1. Handout #1
Adolescent Development 1
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
ADOLESCENT DEVELOPMENT
Note Taking Guide
Foundations of Adolescent Development
Principles of Development
1. Not everyone develops at the same rate and development
varies across domains.
2. Development is influenced by social and cultural diversity.
3. Past experience influences motivation to learn new things.
4. Relationships are key to development.
5. Children learn in a variety of ways.
6. Development happens in a specific order.
7. Play is important to development.
8. Physical, cognitive, social, and emotional development are all important and connected.
9. Biology and experience both influence development.
10. Challenging children helps their development.
11. Early experiences have a lifelong impact on a child’s development.
12. Development goes from the simple to the complex.
-Adapted from National Association for the Education of Young Children, 2009
Three important brain-related concepts:
o The brain develops from the bottom up (Blakemore, 2012).
o The brain is a “use dependent” organ (Blakemore, 2012; Glaván, 2013; Sentis, 2012).
o Brain development continues beyond the teen years (Sentis, 2012).
Development occurs in domains – physical, cognitive, and social/emotional.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
At the end of this module, you will be able to:
Discuss the physical, cognitive, social, and emotional development of adolescents
Describe why adolescent behavior can be challenging
Identify positive parenting strategies to prepare adolescents for adulthood
2. Handout #1
Adolescent Development 2
Developed by IHS for the Ohio Child Welfare Training Program -June 2017
Typical Adolescent Development
Adolescents are experiencing physical changes as a result of
puberty and cognitive changes like increased abstract thinking.
Social/emotional tasks include:
o identity
o autonomy
o intimacy
o sexuality
o achievement
Many youth in care have experienced trauma and toxic stress.
This can result in changes in the brain and in behavior. It may
also result in developmental delays.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Assessing Development
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Handout #1
Adolescent Development 3
Developed by IHS for the Ohio Child Welfare Training Program -June 2017
Understanding Behavioral Challenges
Challenging behavior can be the result of:
o The emotional brain “winning” over the logical brain
o A reaction to a trauma trigger
o A self-protection measure
Behavior is communication. It is the way adolescents express
their needs.
Caregivers parenting teens should:
o Practice self-care
o Become self-aware
o Have a plan
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Caregiver’s Role in Preparing for Adulthood
Caregivers have three tasks:
o Support relationships
o Provide structure
o Offer experiences
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Handout #1
Adolescent Development 4
Developed by IHS for the Ohio Child Welfare Training Program -June 2017
REFLECTION QUESTIONS
1. Think back to your adolescence. Who was an important figure in your life? What characteristics of
this person did you most admire? Do you possess similar characteristics?
2. Which resource did you learn about today that most interests you? How do you think you will use
it?
3. In which life skills area will it be the most difficult for you to prepare youth? What can you do to
improve your skills in this area?
RESOURCES
https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-Adolescence.aspx -
American Academy of Pediatrics’ Stages of Adolescence
http://ohiomindsmatter.org - Mental health information for doctors, school personnel, caregivers
and youth
http://jfs.ohio.gov/PFOF/FosterCare-to-Age21.stm - Ohio’s Bridges Program for emancipated youth
until the age of 21
http://www.namiohio.org/ - Ohio Chapter provides education, peer mentors and support to families
caring for those with mental illness.
http://www.jobcorps.gov/home.aspx – helps youth complete their high school education, and even
provides housing
http://Ohioreach.wikispaces.com– provides assistance to foster care youth who want to go on to
college
https://www.childwelfare.gov/pubs/youth_transition.pdf - Helping Youth Transition to Adulthood
https://selfserve.thebenefitbank.org – Ohio Benefits Bank links youth and families to resources
http://www.multiracialsky.com –practical parenting strategies in caring for youth in a multiracial
family setting
http://www.ohio.org – A guide to Ohio cultural and ethnic events and festivals
http://www.odjfs.state.oh.us/forms/file.asp?id=2720&type=application/pdf - Foster Youth Rights
Handbook
https://www.fosterclub.com/ - online support and resources for foster youth
5. Handout #2
Adolescent Development 1
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
ADOLESCENT DEVELOPMENT
Developmental Tasks, Life Skills, and Normalcy
Content found in AAP, 2015; APA, 2002; Blakemore, 2012; Casey, Jones, & Hare, 2008; Child, Youth & Family, 2016; Conn, Alpert-Gillis,
Baldwin & Jee, 2016; Dodge, Burks, Bates, Pettit, Fontane & Price, 2003; Field, 2013; Glavan, 2013; Gongala, 2016; Kinder, 2016; Merrill, 2016;
NIMH, n.d.; Rakhee, 2015; Ratika, 2016; Saldana, 2013; Salerno & Antony, 2014; Search Institute, 2007 & 2016; Sentis, 2012; Stages, 2008;
Steinberg & Morris, 2001; Williams, 2013; Witmer, 2016.
