4-6 pages Adolescent Psychology Imterview

Instructions are belpw

Year in Review Presentation Grading Rubric

Domain/Theory/concept Connection Total
Description of
adolescent’s
development in
the domains and
concepts covered
in class
(concept/theory
1)

Information about the
adolescent’s growth in one of
the domains/concepts is
provided. There is a clear
description of the
domain/concept discussed in
class.

0-5 points

The domains/concepts and
their connections to
adolescent’s behavior (from
interview and responses
provided) are described with
completeness and clarity.
Make clear connection
between theories/concepts
discussed in class with
responses in interview.

0-5 points

0-10 points

Description of
adolescent’s
development in
the domains and
concepts covered
in class
(concept/theory
2)

Information about the
adolescent’s growth in one of
the domains/concepts is
provided. There is a clear
description of the
domain/concept discussed in
class.

0-5 points
The domains/concepts and
their connections to
adolescent’s behavior (from
interview and responses
provided) are described with
completeness and clarity.
Make clear connection
between theories/concepts
discussed in class with
responses in interview.

0-5 points

0-10 points

Description of
adolescent’s
development in
the domains and
concepts covered
in class
(concept/theory
3)

Information about the
adolescent’s growth in one of
the domains/concepts is
provided. There is a clear
description of the
domain/concept discussed in
class.

0-5 points
The domains/concepts and
their connections to
adolescent’s behavior (from
interview and responses
provided) are described with
completeness and clarity.
Make clear connection
between theories/concepts
discussed in class with
responses in interview.

0-5 points

0-10 points

Description of
adolescent’s
development in
the domains and
concepts covered
in class
(concept/theory
4)

Information about the
adolescent’s growth in one of
the domains/concepts is
provided. There is a clear
description of the
domain/concept discussed in
class.

0-5 points
The domains/concepts and
their connections to
adolescent’s behavior (from
interview and responses
provided) are described with
completeness and clarity.
Make clear connection
between theories/concepts
discussed in class with
responses in interview.

0-5 points

0-10 points

Overall quality &
clarity of the
paper/interview
transcript

The paper needs to be in APA
format (structure, spelling,
grammar, references/citation)
and meet the class
requirements.

0-10 points

Interview needs to meet class
requirement (following the
script provided to students).
Interview transcription need
to be detailed and organized.

20 points

0-30 points

Year in Review Presentation Grading Rubric

Notes:

Parent/Adolescent Informed Consent Form

Adolescence and Emerging Adulthood

California State University, Northridge

Project Description: This interview is a component in order to fulfill the requirement for Psychology 361. For this interview, we are asking adolescents to participate in an interview about family involvement, family relationships, ethnicity, and youths’ feelings about topics such as career choice, school, extracurricular activities, and some background questions. The interview will take between 30-45 minutes.

Confidentiality: All information gathered in this interview will be held confidential and used merely for the purpose of completing the course requirements. Each questionnaire will be given a false name, only to protect confidentiality. No one other than the interviewer and the instructor will have access to the content of the interview.

Parent: I have read the above and understand the conditions outlined for participation in the described interview I give informed consent for my child, _________________, to participate in this interview.

Adolescent: I, ___________________, have read the above and understand the conditions outlined for participation in the described interview.

Student’s Name: _________________________________ Date: _________

Student Age: ______ Student Grade: _____ Student Gender (circle one): M F

Parent/Guardian’s Name:____________________

Parent/Guardian Signature: _____________________

Student’s Signature: __________________________

Adolescent’s Interview

RE: For this interview, I’m going to ask you questions about your family’s daily routines, about you and how you are doing in school, and goals you have for your future. It usually takes about 30-40 minutes. There are no right or wrong answers to these questions. This interview is completely confidential and no one in your family or school will know about what we talk about today. If you don’t understand a question, please let me know, and I will try ask it in a different way. If you have any questions you can ask me at any time. You have the right not to answer any question, we can move on to the next question. Or if you want, you can stop the interview at anytime. Now, some of the questions you may have answered in a prior question, but I may need to ask it again. Do you have any questions before we start? (WAIT FOR RESPONSE). Shall we begin?”

General

RE:
How old are you?

RE:
How many hours do you sleep at night?

RE:
Do you think you get enough sleep? Why?

RE:
Describe a typical school day to me from the time you wake up till you go to bed at night.

RE:
What time do you get up when you don’t’ have to go to school?

RE:
Do you wake up on your own, or does someone get you out of bed.

Education

RE:
What grade are you in?

RE:
Tell me a little about your school school?

RE:
How do you get along with your teachers?

