ADULT PSYCHOLOGY PSY334
Instructor: Richard Martin
Prerequisites: General Psychology
Textbook: "Adult Development: Growing Up; Growing Old (rough draft)" by Dick Martin
Attendance:
Class attendance is required every day since it is primarily a discussion class. It is also important to be conversant with the reading assigned for that day. If you miss a class you are required to complete a precis on a research article in a journal on adult development and aging, and hand this in to me within two class days of the day you missed. In addition 3 points will be subtracted from your point total. My expectation is everyone will contribute to the discussion EVERY DAY we meet. If you do not intend to try to meet these expectations, please register for another class.
Reading and Writing Assignments:
There are two types of reading assignments for this class. Chapters from our textbook, on which you will be tested in four examinations, and reading material located on the internet. The readings on the Net will be the primary focus of our class discussions but information from the textbook will be helpful in our discussions. In contrast to the textbook material, the articles on the internet often come from popular publications. This is intended to stimulate thought about the issues we cover in this class and to encourage wide-ranging discussion. Most day we will have a short quiz on the material at the beginning of class to assess whether it has been read but it will not be covered on exams.
There are also writing assignments scheduled at various points in the course. One of these is called "Reflections." It is intended to cause you to consider seriously some of the developmental issues that face adults as they grow older. At times you may also be asked to write responses to specific articles and panels. Most of the written responses will be in email form and contain the word "adult" somewhere in the subject line. Send them to psy100dm@gac.edu.
READING LOGS.
In preparation for each class day, you will be required to complete email response to your reading on the Web. Response papers will consist of questions, notes, insights, critical analysis, or ideas that come from your reading and that you might be interesting to discuss in class. The length of the response will be determined by you. It need not be long (1/2 page is fine). Please put the name of author or title on your response to identify the assignment. Reading logs will be graded pass/fail, but those students who exceed expectations will benefit. Please send your reading responses by email only, and include the word "adult" somewhere in the subject line. The responses must be sent before the class meets for which they are assigned. Late logs will receive 1/2 credit. Do not use a word processor and send an attachment. If you use a word processor, copy the material and paste it in an email. Send responses to psy100dm@gac.edu. Please use the word "adult" somewhere int the subjeject line. DO NOT WRITE LOGS FOR THE TEXTBOOK READING.
Panel Discussions:
Four times during the semester we will have panel discussions in which we invite people to our class that are members of the age group that we will be studying at that time. Members of the class will be responsible for selecting and inviting people for our panel and conducting a group interview with them. Members of the class will be randomly divided into four groups and will be responsible for locating and inviting people who match one the following age ranges: early adulthood (25-30), early middle-age(35-45), late middle age (45-65) and seniors(65+). If you have a preference to be in one of these groups you should let me know now.
Members in each group are responsible for
1. Inviting four panelists in one of the above age ranges; 2 men and 2 women.
2. Each group will decide on a member of their group who will introduce the panelists and begin the questioning. Group members will meet outside the normal class time to decide whom they will invite as panelists and to generate questions that will be asked. The topics to be discussed with each panel will vary but many of them will overlap and allow us to make comparisons between groups. Questions usually revolve around relationships with parents and significant others at different times in their lives, plans when young and how they changed as they grew older, careers, children, marriage, happiness, coping strategies, philosophy of life and a whole host of topics too numerous to mention. However, you should also be sure to ask questions that are unique to that particular age group. The meetings will last approximately one and a half hours, so be prepared with enough questions to keep it going. During this time members of the other panels will ask the participants questions as well. Because our adult guests are often not available during class times we will meet for the panels on Thursday night.
