The teenage years can be a struggle. Parents and other concerned adults must be willing to listen to these people while respecting their individuality.
https://psychcentral.com/blog/5-tips-for-helping-your-troubled-teen/
Helping adolescents deal with peer pressuremervemerve123
This document discusses strategies for helping adolescents deal with peer pressure. It begins by outlining the challenges of peer pressure during adolescence and defines positive versus negative peer pressure. It then provides tips for educators, such as making students aware of common pressures and teaching strategies and skills to resist negative pressure. Specific strategies are described, like asking questions, identifying consequences, suggesting alternatives, and removing oneself from problematic situations. The document also covers identifying at-risk students, signs of bullying, steps to address bullying, and resources for further information.
Helping Adolescents Deal with Peer PressureSushma Punia
This document provides information and strategies for helping adolescents deal with peer pressure. It defines positive and negative peer pressure and identifies traits that put students at risk of succumbing to peer pressure. It recommends educating students about peer pressure, demonstrating the difference between positive and negative pressure, and providing strategies and skills for dealing with peer pressure, such as suggesting alternatives, asking questions, and removing oneself from situations. The document also addresses bullying and outlines steps for developing an action plan to address it in schools.
This study examined the relationships between parenting styles, adolescent attachment styles, and peer relationships. The results showed:
1) Parenting measures were moderately associated with friendship quality and strongly associated with attachment styles.
2) Secure and avoidant attachment styles were strongly linked to friendship quality.
3) Attachment style largely mediated the relationship between parenting and friendship quality, except for relationships with peripheral peer groups, where ambivalent attachment was a stronger mediator.
The study demonstrated the importance of considering adolescent attachment as influencing the impact of parenting on friendship outcomes.
This document discusses peer pressure among adolescents in school. It defines peer pressure as the strong influence of a group of children to behave like everyone else. Peer pressure can be positive by encouraging prosocial behaviors, but usually has negative effects when adolescents conform to antisocial peer pressure. Adolescents from dysfunctional homes or with low self-esteem are most at risk. Schools are a common location for peer pressure since adolescents spend much of their time socializing with friends there. The document provides warning signs that an adolescent has begun to conform to peer pressure, such as changes in behavior, language, clothing, or attitudes. It stresses the responsibility of parents and teachers to ensure peer pressure remains positive.
Using positive psychology approaches to support young peopleSarah Ward
Positive psychology can give you the strategies and skills to support young people with their SEMH in your profession. This positive psychology workshop is based on evidence and psychological theory. There is an increasing awareness of the efficacy of positive psychology for improved resiliency, wellbeing and emotion regulation.
Topic 1: Talking to young people about self-harm
* Why young people self-harm
* Why we think rates are increasing
* How to sensitively approach young people
* Including do’s and don’ts from young people themselves
* Thinking about managing risk in education settings
Topic 2: Building resilience and wellbeing through positive psychology
* An introduction to positive psychology
* What is wellbeing?
* Wellbeing in schools
* Techniques for building resiliency in young people
This document contains discussion questions and prompts related to the topics of socialization, peer influence, and child development. It addresses Bronfenbrenner's ecological model, agents of socialization, the development of self-regulation skills, gender roles, and motivating children intrinsically. Teachers and students are prompted to discuss topics like how a child's environment shapes their development, the impact of technology and social media, parenting strategies to promote self-regulation, and guiding children's relationships with peers in a positive way.
This document provides an overview of understanding and responding to bullying. It discusses what bullying is, myths about bullying, risk and protective factors, and tools for strong families. The document outlines steps for successful family meetings, using emotional intelligence and coaching, and maintaining a positive relationship with children. It concludes by advertising an upcoming part 2 that will discuss understanding and helping bullies and targets, and the role of parents and schools.
Helping adolescents deal with peer pressuremervemerve123
This document discusses strategies for helping adolescents deal with peer pressure. It begins by outlining the challenges of peer pressure during adolescence and defines positive versus negative peer pressure. It then provides tips for educators, such as making students aware of common pressures and teaching strategies and skills to resist negative pressure. Specific strategies are described, like asking questions, identifying consequences, suggesting alternatives, and removing oneself from problematic situations. The document also covers identifying at-risk students, signs of bullying, steps to address bullying, and resources for further information.
Helping Adolescents Deal with Peer PressureSushma Punia
This document provides information and strategies for helping adolescents deal with peer pressure. It defines positive and negative peer pressure and identifies traits that put students at risk of succumbing to peer pressure. It recommends educating students about peer pressure, demonstrating the difference between positive and negative pressure, and providing strategies and skills for dealing with peer pressure, such as suggesting alternatives, asking questions, and removing oneself from situations. The document also addresses bullying and outlines steps for developing an action plan to address it in schools.
