CURRENT ISSUES IN ADOLESCENCE
Course Objective : Improve reading and writing skills by discussing, contemplating, and expressing personal thoughts on *current issues.
Current Issues : In correlation with the psychology/literature section of this course during 3rd trimester, the current issues will be of psychological and sociological nature. These issues should be high interest level and of particular relevance to your generation and age group. The issues will be voted on in class and presented by a *panel of two students.
** EVERY STUDENT IN THE CLASS IS RESPONSIBLE FOR BRINGING ONE ARTICLE ON EACH ISSUE. For example if a group were to present on A.I.D.S on Weds. October 1rst, each of you would bring an article on A.I.D.S on Weds. October 1rst along with five questions you have about A.I.D.S or about information in your article.
Panel Discussions : Groups of two students will choose one issue per group--first come, first serve. Groups will present each Wednesday beginning on October 1rst. Each group will present for a minimum of
two days and a maximum of a week. Groups are responsible for ALL of the following ON THE DAY THEY BEGIN TO PRESENT:
1. A film or documentary which addresses the issue at hand; posters or handouts, skits, art, music addressing the issue, websites, power point presentations, food, etc... (in other words, make your presentation interesting for the class).
2. A library report will be handed in on day of presentation.
3. Question and answer/ discussion with class.
4. Five CREATIVE journal questions for the class per group.
Example: How would you respond to the news that a sibling/parent/close friend/partner/ or you yourself had A.I.D.S? What changes in your life would result?
4. A typed, double-spaced, (minimum 5, maximum 8 page) APA style documented paper about a specific area of your issue--THIS PAPER IS DUE ON NOVEMBER 17th for ALL GROUPS.
WEEKLY SCHEDULE :
MONDAY: Every Monday remember to begin looking for bring one (or more) current (1990-1997) articles (and 5 questions) relating to the issue to be presented on Wednesday. Articles may be from newspapers, magazines, journals, internet, or books.
TUESDAY: General class discussion
WEDNESDAY: PANEL PRESENTATION-library reports due
FRIDAY: Write in journals
**This schedule may change, but it gives you an idea of what to expect in class.
MATERIALS NEEDED FOR CLASS :
1. Black and White Notebook/ Journal (Sold at the Student Store)
ALL FRIDAY WRITINGS SHOULD BE DONE IN THIS JOURNAL
2. One Article each Wednesday of First Trimester
3. Pen/ Pencil--Bring both every day
4. An Open Mind--there will be controversial issues covered
in this class-you will not always agree with everyone's opinion, but you MUST RESPECT everyone's opinion
Your contract with me upon entering the class: I agree to respect all other students in this class and to listen to their opinions without deriding, ridiculing, or interrupting them. I understand that if I do not follow these rules, my placement in this class and/or my grade will be in jeopardy.
The Library Report
for Current Issues/Great Authors/Psych. in Lit.
Purpose: (SAMPLE LIBRARY REPORT)
The purpose of this paper is to introduce you to researching in general as well as to bring you up to date with recent literature on your chosen area of study. You will use information from your findings in the 5 page paper due at the end of each trimester. You will also have the chance to report in an oral presentation your findings to your fellow students.
1. Choose one Current Issue in Adolescence
For example, A.I.D.S
Then, SPECIFY this topic.
For example, the effects of A.I.D.S on the male teenage
homosexual community. (For instance, in South Beach,
Miami A.I.D.S is the leading cause of death for males
13-25 and an average of 1/4 of every teen male is HIV
positive---but you get the picture)
2. Find a TOTAL of eight research articles from academic
journals, books, or the internet dated 1990 or after. BE SURE THESE ARTICLES ARE NOT SUMMARIES, REVIEWS, OR
PROPAGANDA, BUT CRITICAL SOURCES. THIS USUALLY MEANS THAT THEY ARE LONGER THAN ONE OR TWO PAGES.
3. Thoroughly read each article.
4. Choose ONE article to write a maximum two page paper on.
This paper must summarize and either refute/ agree/ or
qualify the article using specific quotations from the article.
The paper may also cite the other seven articles for support.
5. Write an ANNOTATED BIBLIOGRAPHY (APA STYLE)
and include short summaries of ALL of the other articles.
First, be sure to choose a topic you are really interested in or
else this project will seem boring. The sky's the limit as long
as your topic can be justified as an issue which affects teens
today. Second, be sure to SPECIFY--or else your presentation will
seem boring and cliche to everyone else.
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See 1998-99 Books
Team Discussions : Teams of two to three students will choose one author --first come, first serve. Teams will be responsible for THREE PAPERS (all approximately three typed pages in length). In other words, team members will be writing the papers together. Teams will be required to present a chapter a day for a period of approximately two weeks (The initial date of each presentation is listed above). The following elements of team presentations and papers will account for the final "team" grade:
1. An autobiographical account of the author; make sure to cite at least four sources which give autobiographical accounts in order to attain a reasonably objective view of the author's background.