Panel Assignments:
Panel 1 early adulthood (25-30):
Naomi Garbisch
Gretta JohnsonCourtney Clark Melissa Vermeersch Mimi Adem
Kari Kleve
Panel 2 early middle-age (35-45):
Greta Rittenhouse Kathryn DailyStephanie Peterson Lydia KendallHawine Merdasa Mary DekichPanel 3 late middle age (45-65):
Jenna IaizzoJennifer StoutLindsey CattauLindsey CarlsonKelsie Droogsma Sarah EricksonPanel 4 senior (65+):
Emily AllenKimberly MaurelliSam PughTimothy LamannaAdam WelchWeb Page Assignment
I have found in the past that students have benefited greatly in coming to know more fully an older member of their family. To encourage this in an interesting an fun format, each of you are required to complete a web-based biography of an older person of their choosing, preferably a grandparent. To complete this project you must interview an older person about his or her life at various times during the semester. I would advise choosing a relative because of the greater inherent interest in members of your own family but it is not a requirement. You should schedule at least three different meetings of at least an hour's length with your subject to interview them about their life. It would be good to interview other persons who also know your subject well to provide another perspective. If you want some suggestions for possible questions click here. Let all of the knowledge you will gain from this course be your guide for the questions you ask. Construct an interesting, readable biography of the individual you are interviewing that tells the story of who they are. In the past, students have found this to be a very worthwhile assignment and the subjects of their biographies have thoroughly enjoyed reading them. The biography will formatted in a Web-Based text and pictorial depiction of the person's life. Create a multimedia presentation of your subject (text, photos, videos, audio, or what have you). I encourage you to view the Davidson reminiscence project which will show you examples of what students from another college have done with a similar project. Below are examples of Webpages from students from last year's class:
Timetable:
I would like to have a short report by email on each of these dates about how your interviews are going.
1. February 29, choose subject for biography.
2. March 14, interview subject on childhood, adolescence and early adulthood.
3. April 4, interview subject on marriage, family and career.
4. April 18, interview subject on middle-age.
5. May 9, interview on aging, philosophy of life, and followup questions
Exams and Grading:
Approximately 55 % of your grade will be based exams,
10% participation on participation in class discussion and panel meetings
15% on quizzes and written assignments
20% on web page biography
READING AND CLASS ASSIGNMENTS
First Week
Assignment 1: Introduction First day of class, time to set ground rules.
Assignment 2: What is unique about adolescence and how does it differ from childhood and aulthood?
WWW:"Wanda Hickey's night of golden memories" by Jean Shepherd
Think back to an event in your adolescence when you began to think of yourself as an adult. The event can be happy, sad, poignant or humorous. What was it about the event that made you feel as you did or made it special for you. Read "Wanda" before you begin but choose a different event. Be ready to give an oral report. The issue we will focus on will be, "Is adolescence a good place to start talking about adulthood?"
To take identity test, click here.
Assignment 3: When does adolescence end and adulthood begin.
WWW:
"Bringing up Adultolescents," by Peg Tyre
"Learning vs. Utility" by Steven Muller
"Today's Lesson for College Students: Lighten Up" By Sara Rimer
"College Graduates Aren’t Ready for the Real World" by Mel Levine
"For Some College Graduates, a Fanciful Detour (or Two) Before Their Careers Begin" by Alan FinderSecond Week
Assignment 4 : College and Young Adulthood (cont.). Are young adults really as free from parental influence as they think they are?
Reflections: First entry into Reflections log. Assess at this point in time where you are at in terms of how you see your own development. Whathas happened in your childhood or adolescence that continues to affect the way you live your life now? This should be sent to me in an
email with the word "Reflections" appearing in the subject line. Group I meets after class to organize panel
Wednesday no assignment
Assignment 5: Developmental Methods
Textbook:
Textbook:
Chapter 1. Introduction. Read page 9 to page 12
Chapter 3. To work: The development of a career.
Chapter 2, Early Adulthood: Growing Up.
WWW:
"Proceeding with Caution," by David Gross and Sophronia Scott
Third Week--February 25 to 29
Assignment 6: Library Assignment.
