Learning Adolescent Development: The Adolescent Chronicle Paper

Chronicle Paper Running Head: ADOLESCENT CHRONICLE

Learning Adolescent Development: The Adolescent Chronicle Paper

M Cecil Smith Northern Illinois University June 16, 2008

Word count: 1,316 Contact information: M Cecil Smith, Ph.D. Department of LEPF Northern Illinois University DeKalb, IL 60115 (815) 753-8448 (815) 753-8750 (f) [email protected]

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Abstract A four-part journaling assignment requires graduate students in a course on adolescent development to reflect upon their interests in and goals for working with adolescents – whether as teacher, counselors and therapists, or youth workers. The journal writing assignment requires a series of observations of, reflections on, and analyses of adolescent behavior and development – in response to assigned readings, class discussions, or outof-class stimuli (e.g., newspaper articles). Student responses to the journal assignment indicate that students find this to be both an enjoyable and valued learning experience, and one which increases their interest in adolescents, and helps improve their writing.

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Learning Adolescent Development: The Adolescent Chronicle Paper Several learning benefits that result from having students write reflective journals have been described in the literature on the teaching of psychology (Cisero, 2006; Mayo, 2003; Miller, 1979). These benefits include opportunities for students to “connect ideas and knowledge acquired from course material to the experiences...surrounding their own lives” (Mayo, 2003, p. 234), making sense of what they are learning, increasing the relevance of course content, developing analytical and creative thinking skills, enhancing students’ motivation for learning, and – for average-achieving students – improveing course performance (Cisero, 2006). Bolin, Khramtsova, and Saarnio (2005) have suggested that, in addition to desired cognitive outcomes, journal writing can help to achieve important (but often overlooked) affective objectives in psychology courses, such as self-understanding, and motivation for behavioral change and personal growth. They found that learning in an introductory psychology course was strongly related to the affective outcomes (e.g., extent to which journal assignments had a personally relevant impact) evident in students’ journals, but unrelated to the cognitive outcomes (e.g., extent to which journal assignments helped students learn the course material). Intriguingly, students’ affective outcomes also predicted their evaluations of the course. Thus, journal writing assignments appear to have benefits for both students and instructors. I have used a journal writing activity in an adolescent development course that has proven to be very effective in helping students make connections between course contents and their out-of-class experiences, enhanced their understanding of the course

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material, and deepened their appreciation of the value of theory in interpreting adolescents’ behaviors. Graduate course in adolescent development. The course is an entry-level graduate course that is intended for secondary education students. Typically, about 75% of the enrolled students are young adults who are returning to school to obtain secondary teacher certification, with plans to teach middle or high school. The remainder are enrolled in psychology, educational psychology, or counseling programs. Thus, these students lack teaching or clinical experience with teens, although some may have spent time observing in classrooms, or have had limited work as substitute teachers. Because they had few direct interactions with adolescents, the journal writing assignment is designed to help students to think about their motivations for working with adolescents, analyze the situations in which they observe adolescents in various settings, and to reflect upon what the course contents in regards to adolescent development. I refer to this writing assignment as an adolescent chronicle paper. The Adolescent Chronicle Paper. The chronicle is a 4-part paper, and each part is due at different times throughout the semester. The purpose of Part 1 is for students’ to briefly describe their educational and employment background and personal interests as these pertain to working with adolescents. They are asked to describe any experiences they have had with adolescents (e.g., sibling, camp counselor, softball coach, Big Brother/BigSister), and to describe any concerns they have about adolescents (e.g., disrespectful to adults). They also state what they want or expect to learn from the course. Parts 2 and 3 each consist of five periodic observations, commentaries, and/or reflections regarding some aspects of adolescents’ learning, behavior development, and/or schooling.

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These comments can be based upon the course reading assignments, lectures, discussions, or any outside-of-course source materials, such as news and magazine articles or websites, observations of or interviews with teens, recent classroom observations or teaching experiences, or consumption of novels, movies, or TV programs having an adolescent protagonist. Each entry is dated and there are ten entries across these two parts of the chronicle. Each of the three chronicle parts is qualitatively evaluated as “satisfactory, “needs improvement,” or “unsatisfactory.” Students are encouraged to revise the parts that are not satisfactory. For Part 4, students briefly summarize the most important facts, concepts, and ideas have learned in the course, drawing upon their prior reflections and observations (Parts 2 & 3). They also state their conclusions about how they can best integrate, apply, adopt or otherwise employ their knowledge of adolescent development into their teaching, counseling, parenting, or other interactions with adolescents. Part 4 is submitted along with Parts 1, 2, and 3 as a final single document. A scoring rubric is used to evaluate the chronicle along the following dimensions: grammar and mechanics; APA style; demonstrates understanding of relevant psychological theories, contemporary social issues, or research findings; and, demonstrates ability to reflect upon, analyze, and interpret the adolescent experience in contemporary culture, respond to adolescents as individuals and as learners, and one’s role in teaching, counseling, and guiding adolescents in schools and other settings. Students’ Performance Students typically respond very positively to this writing assignment, as reflected in the average score for the assignment over several semesters for more than 80 students.

