Adult Development and Aging
Adulthood and Aging: SESP 203 Fall, 2018, Monday & Wednesday, 12:30PM – 1:50 PMProf. Regina Lopata Logan, PhD. Office: Annenberg Hall, Room 216; Email: rlogan@northwestern.edu Cell: 847-436-4011 Office Hours: M & W: 2PM – 3PM or by appointment TA:?Janene CieltoOffice:?Swift Hall Annex 220??E-mail:?Jcielto@u.northwestern.eduOffice Hours:?T & Th: 2:00 - 3:00 p.m.? Course DescriptionThis course is taught from the life span perspective, which assumes that development is not completed with adolescence but continues throughout all of life. We also assume that race, ethnicity, class and gender affect development. The topics covered will help you understand the major developmental issues of adulthood, from the age you are now, through middle and old age, and to the end of life. Course Objectives1. to understand Paul Baltes’ theory of life span perspective and major controversies in human development2. to understand Erik Erikson’s model of psychosocial development, focusing on adulthood stages3. to understand Urie Bronfenbrenner’s ecological model of human development4. to understand the major life events and life tasks in adulthood5. to understand the effects of social identities on development6. to become familiar with and conduct empirical researchLearning Objectives1. to analyze adult development from the life span perspective2. to critically evaluate stage theory and other models, theories, and research related to adult development3. to complete standardized measures of personality and other psychological constructs and to be able to critique them4. to engage in meaningful dialogue about how race, class, gender, and other identities affect development from a personal perspective as well as from an empirical perspective and to be able to reflect on multiple points of view4. to write an empirical research paper, including data collection and non-statistical analysis of findings, using APA style and the conventions of social science research reports5. to be able to apply theory to “real life”Readings and Materials? articles, TED Talks, YouTube videos, podcasts, other links on Canvas ? several psychological measures Teaching Methods, Philosophy and General ExpectationsThe focus of this course is the application of theory to real life. Although I will give weekly lectures, my teaching methods include discussion and interactive exercises. You will conduct surveys and interviews, complete personality and other measures (questionnaires), have a panel presentation, go on a field trip, watch videos, and listen to specialists present guest lectures. In order for you to succeed, you must come to class prepared. I expect you to read what is assigned for every class and complete any required measures in advance of the class for which the readings and/or other homework are assigned. There are both required and recommended readings and activities. To excel in this course, in addition to the required assignments, you are encouraged to complete all that is recommended.You may use your laptop to take notes but your phones should be silenced and put away during class. Evaluations and GradingThere are two quizzes, a group presentation and reflection paper on a midlife topic, and a final paper, consisting of an interview and case study analysis of an older adult. The final paper serves as a cumulative final exam. Participation will be based on both in-class discussions and contributions online using Yellow Dig. There are also a number of extra credit opportunities. If you turn in a quiz or paper late, your work will be graded down one-half grade per day late. However, an unexcused absence on the day a quiz* or group project is due will result in your work being graded down one full grade per day (or portion of a day) late. The only acceptable excuses for a late quiz/paper or absence on the day the quiz or group project is due are illness or family emergency. You must communicate with me if you will be turning in work late. I reserve the right to ask for verification. Note: you may turn in one quiz or group paper up to 48 hours late, but the final paper must be turned in on time. As mentioned above, both attendance and active participation are required and will make a difference in your final grade. Besides, we’ll have fun in class and you won’t want to miss it!