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HU Credits:
2
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
Education
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Anat Korem
Coordinator Office Hours:
By appointment
Teaching Staff:
Dr. Anat Korem
Course/Module description:
The course will focus on how the developmental process in adolescence is shaped in contemporary society. In each subject (see list of topics) we will discuss the educational implications, namely: How to maximize the new opportunities now open to the teenagers and minimize the dangers?.
Course/Module aims:
The course includes two main goals: to understand the world of adolescents in contemporary society, and to discuss educational considerations that promote personal growth and development among youth.
Learning outcomes - On successful completion of this module, students should be able to:
-describe the characteristics of adolescence.
-identify implications of contemporary society on adolescents' development.
-suggest how to improve communication between educators and their adolescent students.
-compare different educational approaches in the context of teenagers.
-suggest how to promote personal growth and development among adolescents in educational settings.
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
The course is based on a weekly lecture. The lecture includes discussions with the students and analyzing case studies from the educational field.
Course/Module Content:
-The contribution of developmental psychology to the understanding of the adolescent student.
-The process of identity formation.
-Searching for values and meaning in adolescence.
-Cognitive development.
-Social and emotional development.
-The development of the concept of sexuality.
- Adolescents and their parents.
- Assisting youth in distress.
-Promoting personal growth and development among adolescents.
-Communication between educators and their adolescent students: attitudes and skills.
Required Reading:
Boyd, D., & Bee, H. (2012). Lifespan development. Upper Saddle River, NJ: Pearson.
Dawes, M. (2017). Early adolescents’ social goals and school adjustment. Social Psychology of Education, 20, 299-328.
Hill, C. E., & O'Brien, K. M. (1999). Helping skills: Facilitating exploration, insight, and Action. Washington: American Psychological Association.
Keating, D. P. (1990). Adolescent thinking. In S. S. Feldman and G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 54-89). Cambridge, MA: Harvard University Press.
Marcia, J. E. (1980). Identity in Adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159-187). Ney York: Wiley.
Sanders, C., Diego, M., Field, T., & Kaplan, M. (2000). The relationship of internet use to depression and social isolation among adolescents. Adolescence, 38, 35-42.
Siegler, R., Deloache, J., & Eisenberg, N. (2003). How children develop. New York: Worth Publisher.
Wolak. J., Mitchell, K., & Finkelhor, D. (2003). Escaping or connecting? Characteristics of youth who form close online relationships. Journal of Adolescence, 26, 105-119.
Slone, M., & Roziner, I. (2013). Does self-complexity moderate the effects of exposure to political violence for adolescents? Anxiety, Stress & Coping, 26, 659-673.
Steinberg, L.D. (2017). Adolescence. 11th edition. New York: McGraw-Hill.
Additional Reading Material:
None
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 100 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
-Participants should submit three short Assignments (no grade).
-It is possible to make a class presentation, based on the reading material, and gain a bonus of five points.
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