lows B. Family and Friends in Traditional Cultures Developmental Changes in Friendships A. Intimacy in Adolescent and Emerging Adult Friendships B. Intimacy and Adolescent Development Choosing Friends Friends' Influence and Peer Pressure A. Friends' Influence: Risk Behavior B. Friends' Influence: Support and Nurturance Friendships in Emerging Adulthood Cliques and Crowds A. Sarcasm and Ridicule in Cliques B. Relational Aggression C. Developmental Changes in Crowds D. Changes in Clique and Crowd Composition During Adolescence and Emerging Adulthood .

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VIII.

IX.

Popularity and Unpopularity A. The Importance of Social Skills B. Social Skills and Social Cognition C. The Continuity of Popularity and Unpopularity D. Interventions for Unpopularity E. Bullying Youth Culture A. Technological Change and the Power of Youth Culture

C) Thinking Critically 1. Why do you think many adolescents find it more difficult to be close to their parents than to their friends? Is this phenomenon cultural or developmental, or both? (Page 212) 2. Why do you think adolescents resist identifying themselves as part of a particular crowd, even though they routinely apply crowd labels to others? (Page 226) 3. Compare and contrast the peer relations of young people in the ÏdormitoryÓ of traditional cultures with the peer relations of emerging adults in American college dormitories.

(Page 227) 4. Little research has taken place on clique and crowd composition after high school. Based on your observations and experience, what hypothesis would you propose about peer group relations in emerging adulthood? (Page 229) 5. Would you expect popularity and unpopularity to be more important or less important among adolescents in traditional cultures compared with adolescents in industrialized societies? Why? (Page 231) 6. Would you expect popularity and unpopularity to be more important or less important in emerging adulthood compared with adolescence? Why? (Page 231) 7. Nearly all the scholarly work on youth culture has been theoretical rather than empirical (research based). How would you design a study to examine the validity of the theoretical ideas about youth culture presented here? (Page 237)

D) Applying Your Knowledge 1. What has been your experience with friends’ influence? Has it ever led you to do something you wish you had not done? To what extent has it been positive or negative?

(Page 220) 2. Give an example of each of the four types of friendship support described in the section, from your own experience. (Page 221) 3. Margaret Mead wrote her prediction of the arrival of prefigurative cultures in 1928.

Would you say the culture you live in has reached a prefigurative state by now, at least in some respects? What examples could you give of the prefigurative pattern? (Page 237)

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2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on friends and peers in adolescence and emerging adulthood. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Adolescent Peer Relations TO BE USED: HANDOUT 8.1 What factors contribute to an adolescent being liked/disliked/rejected? Describe ÏevidenceÓ from your experiences.

2. Popularity in School TO BE USED: HANDOUT 8.2 Think back to when you were an adolescent in secondary school. Who were the popular boys and girls in your school? What made them popular? (E.g., Do you think the popular students were early or late maturers? Were the popular students nice or mean to others? Were there gender differences in the factors related to popularity? Etc.) For further reading on these topics: Eder, D., & Kinney, D. A. (1995). The effect of middle school extracurricular activities on adolescents’ popularity and peer status. Youth & Society, 26, 298–324.

Hartup, W. W. (1995). The three faces of friendship. Journal of Social and Personal Relationships, 12, 569–574.

LaFontana, K. M., & Cillessen, A. H. N. (2002). Children's perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38(5), 635–647.

Mayeux, L., Sandstrom, M. J., & Cillessen, A. H. N. (2008). Is being popular a risky .

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proposition? Journal of Research on Adolescence, 18(1), 49–74.

Merton, D. E. (1997). The meaning of meanness: Popularity, competition, and conflict among junior high school girls. Sociology of Education, 70, 175–191.

3. Cliques and Crowds TO BE USED: HANDOUT 8.3 What were the peer groups in your high school (e.g., preppies, dweebs, jocks, etc.)? Did you belong to any particular group? Did your friends belong to the same group? Did these groups extend into college? Do your experiences fit with the research findings regarding characteristics and functions of cliques and crowds?

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity, which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on friends and peers in adolescence and emerging adulthood. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 8.4 1. Use as a springboard to discussion on functions of friendship and developmental aspects of friendship. What makes a good friend? Jot down a few of the qualities of your best friend or qualities of an ideal friend: (a) now; (b) when you were an adolescent; and (c) when you were an emerging adult (if you are beyond emerging adulthood now).

TO BE USED: HANDOUT 8.5 2. Use as a springboard to discussion on developmental aspects of peer groups (from adolescence to emerging adulthood and beyond – depending upon the range of ages in your students). Are there peer groups or cliques in your life as an adult/college student?

Describe.

C) Class Activities / Demonstrations Activity: Youth Culture Lingo For this exercise, have class members recall the youth/adolescent culture and language (argot) from their high school days. How has argot changed from the time when you were an .

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adolescent? Brainstorm terms or use online slang dictionaries such as Urban Dictionary or ÏAdolonicsÓ (http://parentingteens.about.com/cs/familylife/l/bldictionary.htm) Brainstorm and write down argot from different eras (e.g., the 1990s, 1980s, the 1970s, etc.) and discuss the contexts that these terms are used (e.g., leisure activities, relationships and peer groups, etc.

Activity: Yearbook Analysis TO BE USED: HANDOUT 8.6 Have your students bring in yearbooks from their high school days. Bring in your own or take them out from school or local libraries. In groups, have students examine several of the yearbook pages and discern groups/crowds/cliques/peer groups/friends from yearbooks. How does school support this/create this, etc.?

From looking at the yearbooks, record any interesting observations of peer groupings. Think about and comment upon possible influences on the development of peer groupings. Describe evidence from the yearbook. What do you observe about the school climate/hidden curriculum from the different yearbooks? What appears to be important in the school? On what do you base your inference? Describe any ways that the school structure (as shown in the yearbook) might impact an adolescent’s development of self and identity. Feel free to generalize or to refer to specific individuals/pictures, etc.

Extension Discussion Questions for Peer Groups Activity Students may reflect on their experiences at school, and look through the yearbooks for evidence.

• • • • • •

What were the different groups in your high school? (list) How were they identified (for example, clothing, music, place they hung out in or out of school, etc.)? That is, what were the central characteristics of the group?

Was there much mixing between the groups?

Was there a change in the groups while you were in school? Did you ever change groups?

Was there a status hierarchy? Which of the groups had the most power in the school?

Which had the least?

Did the type of school you were in make a difference with what types of groups emerged (e.g., rural, suburban, inner city, small, large, etc.)?

For further reading: Franzoi, S. L., Davis, M. H., & Vasquez-Suson, K. A. (1994). Two social worlds: Social correlates and stability of adolescent status groups. Journal of Personality and Social Psychology, 3, 462–473.

This study examined high school students' peer status using self-reports, peer nominations, and high school yearbooks. The article sought to differentiate between higher status students (popular and controversial) and lower status students (neglected and rejected). Issues of friendship, activities, school performance, and dating behavior were discussed. .

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Activity: Mini-Research Project – What Makes a Good Friend?

TO BE USED: HANDOUTS 8.7 and 8.8 Pre-work to this activity involves asking adolescent school kids their criteria for good friend/bad friend. The best way to do this is by contacting a classroom teacher and asking him or her to collect students’ responses to be used for this mini-research project. Make sure you ask the teacher and students for permission to use their responses.

Have your students outline their own ideas about the qualities of a good friend and their beliefs about adolescents’ ideas. Students can use HANDOUT 8.7 to record their ideas.

Distribute copies of the adolescent responses to small groups of your students. Have them examine the responses and extract themes of good friendship. Guiding questions for the groups appear in HANDOUT 8.8.

After discussing the themes, have the students compare their ÏfindingsÓ to findings from published research. For example, Bigelow & LeGaipa (1975) studied Canadian students in grades 1 to 8. They analyzed children’s written responses about expectations about close friends in comparison to expectations about people who are not best friends. Eleven dimensions emerged as used increasingly by older children: 1. help (friend as giver) 2. common activities 3. propinquity (proximity) 4. evaluation 5. acceptance 6. incremental prior interaction 7. loyalty and commitment 8. genuineness 9. intimacy 10. common interest 11. similarity in attitudes

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Assignment: LOL! Break into small groups or pairs. Have the students generate and record as many instantmessaging (IM) abbreviations as they can think of (e.g., Laughing Out Loud = LOL). There will likely be one IM expert in each group. Assign students to have an IM conversation with a .

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younger relative and see if there are new expressions of which you were unaware.

Investigating Cyberbullying Break into small groups and assign each group a research task related to cyberbullying or bullying that occurs on the Internet.

Groups – Look for: 1. News media articles about incidents of cyberbullying 2. Scholarly articles on the topic 3. Internet based social networking artifacts related to cyberbullying (e.g., blogs, Facebook groups, etc.)

4. Resources, public service announcements, or other related information.

Personal accounts of cyberbullying (e.g., friends, family, anecdotes). Note: make sure you do not discuss any identifying information.

Have each group report back to the class with their findings. Have them record the source, date, and context, along with the summaries of major findings. Have each group generate two questions they will pose to the class to generate discussion.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity.

High School Crowds on TV – Stereotypes or÷?

Find various clips on YouTube or bring in DVDs of TV shows that depict high school cliques and crowds (e.g., Freaks and Geeks, The Secret Life of the American Teenager, Glee, Mean Girls etc.). Have students vote by show of hands whether particular characters represent stereotypes or realistic portrayals of peer groups. Keep track of the findings on the board.

Reality Show Relationships Watch and analyze relationships in popular competitive reality shows (e.g., Survivor, Big Brother, Teen Mom, Jersey Shore, and The Real World. Do you see examples of bullying?

Relational aggression? Popularity? Unpopularity? Have students recount examples and discuss the implications of competition vs. cooperation and discuss in relation to the school context.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we .

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are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Psychology in Daily Life http://www.apa.org/topics/bullying/index.aspx Visit the American Psychological Association's Public Affairs site. A database of excellent resources is available searchable by indexed topic. Relevant topics listed include ÏBullying,Ó ÏTeens,Ó and much more.

National Clearinghouse on Families and Youth http://ncfy.acf.hhs.gov/ This site of the U.S. Department of Health and Human Services has a searchable database with research and other public policy documents. Includes publications, events and links, funding resources, etc. There are materials specific to young people and students, parents and community, as well as youth service workers and policy makers.

National Center for Education Statistics (NCES) http://nces.ed.gov/ Visit the site of NCES -- the primary federal organization for collecting and analyzing educationrelated data in the United States. Information relevant to other nations can also be found here.

Included is a link to graphs and tables that make statistics easy to understand. There are links to electronic catalogues, student materials, surveys and programs, and much more.

Children, Youth, and Families Education and Research Network (CYFERNet) http://www.cyfernet.org/ This site contains practical, research-based information and useful links to resources, chat spaces, community projects, and evaluation tools. Visit their link to information on "Social/Interpersonal SkillsÓ for excellent information on related social skills interventions listed below their homepage link.

Canadian Government Youth Portal http://www.youth.gc.ca As with all Government of Canada sites, you can select either English or French versions. This site showcases articles by youth, highlights youth achievement, and contains polls, and important info on programs and services for youth Ïat the community level and beyond.Ó The menu includes jobs, education, money, health and wellness, arts and culture, sports and recreation, science and technology, travel, and the environment, as well as ÏAbout CanadaÓ and ÏInternationalÓ foci.

YO! Youth Outlook www.youthoutlook.org Ï YO! Youth Outlook is an award-winning literary journal of youth life in the San Francisco Bay Area. Featuring in-depth reporting pieces and first-person essays, comic strips and poetry pages, YO! is the communication outlet for youth who feel their voice and visions need to be seen and .

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heard. YO! is a bridge to the world of youth expression. YO! chronicles the world through the eyes and voice of young people between the ages of 14 and 25. From reporting pieces on Palestinian American youth in the Bay Area to interviews with gospel hip hop bands; from photo essays by homeless youth to journal entries from temp workers in Silicon Valley, YO! offers a unique window into California's youth subcultures.Ó Promoting Tolerance and Inclusion http://www.education.umd.edu/EDHD/faculty2/Killen/SMDRG/research.php Melanie Killen, whose research on group exclusion addresses discrimination between peer cliques and crowds based on gender or ethnic group membership, has helped to develop a curriculum to promote tolerance and inclusion among high school students. The curriculum can be found at this website.

Interactive Slang Dictionary with a Difference http://www.doubletongued.org/index.php/dictionary/guide/ Do you want to keep up with the latest "argot?Ó Visit the Double-Tongued Dictionary that Ïrecords undocumented or under-documented words from the fringes of English, with a focus on slang, jargon, and new words. This site strives to record terms and expressions that are absent from, or are poorly covered in, mainstream dictionaries.Ó Searchable by category or word. Look something up or add an entry.

The UK’s Leading Anti-bullying Charity http://www.bullying.co.uk/ ÏBullying UK is the new name for the award-winning charity Bullying Online which was founded in 1999 by journalist Liz Carnell from Harrogate and her son John, as a direct result of their experience of dealing with school bullying, which included taking successful legal action against an education authority.Ó Visit this site and find resources for adolescents, parents, and teachers.

National Youth Violence Prevention Resource Center http://www.nsvrc.org/organizations/87 The mission of this federal resource is to Ïto provide key leaders in communities—local government leaders and community leaders—with dynamic resources to help support their efforts to plan, develop, implement, and evaluate effective youth violence prevention efforts.Ó Resources include statistics on youth violence, hot topics, news features, and a searchable database of organizations and materials.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television .

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series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Hip Hop a Culture of Influence (Educational Video Center; Youth Organizers Television; Brooklyn Museum of Art, 2007, 28 minutes) This documentary was commissioned by the Brooklyn Museum of Art in conjunction with an exhibition on hip hop. It celebrates hip hop culture as a unifying force among diverse youth.

Views on topics such as sexism, racism homophobia, and the commercialization of hip hop are discussed.

2. It’s a Girl’s World (Dir. Lyn Glazier, National Film Board of Canada, 2003, 67 min 24 s) This documentary Ïtakes us inside the tumultuous relationships of a clique of popular 10-yearold girls. Playground bullying captured on camera shows a disturbing picture of how these girls use their closest friendships to hurt each other--with shunning, whispering and mean looks--to win social power in the group. Meanwhile, their parents struggle through denial and disbelief as they become aware of the serious consequences of this behavior. By comparison, the tragic story of a 14-year-old girl is a stark reminder that social bullying can spiral out of control. Believing she had no other choice, Dawn-Marie Wesley killed herself after enduring months of rumors and verbal threats. This documentary shatters the myth that social bullying among girls is an acceptable part of growing up.Ó From NFB website: http://www.onf-nfb.gc.ca/eng/collection/film/?id=51404

3. Peace Breaks (TV Ontario, International Tele-Film, 1997, 35 minutes) Real students give advice on how to deal with harassment and bullying in school.

II) Popular Films 1. The Mighty (dir. Peter Chelsom, 1998, 100 minutes) Great "small" film in which two young boys, both considered outcasts, find new strength in their friendship. Highlights issues of school peer contexts and learning disabilities. .

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2. Mean Girls (dir. Mark Waters, 2004, 97 minutes) A 16-year-old girl who’s been homeschooled all her life enters public school for the first time and grapples with the cutthroat world of teenage cliques.

3. Welcome to the Dollhouse (dir. Todd Solondz, 1996, 87 minutes) An awkward, unattractive, New Jersey, 11-year-old is degraded at school and dismissed at home by her parents, who like her siblings better. Highlights issues of adolescent peer relations, bullying, and body image.

4. Fast Times at Ridgemont High (dir. Amy Heckerling, 1982, 92 minutes) Cameron Crowe went back to high school to discover what Ïtoday'sÓ teens [in the 1980s] are up to and wrote about his experiences. A satirical look at youth culture in the school setting raises many issues of stereotypes around adolescent sexuality and relationships.

5. High School Musical (dir. Kenny Ortega, 2006, 98 minutes) Troy and Gabriella, teenagers from very different worlds, enter a karaoke contest. They meet and find that they have something in common; their love of music.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes or cartoons to bring illustrative examples to your lectures and presentations.

1. Prep (Curtis Sittenfeld, 2005, Random House) The story of a middle-class Midwest teen who wins a scholarship to a prestigious prep school where snobbery is the word of the day. Peer exclusion, alienation, and cliques in the high school context are poignantly drawn.

2. The Outsiders (S.E. Hinton, 1967, Puffin reprint edition 1997) Classic teen/young adult novel written by then college freshman Hinton. Portrays youth culture and socio-economic status, in a world of "socs" (socialites, rich kids) and "greasers" (working class kids who live on the outside of social privilege).

D) Annotated Readings Barry, C. M, & Wentzel, K. R. (2006). Friend influence on prosocial behavior: The role of .

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motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153– 163.

This study examines the role of adolescent friendships and their influence in prosocial or positive behavior. Because friendships offer an egalitarian relationship context, there is opportunity for co-construction of behavior and modeling of positive behavior.

Kinney, D. A. (1999). From ÏheadbangersÓ to ÏhippiesÓ: Delineating adolescents’ active attempts to form an alternative peer culture. In J.A. McLellan & M.V. Pugh (eds.), The Role of Peer Groups in Adolescent Social Identity: Exploring the Importance of Stability and Change. New Directions for Child and Adolescent Development, 84, 21–35.

"The social side of American high schools is usually characterized by popular ‘preppies’ and ‘jocks,’ deviant ‘burnouts’ and ‘headbangers,’ and low-status ‘nerds’ and ‘dweebs.’ The formation of an alternative friendship group that resisted the cultures of the dominant peer groups is examined in a high school setting" (Kinney, 1999, p. 21).

Staub, E. (1988). The evolution of caring and nonaggressive persons and societies. Journal of Social Issues, 44(2), 81–100.

This important article outlines the following characteristics associated with fostering social development in all children: prosocial values orientation; positive evaluations of others; concern for other people’s welfare; personal responsibility for others’ welfare; and empathy and sympathy. Strategies for how schools can contribute to positive social development that are outlined include: positive discipline practices; democratic modes of operation; guided participation in prosocial activities that benefit others; valuing differences while emphasizing commonalities; and cooperative vs. competitive learning.

E) Additional References Lefkowitz, E., Boone, T., & Shearer, C. (2004). Communication with best friends about sexrelated topics during emerging adulthood. Journal of Youth and Adolescence, 33(4), 339– 351.

McCulloch, K., Stewart, A., & Lovegreen, N. (2006). 'We just hang out together': Youth Cultures and Social Class. Journal of Youth Studies, 9(5), 539–556.

Moje, E. B. (2000). "To be part of the story": The literacy practices of gangsta adolescents.

Teachers College Record, 102(3), 651–690.

Moore, R. (2007). Friends don't let friends listen to corporate rock: Punk as a field of cultural production. Journal of Contemporary Ethnography, 36(4), 438–474.

Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Oxford, England: Blackwell.

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Pittman, L., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. Journal of Experimental Education, 76(4), 343– 361.

Steinberg, A. (1993). Hallways, lunchrooms, and football games: How schools help create jocks and burnouts. Harvard Education Letter, 1, 65–75.

Sussman, S., Pokhrel, P., Ashmore, R., & Brown, B. (2007). Adolescent peer group identification and characteristics: A review of the literature. Addictive Behaviors, 32(8), 1602–1627.

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4. Handouts 8.1

Think-Jot-Share

8.2

Think-Jot-Share

8.3

Think-Jot-Share

8.4

Exit Slip

8.5

Exit Slip

8.6

Activity: Guiding Questions to Accompany Yearbook Analysis

8.7

Activity: Opening Activity for Mini-Research Project – What Makes a Good Friend?

8.8

Activity: Guiding Questions to Accompany Mini-Research Project – What Makes a Good Friend?

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HANDOUT 8.1

THINK - JOT - SHARE •

What factors contribute to an adolescent being liked/disliked/rejected?

•

Describe ÏevidenceÓ from your experiences.

.

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HANDOUT 8.2

THINK - JOT - SHARE Think back to the time when you were an adolescent in secondary school.

•

Who were the popular boys and girls in your school?

•

What made them popular?

.

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HANDOUT 8.3

THINK - JOT - SHARE •

What were the peer groups in your high school? (e.g., preppies, dweebs, jocks, etc.)