*NOTE: FINAL PAPER MAY NOT BE LATE. NO EXCUSES. Quizzes: 10% each; total = 20%There are two quizzes. Each quiz has two questions. Quiz one covers classes #1 through #4 which focus on theories of human development and research design. Quiz two covers classes #5 through #9 which focus on personality, identity, intersectionality, and emerging adulthood. Note that one of the questions on exam 2 includes data collection.Group presentation (25%) & reflection paper (10%) on midlife topic: total = 35 % For this project, you will work with a small group (5 or 6 students per group) to research a topic related to midlife (see below for ideas). You will present your research findings in a Power Point (or equivalent format) presentation, incorporating video-clips from YouTube or other online sources, or you may make your own video (for example: video your parents or other midlife adults as they respond to your questions). Be creative!In addition, you’ll write up a reflection paper based on the presentations of your classmates. I will provide you with a rubric for this project. Midlife topic areas:Ideas include: midlife parenting; mentoring in work or volunteering; empty nest; sandwich generation; midlife career issues; midlife transition/ “crisis”; divorce; dating at midlife; midlife widowhood; coming out at midlife. Think of your parents (or grandparents if they’re in midlife) and their friends: what issues might they be facing now as they navigate the years from 40s-60s? Be sure to include race, ethnicity, gender and/or sexual orientation perspectives to your topic. Make your research inclusive and relevant. And have a good time with this! Note: you are NOT limited to the topics mentioned above. Feel free to choose another research topic, as long as your project incorporates a midlife issue. Just be sure to check out your topic with me.Class participation: 10% Participate in a meaningful way. Attend class, ask cogent questions, engage in discussions, post on Yellow Dig (see below.) This means you will have to do the readings for each class prior to that class. Regular attendance, punctual arrival, and active participation in the course will result in the most successful outcomes. Attendance will be taken at each class. Please note there will be several opportunities to receive extra credit toward your participation grade. These opportunities are described in the syllabus or will be announced in class. If you expect to miss a class, please email your T.A. and me prior to your absence and explain the situation. Yellow Dig: each week, you will have the opportunity either to post a comment about a class topic or pin something related that you’ve found online or somewhere else OR you will comment on others’ posts. More on this and how to use Yellow Dig will be discussed in class. Participation assessment guidelines: Outstanding Contributor: Contributions in class and on Yellow Dig reflect exceptional preparation. Ideas offered are substantive, provide major insights, and help direct the discussion. A student who is eager to volunteer, interacts and negotiates with other students, always goes beyond what is expected, and is always well -prepared. Good Contributor: Contributions reflect thorough preparation. Ideas offered are usually substantive, provide good insights, and sometimes good direction for the class. A student who is attentive, responsive, and goes beyond what is required, if not always successfully. Is almost always well-prepared. Contributes to both large and small group discussions and frequently posts or comments on Yellow Dig.Adequate Contributor: Contributions in class reflect satisfactory preparation, but waits to be called upon. Occasionally contributes to in-class discussions, or posts or comments on Yellow Dig.Non-Participant: This person says little or nothing in class and contributes minimally. There is little effort to participate; the responses are generally incorrect and reflect little preparation. Unsatisfactory Contributor: Contributions in class reflect inadequate preparation, erratic oral and written performance. Does not contribute to in-class discussions, or posts or comments on Yellow Dig. Contributes nothing to the class as a whole.Final exam/project: 35% You will audio record an interview and write a case study of an older adult (at least age 70). In addition, you will have an extra credit opportunity to upload a short audio-video clip or audio clip of your interview to Story Corps (see . Details TBA). Your interviewee may be a family member (grandparents are great), friend, or acquaintance. Since this paper is the equivalent of a comprehensive final, you should discuss the concepts that we have studied throughout the course. You will have to develop an interview protocol (questionnaire) to hand in. The interview has to cover the questions you intend to ask (opening questions, follow-up questions, probes, etc.) I will provide you with some areas to consider as you develop your protocol. Be sure to include your respondent’s (interviewee’s) perspective on how race, class, and gender have affected his/her development. You will also have some time in class to go over the protocols as a group. Your case study will be analyzed in a final paper (15-20 pages, double-spaced, font 12). More directions and a rubric for this assignment will be handed out later in the quarter.Accessible NU (ANU)Any student requesting accommodations related to a disability or other condition is required to register with AccessibleNU (847-467-5530) and provide professors with an accommodation notification from AccessibleNU, preferably within the first two weeks of class. All information will remain confidential.Academic IntegrityStudents in this course are required to comply with the policies found in the booklet, "Academic Integrity at Northwestern University: A Basic guide". All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit:? 