Incorporating literature within a psychology unit may be
difficult on a regular basis, but when it comes to the topic of teaching a unit
on adolescence, what better way to do it then with adolescent literature! The
following annotated bibliography includes both texts and film geared toward
teaching high school psychology students, grades 9-12, about the logistics of
adolescence. While some of these texts
are extremely mature in nature, it coincides with the topic of adolescence
wholeheartedly. Broken down into the seven key components of adolescence the
texts work to bridge of the gap between a concept so foreign to students,
topics being taboo, and just awkward to discuss- to being a springboard for
discussion.
The seven components that I
decided to break adolescence down to are: physical development, sexual
development, cognitive development, moral development, social development,
difficulties encountered, and gender identity. The texts and film were chosen
because not only do they appeal to these specific categories, but they also are
engaging. Students are able to connect to these texts because they are hearing
these stories from an adolescent perspective. Beyond that students are able to
be moved flawlessly through a story that is not trying to give them some sort
of big picture message, but rather they can take what they want from the text
through the overarching themes, and character development by each individual
author. Both males and females are able to find some sort of level of appeal, whether
it is through the role of a lead character or one that provides guidance
through the text.
Most importantly for psychology
and the unit of adolescence, these texts provide the framework for classroom
discussion. It not only brings the focus of the book back to the unit, but
there is that cross- curriculum presence automatically tied in. Talking with
students about character choices, the overarching idea, and the supporting
details- bring in strategies and skills that are invoked throughout a student’s
core classes. These texts and film support the unit of adolescence while
appealing to the student population.
Anderson, L. H.
(2008). Twisted. (1st ed.). USA: Penguin Group Incorporated.
Focusing on the category of
physical development- the book Twisted
by Laurie Halse Anderson intertwines reactions to growth and puberty in a way
that is very different than other texts out there. From the male perspective of
Tyler Miller- the reader is able to see the transformation of a scrawny
individual to that of a bulked up, chiseled teenager. Anderson takes the reader
and Tyler through a rollercoaster of a ride when looking at how Tyler deals
with his newfound attention. After vandalizing property and working a summer
job to pay for the crime, he eventually has the attention of Bethany Milbury,
one of the more popular girls. But things take a turn for the worse when a
scandal erupts after a party, and everyone blames him for exposing pictures of
Bethany. Not only does Tyler have to deal with fixing his relationships with
friends, but he has to mend his reputation all while coping with his difficult
family situation.
Twisted appeals to readers at a range of
ages, but especially to adolescents. While the topics of identity, family and
suicide are touched upon – the story itself is one that teenagers are able to
ride along with. Whether it is playing video games as a coping mechanism or
becoming the new “it” boy- these occurrences are ones that are not too far from
the imagination. Tyler Miller alone provides an immediate connection with
readers especially males, who may have trouble finding texts that speak to
their voice. The plot also engages both males and females, who want a text that
addresses their own personal concerns whether about family, pressure, and development
overall.
Anderson’s
text is ideal for this unit of adolescence with specific focus on the physical
development. Whether it is through the reactions to growth and puberty, or the
other factors that come along with the physicality of it- it brings in the
trials and tribulations that youth deal with to the forefront. Twisted is able to incorporate a raw
character, who has daily activities involve all the physical changes that males
face throughout puberty, in addition to school factors. For this specific unit,
this book is something that puts a face on the teenage male voice, that really
isn’t prevalent. Using this text on unit on adolescence allows for discussion
about the biology of adolescence. Having students research and share what they
have learned about in a fair style, also allows for collaboration with the
science department and teachers. Beyond that students also could conduct an
interview with either a peer or relative about what hardships they faced going
through physical changes, and create a pamphlet on tips of how to combat these
difficulties. This allows for students to not only incorporate the text, but to
also connect it directly the content.
Asher, J.
(2011). 13 Reasons Why. USA: Penguin Group Incorporated.
13 Reasons Why, written by Jay Asher takes you through a range of
emotions. Clay Jensen comes home one day and finds a package, after opening it
up he finds seven cassette tapes. Listening to the tapes he realizes that they
were recorded by his crush/classmate Hannah Baker, who has recently committed
suicide. Asher takes the reader on a journey with Clay as he listens to Hannah
explain thirteen people who played a role in her death, thirteen reasons why
she decided to take her own life. Clay travels to places that Hannah indicates
are “landmarks” to her, places where things occurred. Hannah opens up throughout the cassette tapes
about her struggles, and how she truly was impacted by the actions of these
thirteen individuals. As harmless, casual, and everyday some actions may have
been, they all made a difference on her life.