RE:
In the past, do you remember having learning difficulties?

RE:
What do you think were your strengths in school and in general?

RE:
What do you think were/are your weaknesses in school and in general?

RE:
How are you doing in school now?

RE:
Do you have any current learning difficulties?

RE:
Do you have any favorite subjects? Why?

RE:
What are your least favorite subjects? Why?

RE:
Is doing well in school important to you?

RE:
Do you have a favorite way to study?

RE:
Do you have a favorite time to study?

RE:
Do you have a favorite place to study?

RE:
Do you ever find yourself daydreaming, or do you ever get restless in class? Why do you think that happens?

RE:
Do you doodle on your paper? Why do you like to do that?

RE:
When you study, do you look at the pictures and captions mostly, or do you mostly read the text?

RE:
Do you usually read the whole assignment?

RE:
do you take the practice tests or read the chapter reviews on your own?

RE:
Do you have a set schedule for completing homework?

RE:
Do you usually complete your own homework?

RE:
When you need help, who do you ask?

RE:
Do you think that any of your teachers assign homework that you think is too easy? Why?

RE:
Do you think that any of your teachers assign homework that you think is too difficult? Why?

RE:
Does doing homework help you understand the material better? Why?

RE:
Do you have a study partner or group?

RE:
Do you do other things with your study partners besides school work? What kinds of things?

RE:
How do you feel about taking tests?

RE:
Do you think it is important to do well on tests?

RE:
What kinds of tests do you like best?

RE:
What types of dreams have you had about school, or school-related stuff?

RE:
Do you think teachers are fair and approachable at your school?

RE:
If you have a disagreement or a difficulty with a student or a teacher at school, who would you go to?

RE:
How do you get along with your teachers most of the time?

RE:
How do you like to be treated by teachers?

RE:
What do you think your teachers will say about you or your school work?

RE:
Do any of your classmates hang out or study with you? Where?

RE:
What do you do with your classmates outside of school?

RE:
Do you have a favorite teacher? Why?

RE:
How do you get along with your classmates?

RE:
Do you think your school is a safe school? Why?

Future

RE:
What are your educational plans after graduating from high school?

RE:
Are you doing anything now to prepare for these plans?

RE:
How much have you thought about what kind of job or profession you want as an adult?

RE:
Describe your dream job.

RE:
How will you prepare for your dream Job?

RE:
How do you see yourself 5 years from now?

RE:
How do you see yourself 10 years from now?

RE:
Ideally how far would you like to go in school?

RE:
realistically how far would you like to go in school?

RE:
ideally how far do you think your parents would want you to go in school?

RE:
Realistically how far do you think your parents would want you to go in school?

Family

RE:
Tell me a little about your family.

RE:
What do you think about your family?

RE:
Do you guys spend a lot of time together, or does everyone have their own schedules?

RE:
What do you like most about your family?

RE:
What do you like least about your family?

RE:
Who are you closer to, your mom or your dad? Why?

RE:
Who are you more comfortable to discuss your life with? Your mom, dad, grandparents or anyone else?

RE:
How do you like where you live now?

RE:
How do you get along with your parents?

RE:
What do you think your parents will say about your school life?

RE:
Do you have any brothers or sisters?

RE:
How do you get along with your sibling(s)?

RE:
Are your parents involved in your school? How?

RE:
Do you have any chores around the house?

RE:
Do you ever have disagreements about your chores?

Social

RE:
Tell me about your friends.

RE:
What is the ethnicity of your friends?

RE:
Where did you meet them?

RE:
Are they mostly your age?

RE:
Do you consider yourself having a large group of friends or a small group of friends?

RE:
Which do you think is more important-having lots of friends, or having a best friend?

RE:
What do you have in common with your friends/best friends?

RE:
How much time do you spend with your friends?

RE:
What kinds of things do you and your friends do?

RE:
Do you ever disagree with your friends? if so, what kinds of things do you disagree on?

RE:
Are your parents concerned about your relationships with your friends?

RE:
Who do you tend to spend most of your time during the day with?

Interests

RE:
What do you like to do with your free time?

RE:
Do you think you have enough free time?

RE:
What kinds of hobbies do you have?

RE:
How much time do you spend on your hobbies?

RE:
Do you have any collections?

RE:
Do you have any pets?

RE:
Would you like to have a pet? Why?

Psychological well-being/identity

RE:
What do you find stressful or frustrating? Why?

RE:
What do you do to release your stress?

RE:
What is your idea of a perfect school day?

RE:
What is your idea of a perfect day?