1 Introductions & ExpectationsMon., 10/1Focus Questions: What is development? What made you the person you are? Class 2Studying Development: Race, Class & Gender Weds., 10/3Laying the Foundation: Meta-Theories & Theoretical Approaches to Studying Development: Baltes; Bronfenbrenner; SteeleRequired Readings:Mason, M. (2011). Ch. 1: Developmental psychology applied to aging. (pp. 9-13; 15-18; 23-25).Garcia-Coll, C. et al. (1996). An Integrative model for the study of developmental competencies in minority children.Recommended Readings:Baltes, P. (1987). Theoretical propositions of life-span developmental psychology. Bronfenbrenner, U. (1994). Ecological models of human development. Rydell, R. et al. (2009). Multiple social identities and stereotype threat.Focus Questions: What is a “metatheory”? What are the strengths and weaknesses of the three major metatheories (see Mason)?Class 3Laying the Foundation: Theoretical Approaches to StudyingMon., 10/8Development - continued: finish Bronfenbrenner; SteeleErikson; Marcia Required Readings:Spencer, S. et al. (2016). Stereotype threat.Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 92; 107 - 110).Marcia, J. (2002). Identity and psychosocial development in adulthood. Recommended Readings:Erikson, E. (1985). Major stages in psychosocial development. Focus Questions: What are the strengths and weaknesses of stage theory? How does Marcia operationalize and expand Erikson’s model? What is stereotype threat?Class 4Weds., 10/10Research Designs: Longitudinal & Cross-SectionalRequired Readings:Mason, M. (2011). Research in-depth: Cross-sectional and longitudinal studies, p. 14Mason, M. (2011). Ch. 1: Developmental psychology applied to aging, (pp. 27-31).Mason, M. (2011). Research Appendix, (pp. 385-395).Required Activity:View 56 Up streaming on Canvas: first 45 minutes required; rest is recommendedRecommended Activity:For fun: view The Simpsons’ take-off on 49 Up Questions: How do we research something as complex as human development? What are the strengths and weaknesses of longitudinal research design compared to cross-sectional research design?POST QUIZ #1Class 5PersonalityMon., 10/15Required Readings:Mason, Ch. 4: Identity development and personality. (pp. 110-117).Read about the Life Story Interview at Activities:? complete NEO online at read this short online article and go to link to complete personality test: ? write your life’s chapters plus 1-2 paragraphs describing a high point (see Life Story Interview questions)Focus Questions: What is personality? Do people’s personalities change over time? How might social identities affect personality?EMERGING ADULTHOOD & YOUNG ADULTHOODClass 6Identity: Erikson; Marcia Weds., 10/17Emerging Adulthood & IdentityRequired Readings: Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 93-97).Arnett, J., (2000). Emerging adulthood: A Theory of development from the late teens through the twenties. Focus questions: How do you know who you are: what’s your identity? Do you think you’re an adult? What makes someone an adult? QUIZ #1 DUEClass 7 Ethnic & Racial IdentityMon., 10/22Guest Lecturer: Janene CieltoRequired Readings:????????Helms, J. (1994). White racial identity development.????????Tatum, B. (2017). Chapter 3: Understanding Blackness in a White context (pp.111-129).????????Tatum, B. (2017). Chapter 4: Identity development in adolescence (pp. 131-164).?? Tatum, B. (2017). Chapter 5: Racial identity in adulthood (pp. 165-181).????????Phinney, J. (2006). Ethnic identity exploration in emerging adulthood.??Required Activity:? Post one paragraph for each of the articles giving your take-away from each article?to Yellow Dig, and post thoughts/reactions or questions to one or two (or more) other students’ posts.??Recommended Readings:????????Tatum, B. (2017). Chapter 1: Defining racism (pp. 83-97).????????Tatum, B. (2017). Chapter 6: Development of White identity (pp. 185-208). ????????Tatum, B. (2017). Chapter 8: Critical issues in Latino, American Indian, and Asian Pacific American identity development (pp. 235-297).?Focus Questions: How do we develop our racial and ethnic identity? (Continued next class.)