•

Did you belong to any particular group? Did your friends belong to the same group?

•

Did these groups extend into college?

•

Do your experiences fit with the research findings regarding characteristics and functions of cliques and crowds?

.

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HANDOUT 8.4

Exit Slip What makes a good friend? Jot down a few of the qualities of your best friend or qualities of an ideal friend: (a) Now

(b) When you were an adolescent

(c) When you were an emerging adult (if you are beyond emerging adulthood now)

.

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HANDOUT 8.5

Exit Slip Are there peer groups or cliques in your life as an adult/college student? Describe.

.

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HANDOUT 8.6 Guiding Questions to Accompany Yearbook Analysis 1. From looking at the yearbooks, record any interesting observations of peer groupings.

Think about and comment upon possible influences of the development of peer groupings. Describe evidence from the yearbook.

2. What do you observe about the school climate/hidden curriculum from the different yearbooks? What appears to be important in the school? On what do you base your inference?

3. Describe any ways that the school structure (as shown in the yearbook) might impact an adolescent’s development of self and identity. Feel free to generalize or to refer to specific individuals/pictures, etc.

Extension Discussion Questions for Peer Groups Activity • • • • • • •

Reflect upon your own experiences at school and look through the yearbooks for evidence.

What were the different groups in your high school? (list) How were they identified (for example, clothing, music, place they hung out in or out of school, etc.)? That is, what were the central characteristics of the group?

Was there much mixing between the groups?

Was there a change in the groups while you were in school? Did you ever change groups?

Was there a status hierarchy? Which of the groups had the most power in the school?

Which had the least?

Did the type of school you were in make a difference with what types of groups emerged (e.g., rural, suburban, inner city, small, large, etc.)?

.

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HANDOUT 8.7 Opening Activity for Mini-Research Project – What Makes a Good Friend?

What are some of the qualities YOU look for in a friend?

What are some of the qualities middle school students may look for in a friend?

You

Middle school student

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.

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HANDOUT 8.8 Guiding Questions to Accompany Mini-Research Project – What Makes a Good Friend?

1. Arrange yourselves into small groups of 5 or 6.

2. Examine the middle school or high school students’ response to the Ïdo’sÓ and Ïdo notsÓ of making friends (generated by the middle school or high school students).

3. Tasks: • • •

Try to identify some common themes across the lists (when identifying themes, keep the Ïdo’sÓ separate from the Ïdo notsÓ).

Try to identify some gender differences.

Try and predict which suggestions would be most associated with peer acceptance and prosocial or antisocial behaviors.

4. Identify any interesting or insightful advice listed by the students to share with the class.

Your Responses:

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5) Video Guide Questions and Answers Chapter 8 Intimacy in Adolescent Friendships (Page 238) 1. What is intimacy (as described in this video)?

• As described in this video, intimacy is the sharing of thoughts and feelings.

2. What country was the individual from who discussed friendships at a young age as well as his current age? Do you agree or disagree with the perspective on younger friendships that he describes? Why? • India • Answers will vary 3. What are the qualities that you look for in a friend?

• Answers will vary

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Chapter 9 – Love and Sexuality Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically

238 238 239

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launchers D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

239 240 241 245 245 246

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

246 248 250 250 251

4) Handouts

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5) Video Guide Questions and Answers

260

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1. Chapter Overview A) Learning Objectives 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12

Describe how age and gender influence the forms that love takes in adolescence and emerging adulthood.

Explain how Sternberg’s theory of love applies to adolescents.

Compare and contrast adolescent love in traditional cultures and in the modern West.

Summarize the basis of romantic attraction among adolescents.

Compare and contrast the process of choosing a marriage partner in traditional cultures and in the modern West.

Summarize the themes and variations of cohabitation among emerging adults in Western countries.

Summarize rates of various types of sexual behavior among American adolescents.

Identify the types of cultural attitudes toward adolescent sexuality and summarize crossnational variations in rates of sexual behavior in emerging adulthood.

Explain how social attitudes toward homosexuality have changed in recent decades and how this has influenced the experiences of lesbian, gay, and bisexual adolescents.

Explain why contraceptive use in adolescence is often inconsistent and summarize the consequences for adolescents who become pregnant.

Describe the most prevalent sexually-transmitted infections and their treatments.

Identify the main features of effective sex education.

B) Chapter Outline I.

II.

Love A. The Changing Forms of Adolescent Love B. The Developmental Course of Adolescent Love C. Sternberg’s Theory of Love D. Adolescent Passion in Non-Western Cultures E. Falling in Love F. When Love Goes Bad: Breaking Up G. Choosing a Marriage Partner H. Arranged Marriages I. Cohabitation Sexuality A. Rates of Adolescent Sexual Activity B. Masturbation C. Necking and Petting D. Sexual Intercourse and Oral Sex E. Pornography F. Cultural Beliefs and Adolescent Sexuality G. Gender and the Meanings of Sex H. Characteristics of Sexually Active Adolescents .

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I. J. K. L. M. N. O. P.

Sexual Harassment and Date Rape Lesbian, Gay, and Bisexual Adolescents Contraceptive Use and Nonuse Pregnancy, Parenthood, and Abortion in Adolescence Sexuality in Emerging Adulthood Sexually Transmitted Diseases HIV/AIDS Sex Education

C) Thinking Critically 1. Given that sexual contact in some form is often part of adolescent love relationships, why do you suppose sex was not mentioned among adolescents' and emerging adults' reasons for forming love relationships in the studies described here? (Page 243) 2. Do you think most people are capable of consummate love by the time they reach emerging adulthood? Do you think adolescents ever are capable of it? (Page 246) 3. Why do you think cohabitation before marriage is related to higher likelihood of divorce?

(Page 253) 4. Do you think you would answer honestly if you were involved in a study on sexual behavior? Why or why not? (Page 254) 5. What do you think explains the gender double standard regarding young people's sexuality that exists in so many cultures? (Page 258) 6. What do you think explains the homophobia that exists in many cultures? Why does homosexuality make many people uncomfortable and even angry? (Page 264) 7. Do you think adolescents and emerging adults would be more likely to use condoms if they knew that many people who have STIs are asymptomatic? Why or why not? (Page 271)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on dating, love, and sexuality. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

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1. Reminiscing About Romance TO BE USED: HANDOUT 9.1 Think about one memorable ÏromanticÓ relationship (current or past). Why was it memorable?

(Hint: This could be because of positive or negative factors.) Describe it in terms of Sternberg's Theory of Love discussed in Chapter 9, focusing specifically on the seven different forms.

2. Sex Education: School, Parents, and Peers TO BE USED: HANDOUT 9.2 Think about where you learned about sex, reproduction, and sexual relationships. When and where did you learn about sex? Did you take sex education in school? Did your parents teach you about sex? Did you learn from your peers? Reflect upon the quality of the information you received from the various sources and the depth of your understanding.

3. Culture and Cohabitation TO BE USED: HANDOUT 9.3 Jot down your views about living together before marriage. What influences have affected your view? How do you think your view fits with family and/or your culture's expectations?

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on love and sexuality.

These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 9.4 1. Think about cliques in the school setting. Jot down these groups (e.g., skaters, nerds).

How do you think these different cliques would influence sexual activity? Explain your reasons and consider stereotypes you may hold.

TO BE USED: HANDOUT 9.5 2. What is one thing in this chapter that you were surprised to learn? Why was it surprising to you?

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C) Class Activities / Demonstrations /Lecture Launchers Activity: Sexual Lingo: How Do We Talk About Sex? In this activity, students brainstorm about the terms used to describe sexual behaviors. Give the class a few minutes to jot down some of the sexual terms they can think up. Then the class can shout out their answers verbally, which will be recorded on the board by the instructor.

Allow the discussion to continue over the potential origins of these words and the different historical periods they are tied to.

The instructor can bring in different historical or cultural terms for various sexual behaviors.

Make sure terms refer to more than just sexual intercourse (e.g., different terms for males and females; for body parts; for dating practices; and other types of sexual contact).

Activity: Everything that Adolescents Want to Know About Sex and Weren’t Afraid to Ask Pre-work to this activity involves having adolescent school kids submit anonymous questions about any aspect of sex and sexuality. The best way to do this is by contacting a sex education classroom teacher and asking him or her to collect students’ questions. Make sure you ask the teacher and students for permission to use the questions. Emphasize that you will guarantee anonymity.

Have the students predict what they think adolescents of this age group would be curious about.

Also, include predictions of the knowledge level of this age group.

Distribute copies of the anonymous adolescent questions to small groups of your students. Have the groups examine the questions and compare them to their predictions. Be sure to discuss and draw out adolescents’ misconceptions, sexual stereotypes, and the depth and accuracy of their understanding/ knowledge.

If you cannot get real adolescents’ questions, have your students discuss the questions, misconceptions, and beliefs they had during their own adolescence.

(This activity was developed by Dr. J. Tyler Binfet, California State University San Bernardino.)

Lecture Launcher: Relationship Formation and Stability in Emerging Adulthood Manning and colleagues studied the influence of sex ratios on the likelihood of relationship formation and the risk of divorce during emerging adulthood (2010). In general, a sex ratio refers to the ratio of males for a specific area of the country. One reason they studied sex ratios is to determine the availability of partners for forming romantic relationships. The researchers found that relationship formation is not influenced by the number of potential alternative partners .

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available. Gender differences were found for how many dating partners the person has, how likely he or she would be to live together, and the likelihood of infidelity. To read more, go to: The National Center for Family & Marriage Research site http://ncfmr.bgsu.edu/), provides an opportunity to review a working paper: WP-10-10 Warner, T.D., Manning, W.D., Giordano, P. C., & Longmore, M.A. (2010, August). Relationship Formation and Stability in Emerging Adulthood: Do Sex Ratios Matter? http://ncfmr.bgsu.edu/pdf/working_papers/file84435.pdf

Activity: What's Important to You in a Mate? Gender Differences?

In this activity, have students write what traits are important to them in a mate. In a small group, allow students to discuss their trait list. Have each group come up with common Ïmate traitsÓ for both men and women.

List the men's and women's answers on the board and compare and contrast them. Use this list to bring in the information found in the textbook related to worldwide studies on this issue (Table 9.2 page 251). Compare the class's list to the research outlined in the textbook.

Lecture Launcher: What Is Physical Attraction?

Your students will be interested to learn what research says about what attracts males and females. You can add some spice to your lecture if you bring up the controversy started by the sociobiologists: What attracts us is based on evolution and is programmed in our genes. In particular, males look for beauty and youthfulness, which indicate fertility. Women look for strength and the ability to support a family. Feminists argue that this explanation penalizes women who do not fit the culture’s standards of beauty and youth and encourages eating disorders and unnecessary surgery.

Lecture Launcher: Interpersonal Violence Crimes of interpersonal violence are more widespread than you might realize. Spousal abuse is becoming an epidemic. Besides spousal abuse, there are other forms of violence: incest, rape, emotional abuse, sexual assault, dating violence, acquaintance rape, stalking, and murder. Here are some statistics to share with your class.

•

Women who are 24 years of age and under are the most likely to be raped.

• • •

The crime women fear most often is rape.

Thirty percent of all women are battered at least once in their lives.

Women are more likely to be victims of violence committed by male acquaintances and intimates.

Estimates show that from 25% to 60% of all American marriages have at least some level of abuse.

•

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• • • • • • •

• •

Physical abuse often begins before marriage. Studies show that 22% of dating couples report violence in their relationships.

Marital violence is usually initiated by the husband, but as violence continues the wife often fights back.

Violence escalates over time and one-third of all victims seek medical treatment.

Estimates are that 33% to 50% of all battered wives are also victims of partner rape.

The female victim often becomes isolated from others with a growing sense of helplessness and powerlessness.

The victim tends to blame herself for the abuse.

It isn’t unusual for violence to end in murder. Approximately two-thirds of family violence deaths are women killed by male partners and over half of all murders of women are committed by current or former partners.

When women kill their partners, they are often reacting to abuse rather than initiating it.

In 85% of the cases where the woman has killed her abuser, the police have been previously called to stop domestic violence.

Additional statistics are available from Violence Against Women in the United States: Statistics at (http://www.now.org/issues/violence/stats.html) According to Lenore Walker, women who kill their partners tend to have the following elements in common, which she calls the “battered woman syndrome”: • The women have poor self-image, low self-esteem, and high guilt.

• They were abused by their partner and the violence was escalating.

• The increased violence was becoming more severe and the injuries worse.

• It was common for these men to have raped their partners or forced them to perform other sexual acts.

• The men had threatened the woman's life and/or the lives of her children.

• The men typically abused drugs and alcohol.

• The woman may have grown up in an abusive home.

According to Carol Tavris, treatment for abusive couples is based on three principles: •

Abusiveness is a mutual problem, part of the family system. One spouse may be abusive but the other may be rewarding it.

•

Abusiveness is learned. It is not a personality defect or an illness, and it can be unlearned.

•

Abusiveness is an effort to solve a problem, and other, more successful ways of solving problems can be learned.

Refer your students to university and community resources that address these types of crimes.

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The following are some National Resources that you should provide: •

Domestic Violence (http://www.thehotline.org/)

•

RAINN: Rape, Abuse, & Incest National Network (http://www.rainn.org/)

•

National Coalition of Anti-Violence Programs, National Advocacy for Local LGBT Communities (http://www.avp.org/ncavp.htm)

•

Stalking (http://www.ncvc.org/src/Main.aspx)

•

Teen Dating Abuse (http://www.thehotline.org/is-this-abuse/teens-and-dating-abuse/ ) and (http://www.loveisrespect.org/get-help/get-help/)

Sources: Smolowe, J. (1994, July 4). When violence hits home. Time, 18–25.

Tavris, C. (1989). Anger: The misunderstood emotion. New York: Touchstone, Simon & Schuster.

Walker, L. E. (1984). The battered woman syndrome. New York: Springer.

Walker, L. E. (1979). The battered woman. New York: HarperCollins.

Activity: Telling Amy's Story Show or assign students to watch the video, Telling Amy's Story, which is available at http://telling.psu.edu/ This website is dedicated to sharing the intimate partner violence story experienced by a young woman in emerging adulthood. The video is a very well done docudrama. The program lasts about an hour. By sharing this website and showing the video or assigning students to watch the video, you are helping in the fight to end domestic violence. The website provides a very useful discussion guide as well as links to resources on domestic violence. If you have counselors or interpersonal violence prevention specialists on your campus, you may want to invite them to attend the screening and facilitate the discussion, as well as direct students to campus resources.

A small group discussion guide is provided at http://telling.psu.edu/assets/toolkit/discussion_guides/Telling_Toolkit_SmallGroup.pdf

Activity: Guest Lecture – Public Health Nurse Invite a public health nurse or health counselor to talk about current health issues connected with sexual relationships. Have the health counselor or school nurse focus on current adolescent health issues, including prevalence rates of sexually transmitted diseases (e.g., HPV). This discussion could provide a springboard to talking about historical trends in adolescent health issues. .

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D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Chat Rooms and Sexting Have students bring in articles, experiences, etc., regarding Internet relationships. Is this a good way to meet dates? Raise the issue of sexual predators online and the potential exploitation or abuse of youth who participate in online chat. Sexting, “sexually suggestive nude or nearly nude images or videos of themselves to someone else via text messaging” (Lenhart, 2009) has also come into use with young people. Discuss some of the dangers and issues related to chatting and sexting? What solutions could be proposed in terms of awareness and prevention?

Reference: Lenhart, A (2009). Teens and sexting. Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org/~/media//Files/Reports/2009/PIP_Teens_and_Sexting.pdf

Wiki Sex Search the key words related to sex and sexuality from the chapter on Wikipedia http://www.wikipedia.org/. Critically appraise the information with regards to the research presented in the text.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Quantity and Quality – Sex on TV TO BE USED: HANDOUT 9.6 Have students keep track of all the TV they watch for a week. Use the research protocol (HANDOUT 9.6) to keep track of the quantitative and qualitative data you collect. You can have students report the quantitative information and have their aggregate data entered into a statistical database to demonstrate statistics concepts.

Selling with Sex Have students keep track of commercials they see on television that use sexuality to sell to a particular market target. Have them note what product the commercial is promoting, to whom they think the commercial is targeted, and if they think the commercial is effective.

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3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Alan Guttmacher Institute http://www.guttmacher.org/ A research and public policy organization focused on issues related to sexuality. Includes a special link on adolescents, with information on STDs, pregnancy rates, access to contraception, sex education, and many other topics. Also, contains a great deal of international information on adolescent sexuality.

Sexuality Information and Education Council of the United States (SIECUS) http://www.siecus.org This group conducts research and disseminates information on sexuality, especially related to adolescents. They especially focus on promoting comprehensive sexuality education for adolescents. The site contains many useful SIECUS reports.

National Marriage Project http://marriage.rutgers.edu Website of the National Marriage Project at Rutgers University, directed by David Popenoe and Barbara Whitehead. Contains a wealth of information about love in emerging adulthood, including many research publications that can be downloaded free.

The Gottman Relationship Institute http://www.gottman.com/ This website is often used by professional marriage and family therapists, but it is useful to students as well. The research section provides links to leading relationship expert, John Gottman's articles, abstracts, and books.

The Center: The Lesbian, Gay, Bisexual, and Transgender Community Center http://www.gaycenter.org/ This resource rich website of the New York based Community Center has a youth portal, blogs, newsletters and links with information related to health, culture, arts, and advocacy. The website has media links, video, reports, and interactive features.

Go Ask Alice http://www.goaskalice.columbia.edu/ This site is a comprehensive health Q & A site produced by Columbia University's Health Education Program. If you are looking for straightforward information on a variety of healthrelated topics, then you should definitely Go Ask Alice! Topic areas include: sexual health, .

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sexuality, relationships, and more. All inquiries remain anonymous.

Sexual Harassment Hotline Resource List http://www.feminist.org/911/harass.html This is a very comprehensive website which includes a listing of U.S. national hotlines provided by the Feminist Majority Foundation. It also includes links to other sexual harassment sites, as well as advice for people who have been sexually harassed. The site is organized by state and deals with sexual harassment on the job and in school settings.

Reproductive Health of Young Adults http://www.fhi360.org/training/en/modules/ADOL/default.htm This site offers a comprehensive presentation of contraception, pregnancy, and sexually transmitted diseases. This "Web slideshow" is designed to increase the awareness of these issues.

It also includes printable note-taking pages to accompany the presentation. Finally, there is a questionnaire to complete and a great set of references.

Adolescent and Sexual Health http://www.cdc.gov/HealthyYouth/index.htm This is a great site of the U.S. Center for Disease Control to inform you about adolescent health.

It includes very comprehensive statistics of STDs, pregnancies, abortions, and live births. As well, there is a link to state profiles on each of these issues. Finally, there is a great "resource and tools" link and information about risk behaviors.

Adolescent Health Survey http://www.mcs.bc.ca The McCreary Centre Society's website contains information on recent survey research on adolescent health issues in Canada. The survey highlights findings on sexual health and sexuality. An excellent site where you can link up with youth health resources, current educational and research news in the area of adolescence and adolescent health, as well as information on youth action initiatives.

The Adolescent Parent Interagency Network (APIN) http://www.apin.org/index.php ÏAPIN is a broad network of agencies and professionals in Manitoba, Canada, who meet monthly with the goal of ensuring high quality services to pregnant and parenting adolescents. Members of APIN are linked together because of a common concern for the challenges facing pregnant and parenting adolescents. The Network facilitates the sharing of information related to existing services and resources.Ó

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials. .

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Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. The Lost Children of Rockdale County (PBS, Frontline, 1999, 60 minutes) Ï...explores how a 1996 syphilis outbreak in a well-off Atlanta suburb affected over 200 teenagers and revealed their lives unknown to parents: group sex, binge drinking, drugs, and violenceÓ (from www.pbs.org). You can download and print out a transcript of this investigative report at the PBS website. Follow the links. Updates, transcripts, and clips are available at http://www.pbs.org/wgbh/pages/frontline/shows/georgia/

2. The Big "V" (Description from Knowledge Network, http://www.knowledgenetwork.ca/) The Big "V" offers a unique, honest, and vulnerable look into the personal lives of 14 modern day virgins ranging in ages from 18 to 61. For these individuals, virginity is not an outdated, idyllic state; it's a complex dance of old-fashioned values in a present day society obsessed with hedonism. Mixing snippets from popular culture and movies, The Big "V" spotlights the new face of virginity and makes us all question our own views on sex, intimacy, and love."