This study examined the relationships between parenting styles, adolescent attachment styles, and peer relationships. The results showed:
1) Parenting measures were moderately associated with friendship quality and strongly associated with attachment styles.
2) Secure and avoidant attachment styles were strongly linked to friendship quality.
3) Attachment style largely mediated the relationship between parenting and friendship quality, except for relationships with peripheral peer groups, where ambivalent attachment was a stronger mediator.
The study demonstrated the importance of considering adolescent attachment as influencing the impact of parenting on friendship outcomes.
This document discusses peer pressure among adolescents in school. It defines peer pressure as the strong influence of a group of children to behave like everyone else. Peer pressure can be positive by encouraging prosocial behaviors, but usually has negative effects when adolescents conform to antisocial peer pressure. Adolescents from dysfunctional homes or with low self-esteem are most at risk. Schools are a common location for peer pressure since adolescents spend much of their time socializing with friends there. The document provides warning signs that an adolescent has begun to conform to peer pressure, such as changes in behavior, language, clothing, or attitudes. It stresses the responsibility of parents and teachers to ensure peer pressure remains positive.
Using positive psychology approaches to support young peopleSarah Ward
Positive psychology can give you the strategies and skills to support young people with their SEMH in your profession. This positive psychology workshop is based on evidence and psychological theory. There is an increasing awareness of the efficacy of positive psychology for improved resiliency, wellbeing and emotion regulation.
Topic 1: Talking to young people about self-harm
* Why young people self-harm
* Why we think rates are increasing
* How to sensitively approach young people
* Including do’s and don’ts from young people themselves
* Thinking about managing risk in education settings
Topic 2: Building resilience and wellbeing through positive psychology
* An introduction to positive psychology
* What is wellbeing?
* Wellbeing in schools
* Techniques for building resiliency in young people
This document contains discussion questions and prompts related to the topics of socialization, peer influence, and child development. It addresses Bronfenbrenner's ecological model, agents of socialization, the development of self-regulation skills, gender roles, and motivating children intrinsically. Teachers and students are prompted to discuss topics like how a child's environment shapes their development, the impact of technology and social media, parenting strategies to promote self-regulation, and guiding children's relationships with peers in a positive way.
This document provides an overview of understanding and responding to bullying. It discusses what bullying is, myths about bullying, risk and protective factors, and tools for strong families. The document outlines steps for successful family meetings, using emotional intelligence and coaching, and maintaining a positive relationship with children. It concludes by advertising an upcoming part 2 that will discuss understanding and helping bullies and targets, and the role of parents and schools.
Teresa Wills created an ePortfolio to showcase her education and experience in pursuit of a career in psychology. She earned a Bachelor's degree in Psychology from Argosy University in 2011. Her life experiences, including an abusive childhood and teenage parenthood, fueled her passion to help others overcome obstacles. She hopes to earn a graduate degree in counseling to become a family and marriage counselor. Her ePortfolio contains examples of her research skills, ethics training, applied psychology work, and interpersonal skills to demonstrate her qualifications for further study.
This document outlines the goals and agenda for a 5-lesson sexuality education program for 6th graders. It includes the program directors and health educators leading the sessions. Lesson one focuses on group norms, the difference between sex and sexuality, and identifying trusted adults. Lesson two covers communication and refusal skills. Lesson three discusses healthy relationships, personal boundaries, and responding to inappropriate behavior. Lessons four and five review male and female anatomy and the menstrual cycle. The document provides context and introduces topics to be covered in each session.
This document outlines lessons from a health education program, including:
1) Creating classroom rules and discussing anatomy, decision making, and media literacy.
2) Analyzing ads for unhealthy messages and discussing bullying prevention.
3) Covering puberty, reproductive health, dating, sexual behaviors and risk levels.
4) Defining abstinence and practicing refusal skills to support abstinence choices. The lessons aim to develop social-emotional skills around relationships, sexuality, and personal values.
Peer influence is when teenagers modify their behavior to feel accepted by friends or peers. While peer pressure involves force, peer influence involves persuasion. Teenagers are vulnerable to peer influence because they want to fit in and avoid rejection. There are three levels of peer influence: from large groups, close relationships, and social media. However, teenagers can overcome negative peer influence by developing self-esteem, choosing friends wisely, focusing on inner satisfaction rather than fitting in, and trusting in God. Positive peer influence can also guide teenagers to make good choices.
This document appears to be a slideshow presentation for an 8th grade sexuality education program. It lists the program directors and educators and includes a disclaimer about funding. The goals of the lessons are to discuss healthy and unhealthy relationships, decision making, abstinence, and building relationship skills. Some of the topics covered include relationship characteristics, consent, developing a plan for a healthy relationship, and skills for effective abstinence. Students are encouraged to think critically about their values and build self-awareness.