RE:
What is your idea of a perfect vacation?

RE:
Have you ever thought of traveling to another country?

RE:
How would you rate your self-esteem?

RE:
How connected do you think you are to your culture?

Finally

RE:
What do you like me to know about you and remember about you, after our meeting is over?

RE:
Is there anything significant and important you like people to know about you?

RE:
Is there anything else you think you’d like to share with me that I may have left out or forgot to ask you about?

General Health

Clothing

Hairstyle

Make-up

Organization

Jewelry

Cell Phone

Anything Else

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CH 1
Introduction
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
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Overview
Terminology
Brief History
Adolescence & Emerging Adulthood
Research Methods
Theories & Research
Implication of Cultural Context

Terminology
Puberty
Adolescence

*

Brief History
Adolescence in Ancient Times
Life-Cycle Service
Youth
Stanley Hall
Child Study Movement
Recapitulation
Adolescence

*

Adolescence & Emerging Adulthood
Adolescence
Menarche
Emerging Adulthood
Identity exploration
Instability
Self-focused
Feeling in-between
Possibilities

*

Stages of Adolescence

Early Adolescence

Late Adolescence

Emerging Adulthood

*

Transition to Adulthood
Markers:
Accepting responsibility for oneself
Making independent decisions
Becoming financially independent
Individualism vs. Collectivism
Cultural Variations

*

Scientific Method

*

Experiment
Sample
Population

*

Ethics of Science
3 features of ethical research

Informed Consent
Debriefing

*

Methods in Research
Reliability
Validity
Questionnaires

Interviews
Qualitative vs. Quantitative Data
Ethnographic Research

*

Experiment
Experimental Group
Control Group
Self-Selection
Random Assignment
Random Sampling
Natural Experiment
Adoption/Twin Studies

*

Theories & Research
Theory
Bronfenbrenner’s Ecological Theory:
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

*

Implications of Cultural Context

*

Review
Stanley Hall
Characteristic of Emerging Adulthood
Stages of Adolescence
Scientific Method
Sample vs. Population
Qualitative vs. Quantitative Analysis
Bronfrenbrenner’s Theory

Next Session
CH 2 Quiz Due by 7 am
CH 2: Biological Foundations

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CH 2
Biological Foundations
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
*

Overview
Endocrine System
Physical Growth
Primary & Secondary Sex Characteristics
Cultural, Social, & Psychological Response to Puberty
Early & Late Pubertal Timing

Puberty

*

Endocrine System
Hypothalamus
Gonadotropin-Releasing Hormone (GnRH)
Leptin

*

Endocrine System
Hypothalamus
Pituitary Gland
Gonadotropins
Follicle-Stimulating Hormone (FSH)
Luteinizing Hormone (LH)
Adrenocorticotropic Hormone (ACTH)

*

Endocrine System
Hypothalamus
Pituitary Gland
Gonads (Sex Glands)
Sex Hormones
Estrogens – Estradiol
Androgens – Testosterone

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Endocrine System
Feedback Loop
Set Point
EX: Thermostat

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Physical Growth

Adolescent Growth Spurt
Peak Height Velocity

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Physical Growth
Adolescent Growth Spurt
Extremities (feet, hands, head)
Arms/Legs
Forehead, Mouth, Lips, Chin, Ears, Nose
Torso, Chest, Shoulders

*

Primary Sex Characteristics
Egg Production
Sperm Production

*

Secondary Sex Characteristics

*

Physical Changes

*

Cultural, Social, & Psychological Response to Puberty
Culture & Timing of Puberty
Ballet, Gymnastics
Puberty Rituals
Parent-Adolescent Relations
Personal Response

*

Early & Late Pubertal Timing
(Females)
Early-Maturation
Depressed Mood
Negative Body Image
Eating Disorders
Substance Use
Delinquency
Aggressive Behavior
School Problems
Conflict w/ Parents
Late-Maturation
Suffer from Teasing
Negative Body Image

*

Early & Late Pubertal Timing
(Males)
Early-Maturation
Positive Body Image
Popular among Peers
Advantage in Sports
More Attractive to Girls
Involved in Delinquency
Involved in Sex
Involved in Substance Abuse
Higher Emotional Distress
Late-Maturation
Higher Alcohol use
Higher delinquency
Lower Grades in School
Increase Substance Use
Increase Deviant Behavior

*

Theory of Genotype-Environment Interactions
Nature-Nurture Debate
Theory of Genotype-Environment Interaction
Passive Genotype-Environment Interactions
Evocative Genotype-Environment Interactions
Active Genotype-Environment Interactions