??Class 8????????????Ethnic & Racial Identity- continued; Gender Identity; Intersectionality??????????Weds., 10/24?Required Reading:? Warner, L. & Shields, S. (2013). The Intersections of sexuality, gender, and race: Identity research at the crossroads.?????????Tatum, B. (2017). Chapter 2: The Complexity of identity (pp. 99-108).?Required Activities:? Watch Sam Killermann’s TED Talk on gender:?? Watch Kimberle Crenshaw’s TED Talk on intersectionality:?? On Yellow Dig, post a one-paragraph take-away from the article and from both TED Talks and post thoughts/reactions or questions to other students’ posts.??Recommended Reading:?? Look at Sam Killermann’s website:? 9Erikson: IntimacyMon., 10/29Emerging Adulthood & IntimacyFriendships, Love and MarriageRequired Readings:Mason, M. (2011). Ch. 4: Identity development and personality: Intimacy v. Isolation (pp.97-98).Mason, M. (2011). Ch. 5: Friendships and love relationships. (pp. 120-137).Beyers, W. & Seiffge-Krenke, I., (2010). Does identity precede intimacy? Testing Erikson’s theory on romantic development in emerging adults of the 21st century. (pp. 387-400; 404-409).Pew Report (June 12, 2017). Key facts about race and marriage, 50 years after Loving v. Virginia: : choose at least two of the following articles: one article that reflects at least one of your social identities and one article that centers someone else’s social identity:Johnson, K. & Loscocco, K. (2014). Black marriage through the prism of gender, race, and class.Darghouth, S., Brody, L., & Alegria, M. (2015). Does marriage matter? Marital status, family processes, and psychological distress among Latino men and women.Lannutti, P. J. (2011). Security, recognition, and misgivings: Exploring older same-sex couples’ experiences of legally recognized same-sex marriage. Required Activity:? On Yellow Dig, post at least one comment on the articles you read and/or comment on someone else’s post. Think about the focus questions below.Recommended Readings:? Manago, A. et al. (2012). Me and my 400 friends: The Anatomy of college students’ Facebook networks, their communication patterns, and well-being. ? Anapol, D. (2012). The Costs and benefits of polyamory.Cherlin, A. (2004). The Deinstitutionalization of American marriage. Focus Questions: How does establishing a loving relationship help us develop as adults? How do gay and lesbian couples navigate a culture that doesn’t always support their intimate relationships? How does the concept of marriage differ for different races, ethnicities, and/or social classes? How do intimate relationships develop in a culture in which marriage is becoming deinstitutionalized? What do you think about polyamory?POST QUIZ #2 Class 10 Parenthood Weds., 10/31Required Readings:Mason, M. (2011). Ch. 6: Families, generations, and communities. (pp. 147-152).Umberson et al., (2010). Parenthood, childlessness, and well-being: A life course perspective. ? Goldberg, A. & Gartrell, N., (2014). LGB-Parent families: The Current state of the research and directions for the future. García Coll, C. & Pachter, L., (2002). Ethnic and minority parenting.PLUS choose at least one of the following:? McAdoo, H. P. (2002) African American parenting (pp. 47 – 58).?? Harwood, R., Leyendecker, B., Carlson, V., Asencio, M., Miller, A. (2002). Parenting among Latino families in the U.S. (pp. 21 - 46.)? Chao, R., Tseng, V. (2002). Parenting of Asians (pp. 59 – 93).Required Activity: ? Post three questions on Yellow Dig about becoming a parent based on readings and/or personal experiences. You’ll have the opportunity to ask your questions next class when we have the parenthood panel. Focus on how becoming a parent affects the parent (rather than focusing on the child). Focus Questions: How does parenthood affect an adult’s development? How do norms and expectations around parenting differ for different sub-cultures, by SES, or by orientation? Class 11Mon., 11/5 Parenthood PanelFocus Questions (redux): How does parenthood affect an adult’s development? How do norms and expectations around parenting differ for different sub-cultures, by SES, or by orientation? QUIZ 2 DUEMIDDLE ADULTHOODClass 12 Midlife Development; Erikson: GenerativityWeds., 11/7Choose topic and group for Midlife Group Research ProjectRequired Readings:Mason, M. Ch. 4: Identity development and personality. (pp. 100-106)Hofer, J. et al., (2008). Concern for generativity and its relation to implicit pro-social motivation, generative goals, and satisfaction with life: A Cross-cultural investigation. Required Activities:Complete LGS score & bring to class (be sure to read note about scoring on website) Readings:McAdams, D. & Logan, R., (2004). What is generativity? Jones, B. & McAdams, D., (2013). Becoming generative: Socializing influences recalled in life stories in late midlife.Focus Questions: What is generativity? Is