Early Adolescence (Ages 12-14)
Physical Domain Cognitive Domain Social-Emotional Domain Life Skills Normalcy Activities
Puberty Onset
- Females 11-14
- Males 12-15
Female - Breast/Hips,
Menses, Body Fat
Increase
Male - Penis/Testicles,
Deepening Voice, Wet
Dreams
Male/Female - Body
Hair, Perspiration
Height/Weight
Increase, Coordination
Problems
Focus in Present
Limited Ability for
Future Planning
Abstract & Moral
Thought Increases
Grey Matter at Peak
Density
Mood Swings from
Higher Reasoning to
Emotional Outbursts
Fears/Loneliness
Forgetfulness/
Mental Fog
Individuation -
Separate from Parents
Strong Identification
with Peer Groups
Often Rooted in Fear
of Rejection
Value Testing
Friendships Based on
Same Gender, Same
Age, Same Activities
Focus on Appearance
and Material
Possessions
Schedule/Cancel
Appointments
Keep Calendar
Count Change Correctly
Mow/Trim Lawn
Detail Car
Prepare Meals
Problem Solve
Laundry
Articulate Problem &
Seek Help
With Adult Help:
Music/Dance
Recreational Sports
Birthday Parties
Sleep Overs
Scouting & 4-H
Summer Camps
School Trips
Places of Worship
Youth Groups
Community Activities & Events
Fishing
Band/Choir
Theater
Writing Clubs
Volunteering
6. Handout #2
Adolescent Development 2
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
Middle Adolescence (Ages 15-17)
Physical Domain Cognitive Domain Social-Emotional Domain Life Skills Normalcy Activities
Female Height
Stabilizes, Body Fat
Reduces
Male Height Increase,
Muscle Mass Increases
Puberty Complete
(Females
Earlier/Males Later)
Coordination Improves
Goal & Priority
Setting Ability
Abstract Thought &
Moral Reasoning
Increases
Prefrontal Cortex
Developing
Grey Matter &
Neural Pathways
Pruning
Brain Pleasure
Centers Highly
Receptive
Underdeveloped
Capacity to Delay
Gratification
Individuation-Separate
From Peer Group
Friendships Based on
Interests Across Gender,
Age or Location
Struggles with Body
Image & Self Doubt
Risk Taking Behavior &
Rejection of Authority
Intense Romantic
Relationships which May
Change Often and Based
on Physical Attraction
Contact with Colleges or
Employers
Manage Schedule
Use Bank Account
Change Flat
Admit When Wrong-Make
Amends
Child Care & Pet Care
Referee, Life Guard
Certifications
Part time employment
With Decreasing Adult Help:
School Clubs & Sports
Community Activities
& Events
Volunteer
Time with Peers
Athletic Club
Memberships
Hunting & Fishing, Dirt
Bikes, 4 Wheelers, etc.
Hiking, Camping
Driving
Managing Personal
Pets & Farm Animals
Vacations
Late Adolescence (Ages 18-21)
Physical Domain Cognitive Domain Social-Emotional Domain Life Skills Normalcy Activities
Females
Flexibility Decreases,
Strength & Agility
Increases
Males
Height, Body Hair,
Muscle Mass all
Continue to Increase
Males/Females
Physical Potential
Peaks for Strength,
Precision, & Endurance
Future Orientation
Ability to Delay
Gratification and
Learn From
Experience
Decreases in Peer
Influence/Pressure
Mental Health Issues
May Become More
Pronounced and
Require Treatment
Individuation - Separate
From Parents and Peers
Friendships Based on
Mutual Acceptance &
Enjoyment
Satisfaction in Helping
Others
Romantic Relationships
are now Based on
Values, Trust,
Monogamy, & Future
Plans
Housing & Bills
Employment
Education
Manage Transportation
Needs
Manage Healthcare
Work Well with Difficult
People
Positive Relationships with
Friends, or Family
Without Adult Help:
College/Vocation/
Technical School
Clubs, Hobbies
Religious Affiliation
Vacations
Movies & Dates
Volunteer Service
Manage Healthcare
Live Alone
Visit Family/Friends
Plan an Activity
Mentor/Advocate
Save for Investment
7. Handout #3
Adolescent Development 1
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
ADOLESCENT DEVELOPMENT
Teen Scenarios
Read your assigned scenario and discuss the following questions:
1. For each of the three domains (cognitive, physical, and social/emotional), determine what
stage of adolescence this youth is in and provide “evidence.”
2. What are this youth’s strengths and barriers when considering his/her adulthood
preparation? What past events contributed to these characteristics?