While
reading this book, it is clear what the appeal to adolescent readers is, it’s
realistic. Suicide is one of the leading causes of death for young people.
Recognizing that teenagers go through difficulties is necessary. Asher puts
that to the forefront in this book, and while it may be overwhelming to read-
students are able to connect with whatever hardship they may have had to face.
Hannah details the life she lived, one where she had friends, went to parties,
was developing sexual awareness, had to deal with rumors, and her family life.
The events that unfold showcase how little actions, ignoring someone, standing
aside may be taken far more heavily than one intends. Adolescent readers are
living this, they are living through drama, friends, family, balancing school,
work, and being social- all while growing up, and it is difficult. Finally the
text is broken down into the Hannah speaking, and Clay’s interactions with his
mother and friends, and the tapes changing. It is easy to follow along with
flashbacks and the current setting.
Asher’s
book is the perfect text to be used with the component on difficulties during
adolescence. One thing that needs to be stressed after reading this book with a
course is the fact that as mindless as we are about actions we do throughout a
day, it matters to someone. You are able to impact individuals through
simplistic actions, a smile, a hello, not doing anything, and not speaking up.
Having a discussion with students about what it means to be a bystander, to
know something is going on and not speak up, to let actions occur that are not
okay- needs to be brought up. While it may seem a bit of stretch, difficulties
during adolescence range from depression, suicide, eating disorders and when
someone notices changes in another individual they need to speak up. Having
students learn more about the statistics of such things that plague their age
group is a direct connection and potential activity. Becoming aware of how
often people go through these difficulties, how they cope, and how they fall
victim to it is a tough issue to tackle but it is a start. Beyond these
connections to a psychology/social studies driven curriculum, taking a look
with English teachers how teenage characters cope in books, who they turn to,
and do various writing activities would be a great collaborative classroom activity.
Finally with the statistics, and knowledge from the book and psychology,
students could pair with a health classroom and talk about what they have
learned and how being informed makes a difference.
Dessen, S.
(2004). Someone Like You. (1st ed.). USA: Penguin Group.
Someone Like You by Sarah Dessen is a book that looks at the moral
difficulties that teenagers have to face as they grow up. Halley and Scarlett
are two best friends who encounter a range of different obstacles independently
but always having each other to turn to. After Scarlett’s boyfriend Michael
dies in an accident, Halley is one of the few people she can go to. To make
things even more difficult, Scarlett discovers she is pregnant two months
after. All the while Halley’s own life is not as easy anymore- she is starting
to have feelings for Macon, who is a bit more reckless, and hands down does not
have her mother’s approval, which puts a strain on their mother-daughter
relationship. As they are faced with all these challenges they decide to face
them together, because growing up is proving to be so strenuous- and they are
becoming adults far quicker than they had expected.
The text
strikes a nerve with adolescent readers because these two best friends are
sixteen years old. They are incredibly different, with Scarlett being bold, and
quite sure of herself, whereas Halley is a bit more reserved- which allows students
to connect to one extreme. But the emotional strain that Scarlett and Halley
deal with from death, to finding one’s self, to deciding whether or not to keep
the baby is something that is overwhelming. Adolescent readers are able to
identify with the friendship, love, sex, and dealing with parents- issues that
they face in casual and serious situations on a regular basis. The book itself
is separated into three sections which allows for the reader to follow along
with the story in an easier fashion as well.
Dessen’s
text fits in perfectly with the component of moral development, and looking at
egocentricity, positive and negative consequences, socially approve actions and
sanctioned actions. The obstacle of what to do about the pregnancy and how to
face the possibility of this new life, but while at the same time still
grieving is enough of a moral dilemma for an individual to face let alone an
adolescent. Beyond that the tension between Halley and her mother is one that
is relatable but also difficult. Halley coming to terms with whether or not to
defy her mother and still be with Macon is something where she has to deal with
consequences. Working this into activities, students can use the text as a
guide and compile a list of actions that had positive, negative consequences,
and whether or not there were socially approved actions. Students also can work
to think about how they may have reacted in a situation like this. Working to
connect an English curriculum there can also be the text to text connection,
where students list various pieces that they have read where similar decisions
that had positive-negative consequences were made and what they were.
Green, J.
(2006). Looking For Alaska. (1st ed.). USA: Penguin Group.
Looking for Alaska tells the story of Miles Halter, also known
later as Pudge, who has no real excitement in his life. He has a lack of
friends, drama, and with his parents assistance he leaves Florida for a
boarding school. While there he encounters an array of individuals that include
Chip, also known as the Colonel, his roommate, and Alaska, a gorgeous girl who
Pudge has a crush on. While at boarding school, Pudge deals with a prank war
and his growing feelings for Alaska. Taking all that boarding school has to
offer, the trio takes part in drinking and smoking on a regular basis. The book
is broken into two main parts that are titled “before” and “after”- and we
learn that this is in reference to Alaska’s death. Both Colonel and Pudge cope with the guilt of
allowing Alaska to leave, their last memories that they have of her, and how to
deal with suffering.
