Adult Development and Aging



Adulthood and Aging: SESP 203 Winter, 2019, Monday & Wednesday, 3:30PM – 4:50PMProf. Regina Lopata Logan, PhD. Office: Annenberg Hall, Room 216; Email: rlogan@northwestern.edu Cell: 847-436-4011 Office Hours: Monday & Wednesday: 2PM – 3PM or by appointment TA:?Hollen ReischerOffice:? Annenberg 214; E-mail:?hollen@u.northwestern.eduOffice Hours:?Tuesday 2:45 – 3:45 PM & Friday 9:00-9:45 AM Course DescriptionThis course is taught from the life span perspective, which assumes that development is not completed with adolescence but continues throughout all of life. We also assume that race, ethnicity, class, gender and orientation affect development. The topics covered will help you understand the major developmental issues of adulthood, from the age you are now, through middle and old age, and to the end of life. Course Objectives1. to understand the major controversies in studying human development 2.to understand Paul Baltes’ theory of life span perspective 3. to understand Erik Erikson’s model of psychosocial development, focusing on adulthood stages4. to understand Urie Bronfenbrenner’s ecological model of human development5. to understand the major life events and life tasks in adulthood6. to understand the effects of social identities on development7. to become familiar with and conduct empirical researchLearning Objectives1. to analyze adult development from the life span perspective2. to critically evaluate stage theory and other models, theories, and research related to adult development3. to complete standardized measures of personality and other psychological constructs and to be able to critique them4. to engage in meaningful dialogue about how race, class, gender, and other identities affect development from a personal perspective as well as from an empirical perspective and to be able to reflect on multiple points of view4. to write an empirical research paper, including data collection and non-statistical analysis of findings, using APA style and the conventions of social science research reports5. to be able to apply theory to “real life”Readings and Materials? articles, TED Talks, YouTube videos, podcasts, other links on Canvas ? several psychological measures Teaching Methods, Philosophy and General ExpectationsThe focus of this course is the application of theory to real life. Although I will give weekly lectures, my teaching methods include discussion and interactive exercises. You will conduct surveys and interviews, complete personality and other measures (questionnaires), have a panel presentation, go on a field trip, watch videos, and listen to specialists present guest lectures. In order for you to succeed, you must come to class prepared. I expect you to read what is assigned for every class and complete any required measures in advance of the class for which the readings and/or other homework are assigned. There are both required and recommended readings and activities. To excel in this course, in addition to the required assignments, you are encouraged to complete all that is recommended. Evaluations and GradingThere are two short papers covering the first part of the course, a group presentation and reflection paper on a midlife topic, and a final paper, consisting of an interview and case study analysis of an older adult. The final paper serves as a cumulative final exam. Participation will be based on attendance, in-class discussions, contributions online using Yellowdig, and extra credit opportunities. This will be explained further in class.NOTE: If you turn in a paper late, your work will be graded down one-half grade per day late. However, an unexcused absence on the day a paper* or the group project is due will result in your work being graded down one full grade per day (or portion of a day) late. The only acceptable excuses for a late paper or absence on the day the paper or group project is due are illness or family emergency. You must communicate with me if you will be turning in work late. I reserve the right to ask for verification. However, you may turn in one paper up to 48 hours late, but the final paper must be turned in on time. As mentioned above, both attendance and active participation are required and will make a difference in your final grade. Besides, we’ll have fun in class and you won’t want to miss it!