3. Date Rape (Films for the Humanities and Sciences, 52 minutes) This video is a docu-drama following the investigation of a date rape to illustrate the emotional issues involved in date rape and also the process for investigation and prosecution.

4. Dear Mom and Dad, I’m Gay (Films for the Humanities and Sciences, 28 minutes) This video is a specially adapted Phil Donahue show that presents gay teenagers and their parents in a discussion of what happens when children tell and parents are told.

5. The Price of Pleasure: Pornography, Sexuality and Relationships (dirs. Chyng Sun and Miguel Picker, 2008, 55 minutes) This documentary Ïfeatures the voices of consumers, critics, and pornography producers and performers. It is particularly revealing when male pornographers openly discuss their views about women and how men should relate to them, and when male and female porn users .

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candidly discuss the role pornography has played in shaping their sexual imaginations and relationships.Ó Information, interviews, a bibliography of scholarly works, and video are available at the film’s website: http://thepriceofpleasure.com/index.html.

II) Popular Films 1. Puberty Blues (dir. Bruce Beresford, 1981, 85 minutes) This film takes a frank look at the coming of age of two teenagers as they grow up on the beaches of Australia. The two girls become temporary victims of peer group pressure that involves drugs, alcohol, and sex. Unlike many other teenage films, Puberty Blues offers interesting insights into the rite of passage as seen from a female point of view.

2. Go Fish (dir. Rose Troche, 1994, 85 minutes) A low-budget amateur film about courtship and love in Chicago's lesbian community. Shot on weekends over most of a year, the film is lighthearted and playful. The life period of emerging adulthood is highlighted.

3. About Last Night (dir. Edward Zwick, 1986, 113 minutes) A slick adaptation of David Mamet’s play, Sexual Perversity in Chicago, Demi Moore and Rob Lowe meet for a one-night stand and then realize they like each other.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Wreckage (Michael Crummey, 2005, Doubleday Canada) Set during World War II on Canada’s rugged Newfoundland coast, this novel is a love story divided by Catholic and Protestant family divisions in the aftermath of war.

2. Love is Hell – A Cartoon Book (Matt Groening, 1994, Pantheon) Part of an anthology series of Simpsons creator Matt Groening’s Life in Hell syndicated cartoon strip. Highlighting issues of love, romance, and relationships, these have proved invaluable in lectures as humorous and poignant discussion starters.

3. Forever (Judy Blume, 1975, New York: Simon and Schuster) This novel explores sexuality and relationships among college-age youth. Quite controversial at .

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the time of publication for its descriptive nature.

D) Annotated Readings Kirkman, M., Rosenthal, D. A., & Feldman, S. S. (2005). Being open with your mouth shut: The meaning of ÏopennessÓ in family communication about sexuality. Sex Education, 5(1), 49– 66.

This study of parent-adolescent communication around sex and sexuality showed that there are complexities in what is meant by openness in discussing sex.

Recommendations include that researchers should clearly define openness in the context of studies and that sex educators must be specific in recommending open communication in families.

Lefkowitz, E. S., Boone, T. L., & Shearer, C. L. (2004). Communication with best friends about sex-related topics during emerging adulthood. Journal of Youth and Adolescence, 33(4), 339–351.

In emerging adulthood, close friendships are influential relationships as people move away from their parental homes. Yet, research on communication about sex largely focuses on parent-emerging adult communication. This study surveyed over 200 college students about the frequency and quality of communication with friends about sex. Frequency of sex-related conversations was higher amongst females and less religious participants. Results revealed the importance of considering multiple dimensions of sex-related topics.

Santelli, J., Ott, M. A., &; Lyon, M. (2006). Abstinence-only education policies and programs: A position paper of the Society for Adolescent Medicine. Journal of Adolescent Health, 38(1), 83–87.

While abstinence from sexual activity may be a healthy choice for adolescents, abstinence-only sex education is inherently flawed from ethical and scientific standpoints. Medical and educational practitioners support the need and ethical responsibility for the provision of accurate and comprehensive sex and health education in our schools.

E) Additional References Barber, B. L. (2006). To have loved and lost÷Adolescent romantic relationships and rejection. In A. C. Crouter, and A. Booth (Eds.) Romance and Sex in Adolescence and Emerging Adulthood: Risks and Opportunities. Mahwah, NJ: Lawrence Erlbaum Associates.

Brown, G., Craig, T., Harris, T., & Handley, R. (2008). Parental maltreatment and adulthood cohabiting partnerships: A life-course study of adult chronic depression -- 4. Journal of Affective Disorders, 110(1), 115–125.

Carroll, J., Willoughby, B., Badger, S., Nelson, L., Barry, C., & Madsen, S. (2007). So close, yet so far away: The impact of varying marital horizons on emerging adulthood. Journal of Adolescent Research, 22(3), 219–247. .

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Buss, D. M. (1993). Mate preferences in 37 cultures. In W. J. Lonner & R. Malpass (Eds.), Psychology and Culture (pp. 197–201). Boston: Allyn & Bacon.

Corcoran, J. (2000). Ecological factors associated with adolescent sexual activity. Social Work in Health Care, 30(4), 93–111.

Graber, J., Britto, P.R., & Brooks-Gunn, J. (1999). What’s love got to do with it?: Adolescents’ and young adults’ beliefs about sexual and romantic relationships. In W. Furman, B. Brown, and C. Feiring (Eds.). The Development of Romantic Relationships in Adolescence. Cambridge University Press.

Hatfield, E. & Rapson, R. L. (1996). Love & Sex: Cross-Cultural Perspectives. Boston: Allyn & Bacon.

Hatfield, E. & Sprecher, S. (1995). Men’s and women’s mate preferences in marital partners in the United States, Russia, and Japan. Journal of Cross-Cultural Psychology, 26, 728– 750.

Manning, W. D., Giordano, P. C., & Longmore, M. A. (2006). Hooking up: The relationship contexts of “nonrelationship” sex. Journal of Adolescent Research, 21, 459–483.

Moscicki, A. (2005). Impact of HPV infection in adolescent populations. Journal of Adolescent Health, 37(Suppl6), S3–S9.

Paul, E., Wenzel, A., & Harvey, J. (2008). Hookups: A facilitator or a barrier to relationship initiation and intimacy development?. Handbook of relationship initiation (pp. 375-390). New York, NY US: Psychology Press. ‰tulhofer, A., Jelovica, V., & Ruzic, J. (2008). Is early exposure to pornography a risk factor for sexual compulsivity? Findings from an online survey among young heterosexual adults.

International Journal of Sexual Health, 20(4), 270–280.

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4. Handouts 9.1

Think-Jot-Share

9.2

Think-Jot-Share

9.3

Think-Jot-Share

9.4

Exit Slip

9.5

Exit Slip

9.6

Watch and Learn

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HANDOUT 9.1

THINK - JOT - SHARE Think about one memorable relationship (current or past).

•

Why was it memorable? (Hint: This could be because of positive or negative factors.)

•

Describe it in terms of Sternberg's Theory of Love, focusing specifically on the seven different forms.

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HANDOUT 9.2

THINK - JOT - SHARE Think about where you learned about sex, reproduction, and sexual relationships.

When and where did you learn about sex? Did you take sex education in school? Did your parents teach you about sex? Did you learn from your peers?

Reflect upon and discuss the quality of the information you received from the various sources and the depth of your understanding.

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HANDOUT 9.3

THINK - JOT - SHARE Jot down your views about living together before marriage.

What influences have affected your view?

How do you think your view fits with family and/or your culture's expectations?

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HANDOUT 9.4

Exit Slip Think about cliques in the school setting. Jot down these groups (e.g., skaters, nerds). How do you think these different cliques would influence sexual activity?

Explain your reasons and consider stereotypes you may hold.

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HANDOUT 9.5

Exit Slip What is one thing in this chapter that you were surprised to learn? Why was it surprising to you?

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HANDOUT 9.6

Protocol for Recording Sex on TV Name of researcher(s): ________________________________ Length of observation period: _____________________________ (insert dates) Total hours of TV watched (estimate): ___________________________ TV Show

Description of Sexual Interaction – Situation

Characters Involved

______total incidents .

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5) Video Guide Questions and Answers Chapter 9 Dating in Adolescence (Page 274) 1. Compare the differences listed in the video between the male view and female view of dating vs. friendships.

• Female: “Back off from friends to spend time with boyfriends, then friends get angry and it is hard to balance.”

• Male: “Your friends will always be there, girlfriends can sometimes come and go.

Usually it is friends before girlfriends.”

2. How does the female teen in this video describe commitments?

• “Commitments are usually rushed and controlled more by hormones than by experience.”

3. The narrator of this video explains why these relationships are an important stage during adolescence. Describe this reasoning and provide an example of how a relationship during adolescence impacted your life.

• The narrator of this video explains that these relationships are an important stage during adolescence because adolescents learn to overcome fears and learn to interact with other individuals.

• Examples will vary.

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Chapter 10 – School Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically D) Applying Your Knowledge

262 262 263 263

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launchers D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

263 264 265 267 268 268

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

269 271 272 273 274

4) Handouts

275

5) Video Guide Questions and Answers

281

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1. Chapter Overview A) Learning Objectives 10.1 10.2

Summarize the history of secondary school enrollment around the world.

Compare and contrast the forms that secondary school takes today in different regions of the world.

10.3 Identify the main reason why secondary school performance is higher in some regions of the world than others.

10.4 Identify the factors most important in determining the quality of secondary schooling.

10.5 Summarize the influences of parents, peers and friends, work and leisure, and cultural beliefs in adolescents’ school engagement.

10.6 Explain the differences in adolescents’ academic performance among American ethnic groups.

10.7 Identify the reasons why girls’ academic performance generally exceeds boys’.

10.8 List the distinctive qualities of gifted adolescents.

10.9 Describe the most common learning disabilities and their treatments.

10.10 Summarize the reasons why some adolescents drop out of school.

10.11 Identify the factors that contribute to college retention and dropout.

10.12 Summarize the benefits of a college education, according to students and according to research on long-term outcomes.

B) Chapter Outline I.

II.

III.

IV.

V.

The Rise of Schooling for Adolescents A. Changes in Schooling for Adolescents B. Secondary Education Around the World C. International Comparisons What Works? The Characteristics of Effective Schools A. Does Size Matter?

B. Junior High, Middle School, or Neither C. Improving the School Experience of Adolescents D. School Climate Engagement and Achievement in High School: Beyond the Classroom A. Family Environments and School B. Peers, Friends, and School C. Work, Leisure, and School D. Cultural Beliefs and School Academic Achievement in High School: Individual Differences A. Ethnic Differences B. Gender Differences C. Extremes of Achievement Education in Emerging Adulthood: College and University A. Characteristics of College Students .

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B. C.

Educational Success in College Students' College Learning Experiences

C) Thinking Critically 1. In your view, should high school courses be offered only on academic subjects such as math and English, or should courses in music, art, and physical education also be available? Justify your view. (Page 279) 2. Steinberg (1996) asserts that to change American adolescents' school performance, Americans would have to change their beliefs about what should be required of adolescents. Do you think more should be required of American adolescents in high school? Why or why not? (Page 293) 3. Much more research has been conducted on why adolescent girls do less well than adolescent boys in math and science than on why boys generally do worse than girls on virtually every other measure of academic achievement. What hypotheses would you propose to explain why boys generally do worse than girls academically, from grade school through emerging adulthood? (Page 296) 4. Do you think that by the end of the 21st century nearly all emerging adults will attend college, just as high school education became nearly universal for adolescents in the 20th century? Why or why not? (Page 303)

D) Applying Your Knowledge 1. Based on the variations in secondary schools discusses here, what would you say are the strengths and weaknesses of the secondary school system in your county? What changes would you propose? (Page 284) 2. Imagine that you have just become the principal of an American secondary school. What could you do to assess the school climate in your school? How would you go about improving it if it were less than satisfactory? (Page 288) 3. Do you think the four student subcultures described here exist at your college or university? What subcultures might you delete or add? Which subculture do you identify with most, personally? (Page 304)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also .

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provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on adolescents and school. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Do Schools Teach Social Skills?

TO BE USED: HANDOUT 10.1 Reflect on your experiences in high school. Were social skills ever talked about in the curriculum? Did you receive any instruction on how to interact with others? Do you think this kind of œtraining” is useful for youth today? Justify your answer.

2. College Subcultures TO BE USED: HANDOUT 10.2 Think about the different students in your college setting. Do any of them fit with Clark and Trow’s (1966) classification of college student subcultures? Describe their characteristics. Do these subcultures still fit with today’s college students? Why or why not?

3. School Climate TO BE USED: HANDOUT 10.3 Reflect on what the school climate was like when you were in high school. Overall, was it positive or negative? What factors contributed to the school climate? Do you think others experienced it the same way that you did? Explain.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class.

The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on adolescents and .

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school. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 10.4 1. Describe the ethnic and cultural diversity in the high school you attended. Reflect on what you learned about other cultures. Compare your experiences to the research on ethnic differences outlined in the chapter.

TO BE USED: HANDOUT 10.5 2. Describe your experiences in college. What kind of educational experiences have you had? Discuss them in terms of positive and negative experiences.

C) Class Activities / Demonstrations / Lecture Launchers Activity: Petals Around a Rose The source of this activity is Ormrod, J. E. (1995). Educational Psychology: Principles and Applications. Englewood Cliffs, NJ: Prentice Hall.

This activity is used to simulate how it might feel to have a learning disability. If you have a small class (10–20 students), you can have students gather around a single large table. If you have a larger class, you will probably want to split students into groups of 10–15 apiece, with each group gathering around a separate table. In the latter situation, you will need to have assistants (perhaps class members you have recruited ahead of time), with each assistant conducting the activity for a different group. You will need FOUR OR FIVE DICE for each group; these dice can be the same or different with respect to size and color. Differences among the dice make the task more difficult. Introduce the game as "Petals Around a Rose.” Tell students that you will be tossing the dice on the table, and that each resulting configuration of dice has a particular number solution. It is their job to figure out how you are arriving at the solution each time.

Solution: The solution is to count the NUMBER OF DOTS AROUND A CENTER DOT on each die. For example in this arrangement of dice: • •

•

•

•

•

• •

• •

•

• •

• •

•

•

• •

The first die has NO dots around a center dot, the second has NO dots around a center dot (because there isn't a center dot), the third has TWO, the fourth has FOUR, and the fifth has NONE. The solution in this case is 0+0+2+4+0 or 6. Only the "three" and "five" sides of the dice have dots around a center dot and so these are the only ones considered in the solution.

Configurations without either a "three" or a "five" showing yield solutions of ZERO.

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Toss the dice on the table and allow students to express their hypotheses about the correct solution, then give the correct solution and allow them to look at the dice for a few more seconds. Repeat this process many times. If some students catch on, allow them to give the correct solution each time, but request that they NOT give away how they arrive at the solution.

Periodically give the students hints such as these: • • • •

Remember, the name of the game is "Petals Around a Rose."

You might also think of the game as "Chairs Around a Table."

Another possible name is "Campers Around a Campfire."

Still another possible name is "Planets Around the Sun."

You can continue the activity for as long as time allows. Some students will catch on relatively quickly, but others will become increasingly frustrated as they find themselves being unable to do something their classmates can. Ideally, it is best to end the activity when a few students are still unable to solve the problem. Have the nonsolvers describe their feelings and frustrations during this activity. Relate their descriptions to the plight of students with learning disabilities.

Last but not least, tell the nonsolvers how to arrive at the correct solution.

Activity: Critical Analysis of Advanced Placement Tests: Cultural Bias?

Bring in examples of advanced placement tests (i.e., SAT study guides, aptitude tests, vocational inventories, etc.).

Analyze these instruments in terms of potential cultural biases. For example, a vocabulary question may be based on the identification of a œcommonly” used item (e.g., tennis racket).

This item might not be commonly used in some cultures, and therefore, students who cannot identify this item will be penalized.

Lecture Launcher: Decline in U.S. High School Dropouts There has been a steady decline in the numbers of high school students leaving school before receiving a diploma. However, the dropout rates are highest among minority students. Because research shows that dropouts are at higher risk of committing crimes and ending up in prison, some believe that lowering the dropout rate might lead to a decrease in the prison population in the United States, which has also risen over the last decade. The lecture can focus on the type of student that is at risk for dropping out of high school and the factors associated with failure to thrive in high school (e.g., socioeconomic, substance abuse, home life, physical and/or sexual abuse). The following web sites provide up-to-date information.

Report on High School Dropout Rates: Indicator on Children and Youth: http://www.childtrendsdatabank.org/sites/default/files/01_Dropout_Rates.pdf Report: National Institute of Statistical Sciences/Education Statistics Services Institute Task Force on Graduation, Completion, and Dropout Indicators’ Final Report, available at http://nces.ed.gov/pubs2005/2005105.pdf .

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Activity: Mini-Research Project – My Ideal School Pre-Planning: Work with a middle school teacher that you know, and have her/him do the following activity with their middle school class: You are in charge of designing a new school for your community. There are no limits to the money you can spend or to what you can include. Write up your plan for your perfect school.

Have the teacher obtain the students' permission to collect their papers to share with college students who are training to be teachers.

Class Activity Get into small groups of four or five. Distribute a sample of the copies of the middle school students' ideal school plans (about 10 per group). Have them review the ideal school plans and note major themes that emerge. Bring the groups together and have the groups contribute their themes. This exercise represents a needs assessment of important characteristics of a good school. You will find that the responses focus not so much on fun and exciting resources, but on interpersonal themes such as caring teachers, etc.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Techno-high Have your students investigate the information and learning technologies that high school students are using. They can do this by speaking with a family member, etc. Discuss how things have changed since your students were in high school. What does this mean for new teachers?

Teleconference Discussion: High School Teachers Set up a teleconference and speakerphone or a web conference in your classroom, and invite a group of high school teachers to talk about their experiences. Try to get teachers from a variety of settings if possible (e.g., a rural school teacher, a teacher from a large inner-city school, different content areas, different years of experience, etc.). If you know parents who home school, invite them to be a part of the panel. They may provide a fresh perspective on education.

Have students draft questions for the teachers in advance, based on the chapter.

E) Watch and Learn .

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Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity.

Teacher-student Relationships Bring in video clip excerpts from TV shows or movies (you can use a live Internet connection with YouTube and an LCD projector) that portray school and teacher/student relationships across different eras (either filmed in that time period or portraying that time period). Have your students discuss how the students in the clips experienced high school. Have students focus on the interactions among students, teachers, and the administration. Discuss the positive impact of the teacher. Do these excerpts indicate that things have changed over the years? Discuss.

High School Parody: Uncovering the Issues Find and show clips of cutting edge high school parody series, such as Bromwell High (http://www.abc.net.au/tv/bromwellhigh/) and Summer Heights High (http://www.hbo.com/summerheightshigh/) at the official sites or search on YouTube. Select clips that highlight (in a humorous and exaggerated way) school climate and discuss in terms of the underlying issues.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Website for the National Center for Education Statistics http://nces.ed.gov The government agency site contains useful information on education from grade school through grad school, including a great deal of information that pertains to adolescents and emerging adults. Their immensely valuable yearly report, The Condition of Education, can be downloaded free from the site.

U.S Department of Education http://www.ed.gov/ Visit this site to access headlines, information centers on grants and financial aid, research and statistics, policy and programs. There are specific spaces for students, parents, teachers, and administrators. You can access school performance reports here.

Canadian Council on Learning .

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http://www.ccl-cca.ca/CCL/ The Canadian Council on Learning is a catalyst for lifelong learning, promoting and supporting evidence-based decisions about learning throughout all stages of life, from early childhood through to the senior years. Online œknowledge centres” include: Aboriginal learning; adult learning; health and learning; early childhood learning; and work and learning. Information is provided for learners, educators, parents, researchers, and work and business stakeholders.

