Understanding research on social and emotional development broadly, and prosocial and antisocial behavior specifically, is one of the course goals this week. However, the next logical and important step for students is to be able to logically apply the information in a practical, everyday professional setting. This Assignment is designed to do just that. For this Assignment, envision that you are a developmental psychologist who has been tasked with teaching a group of college students about prosocial and antisocial influences on their development. Your goal is to make these emerging adults aware of the roots of these types of behaviors as well as their impact on different aspects of development. Present some of the research in this area in a real and tangible way, keeping in mind the basic tenets of social and emotional development in adolescence. How would you try to make emerging adults aware of the facts as they relate to their own development? **To Prepare:** undefined * Choose two prosocial behaviors (e.g., altruism, empathy, social understanding, forgiveness). * Choose two antisocial behaviors (e.g., domestic violence, risky driving, drug use, hostility, low self-esteem). * Consider potential causes of each of the behaviors you selected and their impact on social and emotional development. **The Assignment:** * Create a PowerPoint of 8–10 slides (using the notes section to elaborate on the points in your slides) of your presentation to these emerging adults. If you do not have access to PowerPoint, **you may use Word for your presentation instead.** * Explain how these behaviors develop and what their implications are. Explain how these factors are grounded in social and emotional development up to this point in the lifespan. **Readings:** **Prosocial** Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13–24. Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb (Vol. Ed.) & R. M. Lerner (Series Ed.), Handbook of child psychology and developmental science: Vol. 3. Socioemotional processes (7th ed., pp. 610–656). New York, NY: Wiley Noorden, T. H. van, Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic _review_. Journal of Youth & Adolescence, 44(3), 637–657. doi: 10.1007/s10964-014-0135-6 **Antisocial** Fagan, A. A., & Benedini, K. M. (2016). How do family-focused prevention programs work? A _review_ of mediating mechanisms associated with reductions in youth antisocial behaviors. Clinical Child and Family Psychology _Review_ , 19(4), 285–309. doi: 10.1007/s10567-016-0207-0 Kidwell, S. L., Young, M. E., Hinkle, L. D., Ratliff, A. D., Marcum, M. E., & Martin, C. N. (2010). Emotional competence and behavior problems: Differences across Preschool Assessment of Attachment classifications. Clinical Child Psychology and Psychiatry, 15, 391–406. doi: 10.1177/1359104510367589
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