3. What additional information would you like in assessing this youth?
Teen One
Teen one was taken from his mother and placed in foster care at age 18 months because of serious
abuse. At 21 months, he was placed in a second foster home under suspicion of neglect when he failed
to grow well in the first foster home. He remained in the second home until age 3 when he was placed
with his 64-year-old grandmother.
Grandma had medical problems which prevented her from provided the care she would have liked,
leaving teen one to fend for himself as a toddler and growing child. Teen one had an aunt who lived with
he and grandma off and on when she was out of work or had no boyfriend to support her. She treated
teen one as a best friend, made lots of promises of special things they might do together but never
followed through or had contact when she was out of the home.
Teen one was 17 when his grandma was placed in a nursing home and he entered his 3rd foster home.
He is taller than most of his peers and appears to be much older than his 17 years. He likes himself and
sees himself as unique. He views life as a game.; he tries to figure out the rules, and then manipulates
them to get what he wants. He says it gives him a real rush when he feels he has “beaten” the game.
Teen one is an expert at conning and conforming. He can be charming and cooperative, or manipulative
and evasive, depending on which strategy will best get him what he wants. When a strategy doesn’t
work, he works hard to figure out what he should have done differently to get his way.
Despite his ability to manipulate, he has a very circumscribed understanding of other people. He doesn’t
consider other people’s feelings, and denies having any himself. He makes a good first impression, but
others are quickly alienated when people realize his superficiality and lack of sincerity. He is always
getting into power struggles with adults and authority and loves it when he “wins.” He has no close
friends. He says he doesn’t need them; he’s perfectly capable of taking care of himself. He creates an
image of invulnerability and indifference, and sees himself as having no problems.
8. Handout #3
Adolescent Development 2
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
Teen Two
Teen two lived with her father (minister), mother (home maker) and three younger siblings. When teen
two was 9 years old her father began finding excuses to enter the bathroom while she bathed. He would
remain in the bathroom even when teen two asked him to leave, claiming as her father there was
nothing wrong with his being there. After 6 months, the father began fondling teen two in her bedroom
at night. By age 11, teen two’s father was having intercourse with her.
Teen two’s father excused his behavior by saying that God had made the human body beautiful and that
the bond between parents and children was meant to be sacred. He explained that others would not
understand their relationship so it should not be discussed. He urged her that telling the secret could get
him banned from the church and break their family apart.
Teen two wanted to tell her mother but was afraid her mother would blame her. She was also afraid her
father would lose his job. At age 15, teen two told a favorite teacher. She was placed with a maternal
aunt during the investigation. Teen two entered foster care after a brief stay with her maternal aunt.
Teen two feels sure no one will forgive her for telling or want to date her. She is anxious and depressed.
She complains of stomach aches, headaches and sometimes throws up. She states she does not use
drugs or alcohol but does “party” a lot with friends. She has been arrested twice with teens who were
out late drinking, but charges have never been filed against her.
Teachers report occasional outbursts between teen two and other students, with teen two starting
arguments over minor issues. Her teachers like her but find her withdrawn and pensive. A school
counselor reports teen two frequently visits her office to chat, but is reluctant to discuss her private life.
She apologizes profusely for doing poorly on school tests.
Last week teen two was caught having sex with an adult male she snuck onto school property. This was
the same male she was caught with in the foster home two days earlier. Teen two expresses great
remorse, offering help around the house to try to “make up” for her failure. She reports she does not
love, or even really like this man but that he says nice things to her and she doesn’t want to hurt his
feelings by breaking off the relationship. She breaks down in tears several times daily asking her foster
parents not to think badly of her.
9. Handout #3
Adolescent Development 3
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
Teen Three
Teen three was the fourth of six children raised on a farm. His family included three older sisters, a
younger brother and sister, a grandmother, aunt and a cousin who came to visit and never left. His
father was 50 and mother 22 when he was born. Teen three’s father was an alcoholic and would often
drink himself into a stupor. Occasionally he would be verbally abusive but there was no evidence of
physical abuse.
Teen three’s mild temperament made him a favorite with the family. His older sisters, grandma and aunt
spoiled him with attention when he was little, carrying him everywhere and rocking him to sleep at
night. As he grew older they gave him extra food and money.
Four years ago, teen three’s father died of alcohol-related illness. His mother remarried a strict man. He
was determined to toughen teen three up, avoiding praise or shows of affection. Teen three’s mother
turned to drugs to deal with life’s struggles, and died of an overdose when teen three was 12. Teen
three began hanging out with a local gang and repeatedly got into trouble. He entered foster care when
his step father refused to take him back after his last arrest.
Now 13 years old, teen three is short and scrawny. He has somewhat of a “baby face,” is quiet and
generally cooperative. He is easy to get along with to the point of over-compliance and passivity. He
readily agrees with others and conforms quickly to their demands, particularly when he views them to
be in power. He has very poor self-esteem and feels entirely inadequate in comparison to people around
him. To adults, he appears helpless and in need of protection.
