Examination of biological, socio-emotional, cognitive, and behavioral changes during adolescence.
This class is an upper-level division course on adolescent development. Mandatory course prerequisites are HDFS 311 and the minimum completion of 60 credits. HDFS 411 is designed to provide students with enhanced knowledge and greater mastery of adolescent development, building upon the foundation learned in earlier coursework. Students will delve more into the biological, cognitive, and identity development changes of adolescence; family, peer, and relationship influences; and school, neighborhood, and cultural influences. They will formulate an integrated understanding of the complex and interactive changes in these domains during the adolescent period. Students will also synthesize the central risks and problems of the adolescent years. Central throughout the course is applying and discriminating among different research methods. Students will evaluate how empirical findings inform preventative and intervention efforts during this age span.
Course Learning Objectives:
- Formulate an integrated model of the developmental changes occurring in biology, cognition, and identity development during adolescence
- Evaluate family, peer, and other relationship influences on adolescent development
- Evaluate the role of school, neighborhood, and cultural influences on adolescent development
- Synthesize central risks and problems of adolescence, imperative for development and adjustment
- Discriminate among different research methods used to understand adolescent development
- Evaluate the implications of contemporary empirical findings about adolescent development for preventative and intervention efforts during this age span
HDFS 311 (Adolescent/Early Adult Development in Context). Completion of 60 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.
Textbooks and Materials
Textbooks and materials can be purchased at the CSU Bookstore unless otherwise indicated.
- Publication Manual of the American Psychological Association, 6th Ed. (2010)
American Psychological Association
No course textbook is required. Selected readings are posted n the CANVAS course site.
Dr. Julie Taylor-Massey
Dr. Julie Taylor-Massey is an Assistant Professor and 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.