Teachers College Record http://www.tcrecord.org/ œThe voice of scholarship in education.” A premiere journal in the field of education provides trusted evidence for educational practice. Access research articles, editorials, book reviews, discussion, and a writer’s guide.

Carlton Comprehensive High School http://www.carlton.srsd119.ca/ This site offers an example of a comprehensive high school. The school is located in Prince Albert, Saskatchewan (Canada). The site provides information about students, teachers, the clubs, school sponsored child care, and general information about the school. Finally, it provides links to other comprehensive schools in Canada, as well as comprehensive schools around the world.

Education Program for Gifted Youth http://epgy.stanford.edu/index.html This is a great site for both students and teachers. This site offers information about the Education Program for Gifted Youth (EPGY) and how high ability individuals can register for the program. The intent of EPGY is instructional support in pre-college math, physics, English, and computer science. There are distance education options as well. For teachers, it offers instructional support for schools, as well as aptitude testing services.

National Association for Gifted Children http://www.nagc.org/ The NAGC offers many resources for individuals who are interested in how to develop and support gifted children from Pre-K to 12th Grade. Additionally, there are links to state associations.

The College Board – AP Central http://www.collegeboard.com/ This site is to inform parents, students, and teachers about the College Board exams for students who want to take college-level courses and exams while still in high school. This site offers information about the 33 courses in 19 subject areas offered by the Board. It also includes links to the research and development carried out on this program.

National Association of Special Education Teachers http://www.naset.org/ œExceptional teachers teaching exceptional children.” Access an e-journal and other publications related to special education. There is a reference library, information on special .

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education and the law, and a teacher forum.

Homework Helps˜.But Not Always http://www.ccl-cca.ca/CCL/Reports/SystematicReviews/Homework.html œHomework is linked to higher student achievement—but only if it is judiciously assigned and engaging to the student” (http://www.ccl-cca.ca/CCL/). This 2009 report of a systematic review of the literature by the Canadian Council of Learning is an excellent resource for discussion of the impact of homework on academic achievement. The review included academic literature, grey literature, print media, and more, so the reference list is full of avenues to explore.

National Home Education Research Institute http://www.nheri.org/ œThe National Home Education Research Institute's mission is to: Produce high quality research (e.g., statistics, facts, findings) on home-based education (homeschooling); Serve as a clearinghouse of research for the public, researchers, homeschoolers, the media, and policy makers; and Educate the public concerning the findings of all research on home education.”

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio œpodcasts” you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Medicating Kids (PBS, Frontline, 2001, 60 minutes) A Public Broadcasting Corporation œFrontline” report œon parents, educators and doctors trying to make sense of a mysterious and controversial mental diagnosis: ADHD.” It is available to watch online at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/ Updates on current advances in ADHD research as well as updates on the kids profiled in the report seven years later are also posted.

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2. Struggle for Control: Child and Youth Behaviour Disorders (National Film Board of Canada, 2005, 57 minutes, 30 seconds) œ˜the fourth in a series of documentaries focusing on mental health issues facing BC's children and youth. Following the stories of four BC youth, this documentary sheds light on the causes, symptoms, community resources, and treatments of three of the most commonly-diagnosed behaviour disorders: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder. Through these moving personal stories, viewers see how behaviour disorders affect the life of a child at home, at school, and the whole family. Struggle for Control debunks the myth that children with behaviour disorders are bad kids whose behaviour is irreversible. Behaviour disorders are treatable, and the key is early detection and early intervention.” (Description from National Film Board of Canada, http://www.onf-nfb.gc.ca/, accessed May 2009).

3. That'll Teach 'Em: Boys vs. Girls (Series) (Description from Knowledge Network, http://www.knowledge.ca/) "In Britain, recent reports suggest that boys are falling further and further behind girls in test scores and increasingly display chronic disinterest in the sciences. In this newest installment of That'll Teach 'Em, it's boys versus girls as 30 fifteen-year-olds are transported back in time to a 1950s boarding grammar school and divided into single sex classes. Thrills, spills, and explosions are returned to the science lab. Faced with this type of practical 1950s education, competition runs high. But will the boys close the gap, or will the girls stretch their lead?" (accessed May 2009).

II) Popular Films 1. Rushmore (dir. Wes Anderson, 1998, 93 minutes) This parable concerns what might happen if a precocious 15-year-old geek had the talent and resources to bring his every whim to life. Max Fischer is a tenth grader at prestigious Rushmore Academy, a preppy private school where he excels at extracurricular activities – while neglecting his œreal” studies. Things get more complicated when Max meets and develops a crush on a first-grade teacher, and one of the school’s primary benefactors also falls in love with the same teacher. What follows is a small treasure: funny, poignant, raw, and at times as clumsy as its protagonist˜but no less adorable.

2. Stand and Deliver (dir. Ramon Menendez, 1988, 105 minutes) A Rockyesque interpretation of high school math teacher Jaime Escalante’s true life exploits.

Edward James Olmos stars as Escalante, a man who gave up a high paying job in electronics to make a contribution to society. Recognizing that his inner-city students need motivation to keep them from a lifetime of menial labor, he sets them a challenge: preparation for the state Advanced Placement Test in calculus.

3. Election .

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(dir. Alexander Payne, 1999, 103 minutes) Tracy (Reese Witherspoon) is guaranteed to win the school election for class president until her teacher, Mr. McAlister (Matthew Broderick), finds her some worthy opposition. Little does he know how badly Tracy wants to win, and the high school soon turns into a war zone with Mr. McAlister getting himself in deeper than he ever expected. The excellent cast, witty script, and insightful direction make this dark comedy an absolute delight.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Prom Night (Amy L. Best, 2000, Routledge) A sociological study of this iconic and much parodied event. The author interviews adolescents of different gender and cultural identities and explores the Prom as a "white" experience that serves to exclude.

2. School is Hell – A Cartoon Book (Matt Groening, 1987, Pantheon) Part of an anthology series of Simpsons' creator Matt Groening’s Life in Hell syndicated cartoon strip. These cartoons highlight school issues, such as bullying, development-context mismatch, and relationships with teachers, to name a few. These have proven invaluable in lectures as humorous and poignant discussion starters.

3. Class Dismissed: A Year in the Life of an American High School, A Glimpse into the Heart of a Nation (Meredith Maran, 2001, St. Martin’s Griffin) The writer shadows three high school students from vastly different backgrounds over the course of a year, uncovering social, economic, and cultural issues around education in the States.

D) Annotated Readings Gleason, P., & Dynarski, M. (2002). Do we know whom to serve? Issues in using risk factors to identify dropouts. Journal of Education for Students Placed at Risk, 7(1), 25–41.

Drop out prevention programs need to consider that the widely used risk factors framework is not an effective predictor of dropout. Prevention programs must address the complexities of underlying factors in context.

Noddings, N. (2005). Identifying and responding to needs in education. Cambridge Journal of Education, 35(2), 147–159.

This article represents a call for education policy to truly address the expressed needs of students. Provides strategies for identification of students’ needs and for effectively addressing them in practice and policy.

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Walpole, M., McDonough, P. M., & Bauer, C. J. (2005). This Test is Unfair: Urban African American and Latino High School Students' Perceptions of Standardized College Admission Tests. Urban Education, 40(3), 321–349.

A qualitative investigation of African American and Latino high school students’ perceptions, knowledge, and preparation for standardized college admissions tests. Results indicate students’ deficit of relevant information about the test and a lack of information resources at the school and school official level. The study probes issues of inequity of cultural capital and related stresses on the individual level and society level factors.

E) Additional References Alford, S. M. (2000). A qualitative study of the college social adjustment of Black students from lower socioeconomic communities. Journal of Multicultural Counseling and Development, 28(1), 2–15.

Eckert, P. (1989). Jocks and Burnouts: Social Categories and Identity in the High School. New York: Teachers College Press.

Kelly, D. M., & Brandes, G. M. (2001). Shifting out of œneutral”: Beginning teachers’ struggles with teaching for social justice. Canadian Journal of Education, 26(3), 437–454.

Lindjord, D. (1998). Smaller class size: Raising the academic performance of children from lowand moderate-income families. Journal of Early Education and Family Review, 6(2), 6–7.

McCormick, J. (2003). œDrag me to the asylum:” Disguising and asserting identities in an urban school. The Urban Review, 35(2), 111–128.

Shumow, L, & Lomax, R. G. (2001). Predicting Perceptions of School Safety. School Community Journal, 11(2), 93–112. Tobell, J. (2003). Students' experiences of the transition from primary to secondary school. Educational and Child Psychology, 20(4), 4–14.

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4. Handouts 10.1

Think-Jot-Share

10.2

Think-Jot-Share

10.3

Think-Jot-Share

10.4

Exit Slip

10.5

Exit Slip

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HANDOUT 10.1

THINK - JOT - SHARE Reflect on your experiences in high school.

• Were social skills ever talked about in the curriculum?

• Did you receive any instruction on how to interact with others?

• Do you think this kind of œtraining” is useful for youth today?

Justify your answer.

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HANDOUT 10.2

THINK - JOT - SHARE Think about the different students in your college setting.

•

Do any of them fit with Clark and Trow’s (1966) classification of college student subcultures? Describe their characteristics.

•

Do these subcultures still fit with today’s college students?

Why or why not?

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HANDOUT 10.3

THINK - JOT - SHARE Reflect on what the school climate was like when you were in high school.

Overall, was it positive or negative? What factors contributed to the school climate?

Do you think others experienced it the same way that you did?

Explain.

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HANDOUT 10.4

Exit Slip Describe the ethnic and cultural diversity in the high school you attended. Reflect on what you learned about other cultures.

Compare your experiences to the research on ethnic differences outlined in the chapter.

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HANDOUT 10.5

Exit Slip Describe your experiences in college. What kind of educational experiences have you had? Discuss them in terms of positive and negative experiences.

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5) Video Guide Questions and Answers Chapter 10 Adolescent School Experience (Page 306) 1. According to this video, why is there a great deal of pressure to do well in secondary school?

• According to this video, there is a great deal of pressure to do well in secondary school because performance on national tests at the end of secondary school largely determines who goes on to university and who does not.

2. How would your own school experiences compare to those of the individuals interviewed in this video?

• Answers will vary based on students’ school experiences 3. List one of the examples given by the female from Taiwan of how parents help their children with their education.

• Good answers might include: • Parents take children to additional schools after school • Parents hire tutors to help with their education

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Chapter 11 – Work Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically

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2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Discussions D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

284 286 286 288 289 289

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

289 291 293 293 294

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 11.1 11.2

Describe the main forms that work has taken for adolescents in traditional cultures.

Explain how globalization has both positive and negative effects on adolescents’ work in traditional cultures.

11.3 Compare and contrast Western adolescents’ work in the 20th century and prior to the 20th century.

11.4 Summarize adolescents’ workplace experiences in Canada and the United States.

11.5 Identify the ways working in adolescence is related to both negative and positive outcomes.

11.6 Identify the skills adolescents need to learn in order to be prepared for jobs in today’s economy.

11.7 Compare and contrast school-to-work programs in the United States and Europe.

11.8 Summarize Super’s theory of occupational development and identify its limitations.

11.9 Summarize Holland’s theory of occupational choice and identify its limitations.

11.10 Describe the typical experiences of emerging adults in looking for a job.

11.11 Summarize the main reasons for high unemployment rates among emerging adults in urban areas in the United States.

11.12 Summarize the ways community service in adolescence and emerging adulthood promotes healthy development.

B) Chapter Outline I.

II.

III. IV.

V.

VI.

Adolescent Work in Traditional Cultures A. Hunting, Fishing, and Gathering B. Farming and Care of Domestic Animals C. Child Care and Household Work D. Globalization and Adolescent Work in Traditional Cultures The History of Adolescent Work in the West A. Adolescent Work Before 1900 B. Adolescent Work in the 20th Century The Adolescent Workplace Work and Adolescent Development A. Work and Psychological Functioning B. Work and Problem Behavior C. The Case in Favor of Adolescent Work From School and Part-Time Work to a "Real Job" A. The Post-High School Transition to Work B. School-to-Work Programs in the United States C. Apprenticeships in Western Europe Occupational Choice A. The Development of Occupational Goals .

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VII. VIII. IX.

B. Influences on Occupational Goals Work in Emerging Adulthood Unemployment Volunteer Work -- Community Service A. Community Service and Adolescent Development

C) Thinking Critically 1. Do you think people living in the West have any responsibility for the conditions of adolescent work in developing countries? Why or why not? Do they have more responsibility if they buy the items that such adolescents produce through their labor?

(Page 313) 2. Compare the history of adolescent work in the West to the recent history of adolescent work in developing countries. What are the similarities and differences? (Page 314) 3. American adolescents clearly prefer to work, even though the work is often boring and is frequently related to negative outcomes (although there are some positive outcomes as well). Given this situation, would you be for or against national legislation to limit adolescents' work (under age 18) to 10 hours a week? Justify your answer in terms of development in adolescence and in emerging adulthood. (Page 320) 4. Apprenticeships in Europe appear to work quite well, but they require that adolescents make career decisions by their mid-teens, much earlier than is typical in American society. Do you think the benefits of apprenticeship outweigh the fact that they require these early decisions, or do you prefer the American system of allowing for a longer period of experimentation and exploration – well into emerging adulthood – before such decisions are made? Is it a question of what is best developmentally, or just a question of different values? (Page 323) 5. How would you explain the fact that wives usually end up doing most of the household work and child care even when they work as many hours as their husbands? Do you think this is likely to change in the current generation of emerging adults? (Page 328) 6. Does the prevalence of community service indicate that American adolescents and emerging adults have stronger collectivistic values than scholars may have realized – or not, since only a relatively small proportion of young people take part in community service on a frequent basis? (Page 332)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

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Listed below are several ideas for THINK-JOT-SHARE activities for course material on adolescents and work. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Adolescents on the Job TO BE USED: HANDOUT 11.1 Think about your daily contact with adolescents at work in various workplaces in and around your community. What are your impressions of this contact? What jobs have you seen them work at? Why do you think adolescent workers have dominated those jobs?

2. My First Job TO BE USED: HANDOUT 11.2 What was your first job? At what age was your first job? Why did you get that job? What did you learn from it? Was your first job at all connected to what you're doing now?

3. The Transition to Work TO BE USED: HANDOUT 11.3 ÏAmerica has the worst school-to-work transition process of any industrialized nation. Put simply, we have no systematic processes to assist high school graduates to move smoothly from school into employment.Ó —Ray Marshall (1994), educator Do you agree with this statement? Why or why not? Provide examples from your own experience or observations (e.g., have you ever participated in a work study program in high school or college?).

For further readings on these topics (adolescence, part time work, first jobs, etc.): Dumont, M., Leclerc, D., & McKinnon, S. (2009). Consequences of part-time work on the academic and psychosocial adaptation of adolescents. Canadian Journal of School Psychology, 24(1), 58–75.

Steinberg, L. (1993). Negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study. Developmental Psychology, 29(2), 171–80.

B) Exit Slips .

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Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class.

The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on adolescents and work. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 11.4 1. Did you work while you were going to high school? How do you think it affected you? If you did not work, what were the advantages/disadvantages of that choice?

TO BE USED: HANDOUT 11.5 2. What career are you thinking of pursuing? Provide honest responses to the identity questions provided in Chapter 11. What do I really want to do? What am I best at? What do I enjoy the most? How do my abilities and desires fit with the kinds of opportunities that are available to me? Based on your responses, what direction might you pursue after college?

C) Class Activities / Demonstrations /Discussions Discussion: Tell Us What You Think TO BE USED: HANDOUT 11.6 This discussion activity is designed to allow students to think about their experiences in college/university. HANDOUT 11.6 has eight questions designed to begin the discussion. The questions are listed below: 1.

2.

3.

4.

5.

6.

7.

What types of classroom activities have helped you learn?

What types of activities do you struggle to learn from?

Describe your favorite way to receive information from an instructor.

How long can you work on an assignment silently without interruption?

For how much time can you listen to instructions for an assignment?

How do you think your education connects to your future occupation?

How do you think your education fails to provide you with necessary skills for your future job prospects?

8. Any other comments?

Use these questions (or design your own) to allow students to think about their college/university .

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experiences and how they might connect to future occupational pursuits.

Allow students to compare their answers in small groups and have each group present a synopsis of their findings.

Activity: Observation of Adolescents TO BE USED: HANDOUT 11.7 Have students take time outside class to observe adolescents at work. You can use HANDOUT 11.7 as a report and record sheet or you can come up with your own observational probes.

The aim of the activity is to have students look more closely at adolescents in work situations.

HANDOUT 11.7 is designed to probe students directly, but the intent is for them to reflect on each situation they visit. For example, are there any adolescents or emerging adults in managerial roles? Do fast food restaurants have adolescents working the counters during the day? Why or why not? Are certain occupations staffed mostly by adolescent girls?

Once students have collected this data, use some class time to discuss their findings. Highlight the similarities and differences of the students' conclusions. You could also use a popular film like Fast Times at Ridgemont High as a tie-in, showing the mall scenes and adolescent workers.

Activity: College Career Counselor Have students pair up for this activity. The aim of this activity is to see how students question each other in terms of potential occupational choices.

Once students are paired, each student will take a turn being the occupational counselor. Have the ÏfirstÓ occupational counselor question his/her partner in order to help them determine a good career choice. Have the "counselor" record the questions he/she asks her "client" and any conclusions the "counselor" draws about potential career choices. Once the "counselor" has finished his/her interview, have the students switch roles.

In a large group, ask students to share some of their questions and ask them why they queried the way they did and what conclusions they drew about career choices.

Circulate around the room while "counselors" and "clients" are working together, observing what types of questions students are asking and what conclusions they are drawing.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

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Assessing Internet Career Resources TO BE USED: HANDOUT 11.8 The Internet is awash with career-related websites that promise to facilitate a would-be employee’s job search. Have your students look online for career websites and critically assess them using the assessment guide (HANDOUT 11.8).

What’s in a Label? Investigating the Origins of What We Buy, Wear, Use, and Throw Away÷.

In pairs, have students select one or two items of clothing that they are wearing or other accessories (e.g., backpack, purse, jacket, designer jeans) -- you can participate as well. Jot down the manufacturer’s brand name/label and where it was made. Also, note the retail price of the article if you can recall and why you purchased the article (e.g., coolness factor, durability, it was a gift). Also discuss the target market or demographic at which the product or label is aimed (e.g., popular sports shoes for young males, designer purses for girls). Is the product a ÏknockoffÓ (i.e., not a genuine brand-name article, but made to look like one)?

During the week have students investigate the brand name and parent corporation by ‘googling’ them on the Internet. Instruct them to find out as much information as they can with regard to the corporation’s manufacturing practices and policies. For example, is child labor exploited in the manufacture of these goods?

Have students report back to the larger group with their findings. Discuss implications and ideas for positive change.

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Late Night or Daytime – Television Commercial Analysis Give students a fun investigative assignment to watch either Ïlate lateÓ night or daytime television in order to view and analyze the commercials that are broadcast during these times.

Many of these ads are for training programs that promise fast results in job market success and career satisfaction. In addition, these ads are often juxtaposed with ads for credit consolidation companies promising fast and easy ways to consolidate credit card debt or for high interest financing/credit Ïopportunities.Ó Analysis and discussion topics for this activity include: What are many of the commercials advertising? Who do you think that they are trying to reach with these commercials? To what are these commercials appealing? Are the advertisements providing a realistic view? What are the underlying systemic issues raised in Chapter 11 that relate? Use these questions to guide the analysis and discussion when students report back during class time.

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Portrayals of Ï20 SomethingsÓ at Work Ask students to find televisions shows that portray emerging adults at work (e.g. Workaholics, Big Bang Theory, How I Met Your Mother, or even older shows like Friends). Have students come to class ready to discuss the following questions: What jobs did these emerging adults hold? Were there any commonalities between the types of jobs? Were there gender differences evident in the jobs these emerging adults held? Were there cultural differences?

You can also have students watch TV shows that may have emerging adults working alongside other generations (e.g., Rescue Me, Grey's Anatomy, The Office, Cougar Town, etc.). In such cases you could add to your class discussion by asking students to describe how the emerging adults were portrayed in relation to other generations. What are some of the typical roles emerging adults play and how do these shows highlight the major concepts in Chapter 11?