*

Review
Hypothalamus
Pituitary Gland
Gonads
Feedback Loop
Primary vs. Secondary Sex Characteristics
Early vs. Late Pubertal Timing
Genotype-Environment Interactions

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Next Session
CH 3 Quiz Due by 7 am
CH 3: Cognitive Foundations

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CH 3
Cognitive Foundations
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
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Overview
Piaget’s Theory of Cognitive Development
Information-processing Theory
Practical Cognition
Social Cognition
Intelligence

*

Piaget’s Theory
Cognitive Development
Maturation

Jean Piaget

*

Piaget’s Theory

Piaget’s 4 Stages of Cog. Develop.
1) Sensorimotor (Birth-2)
Schema
Assimilation
Accommodation
Object Permanence
Jean Piaget

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Piaget’s Theory
Paget’s 4 Stages of Cog. Develop.
1) Sensorimotor
2) Preoperational (2-7)
3) Concrete Operational (7-11)

Conservation
4) Formal Operational (Starts at 11, ends 15-20)
Hypothetical-deductive reasoning

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Piaget’s Theory
Formal Operational Stage

Abstract Thinking
EX: A = B; B = C ; A ? C

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Piaget’s Theory
Formal Operational Stage
Abstract Thinking
Complex Thinking
Metaphor: “Life is a journey. Enjoy the ride”

Sarcasm

*

Piaget’s Theory
Formal Operational Stage
Abstract Thinking
Complex Thinking
Metacognition
Limitation of Piaget’s Theory
Individual Differences
Culture

*

Piaget’s 4 Stages of Cog. Dev.

*

Information-Processing

*

Information-Processing
Selective attention
Divided attention

*

Memory
Memory: ability to store & retrieve info over time.
Functions of Memory:
Storage
Encoding
Retrieval

*

Storage
Sensory
Iconic Memory
Echoic Memory

Short-Term
7±2
Rehearsal

*

Storage
Sensory
Iconic Memory
Echoic Memory

Short-Term
7±2
Rehearsal
Chunking
Apprehension

*

Storage
Sensory
Iconic Memory
Echoic Memory
Short-Term
Rehearsal
Chunking
Long-Term
Primacy
Recency

*

*
Applied Principles of LTM:
Object type = memory strength (concrete > abstract)
Recognition is easier than recall
We remember only what we need to function
We remember things best when in context of where we first learned the info.
Long-Term Memory

*

Practical Cognition
Critical thinking
Decision making process
Dual processing
Analytic
Heuristic

*

Social Cognition
Perspective taking
Social & conventional system perspective taking
Theory of mind
Imaginary audience

*

Psychometric Approach
Stanford-Binet Intelligent Test
Fluid intelligence
Crystallized intelligence
Genetic/ Heritability
Twin Studies
Heritability Coefficient
Shared vs. Non-shared Environment

*

Psychometric Approach
Theory of multiple intelligence

*

Brain Development
Overproduction/Exuberance
Synaptic Pruning

*

Review
Piaget’s stages of cognitive development
Steps of information processing
Short term memory
Long term memory
Social cognition
Theory of multiple intelligence

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Next Session
CH 4 Quiz Due by 7 am
CH 4: Cultural Beliefs

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CH 4
Cultural Beliefs
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
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Overview
Cultural Beliefs
Cultural Beliefs & Socialization
Cultural Beliefs & Cultural Complex
Moral Development
Religious Beliefs

*

Cultural Beliefs
Symbolic Inheritance
Why study cultural beliefs?
Gender Roles

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Cultural Belief and Roles

Gender Roles
Age-related Roles
Social Status Roles

Cultural Beliefs & Socialization
Socialization
Self-regulation
Role preparation
Sources of meaning

*

Cultural Beliefs & Socialization
Individualism vs. Collectivism
Interdependent self vs. Independent self
Broad socialization vs. Narrow socialization

*

Cultural Beliefs & Socialization
Individualism
Independence/Self-expression
Western cultures
Independent self
Broad socialization
Collectivism
Obedience/ Conformity
Eastern cultures
Interdependent self
Narrow socialization

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Cultural Beliefs & Socialization
Adolescence and Emerging Adulthood: A Cultural Approach by Jeffrey Jensen Arnett. Copyright © 2004 by Pearson Education. All rights reserved.
Peers/Friends
Community
Media
Legal System
Cultural Belief System
Family
Influence of family diminishes in adolescence
Influence of friends, media, school, community, legal system increases
School

