Adolescent Development H 236 Wednesdays 1 4 00

Adolescent Development H 236 Wednesdays 1 -4: 00 PM Longfellow, 320

Teaching Staff • TFs – Alexis Brooke Redding – Ross Weissman • Professor Nancy E. Hill

My research in adolescence… • Middle School Transitions Project • Parental Involvement during Adolescence (esp. middle school) • Adolescents’ sense of purpose and post-high school transitions: Relational and Contextual support – Researcher-Practitioner Partnership with Medford High School

…when not doing research and teaching… Hanging out with Taylor—our resident teenager

Adolescence • What is adolescence? • The term “adolescence” appeared in the 15 th century – Derived from the Latin, adolescere, meaning to grow up or grow into maturity • When does it start? • When does it end? • How has that changed? Should it change?

Goals & Purpose for this Course • To use multiple lenses to examine adolescent development and identify the processes that increase optimal development • Apply knowledge to practice (hands-on) consultancy • Highlight the range of development that occurs from the “tweens” to “emerging adulthood”

Resources, Required Reading, & Annotation • There are no exams in this course – Mastery will come from active engagement and application • Refreshing your foundation – Video mini-lectures and self-quiz • Crowd-sourcing the required Readings – through social-media, online e-reading resource – www. perusall. com accessible through CANVAS

Readings under “assignments” not ipa©

Click on Assignments and see

Takes you to purusall. com website

Annotate the readings… • Comment on the ideas • Ask questions • Answer other people’s questions • Comment on their applications ALL by 7 PM Tuesday before class

Classroom Structure & Dynamics • Meet for 3 hours on Wednesdays: – ~60 minutes for lecture/discussion on the week’s topic • Driven by your annotations on the readings • Cutting edge theory, research, theories • Raise and describe controversies in the field – 15 minute break – 60 -70 minutes for smaller discussion and activities • Dig deeper into material • Apply what you have learned • Work in groups toward the consultancy project • Clarify lecture/reading material

Course Outline • Orienting Concepts of adolescence • Who are the youth we engage? – Competencies – Mental Health & risk • Where are they developing and why it matters? – Schools as a Developmental Context – Media, technology, and Social Media • With whom are they developing? – Relationships with teachers and other school personnel – Friendships and peer relations – Family dynamics

• Becoming themselves – Self and Identity Processes – Navigating “minority identities” – Sexual Identity Development • Where are they going and are they prepared? – Planning and preparing for the future

Consultancy Project with Medford High School Problem of Practice • • • Outdated technology policy that actually creates inequities Want to better integrate technology into the school in ways that capitalize on youth’s knowledge/development embrace its ubiquity Supports learning in the classroom Supports families Resources • Ongoing longitudinal study on student experiences in the school • Culture in the school of want to embrace empirically-driven policy and practice • Hired a staff person who will be charged to do this. NO Midterm or Final

Collaborative Consultancy • Phase 1: Defining the scope of topic – – Students learn about current programs and research Students generate a list of possible subtopics or lenses and vote on 4 -6 on which to focus • Phase 2: Building expertise on subtopic – Students will select/ be assigned to a subtopic and conduct a 5 -7 page literature review on that topic. • Phase 3: Work in consultant groups based on level of program/policy – Student, parents, school administrator, teacher/classroom, school culture • Phase 4: Develop proposals and present them to the school

Grading Policy • Annotated Readings 25% • Consultancy Group Assignments – Memo to select subtopic – 5 -7 page Literature Review – Policy Brief for school – Presentation – Implementation Plan • Class Participation No Midterm or Final Exam 5% 10% 15% 20% 100%

A word about class participation… • It comes in many forms. • We acknowledge all forms of engagement that fit your intellectual and personal style

Assignment for next week • Readings on Orienting Concepts on Adolescence