Early Adolescent Development and Intervention

TEACH ED 329

Early Adolescent Development and Intervention

Fall 2016

Thursdays 4:00-6:50

Course description

This course will focus on the interaction and interdependence of physical well-being, mental health and emotional health, and the surrounding social environment of middle school students.We will discuss the developmental characteristics of early adolescents and the role of the middle school teacher in assessment, coordination and referral of students to health and social services.

Participation

Everyone learns better in a dynamic and engaged class. Do your part. Be here on time, ready to go. Turn off your cell phones. Limit your internet use to things that are relevant to our class.

Our classroom will be a place where all students will feel welcomed, included, and safe from derogatory remarks or gestures about race, skin color, ethnicity, gender identity, sexual orientation, dress, socio-economic status, religious beliefs, and learning ability. We will all work to respect and listen to the opinions of others in a non-judgmental and respectful way. If you feel at any time that this is not the case, either because of my behavior or that of your classmates, let me know. I try to be aware of what goes on in class, but especially when I am focused on teaching I don’t always see, hear, or understand all that transpires. I believe it is crucial that we strive to provide an inclusive learning environment. I hope each of you will be a part of makingthis a reality in this classroom.

Accommodations for Students with Disabilities

Any student requesting accommodations related to a disability or other condition is required to register with AccessibleNU (; 847-467-5530) and provide professors with an accommodation notification from AccessibleNU, preferably within the first two weeks of class. All information will remain confidential.

Academic Integrity

Students in this course are required to comply with the policies found in the booklet, "Academic Integrity at Northwestern University: A Basic guide". All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit:

Requirements and Grading

• Access Canvas for discussions, materials, submitting assignments as required.
• Class attendance and participation count. Come to class every week. Read the articles. (100 pts)
• Respond to assigned prompts in Canvas by 5pm on Tuesday before class. (30 pts each)
• Classroom assignments: explained below in weeks 2and 4. (100 and 200 pts respectively)
• Write a review of a program that supports student growth/development. (200 pts)
• Research and write a paper on a topic/problemrelevant to early adolescent development or school culture. Topic must be preapproved. (400 pts)
• Give a short presentation about your research topic, 5 to 7 minutes long. Highlight 1-2 things that are your take-away. (200 pts)
• Take home final exam. (400 pts)

Course Packet available at Quartet Copies, 825 Clark St.

All readings are also available on Canvas.

Program Review (1 to 2 pages) – Due week 5.

1)Investigate a program that supports student growth and development in the middle school years. A sample will be presented in class during Week 4.

2)Write a description of the program. Include the following information:

1. Name of program
2. Description (target audience, location, duration, activities)

3)Evaluate the program

1. How does the program integrate with schools? Families? The community?
2. What aspects of young adolescent development are supported and how?
3. What are the downsides of the program? What aspects could be improved to greater support young adolescent growth and development?
4. Does the organization provide any research as a rationale for the program? Any research to support or refute the efficacy of the program? If there is no research available, increase your own analysis under points b and c above.

4)Write-ups are due Week 5, October 20.

Research Paper (7 to 10 pages excluding references) – Due week 7.

1)Choose a topic that impacts children’s lives today. Topic ideas are provided at the end of the syllabus or you may choose your own. Research topics must be pre-approved (see assignment due in week 4).

2)Your paper should include a research based description of the issue and possible solutions, and your insights, analysis and ideas about this issue.

1. Define the issue as it presents in a middle school classroom.
2. Identify the external factors that impact the issue.
3. Identify how this issue impacts student growth and development or the interaction of the issue with student growth and development.
4. What are current or possible responses at the classroom level? At the school or system level?

3)Include at least 5 recent empirical research papers on the topic that are published in peer-reviewed academic journals (publication date must be after 2000).

4)Include References Page for all research articles cited.

5)Use APA formatting. Consult

6)Clear sentences, grammar, and punctuation count. Proofread your paper.

7)Do not use first person statements such as “I believe…” Instead say, “The research shows…”

8)Supports for writing are available at The Writing Place (University Library, Room 2304) and through the instructor.

9)Submit papers electronically. Also bring a hard copy to class, printed single sided.

10)Papers are due Week 7.

