Course Syllabus

Psychology of Emerging Adulthood

Semester & Location:	Fall 2022 - DIS Copenhagen/Stockholm
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Human Development, Psychology, Sociology
Prerequisite(s):	One psychology course at university level.
Faculty Members:	Elodie Cauvet    -  (current students please use the Canvas Inbox)
Program Director:	Suman Ambwani
Academic support:	academics@disstockholm.se
Time & Place:	Mondays and Thursdays 11:40-13:00 Room: 1E-509

Course Description

Prerequisite: A psychology course at the university level.

What is an adult? What is a teenager? This class will address the transition from adolescence to adulthood. 

What are the psychosocial challenges for teenagers today? Adolescence is often perceived as a period of rapid change with new roles and social settings and that can be extremely turbulent for many young people. But is adolescence only a time of crisis, rebellion and risk-taking behaviors, or does it also contain areas of continuity, conformity and social integration? How are the teenage years understood from a life-span perspective? How are the neurological, physiological and cognitive changes of adolescence intertwined with and linked to changing social positions and relationships? And finally, how is adolescence experienced in the Scandinavian context? 

The implications of the adolescent experience and further development into adulthood pertaining to identity, family, love and sex, cohabitation and marriage, career and community (e.g., religion and politics) will be addressed. We will have a particular focus on mental health concerns especially how growing into adulthood being neuro-atypical or with depression, anxiety, and substance use disorders affect this specific period of life. We will touch upon opportunities for prevention and intervention (at both individual and community-levels) with particular focus on the Scandinavian context. You will also have the opportunity to strengthen your skills in critical thinking, literature research, APA-style writing, and oral and written communication of scientific research to varied audiences.

 

Learning Objectives

• Identify and synthesize the major themes pertaining to human development to develop a broad understanding of young people’s neurological and psychosocial functioning.
• Critically evaluate theoretical perspectives and empirical evidence regarding the period of emerging adulthood, particularly in a Scandinavian context.
• Develop broad knowledge of certain mental health concerns faced by young people, including epidemiology, etiology, symptoms, diagnosis, treatment, and prevention.
• Understand methodologies used by psychological and neuroscientists and use this knowledge to apply a critical lens toward popular claims about young people’s functioning and wellbeing.
• Demonstrate proficiency in APA-style writing and oral communication of scientific findings.

 

Faculty

Élodie Cauvet obtained her PhD in Cognitive Neuroscience, from Pierre & Marie Curie University in Paris (France). Her research interest started with language acquisition in infants leading to the study of the cerebral processing of language and music in adults. She became interested in neurodevelopmental disorders starting with developmental dyslexia then expending into autism spectrum disorders as well as ADHD. She is using techniques from psychology as well as neuroimaging in her research, this includes MRI (anatomical and functional) as well as EEG and eye tracking. She has been conducting her latest research at Karolinska Institute Center for Neuro-developmental Disorders (KIND). Her interests include social cognitive skills, empathy and emotion processing within the whole spectrum of functioning from typicality to disorders such as ASD. With DIS since 2016.

 

Readings

Assigned readings will mostly involve peer-reviewed journal articles. Below is a sample list of readings; please check the Canvas schedule for specific readings to be completed prior to each class period.

Arnett, J. J. (1997). Young people's conceptions of the transition to adulthood. Youth & Society, 29, 3-23.

Arnett, J. J. (1998). Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 41, 295-315.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties.

Arnett, J. J. (2016). College Students as Emerging Adults: The Developmental Implications of the College Context. Emerging Adulthood, 4, 219-222.

Arnett, J. J. (2006). Emerging Adulthood in Europe: A Response. Journal of Youth Studies, 9, 111-113.

Berman, S. L., Weems, C. F., & Stickle, T. R. (2006). Existential anxiety in adolescents: Prevalence, structure, association with psychological symptoms and identity development. Journal of Y outh and Adolescence, 35, 303-310.

Birnbaum, G., Mikulincer, M., Reis, H., Gillath, O. & Orpaz, A. (2006). When Sex Is More Than Just Sex: Attachment Orientations, Sexual Experience, and Relationship Quality. Journal of Personality and Social Psychology, 91, (5), 929–943.

Buhl, H. M. & Lanz, M. (2007). Emerging Adulthood in Europe: Common Traits and Variability Across Five Countries. Journal of Adolescent Research, 22, 439-443.

Calogero, R. M., & Thompson, K. J. (2010). Gender and body image. In J. C. Chrisler & D. R. McCreary (Eds.), Handbook of gender research in psychology (Vol. 2, pp. 153-184).