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On a 100 point scale, the average score has equaled 93, with scores ranging from 74 100. What do students write about? A content analysis of the 10 required journal entries (Parts 2 and 3) in the Chronicle paper among revealed that students wrote about their observations and interactions with adolescents in- and outside of school (25%), reactions to newspaper, magazine, and online articles about adolescents (16%), and ideas about socialpsychological issues affecting teens (ranging from teens’ coffee consumption to sexual activities, and depression; 15%). Descriptions of movies, television programs, and fiction having teenaged protagonists accounted for another 13% of students’ written comments. The remainder of journal entries consisted of comments regarding their teaching experiences, reflections on their own adolescent experiences, or responses to course assignments or required reading materials. Students’ written comments captured a wide range of ideas, experiences, and responses to the course materials, as well as their perceptions of their readiness to teach or counsel adolescents. One student wrote: Being a parent who has successfully reared two boys did not prepare me to teach adolescents. This class has exposed me to many facets of teens’ lives that I would not have believed existed had I not taken this class. Another commented: Understanding how adolescents perceive their peers, parents, and teachers is the most valuable thing I have learned…I better understand how my actions will be

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perceived by my students and how to get the results I want…I feel more confident as a young adult working with teens. Many students wrote about the value of the course in altering their views about their professional responsibilities, increasing their understanding of adolescents’ behaviors, or influencing their beliefs about adolescents’ characteristics, as reflected in the following comments: Before this class, I would have said my job is to teach my students art. Now, would say that I also need to include in my lessons attention to students’ identity, self-esteem, and morality.

By taking this class, I was forced to observe my students and get a better understanding why they exhibit behaviors such as a lack of motivation or school avoidance – the most frequent self-defeating behaviors I see as a counselor.

Many of the myths I had previously believed about teens are not true, such as ‘storm and stress.’ Student evaluations of Chronicle paper. Data from an end-of-course survey found overwhelmingly positive views of the value of the Chronicle writing project (Table 1). The majority of students indicated “somewhat” to “strong” agreement that the project was not only enjoyable, but also increased their interest in and understanding of adolescent development. An added benefit was that four of five students believed that this assignment helped them to improve their writing skills – an asset that was strongly emphasized in the course.

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Conclusion Journal writing is a valuable assignment in psychology courses because it provides multiple opportunities for students to think deeply about the facts and ideas they are learning, to integrate this new knowledge with existing knowledge, beliefs, and opinions, and to gain insights into their goals, behaviors, and attitudes. The adolescent chronicle paper is a useful journaling assignment that helps students make connections between theory and practice, increases students’ interest in learning about adolescents, and is viewed by students as both interesting and enjoyable.

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Table 1. Student evaluations of Chronicle paper project Item

Percent agreeing with statement

The Adolescent Chronicle paper…

Mean

(S.D.)

was enjoyable increased my interest in adolescent development was a valuable learning activity helped me connect theories of adolescence to

4.33 4.20 4.60

(1.29) (1.21) (0.99)

educational or clinical practice increased my understanding of adolescent

4.67 4.67

(1.05) (1.11)

87

development helped me think about my views and beliefs

4.60

(0.98)

93

regarding adolescents helped me to improve my writing skills helped me to improve my memory for

4.73 4.47

(1.34) (1.13)

80 53

information about adolescent development

73 80 93 93

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References Bolin, A., Khramtsova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains. Teaching of Psychology, 32(3), 154-159. Cisero, C.A. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), 231-236. Mayo, J.A. (2003). Observational diary: The merits of journal writing as case-based instruction in introductory psychology. Journal of Constructivist Psychology, 16, 233-247. Miller, S.U. (1979). Keeping a psychological journal. Gifted Child Quarterly, 23, 168175.