2. DECIDE UPON THE FOCAL ISSUE OF YOUR BOOK--(depression, friendship, homosexuality, the "information" decade, etc..)
A. Poll 100 people on the issue you choose (create a question which will illicit an answer you can use in a report on this issue) Try to make your poll as unbiased as possible by choosing a wide selection of students (9- 12th grade classes).
B. Write a 2-3 page typed paper on the issue (This should be in the journalistic style of a newspaper or magazine article on the issue). Cite at least four sources in this paper as well as documenting the results of your poll.
3. CHOOSE AN EMOTION WHICH YOU BELIEVE IS THE ROOT CAUSE OR
RESULT OF THIS FOCAL ISSUE (love, hate, anger, revenge, fear, lust, greed, etc..) Present at least fifteen specific examples of this emotion in your book. Write a DEFINITION PAPER (2-3 typed pages) on this emotion in which you use textual examples as supportive evidence, as well as your own anecdotal examples and psychological definitions of the emotion.
4. Choose a 300 word (FOCAL) passage of the book. Write a 2-3 page paper ANALYZING the diction, syntax, tone, imagery, literary techniques, and other rhetorical devices of the passage as they relate to the theme.
5. For each day that you present a chapter (or the equivalent of a chapter if none exist in your book) bring in one open-ended question for students to answer in their journals. Questions should be opinion based (and for instance not call for the memory of shoe color), but they should rely on knowledge of the book. Make a list of all questions to turn in at the end of your presentation with your three other papers.
PAPERS WILL BE DUE ONE WEEK (7 days) PRIOR TO THE LAST DAY OF YOUR PRESENTATION; 10 pts off per day late.
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PSYCHOLOGY AND LITERATURE :
A SURVEY OF PSYCHOPATHOLOGY AND LIFESPAN DEVELOPMENT
Course Objective: 1) To give students an overview of abnormal psychology, lifespan development, and family dynamics using the theories of Freud, Erikson, Piaget, Adler, and other cognitive and psychosocial theorists; 2) To teach students to utilize these theories in order to gain insight into literary characters in childhood, adolescence, young adulthood, middle adulthood, and later years.
CLASS REQUIREMENTS: One case study (2-5 typed pages) and a journal which will be collected twice during the trimester will be required from each student. Two oral presentations of psychological content will also be assigned to each student during the trimester.
CASE STUDIES: These papers must be double spaced and typed (I will give you a sample case study at the beginning of the trimester). The case studies will be on literary characters (from drama) and should include the following:
1.Background information on character (draw from text-you
may also supplement probable information, but please don't
contradict information given in the text.
2. Socioeconomic status and family background
3. Presenting issue (main problem in character's life)
4. Emotional manifestations
5. Cognitive manifestations
6. Cognitive distortions
-- Parental Injunctions
7. Physical manifestations
10. Proposed length of treatment and projected results
Journals will be collected twice during the trimester.
Each journal entry will answer the following questions regarding a character :
1. What is the family background, socio/economic status, and history of character ? (youngest child, oldest, poor, son of doctor, alcoholic, adopted, etc...)
2. Cognitive (how is he/she thinking?)/Social (behaving?)
3. What are the main factors (life events) which have influenced the character's development so far/why and how?
4. Could any personality disorder be at work in this character? add proof!
5. Is the character's development normal for his/her age-why/why not?
6. What issues in the present or future do you see as potential problems for this character?
7. What could have made this character's development better? worse?
8. What other character is closest to this character? why?
9. Which other character bothers this character the most? why?
10. Is this character a parent or "being parented"? Which parenting style (Autocratic/Authoritarian/Permissive/Indulgent) is being used?
11. At which moral level (use Kohlberg's scale) is this character functioning?
12. In which group of people does this character spend most of his/her time?
13. What is the difference between the character's persona (mask; ie: the way he/she acts in public) and the character's inner thoughts/beliefs?
14. A parataxic distortion (defined as a proclivity to distort perceptions of others, a parataxic distortion occurs when one person relates to another not on the basis of realistic attributes but wholly or chiefly on the basis of his/her distortions. Example: if a person has been hurt by a tall man--she gives the next tall man she meets the same attributes: cold, insensitive, etc... OR an individual who is derogatory and has a low self-esteem projects another to be a harsh, rejecting figure. Parataxic distortion actually compounds itself since if treated as a harsh, rejecting figure for long enough, the person will actually begin acting like one (towards the initial individual).
15. Is the character a risk taker? Provide support.
16. On the MMPI scale what is the character? Provide support.
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