it universal? What are some gender, cultural, race and ethnic differences in the expression of generativity? Class 13Mon., 11/12Work and Career DevelopmentWork on Midlife Research Group Project in classRequired Readings: Mason, M., (2011). Ch. 7: Education, careers, and retirement. (pp. 180-190)Required Activity:Complete free version of Self-Directed Search (SDS) at Readings:? Johnson, C. & Eby, L. (2011). Evaluating career success of African American males: It's what you know and who you are that matters. ? Ellemers, N. (2014). Women at work: How organizational features impact career development. Focus Questions: How has the work world changed? How do people create meaningful careers? Class 14Work on Midlife Research Group Project in classWeds., 11/14Work on final project protocol in classClass 15 Midlife Group Project PresentationsMon., 11/19Required Readings: Lachman, M. (2015). Mind the gap in the middle: A Call to study midlife.Recommended Readings:Mason, M., (2011). Ch. 4: Friendships and love relationships. (pp. 137-140). (Endings and new beginnings); (pp. 102-106). (reprise)Cravy, T. & Mitra, A., (2011). Demographics of the sandwich generation by race and ethnicity in the U.S. Mitchell & Lovegreen. (2009). The Empty nest syndrome in midlife families. Wethington, E. (2000). Expecting Stress: Americans and the “Midlife Crisis” Recommended Activity:? Upload protocol interview questions for final project for ungraded feedback to Canvas.Focus questions: What do people mean when they say “midlife crisis”? Are there more life transitions at midlife than other periods? Compare some of the major transitions in emerging adulthood, young adulthood, midlife and old age.MIDLIFE RESEARCH GROUP PROJECT SLIDES DUENO CLASS WEDS., 11/21 HAPPY THANKSGIVING BREAK!LATE ADULTHOODClass 16 Erikson: Old Age and Ego IntegrityMon., 11/26Later Life TransitionsRequired Readings:Mason, M. (2011). Ch. 4: Identity development and personality. (pp. 106-109). Torges, C. et al., (2008). Achieving ego integrity: Personality development in late midlife. Focus Question: What is “wisdom”? Does wisdom come automatically with age? MIDLIFE PRESENTATIONS REFLECTIONS DUEClass 17FIELD TRIP Intergenerational ExchangeWeds., 11/28 Meet at 12:30 PM SHARP at Mather Lifeways450 Davis, Room: Possibilities 2; Evanston PLEASE BE ON TIMEActivity: Prior to the field trip, post three questions about aging or later life transitions based on readings and personal experiences on Yellow Dig. Focus Questions: How is identity affected by life transitions in later adulthood? What are the effects of becoming a grandparent? Of retiring? Of changing housing? How do these transitions differ for different social identities?Class 18 Reminiscence Mon., 12/3Spirituality & ReligionGuest Lecturer: Hollen ReischerRequired Readings:Carstensen, L. & Mikels, J. (2005). At the intersection of emotion and cognition.Mason, M., (2011). Ch. 12: Coping and support in late adulthood. (pp. 325-335). (religion & spirituality).Zimmer, Z. et al. (2016). Spirituality, religiosity, aging and health in global perspective: A Review. Required Activity:? Watch Carstensen TED Talk: Older people are happier: Reading:Wink, P. & Dillon, M. (2002). Spiritual development across the life course: Findings from a longitudinal study.Focus Questions: What could mainstream America learn from other cultures and Americans sub-cultures about the elderly? How could the elderly be better utilized, respected, and integrated into society? How do the elderly express religious or spiritual beliefs?Class 19 Weds., 12/5Death and Dying Required Readings:Mason, M., (2011). Ch. 13: Dying, death, and bereavement. (pp. 335-355).Hayslip, B. & Peveto, C., (2005). An overview of the death-ethnicity relationship: Kalish and Reynolds. Required Activities:? Listen to the podcast Dying Well: ? On Yellow Dig, post at least one comment on the podcast stories and/or comment on someone else’s post. Think about the focus questions below.Recommended Readings:Elwert, F. & Christakas, N. (2006). Widowhood and race. Focus Questions: How do we navigate the end of life? Is it possible to “die well?” FINAL PAPER DUE ON WEDNESDAY, DECEMBER 12 BY 5PM CENTRAL TIME. Upload your final paper to Canvas. (LATE PAPERS WILL NOT BE ACCEPTED).RECAP: IMPORTANT DATES and GRADING WEIGHTSQuiz 1Weds., 10/1010%Parenthood Panel QuestionsWeds., 10/31part of participationQuiz 2Mon., 11/510%Midlife Presentation & Slides dueMon., 11/1925%Interview Protocol Draft (optional)Mon., 11/19part of final paperMidlife Presentations Reflection dueMon., 11/2610%Intergenerational Questions Weds., 11/28part of participationFinal Exam/PaperWeds., 12/1235%Participationon-going10%Extra credit write-upsby last day of classextra credit ................
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