Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
Description
Assignment #5: Adolescent Interview* 60 points
* Used with permission from Christina Lopez-Morgan
Theorist Jerome Kagan suggested that conflicts for the American teen-ager involve experiences, which are connected to family, school, religion, and sexuality. The goal of this assignment is for the student to gain insight into and understanding of the important influences which shape the thinking and development of the adolescent at this time of life. For your interviewee, choose an adolescent between the ages of 14-19 and in high school with whom you do not have a close personal relationship (you may not be the parent, guardian or close relative of the interviewee).
Please review the questions for this assignment prior to interviewing the adolescent.
In addition to asking the questions given, you are encouraged to improvise as you conduct the interview to elicit more in-depth responses.
This assignment is designed to facilitate the understanding of the following
Student Learning Outcomes:
Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains.
Identify cultural, economic, political and historical contexts that impact children’s development.
Apply knowledge of development and major theoretical frameworks to child observations.
Section I Interview
Interviewee Information: 5 points
State the Interviewees Age and Grade in School
Questions on Relationships with Family: 10 points
Ask the adolescent to describe their family.
Number of people in the family, relationship to adolescent.
Ages of any siblings
Description of extended family living in house.
Does all your family live in the same house? If not, where do they
live?
Who are people in your family with whom you feel you have a good relationship? Tell me about this (these) relationship(s)?
Who are the people in your family that you fight with or disagree
with the most often? Tell me about this.
Who do you feel listens to you the most in your family?
In making decisions, setting rules or talking about life, do you think that a parent or parents are always right? Why do you think that they are right or not right?
What types of things are a parent or parents usually right about?
What types of things are they less right about?
How does your parent or parents handle it when you disagree with them about decisions or issues?
If you were in trouble and needed help who in your family would you go to? Why would you go to this person?
If you wouldnt go to anyone in your family, who else would you go
to for help when you were in trouble?
Questions Regarding School: 10 points
Talk about what you think is the importance and value of school?
What do you believe you learn in school?
Talk about your favorite subjects in school?
What do you like best about school? What do you like least?
If you were in charge of creating a school, what would it be like?
How important do you think grades are? Why do you think they are important or not important?
How much do you think grades motivate you to work harder?
How do grades affect your feelings about school?
What do you think about someone who cheats on homework assignments or exams?
Would you tell on someone if you knew they were cheating? Why or why not?
Do you think cheating has any effect on everyones overall grades?
Have you given any thought to what kind of a career you might want to try when you are done with school?
Do you have any interests that you think might lead to a career choice?
Do you plan to go to college? Why or why not?
How are you going to decide about a career or type of work?
5. What do you think defines success in this world? How will you achieve that?
6. Describe someone at your school who is unpopular. How does popularity at school affect someones outlook on school? What do you think about those who are unpopular?
Questions About Beliefs/Faith: 10 points
What, if any, are the religious beliefs or practices that you were raised with in your family?
Do you actively practice any religious beliefs? Do you practice a faith in some other less traditional way?
If you have religious beliefs or practices, have your religious beliefs or practices changed in the last two years?
If so, in what ways have they changed?
Do you believe that God or some Spirit loves or watches over and takes care of humankind?
Talk about why you do or dont believe this?
What are the values or principles you live your life by? Provide an example of how you live out your values day by day in real life? What changes do you feel need to happen in our society to make it a more moral place?
Questions About Sexuality and Dating: 15 points
How do you think decisions should be made about spending one-on-one time with someone you are romantically or sexually interested in, wearing make-up or staying out late.
Should parent(s) or teen-agers make these decisions?
At what age or under what circumstances do you think people should spend one-on-one time with someone they are romantically (dating) or sexually interested? Why do you think this is the most appropriate age or circumstances?
Talk about how much you think your parents understand about how it feels to be a teen-ager today?
How did you learn what you know about how babies are born? How old were you when you learned this information?
Have you ever talked to your parent(s) about this openly?
Where would you go for information about birth, pregnancy, or birth control?
What age and under what circumstance do you think is appropriate for someone to have sex with another person for the first time? What do you know about the spread of sexually transmitted diseases and how they are contracted?
Do you think teenagers should have a right to birth control information without their parent(s) knowing about it? Why or why not?
Should birth control information be available in high schools?
How useful were any sex education classes that you took in middle
school or high school? How were they helpful? Do you think schools should discuss abstinence as a way of preventing unplanned pregnancies?
If a girl gets pregnant when she is a teenager, whose responsibility is it?
What do you think parent(s) should do about this situation?
What should teenagers do about this situation?
Who do you think should make the decisions about how this situation is handled?
Do you know someone who is gay, lesbian bisexual transgender or asexual? What are your feelings sexual orientation? Are you aware of any discrimination against gay/lesbian/bi-sexual/transgender youth in your school? What about in your family or community? What do you know about how difference in sexual orientation is viewed in those contexts?
For your final question, please ask your interviewee: If you could tell your parent(s) anything at all, what would you say to them?
Section II – Reflection: 10 points
Think about what you learned from this interview and comment on the following areas that we have discussed in class:
Which of Dianna Baumrinds parenting styles seemed to fit this adolescent description of and their family? Connect your response with an example from your interview.
What did you learn about the adolescents attitude about school and its importance in their life?
Based on Lawrence Kohlberg or Carol Gilligans work, what level of moral development was reflected in the response to the question about cheating on homework and exams and/or the responses to the question of who is a fault if a girl gets pregnant? Connect your response to an example from your interview.
Think about YOUR experiences as an adolescent. In what ways were your experiences similar? Different?
How does someones culture or family background influence the experience of the adolescent? How has the adolescent experience changed over time?
You can expect this assignment, when thoughtfully written, to average 5 or more pages in length.
Transcribe your interview like a story; format it as a narrative.
Do not restate the questions. Use the sub-titles from above.
Type your interview in paragraph form with complete sentences using correct grammar, punctuation and spelling.
Be sure that you have answered all of the above questions providing sufficient detail and information so that we gain a clear understanding of how the adolescent thinks and feels. Remember you may need to encourage the interviewee to say more or expand on their answer.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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