Instructor’s Manual
for
Arnett
Adolescence and Emerging Adulthood
A Cultural Approach
Fourth Edition
prepared by
Sandra Jarvis-Selinger
Faculty of Medicine
University of British Columbia
Helen Novak Lauscher
Faculty of Medicine
University of British Columbia
Prentice Hall
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Copyright © 2010, 2007, 2004 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St.,
Upper Saddle River, NJ 07458
All rights reserved. Manufactured in the United States of America. The contents, or parts thereof,
may be reproduced with Adolescence and Emerging Adulthood: A Cultural Approach, Fourth
Edition, by Jeffrey Jensen Arnett, provided such reproductions bear copyright notice, but may
not be reproduced in any form for any other purpose without written permission from the
copyright owner.
To obtain permission(s) to use material from this work, please submit a written request to
Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458.
10 9 8 7 6 5 4 3 2 1 13 12 11 10 09
ISBN-10: 0-138-14511-3
www.pearsonhighered.com ISBN-13: 978-0-138-14511-8
, CONTENTS
CHAPTER 1: Introduction 1
CHAPTER 2: Biological Foundations 38
CHAPTER 3: Cognitive Foundations 64
CHAPTER 4: Cultural Beliefs 92
CHAPTER 5: Gender 122
CHAPTER 6: The Self 144
CHAPTER 7: Family Relationships 166
CHAPTER 8: Friends and Peers 196
CHAPTER 9: Love and Sexuality 220
CHAPTER 10: School 239
CHAPTER 11: Work 259
CHAPTER 12: Media 282
CHAPTER 13: Problems and Resilience 308
, PREFACE
I. Using this Manual
We have designed this instructor’s resource manual (IRM) to accompany Jeffrey
Jensen Arnett's Adolescence and Emerging Adulthood: A Cultural Approach,
Fourth Edition. This resource manual provides teaching ideas, lecture and
activity suggestions, as well as a variety of support materials to assist instructors
of different experience levels in various contexts.
In designing this IRM, we have tried to keep three things in mind. First, having
collectively taught over 40 courses, we have pulled together what we believe to
be the very best activities and materials that will increase student interest and
motivation. Indeed, we have made a concerted effort to compile activities and
resources that actively engage and involve students. Second, because learning
occurs most effectively when course material is connected in some way to the
interests and experiences of students (Belenky, Clinchy, Goldberg, & Tarule,
1986), we have created activities, assignments, and class discussion questions
that provide opportunities for students to apply the course material to their own
lives. Finally, in designing this IRM, we have incorporated the uniqueness of
Jeff's text in its focus on emerging adulthood and culture. Throughout the IRM,
therefore, you will find activities, supplemental readings, websites, and video
suggestions that pay heed to this comprehensive approach. Thus, we believe
that the IRM is comprehensive, both in the nature and number of materials from
which instructors can draw.
Each chapter of the IRM includes the following sections:
1. CHAPTER OVERVIEW. This section contains: (a) learning objectives, (b) a
chapter outline, and (c) critical thinking questions. Objectives and outlines also
appear in the Companion Website, and critical thinking questions appear in the
textbook itself. Note that the critical thinking questions are excellent sources for
class discussions or student writing assignments.
2. LECTURE SUGGESTIONS. This section contains: (a) Think-Jot-Share, (b)
Exit Slips, (c) Class Activities, (d) Technology-Enabled Learning Activities; and
(e) Watch and Learn.
Think-Jot-Share and Exit Slips are designed as discussion starters, as means of
bridging experience to theory, or as tools for assisting students to reflect upon
their own learning and experience. Use the ones included (with accompanying
handouts), adapt the critical thinking questions from the textbook, or compose
your own.
Class Activities include lecture suggestions, demonstrations, group work ideas,
mini-research projects, and assignment suggestions. They include detailed
for
Arnett
Adolescence and Emerging Adulthood
A Cultural Approach
Fourth Edition
prepared by
Sandra Jarvis-Selinger
Faculty of Medicine
University of British Columbia
Helen Novak Lauscher
Faculty of Medicine
University of British Columbia
Prentice Hall
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Copyright © 2010, 2007, 2004 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St.,
Upper Saddle River, NJ 07458
All rights reserved. Manufactured in the United States of America. The contents, or parts thereof,
may be reproduced with Adolescence and Emerging Adulthood: A Cultural Approach, Fourth
Edition, by Jeffrey Jensen Arnett, provided such reproductions bear copyright notice, but may
not be reproduced in any form for any other purpose without written permission from the
copyright owner.
To obtain permission(s) to use material from this work, please submit a written request to
Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458.
10 9 8 7 6 5 4 3 2 1 13 12 11 10 09
ISBN-10: 0-138-14511-3
www.pearsonhighered.com ISBN-13: 978-0-138-14511-8
, CONTENTS
CHAPTER 1: Introduction 1
CHAPTER 2: Biological Foundations 38
CHAPTER 3: Cognitive Foundations 64
CHAPTER 4: Cultural Beliefs 92
CHAPTER 5: Gender 122
CHAPTER 6: The Self 144
CHAPTER 7: Family Relationships 166
CHAPTER 8: Friends and Peers 196
CHAPTER 9: Love and Sexuality 220
CHAPTER 10: School 239
CHAPTER 11: Work 259
CHAPTER 12: Media 282
CHAPTER 13: Problems and Resilience 308
, PREFACE
I. Using this Manual
We have designed this instructor’s resource manual (IRM) to accompany Jeffrey
Jensen Arnett's Adolescence and Emerging Adulthood: A Cultural Approach,
Fourth Edition. This resource manual provides teaching ideas, lecture and
activity suggestions, as well as a variety of support materials to assist instructors
of different experience levels in various contexts.
In designing this IRM, we have tried to keep three things in mind. First, having
collectively taught over 40 courses, we have pulled together what we believe to
be the very best activities and materials that will increase student interest and
motivation. Indeed, we have made a concerted effort to compile activities and
resources that actively engage and involve students. Second, because learning
occurs most effectively when course material is connected in some way to the
interests and experiences of students (Belenky, Clinchy, Goldberg, & Tarule,
1986), we have created activities, assignments, and class discussion questions
that provide opportunities for students to apply the course material to their own
lives. Finally, in designing this IRM, we have incorporated the uniqueness of
Jeff's text in its focus on emerging adulthood and culture. Throughout the IRM,
therefore, you will find activities, supplemental readings, websites, and video
suggestions that pay heed to this comprehensive approach. Thus, we believe
that the IRM is comprehensive, both in the nature and number of materials from
which instructors can draw.
Each chapter of the IRM includes the following sections:
1. CHAPTER OVERVIEW. This section contains: (a) learning objectives, (b) a
chapter outline, and (c) critical thinking questions. Objectives and outlines also
appear in the Companion Website, and critical thinking questions appear in the
textbook itself. Note that the critical thinking questions are excellent sources for
class discussions or student writing assignments.
2. LECTURE SUGGESTIONS. This section contains: (a) Think-Jot-Share, (b)
Exit Slips, (c) Class Activities, (d) Technology-Enabled Learning Activities; and
(e) Watch and Learn.
Think-Jot-Share and Exit Slips are designed as discussion starters, as means of
bridging experience to theory, or as tools for assisting students to reflect upon
their own learning and experience. Use the ones included (with accompanying
handouts), adapt the critical thinking questions from the textbook, or compose
your own.
Class Activities include lecture suggestions, demonstrations, group work ideas,
mini-research projects, and assignment suggestions. They include detailed