*NOTE: FINAL PAPER MAY NOT BE LATE. NO EXCUSES. Short Papers: paper 1 = 10%; paper 2 = 15%There are two short papers (5-6 pages each.) Each paper has one question with multiple parts. Paper one covers classes #1 through #3 which focus on theories and controversies of human development. Paper two covers classes #4 through #8 which focus on personality, identity, intersectionality, and emerging adulthood. Note that the paper two includes data collection. Rubrics for your papers will be discussed in class. Group presentation (20%) & short reflection paper (10%) on midlife topic: total = 30 % For this project, you will work with a small group (5 or 6 students per group) to research a topic related to midlife (see below for ideas). You will present your research findings in a Power Point (or equivalent format) presentation, incorporating video-clips from YouTube or other online sources, or you may make your own video (for example: video your parents or other midlife adults as they respond to your questions). Be creative!In addition, you’ll write up a reflection paper (3-4 pages) based on the presentations of your classmates. I will provide you with a rubric for the project and the reflection paper. Midlife topic areas:Ideas include: midlife parenting; mentoring in work or volunteering; empty nest; sandwich generation; midlife career issues; midlife transition/ “crisis”; divorce; dating at midlife; midlife widowhood; coming out at midlife. Think of your parents (or grandparents if they’re in midlife) and their friends: what issues might they be facing now as they navigate the years from 40s-60s? Be sure to include race, ethnicity, gender and/or sexual orientation perspectives to your topic. Make your research inclusive and relevant. And have a good time with this! Note: you are NOT limited to the topics mentioned above. Feel free to choose another research topic, as long as your project incorporates a midlife issue. Just be sure to check out your topic with me.Class participation: 15% Participate in a meaningful way. Attend class, ask cogent questions, engage in discussions, post on Yellowdig prior to the class the reading or other assignment was assigned for (see below.) This means you will have to do the readings for each class prior to that class. Regular attendance, punctual arrival, and active participation in the course will result in the most successful outcomes. Attendance will be taken at each class. If you expect to miss a class, please email your T.A. and me prior to your absence and explain the situation. Please note there will be several opportunities to receive extra credit toward your participation grade. These opportunities are described in the syllabus or will be announced in class. Yellowdig: Yellowdig is an online discussion board where you will post comments, pin media you’ve found online, and comment on each other’s posts. Each class has one or more Yellowdig questions intended to alert you to the theme of that class session. More on this and how to use Yellowdig will be discussed in class. Participation assessment guidelines: Outstanding Contributor: Contributions in class and on Yellowdig reflect exceptional preparation. Ideas offered are substantive, provide major insights, and help direct the discussion. A student who is eager to volunteer, interacts and negotiates with other students, always goes beyond what is expected, and is always well -prepared. Good Contributor: Contributions reflect thorough preparation. Ideas offered are usually substantive, provide good insights, and sometimes good direction for the class. A student who is attentive, responsive, and goes beyond what is required, if not always successfully. Is almost always well-prepared. Contributes to both large and small group discussions and frequently posts or comments on Yellowdig.Adequate Contributor: Contributions in class reflect satisfactory preparation, but waits to be called upon. Occasionally contributes to in-class discussions, or posts or comments on Yellowdig.Non-Participant: This person says little or nothing in class and contributes minimally. There is little effort to participate; the responses are generally incorrect and reflect little preparation. Unsatisfactory Contributor: Contributions in class reflect inadequate preparation, erratic oral and written performance. Does not contribute to in-class discussions, or posts or comments on Yellowdig. Contributes nothing to the class as a whole.Final paper: 30% You will audio record an interview and write a case study of an older adult (at least age 70). In addition, you will have an extra credit opportunity to upload a short audio-video clip or audio clip of your interview to Story Corps (see . Details TBA). Your interviewee may be a family member (grandparents are great), friend, or acquaintance. Since this paper is the equivalent of a comprehensive final, you should discuss the concepts that we have studied throughout the course. You will have to develop an interview protocol (questionnaire) to