Carlsson, J., Wängqvist, M., & Frisén, A. ( ). Identity Development in the Late Twenties: A Never Ending Story. Developmental Psychology, 51 (3), 334-345 2015.

Chung, J., Robins, R., Trzesniewski, K., Noftle, E., Roberts, B., & Widaman, K. (2014). Continuity and Change in Self-Esteem During Emerging Adulthood. Journal of Personality and Social Psychology, 106, 469-483.

Dumas, T., Ellis, W., Wolfe, D. (2012). Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control. Journal of Adolescence, 35, 917-927.

Emmerink, P., van den Eijnden, R., Vanwesenbeeck, I, & ter Bogt, T. (2016). The Relationship Between Endorsement of the Sexual Double Standard and Sexual Cognitions and Emotions. Sex Roles 75, 363–376.

Erikson, E. H. (1968). Identity youth and crisis. New York: Norton.

Erikson, E. H. (1980). Identity and the life cycle. New york: Norton.

Ferrer-Wreder, L., Trost, K., Lorente, C. C., & Mansoory, S. (2012). Personal and ethnic identity in Swedish adolescents and emerging adults. In S. J. Schwartz (Ed.), Identity Around the World. New Directions for Child and Adolescent Development, 138, 61–86.

Frisén, A., Carlsson, J., & Wängqvist (2014). Doesn't Everyone Want That? It's Just a Given": Swedish Emerging Adults' Expectations on Future Parenthood and Work/Family Priorities Journal of Adolescent Research 29, 67-88

Frisén, A., & Holmqvist, K. (2010). Physical, Sociocultural, and Behavioral Factors Associated with Body-Esteem in 16-Year-Old Swedish Boys and Girls. Sex Roles, 63, 373-385.

Frisén, A., & Wängqvist, M. (2011). Emerging Adults in Sweden: Identity Formation in the Light of Love, Work, and Family. Journal of Adolescent Research, March 26 (2), 200-221.

Grose, J. & Coplan, R. (2016). Longitudinal Outcomes of Shyness From Childhood to Emerging Adulthood. The Journal of Genetic Psychology, 176 (6), 408–413.

Jones, D. C. (2004). Body image among adolescent girls and boys: A longitudinal study. Developmental Psychology, 40, 823-835.

Kaestle, C. & Tucker Halper, C. (2007). Love Got to Do with It? Sexual Behaviors of Opposite-Sex Couples Through Emerging Adulthood. Perspectives on Sexual and Reproductive Health, 39, 134-140.

Konstam, V. (2015). Emerging and Young Adulthood: Multiple Perspectives, Diverse 
Narratives (Advancing Responsible Adolescent Development) 2nd ed. Cham, Switzerland: Springer. 


Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551-558.

Marcia, J. E. (1994a). Ego identity and object relations. In J. M. Masling & R. F. Bornstein (Eds.), Empirical perspectives on object relations theory (pp. 59-103). Washington, DC: American psychological association.

Marcia, J. E., Waterman, A. S., Mattesson, D. R., Archer, S. L., & Orlofsky, J. L. (Eds.). (1993). Ego identity. A handbook for psychosocial research. New York: Springer.

Messersmith, E., Garrett, J., Davis, K., Pamela E., Malanchuk, O., Eccles, J. (2008). Career Development from Adolescence through Emerging Adulthood: Insights from Information Technology Occupations. Journal of Adolescent Research, 23, 206-227.

Miller, P. H. (2011). Chapter 1. Introduction. Theories of Developmental Psychology. (5^th ed.). (pp. 1-26). New York, NY: Worth Publishers.

Mikulincer, M. (1998). Attachment Working Models and the Sense of Trust: An Exploration of Interaction Goals and Affect Regulation. Journal of Personality and Social Psychology, 74, 1209–1224.

Murphy, K., Blustein, D., Bohlig, A., & Platt, M. (2010). The College-to-Career Transition: An Exploration of Emerging Adulthood. Journal of Counseling & Development, 88, 174-181.

Nelson, L. & Chen, Xinyin(2007). Emerging Adulthood in China: The Role of Social and Cultural Factors. Child Development Perspectives, 2, 86–91.

Nelson, L., Badger, S., & Wu, B. (2014). The Influence of Culture in Emerging Adulthood: Perspectives of Chinese College Students. International Journal of Behavioral Development 28(1), 26-36.

Nosko, A., Tieu, T., Lawford, H., Pratt, M. (2011). How Do I Love Thee? Let Me Count the Ways: Parenting During Adolescence, Attachment Styles, and Romantic Narratives in Emerging Adulthood. Developmental Psychology, 4, 645–657.
Ranta, M., Dietrich, J., & Salmela-Aro, K. (2014). A Career and Romantic Relationship Goals and Concerns During Emerging Adulthood. Emerging Adulthood, 1, 17-26.

