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HDFS 311 - Adolescent/Early Adult Development in Context

  • 3 credits
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Physical, cognitive, and socioemotional development of adolescents and young adults in context of family, relationships, and culture.

In this course, students will examine the normative changes that adolescents and emerging and young adults experience in physiological/biological, social/emotional, and cognitive domains. In addition, the course covers multiple and diverse contexts in which adolescent and emerging and young adult development occur including family and peer relationships, and at a broader level, the areas of school, work, and culture. This course also explores problems in adolescence and emerging and young adulthood including health risk behaviors. Throughout the course, identity and ecological issues related to adolescents’ and emerging and young adults’ experiences vary as a function of their gender, sexual orientation, income, education, race/ethnicity and other critical factors of their ecology.

Course Learning Objectives

  • Examine the principal processes and core developmental theories related to both typical and atypical adolescent and emerging and young adult development.
  • Identify, examine, and understand contextual frameworks and ecology that influence adolescent and emerging and young adult development.
  • Demonstrate and apply theory and empirical research relevant to adolescent and emerging and young adult development.
  • Access, critically evaluate, and apply multiple forms of information (e.g., websites, internet sources, parenting information, and other media sources) related to adolescent and emerging and young adult development.
  • Acknowledge, differentiate, and analyze multiple points of view, including diverse and multicultural influences and perspectives relevant to adolescent and emerging and young adult development.
  • Demonstrate effective written and/or oral communication skills appropriate to theoretical, practical, and/or ethical situations related to adolescent and emerging and young adult development.
  • Demonstrate an understanding of professional skills, including ethical and culturally sensitive standards of conduct, as relevant to adolescent and emerging and young adult development.

Textbook and Materials:

·        Publication Manual of the American Psychological Association, 7th Ed. (2020)
American Psychological Association

·        Adolescence and Emerging Adulthood: A Cultural Approach*, 6th Ed. (2018)
Arnett, J.J.
*as bundled with MyVirtualChild. NOTE that this course is using a cost-effective Integrated Access digital textbook that includes MyVirtualChild and is available directly on the Canvas course site. For Inclusive Access, do not purchase the textbook or an access code beforehand. You will be able to gain immediate access to the text once the Canvas course site is open, and your student account will be subsequently billed.

Please note that these textbooks will not be available at the CSU Bookstore.


HDFS 101 (Individual and Family Development) or PSY 100 (General Psychology); and completion of 30 credits

Important Information

All prerequisites must be completed or consent from the instructor given prior to enrollment.

If you register for this course after the start of the term, please contact the instructor at the time of registration. By contacting the instructor, you ensure you are added to the CANVAS section as soon as possible and have access to the course and details about the class requirements.

Textbooks and Materials

Please check the CSU Bookstore for textbook information.  Textbook listings are available at the CSU Bookstore about 3 weeks prior to the start of the term.


Dr. Julie Taylor-Massey
Dr. Julie Taylor-Massey

Dr. Julie Taylor-Massey is part of the senior teaching faculty in HDFS. She has extensive teaching experience both on-campus and from a distance, having co-taught her first resident instruction class in 2001 and been involved in the launch of the first online courses offered by the department in 2006. Since 2010, she has specialized in teaching in the online format. Julie has been recognized with multiple teaching honors including the CSU Online Innovative Educator Award as well as been nominated for that award several times. Her interests include adolescence and early adulthood, the influence of technology on well-being, and online pedagogy. In addition to her time in the virtual classroom, she collaborates with an education publishing service to update and create lifespan development teaching and learning resources.