Children often seek a sense of belonging at school and will engage in certain behaviors to fit in among their peers (someone in their age group). Even in preschool they are becoming concerned with what their friends think and do.
Children want to be well liked and included in a group, which makes them susceptible to peer pressure (influence that members of the same age group can have over each other). Peer pressure has been shown to affect children as early as preschool age and becomes an even greater risk as they transition into middle and high school.
The document discusses various aspects of socioemotional development in middle childhood including:
1. Children's self-concept becomes more divided into personal and academic areas as they compare themselves to others.
2. Emotional intelligence and self-efficacy influence how children approach challenges and social skills.
3. Self-esteem increases during this period with brief declines around age 12, and parenting needs to become more authoritative.
4. Peer relationships and friendships become more important as children progress through stages of friendship based on trust and intimacy.
Peer pressure can negatively influence children, adolescents, and adults. It occurs when individuals feel compelled to conform to their peers' behaviors, attitudes, and beliefs. For young people especially, the desire for social acceptance and fear of rejection can make them vulnerable to peer pressure. This can lead to changes in academic performance, attitude, appearance, and risk-taking behaviors like substance abuse. Parents and schools can help build self-esteem, social tolerance, and awareness of peer pressure's effects to empower individuals to think independently.
Bullying is unwanted aggressive behavior among school-aged children that involves a real or perceived power imbalance. It is repetitive and can seriously harm both the children being bullied and those who bully. Bullying includes verbal threats, spreading rumors, physical attacks, and social exclusion. While teasing is sometimes part of childhood, it becomes bullying when it is repetitive or intended to hurt. Bullying affects 20-30% of school children and can begin in preschool, intensifying during transitions like starting middle school. Victims often have low self-esteem and poor social skills, making them targets. Both bullies and victims can suffer long-term effects on mental health, relationships, and academic performance. Warning signs in children include
This document discusses raising resilient children and preventing bullying. It describes different types of children, including "cotton wool kids" who are anxious and perfectionist, and "free range kids" who are confident and resilient. It emphasizes teaching children a growth mindset where they love challenges and learn from mistakes. It also discusses the social dynamics that can enable bullying, the characteristics of bullies and targets, and strategies for parents and schools to build emotional intelligence and prevent bullying.
Peer pressure can be positive, neutral, or negative. Positive peer pressure encourages good behaviors like studying, while negative peer pressure pushes others to skip class or use drugs. To resist negative pressure, one must have self-confidence and not hesitate to say no. It also helps to spend time with friends who share similar values and will offer support in pressure situations. Proper management of peer relationships is important for healthy development during adolescence.
This presentation is for caregivers of the mentally ill. It addresses a common difficulty when you have a loved one with mental illness – when to emphasize kindness and when to emphasize limit setting and how best to combine these approaches to help your loved one and to care for your own well-being.
Pre-marital and post-marital counseling can help couples with relationship issues. Pre-marital counseling occurs before marriage to address important topics like finances, communication, values and roles. Post-marital counseling happens after marriage to resolve issues like lack of communication, infidelity, abuse or incompatibility. Counseling can be done face-to-face, online or in workshops, and benefits include better communication skills, earlier resolution of problems, and a framework for a healthy relationship. Seeking counseling is recommended when arguments are frequent without resolution, affairs have occurred, or the only solution seems like separation.
The document discusses child and adolescent development, outlining typical cognitive, social, and emotional changes teenagers undergo as their prefrontal cortex develops, such as increased risk-taking, emotional reactivity, and difficulty considering long-term consequences. It provides coaching strategies to help guide teenagers through this period, such as setting goals, teaching stress management, and providing structure while allowing independence.
This is a presentation authored and developed by my friend and colleague Dr. Barbara Anderson of Baylor College of Medicine. The presentation is a module in the 2014 Advanced Diabetes Seminar, hosted by Texas Lions Camp.
In this discussion, Dr. Anderson dives into the topic of “Diabetes Family Teamwork with Teens: What is Success?”
The document discusses bullying, providing definitions and describing its history. Bullying involves one person using their power to repeatedly hurt or intimidate another person. It can be physical, verbal, or cyber-based. The Bible speaks of bullies from ancient times, and bullying is found across cultures. Factors that may lead to bullying behavior include lack of parental guidance, neglect, and seeking control or attention. Bullying has significant negative effects on victims and can result in issues like depression, anxiety, poor school or work performance, and in some cases suicide. Prevention, reporting incidents, and seeking help are encouraged to address bullying.
Media and Messaging Training - WV Regional Policy Workshops 2015Jim McKay
Tips and suggestions for working with the media to advance your public policy goals. Presented as part of the Our Children, Our Future Campaign to End Child Poverty in West Virginia.
