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CLDV Child Growth Development Unit Choice Projects

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					                               CLDV 01: Child Growth & Development

                   Unit 6 Choice Projects: Adolescence Chapters 14-16 (8th ed.)

                             DUE: ______________ (Revised 02/26/2010)

Directions: Select ONE of the following six choice projects to complete & submit by the due date.

General Submission Criteria: Title your paper, “Unit 5 Choice Project #____.” Put your name,
date, and class section # on the first page, upper right hand corner. Use size 12 font, with 1”
margins, and print in black ink on white paper. Please staple pages together; no folders.
Additional submission criteria are listed under each assignment.

Grading Criteria: Refer to the grading rubric for specifics. Staple your grading rubric to your
paper. Papers without grading rubrics will not be graded. Late papers accepted for one week
with a 20% point deduction for late assignments.

Extra Credit: For 3 points extra credit, you may take this assignment to the tutoring center for
help. Have the instructor/tutor stamp & sign the assignment sheet. Attach the assignment sheet
with your paper for 3 points extra credit.

                      Chapter 14: Adolescent – Biosocial Development

Choice #1: Adolescence Now and Then (Interview with Compare & Contrast Reflection)
Directions: This assignment includes two parts: an interview and
reflection. Interview someone who is over 70 years of age—a
relative or friend—in a n attempt to gain an understanding of how the
concept and the experience of adolescence have changed over time.
Keep the interview friendly and informal. It should last no more than
20 minutes, depending on your subject and how much he or she is
enjoying the interview. Begin the interview by identifying yourself and
your purpose (a course assignment in studying historical changes in
adolescence) and by assuring your subject that his or her responses
will remain confidential. Here is a list of suggested questions to ask
during the interview.* You may add questions of your own if you
wish. Take notes during the interview to use in your reflection paper.

   1. Did you attend high school? Did you want to? What kinds of subjects did you study?
      What kinds of homework did you get? Did most of the adolescents in your neighborhood
      go to high school?

   2. How many hours per week did you work (not including school-related work)? How much
      did you contribute to the family income? Did you want to go to work?

   3. How did you get along with your parents when you were a teenager? What kinds of
      restrictions or rules did your parents place on your behavior?

   4. What were your clothes like? Were you concerned about fashion?
     5. Did you date in high school? At what age were you allowed to date? What did you
        typically do on a date?

     6. How did you and your friends spend your free time?

     7. What was your most nagging problem as a teenager?

     8. What do you see as the main difference between the teenagers of today and yourself as
        a teenager? What do you think of today‘s teenagers?

*This activity and the suggested interview questions were taken from the following article:
Schwanenflugel, P. J. (1987, October). An interview method for teaching adolescent
psychology. Teaching of Psychology, 14(3), 167–168.

Based on the interview, prepare 1 – 1 ½ pages, type-written reflection summarizing what you
learned from your subject‘s responses. Include your subject‘s sex, age (but not name), and any
other pertinent demographic information. The main body of your report should focus on
comparing and contrasting your subject‘s experiences as an adolescent with those of the
―typical adolescent‖ today. Consider the following questions in your report:
     What was adolescence like then?
     How did it differ from adolescence today?
     In what ways is the ―adolescent experience‖ the same now as it was then?
     Feel free to offer your own interpretation of your subject‘s responses, including
        comments on how you might have answered the questions.

Subject:       age ______________             ethnic/religious background __________________
               sex _______________            education level ________________________



Choice #2: Eating Disorders on the World Wide Web (Critical Thinking Activity)
Directions: In this assignment, you will examine the eating
disorders anorexia nervosa and bulimia nervosa, including the
symptoms, treatment options, and latest research findings that
are unlocking the mysteries of these disorders. You will also be
introduced to the Internet Mental Health web site, one of the most
authoritative sources of information on psychological disorders.
The home page can be found at www.mentalhealth.com/p20-
grp.html. Don‘t limit your exploration to this site, however; rather,
use it as a starting point in your investigation to find answers to
the following questions. Write your answers in paragraph format &
submit as an attachment in a word document, double-spaced,
size 12 font, with 1‖ margins; 1 – 1 ½ pages. Cite your source(s) including the title, author(s), web site
address & date accessed.