hand in. The interview has to cover the questions you intend to ask (opening questions, follow-up questions, probes, etc.) I will provide you with some areas to consider as you develop your protocol. Be sure to include your respondent’s (interviewee’s) perspective on how race, class, and gender have affected his/her development. You will also have some time in class to go over the protocols as a group. Your case study will be analyzed in a final paper (15-20 pages, double-spaced, font 12). More directions and a rubric for this assignment will be handed out later in the quarter.Accessible NU (ANU)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 IntegrityStudents 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:? 1 Introductions & Expectations; Controversies in DevelopmentMon., 1/7Yellowdig questions: What is development? What made you the person you are? Class 2Studying Development: Race, Class & Gender Weds., 1/9Laying the Foundation: Meta-Theories & Theoretical Approaches to Studying Development, Part I: Baltes; BronfenbrennerRequired Readings:Mason, M. (2011). Ch. 1: Developmental psychology applied to aging. (pp. 9-13; 15-18; 23-25).García Coll, C. et al. (1996). An Integrative model for the study of developmental competencies in minority children.Recommended Readings:Baltes, P. (1987). Theoretical propositions of life-span developmental psychology. Bronfenbrenner, U. (1994). Ecological models of human development. Yellowdig questions: What is a “metatheory”? What are the strengths and weaknesses of the three major metatheories (see Mason)? What are some critiques of Baltes’ life span perspective? Of Bronfenbrenner’s ecological model?Class 3Laying the Foundation: Theoretical Approaches to StudyingMon., 1/14Development, Part II: Erikson; Marcia Required Readings:Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 92; 107 - 110).Marcia, J. (2002). Identity and psychosocial development in adulthood. Recommended Readings:Erikson, E. (1985). Major stages in psychosocial development. Yellowdig questions: What are the strengths and weaknesses of stage theory? How does Marcia operationalize and expand Erikson’s model? POST RUBRIC FOR PAPER #1Class 4PersonalityWed., 1/16Required Readings:Mason, Ch. 4: Identity development and personality. (pp. 110-117).Read about the Life Story Interview at Activities:? complete NEO online at read this short online article and go to link to complete personality test: ? write your life’s chapters plus 1-2 paragraphs describing a high point (see Life Story Interview questions)Yellowdig questions: What is personality? Do people’s personalities change over time? How might social identities affect personality?NOTE: NO CLASS ON MONDAY, JANUARY 21: MLK DAY; DO SOMETHING TO OBSERVE MLK!EMERGING ADULTHOOD & YOUNG ADULTHOODClass 5Identity: Erikson; Marcia Weds., 1/23Emerging Adulthood & IdentityRequired Readings: Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 93-97).Arnett, J., (2000). Emerging adulthood: A Theory of development from the late teens through the twenties. Yellowdig questions: How do you know who you are: what’s your identity? Do you think you’re an adult? What makes someone an adult? PAPER #1 DUEClass 6 Ethnic & Racial IdentityMon., 1/28Required Readings:????????Tatum, B. (2017). Chapter 4: Identity development in adolescence (pp. 131-164).?? Tatum, B. (2017). Chapter 5: Racial identity in adulthood (pp. 165-181).????????Phinney, J. (2006). Ethnic identity exploration in emerging adulthood.?In addition to required readings above, choose one more reading from the recommended readings:Recommended Readings:????????Tatum, B. (2017). Chapter 3: Understanding Blackness in a White context (pp.111-129).????????Tatum, B. (2017). Chapter 1: Defining racism (pp. 83-97).????????Tatum, B. (2017). Chapter 6: Development of White identity (pp. 185-208). ????????Tatum, B. (2017). Chapter 8: Critical issues in Latino, American Indian, and Asian Pacific American identity development (pp. 235-297).????????Helms, J. (1994). White racial identity development. (especially recommended for HDPS concentration)?Yellowdig questions: How did you develop your racial and ethnic identity? How does that relate to the readings? (Continued next class.)