The changing of the guard. The different experiences of generations create differences in perspective and behavior. The common descriptions of generations are the following:
• Baby boomers: This generation composed of approximately 72 million people was born between 1946 and 1964. They grew up black and white TV and the beginning of rock and roll, the beatles, changes in sexual mores and Woodstock, and the beginning of the drug culture. They both fought and protested the Vietnam War and dropped out and eventually dropped back in. As young adults they explored and supported feminism that stressed equality between the sexes. Boomers became absorbed in their jobs, enjoyed their children but left them to develop on their own
• Generation X: The generation born between 1965 and 1980 was smaller, approximately 17 million. Considered to be whiners by boomers since they complained of the world left to them because of the excesses of the previous gneration. They showed much less interest in career, although highly educated.
• Generation Y or the Millienials: The latest generation to be stereotyped are those born between 1979 and 1994. A much larger group then X, consisting of aroung 60 million people. Sometimes referred to as Baby boomer echos.
Each of us is very much affected by experiences taking place in young adulthood. The experiences of our youth tend to create a "set" in the various attitudes we develop toward ourselves, our relationships with others, our views concerning how lives should be lived, and the attitudes and values we hold dear. Your task is to search for the differences between generations might be evident in views on marriage, children, education, gender roles, politics, jobs, manners, entertainment, religion, and life styles. Look for subtle differences in values of the period you are investigating. The object is to get a "feel" for the particular period and how it might have affected an individual growing up.
Each member of the class will do a library research of two different historical time periods. The time periods will be 1940s - 1950s, and the 1960s - 1970s. Your task is to spend at least 4 hours in the library perusing magazines and periodicals, of all sorts to get some idea of the historical influences which affected an individual coming of age at that time. Write a summary, describing what you found and your conclusions about that time period. In addition, bring xerox copies of four examples of the period taken of pictures, ads, columns, etc. that particularly struck your fancy. Be sure to put the name of the periodical, the date it was published, and your name on the back of each xerox copy. Interesting sides to the culture may be found in such things as advertisements, jokes, cartoons, headlines, advice from "Dear Abby" types, photographs, or what have you. Popular magazines are good places to look i.e. Life, Look, Newsweek, etc. I think you will find this a most enjoyable assignment. Note: The material you find in this exercise can be an excellent source of questions for the interview with the subject of your biography.
Assignment 7: Work Roles
Assignment 8: Work and FamilyWWW:
"Generational differences at work," by Melissa Dittman
"Managing Millennials" by Claire Raines
Group I reports to Dick Martin on who will be members of Panel I.Reflections: Do I expect (my wife) to work after we have children? Does it matter if I (she) do (does) not have a career? Will I (she) be more dependent on her spouse?
WWW:
"A moving tale for spouses..."
"Mommy wage gap': It's real, but is it fair?" By H.J. Cummins
"Off to work she should go" by Linda Hirshman
"The case for staying home"
"The cost of starting families first"
Fourth Week--March 3 to 6
Assignment 9: "Get a job, Sha Na Na Na..."
This day will be spent on taking occupational inventories (Self Directed Search)
You might be interested in spending some time looking at a few of the internet sites below.
America's Job Bank: http://www.ajb.dni.us
Internet Career Center: http://www.iccweb.com
Career Magazine: http://www.careermag.com
Career planning: http://www.suite101.com/welcome.cfm/career_planning
Job Web: http://www.jobweb.org/catapult/catapult.htm
Monster.com
Good site for finding careers in aging. http://www.careersinaging.com/
Reflections: What has my college experience meant to me. Have I used this time wisely? Were there experiences that were life-changing? What is the relationship with my parents like now? Is it more parent/child than between peers? Is their support critical in my getting through the hard times?
What occupation do I think I want to enter and why. What skills do I have that would make me good at it. How important is job success to my happinesss?
Assignment 36: No Reading assignmentsAssignment 10: Panel I. Write an email response on our panel session before our next class.