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

International Labor Organization http://www.ilo.org/ This is the official website of the International Labor Organization. It is a global site and allows individuals to link to mirror servers in the Americas, Asia/Pacific, and Europe. It provides information about the ILO, meetings of the ILO, and resources connected to labor issues. It also updates featured sites regularly. Its major areas of concern are the standards and fundamental principles and rights at work, employment issues, social protection, and social dialog connected to labor issues.

Creativity at Work: Articles and Tips http://www.creativityatwork.com/articlesContent/aphek/digital-literacy.html In the past decades, tremendous digital-technological innovations have flooded our lives. The impact of these inventions on socialization, ways of thinking, and modes of learning, is far reaching. The new digital technologies challenge many of our concepts and beliefs and make new demands on us as to understand the new high-tech, digital culture. In order to do so, one has to be skilled in digital literacy. This site provides information and tips to young people.

Human Resources and Skills Development Canada http://www.hrsdc.gc.ca Human Resources and Skills Development Canada works to improve the standard of living and the quality of life of all Canadians by promoting a highly skilled and mobile workforce as well as an efficient and inclusive labor market. The website offers comprehensive information on jobs, .

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training, and learning initiatives, as well as labor and workplace statistics and related publications. There is also a ÏYouthlinkÓ space, highlighting adolescent and emerging adulthood related resources and programs.

Craig’s List http://www.craigslist.org/ This site has career and job listings for communities in the USA, Canada, and the UK, as well as some communities in the Americas and Africa. Besides job postings, Craig’s List includes housing, classified and personal ads, plus diverse discussion forums. Forums include current events, local politics, and discussions on careers and self-employment. A great portal to get lost in! You’ll learn a lot about communities in different parts of the world at this site.

U.S. Department of Labor http://www.dol.gov/ The Department of Labor website includes a research library, which houses reports, policy documents, and resources for employers, employees, and job seekers. There are links to recent statistics, news, and state labor offices. The Occupational Outlook Handbook (updated for 2006) provides information for various job types (e.g., nursing, teaching, etc.). Info includes education and training requirements, earnings, trends and expected job prospects, as well as working conditions.

New Apprenticeship http://www.australianapprenticeships.gov.au/ This is an Australian site devoted to a new approach of job training. It is designed to provide information about rural and regional apprenticeships for students. There are also site links for students to investigate the program and e-mail a career adviser. This is a great site to see how apprenticeship programs are designed and implemented.

WetFeet.com: Helping You Make Smarter Career Decisions http://www.wetfeet.com/ This is a very comprehensive site that provides multiple links to job opportunities including industry profiles and career tracks. There are many links to Ïexpert adviceÓ on resumes, interviewing, internships, salaries, and negotiating. This is another great opportunity for the job seeker.

The Corporation for National Service: AmeriCorps! http://www.americorps.gov/ This is the official site for information about AmeriCorps. It provides information about the organization as well as state-specific information about the project. As well, you can get up-todate information about how to join AmeriCorps. It is all you want to know about AmeriCorps and more.

Peace Corps: The Toughest Job You'll Ever Love! http://www.peacecorps.gov/ This is the site to find out all about the Peace Corps. It allows you to investigate current global projects and learn more about being a volunteer. There are great information pages which .

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provide advice for volunteers. It also continually posts the number of volunteers currently needed and where the opportunities are. This is a great site to learn about the Peace Corps.

Canadian International Development Agency – International Youth Internship Program http://www.acdi-cida.gc.ca/internships Canada’s equivalent of the ÏPeace CorpsÓ – CIDA’s youth internship is an employment program for young Canadians between the ages of 19–30. It offers post-secondary graduates the chance of a lifetime to gain international development work experience. The program is part of the Career Focus stream of the Government of Canada’s Youth Employment Strategy, which gives young people the tools and experience they need to launch successful careers.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Combating the Unacceptable (International Federation of Free Trade Unions, Belgium, 2002, 30 minutes) This video highlights children picking coffee beans and tea leaves in Kenya, long hours for young domestic workers in the Philippines, local trade unions taking care of street children in Brazil and teachers mobilizing in India to get the parents of child laborers to put their children in school.

2. Ethics at Work: Doing the Right Thing on the Job (Linx Educational Video, Jacksonville Beach FL, 2004, 20 minutes) Explores issues of appropriate behavior at work by presenting ethical dilemmas in the context of real-life situations.

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3. Frontline: Country Boys – A Film by David Sutherland Available through PBS. This documentary highlights issues around coming of age in America.

Tackles issues of poverty, risk factors during adolescence, and identity.

II) Popular Films 1. Modern Times (dir. Charles Chaplin, 1936, 89 minutes) Charlie Chaplin must have had a crystal ball when he created Modern Times. His satire of life in an industrial society has more relevance today than when it was made. Primarily it is still pure Chaplin, with his perfect timing and edited sight gags. The story finds the Little Tramp confronting all the dehumanizing inventions of a futuristic manufacturing plant.

2. Roger and Me (dir. Michael Moore, 1989, 106 minutes) Michael Moore's controversial documentary about the growing despair, homelessness, and crime in Flint, Michigan, where more than 30,000 autoworkers were left unemployed by the closing of General Motors plants. Scathingly funny and ultimately sobering.

3. High Fidelity (dir. Stephen Frears, 2000, 107 minutes) ...both a primer on the agonies of modern love and a keenly observed examination of Ïmusic geeksÓ and their universe....Rarely has a late-entry approach to adulthood been portrayed so engagingly and convincingly. Issues of extended adolescence and work opportunities are highlighted.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Nickel and Dimed: On (Not) Getting By in America (Barbara Ehrenreich, 2001, New York: Henry Holt and Company) Time magazine journalist Ehrenreich immerses herself in a living research project where she attempts to live the life of a minimum-wage earning American.

2. The Nanny Diaries (A novel by Emma McLaughlin and Nicola Kraus, 2002, New York: St. Martin’s Press) The life of a college student working as an underpaid, underappreciated care giver to the feckless wealthy in New York City.

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3. Working Days: Short Stories About Teenagers at Work (Anne Mazer, 1997, New York: Persea Books) In this anthology of fifteen short stories, teenagers go to work, many of them for the first time.

They take jobs to earn pocket money or to help their families get by. Some have a goal, like college; others use work to try on an identity or as a step toward independence. They work in fast food restaurants, sell subscriptions by telephone, do odd jobs, clerk, tutor, harvest crops, and more.

D) Annotated Readings Liebel, M. (2003). Working children as social subjects: The contribution of working children’s organizations to social transformations. Childhood: A Global Journal of Child Research, 10(3), 19–41.

This article describes the work done by working children’s organizations in developing countries since the 1980s in empowering workers, bettering social conditions, and working towards social and policy change.

Longest, K. C., & Shanahan, M. M. (2007). Adolescent work intensity and substance use: The meditational and moderational roles of parenting. Journal of Marriage and Family, 69(3), 703–20.

Based on results using data from the National Survey of Youth and Religion (N = 3,290), this article shows that the association between work intensity and alcohol use is mediated by parenting practices. There is also limited support for the moderational role of parental monitoring with respect to heavy drinking. Finally, connections among work intensity, parenting practices, and substance use are pronounced for adolescents younger than 16 years of age.

Mortimer, J. T. (2003). Working and Growing Up in America: Adolescent Lives. Cambridge, MA: Harvard University Press.

Provides a comprehensive report of the Youth Development Study, which tracked young people for over 10 years in terms of their employment experiences during adolescence. The study was based out of St. Paul, Minnesota. The book highlights and discusses issues related to gender, historical trends, volunteer work, and pros and cons of working during high school. Research processes and issues are also detailed as are policy contexts and implications.

E) Additional References Donato, R. (2003). Sugarbeets, segregation, and schools: Mexican Americans in a northern Colorado community, 1920-1960. Journal of Latinos and Education, 2(2), 69–88.

Edmonds, E.V. (2005). Does child labor decline with improving economic status? Journal of Human Resources, 40(1), 77–99.

Ehrenreich, B., & Hochschild, A. R. (Eds.). (2003). Global Woman: Nannies, Maids and Sex .

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Workers in the New Economy. Gordonville, VA: Henry Holt and Company.

Johnson, M. K. (2002). Social origins, adolescent experiences and work value trajectories during the transition to adulthood. Social Forces, 80(4), 1307–40.

Rojewksi, J. W., & Kim, H. (2003). Career choice patterns and behavior of workbound youth during early adolescence. Journal of Career Development, 30(2), 89–108.

Staff, J., & Mortimer, J. T. (2003). Diverse transitions from school to work. Work and Occupations, 30(3), 361–69.

Zimmer-Gembeck, M. J. & Mortimer, J. T. (2006). Adolescent work, vocational development and education. Review of Educational Research, 76(4), 537–66.

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4. Handouts 11.1

Think-Jot-Share

11.2

Think-Jot-Share

11.3

Think-Jot-Share

11.4

Exit Slip

11.5

Exit Slip

11.6

Discussion Activity: Tell Us What You Think

11.7

Activity: Observation of Adolescents

11.8

Technology-enabled Learning

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HANDOUT 11.1

THINK - JOT - SHARE Think about your daily contact with adolescents at work in various workplaces in and around your community.

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What are your impressions of this contact?

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What jobs have you seen them work at?

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Why do you think those jobs have been dominated by adolescent workers?

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HANDOUT 11.2

THINK - JOT - SHARE •

What was your first job?

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At what age was your first job?

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Why did you get that job?

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What did you learn from it?

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Was your first job at all connected to what you're doing now?

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HANDOUT 11.3

THINK - JOT - SHARE ÏAmerica has the worst school-to-work transition process of any industrialized nation. Put simply, we have no systematic processes to assist high school graduates to move smoothly from school into employment.Ó —Ray Marshall (1994), educator •

Do you agree with this statement?

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Why or why not?

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Provide examples from your own experience or observations (e.g., have you ever participated in a work study program in high school or college?)

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HANDOUT 11.4

Exit Slip Did you work while you were going to high school?

How do you think it affected you? If you didn't work, what were the advantages/disadvantages of that choice?

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HANDOUT 11.5

Exit Slip What career are you thinking of pursuing?

Provide honest responses to the identity questions provided in Chapter 11 (page 329): What do I really want to do? What am I best at? What do I enjoy the most? How do my abilities and desires fit with the kinds of opportunities that are available to me?

Based on your responses, what direction might you pursue after college?

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HANDOUT 11.6 TELL US WHAT YOU THINK? 1. What types of classroom activities have helped you learn? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What types of activities do you struggle to learn from? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. Describe your favorite way to receive information from an instructor. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. How long can you work on an assignment silently without interruption? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 5. For how much time can you listen to instructions for an assignment? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 7. How do you think your education connects to your future occupation? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 8. How do you think your education fails to provide you with necessary skills for your future job prospects? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 9. Any other comments? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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HANDOUT 11.7

Observation of Adolescents RECORD AND REPORT List the FIVE places you visited.

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ Of the FIVE places you visited, how would you describe each site in terms of: GENDER MAKE-UP

AGE OF WORKERS

TIME OF DAY YOU VISITED

OTHER INTERESTING FEATURES OF THE BUSINESS

HOW MANY ADOLESCENTS WERE IN MANAGERIAL POSITIONS?

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HANDOUT 11.8 Website Critique Form to accompany "Technology-enabled Learning Activity: Assessing Internet Career ResourcesÓ Title (What is the website called? – see the home page): __________________________________________ Author/Organization (Who put the website together? What organization sponsored the website?): ________________________________________________________________ Location/URL:_________________________________________

Purpose of the Website: (What are the objectives of the website? What does the website attempt to do?)

Limitations/Disadvantages: (What aspects of the website could be improved? Why? What don’t you like about this website?)

Good Points/Advantages: (What aspects of the website are particularly useful? Why is this a useful website? What do you like about this website?)

Notes:

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5) Video Guide Questions and Answers Chapter 11 Careers in Emerging Adulthood (Page 334) 1. What is Identity Based Work?

• Identity Based Work is work that fits well with the person’s sense of what their personal abilities and interests are.

2. Do you think the considerations that the individuals describe in this video would be similar or different for emerging adults who do not attend college?

• Answers will vary.

3. How would you answer the 3 questions posed in the video? –What career path are you pursuing? –Why did you choose that career? –How does that career fit with your personality?

• Answers will vary

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Chapter 12 – Media Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically

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2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

310 312 312 317 317 318

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

318 319 321 321 322

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 12.1 12.2 12.3

Summarize patterns of media use among adolescents in developed countries.

Identify the major theories of media use and describe the Media Practice Model.

Identify the five major types of media use and explain why they are especially prominent in adolescence.

12.4 Describe the role of media in adolescent socialization and explain how media are similar to and different from other socialization sources.

12.5 Summarize research on the relation between violent television content and aggressiveness in adolescence.

12.6 Describe the uses of violent video games by adolescent boys.

12.7 Explain how exposure to sexual content in media is related to adolescents’ sexual behavior.

12.8 Describe and evaluate the claims that violent musical forms instigate aggressive behavior.

12.9 Identify the ways that cigarette advertising aims at the developmental vulnerabilities of adolescents.

12.10 Summarize the rates of Internet use among adolescents and emerging adults, and the different forms their Internet use takes.

12.11 Identify the potential positive and negative outcomes of Internet use in adolescence.

12.12 Summarize the evidence that media play a leading role in the globalization of adolescence.

B) Chapter Outline I. II. III.

IV. V.

Media and Young People's Development Theories of Media Influence Five Uses A. Entertainment B. Identity Formation C. High Sensation D. Coping E. Youth Culture Identification Media and Adolescent Socialization A. Media and Other Sources of Socialization Controversial Media A. Television and Aggressiveness B. Electronic Games and Aggressiveness C. Television and Movies and Sex D. Controversial Music: Rap and Heavy Metal E. Controversial Advertising: The Marlboro Man and Friends .

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VI.

VII.

New Media A. The Internet B. New Internet Forms C. Blogs D. Mobile Phones and Text Messaging Media and Globalization

C) Thinking Critically 1. If one or two people out of a million who watch a particular movie or listen to a particular song are negatively affected by it, is that reason enough to ban or withdraw the movie or song? Or should people—even adolescents—be responsible for how they respond to media? (Page 337) 2. Why is it that physical appearance and relationships are virtually the only topics in magazines read by adolescent girls, but these topics scarcely exist in magazines read by adolescent boys? (Page 341) 3. Why do you think watching television and listening to music have calming effects on adolescents’ emotions? Do you think emerging adults would experience the same effects?

(Page 342) 4. Suppose you had an adolescent who liked to listen to a kind of music you believed was potentially harmful because of the level of violence in it. How would you handle it— would you forbid it, ignore it, discuss it—and why? (Page 345) 5. Even if violent television does not have clear effects on adolescents’ aggressive behavior, is it possible that it has other effects, such as on their moral development? What other effects should be considered, and how would you design a study to test your hypotheses?

(Page 347) 6. To what extent is the portrayal of sexuality in television shows watched by adolescents similar to and different from the way adolescents regard sexuality in real life? (Page 349) 7. Thus far the cathartic effect has been studied mainly for heavy metal music. Do you think this effect would be found for other types of music as well? What about for television?

Movies? Electronic games? (Page 353) 8. Given the research showing that cigarette advertisements appeal strongly to adolescents and make smoking more appealing to them, do you believe there should be a total ban on cigarette advertising (except perhaps in adult-only magazines)? Or would you defend the tobacco companies’ right to advertise on the grounds of Ïfreedom of speechÓ? (Page 354)

2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity .

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to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on media in adolescence and emerging adulthood. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. Advertising to Adolescents TO BE USED: HANDOUT 12.1 Think about advertisements you have seen lately and describe them (e.g., what products, what media – TV, radio, newspaper, magazine, Internet). What were the messages in the advertisements? How did the advertisements affect you? Why? What do you think was the target market of the advertisements? Evidence? Did you end up buying the products? Why or why not?

For further reading on this topic: Currie, D. (1999). Girl Talk: Adolescent Magazines and Their Readers. Toronto: University of Toronto Press.

Wainwright, D. K., Nagler, R. & Serazio, M. J. (2007). Buy me, be me: Gender, sexuality, and thin-ideal messages in Teen Magazine advertisements. Paper presented at the annual meeting of the NCA 93rd Annual Convention, Chicago, IL http://www.allacademic.com/meta/p190272_index.html 2. Music’s Impact TO BE USED: HANDOUT 12.2 Think about your favorite music. What do you listen to? Why do you like it (e.g., lyrical content, sound, etc.)? Have your preferences changed since you were an adolescent? How and why? Use as a springboard to discuss research about heavy metal and rap music.

For further readings on this topic: Arnett, J. J. (1996). Metalheads: Heavy Metal Music and Adolescent Alienation. Boulder, CO: Westview Press.

Yaphet, B. (2008). Relationship between exposure to rap music videos and attitudes toward relationships among African American youth. Journal of Black Psychology, 34(3), 356–80.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. .

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The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on media in adolescence and emerging adulthood. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 12.3 1. Choose one of the theories of media influence discussed in Chapter 12: Cultivation Theory; Social Learning Theory; and the Uses and Gratification Approach. Describe an example from your life that validates the theory.

TO BE USED: HANDOUT 12.4 2. What is one idea or research finding presented in this chapter that surprised you? Why do you think you reacted the way you did? How has this new understanding changed you?

C) Class Activities / Demonstrations Activity: Magazine Activity: Connecting Theory/Research to the Experiences of Adolescents TO BE USED: HANDOUT 12.5 Bring in a selection of popular magazines intended for male and female readership. For example, teen magazines marketed to adolescent girls include ÏbeautyÓ and ÏfashionÓ magazines such as Cosmo Girl, or Seventeen, entertainment magazines such as Teen People. Be sure to bring in magazines for girls that have a positive message as well (if you can find them!). Magazines marketed to adolescent boys include Ïcomputer gamingÓ magazines, skateboarder magazines, humor magazines like Mad Magazine, and others. A good strategy is to ask adolescents you know what people their age read. Then, go to the local bookstore. (To save money, colleagues in our department all put in five dollars and purchased a set of thirty magazines to share!)

Have students get into groups of four or five and give each group a few magazines to look at. Be sure to give them some of each ÏtypeÓ of magazine. Give students fifteen minutes or so to look at them and consider the following questions for discussion, recording their thoughts and answers. We have found that the magazines fascinate people, and that this activity fosters lively discussion.

Discussion questions: 1. List the name(s) of the magazine(s) and give your overall impression of the magazine(s).

2. Why do you think it appeals to adolescents?

3. What are the messages that are conveyed to adolescents? Gender issues?

4. What are the implications for adolescents (educational, health, etc.)? For example, how .

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could you use these examples in your teaching? How might you help adolescents become critical thinkers and informed consumers?

For further reading on this topic: Currie, D. (1999). Girl Talk: Adolescent Magazines and Their Readers. Toronto: University of Toronto Press.

Singer, D. G., & Singer, J. L. (eds.) (2000). Handbook of Children and the Media. London: Sage.

Activity: Media Analysis TO BE USED: HANDOUT 12.6 This assignment, adapted from Michael Losoff, Northeastern Illinois University, works well as a Ïfirst paperÓ to assign your class during the course. The following represents the detailed instructions for your students, including the purpose for the project. These instructions are included as HANDOUT 12.6. This assignment is an excellent follow-up to the classroom application of the first suggested activity.

Introduction and Purpose: As you are aware, there has been an increasing focus in the media on various issues pertaining to social and mental health problems associated with youth. The purpose of this assignment is to give you an opportunity to become cognizant of the manner in which adolescents are depicted in the popular media. This project is intended to give you the chance to analyze a report on adolescents in terms of (a) how it is presented to the public, (b) the aspects of adolescence to which it alludes, and (c) its application to education. The focus is on the kind, quality, and accuracy of information disseminated to the public at large, as opposed to information intended for a more specialized audience (e.g., university professors).

Selection of Report to Analyze: Select one report on an issue involving adolescents that is either aired on television or printed in a popular newspaper or magazine. The nature of the report should be one of the following: (1) a documentary or educational program in that its purpose is to provide information about adolescents in today's society (such as a television show or newspaper article about adolescents), (2) a program or article designed for an adolescent audience. Your selection is to be turned in along with your paper (if it is from TV, please hand in your video). The following guidelines are to be followed in your selection: Newspaper Articles: Your selection must be an article (not an advertisement). It can be a brief one- or two-column report, an editorial, or from a columnist. Some examples from which the article may be selected include: Globe and Mail, New York Times, or a local area newspaper.

