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, otherwise 3 points will be subtracted from your point total. If you do not intend to try to meet these expectations, please register for another class.
Reading Assigments:	There are two types of reading assignments for this class: 1. Chapters from our textbook, on which you will be tested in four examinations. 2, 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 also be used. 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 class and to encourage wide-ranging discussion.
Informal Writing Assignments:	Readings logs. In preparation for class discussion, you are required to read the assigned articles placed on the WEB and respond by email. The format of your response may be questions the article raises, insights you have about the issue, or a critical analysis of ideas the reading my have stimulated. It need not be long (1/2 page is fine) but it should demonstrate that you are conversant with the issues presented. If there are multiple articles assign for that day put your responses in one email, but identify which article you are responding to by a heading giving the name of author and title of the article. Responses to articles will be graded pass/fail, but those students who exceed expectations will benefit(see below).  Please send your reading responses by email only.  Do not send your responses as attachments.  If you use a word processor, copy the material and paste it in an email. Send responses to psy100dm@gac.edu. and use the word "adult" somewhere int the subjeject line. Do not write responses to assigned chapters in your textbook
	Reflections. At various times I will ask you to write a response that asks for a response to the material in terms of how it specifically relates to your personal life. It is intended to cause you to consider seriously some of the developmental issues that face adults as they grow older.
	Responses to panels. After each panel interview you are required to write your response to is before our next class meeting.
Library Assignment:	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. The current generations are labeled: • 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 member of the class will do a library research of two different historical time periods. The time periods will be 1930s, 1940s, 1950s, 1960s, 1970s, 1980s. I request that you 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 time period you studied 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.
Panel Interviews:	Four times during the semester we will have panel discussions in which we invite people to our class to be interviewed. Members of the class will be randomly divided into four groups for panels, and they will be responsible for locating and inviting people who match one the following age ranges: early adulthood (25-30), early middle-age(35-50), late middle age (50-65) and seniors(65+). If you have a preference to be in one of these groups you should let me know now. If possible, the panels should consist of 2 men and 2 women. Student groups should decide on one person who will act as emcee who will introduce the panelists and move the questioning along. The topics to be discussed with each panel will vary but many of them will probably be asked of other panels to allow us to make comparisons between them. Students planning panels will start meeting after class to organize panels as identified in syllabus. 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 classs should feel free to jump in and ask questions as well. Because our adult guests are often not available during class times we will meet for the panels on Thursday night. Keep Thursday nights open. Panel Assignments Panel 1 Early adulthood (25-30) Panel 2 Early middle-age (35-50) Panel 3 Late middle age (50-65) Panel 4 Seniors (65+) Andre Mutschler-Supplee Meredythe Marcotte Alysha Stephens Emily Klein Jessica Gabbert Kelly Anderson Paul Galvan Moriah Brown Jennifer Pelowski Kristen Johnson Cathryn Nelson Amy Veerkamp Rob Amundson Alex Link Elizabeth Wagner John Hedstrom Chelsea Zamora Erin Fredrick For the video of the last panel, click here.
Web Page:	I have found in the past that students have benefited greatly in coming to better know an older person. To encourage this in an interesting and fun format, each of you are required to complete a web-based biography of an older person of your choosing. I would advise choosing a relative, such as a grandparent, because of the greater inherent interest in members of your own family but it is not a requirement. You should schedule four different hourlong meetings with your subject to interview them about their life. It would also be good to interview other persons who also know your subject well to provide another perspective and give you more knowledge of the individual. Experiences they have had at various life stages will be the relevant data. If you want suggestions for possible questions click here. Let all of the knowledge you have gained in this course be your guide to the questions you ask.  Try to construct an interesting, readable biography of the individual you are interviewing that tells the story of who they are. In the past, subjects have thoroughly enjoyed reading these papers about themselves.  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 previous classes: 07: Sarah Bull, Tammy Burger, Jennifer Guptill, Brigette Peterson, Ricky Rittmaster '08: Emily Allen, http://homepages.gac.edu/~eallen/interview.html Sarah Erickson, http://homepages.gac.edu/~sericks3/interview2.html Kelsie Droogsma, http://homepages.gac.edu/~kdroogsm/Interview.html Naomi Garbisch, http://homepages.gac.edu/~ngarbisc/interview.html Hawine Merdasa, http://homepages.gac.edu/~hmerdasa/interview.html Sam Pugh, http://homepages.gac.edu/~spugh/interview.html
Grading:	Exams: Approximately 70% of your grade will be based total points from exams Class participation: Five percent of your grade. My expectation is everyone has something to contribute to our discussions EVERY DAY we meet. It will be based on attending class everyday and regularing entering in class discussion. Two percent bonus points for those who do an outstanding job. Written assignments: Ten percent. of your grade. All logs and assignments turned in. Two percent bonus possible for those who do an outstanding job. Web page biography: Fifteen percent. Web page meets course standards. Two percent bonus possible for those who do an outstanding job.