Class Schedule

Week 1: September 22

• Introductions
• Review syllabus, course requirements
• Developmental Characteristics of Early Adolescents

Readings:

Developing Adolescents: A Reference for Professionals. (2002), American Psychological Association. Retrieved from

Week 2: September29

• Developmental Characteristics of Early Adolescents (continued)

Readings:

Developing Adolescents: A Reference for Professionals. (2002), American Psychological Association. Retrieved from

Giedd, J. (2015, June 1). The Amazing Teen Brain. Scientific American, 33-37.

Assignment due

Developmental Changes: Create a list of 10 changes from latency to young adolescence not previously discussed in class. Bring 2 copies, one to submit at the beginning of class and one for class discussion. (100 points)

Week 3: October 6

• Environmental factors impacting early adolescent development
• Societal and community expectations
• Socio-Economic Status

Readings:

Scales, P. C. (2005). Developmental Assets and the Middle School Counselor. Professional School Counseling. 9(2), 104-111

Bowen, G., Rose, R., Powers, J., & Glennie, E. (2008). The Joint Effects of Neighborhoods, Schools, Peers, and Families on Changes in the School Success of Middle School Students*. Family Relations, 57, 504-516.

To be used in class activity:

Rigza, K. (2012, September). Everything you've heard about failing schools is
wrong. Mother Jones, 50-59.

Week 4: October 13

• Development of Cultural Identity
• Environmental factors impacting early adolescent development
• Societal and community expectations
• Cultural factors

Readings:

Burchinal, M., Roberts, J., Susan, Z., & Rowley, S. (2008). Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School. Developmental Psychology, 44(1), 286-292.

Assignment due:

Submit 1 page write-up describing topic for research paper. Define the topic and how it impacts students’ growth, development and schools. Include a summary of and a reference for at least 1 research article. (200 points)

Week 5: October 20

• Discussion of program reviews
• Risk factors impacting developing adolescents

Readings:

Cash, R. E. (2003). When it Hurts to Be a Teenager. Principal Leadership Magazine. 4(2).

Assignment due:

Program review

Week 6: October 27

• Risk factors impacting developing adolescents

Readings:

Juvonen, J., Wang, Y., & Espinoza, G. (2010). Bullying Experiences and Compromised Academic Performance Across Middle School Grades. The Journal of Early Adolescence, 31(1), 152-173.

Stigler, M., Neusel, E., & Perry, C. (2011). School-Based Programs to Prevent and Reduce Alcohol Use Among Youth. Alcohol Research and Health, 34(2), 157-162.

Week 7: November 3

• School wide support systems
• Health, social and behavioral interventions
• Encouraging healthy lifestyle

Readings:

Srikanth, S., Petrie, T., Greenleaf, C., & Martin, S. (2014). The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls. The Journal of Early Adolescence, 35(3), 353-377.

Swearer, S., Espelage, D. ,Vaillancourt, R., and Hymel, S.. (2010): What can be done about school bullying? Linking research to Educational Practice. Educational Researcher, 39(1), 38-47.

Assignment due

Research papers

Week 8: November 10

• Referral for formal/legal systems in school and out
• Response to Intervention and Special Education
• Recognizing signs of neglect/abuse and reporting to DCFS

Week 9: November 17

Week 10: December 1

• Presentations
• Making a difference in the lives of middle school students
• Transition to Middle School
• Improving academic performance by fostering physical and emotional health

Reading:

Ryan, A., Shim, S., & Makara, K. (2013). Changes in Academic Adjustment and Relational Self-worth across the Transition to Middle School. J Youth Adolescence Journal of Youth and Adolescence, 42, 1372-1384.

Klem, A. M., & Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273. doi:10.1111/j.1746-1561.2004.tb08283.x

*** Final Exam will be available after class on December 1. Final will be completed on Canvas. Due December 8, 2016 by 10pm.

Potential topics for paper

These are suggestions. You may choose your own topic.

Topics must be submitted in week 4 for approval.

Topic choices and a summary of at least one reference article are due the 4thweek of class.

• Obesity
• Eating disorders
• Motivation
• Executive functions
• Resiliency
• Depression
• Anxiety disorders
• Special education
• Gifted education
• Special Education
• Response to Intervention
• Bullying
• Homework
• GLBTQIA
• Poverty
• Victims of violence
• Moral/ethical development
• Racial/ethnic differences in education
• Cross cultural comparison
• Other topic of your interest