1.      Briefly summarize the online diagnosis criteria for either anorexia nervosa or
        bulimia nervosa.
2.      Given the many developmental contexts of anorexia nervosa and bulimia nervosa,
        treatment must focus on the biosocial, cognitive, and psychosocial roots of these
        disorders. Briefly describe the treatment options available for either anorexia or bulimia.
        Which have proven to be most effective?

3.      Using the Research section of the Web site, find out how the recovery rates differ for
        anorexia nervosa and bulimia nervosa differ?

4.      Briefly summarize one article from the Magazine Articles section of the Web site. Cite
        your source & date accessed.


                     Chapter 15: Adolescence – Cognitive Development

Choice #3: “Psychology in Education” (Internet Reading Assignment)
Directions: Locate & read the article titled above on the internet by Bridget Murray, Deborah
Smith, Beth Azar, and Jennifer Smulson (Monitor on Psychology, 2002, 33(8), 52–68).
Then answer the questions in paragraph format listed below based on the article’s content, not your
opinion. Submit as an attachment in a word document, typed, double-spaced, size 12 font, with 1”
margins; 1 – 1 ½ pages.

Summary
                                  The five short articles in this special issue explain how the
                                  behavioral sciences and education policy are aligning to
                                  improve the nation‘s schools. The first, ―Wanted: Politics-Free,
                                  Science-Based Education,‖ reports on the frustration of
                                  legislators who are tired of politically motivated, fad-of-the-
                                  month educational practice and are now calling for the need to
                                  build school programming on scientifically based research. The
                                  second, ―For School Reform, Collaboration Is the Key,‖ profiles
how Boston College psychologists are demonstrating that students learn better when schools,
universities, and communities work together in a collaborative partnership. The next, ―The
Science of Learning Moves Mainstream,‖ discusses the recently renewed interest in the field of
learning as a subject of academic inquiry. The fourth article, ―Educational Research: What‘s Hot
Now?‖, discusses ongoing psychological research projects that may have important implications
for the future of the nation‘s educational system. The final article, ―Learning for a Lifetime: Time
for Us All to Go ‗Back to School,‘‖ identifies several key issues in education stemming from the
―No Child Left Behind Act.‖

Topics & Questions to Address
   1. The hidden curriculum of educators and legislators

     2. Evidence-based education curricula

     3. Education reform

     4. Collaborative partnerships in public school education

     5. How was ―scientifically based research‖ defined by the recently approved ―No Child Left
          Behind Act‖? What implications does this report have for the U.S. education system?
     6. What is the ―Tools for Tomorrow‖ curriculum? How was it implemented in Boston?

     7. For what reasons has the science of learning come back in vogue? What are several
           major new initiatives in this field?

     8. What are several ―hot topics‖ in educational research today?

                   Chapter 16: Adolescence – Psychosocial Development

Choice #4: How to Speak Gen X and Gen Y
Directions: Use the Internet to research answers to the following questions about Generation X
and Generation Y. Cite your source(s) including the title, author(s), web site address & date
accessed. Submit as an attachment in a word document, typed, double-spaced, size 12 font,
with 1‖ margins; 1 – 1 ½ pages.

Describe the cohort into which members of Generation X and Generation Y were born by
answering the following questions.