Magazine Articles: It must contain more words than pictures, charts, or graphs, although such supporting displays can be included in the article. The following .

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should be a fairly representative list of acceptable publications from which to draw your selection: Maclean's, Newsweek, Time, or the Sunday or Saturday magazine supplement in any of the newspapers listed above. You can also choose a report or article from a popular magazine designed for adolescents (e.g., Seventeen, YM, Teen People).

Television Shows: Due to the conveniences of modern technology, you have the option of videotaping a television program (or audiotaping a radio program) and turning in the tape along with your paper (this is optional, but would be of great help to me if I could actually see the report on which your paper is based). The report can come from one of the following sources: a morning news magazine (e.g., Canada AM, Good Morning America, The Today Show, etc.), a talk show (e.g., Dr. Phil, Wendy Williams, or any of their competition), a panel show (e.g.

The Doctors, The View, etc.), news programs (e.g., national or local evening news, Dateline, Frontline, 60 Minutes, etc.), or a popular series about adolescents that is watched by adolescents (e.g., The Vampire Diaries, Gossip Girl, Pretty Little Liars, etc.).

Topics: Focus on one topic for your report. Following is a list of some suggested topics (if you find a piece that you think fits the assignment but that is on a topic that is not listed here, clear it with me first).

Normative aspects of adolescence: academic achievement, family relationships, peer relationships, peer groups, physical or biological development, self-image, identity development, boyfriend/girlfriend relationships, schools and education.

Problems during adolescence: alcohol and drug use, AIDS and youth, homelessness, testing for drug use, teen prostitution, juvenile delinquency, school drop-out, teenage pregnancy, gang activities, psychiatric-hospitalization, teen parenthood, unemployment, depression, suicide.

The Paper: The paper you submit should be between two and three pages in length, typed, and double-spaced. It should include the following elements. (The paper can, but does not necessarily have to use these elements as subsections.)

1. A copy of the article or report you selected.

2. A brief review of the piece, including the title, the source from which it was drawn, the topics covered, and a summary of the major points made about the topic, including any important statistics that were reported (e.g., "It was reported in this article that 100% of adolescents breathe air but only 5% are from Pluto").

3. An analysis of the position and tactics the authors/producers took with respect to the topic. (a) Identify the central theme or position in the piece (e.g., "this piece suggested that most adolescents are not from Pluto, after all"). (b) Then, identify the central points made to support or refute this theme. (c) Next, identify each of the major facts, case examples, expert opinions, scientific data, interview material, or images that were used to back up or illustrate the .

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central points. (d) Finally, discuss the quality and accuracy of the theme. Was the evidence convincing? What facts, if any, do you feel you would need to research before believing? Were alternative positions/explanations considered? Was the report inflamed in any way by tactics or statements intended to shock or frighten? Was an attempt made to present solutions to the problem?

4. A consideration of how adolescents were portrayed in the article or report. Was the portrayal favorable, unfavorable, or neutral? In what ways? What made you reach your conclusion? How sensitive was the piece to the nature of adolescence and to the particular issues faced by adolescents?

To answer these questions, it may help to identify the aspects of adolescence alluded to in the report (e.g., the personal context, school, family, peers, sexuality, etc.) and then to determine how "educated" the authors/producers were about these aspects, based on what you have learned in class. This should lead into a concluding comment regarding how well the public was informed by the article, report, or program.

5. Finally, what implications and/or applications does the information provided have for teachers of early adolescents? Conclude with how the information presented will influence your teaching. (This aspect should be at least one paragraph.)

Adapted from Michael Losoff, Northeastern Illinois University.

Activity: Social Networking Identity Analysis Many of your students are on Facebook. Discuss with them how a person’s profile and status updates may reflect their identity. Have your students do an informal analysis of identity in relation to their own profile and the profiles of some of their friends. This can be done together with a live Internet connection and LCD projector or have students do independent “fieldwork” and bring it back to a group discussion. Consider questions such as: • What does his or her profile picture say about his or her identity/personality?

• Does the profile information indicate any peer group affiliation? Subculture? Youth culture?

Values?

• How do his or her media preferences/activities relate to identity?

• Are there patterns among the friends?

• Make up your own questions and/or have the group generate other questions.

If you happen to have a student who is not on Facebook, have them do a search of names of people they may know on Facebook using Google. For example, they can do a Google search with the term Facebook + the person’s name. For example, searching “Facebook Carolyn Thomas” in the search box will bring up results for all Carolyn Thomas’ who are on Facebook who do not have their accounts set to completely private. Most people allow their name to be searched on Facebook. They do not have to have a Facebook account to view open profiles or the info section. However, unless they sign up for an account, they will not be able to view the person’s Wall if it is open.

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Activity: Advertisement Parody -- "Subvertisement" Have students (either individually or in pairs or groups) design an advertisement parody in the style of Ïguerilla mediaÓ or Ïconsumer advocacy" groups (e.g., Street Cents/Adbusters). The ad should be modeled after a popular ad campaign that targets adolescents (e.g., Tommy Hilfiger, pimple remedies, beer commercials, etc.). Parody can take the form of a TV ad (video), a magazine or print ad, a radio ad, etc. Have students explain why the original ad that is being parodied would appeal to adolescents.

For additional ideas, see the Adbusters website listed in the resources section of this chapter, or pick up a copy of Adbusters magazine or Mad Magazine at your local newsstand.

Activity: Pop Music – Listen and Learn Bring in or play current pop music available on YouTube or Pandora and some from earlier times also (1950s, 1960s, 1970s, and up.) Discuss and analyze lyrics/sounds/video/image of performer. Look at the artwork, etc., on the CD, album covers or download the videos. Have students compare and contrast what messages are being portrayed by different groups and over different decades.

Activity: Tobacco Ads Activity Bring in examples of tobacco ads from magazines. Bring in anti-smoking campaign materials.

Discuss why each might appeal or not appeal to adolescents. Current smoking statistics can be incorporated in the discussion and can be found at http://www.lung.org/stop-smoking/aboutsmoking/. You can even ask the class to look up commentaries on ‘stop smoking’ (e.g., http://www.perkel.com/politics/issues/smoke.htm) and discuss their reason for existence, their messages, and potential impact.

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Pop-up Ads and My Internet Habits TO BE USED: HANDOUT 12.7 Have students keep a record of pop-up or banner ads that appear while they are surfing the Internet over approximately one week. Use HANDOUT 12.7 for recording purposes. The purpose of this activity is to create an awareness of the relation between marketing and user preferences and profiles. Encourage students to surf areas they think would appeal to adolescents. This will help students become more sensitive to targeted advertising.

Facebook Phenomenon .

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Have students join a Facebook group on some topic discussed in the chapter (e.g., there are each over 500 Facebook sites dedicated to stop smoking, Heavy Metal, and youth culture). Ask them what issues are being discussed in the postings. What are people discussing on the sites? How are sites devoted to the same content similar or different? What are the major messages being discussed? How do you think this type of information and the medium of presentation are impacting adolescents and emerging adults?

E) Watch and Learn Television doesn’t have to be a bad thing!! Mass media can be a great source of critical thinking exercises, classroom debates and discussions. This section provides suggestions based on chapter content for incorporating some aspect of television in a discussion or activity.

Ads for Emerging Adults – TV Research Do you ever feel like you’re being marketed to? What types of products are targeted to emerging adults? What techniques are used in the commercials? Are they effective? Why or why not?

90210 Then and Now The TV show – 90210 – has been resurrected from its original series ÏBeverly Hills 90210Ó (which aired from October 4, 1990 to May 17, 2000) to the new Ï90210Ó (which began September 2, 2008). Have students compare how these shows portray adolescents and emerging adults. You can find the original series at www.hulu.com (in the US only) or YouTube for clips of the show. The new 90210 can be found at http://www.cwtv.com/shows/90210.

3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/.

Website for the Henry J. Kaiser Family Foundation http://www.kff.org The Kaiser Foundation does research and public policy advocacy on a range of topics, especially related to health issues, but it has also sponsored some of the most important research on adolescents and media. The recent Kaiser Foundation study Generation M: Media in the Lives of 8-18 Year-olds, examined media use among a nationally representative sample of more than 2,000 3rd through 12th graders who completed detailed questionnaires, including nearly 700 self-selected participants who also maintained seven-day media diaries. The report can be downloaded free from this site.

Media Awareness Network .

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http://mediasmarts.ca/ Their mission is to focus its efforts on equipping adults with information and tools to help young people to understand how the media work, how the media may affect their lifestyle choices and the extent to which they, as consumers and citizens, are being well informed. It also provides reference materials for use by adults and youth alike in examining media issues from a variety of perspectives. Visit the website which connects you to a huge collection of resources for educators, parents, kids, adolescents, students, and community leaders.

Adbusters http://adbusters.org Adbusters is global network of culture jammers and creatives working to change the way information flows, the way corporations wield power, and the way meaning is produced in our society. This website is now primarily dedicated to the Occupy movement.

The Free Child Project – Youth-led Media http://www.freechild.org/ The Free Child Project is dedicated to connecting young people and social changes. It is a youth media organization and houses an online youth media information center. There are youth media resources, links to organizations, and youth media publishers.

Canadian Radio-Television and Telecommunications Commission http://www.crtc.gc.ca/ ÏCommunications in the Public InterestÓ is the CRTC’s mission. It is an independent agency that is responsible for regulating Canada’s broadcasting media. The website contains news, consumer information, and many more resources.

Teens and Schools in the Movies http://www.lib.berkeley.edu/MRC/teenpixbib.html This is a link to a selected bibliography/videography of materials in the University of California Berkeley library related to portrayals of adolescence in film and television.

British Film Institute (BFI) http://www.bfi.org.uk/ The BFI promotes understanding and appreciation of Britain's rich film and television heritage and culture. Established in 1933, the BFI runs a range of activities and services. Check out their education page on resources about short films, documentaries, videogames, etc.

Criticism.com http://www.criticism.com/ An online magazine dealing with media theory, criticism, and activism. Various site sections focus on philosophy, psychology, social theory, and discourse analysis. There are links to articles and essays, and a bookstore feature for direct access to the sources cited.

SafeTeens.com http://www.safeteens.com/ SafeTeens.com is a place for teens and their parents to learn safe, civil, and responsible use of .

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the Internet. It is operated by technology journalist Larry Magid who also operates SafeKids.com and is co-director of ConnectSafely.org.

Technorati http://technorati.com/ This site is dedicated to searching, finding, and rating blogs. Find great blogs on adolescents, emerging adults, media, teens, etc. You can search blog titles or information in blog posts.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. Killing Us Softly 3: Advertising’s Image of Women (Cambridge Documentary Films, 1999, 34 minutes) In her third documentary, American feminist Jean Kilbourne casts a critical eye on the power and influence of advertising. See also Killing Us Softly (1979) and Still Killing Us Softly (1987).

2. Manufacturing Consent: Noam Chomsky and the Media (Necessary Illusions/National Film Board of Canada, 1994, 149 minutes) Noam Chomsky, a renowned critic of the media, examines the media’s role in mobilizing public support for special interests that dominate government and private sectors.

3. Frontline (Series) (Description from PBS - http://www.pbs.org/wgbh/pages/frontline/kidsonline/) Episode – Growing Up Online This episode ÏGrowing Up OnlineÓ investigates the private worlds that kids are creating online and the risks, realities, and misconceptions of teenage self-expression on the Web.

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II) Popular Films 1. The Insider (dir. Michael Mann, 1999, 157 minutes) When the 60 Minutes producer gets a tobacco-industry scientist to reveal the darkest secrets of his employers on camera, it seems CBS News has the story of the decade; however, executives at the network are not thrilled with the big scoop and attempt to use their power to influence the news department not to run the story, thus endangering the life of the scientist and his family.

Highlights issues around the tobacco industry and advertising campaigns.

2. Shattered Glass (dir. Billy Ray, 2003, 103 minutes) This film tells the true story of fraudulent Washington, D.C. journalist Stephen Glass (Christensen), who rose to meteoric heights as a young writer in his 20s, becoming a staff writer at "The New Republic" for three years (1995–1998), where 27 of his 41 published stories were either partially or completely made up.

3. This is Spinal Tap (dir. Rob Reiner, 1984, 82 minutes) This is one of the funniest movies ever made about rock ‘n’ roll. This is a satire of rock documentaries that tells the story of Spinal Tap, an over-the-hill British heavy metal band.

Highlights issues of adults’ fascination with youth culture and subcultures.

4. Super Size Me (dir. Morgan Spurlock, 2004, 98 minutes) New York filmmaker Morgan Spurlock crisscrosses the country to examine the dietary and economic imprints the fast-food industry has chiseled into our daily lives. He spends an entire month eating only from the menu at McDonald’s in this somewhat amateurish video diary that unearths numerous nutritional issues as Spurlock very nearly eats himself to death.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. Branded: The Buying and Selling of Teenagers (Alissa Quart, 2003, New York: Basic Books) The author investigates "peer-to-peer marketing" and other manipulative marketing practices that corporations are currently applying to youth.

2. Fast Food Nation (Eric Schlosser, 2001, New York: Houghton Mifflin) ÏThe dark side of the all-American meal.Ó Corporate practices, mass marketing, and how it affects youth, health, and society. Read this, and you might just pack your own lunch more often! .

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3. L8R, G8r (Lauren Myracle, 2008, New York: Harry N. Abrams Inc.) This is the third book in the New York Times and Publishers Weekly Internet Girls series.

Through their instant messages, the Ïwinsome threesomeÓ—Angela, Zoe, and Maddie—have battled the ups and downs of high school.

D) Annotated Readings Arnett, J. J. (1996). Metalheads: Heavy Metal Music and Adolescent Alienation. Boulder, CO: Westview Press.

Issues of youth alienation and the subculture of heavy metal music are documented in this fascinating work of social psychology. Contains interviews with adolescents and emerging adults who are part of the heavy metal culture and are heavy metal fans, and insight theirs’ uses of media.

Jenkins, H. (ed.). (1998). The Children’s Culture Reader. New York: New York University Press.

This book contains a series of essays by eminent authors on a variety of topics pertinent to media and adolescence. A good source for works on gender and class issues, and other topics such as parenting and education.

Kraut, R., Brynin, M., & Kiesler, S. (eds.) (2006). Computers, phones, and the internet: Domesticating Information Technology. New York: Oxford University Press.

This book highlights the leading researchers currently investigating the impact of information and communication technology outside of the workplace. The authors synthesize we collectively know in this fast-changing area, to evaluate approaches to data collection and analysis, and to identify future directions for research.

Includes a chapter on New Technology in Teenage Life.

E) Additional References Aubrey, J., Taylor, L. D. (2009). The role of lad magazines in priming men’s chronic and temporary appearance-related schemata: An investigation of longitudinal and experimental findings. Human Communication Research, 35(1), 28–58.

Guzzetti, B. J., & Gamboa, M. (2004). Zines for social justice: Adolescent girls writing on their own. Reading Research Quarterly, 39(4), 408–436.

Madell, D., & Muncer, S. (2004). Back from the beach but hanging on the telephone? English adolescents' attitudes and experiences of mobile phones and the internet. CyberPsychology & Behavior, 7(3), 359–367.

Singer, D. G., & Singer, J. L. (eds.) (2000). Handbook of Children and the Media. London: Sage.

Steele, J. R., & Brown, J. D. (1995). Adolescent room culture: Studying media in the context of .

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everyday life. Journal of Youth and Adolescence, 24, 551–576.

Thurlow, C., & McKay, S. (2003). Profiling ÏnewÓ communication technologies in adolescence.

Journal of Language and Social Psychology, 22(1), 94–103.

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4. Handouts 12.1

Think-Jot-Share

12.2

Think-Jot-Share

12.3

Exit Slip

12.4

Exit Slip

12.5

Activity: Magazine Activity

12.6

Activity: Media Analysis Assignment Guidelines

12.7

Technology-enabled Learning

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HANDOUT 12.1

THINK - JOT - SHARE Think about advertisements you have seen lately.

•

Describe them (e.g., what products, what media – TV, radio, newspaper, magazine, Internet). What were the messages in the advertisements?

•

How did the advertisements affect you? Why?

•

What do you think was the target market of the advertisements? Evidence?

•

Did you end up buying the product(s)? Why or why not?

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HANDOUT 12.2

THINK - JOT - SHARE Think about your favorite music that you listen to now and when you were an adolescent.

• What music do you listen to? What kind of music did you listen to when you were an adolescent?

• Why did/do you like it (e.g., lyrical content, sounds, etc.)?

What did/does it Ïdo for youÓ?

• Have your preferences changed since you were an adolescent?

How and why?

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HANDOUT 12.3

Exit Slip Choose one of the theories of media influence discussed in Chapter 12: Cultivation Theory; Social Learning Theory; and the Uses and Gratification Approach.

Describe an example from your life that validates the theory.

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HANDOUT 12.4

Exit Slip •

What is one idea or research finding presented in this chapter that surprised you?

•

Why do you think you reacted the way you did? Has this new understanding changed you? If so, how?

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HANDOUT 12.5

Magazine Activity: Connecting Theory/Research to the Experiences of Adolescents Discussion questions: 1. List the name(s) of the magazine(s) and give your overall impression of the magazine(s).

2. Why do you think it appeals to adolescents?

3. What are the messages that are conveyed to adolescents? Gender issues?

4. What are the implications for adolescents (educational, health, etc.)? For example, how could you use these examples in your teaching? How might you help adolescents become critical thinkers and informed consumers?

Other insights......

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HANDOUT 12.6 Media Analysis Assignment Guidelines Introduction and Purpose: As you are aware, there has been an increasing focus in the media on various issues pertaining to social and mental health problems associated with youth. The purpose of this assignment is to give you an opportunity to become cognizant of the manner in which adolescents are depicted in the popular media.

This project is intended to give you the chance to analyze a report on adolescents in terms of (a) how it is presented to the public, (b) the aspects of adolescence to which it alludes, and (c) its application to education. The focus is on the kind, quality, and accuracy of information disseminated to the public at large, as opposed to information intended for a more specialized audience (e.g., university professors).

Selection of Report to Analyze: Select one report on an issue involving adolescents that is either aired on television or printed in a popular newspaper or magazine. The nature of the report should be one of the following: (1) a documentary or educational program, in that its purpose is to provide information about adolescents in today's society (such as a television show or newspaper article about adolescents), (2) a program or article designed for an adolescent audience. Your selection is to be turned in along with your paper (if it is from TV, please hand in your video). The following guidelines are to be followed in your selection: Newspaper Articles: Your selection must be an article (not an advertisement). It can be a brief one- or two-column report, an editorial, or from a columnist. Some examples from which the article may be selected include: Globe and Mail, New York Times, or a local area newspaper.

Magazine Articles: It must contain more words than pictures, charts, or graphs, although such supporting displays can be included in the article. The following should be a fairly representative list of acceptable publications from which to draw your selection: Maclean's, Newsweek, Time, or the Sunday or Saturday magazine supplement in any of the newspapers listed above. You can also choose a report or article from a popular magazine designed for adolescents (e.g., Seventeen, YM, Teen People).

Television Shows: Due to the conveniences of modern technology, you have the option of recording a television program to analyze. Provide the name of the show, the station, and when it is usually on. The report can come from one of the following sources: a morning news magazine (e.g., Canada AM, Good Morning America, The Today Show, etc.), a talk show (e.g., Live with Kelly, The Wendy Williams Show, Ellen, Dr. Oz, Dr. Phil, Rachel Ray, The View, The Talk or any of their competition), news programs (e.g., national or local evening news, Dateline, Frontline, 60 Minutes, etc.), or a popular series about adolescents that is .

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watched by adolescents (e.g., Glee, Gossip Girl, The Secret Life of the American Teenager, Awkward, etc.).

Topics: Focus on one topic for your report. Following is a list of some suggested topics (if you find a piece that you think fits the assignment but that is on a topic that is not listed here, clear it with me first).

