Juveniles and Making a

Change
Crystal Skye Barela
Child Development Capstone
Kara Bullock

Adolescence- 11 to 20

Physical developments: Physical growth and other changes are both rapid and
profound, as reproductive maturity starts to occur. There are major risks that arise from
behavioral issues that include things such as eating disorders, drug abuse, acting out
both mentally and physically.
Cognitive developments: Children have the ability to think abstractly and use scientific
reasoning develops. Immature thinking will persist in some of the childs attitudes and
behaviors. Education focuses on preparation for college and the childs adult life that
will soon begin.
Psychosocial developments- Children are now on the search for identity which includes
sexual identity. Relationships with parents can either be good or bad, depending on the
circumstances. Peer group may exert a positive or negative influence on the child at this
point.




My Role
When it comes to my role as a child development professional, it is my job to make a change
and assist parents in better understanding development, along with assisting the child into the
changes in development. Adolescences tend to deal with behavioral issues, so my role is to
be able to guide the child in the right direction in order to better the childs future. I know
that parents have concerns as to how to handle children that begin to act out or seek attention
by doing bad behaviors. Children need to feel a sense of support from a system and from
people that surround them, so it is my job to give the child tools as to how to handle
themselves when issues arise. I want to get to know the child on a personal level so I am able
to find the right activities to get his/her mind off of bad behaviors and thoughts. My role is be
an example for the child, to show the child what life can be about, and to give alternate
choices from the choices being made. These children may be behind, or may simply feel as if
he/she has no support system, so as a developer, it will be my job to find this support for the
child, along with become the support. I will be working with many different parent types, so
I would like to make it my job to get to know the family on a personal basis so that I am able
to assist the child on their road to success.


Rationale
The children that I intend to work directly with range from the age of 11-20 years old
and are high risk adolescents. These kids deal with a variety of different issues
regarding behaviors which include some of the following: violence, substance abuse,
unprotected sex, and other risky behaviors. This is not to say that every child acts out
with this kind of behavior, but states that there are children that will and it will be my
main focus to assist these kind of children in a better kind of lifestyle. Risky behaviors
could directly reflect from adaptations to harsh environments rather than deviations
from an optimal development. Central to this perspective is the concept of conditional
adaptations of brain mechanisms that were shaped by natural selection to detect and
respond to specific features of childhood environments and patterns of development
that matched those features. This thought process originally developed by John
Bowlbys theory.

Understanding Connections
There is a strongly based connection that relate family relationships with schools and
the community. For example Mesosystem is an involvement between two or more
settings that is frequently acquainted by the same person regularly. If a child goes from
home to school those would be two different settings the child can develop from and
can in fact affect the development of the child. Bronfenbrenners Ecological systems
theory is stages through how a child develops through his or her environment. Which
from the definitions stated above in my own words explains how the connections
between family relationships and home and school environments can mentally affect
the childs decisions in further continuing to achieve goals in school and family can
help the child mentally focus on achieving those goals while the support of the
community in school event gatherings can also affect the childs behavior, decisions and
goals.

Introduction to Epstein

Epsteins types of involvement are practices that help
each child and their families reach their potential and
goals to help develop more comprehensive programs
to fit the needs of each and every individual.

Epsteins Types of Involvement
Type 1: Parenting
Awareness of the importance of school.
Positive personal qualities, beliefs, habits, and values that are taught by the family.
Improved attendance
Type 2: Communicating
Better understanding of school policies on behavior, attendance, and student conduct.
Informed decisions about courses and programs.
Awareness of own progress and actions that are needed to maintain or even improve grades.
Type 3: Volunteering
Increased learning in skills that receive tutoring or targeted attention from volunteers
Awareness of skills, talents, and contributions of parents and other volunteers.
Skill in communicating with adults.

Epsteins Types of Involvement
(continued)
Type 4: Learning at Home
Homework is completed
Positive attitude towards schoolwork
Self-concept of ability as learner
Begins to gain skills, abilities, and test scores linked to homework and classwork.
Type 5: Decision Making
Understanding that students rights are protected.
Awareness of representation of families in school decisions.
Specific benefits linked to policies enacted by parent organizations and experienced by students.
Type 6: Collaborating with the Community
Awareness of careers and of options for future education and work.
Specific benefits linked to programs, services, resources, and opportunities that connect students with the community.
Increased skills and talents through enriched curricular and extracurricular experiences.