H-236 Adolescent Development
Nancy E. Hill
Adolescence marks change on multiple levels--biologically, cognitively, socially--and in multiple contexts--family, school, community, peers, and friendships. Adolescence marks the single largest growth period in human development outside of infancy. Development during adolescence is not simply more of the processes and development of childhood, but is functionally and qualitatively different. Adolescents' struggle between marking their autonomy and independence and their need for guidance and dependence influence family relationships, social and educational practices, and the ways we engage with them in our day-to-day lives. As they are shaping and developing their identities, our interactions with them become part of who they are becoming. The purpose of this course is to explore adolescent development through various developmental lenses, using multiple teaching tools, contemporary film, and literature. This course is especially designed to provide educators with a practical understanding of the developmental trajectories of adolescent thinking and reasoning and to prepare those interested in applied research on adolescence. Beginning with classic conceptions of adolescence, biological and cognitive development, and its hallmark, identity development, the course builds toward a more complex understanding of the roles of relationships and cultural contexts in shaping and reflecting development, multiple identities (racial, ethnic, cultural, gender, and sexual), and the adolescent experience during the middle-and high-school years. We will consider a broad range of adolescent experiences from the developmental opportunities and challenges of everyday life to risk behavior.
Prior course work in developmental psychology helpful, but course is designed for students without a psychology background.
1:00 p.m. - 4:00 p.m.
Lecture to be held 1:00 - 2:30 p.m., followed by section.
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(Some resources on the course website may require a Harvard PIN number)