Autism and Life Transitions: Hard Lessons Learned & Taught as a Person-Center...Cheryl Ryan Chan
In December of 2015, I presented this webinar to members of the National Association for Dual Diagnoses (thenadd.org). I've been conducting Person-Centered Plans for 4 years, and over that time I've seen a number of disturbing trends around the lack of understanding and planning for preparedness in transitioning students; in particular, in the areas of independent skill building specific to the anticipated environment, and personal safety skills. I feel it's important to talk about what I've observed and how my team of co-facilitators and I have identified and tackled these issues within the PCP process. I hope that the "lessons learned" will assist people in planning for IEP/ISP goals that can help maximize success. I offer it free to anyone who would like to attend.
Advice on communicating with someone with mental illness is broken into four sections: Communication is a two-way process; Expressing yourself effectively; LEAP (Listen, Empathize, Agree, Partner); and Recommended Resources.
The document discusses peer influence on children's development from a young age. It notes that peer groups play a big role in how children socialize and learn behaviors. Children begin interacting with peers as young as 6 months old. As they grow older, peer groups become more influential and help children develop social skills through cooperating with others and learning group norms. Peer groups can influence children's values and behaviors. The relationships and interactions children have with peers are important for their social-emotional development.
Dont be afraid to say the s word talking to kids about suicideMrsunny4
Through my work as Clinical Director of the Society for the Prevention of Teen Suicide, I frequently get asked by parents,” How do I talk to my child about suicide?
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Teresa Wills created an ePortfolio to showcase her education and experience in pursuit of a career in psychology. She earned a Bachelor's degree in Psychology from Argosy University in 2011. Her life experiences, including an abusive childhood and teenage parenthood, fueled her passion to help others overcome obstacles. She hopes to earn a graduate degree in counseling to become a family and marriage counselor. Her ePortfolio contains examples of her research skills, ethics training, applied psychology work, and interpersonal skills to demonstrate her qualifications for further study.
This document outlines the goals and agenda for a 5-lesson sexuality education program for 6th graders. It includes the program directors and health educators leading the sessions. Lesson one focuses on group norms, the difference between sex and sexuality, and identifying trusted adults. Lesson two covers communication and refusal skills. Lesson three discusses healthy relationships, personal boundaries, and responding to inappropriate behavior. Lessons four and five review male and female anatomy and the menstrual cycle. The document provides context and introduces topics to be covered in each session.
This document outlines lessons from a health education program, including:
1) Creating classroom rules and discussing anatomy, decision making, and media literacy.
2) Analyzing ads for unhealthy messages and discussing bullying prevention.
3) Covering puberty, reproductive health, dating, sexual behaviors and risk levels.
4) Defining abstinence and practicing refusal skills to support abstinence choices. The lessons aim to develop social-emotional skills around relationships, sexuality, and personal values.
Peer influence is when teenagers modify their behavior to feel accepted by friends or peers. While peer pressure involves force, peer influence involves persuasion. Teenagers are vulnerable to peer influence because they want to fit in and avoid rejection. There are three levels of peer influence: from large groups, close relationships, and social media. However, teenagers can overcome negative peer influence by developing self-esteem, choosing friends wisely, focusing on inner satisfaction rather than fitting in, and trusting in God. Positive peer influence can also guide teenagers to make good choices.
This document appears to be a slideshow presentation for an 8th grade sexuality education program. It lists the program directors and educators and includes a disclaimer about funding. The goals of the lessons are to discuss healthy and unhealthy relationships, decision making, abstinence, and building relationship skills. Some of the topics covered include relationship characteristics, consent, developing a plan for a healthy relationship, and skills for effective abstinence. Students are encouraged to think critically about their values and build self-awareness.
Children often seek a sense of belonging at school and will engage in certain behaviors to fit in among their peers (someone in their age group). Even in preschool they are becoming concerned with what their friends think and do.
Children want to be well liked and included in a group, which makes them susceptible to peer pressure (influence that members of the same age group can have over each other). Peer pressure has been shown to affect children as early as preschool age and becomes an even greater risk as they transition into middle and high school.
The document discusses various aspects of socioemotional development in middle childhood including:
1. Children's self-concept becomes more divided into personal and academic areas as they compare themselves to others.
2. Emotional intelligence and self-efficacy influence how children approach challenges and social skills.
3. Self-esteem increases during this period with brief declines around age 12, and parenting needs to become more authoritative.
4. Peer relationships and friendships become more important as children progress through stages of friendship based on trust and intimacy.
Peer pressure can negatively influence children, adolescents, and adults. It occurs when individuals feel compelled to conform to their peers' behaviors, attitudes, and beliefs. For young people especially, the desire for social acceptance and fear of rejection can make them vulnerable to peer pressure. This can lead to changes in academic performance, attitude, appearance, and risk-taking behaviors like substance abuse. Parents and schools can help build self-esteem, social tolerance, and awareness of peer pressure's effects to empower individuals to think independently.