Assignment 11: Exam Chapters 1, 2, 3
Fifth Week--March 10 to 14
Assignment 12: Male and female intimacy.
WWW:
"Sex, Lies and Conversation" by Deborah Tannen
"The couple knot" by Gail Sheehy
"Backoff! (dependence on close relationships)" by Geraldine K. Piorkowski
"Unmarried Bliss: ...doesn't ...require a marriage license by Dorian Solot and Marshall Miller
Textbook: Chapter 4. To Love: The development of adult intimacy.
Reflections: Do I plan on getting married and if yes when? What kind of partner would I make for another person. What strengths and weaknesses do I bring to a relationship. What type of person would complement me? What am I looking for in a prospective partner.
If you plan on remaining single, how will that make your life different from a person who is married. What are the positives and negatives in remaining single. What would you appreciate most and least.
Group II meets after class to organize next panel
Assignment 13. Is being single an option?
WWW:
"Flying Solo: More women are deciding that marriage is not inevitable"
Before we meet as a class discuss with your friends how they see singlehood. Tell them you are considering not marrying and ask them for their opion. Email your response before class.Assignment 14: Panel Thursday night-No Class on Friday
Sixth Week-- March 17 to 20
Assignment 15: Marriage. Finding the "significant" significant other.
WWW:
If you are interested in advice to young brides in 1894, click here.
"Modernizing Marriage" by Pepper Schwartz
"What makes marriage work" by John Gottman
"What are childless couples like"
Assignment 16: Continuation of 14
MIDTERM BREAK
Seventh Week--March 31 to April 4
Assignment 17: Parenthood, and the effects of children on a marriage.
WWW:
A nation of Wimps by Hara Estroff Marano
The joys of parenthood.
"Is there love after baby?" by Carolyn and Phil Cowan
"Does Fatherhood Make You Happy?
You might be interested in visiting these WebSites for stay at home dads
http://www.slowlane.com/
http://www.dadstayshome.com/
Minnesota Dads at HomeTextbook:
Reflections: Have I seriously considered whether I should have children or have I considered that as a given. Would I make a good parent and if I answer yes, what evidence do I have for thinking that. Have I had much experience with raising children? What makes a good parent and do I have those qualities? What would I find easy and challenging as a parent? How will children affect my marriage?
Chapter 5. The adoption of adult lifestyles.
Group II reports to Dick Martin on who will be members of Panel II.
Assignment 18: Divorce AND REMARRIAGE.
WWW:
"51% of women now living without spouse" by Sam Roberts
"Married with problems, therapy may not help"
"Three marriages: One growing Person" by Carl RogersReflections: It is often stated that 50% of marriages end in divorce. A basic prediction for this class is that half will eventually divorce. Which half will I likely be a part of and why?
Assignment 19: Lila Emmert
Eighth Week-- April 7 to 11
Assignment 20: No reading. Get something done on your biography with your free time.
Assignment 21: Exam, Chapters 4, 5
Assignment 22: Panel II. Write an email response on our panel before our next class.
Ninth Week--April 14 to 18
Assignment 23: Theories of Development, and Middle Age
Textbook:
Chapter 6: Middle Age
WWW:
"Why women age longer and better.." by Betty Friedan
"Tales of midlife crisis greatly exaggerated" by Erica Goode
"Richard Cory" by Edward Arlington Robinson
'An empty nest can promote freedom, improved relationships'
Group III meets after class to organize next panel
Assignment 24: Instruction in the creation of WEBPAGES. Class will meet in comuter classroom, library main floor
Assignment 25: Personality and aging
WWW:
"I found the freedom to be myself" by Gloria Steinem
"Never too late" by Kris Bulcroft
"Still sexy after 60" by Frederic Golden
Reflections: Write a short case-study autobiography about yourself (3-4 pages) from the point of view of a clinical psychologist, explaining how experiences you have had so far have molded your personality. Be sure to include insights you may have gained by reading your report on your NEO scores. When you write this paper, take the perspective of a distinterested third party who is assessing you from a more objective and less personal perspective. Refer to yourself as Mr. or MS. so and so.