Sneed, J., Krauss Whitebourne, S., Schwartz, S., & Hunag, S. (2012). The Relationship Between Identity, Intimacy, and Midlife Well-Being: Findings From the Rochester Adult Longitudinal Study. Psychology and Aging, 27, (2), 318-323.

Wängqvist, M. & Frisén, A. (2013). Swedish 18-year-olds' identity formation: Associations with feelings about appearance and internalization of body ideals. Journal of Adolescence, 36(3), 485–493.

Wängqvist, M. & Frisén, A. (2011). Identity and Psychological Distress in Emerging Adulthood in Sweden: Is It Always to Know Who to Be and What to Do? Identity, 11, 93-113.

Wängqvist, M., Lamb, M. Frisén, A., & Hwang, P. (2015). Child and Adolescent Predictors of Personality in Early Adulthood. Child Development, 86 (4), 1253-1261.

 

Field Studies

Please see course calendar for the details. 

1) Wednesday, December 7th: 8:30 - 12:30, Workshop on youth radicalization.

 

2) Wednesday, November 30th 8:30 - 12:30  

Visit of a neuropsychiatry center which provides diagnosis and treatments in Stockholm. We will visit the center and discuss with some of the trained personal (psychologist etc.) about the Swedish system especially in adolescents and young adults. We will touch upon the queuing system, the remediation strategies, as well as prevention. 

 

Guest Lecturers

This course will draw upon the expertise of multiple guest lecturers in order to widely cover the topic of emerging adulthood.

Polina Smiragina-Ingelström: PhD (2021, The University of Sydney), focusing on the gendered perspective on victimhood in the trafficking of men. MSc (2012, Gothenburg University), BA (2009, Moscow State University). Postdoctoral fellow in Criminology (Stockholm University). Polina’s research interests are within the disciplines of criminology and medical anthropology with a special focus on victimhood, gender, post-trafficking needs and help-seeking behavior. Before commencing her academic career Polina was a migrant counsellor and reintegration assistant at the UN Migration (IOM) mission in Russia. She was engaged in providing direct assistance to migrants in distress including victims of human trafficking and exploitation; and assistance in voluntary return and reintegration.

Iwo Nord: is a trans researcher and educator interested in transgender and queer lives and culture, nuances of agency and power, intersections of the transnational and the local, and questions concerning mobility (travel and migration). He is involved in trans academic and activist alliances, resulting in the forthcoming collaborative volume In Transition: Trans Lives, Activisms, and Culture in the Post-Yugoslav Space. Iwo is a PhD candidate in Gender Studies at Södertörn University, and is affiliated with the Center for Baltic and East European Studies. His doctoral project ethnographically explores Belgrade as a transnational destination for gender-affirming surgery. He holds an MA from the University of Oslo, Norway, and has formerly taught at the Institute of Scandinavian and Finnish Studies at the University of Gdansk, Poland. 

Tina Mangieri: PhD in Geography (University of North Carolina at Chapel Hill, 2007). Instructor, Stockholm University. Cartographer - Yemen Project, Royal Ontario Museum. Academic Director, Associate Academic Dean, and Academic Dean for Africa, SIT Study Abroad. Fulbright scholar, Kenya (cultural, economic, and urban geography). Assistant Professor, Geography, Texas A&M University. Assistant Professor, Champlain College. Director of Experiential Education, NYU Abu Dhabi. Associate Dean for Global Education, Bates College

Meiling Liu: Ph.D. in Forensic Psychology (China University of Political Science and Law, 2010). Post Doctorate in Forensic Psychology (Gothenburg University, 2012). Worked as an organizational consultant in areas of leadership and cross-cultural competence training in Sweden. Also has worked as a teacher and researcher at universities in China, and was promoted to the position of associate professor in China.

Soheil Mahdi holds a PhD in Psychology. He is a licensed psychologist and works as Head of Research and Development at CEREB AB. In 2019 he defended his Doctoral Thesis entitled ”Standardizing the Assessment of Ability and Disability in ADHD and Autism -the development of WHO ICF Core Sets”. Although Soheil’s main interest lies in improving assessment of functioning, he is also active in doing research related to treatment. His research in CEREB focuses on exploring the effects of psychological treatment for adults with ADHD. In addition to research, he also works clinically, conducting neuropsychiatric assessments on adolescents and adults.