Green’s
book has an immediate appeal for adolescents due to the content within the
book. Looking for Alaska provides a
very explicit portrayal of what being a teenager means, whether it is the
sexual situations, underage drinking, smoking, and language within the book-
which does not necessarily turn students away. Rather what this means is that they
are able to dissect what can be comparable to their own lifestyle and what is
purely fictitious. Green also connects with the reader through Pudge’s
narration, it is believable. The suffering, loss and grief that is apparent in
the book is authentic, and what adolescents experience. It is also a shorter
book with a male voice so it garners that appeal for students.
For this
specific text, the target focus is to look at cognitive development. Reading Looking for Alaska taking a closer read
of rationalization that is present, the way that these characters find fault
with authority, but also have their own indecisiveness allows for the book to
be content relevant. Having students reflect with a critical lens not only
allows for the students to think about how each character felt and reacted, but
to understand why they felt that way. One great activity for this text to look
at rationalization and how they are developing with regard to cognitive
ability, is to do a perspective response. Having students write from the
perspective of other characters, whether it is Alaska, Alaska’s mother, Pudge’s
parents, or Chip- and identify how they feel, why they feel that way, and what
can they do to move forward and rationalize is something that applies content
with the text. Students can also answer questions from the point of view from a
specific character or do a role play and in small groups work to discuss why
they find fault with authority, and why they are indecisive. But also in these
groups students can recognize the growth that occurs from start to finish both
in the text and in the acting.
Von Ziegesar, C.
(2002). Gossip Girl. (1st ed.). New York, New York: 17th Street
Productions.
Gossip Girl by Cecily von
Ziegesar takes a look at the lives of privileged teenagers in New York City.
The book introduces Blair Waldorf, Seren Van der Woodsen, Nate Archibald, Chuck
Bass, Dan Humprey, and his younger sister Jenny. While the characters may seem
overwhelming at first, the reader is able to follow along with the help of
Gossip Girl as their narrator. Gossip Girl is a gossip website that takes a look
at this luxurious lifestyle these young adults and the choices they make,
looking at every facade that makes up who they are, as petty, ridiculous and
nonchalant. Gossip Girl is part of this crowd though, and has the inside scoop-
while she chooses to remain anonymous. The reader is introduced to Nate and
Blair as a couple, and then to Serena who is Blair's supposed best friend, but
also her biggest competition. Serena is the "it" girl" that
everyone wants to be, and tries to be. Serena is back in NYC, after being
kicked out of boarding school and expecting to have a heartfelt reunion with
her closest friends, but instead they are less than warm to her. Drama erupts
when Blair learns that Serena and Nate have hooked up, and book details how
everyone copes with the chaos in their "world". Whether it is the
rumors that fly from the popular crowd themselves, or with help from Gossip
Girl, the book details the escapades that they encounter from private school,
penthouse suite, to extravagant parties.
Adolescent readers are drawn to
this text for different reasons. The world that Gossip Girl is set in,
is one of privilege, luxury and class. While that might not automatically be a
world that teenagers can relate to- it is a world that they enjoy reading
about, because it is a fantasy of sorts. Besides that adolescent readers are
able to connect with Blair, Serena, Nate and Chuck because of the simplistic
fact that they are teenagers. They are going through the ups and downs that
being in high school involves- whether that means, attempting to fit in, not
having the proper clothing, boys, girls, relationships, sex, and other
dilemmas. All these are simultaneously ongoing throughout the book in a way
that not only brings the reader into the world of the Upper East Side, but
makes them want more.
With relation to the unit of
adolescence, Gossip Girl allows a
seamless tie in since it discusses developing sexual attitudes and awareness.
Throughout the book both Gossip Girl herself, and the main characters make
light of sexual situations, and promote awareness of the action of their peers.
Having students present to their peers news articles that appear regarding the
debate on contraception, and sex education lead the way for a “where do you
stand” activity. With this activity it will not only promote discussion, but
force students to take a side on whether or not they strongly agree, strongly
disagree, agree or disagree with controversial issues. While at times the
comments throughout the book are both negative and attack an individual- this
can be a prime point to discuss sexual attitudes, awareness, and how it ties in
with gossip itself. Not only through classroom discussion but having students
take a deeper look at current events and realize the harm in spreading things
that may not necessarily be true. This also could be tied into units on
bullying and the different forms it could potentially take.
