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Physical, cognitive, and social-emotional development of adolescents and emerging adults in context (e.g., family, relationships, culture). Developmental concepts, theory, and research relevant to typical development including behavioral and emotional outcomes. Emphasis on diversity of experiences as a function of social and ecological factors.
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
HDFS 101 (Individual and Family Development) or PSY 100 (General Psychology); and completion of 30 credits
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.
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.