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Pde psych education-adolescence3_wellbeing_p_conway_ucc

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  • 1. Adolescents and Well-being Changing context (review)  Inequality & well-being (The Spirit Level) Core themes  Identity  Belonging (connectedness)  Purpose/meaning Developmental contextualism:  Becoming an individual (face-to-face & digital experiences) in the social world of family, school, work, community (incl peers) P Conway, PDE @ UCC 1
  • 2. Well-being & equality P Conway, PDE @ UCC 2
  • 3. Storm and stress… inadolescence Youth…  …."are heated by Nature as drunken men by wine.” (Aristotle)  Inclined to "contradict their parents” and "tyrannize their teachers.” (Socrates)  "As the roaring of the waves precedes the tempest, so the murmur of rising passions announces the tumultuous change.... Keep your hand upon the helm,…or all is lost” (Rousseau, 1762/1962, pp. 172-173). P Conway, PDE @ UCC 3
  • 4. Adolescents’ “storm & stress”and well-being: myths & facts “Storm & stress” (Hall, 1904):Conflict with parents, mood & risk behaviour  Myth: All experience storm & stress  Fact: Minority, individual differences and cultural variation (f) Western individuation as ‘growing up’ Changes over time:  Recurrent conflicts with parents, high risk behaviors (later adolescence) Developmental contextualism (Lerner, 1993, see Coleman, 2001, Ch 1)  Ecology, timing, continuity/discontinuity, reciprocity, agency & goodness of fit P Conway, PDE @ UCC 4
  • 5. Growing Up in Ireland• Two cohorts of children included – nine- year-olds and nine-month olds • Child Cohort: 8,500 nine-year-old children interviewed at 9-years and 13-years. • Infant Cohort: families of 11,000 nine-month old infants interviewed at 9-months and 3-years. • 120 households from both cohorts for in-depth qualitative interview• All data (quantitative and qualitative) will be deposited in data archives as a national resource – all anonymised P Conway, PDE @ UCC 5
  • 6. 9 year olds & their parents(Growing Up in Ireland, 2009) In general, children record getting on well with their parents:  86% said they got on very well with their mother and 83% very well with their father. The majority of both mothers and fathers (77% and 68%) adopt an authoritative parenting style:  This combines high control with high support - usually associated with optimal outcomes for children P Conway, PDE @ UCC 6
  • 7. Parenting style & well-being Internationally validated Parenting Style Inventory completed by the children with a set of 12 age- appropriate questions:  Authoritative - high control; high responsiveness/support  Authoritarian - high control; low responsiveness/support  Indulgent (permissive) - low control; high responsiveness/support  Uninvolved (neglectful) - low control; low responsiveness/support• Authoritative - control with responsiveness/support, usually considered optimal P Conway, PDE @ UCC 7
  • 8. Parenting styles: mothers & fathers - children’s viewsMajority of both mothers and fathers adoptauthoritative parenting style – 77% mothersand 68% fathers Gender differences: Mothers/fathers & Boys/Girls P Conway, PDE @ UCC 8
  • 9. Well-being & post-primaryschooling P Conway, PDE @ UCC 9
  • 10. Well-being & mental health Prevalence of mental health issues across life-span  Changing attitudes not getting over our vulnerability but living with & learning from it Some changes in mood a part of adolescence Keeping an eye out for:  Drink & drugs given centrality of alcohol in Ireland’s culture  Hidden special needs:  Depression, anxiety, eating disorders, suicide P Conway, PDE @ UCC 10
  • 11. Schools and mental health In context of overall approach to well- being  Having, loving, being & health (Allardt, 1993, see O’Brien, 2008) Paying attention & awareness of signs & symptoms In-school: awareness, initial response & referral Self-care as a teacher  Support (in & out of school), mindfulness P Conway, PDE @ UCC 11
  • 12. Mindfulness Getting in touch with experience ‘the now’ Efficacy of mindfulness, e.g. Langer (1987) in nursing home  Choice of houseplants & make small number of decisions about daily routines  Trapped by categories, automatic behaviour & single perspectives Minding your mind with mindfulness (Bates, 2009) Headstrong: National Centre for Youth Mental Health (Ireland)  www.headstrong.ie P Conway, PDE @ UCC 12