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HU Credits:
2
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
Teaching Training - Diploma
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Judy Kohan-Mass
Dr. Judith Kohan-Mass
Coordinator Office Hours:
Thursday, by appointment
Teaching Staff:
Dr. Ortal Botnik Atzil,
Dr. Judith Kohan-Mass
Course/Module description:
the course deals with theories and concepts related to the effects of biology, cognition, personality, family, peers, school and culture. Although this course gives emphasis on normative development, risks and problems of adolescence and early adulthood will be discussed too. Special emphasis will be placed on discussing the complex age related issues and dilemmas
Course/Module aims:
An understanding of the processes of personal development during puberty period.
Learning outcomes - On successful completion of this module, students should be able to:
Describe the characteristics of adolescence
Analyze different behaviors characteristic of this age
Identify the difficulties that characterize adolescents.
To integrate the effects of biology, cognition, personality, family, peers, school and culture in order to understand the adolescent as a whole
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Lectures, discussions and peer learning
Course/Module Content:
1. Development of a teenager in a historical context
2. biological basis, adolescence, Brain and Behavior
3. Cognitive development in adolescence
4. Cultural Context and adolescent development
5. Gender and gender roles in adolescence
6. self and identity during adolescence
7. Family Relationships in adolescence
8. Friends and peers at the age of puberty
9. love and sexuality 10. School, work and career in adolescence
11. Communication and socialization
12. problems and disorders
Required Reading:
Arnett, J. (2014) Adolescence and emerging adulthood: a cultural approach. Fifth Edition. Pearson Education Limited.
Serafini, T.; Rye, BJ; Drysdale, M. (2013) Taking Sides: Clashing Views in Adolescence. Third Edition. Boston, MA: McGraw-Hill.
Additional Reading Material:
Albert, D. Chein, J, & Steinberg, L. (2013) The teenage brain: Peer influences on adolescent decision making. Current Directions in Psychological Science, 22 (2), 114-120
Larson, R.W. (2011) Positive development in a disorderly world. Journal of Research on Adolescence, 21, 317-334.
Arnett, J.J. (2002) The Psychology of globalization. American Psychologist, 57, 774-783
Perry, D.G. & Paulleti R.E. (2011) Gender and adolescent development. Journal of research on Adolescence, 21(1), 61-74
Sidanius, J., Van Laar, C. Levin, S. & Sinclair, S. (2004) Ethnic enclaves and the dynamics of social identity on the college campus: the good, the bad and the ugly. Journal of personality and social psychology, 87, 96-110
Fuligni, A.J. & Masten, C.L. (2010) Daily family interactions among adults from Latin American, Filipino, East Asia, and European backgrounds. International journal of behavioral development, 34, 491-499
Davis, K. (2010) Friendship 2.0: Adolescents’ experience of belonging and self-disclosure online. Adolescence, 35, 1527-1536.
Bergman, H.R., Malik, N.M., Page, M.J., Makynen, E. & Lindhahl, K.M. (2013) Identity profiles in lesbian, gay and bisexual youth: the role of family influences. Journal of youth and adolescence, 42, 417-430.
Sanchez, B., Esparza, P., Colon, Y. & Davis, K.E. (2010) Trying to make it during the transition from high school: the role of family obligation attitudes and economic context for Latino emerging adults. Journal of Adolescence Research, 25, 858-884.
Manago, A.M., Taylor, T. & Greenfield, P.M. (2012) me and my 400 friends: the anatomy of college students’ Facebook networks, their communication patterns and well-being. Developmental Psychology, 48, 369-380.
Raudino, A., Fergusson, D.M., Horwood, J.L. (2013) the quality of parent/child relationships in adolescence is associated with poor adult psychosocial adjustment. Journal of Adolescence, 36, 331-340.
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 0 %
Assignments 100 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
none
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