Bullying is unwanted aggressive behavior among school-aged children that involves a real or perceived power imbalance. It is repetitive and can seriously harm both the children being bullied and those who bully. Bullying includes verbal threats, spreading rumors, physical attacks, and social exclusion. While teasing is sometimes part of childhood, it becomes bullying when it is repetitive or intended to hurt. Bullying affects 20-30% of school children and can begin in preschool, intensifying during transitions like starting middle school. Victims often have low self-esteem and poor social skills, making them targets. Both bullies and victims can suffer long-term effects on mental health, relationships, and academic performance. Warning signs in children include
This document discusses raising resilient children and preventing bullying. It describes different types of children, including "cotton wool kids" who are anxious and perfectionist, and "free range kids" who are confident and resilient. It emphasizes teaching children a growth mindset where they love challenges and learn from mistakes. It also discusses the social dynamics that can enable bullying, the characteristics of bullies and targets, and strategies for parents and schools to build emotional intelligence and prevent bullying.
Peer pressure can be positive, neutral, or negative. Positive peer pressure encourages good behaviors like studying, while negative peer pressure pushes others to skip class or use drugs. To resist negative pressure, one must have self-confidence and not hesitate to say no. It also helps to spend time with friends who share similar values and will offer support in pressure situations. Proper management of peer relationships is important for healthy development during adolescence.
This presentation is for caregivers of the mentally ill. It addresses a common difficulty when you have a loved one with mental illness – when to emphasize kindness and when to emphasize limit setting and how best to combine these approaches to help your loved one and to care for your own well-being.
Pre-marital and post-marital counseling can help couples with relationship issues. Pre-marital counseling occurs before marriage to address important topics like finances, communication, values and roles. Post-marital counseling happens after marriage to resolve issues like lack of communication, infidelity, abuse or incompatibility. Counseling can be done face-to-face, online or in workshops, and benefits include better communication skills, earlier resolution of problems, and a framework for a healthy relationship. Seeking counseling is recommended when arguments are frequent without resolution, affairs have occurred, or the only solution seems like separation.
The document discusses child and adolescent development, outlining typical cognitive, social, and emotional changes teenagers undergo as their prefrontal cortex develops, such as increased risk-taking, emotional reactivity, and difficulty considering long-term consequences. It provides coaching strategies to help guide teenagers through this period, such as setting goals, teaching stress management, and providing structure while allowing independence.
This is a presentation authored and developed by my friend and colleague Dr. Barbara Anderson of Baylor College of Medicine. The presentation is a module in the 2014 Advanced Diabetes Seminar, hosted by Texas Lions Camp.
In this discussion, Dr. Anderson dives into the topic of “Diabetes Family Teamwork with Teens: What is Success?”
The document discusses bullying, providing definitions and describing its history. Bullying involves one person using their power to repeatedly hurt or intimidate another person. It can be physical, verbal, or cyber-based. The Bible speaks of bullies from ancient times, and bullying is found across cultures. Factors that may lead to bullying behavior include lack of parental guidance, neglect, and seeking control or attention. Bullying has significant negative effects on victims and can result in issues like depression, anxiety, poor school or work performance, and in some cases suicide. Prevention, reporting incidents, and seeking help are encouraged to address bullying.
Media and Messaging Training - WV Regional Policy Workshops 2015Jim McKay
Tips and suggestions for working with the media to advance your public policy goals. Presented as part of the Our Children, Our Future Campaign to End Child Poverty in West Virginia.
Autism and Life Transitions: Hard Lessons Learned & Taught as a Person-Center...Cheryl Ryan Chan
In December of 2015, I presented this webinar to members of the National Association for Dual Diagnoses (thenadd.org). I've been conducting Person-Centered Plans for 4 years, and over that time I've seen a number of disturbing trends around the lack of understanding and planning for preparedness in transitioning students; in particular, in the areas of independent skill building specific to the anticipated environment, and personal safety skills. I feel it's important to talk about what I've observed and how my team of co-facilitators and I have identified and tackled these issues within the PCP process. I hope that the "lessons learned" will assist people in planning for IEP/ISP goals that can help maximize success. I offer it free to anyone who would like to attend.
Advice on communicating with someone with mental illness is broken into four sections: Communication is a two-way process; Expressing yourself effectively; LEAP (Listen, Empathize, Agree, Partner); and Recommended Resources.
The document discusses peer influence on children's development from a young age. It notes that peer groups play a big role in how children socialize and learn behaviors. Children begin interacting with peers as young as 6 months old. As they grow older, peer groups become more influential and help children develop social skills through cooperating with others and learning group norms. Peer groups can influence children's values and behaviors. The relationships and interactions children have with peers are important for their social-emotional development.
