Understanding Psychology: Adolescence

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.