Normative aspects of adolescence: academic achievement, family relationships, peer relationships, peer groups, physical or biological development, self-image, identity development, boyfriend/girlfriend relationships, schools and education.

Problems during adolescence: alcohol and drug use, AIDS and youth, homelessness, testing for drug use, teen prostitution, juvenile delinquency, school drop-out, teenage pregnancy, gang activities, psychiatric-hospitalization, teen parenthood, unemployment, depression, suicide.

The Paper: The paper you submit should be between two and three pages in length, typed, and double-spaced. It should include the following elements. (The paper can, but does not necessarily have to use these elements as subsections.)

1. A copy of the article or report you selected.

2. A brief review of the piece, including the title, the source from which it was drawn, the topics covered, and a summary of the major points made about the topic, including any important statistics that were reported (e.g., "It was reported in this article that 100% of adolescents breathe air but that only 5% are from Pluto").

3. An analysis of the position and tactics the authors/producers took with respect to the topic. a) Identify the central theme or position in the piece (e.g., "this piece suggested that most adolescents are not from Pluto, after all"). b) Then, identify the central points made to support or refute this theme. c) Next, identify each of the major facts, case examples, expert opinions, scientific data, interview material, or images that were used to back up or illustrate the central points. d) Finally, discuss the quality and accuracy of the theme. Was the evidence convincing? What facts, if any, do you feel you would need to research before believing? Were alternative positions/explanations considered? Was the report inflamed in any way by tactics or statements intended to shock or frighten? Was an attempt made to present solutions to the problem?

4. A consideration of how adolescents were portrayed in the article or report. Was the portrayal favorable, unfavorable, or neutral? In what ways? What made you reach your conclusion? How sensitive was the piece to the nature of adolescence and to the particular issues faced by adolescents?

To answer these questions, it may help to identify the aspects of adolescence alluded to in the report (e.g., the personal context, school, family, peers, sexuality, etc.) and then to determine how "educated" the authors/producers were about these aspects, based on what .

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you have learned in class. This should lead into a concluding comment regarding how well the public was informed by the article, report, or program.

5. Finally, what implications and/or applications does the information provided have for teachers of early adolescents? Conclude with how the information presented will influence your teaching. (This aspect should be at least one paragraph.)

Adapted from Michael Losoff, Northeastern Illinois University.

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HANDOUT 12.7 Pop-up Ads and My Internet Use Brief Description of Website

Pop-up Ads That Appeared

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Banner Ads That Appeared

5. Video Guide Questions and Answers Chapter 12 Media Technology and Adolescents Relationships (Page 360) 1. Discuss the views that the mother in this video describes about the use of text messaging.

• Key points that good answers will include: • The mother in this video feels that texting is a less intimidating way to connect with her son when he is around his friends • The mother in this video feels that texting is better than a call because it is Ïnot cool to call momÓ • The mother in this video feels that texting is more likely to gain a response than if asking for a call 2. List at least one of the positive and one of the negative aspects about computers that the mother in this video discusses.

• Positive: schoolwork, access to resources • Positive: communicate with friends • Negative: too much time can be spent on the Internet • Negative: can only monitor so much (advice is to keep computer is an open space) 3. According to the information presented in this video, do you feel that texting and computer usage is beneficial to the relationships between adolescents and their parents?

Why? • Answers will vary

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Chapter 13 – Problems and Resilience Table of Contents 1) Chapter Overview

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A) Learning Objectives B) Chapter Outline C) Thinking Critically

335 335 335

2) Lecture Suggestions

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A) Think-Jot-Share B) Exit Slips C) Class Activities / Demonstrations / Lecture Launchers D) Technology-Enabled Learning Activities E) Watch and Learn 3) Practical Resources

336 337 338 340 341 342

A) Internet Resources B) Films and Videos C) Popular Reading Room D) Annotated Readings E) Additional References

342 344 346 346 347

4) Handouts

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5) Video Guide Questions and Answers

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1. Chapter Overview A) Learning Objectives 13.1 13.2 13.3

Distinguish between internalizing and externalizing problems.

Summarize the types and rates of externalizing problems.

Describe the features of graduated driver licensing programs and evaluate their effectiveness.

13.4 Explain the relation between substance use and unstructured socializing in emerging adulthood.

13.5 Identify the two types of delinquency in Moffitt’s theory and their different origins.

13.6 Explain how family and friends influence adolescents’ participation in externalizing behaviors.

13.7 Identify the individual characteristics that have been found to promote externalizing behavior.

13.8 Identify the main types, causes, and treatments of depression in adolescence.

13.9 Explain the benefits and risks of antidepressant medications.

13.10 Describe the most important risk factors for suicide in adolescence.

13.11 Explain the causes of eating disorders and the differences between anorexia nervosa and bulimia.

13.12 Identify the protective factors associated with resilience.

B) Chapter Outline I. II.

III.

IV.

Two Types of Problems Externalizing Problems A. Risky Automobile Driving B. Substance Use C. Delinquency and Crime D. Factors Involved in Risk Behavior E. What Matters Most in Preventing Risk Behavior? The Add Health Study F. Individual Factors in Risk Behavior Internalizing Problems A. Depression B. Suicide C. Eating Disorders Resilience

C) Thinking Critically 1. Are you in favor of a graduated licensing program where you live? If so, what provisions would you include? Are such programs unfair to young people who drive safely and nevertheless have their driving privileges restricted? (Page 366) 2. Some people have interpreted the Ïgateway drugÓ theory as indicating that if adolescents .

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3.

4.

5.

6.

could be prevented from using alcohol and cigarettes, they would also be less likely to use marijuana and hard drugs. Do you think this is true, or would they be more likely to use other drugs if their access to alcohol and drugs was curtailed? (Page 370) Life-course-persistent delinquents’ (LCPDs) problems have deep roots in early development, but what explains delinquency among adolescence-limited delinquents (ALDs) (Page 372) Is it possible that passive genotype-environment interactions are involved in crime and delinquency? Explain how you would test this possibility. (Page 376) Few studies have been conducted on depressed mood among emerging adults. How would you expect the sources of depressed mood in emerging adulthood to be similar to, or different from the sources of depressed mood in adolescence? (Page 382) What other causes of eating disorders would you hypothesize, besides the ones stated?

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2. Lecture Suggestions A) Think-Jot-Share One way to engage students with the course material is to have them reflect on course material and share that reflection with a classmate and/or the class at large. For the past several years, we have used this activity to instigate and initiate class discussions. Having students first think about their reflections and jot them down encourages reflective thinking. Moreover, this approach also provides those students who are more reluctant to participate in class discussion the opportunity to discuss their viewpoints with others.

Listed below are several ideas for THINK-JOT-SHARE activities for course material on problems in adolescence and emerging adulthood. Handouts are provided at the end of this section. These are just a few samples of ways to get a class discussion going – feel free to develop some of your own questions, or use the Thinking Critically questions listed in Section 1 (Chapter Overview) to highlight important issues.

1. The Resilient Child TO BE USED: HANDOUTS 13.1 and 13.2 Think about a ÏresilientÓ child or adolescent that you have encountered. What was it about that child that made him/her resilient? What were the risk factors that the child encountered? Do you think that the ÏresilientÓ child will always be resilient?

For further reading on this topic and for discussion of Notes Handouts Summaries (HANDOUT 13.2): Bronfenbrenner, U. (1995). The bioecological model from a life course perspective. In P. Moen, G.H. Elder, & K. Luscher (eds.), Examining Lives in Context. Washington, DC: American .

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Psychological Association.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.

Garmezy, N., Masten, A.S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55, 97– 111.

Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health Care, 14, 626–631.

Werner, E.E., & Smith, R.S. (1992). Overcoming the Odds. Ithaca, NY: Cornell University Press.

2. Internalizing and Externalizing Problems TO BE USED: HANDOUTS 13.3 and 13.4 Think of adolescents you know or know of (or on television shows/movies/books) who are experiencing internalizing or externalizing problems. What do you think are causes or related issues? Gender differences? Strategies for prevention or for intervention? Use the textbook as a resource for information in the discussion of this Think-Jot-Share. Note: It is a good idea for you as an instructor to distribute a resource guide of agencies, etc., available for your students (e.g., campus health services, counseling services, etc.). A template for including ideas for services to include appears in HANDOUT 13.4.

B) Exit Slips Another way to have students actively participate in class is to allow them to reflect on the information they have read in the chapter. The Exit Slip is an activity which can be done in the last 10–15 minutes of class. Students are asked to reflect on something they read in the chapter or discussed or learned in class. The Exit Slips are designed to allow students to voice their opinions, ask questions, or incorporate their previous experiences with the material being presented to them. For the past several years, we have used this exercise to allow students to be reflective not only of their own experiences but also of the material they are currently learning.

Listed below are several ideas for Exit Slip activities for course material on problems in adolescence and emerging adulthood. These are just a few samples of ways to get your students to reflect on the chapter and course materials – feel free to develop some of your own questions.

TO BE USED: HANDOUT 13.5 1. Encourage reflection and use as a way to interact with your students around topics that are important or meaningful to them: What is the most important idea you learned in class today and why? What is the main unanswered question you leave class with today?

TO BE USED: HANDOUT 13.6 .

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2. Use students’ responses as a means to guide discussion for an upcoming lecture on internalizing and externalizing problems: Imagine that you are a teacher or a parent of adolescent children. List some signs that might be indicators of externalizing and internalizing problems.

C) Class Activities / Demonstrations /Lecture Launchers Activity: Role Play – Problems in Adolescence TO BE USED: HANDOUT 13.7 For this activity, students will role play different family, peer group, or school personnel or professionals who are engaged in some type of relationship with an adolescent who is experiencing a problem (i.e., internalizing or externalizing problems described in the text). Role descriptions are provided in HANDOUT 13.7.

Allow students to form groups of six. Each person picks a card. Each card describes the character with a few words about their feelings on the situation, as well as direction on the issues they may be dealing with (i.e., risky automobile driving, substance abuse, delinquency, depression, eating disorder, etc.). Tell students not to disclose the information on their card to anyone else.

Advise students that they may take "poetic license" with their role play with only one caveat: they must stay true to the feelings described on the card. Give students about 10–15 minutes to act out their role play. Be sure to include in the role plays some strategies for dealing with the problem/situation. Your text will be a source of information. Question students after their role play about their experiences in the group. Have them describe the situation, the problem, the people involved, the strategies used, and the results. Strategies for intervention might include cognitive behavioral therapy to treat depression.

After the debriefing, you can ask students what they learned from the experience and one or two groups may perform their "play" for the class. Feel free to create your own role cards.

Activity: Create a Collaborative Resource Guide This project works well in conjunction with having individual students or pairs prepare ÏpapersÓ on a particular problem in adolescence. The assignment would include: (1) theoretical background, (2) resources regarding the topic (including articles, books, agencies, websites, videos, films, etc.).

In order for students to share what they have learned with each other, the class creates a Resource Guide for Teachers or Counselors of Adolescents or for Adolescents themselves. This could involve one or a combination of the following: a ÏHealthÓ fair in which students set up ÏpostersÓ or Ïinformation tables," a Ïpublished resource bookÓ for all to keep and use as practitioners/teachers, or a website resource guide with a series of related links. This activity gives students a chance to work independently and collaboratively, with many opportunities for fun and creativity. For example, students might all contribute a small cartoon drawing for a cover .

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page, incorporate socializing/snacks with the poster fair, hold a website launch, etc.

Lecture Launcher: Understanding Adolescent Depression—What to Do Although mood swings are considered normal or to be expected during adolescence, there is also a high incidence of forms of depression during adolescence that too often gets overlooked as something that will pass. A key aspect of depression is the cognition that “I am not adequate; I’m not okay as a person.” Since adolescence is a time of such rapid and dramatic change in almost all areas (physical, mental, emotional), adolescents go through times when there seems to be no natural or comfortable way to be. Just when one has gotten used to being a child, something changes, including one’s own and others’ expectations. Remind students, too, of adolescent egocentrism: the teenager feels as if everyone is watching him or her (imaginary audience) and that no one really understands what it is like for him or her (personal fable). If you put this feeling of isolation together with uncomfortable and seemingly uncontrollable changes, it is not surprising the teenager has a great deal of self-doubt, self-recrimination, and frustration.

When family and friends are dealing with someone in depression, they often do—with the best of loving intentions—the very worst thing you can do. How is that? Well, so often the natural response people have to someone who is depressed is to try and cheer them up; make them feel better. That usually takes the form of reminding them of all of the good things in their life, of really how lucky they are for what they have, and how much worse so many other people in the world (i.e., the children in China, India, Bosnia, etc.) have it. Again, the intention is to cheer up the depressed adolescent (or grown-up); but look at what has really been communicated. What has unintentionally been said (or at least what almost all depressed people will hear) is that you have no right to be depressed! You really are inadequate, stupid, or just plain selfish to be feeling like that!

Reassuring or cheering up someone who is depressed is the best way to make them more depressed. It invalidates the real emotions they are feeling and tells them that they should not be feeling that. Whew! What they have learned for sure is that they should not tell you (the reassuring person) about their feelings. So they need to stuff their feelings down (one of the genuine psychological factors in developing depression). With authentic feelings stuffed down one feels superficial, out of contact with oneself and the world, and eventually stops being able to contact his/her feelings at all.

So, what should one do? Don’t tell an adolescent, “I know just what you’re feeling.” Even if it’s true, he or she cannot hear that so it will not ring true to him or her. Empathy is the key. Let the depressed adolescent know that you are concerned about him/her, that you care about him/her, and that it is obvious that he or she has some very difficult concerns. Allow him or her to be where he or she is and remind him or her that you are able to be with him/her without trying to change or control him or her or their moods. Just being there is the most active, helpful thing you can do for a depressed friend.

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Lecture Launcher and Discussion Activity: Teenage Suicide TO BE USED: HANDOUT 13.8 As in depression, an adolescent’s life often feels chaotic and confused, his or her own identity is not clear, and his or her problems seem overwhelming, unique, and insoluble. Suicide is a grasp for a permanent solution. Review the warning signs for depression and suicide risk in adolescents using Handout 13.8 (also refer to Table 13.1 on page 386 in the text). Suicide rates for teens have risen over the last several decades. Gay and lesbian teens are especially at risk for experiencing depression and attempting suicide. For students in your class, this information will help them know how to spot friends and family members who are experiencing depression and may be at risk for suicide.

Ask students if they know what to do and who to contact if they or someone they know is suicidal. Have them generate resources and/or support ideas. Then, provide students with information about the resources available at your school (or community resources). Be sure to include in information about what one should do if one thinks a friend or family member may be attempting suicide beyond the ideas they provide.

In addition, the following websites provide some suggestions: • National Institute of Mental Health (http://www.nimh.nih.gov/suicideprevention/sui911.cfm) • National Strategy for Suicide Prevention (http://www.mentalhealth.samhsa.gov/suicideprevention/concerned.asp) • About.Com (http://www.mentalhealth.samhsa.gov/suicideprevention/concerned.asp)

Activity: Fast Food and Fast Solutions Have students work in pairs to research the growing problem of obesity among North American youth. They may source references from academic research, news programs, magazine articles and/or the Internet. The research projects could be presented in either poster format or as minipresentations in class.

Guiding topics could include: 1. Sedentary lifestyle and leisure activities (e.g., computer games vs. physical activity, driving vs. walking) 2. Fast food marketing 3. Obesity rates among children and adolescents 4. Mentality of quick weight loss solutions (e.g., fad diets/surgery vs. exercise and healthy eating)

D) Technology-Enabled Learning Activities For each chapter, this section provides activity suggestions that incorporate learning with or about technology. Use your imagination and investigate learning technologies and resources .

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available to you and your students through your institution. Consider strategies and activities to provide information and encourage interaction through technology (e.g., online discussion groups, wikis, blogs, student web pages or online portfolios, to name a few).

Review Online Resources for Adolescents Choose one of the Internet resources from this chapter and review it. How effective is this as a resource for adolescents? What improvements would you suggest?

Adolescent Health Survey The McCreary Centre Society is a non-profit organization with the mission ÏTo foster wider understanding of the importance of youth health, increase knowledge about youth health needs and issues, promote a continuing commitment to youth health issues, and initiate and implement innovative projects which directly address unmet health needs of young people.Ó They have conducted a population based health and risk behavior survey in the Province of British Columbia over the last decade. The results of the latest survey (2008) are available at (http://www.mcs.bc.ca/). Over 29,000 youth, grades 7–12 participated. A report on marginalized and street-involved youth is also available. Have your students review the survey results and record their thoughts regarding generalizability to adolescent populations in other jurisdictions/regions/etc. Do the results from this survey fit with what they have learned from the literature reviewed in the text?

E) Watch and Learn Television doesn’t have to be a bad thing! Mass media can be a great source of critical thinking exercises, classroom debates, and discussions. This section provides a suggestion based on chapter content for incorporating some aspect of television in a discussion or activity.

Tracking Public Service Announcements Have your students think about public service announcements that are currently being shown on television. Are there any that are targeted specifically at adolescents and/or emerging adults?

What are the Public Service Announcements for (e.g., eating disorders, tobacco use prevention, drinking and driving, etc.)? Given what you have learned regarding risk behaviors in this chapter, do you think the Public Service Announcements are appropriate? What improvements would you suggest?

Viewing Risk and Stereotype Have your students watch for instances of risky behavior among adolescents or emerging adults on television shows. Have them note the television show/genre, description of the situation and the ÏplayersÓ involved. Facilitate a discussion around the portrayal of stereotypes relating to risk behavior. Include such questions as: What stereotypes, if any, were portrayed (e.g., gender, socioeconomic, ethnicity, age, etc.)? Were there portrayals that did not portray stereotypes?

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3. Practical Resources A) Internet Resources There is so much information available via the Internet – how do we know the information we are gleaning is reliable, accurate and meaningful? Promote the critical analysis of websites and Internet resources with your students. Most university library websites contain guides to critically assessing Internet resources. For example, the University of British Columbia offers this evaluation resource on their website -- http://www.library.ubc.ca/home/evaluating/ National Highway Traffic Safety Administration http://nhtsa.gov A U.S. government agency whose mission it is to work to lower rates of automobile accidents and fatalities. Their yearly report Traffic Safety Facts, a comprehensive summary of automobile crash statistics, can be downloaded from this site. It contains information on rates of crashes in relation to a variety of variables, including age, and provides details about the variables related to high crash rates in adolescence and emerging adulthood.

Centers for Disease Control – Healthy Youth http://www.cdc.gov/HealthyYouth This part of the Centers for Disease Control website contains statistics and reports from their annual research on risk behavior among adolescents, including substance use, injury and violence, nutrition/obesity, and sexual behavior.

Monitoring the Future http://www.monitoringthefuture.org This website contains statistics, reports, and research papers from the Monitoring the Future project, which surveys a representative sample of American 8th, 10th, and 12th grade students every year. The focus of the project is on rates of substance use.

APA Psychology Help Center http://www.apa.org/helpcenter/index.aspx A great website is made available by the American Psychological Association on children, violence, and trauma. An excellent resource for students, parents, and those of you working in the schools or with families.

Self Nutrition Data (ND) http://nutritiondata.self.com/ This site, by Self magazine (with ads) provides information about nutrition and health. Here you can find health and fitness assessment information and search an extensive database of nutrients in foods. An excellent collection of tools and health information.

National Institute of Mental Health (NIMH) Public Access Page http://www.nimh.nih.gov/health/publications/index.shtml This section of the NIMH site offers information about symptoms, diagnosis, and treatment of mental illnesses. You will find fact sheets, educational materials, press releases, information .

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brochures, and much more, on a variety of internalizing problems. Take some time and explore all the sections of the NIMH website, including the research and statistics links.

Massachusetts Eating Disorder Association (MEDA), Inc. http://www.medainc.org/ Here you will find an excellent screening questionnaire, access to clinical services, education and prevention resources, and links to other resources. MEDA's mission is to "prevent the continued spread of eating disorders through educational awareness and early detection" and "serve as a support network and as a resource to individuals recovering from eating disorders" (MEDA, 2000).

Advocates for Highway and Auto Safety http://www.saferoads.org/ This organization is an alliance of consumer, health and safety groups, and insurance agents with a mission to make America's roads safer. Read recent press releases on issues related to adolescent risk behavior and driving. Access information about safe driving programs, such as driver education and graduated licensing.