??Class 7????????????Ethnic & Racial Identity- continued; Gender Identity; Intersectionality??????????Weds., 1/30Guest Lecturer: Josiah Rosario?Required Reading:? Warner, L. & Shields, S. (2013). The Intersections of sexuality, gender, and race: Identity research at the crossroads.?????????Tatum, B. (2017). Chapter 2: The Complexity of identity (pp. 99-108).?Required Activities:? Watch Sam Killermann’s TED Talk on gender:?? Watch Kimberle Crenshaw’s TED Talk on intersectionality:?:?? Look at Sam Killermann’s website:? questions: How did you develop your gender identity? How does that relate to the readings? What is intersectionality? Which of your social identities are the most salient to you?Class 8Erikson: IntimacyMon., 2/4Emerging Adulthood & IntimacyFriendships, Love and MarriageRequired Readings:Mason, M. (2011). Ch. 4: Identity development and personality: Intimacy v. Isolation (pp.97-98).Mason, M. (2011). Ch. 5: Friendships and love relationships. (pp. 120-137).Beyers, W. & Seiffge-Krenke, I., (2010). Does identity precede intimacy? Testing Erikson’s theory on romantic development in emerging adults of the 21st century. (pp. 387-400; 404-409).Pew Report (June 12, 2017). Key facts about race and marriage, 50 years after Loving v. Virginia: : choose at least two of the following articles: one article that reflects at least one of your social identities and one article that centers someone else’s social identity: (OR find another empirical article about one of your social identities and marriage or committed relationships, and post on Yellowdig; try for something published after 2010.)Johnson, K. & Loscocco, K. (2014). Black marriage through the prism of gender, race, and class.Darghouth, S., Brody, L., & Alegria, M. (2015). Does marriage matter? Marital status, family processes, and psychological distress among Latino men and women.Ellison, C., Wolfinger, N., & Ramos-Wada, A. (2012). Attitudes toward marriage, divorce, cohabitation, and casual sex among working-age Latinos: Does religion matter? Gao, G. (2001). Intimacy, passion, and commitment in Chinese and US American romantic relationships. Leung, W. (2008). A contrastive study of Chinese and English metaphors of marriage. Furtado, D. & Theodoropoulos, N. (2008). Interethnic marriage: A Choice between ethnic and educational similarities.Lannutti, P. J. (2011). Security, recognition, and misgivings: Exploring older same-sex couples’ experiences of legally recognized same-sex marriage. Recommended Readings and Activity:? Manago, A. et al. (2012). Me and my 400 friends: The Anatomy of college students’ Facebook networks, their communication patterns, and well-being. ? Anapol, D. (2012). The Costs and benefits of polyamory.Cherlin, A. (2004). The Deinstitutionalization of American marriage. Watch The Loving Story Documentary on HBO or The Lovings on Netflix (or wherever you can find either one) Yellowdig questions: How does establishing a loving relationship help us develop as adults? How do gay and lesbian couples navigate a culture that doesn’t always support their intimate relationships? How does the concept of marriage differ for different races, ethnicities, and/or social classes? How do intimate relationships develop in a culture in which marriage is becoming deinstitutionalized? What do you think about polyamory?POST RUBRIC FOR PAPER #2 Class 9 Parenthood Weds., 2/6Required Readings:Mason, M. (2011). Ch. 6: Families, generations, and communities. (pp. 147-152).Umberson et al., (2010). Parenthood, childlessness, and well-being: A life course perspective. ? Goldberg, A. & Gartrell, N., (2014). LGB-Parent families: The Current state of the research and directions for the future. García Coll, C. & Pachter, L., (2002). Ethnic and minority parenting.PLUS choose at least one of the following (OR find another empirical article about parenting, and post on Yellowdig; try for something published after 2010.):? McAdoo, H. P. (2002) African American parenting (pp. 47 – 58).?? Harwood, R., Leyendecker, B., Carlson, V., Asencio, M., Miller, A. (2002). Parenting among Latino families in the U.S. (pp. 21 - 46.)? Chao, R., Tseng, V. (2002). Parenting of Asians (pp. 59 – 93).Required Activity: ? Post three questions on Yellowdig about becoming a parent based on readings and/or personal experiences. You’ll have the opportunity to ask your questions next class when we have the parenthood panel. Focus on how becoming a parent affects the parent (rather than focusing on the child). Yellowdig questions: How does parenthood affect an adult’s development? How do norms and expectations around parenting differ for different sub-cultures, by SES, or by orientation? Class 10Mon., 2/11 Parenthood PanelYellowdig questions (redux): How does parenthood affect an adult’s development? How do norms and expectations around parenting differ for different sub-cultures, by SES, or by orientation? MIDDLE ADULTHOODClass 11 Midlife Development; Erikson: GenerativityWeds., 2/13Choose topic and group for Midlife Group Research ProjectRequired Readings:Mason, M. Ch. 4: Identity development and personality. (pp. 100-106)Hofer, J. et