Teen three is viewed by peers as a “tag-a-long” and is often used by his peers. He will do whatever he is
told, because he craves social acceptance. He is only marginally accepted, however, and often socially
scapegoated.
Teen three’s thinking ability is very concrete and he views the world in simplistic, concrete terms. He
understands his own feeling in concrete terms. He describes himself as “friendly” and “not so good at
school” and his family as “nice” and sometimes “loud.”
Teen three was arrested with a group of kids going 80 miles per hour in a van at midnight. The group
had all been drinking and marijuana joints were also found in the vehicle. Teen three insisted he did not
know there were drugs in the van. He said he was standing on a corner with kids after school when he
was offered a ride and didn’t want to look “weird” by refusing.
10. Handout #4
Adolescent Development 1
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
ADOLESCENT DEVELOPMENT
Responding to the Behavior
1. Practice Self Care
- What keeps you in a healthy emotional state?
2. Become self-aware
- What teen behaviors trigger a negative reaction from you? Does this relate to anything
from your past?
3. Have a plan
- What strategies have worked well for you in the past?
Suggested models include:
KEEP: Keeping Foster and Kin Parents Supported and Trained (Child Welfare Information
Gateway, n.d., Promising Practices)
Parenting with Love and Logic (Cline & Fay 1977)
The Keys to Your Child’s Heart (Smalley 2003)
RACER – flip page over to see an example of the RACER model
11. Handout #4
Adolescent Development 2
Developed by IHS for the Ohio Child Welfare Training Program - June 2017
The RACER model (Larmar, S., & Clark, J. 2010)
1. Remain Calm- Try to remain calm and conscious of your own thoughts and feelings
2. Assess Safety- Assess the safety of all involved and act accordingly to minimize risk
3. Consider Context- Consider the context of the exchange before responding
4. Events/Triggers- Determine activating events and the underlying need
5. Respond- Implement specific strategies in a calm and supportive manner
Application Example: 15-year-old Brooklyn
Brooklyn has experienced multiple placements in the five years she has been in the care system. She
was originally placed in out-of-home care following investigation that confirmed that Brooklyn was
being sexually abused by her stepfather. Brooklyn is generally a courteous and quiet young woman;
however, she is vulnerable to experiencing extreme fits of rage if she feels threatened. Her anger is
usually exacerbated by the provocation of Thomas, the twelve-year-old son of her foster caregivers.
Thomas will often enter Brooklyn’s room without permission or threaten her if she does not cooperate
with him. When Brooklyn’s caregivers try to assist her, Brooklyn hurls violent abuse at them, creating
significant stress for the rest of the family, in particular, Susan, the youngest daughter in the family.
o REMAIN CALM: Approach Brooklyn calmly and empathize with her frustration over Thomas’
behavior. It is important to use open body language and a rational tone of voice (Metcalf 1997 in
Larmar & Clark, 2010).
o ASSESS SAFETY OF ALL INVOLVED: If other people are near Brooklyn, ask her to move to a place
where there are no people. If she refuses, then ask them to leave the area for their safety. Without
an audience, Brooklyn may find it easier to calm down.
o CONSIDER THE CONTEXT: If Brooklyn is acting out in the home or in a place where there are no
others around, talk to her about her behavior. If she is in a more public space, or if it would create a
sense of embarrassment to talk to her in front of those around, the caregiver should attempt to get
Brooklyn alone (Temple-Plotz et al. 2002 in Larmar & Clark, 2010). For example, the caregiver
should consider the implications of a direct confrontation in front of Brooklyn’s friends and may
want to choose their response carefully.
o EVENT/TRIGGERS-DETERMINE ACTIVATING EVENT: The activating event is Thomas’s behavior
towards Brooklyn. It is important for Brooklyn’s caregivers to confront Thomas about his intrusive
behavior and the need for behavior change on his part to reduce Brooklyn’s anxiety (Balson 1995 in
Larmar & Clark, 2010).
o RESPOND-IMPLEMENT APPROPRIATE STRATEGY: If Brooklyn is yelling at Thomas, then the caregiver
should remove him from the situation. The caregiver can then focus her attention on Brooklyn
(Yogendra 1989 in Larmar & Clark, 2010). If Brooklyn continues to act aggressively, it may be
appropriate to ask her to stay in her room until she is ready to talk reasonably, making clear that this
is not a punitive consequence but a practical strategy to help support her in her frustrated state
(Larmar 2002 in Larmar & Clark, 2010). When Brooklyn is calm, the caregiver should make sure to
discuss the incident with her to help her feel supported, identify what past experiences or feelings
Thomas’ behavior brought up, and what she could do differently the next time Thomas bothers her.