1.      What birth years span each generation?

        Generation X:
        Generation Y:

2.      What important historical events occurred during the formative years of each
        generation?
        Generation X:
        Generation Y:

3.      In response to the question, ―What is the biggest difference between Gen X and Gen Y?‖
        one Web site offers this tongue-in-cheek response: ―Most of Gen Y actually thinks being
        clean and looking clean is a good idea‖ (www.geocities.com/ihategenx/GenY.html).
        What are several other popular stereotypes of the members of these generations?
        Generation X stereotypes:
        Generation Y stereotypes:

4.       Each generation seems to develop its own spokespersons and icons, often from the
        media (singers, actors and actresses, sports figures, etc.) and politics. Who are some of
        the icons for these two generations?
        Generation X icons:
        Generation Y icons:

5.      Marketing companies develop advertising campaigns for products and events that target
        specific age groups. For instance, it has been suggested that Generation X advertising is
        edgy and focuses on the extreme pop culture of the 1990s.
        a.      What are some specific examples of this type of Generation X marketing?
        b.      What kinds of advertising campaigns target the members of Generation Y? What
                are some of the general themes in these campaigns? How do they differ from
                advertising that targets generation X?
       c.    If you were in charge of creating an advertising campaign for a new line of casual
             clothes, how would you approach it for a magazine ad or television commercial
             that targets each generation?
       Generation X campaign:
       Generation Y campaign:


Choice #5: Internet Resources for Troubled Adolescents (Internet Research)

The Internet contains a wealth of information for teens and their families
who are struggling with serious problems such as suicidal ideation and
delinquency. In this activity you are to search the Web to find and explore
some of these resources. Two interesting (and, more important, credible)
starting points are the homepages maintained by The American Academy
of Child and Adolescent Psychiatry (www.aacap.org) and the Youth Crime
Watch of America (www.ycwa.org). The Academy publishes dozens of fact
sheets that provide concise and up-to-date material on a variety of adolescent problems. The
Youth Crime Watch is a nonprofit, award-winning association that has assisted youth in
reducing crime and drug use in schools and communities since the late 1980s. To start your
exploration, visit these Web sites (as well as others through the numerous hyperlinks) to find
answers to questions listed below. Write your answers in paragraph format & submit as an
attachment in a word document, double-spaced, size 12 font, with 1‖ margins; 1 – 1 ½ pages.
Cite your source(s) including the title, author(s), web site address & date accessed.

1.     What percentage of all crimes in the United States are committed by teenagers? What
       types of crimes do they commit? What are the trends in juvenile crimes?

2.     How many crimes occur on school campuses each year? each day?

3.     How does the prevalence of suicide among gay teenagers compare with its prevalence
       among heterosexual teenagers?

4.     What are several verbal clues that are often revealed by adolescents who are
       contemplating suicide? How should someone respond to an adolescent who exhibits
       signs of being suicidal?

5.     Give the addresses of at least two other Web sites maintained by reputable
       organizations that could be consulted as resources by troubled adolescents or their
       family members.


Choice #6: Teens & Abstinence (Internet Research)
Many adolescents are choosing abstinence instead of sexual activity. Locate
three effective abstinence-based programs on the Internet. I typed in
―teenagers and abstinence‖ which resulted in a wide variety of web sites. In
paragraph format, address the following about each of the three programs:

1.     Summarize the program & message
2.     Why is this program effective?

                        Submit as an attachment in a word document, typed, double-spaced, size 12
                        font, with 1” margins; 1 – 1 ½ pages. Cite your source(s) including the title,
                        author(s), web site address & date accessed.




Choice #3 From: Instructor’s Resources to Accompany The Developing Person Through Childhood and
Adolescence. The contents, or parts thereof, may be reproduced for use with The Developing Person
Through Childhood and Adolescence, Seventh Edition, by Kathleen Stassen Berger, Worth Publishers,
2006, Chapter 15, p. 22,

Choice #1-2; & 4-5 From: Instructor’s Resources to Accompany The Developing Person Through
Childhood and Adolescence. The contents, or parts thereof, may be reproduced for use with The
                                                          th
Developing Person Through Childhood and Adolescence, 8 Edition, by Kathleen Stassen Berger, Worth
Publishers, 2009, Adapted from Handout 14-2, p. 29; Handout 14-3, p.30; Handout 14-7, pp.36-37;
Handout 16-3, pp. 26-27; Handout 16-8, pp. 35-36.

Choice #6 created by Dr. Marian C. Fritzemeier, Merced College Child Development Professor,
Fall 2008.

				
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