 

Approach to Teaching

I am an enthusiastic teacher whose goal is to develop your curiosity, sense of questioning and critical thinking. As such, I encourage asking questions whether for clarification or for deepening your understanding. I believe that there is no such things as bad questions: what appears trivial might actually turn into the most interesting and insightful questions.

Each class include both lectures by the faculty or guest lecturer and discussions led by the students. We will develop and reflect upon the critical period leading to adulthood from various perspectives including neuroscience, psychology, sociology. Classes’ content relies on the readings. Content of the readings is expected to nourish the discussions and might not be developed in details during the class. However, any unclear areas, pointed out by students’ questions, will be reviewed in class. Since a large amount of class time is dedicated to discussion, the outcome of the course depends on your active class participation which relies on your class preparation. I make a huge point of creating a safe space in the class so that all of us feel comfortable speaking. However, we are not equal with our ability to speak up (and the ease to do so), so please reach out so that I can help you develop these crucial skills.

 

Expectations of the Students

Active participation: Students are expected to participate actively in class. This includes taking part in the discussions in class as well as online before each class, asking or answering questions. There are no stupid questions and I encourage and reward student expression. Opinions can be expressed as such and scientific sources to discussion points are always rewarded. You are expected to behave professionally and treat each other with empathy. This is a crucial skill that as a teacher I nurture and cherish which greatly helps communication, learning and in general well-being.

Absences: Students have to inform the teacher in advance in case they cannot attend a class. Missing a class unexcused will affect the active participation grade.

Preparation to the class: To engage with the class material properly, you are expected to come to class prepared. To this end, you are expected to spend 6 hour per week outside of class time with the different materials. This includes but isn't restricted to:

• answering online quizzes or discussion threads before the class.
• read and understand the required readings before class. Think about what are the crucial points in the reading, what did you find super interesting, what is still unclear. Take your own notes so that we can discuss and answer your questions in class. This will also serve as a start for creating your own study guide.

In class and after: Slides include graphs, pictures and illustrations necessary to understand the class. Students are expected to take notes complementing and explaining the slides. Slides are a support and should be treated as such and not as the main source of info required. Class content need to be written down individually by the students. Main discussion will be summarized by the students and transcribed on white board and pictures of these will be available on Canvas in respective classes.

 

Evaluation

NB. To be eligible for a passing grade in this class you must complete all of the assigned work.

You will be working both individually and in groups as such you are expected to contribute equally. You will be presenting some of your work in class, if you are not the presenters, you are expected to contribute constructively to the discussion with questions and comments on your classmates presentations. Your creativity and “thinking outside the box”, new insights, openness to share your opinion and creating a safe and vivid discussion platform are most welcome and graded as active participation. Very active participation can additionally lift grades that are borderline. Simple repetition of the readings without own reflection will not be rewarded additionally.

 

Grading

Detailed assignment descriptions and grading rubrics for each assignment are available on canvas.

Assignment	Percentage
Active participation and engagement (including discussion posts) - Individual	25 %
Journal club presentation - Group	20 %
Policy analysis - Individual	20 %
Scientific communication of policy analysis - Individual	10 %
Final Paper - Group	25 %
Total	100 %

 

Active Participation and Engagement - Individual

Preparation, attendance, and engagement in classes, field studies, and guest lectures is important because it shows that you are taking responsibility for your own learning. It also demonstrates that you are keeping up with the readings and understanding the theoretical perspectives and research evidence discussed in class. Your participation and engagement grade will be calculated based on your ability to meet the following criteria:

• You attend the class meeting/field study/guest lecture having done the day’s reading (please keep in mind that it is obvious when students have not done the readings for class, and this is disruptive for others).
• You participate in all discussion threads prior to the classes to be ready for the next topic.
• You are engaged throughout our class meeting/field study/guest lecture and demonstrate this by prompting discussion and/or responding to your peers by linking comments, asking questions, and drawing connections between readings and themes.
• You listen attentively and respectfully to others (and you avoid dominating or silencing others).
• You offer more than just personal opinion or anecdote – that is, you root your comments in the text we are discussing (e.g., “this reminds me of p. 76 where the authors indicate X”) and link ideas and comments with content from past reading assignments.
• You work collaboratively with people to achieve learning goals when you are placed in a small group.

Discussion threads will be created before each class and you are expected to post your reflections prior to the class. This will help you come prepared for the topic.

If you are unable to attend class due to unexpected and uncontrollable circumstances such as illness or emergencies, you can earn class engagement points by emailing the instructor your comments and reactions to the assigned readings. Your class engagement grade will be evaluated on the quality of these contributions.