Late or Missing Assignments:	All late assignments will automatically recieve a 20% penalty. If assigments are not turned in within 3 days of their due date they will receive 0 points.

READING AND CLASS ASSIGNMENTS

Textbook Read for Section One: Chapter 1. Introduction. Read page 7 to page 12 Chapter 2, Early Adulthood: Growing Up Chapter 3. To work: The development of a career..
First Week Feb. 9-13	Introduction First day of class, time to set ground rules.
	What is unique about adolescence and how does it differ from childhood and aulthood? "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?" Take identity test before class, click here.
	College and Young Adulthood: When does adolescence end and adulthood begin. When are young adults really as independent from their parents as they think they are? "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 Group I starts meeting after class to organize panel
Second Week Feb. 16-20	Developmental Methods 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. What has 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 subject line "Adult-Reflections" appearing in the subject line.
	Library Assignment due. See above. Class members will report on their library research.
	No Class-Keep Reading
Third Week Feb. 23-27	The assumption of work roles: What can I do with my life and what skills do I have that anyone would want? "For Some College Graduates, a Fanciful Detour (or Two) Before Their Careers Begin" by Alan Finder "Managing Millennials" by Claire Raines "The most praised generation goes to work" by Jeffrey Zaslow Check out this guide on hiring women in 1943 Group I reports to Dick Martin on who will be members of Panel I.
	This day will be spent on taking occupational inventories (Self Directed Search, Personal Profile) 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/ Reflection one: 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? This should be sent to me in an email with the subject line "Adult-Reflections" appearing in the subject line.
	Work and Family "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" Reflection two: Do I expect (myself or my spouse) to work after we have children? Does it matter if my spouse does not have a career? If I choose not to have a career will I be more dependent on my spouse? This should be sent to me in an email with the subject line "Adult-Reflections" appearing in the subject line.
Textbook reading for section two: Chapter 4. To Love:  The development of adult intimacy. Chapter 5.  The adoption of adult lifestyles.
Fourth Week Mar. 2-6	Exam Chapters 1, 2, 3
	Male and female intimacy. "Sex, Lies and Conversation" by Deborah Tannen "The couple knot" by Gail Sheehy "Backoff! (dependence on close relationships)" by Geraldine K. Piorkowski Reflection Three: 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 starts meeting after class to organize next panel First panel meets Thursday night at 6:30. Email your response before our next class meeting.Those who cannot make the Thursday night session must watch a video of the interview and respond to written questions.
Fifth Week Mar. 9-13	Is being single an option? Talk with some of your friends and tell them you have been thinking lately about remaining single all your life and ask them what they think of the idea. Email your response before class. "Flying Solo; More women are deciding that marriage is not inevitable" "Unmarried Bliss: ...doesn't ...require a marriage license by Dorian Solot and Marshall Miller "Marry Him! The case for settling for Mr. Good Enough by Lori Gottlieb
	Marriage. Finding the "significant" significant other and living happily ever after. 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 "Love, honor and argue: that's the ticket to a happy marriage" by H. J. Cummins
	Parenthood, and the effects of children on a marriage. What are childless couples like" 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 Home Reflection four: 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?
Sixth Week Mar. 16-20	What does it mean to be a good parent? A nation of Wimps by Hara Estroff Marano Email me the name of the person you will interview for your webpage assignment. This will allow you sometime to interview your subject during midbreak. Group II reports to Dick Martin on who will be members of Panel II.
	Divorce AND REMARRIAGE. "51% of women now living without spouse" by Sam Roberts "Married with problems, therapy may not help" "Three marriages: One growing Person" by Carl Rogers Reflection 5: 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?