Workplace

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Cultural Beliefs & Moral Development
Moral Development
Shifts in Moral Judgment – Piaget
Realism  Relativism
Prescriptions  Principles
Outcomes  Intentions
Heteronomous Morality
Autonomous Morality

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Cultural Beliefs & Moral Development

Stages in Moral Reasoning – Kohlberg
Preconventional Stage
Conventional Stage
Postconventional Stage

The Trolley Problem

*

Cultural Beliefs & Custom Complex
Dating

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Cultural Beliefs in Multicultural Societies
First-generation families
Second-generation families

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Cultural Beliefs in Multicultural Societies
Adolescence and Emerging Adulthood: A Cultural Approach by Jeffrey Jensen Arnett. Copyright © 2004 by Pearson Education. All rights reserved.
The longer time in USA or Australia, the less the family is valued as the residential unit

*

Religious Beliefs
Outcomes of religion
Industrialized vs. traditional cultures
Poetic-conventional fait
Individuating-reflective faith

*

Cultural Beliefs & Moral Development
Critiques of Kohlberg
Gender critique
Cultural Critique
Worldviews
Ethic of autonomy
Ethic of community
Ethic of divinity

*

Worldviews Approach
Adolescence and Emerging Adulthood: A Cultural Approach by Jeffrey Jensen Arnett. Copyright © 2004 by Pearson Education. All rights reserved.
Jensen (1997, 2000, 2003); Shweder et al, (1997)
Set of cultural
beliefs
Explanations for
why an action is
right or wrong
Judgments as to
whether an action
is right or wrong
Prescribed by
Moral judgments;
reinforce world view

Political Beliefs

*

Review
Symbolic Inheritance
Collectivism vs. Individualism
First generation vs. Second generation
Piaget’s theory of moral development
Kholberg’s theory of moral development
Worldview

*

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CH 5
Gender
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
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Overview
Sex vs. Gender
Gender in Traditional Cultures
Gender in America (History)
Socialization & Gender (West)

Terminology
Sex
Gender

*

Adolescents and Gender (Traditional Cultures)
Girl  Woman
Skills & Contact w/ Mother
Womanhood
Socialization
Boy  Man
Manhood:
Provide, Protect, Procreate
Socialization

*

Adolescents and Gender (American History)
Girl  Woman
Fragile
Incapable
Sexuality
Physical Appearance
Boy  Man
Communal Manhood (17th -18th century)
Self-made Manhood (19th century)
Passionate Manhood (20th century)

*

Socialization & Gender
(West)
Gender Intensification Hypothesis
Cultural Beliefs about Gender
Gender Socialization: Family, Peers, School
Differential gender socialization

*

Socialization & Gender
(West)
Media & Gender

Problem of Gender Socialization
Cognition & Gender
Cognitive-Development Theory of Gender (Kohlberg)
Gender Role Schema (Piaget)

Self-Socialization

*

Socialization & Gender
(West)

Masculinity, Femininity, Androgyny
Expressive traits vs. Instrumental traits
Ideal girl/boy
Gender roles in Minority Groups
Gender Stereotypes in Emerging Adulthood
Persistence of Beliefs in Gender Differences

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Review
Gender
Boy  Man in traditional cultures
Girl  Woman in American history
Self Socialization
Androgyny

Next Session
Quiz 6 Due by 7 am
CH 6: The Self

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CH 6
The Self
Aida Mahmud
PSY 361

—– Meeting Notes (8/29/12 17:55) —–
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Overview
Self-conceptions
Self-esteem
Emotional understanding
Identities

*

Culture & Self
Independent self vs. Interdependent self

*

Self-Conception
Actual Self
Possible Selves
Ideal Self
Feared Self
False Self

*

Self-Esteem
Self-image, Self-concept, Self-perception
Pre-adolescence  Adolescence
Baseline self-esteem
Barometric self-esteem

*

Self-Esteem
Self-Perception Profile for Adolescents
Scholastic competence
Social acceptance
Athletic competence
Physical appearance
Job competence
Romantic appeal
Behavioral conduct
Close friendship

*

Self-Esteem
Cause & Effects
Self-esteem in Emerging adulthood

*

Emotional Self
ESM studies
Gender

*

Identity

Erikson’s Theory
Identifications
Psychosocial moratorium
Negative Identity

*

Identity
Identity Status Model
Gender

*

Ethnic Identity
Phinney
Identity & Globalization

*

The Self
Social loneliness
Emotional loneliness

*

Review

Possible Selves
Baseline self-esteem
Identity Status Model
Ethnic Identity Statuses

Next Session
Quiz 7 Due by 7 am
CH 7: Family Relationships

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