Dont be afraid to say the s word talking to kids about suicideMrsunny4
Through my work as Clinical Director of the Society for the Prevention of Teen Suicide, I frequently get asked by parents,” How do I talk to my child about suicide?
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Running head DEVELOPMENTAL MILESTONESAnnotated Bibl.docxsusanschei
Running head: DEVELOPMENTAL MILESTONES
Annotated Bibliography
Alexes Smith
Reading & Writing in Psychology
Spelman College
References
1. Charles, P., Gorman-Smith, D., & Jones, A. (2016). Designing an intervention to promote child development among fathers with antisocial behavior. Research On Social Work Practice, 26(1), 20-27. doi:10.1177/1049731515580440
The present study explains the psychosocial and behavioral health amongst children whose fathers are incarcerated or fathers who demonstrate antisocial behaviors. This study was also conducted to help promote father involvement. Mothers may try and foster the father figure but a child may stiff be affected emotionally, especially if there are any family members evolved in filling that void for the child. Children like myself, often rebel and have difficulties coping with the absence of their fathers or the often revolving door done by some fathers (incarcerated fathers/ antisocial). I agree with some topics discussed in this article, which said that children often are less open to rebuilding relationships with absent fathers. This study is relevant to the course because it relates to social development and how parent involvement parallels with positive/ negative behaviors. This article does not explain step parents and foster dads and how a child’s behavior may still be impacted. I can incorporate this article in my final paper by observing the parent interactions at my agency and seeing how a child behaves if he has his/ her father present.
2. Danzig, A. P., Dyson, M. W., Olino, T. M., Laptook, R. S., & Klein, D. N. (2015). Positive parenting interacts with child temperament and negative parenting to predict children's socially appropriate behavior. Journal Of Social And Clinical Psychology, 34(5), 411-435. doi:10.1521/jscp.2015.34.5.411
The theory of this article is that positive parenting may effect a child’s temperament, while negative parenting may have an effect on children socially, whether parents know it or not. Essentially, the parenting effects (i.e. negative or positive) correspond with a child’s disposition, starting mainly at early school ages. According to these researchers, the act of knowing/ displaying appropriate behaviors socially, can later determine a child’s success and adaptability. This researcher’s found that parenting is definitely essential to a child’s social development. Also, parent behaviors (i.e. supportiveness, aggressive, stresses, emotional styles etc.) can later determine “positive” or “negative” parenting. This article is relevant to the course material because it relates to social development on children and its influences. This article is also similar to my personal beliefs of parents and how they influence their children unknowingly. For example, parents who do not tell their children they love them often or compliment them may impact a child negatively, where the child may grow to be less affectionate in friendships or in ...
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This document discusses various topics related to parenting and substance abuse prevention. It provides statistics showing high rates of alcohol and drug use among teens. It discusses protective factors like self-esteem, role models, and activities that can help prevent substance abuse. The document suggests parenting styles with clear communication, encouragement, and supervision can help prevent drug use. It provides tips for talking to kids about drugs at different ages and questions parents can ask themselves to build skills to prevent drug use.
This document summarizes a presentation by Dr. Angela Searcy on using lessons from Star Trek to address challenging child behaviors. Some key points:
- Dr. Searcy has over 28 years of experience in education and holds advanced degrees in education and child development. Her research focuses on brain-based learning and aggressive behaviors.
- She discusses using concepts like self-reflection, context analysis, teaching replacement skills, and changing responses to help address challenging behaviors, rather than reacting emotionally.
- The presentation cautions against negativity bias and implicit bias when interpreting child and family behaviors, and emphasizes using logic. Behavior planning is described as both an intellectual and emotional process.
Dr. Mike Abrams is a psychologist licensed in New York and New Jersey who has over 25 years of experience in psychotherapy. He has extensive training in cognitive behavioral therapy and worked closely with Dr. Albert Ellis. Dr. Abrams takes an understanding approach to help clients overcome problems like depression, anxiety, relationship issues, and trauma from a cognitive behavioral perspective. Prior to his career in psychology, he earned an MBA and worked in finance. Dr. Abrams also has experience providing career counseling and life coaching.
Au Psy492 E Portfolio Template For Slide Sharebritts425
The document summarizes the personal statement of a student pursuing a Master's degree in Social Work. The student aims to help children and families by resolving childhood issues. They currently work as a mentor and changed their business to vegetarian and cruelty-free to align with their values. The student is passionate about making a difference and standing up for their beliefs.