	Exam, Chapters 4, 5
Midbreak No Class-Mar. 21-29
Textbook reading for section three: Chapter 6: Middle Age Chapter 7: Biology and Aging Chapter 8.  Intellectual and cognitive Development.
Seventh Week Mar. 30- Apr. 3	Lila Emmert Interview Group III meets after class to organize next panel
	Theories of Development, and Middle Age-The Midlife-Crisis "Richard Cory" by Edward Arlington Robinson "I found the freedom to be myself" by Gloria Steinem "Never too late" by Kris Bulcroft "Still sexy after 60" by Frederic Golden NOTE: You should have interviewed your subject on childhood, adolescence and early adulthood by this date.
	Second panel meets Thursday night at 6:30. Email your response before our next class meeting.Those who cannot make the Thursday night session must watch a video of the interview and respond to written questions.
Eighth Week Apr. 6-10	Does personality change with age? "This Is Your Life (and How You Tell It)" by Benedict Carey "Second Nature" by Kathleen McGowan Reflection six: 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.
	Quiz on pages 1-18 of Chapter 7 can be found on Moodle. Quiz must be taken by Midnight Tuesday, April 14. This section of the chapter will not be covered on the exam but the points for this quiz will count toward your grade. Biology of Aging 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 "A Surprising Secret to a Long Life: Stay in School" By Gina Kolata Group III reports to Dick Martin on who will be in next panel
	No Class, Good Friday
Ninth Week Apr. 13-17	No Class Easter Recess
	Cognitive AginWWW: "Use it or lose it" APA Monitor "The Net's late bloomers" by Katie Hafner "The nun's study" Textbook:
	Third panel meets Thursday night at 6:30. Email your response before our next class meeting.Those who cannot make the Thursday night session must watch a video of the interview and respond to written questions.
Textbook reading for section four: Chapter 9, Growing old I: The young-old, 55 -75. Chapter 10, Growing old II, The old-old, 75+ Material on Chapter 10 will be covered in a quiz due May 4 Chapter 12, Stress, Coping and Successful aging (pp. 9 to the end) Chapter 13, End of life
Tenth Week Apr. 20-24	No ClassExam on Chapters 6, 7, 8
	Aging and Sterotypes Growing old and life satisfaction 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" Note: You should be interviewing your subject on marriage, family and career. Group IV starts meeting after class to organize next panel
	Instruction in the creation of WEBPAGES. Class will meet in computer classroom, library main floor
Eleventh Week Apr. 27- May 1	Retirement "Old, Smart, Productive" "Retirement Turns Into a Rest Stop"
	Note: You should be interviewing your subject on middle-age.
	Coping  and successful aging "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 "Does exercise really make you healthier?" by Coco Ballantyne Reflection seven: How active will I be as an older person and do I see this as important? Are there habits I am developing that will keep me both physically and mentally active when I reach my 60s. Do I try to maintain a healthy lifestyle?
Twelth Week May 4-8	"Older but not alone" by Warren Wolfe "Older women team up" by Jane Gross
	Caring for the aged "A personal perspective on caregiving" by Elbert Cole
	Death and Dying Reflection 8: 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/ "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 Note: You should be interviewing on aging, philosophy of life, and asking followup questions Email me on your progress in interviewing subject. Group IV reports to Dick Martin on who will be in next panel.
Thirteenth Week May 11-15	Visit funeral parlor. I received a call from the mortuary and we have to move our visit to this day. I need volunteers to provide transportation.
	Fourth panel meets Thursday night at 6:30. Email your response before our next class meeting.Those who cannot make the Thursday night session must watch a video of the interview and respond to written questions.anel IV. Write an email response on our panel before our next class.
	No Class. WORK ON WEBPAGES! Assignment due at midnight Sunday
Fourteenth Week May 18-22	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 midnight tonight.
	Our final class together. Reflection 9: For the past four months you have been reading and thinking about adult psychology. Have any of your ideas, attitudes, thoughts about aging changed during that time? Are there things you are more aware of now? Has your approach to your future life changed?
	Reading Day
Final Exam	Final will be an online test that covers Chapters 13. You will have one chance to take this test and it will be timed. There will be quizes covering Chapters 9 and 12 that you must take on Moodle by the last day of class. In this case you will be allowed 3 attempts,