Adolescent Development:

Need to have 3 points per-chapter

o Also need 3 teaching interventions for each point
Ting
Pg. 7-14
Ben
Pg.15-25

Charles
Pg.26- 34

The presentation should include three main points of each chapter and
suggested interventions or teaching strategies. The conclusion of the
presentation should include strong arguments regarding why teachers need to
understand the key points of the chapter.

Group Project
Ting

Ben
Emotional Development
Sense of identity
o cognitive skills
o abstract thinking
o start to experiment with things (in general is a good thing, unless
threating to life)
o can help teens by asking non threatening questions
Engage teens with non-threatening questions
Listen non-judgmentally
Ask open-ended questions
Avoid why questions
Match adolescents emotional state
Casually model rational decision-making
Discuss moral and ethical problems in the news & media
o self identity can be threatened if one doesnt fit the social standard
which can lead to low self-esteem, that can turn into
depression
Help by having adolescent develop interest, and face problems
Emotional Intelligence
o Needed to manage stress, and relating to others (those with no
relationship skills are in greater risk than peers who do)
o Most important emotional skills to develop as an adolescent
Recognize and managing emotions
Developing Empathy
Learning to resolve conflicts constructively
developing a cooperative spirit
Group difference in social identity
o Gender

Longitudinal studies show girls = low self-esteem when

become adolescents
Research boys have a globally higher self-esteem
The 2 sexes socialize differently = need ,
Girls in general may need to learn to be more assertive
AND OR expressing anger(seems to be true)
Boys may need to learn to have cooperative
relationships opposed to comettive ones + its okay to
express you feelings! Its healthy!^_^
o Ethnicity
understanding rascism, and its history = inevitable but
neccessary!
Multitude of research displays that ethnicity plays a large role
in ones self-esteem, especially ethnic minorities (WHY?
Feeling more protectie when osctrisized? Or because a
minority ?)

o Sexual minorities
Ethnic minority groups + LGBT = Extreme Stress, plus
adolescents in general are still buidling up self-esteem..e.t.c.

LGBT community may feel different = substance abuse, HIV,

verbal & physical violence toward them =unhealthy emotional
health
You can do the following to help adolescents who are
considered sexual minorities
Accurate information about sexual orientation
Disapproval of LGBT is a no no
Help identify sexual prejudices
Inform of appropriate sexual behavior
Refrain form pressuring the adolescent in determining
their sexual orientation
Address biases they may have for any sexual
orientation
Social Development
Peer Relationships
o Balance between family, not more important
o Moral judgment & values are developed within these groups
o Good peer relationships can boost ones self-esteem, self-worth, selfimage
o Need adults guidance to not fall into peer pressure
o Rejection can lead to.(be a good listener, initiate conversations,
genuine compliments)
delinquency
drug abuse
dropping out of school
o Adolescents who have no physical or emotional symptoms still need
attention and support from adults.
o Dating, sexual relationships
Family (following families with these qualities tend to be most effective
o talk things through

o talk abt expectations

o talk about rules
o tend to be open
School
o Abt half of their time is spent here
Work
o Part Time jobs
o Beneficial because
How the business world works
Managing time & money
o Negative for those who work 20 hours a week
work-related injuries
lower education/ lower grades

Conclusions/ Take away for classmates

In helping adolescents develop self-identity
Engage adolescents with non threatening Questions
o Choose only one or two questions at a given time, ask question that
help form their identity
Who do you admire?
What do you like to do on your free time?
What do you think are your strengths/ what are you good at?
What are you hoping for in the future?
What is something that youve done that youre proud of?
o Listen nonjudgmentally
helps adolescents realize you care for them!
They will start to trust you more!
o Ask-open-ended questions.
More than just a yes or no response; helps the adolescent
process ideas & options
o Avoid why questions
Try to rephrase to get at what the adolescent was thinking
EX: Why did you say that? = You seemed to be
really trying to get across a point when you did that.
Can you tell me more about what you meant?
o Match adolescents emotional state, unless it is hostile. Reflect their
mood in your responses
o Casually model rational decision-making
Explain how you define a problem, think of options, anticipate
positive & negative consequences, made the decision, and
evaluate the outcome.
Discuss ethical and moral problems that are in the news

In helping LGBT adolescents

Provide accurate information about sexual orientation to dispel stereotypes
about gay, lesbian, or bisexual sexuality
Avoid communicating disapproval of gay, lesbian, or bisexuality;
Help identify sexual prejudice and reject its messages

Refrain from pressuring the adolescent to reach a decision about his or her
sexual orientation;
Provide developmentally appropriate information about sexual behavior,
including same-sex & opposite sex behaviors, that can lead to HIV infection,
STDs and unintended pregnancy
Be aware of the heightened risk of suicide for some youth and make
appropriate referrals for psychotherapeutic help for distressed youth;
Acknowledge and address any biases they may have about gay, lesbian, or
bisexual youth

Charles
I read my part, made the notes below and included one suggested
education/intervention idea
Social Development
Community: whats available and whats void? (schools, churches, media, )
Community Neighborhoods (+/-)
Faith (+/-)
Media (+/-): 6-8 hrs/day on some form
Behavioral Development
Risk taking behaviors: smoking, drinking, drugs
72% of death in 10-24 yr olds linked to behavior: MV, Hom, Suic and
Unintentional
Weapon carrying, violence, sexual violence, unwanted pregnancy, STDs
School failure and dropping out

How parents help?

When does risk taking become a problem?
Factors associated with resilience and positive outcomes
Suggested interventions

Internet Intervention/Education similar to Drugs & Alcohol

o
o
o

Introduction Information/Background (from preface & intro) This

information could be part of intro and/or conclusion

Text defines adolescents as 10-18 yrs of age. With this definition, there were
36.6 million adolescents in the 2000 US Census.

Other ways to define adolescence: physical, social and cognitive: THIS WILL
FEED INTO OUR OPENING ACTIVITY

Adolescents viewed negatively due to media portrayal and exploratory,

uncertain nature of this life phase

1999 survey: 71% of those polled used terms such as rude, wild and
irresponsible to describe adolescents. At the same time though, 89% of
those polled believed they could get back on track w/ right guidance and
attention

Most adults agree its important for adults to do these things w/ young people:

encourage success in school

set boundaries
teach shared values
teach respect for cultural differences
guide decision making
give financial guidance

Directing thier courge and creativity into healthy pursuits is our job

The #1 reason adolescents dont receive our help is we dont give them our
time.

It takes time to listen to and relate to an adolescent.

Communicating effectively with youth: adolescents wont simply open up to

adults on demand. It requires trust and a kind of bond.

It takes a few sessions of non-judgemental listening to begin building this kind

of bond.

Simply presenting the negative consequences of certain behaviors is not

enough.

Open non-judgemental sharing is essential. Adolescents respect informed

adults who know and understand them, their experiences and their
backgrounds.
______________________________________________________________
______

Ericsons ID Status Phase of Adolescence

ID vs. Role Confusion
ID Achievement
ID Foreclosure
ID Diffusion (leanrned helplessness?)
ID Moratorium

________________________

Conclusion: Ticket out the door exercise/peer feedback

Arguements from Charles

Educators need to know:

When does risk taking becomes a problem?

Scientific research to offer parents/caretakers. e.g. factors associated with
resiliency & positive outcomes
Activity ideas for Internet education. Adolescents need to learn this in school
because many arent learning it elsewhere.

The conclusion of the presentation should include strong arguments regarding

why teachers need to understand the key points of the chapter.