PSY 101 The Psychology of Personal DevelopmentSmall Group D.docxamrit47
This document summarizes the agenda and topics for a small group discussion on personal relationships. The discussion will focus on qualities people look for in partners, relationship models, and questions about attraction and dating. It provides an overview of the theories that will be discussed, including attachment theory, Imago theory, and John Gottman's work on conflict in relationships. There will also be an in-class activity where students discuss perspectives on dating in modern times and how this compares to past generations.
This document appears to be part of a health education program for 8th grade students. It provides an agenda and goals for 8 lessons on topics like relationships, decision making, abstinence and contraception, STIs, empathy, and refusal skills. It introduces the program directors and health educators leading the lessons. It also includes activities, discussions, role plays, and factual information to educate students on these health topics in an age-appropriate manner.
This document presents two viewpoints on whether schools should screen children and teenagers for signs of mental illness and suicidal tendencies. Viewpoint 1 argues that screening can help identify at-risk youth and improve care, while opponents worry about overdiagnosis. Viewpoint 2 asserts that misdiagnoses are common since sadness is normal for teens, and inaccurate diagnoses can negatively impact teens and increase unnecessary treatment. The reflection considers both perspectives and concludes that focusing on improving care for diagnosed teens, rather than widespread screening, may be best to avoid potential harms of misdiagnosis.
This is a note in Personal Development. It tackles about the challenges of middle and late adolescence in their personal development.
#Personal Development
#Week 4 Topic
#Middle and Late Adolescence
#Challenges in Personal Development
1. The document discusses risk-taking behaviors in adolescents and the influence of peers. Positive peer groups can boost confidence and provide social support, while negative peers may encourage delinquency and undermine family relationships.
2. Common risk-taking behaviors include unsafe driving, fighting, substance abuse, and risky sexual behaviors. Peer influence can either discourage or promote engagement in these high-risk activities.
3. The document provides tips for managing peer relationships and emphasizes seeking out mentors to help address issues like bullying and develop healthy friendships.
The document provides an overview of 10 basic principles of good parenting according to psychologist Laurence Steinberg's book "The Ten Basic Principles of Good Parenting". The principles are: 1) What you do matters 2) You cannot be too loving 3) Be involved in your child's life 4) Adapt your parenting to fit your child 5) Establish and set rules 6) Foster your child's independence 7) Be consistent 8) Avoid harsh discipline 9) Explain your rules and decisions 10) Treat your child with respect. The document emphasizes that following these principles can help children develop in a healthy way and avoid problems, though perfect parents do not exist.
Similar to 5 tips for helping your troubled teen (14)
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1. 4/3/2018 5 Tips for Helping Your Troubled Teen
https://psychcentral.com/blog/5-tips-for-helping-your-troubled-teen/ 1/9
About the Blog Archives
5 Tips for Helping Your Troubled Teen
By Margarita Tartakovsky, M.S.
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~ 4 min read
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2. 4/3/2018 5 Tips for Helping Your Troubled Teen
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It can be tough to tell when a teen
needs help. Because adolescence is a time of transition — and even turbulence. Your
teen is likely irritable and moody. They question their identity. In fact, they try on
different identities, which can lead to inconsistent behavior.
According to psychotherapist Sean Grover, LCSW, this is known as developmental
depression, which is totally normal for teens. “[T]eenagers go through a dramatic
transformational period driven by biological and psychological maturation, hormone
imbalances and irregularities in brain development.” Which fuels their emotional
instability, he said.
What is problematic is atypical depression. It has all the qualities of developmental
depression but it’s much more severe, he said. “In my experience, atypical depressions
are driven by outside forces, such as divorce, family conflicts, difficulties in school,
difficulties with academics, social conflicts, etc.” Grover noted that teens are
unresponsive, combative and withdrawn.
Liz Morrison, LCSW, a psychotherapist who specializes in teen counseling,
mentioned these additional signs of trouble: sinking grades; frequent fights with
parents or peers; persistent sadness or anxiety; changes in behavior, such as going
from being very social to isolating oneself; and run-ins with the law.
Other red flags are “losing interest in previous hobbies or activities, or expressing
hopelessness about the future, said Laura Athey-Lloyd, Psy.D, a licensed clinical
psychologist in private practice in Manhattan, who specializes in adolescent and
family therapy. These might be signs of a mood disorder or another deeper-seated
problem, she said.
Again, it’s key to pay attention to your teen’s behavior. “Any behavioral problem is a
symptom of internal struggles,” said Grover, also creator of award-winning youth
programs. “Teenagers express themselves through their behavior, rather than their
words.”
If you’re nodding your head to some of these symptoms, start with the below tips.
Also, stay tuned for a second piece with more suggestions.
Talk to your teen about your concerns. Calmly.