Tenth Week--April 21 to 25
Assignment 26: Biology of Aging
WWW:
If you wold like to estimate how long you will live click here.
"Substance in red wine extends life of mice" by Nicholas Wade
Intimations of Immortality by John Harris*
Science edges closer to fountain of youth
Textbook:
Chapter 7: Biology and Aging
Group III reports to Dick Martin on who will be in next panel
Assignment 27 (Nov. 9): Cognitive Aging
WWW:
"Use it or lose it" APA Monitor
"The Net's late bloomers" by Katie Hafner
"The nun's study"
Textbook:
Chapter 8. Intellectual and cognitive Development.Assignment 28:Exam on Chapters 6, 7
Eleventh Week--April 28 to May 2
Assignment 29: Aging and Sterotypes Growing old and life satisfaction
WWW:
Listen to the song “Play us a waltz” by Charlie Maguire. What does this express to you about aging?
"The new science of happiness" by Claudia Wallis
"Here come the great-grandparents"
Textbook:
Chapter 9, Growing old I: The young-old, 55 -75.
Complete quiz on material by midnight, Monday, May 5
Group IV meets after class to organize next panel
Assignment 30: Panel III. Write an email response to our panel before our next class.
Assignment 31 retirement
"Old, Smart, Productive"
"Retirement Turns Into a Rest Stop"
Group IV meets after class to discuss panelTwelth Week-May 5 to 9Assignment 32: Coping and successful aging
WWW:
"Old but not frail: A matter of heart and head" by Gina Kolata, For related video
"Exercise and aging" by Roy Shepherd
What some renown oldsters say about their aging
Textbook:
Chapter 12, Stress, Coping and Successful aging (pp. 9 to the end)
Assignment 33
WWW:
"Older but not alone" by Warren Wolfe
"Older women team up" by Jane Gross
Textbook:
Chapter 10, Growing old II, The old-old, 75+ (pp. 12 to the end).Assignment 34: Caring for the aged
Guest. Joe Gaugler, UMN. Gustie Grade
Joe gave me this assignment for you: "How about we try something different? How about assigning each student to find a site that they like for Alzheimer's caregiving. Please have them review it, and be prepared to discuss in class. I'd like to see what they find, and what they think about it. "
Thirteenth Week-May 12 to 16
Assignment 35: Death and Dying
Plan the funeral of someone you love. How would you handle the arrangements? Would you choose a burial or cremation? Would you have a wake and reviewal of the body? What services would you have? Imagine you have children at this point. What would you tell them? What do you think is most important to remember in making your decisions. Email me your plan.
This site may help you with ideas. Funeral Depot
http://www.petsrest.com/
WWW:
"Do not go gentle into that good night" by Dylan Thomas
"Elderly seek longer life, regardless" by Susan Gilbert
"Terminal Cancer Patients' Will to Live Is Found to Fluctuate" By Erca Good
In Oregon, Choosing Death Over Suffering
"What a way to go" by Lisa Cullen
Textbook:
Chapter 13,
Assignment 37: Panel IV. Write an email response on our panel before our next class.
WORK ON WEBPAGES! Assignment due at midnight, Monday May 19th
Fourteenth Week May 19 to 21
Assignment 38: Read all the webpages of your classmates. Choose the five that you think completed the assignment in the most exemplary manner and briefly explain why. Due Wednesday, by 2:30 p.m., class time.
Assignment 39, Final class. What does all this mean to you?
Your last reflection. We've asked the members of each of the panels if they would have advice for you in terms of your future lives. I would like you to ask yourselves the question: "Knowing what you know now, are there ways you might approach the coming stages of your life in a different manner than you would have before? What general advice would you give to yourself for your next 60 years of living?
Final Exam: Saturday 8:00-10:00 Classroom, Chapters 10 and 13.