al., (2008). Concern for generativity and its relation to implicit pro-social motivation, generative goals, and satisfaction with life: A Cross-cultural investigation. Required Activities:Complete LGS score & bring to class (be sure to read note about scoring on website) Readings:McAdams, D. & Logan, R., (2004). What is generativity? Jones, B. & McAdams, D., (2013). Becoming generative: Socializing influences recalled in life stories in late midlife.Yellowdig questions: What is generativity? Is it universal? What are some gender, cultural, race and ethnic differences in the expression of generativity? PAPER #2 DUEClass 12Mon., 2/18Midlife transitions: “Midlife Crisis”Work and Career DevelopmentRequired Readings: Wethington, E. (2000). Expecting Stress: Americans and the “Midlife Crisis” ? Lachman, M. (2015). Mind the gap in the middle: A Call to study midlife.Mason, M., (2011). Ch. 7: Education, careers, and retirement. (pp. 180-190)Required Activity:Complete free version of Self-Directed Search (SDS) at Readings (OR find another empirical article about work/careers, and post on Yellowdig; try for something published after 2010.):? Johnson, C. & Eby, L. (2011). Evaluating career success of African American males: It's what you know and who you are that matters. ? Ellemers, N. (2014). Women at work: How organizational features impact career development. Yellowdig questions: What do people mean when they say “midlife crisis”? Are there more life transitions at midlife than other periods? Compare some of the major transitions in emerging adulthood, young adulthood, midlife and old age. How has the work world changed? How do people create meaningful careers? Class 13Work on Midlife Research Group Project in classWeds., 2/20Class 14 Midlife Group Project Presentations: Group IMon., 2/25Recommended Readings:Mason, M., (2011). Ch. 4: Friendships and love relationships. (pp. 137-140). (Endings and new beginnings); (pp. 102-106). (reprise)Cravy, T. & Mitra, A., (2011). Demographics of the sandwich generation by race and ethnicity in the U.S. Mitchell & Lovegreen. (2009). The Empty nest syndrome in midlife families. MIDLIFE RESEARCH GROUP PROJECT SLIDES DUEClass 15 Midlife Group Project Presentations: Group IIWeds., 2/27Work on Final Project Interview Protocol in classLATE ADULTHOODClass 16 Erikson: Old Age and Ego IntegrityMon., 3/4Later Life TransitionsRequired Readings:Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 106-109). Torges, C. et al., (2008). Achieving ego integrity: Personality development in late midlife. Focus Question: What is “wisdom”? Does wisdom come automatically with age? MIDLIFE PRESENTATIONS REFLECTION PAPER DUEClass 17 Wed., 3/6Integrating Elders into SocietyGuest Lecturer: Hollen ReischerRequired Readings/Activities: TED Talk Playlist, “How Can We Better Treat Our Elders?” (1 hour 40 min)Explore the Diverse Elders Coalition website: Activities: Explore stories on the #disruptchanging “stories” website: questions: How could elders be better engaged, integrated, and respected into society? What do we learn about the needs and wishes of elders by listening to the stories of diverse individuals? Class 18FIELD TRIP Intergenerational ExchangeMon., 3/11 Meet at 12:30 PM SHARP at Mather Lifeways450 Davis, Room: Possibilities 2; Evanston PLEASE BE ON TIMEActivity: Prior to the field trip, post three questions about aging or later life transitions based on readings and personal experiences on Yellowdig. Recommended Activity:? Upload protocol interview questions for final project for ungraded feedback to Canvas.Yellowdig questions: How is identity affected by life transitions in later adulthood? What are the effects of becoming a grandparent? Of retiring? Of changing housing? How do these transitions differ for different social identities?Class 19 Weds., 3/13Death and Dying Required Readings:Mason, M., (2011). Ch. 13: Dying, death, and bereavement. (pp. 335-355).Hayslip, B. & Peveto, C., (2005). An overview of the death-ethnicity relationship: Kalish and Reynolds. Required Activities:? Listen to the podcast Dying Well: Readings:Elwert, F. & Christakas, N. (2006). Widowhood and race. Yellowdig questions: How do we navigate the end of life? Is it possible to “die well?” FINAL PAPER DUE ON MONDAY, MARCH 18 BY 5PM CENTRAL TIME. Upload your final paper to Canvas. (LATE PAPERS WILL NOT BE ACCEPTED)RECAP: DUE DATES and GRADING WEIGHTSPaper 1 Weds., 1/2310%Paper 2 Weds., 2/1315%Midlife Presentation Slides Mon., 2/2520%Midlife Presentations Reflection Mon., 3/410%Final PaperMon., 3/1830%Participationon-going15%? in-class (7.5%)? Yellowdig (7.5%) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download