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story
“Kayla
is
a
Year
7
student
who
is
physically
more
mature
than
her
peers.
She
excels
in
sports
and
visual
arts
at
school.
She
liked
maths
and
science,
but
now
often
complains
of
forgetting
class
content
and
not
being
able
to
keep
up.
Some
students
have
said
that
she
can
be
withdrawn
and
doesn’t
share
personal
information.
Other
staff
members
have
mentioned
that
she
sometimes
doesn’t
show
up
for
class.
You
notice
that
she
has
difficulties
with
peers
of
her
own
age
and
hangs
around
with
older
students
who
have
been
previously
reprimanded
for
using
illicit
drugs.
She
has
a
supportive
home
environment
however
her
parents
have
very
limited
English
language
skills,
and
are
struggling
financially.
She
has
said
to
you
that
she
actually
wants
to
do
well
at
school
and
hopefully
do
visual
arts
at
university,
but
just
needs
more
help.”
ocial
issues:
Kayla
expresses
clear
social
developmental
issues
as
the
vignette
highlights
her
withdrawal
from
peers
as
well
as
an
unwillingness
to
express
personal
information.
The
vignette
also
depicts
Kayla’s
newly
formed
social
circles
with
older
students
who
have
previously
been
associated
with
illicit
drugs
and
risk
taking
behaviours.
These
particular
social
changes
stem
from
her
early
maturation
and
have
evidently
affected
her
engagement
in
a
school
setting.
Peer
pressure,
mental
health
and
a
period
of
‘identity
crisis’
play
key
roles
in
the
issues
faced
by
Kayla.
Strategies
to
help
Kayla’s
developmental
issues
include:
http://www.brainbalancecenters.com/our-‐program/
Strategies
to
help
Kayla’s
developmental
issues
include
ical
strategies:
Discuss
with
kayla
the
biological
changes
she
is
undergoing
and
the
normality
of
the
way
in
which
her
body
is
developing
Advise
active
participation
in
sports
activities
and
healthy
ifestyle
to
balance
hormonal
changes
Positive
psychology-‐
gratitute
journal
Grow-‐mindset
approaches
to
developmental
issues
search:
d,
A.
(2012).
Adolescent
portraits:
Identity,
relationships,
and
challenges
d.).
Boston,
MA:
Pearson.
L.
D.,
Dahl,
R.
E.,
Woodward,
H.
R.,
&
Biro,
F.
(2006).
Defining
the
daries
of
early
adolescence:
A
user's
guide
to
assessing
pubertal
status
ubertal
timing
in
research
with
adolescents.
Applied
Developmental
e,
10(1),
30-‐56
re
2-‐
Biological
foundations.
http://quotesgram.com/marti
positive-‐psychology-‐quotes/
Strategies
to
help
Kayla’s
developmental
issues
include
ocial
strategies:
• Offer
strategies
of
coping
to
kayla
to
counteract
the
overflow
of
pressures
to
keep
up
with
peers.
• Help
Kayla
set
goals
and
track
those
by
writing
them
down
and
also
becoming
familiar
with
emotional
language
to
better
express
herself.
• Suggest
that
Kayla
write
down
one
good
and
one
bad
thing
that
happens
everyday,
to
allow
her
to
become
reflect
and
responsible
for
her
actions
and
thoughts.
Research:
Roffery,
S.
(2008).
Emotional
literacy
and
the
ecology
of
school
well-‐being.
Educational
and
Child
Psychology,
25(2),
29-‐39.
Hill,
D.,
&
Brown,
D.
(2013).
Supporting
inclusion
of
at
risk
students
in
secondary
school
through
positive
behaviour
support.
International
Journal
of
Inclusive
Education,
17(8),
868-‐881.
Seligman’s
PERMA
model.
Arnett,
J.
J.
(2013).
Adolescence
and
emerging
adulthood:
A
cultural
approach
(5th
ed.).
Boston,
MA:
Pearson.
Lecture
4-‐
mental
health
Lecture
7-‐
social
and
Emotional
learning
Strategies
to
help
Kayla’s
developmental
issues
include
al
strategies:
Offering
to
help
Kayla
come
to
a
reasonable
balance
between
right
and
wrong
Suggest
ways
in
which
she
could
handle
social
pressures
and
pressures
from
family
who
are
culturally
different
Help
Kayla
become
aware
of
the
ways
it
is
acceptable
to
justify,
react
and
contribute
not
only
at
school
but
in
her
future
life
endevours.
earch:
dd,
J.
L.
(2012).
The
digital
revolution
and
escent
brain
evolution.
Journal
of
lescent
Health,
51
(2),
101-‐105.
ett,
J.
J.
(2001).
Conceptions
of
the
sition
to
adulthood:
Perspectives
from
escence
through
midlife.
Journal
of
Adult
elopment,
8(2),
133-‐143.
Personal
Reflection:
Rachel
Foster