Substance Abuse and Mental Health Services Administration http://www.samhsa.gov/ If you are looking for information on substance use and mental health or treatment information in the United States, visit this site. Includes press releases, research, statistics, media services, and more. Read about current and past trends in substance use, and new developments in research and treatment.

Canadian Centre on Substance Abuse CCSA http://www.ccsa.ca/ "A non-profit organization working to minimize the harm associated with the use of alcohol, tobacco, and other drugs" (CCSA, 2000). The site features an excellent "virtual" clearinghouse on substance use, a directory of related organizations in Canada.

B) Films and Videos Note: Many of the popular film descriptions are abstracted from The Internet Movie Database (www.imdb.com) and All Movie (www.allmovie.com). Other film descriptions are abstracted from Martin, M., & Porter, M. (2006). DVD & Video Guide 2006. New York: Ballantine Books.

Educational videos were sourced from both university and public library databases including ERIC. Try your own search at your local libraries for additional materials.

Hulu (http://www.hulu.com – can only be streamed in the U.S.) offers free films and television series, as well as movie previews. This site is legal and the material is authorized for web distribution. You can browse through and find older films, vintage television shows, and educational videos (See introduction to IRM for additional information regarding copyright).

Another great source for current and insightful educational videos and documentaries is the Public Broadcasting Service website (http://www.pbs.org/). The site has a link to instructional resources as well as to audio ÏpodcastsÓ you can download and play in your class. Also, check .

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out the website About.com (http://websearch.about.com/od/imagesearch/a/education_video.htm) for a listing of free educational videos on the web.

I) Educational Videos 1. The Famine Within (National Film Board of Canada, 1990, 118 minutes, 30 seconds) ÏAn exploration of the contemporary obsession with body size and shape among North American women. Under the coercive powers of consumerism and the mass media, women have come to view their bodies as marketable objects and to judge them according to the unrealistic standards of the beauty ideal. Paradoxically, this anxious quest for "the perfect body" is going on precisely at the point where women face serious challenges of self-definition as they orientate themselves within the world of work outside the home. Using a strong and dramatic visual approach, the work explores the complex knot of causes that lies at the heart of this paradox. Combining the testimony of many women who have suffered from the body obsession with the views of leading experts, this work explores the kind of hunger that cannot be satisfied by food.Ó (Description from National Film Board of Canada, http://www.onf-nfb.gc.ca/, accessed May 2009).

2. Map of the Mind Fields: Managing Adolescent Psychosis (National Film Board of Canada, 2004, 56 minutes, 30 seconds) ÏUntil recently a diagnosis of psychosis was seen as the end to normal life. With onset occurring most often in youth from 13 to 25, this serious mental health disorder often has tragic consequences when undiagnosed or improperly dealt with. Psychosis is a brain disorder where an individual experiences some loss of contact with reality. Symptoms include hallucinations, delusions, paranoia and disorganized thoughts and speech. Three people share their personal stories: Amanda, 16, Max, 12, and Tara, 18. This powerful 3-part series offers practical tools to understanding the problems and finding solutions to mental health problems among children and youth.Ó (Description from National Film Board of Canada, http://www.onf-nfb.gc.ca/, accessed May 2009).

3. Fighting their Fears: Children and Youth Anxiety (National Film Board of Canada, 2004, 56 minutes, 31 seconds) "Everyone is familiar with feelings of anxiety. But for many children, anxiety is more than an uncomfortable sensation; it is a major factor that disrupts their everyday life, interfering with their ability to make friends or go to school. Anxiety disorders are the most prevalent mental disorders affecting BC's children and youth today. This compelling documentary outlines the causes, symptoms, and treatments for anxiety disorders, and emphasizes the importance of early identification and intervention. Moving and informative, Fighting Their Fears shows BC's most prevalent mental illness is also one of the most treatable" (Description from National Film Board of Canada, http://www.onf-nfb.gc.ca/, accessed May 2009).

4. F.A.S.: When Children Grow Up (National Film Board of Canada, 2002, 40 minutes, 30 seconds) "When a pregnant woman drinks alcohol, she can do irreparable harm to her baby. This program explores the realities of living with Fetal Alcohol Syndrome (FAS), and partial FAS called Fetal .

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Alcohol Effects (FAE), the leading causes of birth defects in children. The effects associated with FAS continue even when children become adults. This documentary tells the stories of three adults living with FAS, along with commentary from experts in the field." (Description from National Film Board of Canada, http://www.onf-nfb.gc.ca/, accessed May 2009).

II) Popular Films 1. River’s Edge (dir. Tim Hunter, 1987, 99 minutes) This is a deeply disturbing film based on a real-life murder case. The teenage murderer in River’s Edge takes his friends to see the corpse of his classmate victim. The death becomes a secret bond among them until two decent kids decide to do something about it.

2. Girl, Interrupted (dir. James Mangold, 1999, 125 minutes) This adaptation of Susanne Kaysen’s memoir deals with issues of institutionalization, mental illness, gender, and adolescence. For a more in-depth treatment of the topic, read the autobiographical novel, Girl, Interrupted by Susan Kaysen.

3. Thirteen (dir. Catherine Hardwicke, 2003, 100 minutes) A teenage girl (Evan Rachel Wood) is led astray by raging hormones and a debauched, amoral classmate (Nikki Reed). Reed co-wrote the script with director Hardwicke, reportedly as therapy for her own troubled life, and therein lie both its strength and weakness: there’s the harrowing ring of truth, but also a pervasive aura of÷ self-pity. Performances are excellent, especially Holly Hunter as Wood’s clueless mother.

4. Bowling for Columbine (dir. Michael Moore, 2002) Documentary filmmaker and social gadfly Michael Moore probably never fancied himself a national ombudsman, but he has inherited that mantle by default, and because he’s so good at it.

This intriguing, maddening, hilarious, and frightening analysis of American gun culture explores and explodes all sorts of theories and myths en route to a rather nasty conclusion: that our own media÷may be to blame. This film should be required viewing by everybody.

C) Popular Reading Room Novels, nonfiction, and other literature you can suggest as related reading for your students.

Besides being entertaining and enlightening, you may find excerpts, quotes, or cartoons to bring illustrative examples to your lectures and presentations.

1. I Know This Much Is True (Wally Lamb, 1998, Harper Collins) Narrated from the point of view of a 40-year-old twin who leads us through the painful experiences of his schizophrenic brother. .

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2. She’s Come Undone (Wally Lamb, 1992, Simon and Schuster) Dolores Price narrates the story of her life from age four to forty, through the trials and tribulations of her teen and emerging adult years. Against a backdrop of middle-class culture, Dolores struggles with issues of divorce, mental illness, and abuse.

D) Annotated Readings Bradley, G., & Wildman, K. (2002). Psychosocial predictors of emerging adults' risk and reckless behaviors. Journal of Youth and Adolescence, 31(4), 253–265.

Research commonly addresses predictors of risk and problem behaviors during adolescence; this study addresses this issue with emerging adults (ages 18–25).

This study used self-report measures to explore risk behaviors. Findings indicated that sensation-seeking is associated with risk behaviors and antisocial peer pressure with reckless behaviors.

Luthar, S., & Zelazo, L. (2003). Research on resilience: An integrative review. Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510–549). New York, NY US: Cambridge University Press.

This chapter examines both conceptual and methodological issues in studies of resilience, with a focus on empirical research as well as applied issues. Findings relating to protective factors, targeted interventions, and prevention initiatives are integrated.

Muuss, R., & Porton, H. D. (eds.) (1999). Adolescent Behavior and Society: A Book of Readings (5th ed.). Boston: MA: McGraw-Hill.

Respected scholars in the area of adolescence have contributed to this collection, which combines contemporary and classical works. Issues are addressed from a variety of theoretical perspectives, and the reader is presented with different views of conceptual and applied topics in adolescence. Issues addressed include adolescent risk behavior, transitions in adolescence, and psychosocial problems.

E) Additional References Abrams, K., Theberge, S. K., & Karan, O. C. (2005). Children and adolescents who are depressed: An ecological approach. Professional School Counseling, 8(3) [Special Issue: Professional School Counseling in Urban Settings], 284–292.

Arrington, E., & Wilson, M. (2000). A Re-Examination of Risk and Resilience During Adolescence: Incorporating Culture and Diversity. Journal of Child & Family Studies, 9(2), 221–230.

Bohnert, A., Kane, P., & Garber, J. (2008). Organized activity participation and internalizing and externalizing symptoms: Reciprocal relations during adolescence. Journal of Youth & .

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Adolescence, 37(2), 239–250.

Hagan, J., & Foster, H. (2003). S/He's a rebel: Toward a sequential stress theory of delinquency and gendered pathways to disadvantage in emerging adulthood. Social Forces, 82(1), 53–86.

Howard, S., & Johnson, B. (2000). What makes the difference? Children and teachers talk about resilient outcomes for children "at risk." Educational Studies, 26(3), 321–337.

Oliva, A., Jim»nez, J., & Parra, °. (2009). Protective effect of supportive family relationships and the influence of stressful life events on adolescent adjustment. Anxiety, Stress & Coping, 22(2), 137–152.

Wekerle, C., Waechter, R., Leung, E., & Leonard, M. (2007). Adolescence: A window of opportunity for positive change in mental health. First Peoples Child & Family Review, 3(2), 8–16.

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4. Handouts 13.1

Think-Jot-Share

13.2

Notes Handout: Risk and Resiliency

13.3

Think-Jot-Share

13.4

Sample Resource List for Students

13.5

Exit Slip

13.6

Exit Slip

13.7

Activity: Role Play – Problems in Adolescence

13.8

Discussion Activity: Warning Signs for Depression and Suicide

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HANDOUT 13.1

THINK - JOT - SHARE Think about a ÏresilientÓ child or adolescent that you have encountered.

•

What was it about that child that made him/her resilient?

•

What were the risk factors that the child encountered?

•

Do you think that the ÏresilientÓ child will always be resilient?

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HANDOUT 13.2

Notes to Accompany Think-Jot-Share on Risk and Resiliency Individual, Social, Community, and Socio-cultural Contexts: Bronfenbrenner’s (1986, 1995) Ecological Theory Risk Factors • Individual factors (e.g., poor social problem-solving skills) • Family factors (e.g., low family cohesion, mentally ill parent, low socioeconomic status) • Peer factors (e.g., rejection by peers, victimization) • School factors (e.g., low teacher support, school alienation) • Social/Community factors (e.g., few community supports) • Social-cultural (e.g., socio-historical and political ideologies that lead to stereotypes) Resiliency Factors • Individual factors (e.g., sense of self-efficacy) • Family factors (e.g., parental warmth) • Peer factors (e.g., good quality friendship) • School factors (e.g., sense of school belonging) • Social/Community factors (e.g., connection to significant adult) • Social-cultural factors (e.g., historical events that promote resiliency) Note: These interact at all levels (e.g., person-environment fit), a risk factor can become a resilience factor and a resilience factor can become a risk factor.

Characteristics of the Resilient Child: Identification of Protective Factors: Some Seminal Research Findings (Garmezy et al., 1984; Werner & Smith, 1992; Rutter, 1990) A Resilient Child: • • • • • • •

is good natured; has affectionate disposition (resilient temperament) has nondistressing habits during infancy has positive social orientation and activity level has accurate processing of interpersonal cues has good means-end problem-solving skills has an ability to evaluate alternative actions from instrumental and affective perspectives has the capacity to enact behaviors that accomplish desired outcomes

• • • •

has a sense of self-efficacy; has sense of control over ÏfateÓ communicates effectively has sense of personal worthiness; high self-esteem is effective in work, play and love

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• • • • • • • • • • • • • • • • • •

asks for help; is assertive is above average in social intelligence has ability to have close relationships has healthy expectations and needs uses talents to personal advantage delays gratification has internal locus of control is flexible has desire to improve has interpersonal sensitivity has good problem-solving and decision-making abilities has future orientation (plans for the future) has trust and hope exhibits and manages a range of emotions has a sense of humor has relationship with caring adult has informal support network with friends and family engages in activities and hobbies

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HANDOUT 13.3

THINK - JOT - SHARE Think of adolescents you know or know of (or on television shows/movies/books) who are experiencing internalizing or externalizing problems.

•

What do you think might be related issues?

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Have you noticed gender differences?

•

Describe strategies for prevention or for intervention.

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HANDOUT 13.4

Resources for Students and Their Instructors: A Contact List Disability Resource Center Counseling Services Women Students' Office Student Services Peer Support Line Health Psychiatry Rape Crisis Line Equity Office Law Students' Legal Advice Ombuds office Security Patrol Personal Security Coordinator Emergency Services Contacts

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HANDOUT 13.5

Exit Slip •

What is the major point you learned in class today?

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What is the main unanswered question you leave class with today?

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HANDOUT 13.6

Exit Slip •

Imagine that you are a teacher or a parent of adolescent children.

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List some signs that might be indicators of externalizing and internalizing problems.

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How would you handle the situation and why?

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HANDOUT 13.7

Adolescent Problems – Role Play Note: Photocopy each page separately, and then cut out all the cards. These are not intended to be Ïback to back.Ó

Cut out cards for Group #1: Risky Driving Behavior Group One ADOLESCENT • male, age 17 • mother and father separated • has been in three Ïfender bendersÓ • in the last year since getting his driver’s license • has engaged in drinking and driving, speeding tickets, etc.

Group One MOTHER • divorced from son’s father • second husband adopted son at • age 7 • is a Ïstay-at-homeÓ Mom with two younger children (ages 3 and 6) • sees her son’s driving as a serious problem

Adolescent: Risky Driving Behavior Group One STEPFATHER • doesn’t see stepson’s driving behavior as a serious problem, in fact, helps him fix his car regularly

Adolescent: Risky Driving Behavior Group One BEST FRIEND (MALE) • doesn’t see his friend’s driving behavior as a problem

Adolescent: Risky Driving Behavior Group One GIRLFRIEND • is extremely worried about her boyfriend’s driving • has been injured (whiplash) in one of the accidents • her parents are extremely angry

Adolescent: Risky Driving Behavior Group One TEACHER • concerned with adolescent’s recent disinterest in school – skipping, coming in late, marks going down • contacted parents with concerns

Adolescent: Risky Driving Behavior

Adolescent: Risky Driving Behavior .

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Cut out cards for Group #2: Eating Disorders Group Two ADOLESCENT • female, age 15 • has been exhibiting symptoms of an eating disorder

Group Two MOTHER • is worried about daughter but thinks it is Ïjust a phaseÓ that she will grow out of

Adolescent: Eating Disorder Adolescent: Eating Disorder Group Two Group Two FATHER OLDER BROTHER • is very worried about his daughter • 23 years old and is somewhat angry that she • has also suffered from disordered Ïdoesn’t get over itÓ eating as a competitive athlete

Adolescent: Eating Disorder Group Two BEST FRIEND (FEMALE) • is enrolled in modeling class

Adolescent: Eating Disorder Group Two SCHOOL COUNSELOR • concerned with adolescent’s situation and has contacted parents

Adolescent: Eating Disorder

Adolescent: Eating Disorder

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Cut out cards for Group #3: Substance Use/Abuse Group Three ADOLESCENT • age 16 (either male or female) • a good student • uses alcohol and marijuana regularly

Group Three STEPMOTHER • is unaware that there is any problem

Adolescent: Substance Use/Abuse Adolescent: Substance Use/Abuse Group Three Group Three FATHER BEST FRIEND • is concerned that his son/daughter • drinks on occasion at parties, but has Ïdropped outÓ of the athletic generally does not use substances activities s/he used to excel in • is really worried about his/her best friend

Adolescent: Substance Use/Abuse Group Three FAMILY DOCTOR • concerned with adolescent’s symptoms of depression

Adolescent: Substance Use/Abuse Group Three FREE CARD • IDEAS: sibling, counselor, neighbor, teacher, other friend, girlfriend/boyfriend....you decide!!

Adolescent: Substance Use/Abuse

Adolescent: Substance Use/Abuse

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Cut out cards for Group #4: Suicide Risk Group Four ADOLESCENT • male or female, age 18 • exhibits several of the early warning signs of suicide (See text, page 386) • lives in college residence within driving distance of home

Group Four MOTHER • recently diagnosed with serious illness • is concerned that she is unable to spend time with her daughter/son

Adolescent: Suicide Risk Group Four FATHER • tries to help daughter/son by sending money

Adolescent: Suicide Risk Group Four BOYFRIEND/GIRLFRIEND • still lives in the hometown

Adolescent: Suicide Risk Group Four BEST FRIEND AT COLLEGE • found poem containing suicidal imagery in her friend’s drawer – but she wasn’t supposed to be looking in there – while she was trying to borrow a shirt without asking permission

Adolescent: Suicide Risk Group Four YOUNGER BROTHER • has been very successful at school and has started in a gifted program in middle school

Adolescent: Suicide Risk

Adolescent: Suicide Risk

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Cut out cards for Group #5: Status Offense: Running Away Group Five ADOLESCENT • female, 13 • leaves home for days at a time (says she is at friend’s house sometimes)

Group Five MOTHER • has tried ÏTough LoveÓ

Adolescent: Status Offense: Running Away Group Five FATHER • wants to get psychiatric help for his daughter

Adolescent: Status Offense: Running Away Group Five TWIN BROTHER • is angry at his sister

Adolescent: Status Offense: Running Away Group Five SOCIAL WORKER • doesn’t see Ïeye-to-eyeÓ with parents

Adolescent: Status Offense: Running Away Group Five FRIEND (FROM ÏSTREETÓ) • disliked by friend's parents

Adolescent: Status Offense: Running Away

Adolescent: Status Offense: Running Away .

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Cut out cards for Group #6: Aggressive Behavior at School Group Six ADOLESCENT • male or female (age 14) • mother and father separated • hitting other students/getting into fights

Group Six MOTHER • is not aware of the problem • father does not live with the family and is out of the country

Adolescent: Aggressive Behavior at Adolescent: Aggressive Behavior at School School Group Six Group Six GRANDFATHER BEST FRIEND (MALE or FEMALE) • helps support the family/lives in • is being bullied by his/her friend, same town but doesn’t want to tell/sticks up • wants to deal with the problem on for him/her their own (no outside intervention) inappropriately

Adolescent: Aggressive Behavior at School Group Six FREE CARD • IDEAS: sibling, counselor, neighbor, police, other friend, girlfriend/boyfriend....you decide!!

Adolescent: Aggressive Behavior at School Group Six TEACHER • concerned with the problem • doesn’t agree with grandfather’s strategy

Adolescent: Aggressive Behavior at School

Adolescent: Aggressive Behavior at School .

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HANDOUT 13.8 Warning Signs for Depression and Suicide DANGER SIGNALS FOR DEPRESSION 1.

A general and lasting feeling of hopelessness and despair

2.

Inability to concentrate, making reading, writing, and conversation difficult

3.

Changes in physical activities, such as eating, sleeping, and sex. Frequent physical complaints with no evidence of physical illness

4.

Loss of self-esteem, which brings on continual questioning of personal worth

5.

Withdrawal from others due to immense fear of rejection

6.

Threats or attempts to commit suicide

7.

Hypersensitivity to words and actions of others and general irritability

8.

Misdirected anger and difficulty in handling most feelings

9.

Feelings of guilt in many situations

10. Extreme dependency on others WARNING SIGNS OF POTENTIAL SUICIDE 1.

Withdrawal from contact with others

2.

Sudden swings in mood

3.

Recent occurrence of a life crisis or emotional shock

4.

Personality change

5.

Gift-giving of cherished belongings

6.

Depression and helplessness

7.

Aggression and/or risk taking

8.

Direct threats to commit suicide

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5. Video Guide Questions and Answers Chapter 13 Teen Drinking Test (Page 391) 1. How would you feel if you were a high school student who was required to submit to the type of testing described in this video?

• Answers will vary 2. What is one major problem that has been detected with the testing described in this video?

• The test described in this video is so sensitive that it can mistake things like hand sanitizer, mouth wash, cough medicine, and even vanilla extract for alcohol.

3. Do you agree with the female in this video who stated that this type of testing teaches kids that they have no rights? Why or why not?

• Answers will vary

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