Waters, M. (Director). (2005). Mean
Girls [Motion Picture]. USA: Paramount Pictures.
Mean Girls is a film that was released
in 2005. The comedy looks at the life of Cady Heron who recently moved from
Africa, and prepares for her first real interaction at a public high school.
Working alongside two friends she makes, Janis and Damien, Cady learns about
the norms within the high school, especially the cliques that exist at North
Shore HS. The most popular clique, the “Plastics” led by Regina George,
actually take a liking to Cady. Janis, realizing that Cady has been accepted
into the Plastics, creates a plan to enact revenge on Regina for ruining her
life in middle school. The plan involves turning the group against one another,
and doing other catty acts. Cady truly becomes enthralled with her life as part
of the “Plastics”, and develops a crush on Regina’s ex-boyfriend Aaron. With a
new goal of dating Aaron, Cady starts becoming more and more like the “Plastics”
and less like the individual that she was, and turning away from her true
friends Damien and Janis. Cady copes with being isolated and attempts to make
amends with the people she offended and her family.
With a
cast of well-known individuals this film offers an appealing way to look at
adolescents interacting with one another. Adolescents are able to relate to
this text because it not only is a comedy, but it is in a high school setting.
It is invoking all the situations that students are able to connect with,
friendship, relationships, love, sex, family, and coming of age- in a casual
way. Adolescent readers are also able to draw connection between the texts in
this annotated bibliography to this film, and to their own life.
Mean Girls is a great film to show as a
closing for the adolescent unit. It is an encompassing film that touches upon physical,
sexual, cognitive, and moral development while also noting the difficulties
during adolescence, and gender roles/differences that can be seen. The main
focus for this text is the social development that is apparent, the role of
family, peers, and the struggle with cliques and conformity is something that
is stressed especially in psychology with regard to adolescence. Activities for
this film are written based, with students relating the various components of
adolescence to this film and how they see it being touched upon. Along with
that a “snowball” activity, where students write a response/question regarding
the film in connecting with psychology on a piece of paper, crumple it, throw
it in a pile, and then pick up a different “snowball” and respond to another
student’s response/question promotes discussion, and collaboration. With direct
connection to the film, there is a section where there is a map of what the
cliques are like at North Shore HS, a great activity is to have students
identify cliques either at their HS, in life, or in a public social setting
where students are able to write observation notes and make comparisons from
the film to the content.
Winfield, C.
(2006). Gender Identity. USA: The Scarecrow Press, Inc..
Gender Identity is a nonfiction text
that offers students insight about what gender means beyond the typical gender
roles and stereotypes that have constructed. Winfield describes cases of
individuals who do not fit specific male or female categories and how important
it is to understand terms like “sex” and “gender” especially when coming into
adulthood. Throughout the text Winfield interweaves factual and historical
information, in a way that enlightens students and raises their own interest.
What is extremely interesting about the text is the way that it connects other
items like books, films, news articles to the content it is exploring- and it
recommends on various pages to “learn more”, “explore” and “discover for
yourself”. Having students become engaged is a great way to garner interest for
potential research projects in the future. Gender
Identity also contains teen opinions, readings lists, and websites beyond
the visual representations on pages throughout the book.
Today’s
adolescent reader is able to relate to this text because it as the book states
it is “the ultimate teen guide.” It presents information in a neutral manner
that not only allows for the reader to determine how they feel about the dynamic
of sex and gender, but how crosses into society. Adolescent readers are not
talked down upon, but rather in the text the author talks specifically to them.
This book is geared towards young adults who are learning more about
themselves, and each other- and with that this book talks about issues that
concern them. Whether it is defining terms explicitly or telling the history to
present day, adolescent reader and adult readers alike are able to learn the
basics behind intersex children, current research, and the public debate about
the legal protection individuals may have. The structure of the text is one of
the key aspects which makes it appealing; with pictures, charts, and additional
information presented in a logical and cohesive manner. It is not overwhelming
but instead perfect for young adults who have more questions or what to know
more.
The text
offers exactly what is needed for component of gender roles and differences. It
discusses the stereotypes, differences in personality, changing roles in today’s
society- and how the reader can become more informed and active. With these
topics being addressed, it would be ideal to supplement this nonfiction work
with a textbook or begin a research project. Having students identify a term
like “sex”, “gender”, or “sexual orientation” and truly understand the socially
constructed versus the actual meaning would be a project and a discussion in
itself. Having students also work to integrate facts and history presented in
the text with current events, calls for the readers to recognize that some of
these topics are not as far-fetched and foreign as they might seem.
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