 

Journal Club Presentation - Group

Students will work in groups of two (you may also chose to work individually if you prefer). You will examine in more depth selected topics of emerging adulthood. The group will select 3-4 research articles and present the outcome of the papers. This will allow you to:

• Understand one topic of emerging adulthood more thoroughly than class time permits;
• Choose the topic of your choice which must be approved by the instructor
• Examine how this specific topic can be viewed from at least two different scholarly perspectives (different domain, think about neuroscience, psychology, sociology etc.);
• Evaluate the various perspectives on this specific topic and formulate your own position on it.

Presentation Details: 15 minutes presentation (slideshow). You also need to include 3-4 discussion questions to reflect and open the topic with your peers

 

Policy Analysis - Individual

Different countries place different age restrictions on activities such as drinking alcohol, driving, smoking cigarettes, voting, purchasing guns, and serving in the military, and there are efforts underway to implement additional age restrictions to protect young people. For instance, researchers and policymakers in Massachusetts, USA, are currently working to implement age restrictions on the purchase of diet pills and muscle-building supplements to protect vulnerable consumers.

The purpose of this assignment is to scrutinize ONE age-related policy in the U.S. and Sweden. This may be an age-related restriction that already exists (e.g., for alcohol consumption), or, one that you think should exist (e.g., ban the sale of certain types of products to young people). For this assignment, please do all of the following:

• Identify one age-related policy (either an existing policy or proposed policy).
• Scientific justification (approximately 3 paragraphs): Provide 3 reasons why that particular age-related restriction either does or does not make sense and provide justification for your reasons. The justification should be based on peer-reviewed research on adolescent development. Each of the reasons must be supported by at least one peer-reviewed journal article and should be about one paragraph in length.
• Qualifiers (approximately 2 paragraphs): Is there evidence to suggest that the age-related restriction should be applied differently based on some aspect of a young person’s identity or circumstances (e.g., gender, social class, mental health, and so forth)? Support your argument with at least two peer-reviewed journal articles.
• Cross-cultural analysis (approximately 3 paragraphs): Explain how the policy is perceived in the U.S. and Denmark. If the policy differs across the two countries: you should describe the nature of the difference and then offer an analysis of how it is perceived by the public in these two countries. If the policy is the same across the two countries: you should describe how it is (or, for proposed policies, would be) viewed by the public in these two countries. For either of these options you should highlight 2-3 unique sociocultural factors to explain why you think the policy would be viewed in that particular manner by the public. You should use peer-reviewed journal articles or reliable news sources to support this cross-cultural analysis – please avoid using unverifiable sources, blogs, Wikipedia, or anecdotal evidence.

 

Scientific Communication of your policy analysis - Individual

An important goal for scientific research is to be able to effectively communicate knowledge with others.  The purpose of this assignment is to develop a strategy to present your Policy Analysis to a mixed audience (i.e., scholars and non-scholars) through a popular communication medium (e.g., blog post, podcast, Twitter thread, comic strip, TikTok, etc.). Your project should thoroughly and concisely describe your research in a manner appropriate to the chosen medium. You will be assessed on the clarity, comprehensiveness, visual appeal, and effectiveness of your project. Additional details will be provided in class.

 

Final Paper - Individual

Promoting wellbeing among Scandinavian youth,  4 pages APA 1.5 spacing

Using what you have learned this semester, you will design a community-based strategy to promote adolescent and young adults health and wellbeing in Scandinavian countries such as Sweden. Think about ways that adolescents might benefit from specific programming designed to either enhance their wellbeing or prevent the risk of psychopathology. You are welcome to design a strategy focused on a specific aspect of mental health or wellbeing (e.g., reduce adolescent risk of depression) or consider broader markers of mental health or wellbeing (e.g., enhance peer and family relationships) – the choice is yours, but please be clear about the intended aim of your strategy. You should consider all that you have learned about adolescent development over the course of the semester (hint: consider biological, neurological, cognitive, social/interpersonal, psychological, sociological and behavioral aspects of development as well as contextual/environmental features) and make sure you focus on a Scandinavian context. Be very specific in designing your strategy and make sure you support all of your claims with information from class materials (i.e., please refrain from personal anecdotes or conjecture).

More details are available in the assignment section.

 

Use of laptops and phones in class

Based on the latest research on the topic, the only use of laptops or phones that is beneficial to the learning process is if it is solely used as a learning tool, namely taking notes, or taking the quizzes. However, most of the time, it is extremely hard (to to cerebral attentional processes to ignore all other enticement that these devices provide. If you cannot mute/ignore non class related tools/processes, then it has a detrimental effect on learning. As such, I recommend using your laptop only for taking notes in class (or specifically asked class related tasks), any other uses will not be accepted.

 

Academic Regulations 

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org