Let your child know that you’re aware that something is different and you’d like to
help, said Morrison. She shared this example of what you might say:
“I have noticed some changes in your ____________ (attitude, behavior, etc.), and I
want to check in with you to see if there is something you want to talk about. I know it
can be hard to share your feelings or thoughts with me. But just know that I am here
to listen and help in whatever way I can.”
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3. 4/3/2018 5 Tips for Helping Your Troubled Teen
https://psychcentral.com/blog/5-tips-for-helping-your-troubled-teen/ 3/9
Then, depending on what your teen says, be supportive, calm and compassionate
without judging them, she said.
Talk about your own struggles.
Athey-Lloyd encourages parents to share examples of their own adolescent struggles.
This helps you connect with your teen and normalizes how they’re feeling. However,
she noted, be sure you’re not comparing or criticizing—as in “you have it easy; my
parents were much stricter and made me come home right after school.”
Instead, you might say: “I can still remember how tough it was to negotiate curfew
with my parents. We disagreed, too.”
Teach your teen healthy habits.
That’s because most teens don’t develop healthy habits naturally, said Grover, author
of When Kids Call the Shots: How to Seize Control from Your Darling Bully—and
Enjoy Being a Parent Again. Plus, it’s much easier to supply positive activities than it
is to challenge or undo negative behavior, he said.
In fact, when Grover starts working with a teen, he first asks, “What’s missing from
this teenager’s life?” According to his piece on Psych Central, there are five things
that every teen needs. This includes: tension outlets, such as cardiovascular exercise,
which reduces anxious and depressive symptoms; at least three to five sources that
contribute to your teen’s self-esteem; and healthy structure, limits and boundaries,
such as limits on computer time and a regular sleep and study schedule.
For instance, Grover worked with a young girl who had a history of behavior
problems both at home and at school. Her parents were enforcing limits and
punishments and trying to control her behavior. They were monitoring her all the
time, and it was ruining their relationship.
When Grover delved into the five things every teen needs, he learned that she didn’t
have any tension outlets, self-esteem building activities or models or mentors (see
below). He also speculated that she had learning difficulties.
The client joined Grover’s therapy group and started forming friendships with teens
who were positive influences. Her parents signed her up for a hip-hop dance class,
which she loved. She started taking three classes a week. The studio even offered her
an internship. This boosted her mood and self-esteem, gave her adult models and
mentors and created a tension outlet.
It also turned out that she had auditory processing difficulties, which naturally made it
impossible to keep up in class. She received academic accommodations and started
working with a learning specialist. And her relationship with her parents drastically
improved.
Morrison also stressed the importance of giving your teen healthy alternatives. She
shared this example: Your teen is becoming increasingly argumentative, which is
affecting them emotionally and socially. You talk to them about strategies they can use
to calm down when they’re upset. This might include everything from taking deep
breaths to riding their bike to visualizing a happy place to writing in a journal, she
said.
Find other supportive adults.
4. 4/3/2018 5 Tips for Helping Your Troubled Teen
https://psychcentral.com/blog/5-tips-for-helping-your-troubled-teen/ 4/9
3 comments:
According to Grover, it’s vital that parents involve other adults, such as teachers,
mentors or coaches. Because adolescence is partly about separation and individuation,
when a parent tries to do everything, their teen only becomes more resistant, he said.
“The child does not want to be dependent on the parent, and will grow defiant and
combative.”
Reflect on your own actions.
“Too many parents don’t consider how their choices are actually producing their
child’s negative behavior,” Grover said. He suggested taking a hard look at yourself
and taking full responsibility for the behaviors you’re modeling.
Are you asking your teen to be calm during conversations while you’re usually
yelling? Is your teen struggling with a negative body image while you’re criticizing
others’ looks? Also, if your child is in therapy, consider if you’re unwittingly stalling
their progress.
Parenting a teen can quickly get overwhelming. You might feel anxious, burnt out and
maybe even helpless. But there are many things you can do—like starting with the
above strategies. And if you need extra support, consider counseling.
About Margarita Tartakovsky, M.S.
Margarita Tartakovsky, M.S., is an Associate Editor at Psych Central.
She also explores self-image issues on her own blog Weightless and
creativity on her blog Make a Mess: Everyday Creativity.
View all posts by Margarita Tartakovsky, M.S. →
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5. 4/3/2018 5 Tips for Helping Your Troubled Teen
https://psychcentral.com/blog/5-tips-for-helping-your-troubled-teen/ 5/9
APA Reference
Tartakovsky, M. (2016). 5 Tips for Helping Your Troubled Teen. Psych Central.
Retrieved on April 3, 2018, from https://psychcentral.com/blog/5-tips-for-helping-
your-troubled-teen/
Last updated: 3 Aug 2016
Last reviewed: By John M. Grohol, Psy.D. on 3 Aug
2016
Originally published on PsychCentral.com. All rights
reserved.
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