Adolescents are between the ages of 10-19 years old and number around 40.7 million in the United States. During this time, they experience significant biological, cognitive, and social/emotional development. Biologically, they experience growth spurts and the onset of puberty. Cognitively, their brains develop the ability for abstract thought and logical reasoning. Socially and emotionally, they develop their identity and social skills while relating to peers and navigating intimacy in relationships. Their development is influenced by their environment, including family, peers, school, community, and media. While this period involves some risk-taking behaviors, it is a normal part of exploring independence and decision-making abilities during this transitional stage of life
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
The adolescent brain is best described as a work in progress. Our brains are about 90-95% of their maximum size by the time we are 6 years old, but they are definitely not finished changing! Massive changes continue to occur over the next 15-20 years, as connections within the brain are strengthened and refined. Adolescent brain development can be divided into three processes: proliferation, pruning and myelination.
The very brief slide-show looks at the physical, sexual, intellectual, moral and social developments we parents need to be aware of in our adolescent kids.
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
The adolescent brain is best described as a work in progress. Our brains are about 90-95% of their maximum size by the time we are 6 years old, but they are definitely not finished changing! Massive changes continue to occur over the next 15-20 years, as connections within the brain are strengthened and refined. Adolescent brain development can be divided into three processes: proliferation, pruning and myelination.
The very brief slide-show looks at the physical, sexual, intellectual, moral and social developments we parents need to be aware of in our adolescent kids.
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
What is different about the teenage brain? Brain development happens over time and generally occurs back to front. This means that the frontal lobe, and pre-frontal cortex, which control executive functions, and are critical to decision making, are some of the last areas of the brain to fully develop.
Other parts of the brain, including those involved with thrill-seeking behavior, reward mechanisms, and intense emotion, come online earlier in the process.
Just as a toddler is able to walk before he or she has the judgment to stay away from dangerous situations (such as the top of a flight of stairs), teenagers can also find themselves in precarious situations for which they are not adequately prepared, from a brain development point of view.
This partly explains some of the risk-taking behavior and poor decision making that is often associated with teens.
Treatment Track, National Rx Drug Abuse Summit, April 2-4, 2013. Treatment Options for Juveniles
presentation by Michelle Lipinski and Dr. Marc Fishman.
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
What is different about the teenage brain? Brain development happens over time and generally occurs back to front. This means that the frontal lobe, and pre-frontal cortex, which control executive functions, and are critical to decision making, are some of the last areas of the brain to fully develop.
Other parts of the brain, including those involved with thrill-seeking behavior, reward mechanisms, and intense emotion, come online earlier in the process.
Just as a toddler is able to walk before he or she has the judgment to stay away from dangerous situations (such as the top of a flight of stairs), teenagers can also find themselves in precarious situations for which they are not adequately prepared, from a brain development point of view.
This partly explains some of the risk-taking behavior and poor decision making that is often associated with teens.
Treatment Track, National Rx Drug Abuse Summit, April 2-4, 2013. Treatment Options for Juveniles
presentation by Michelle Lipinski and Dr. Marc Fishman.
A presentation I created for a Human Behavior in the Social Environment course at Radford University on several key ideas of adolescents. Feedback is appreciated.
The Child’s Psychological Use of the Parent: A Workshop James Tobin, Ph.D.
This workshop is designed for parents who would like to improve the quality of their relationship with their children. Dr. Tobin provides a roadmap for parents based on a core paradox of the human condition, i.e., the initial need to bond (to form and sustain early life) and the subsequent need to separate/individuate (in order for the child to secure a distinct personal identity unencumbered by unresolved issues with the family of origin). According to Dr. Tobin, both the parent and the developing child simultaneously press for separation/individuation and resist it. This workshop attempts to alert parents to the underlying dynamics that prolong this ambivalence and provides pragmatic suggestions for how parents can be "of use" psychologically so that their child is more successfully primed for the achievement of autonomy.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
4. Adolescents: Increasingly Diverse
Source: Fact Sheet on Demographics: Adolescents, National Adolescent Health Information Center,
http://nahic.ucsf.edu//downloads/Demographics.pdf. Accessed: November 29, 2005
6. Eating Disorders:
approx.1% of girls (12-18) anorexic
1-3% bulimic
20% (estimated) engaged in less extreme unhealthy dieting
Nutrition:
¾ of adolescents do not eat recommended servings
Overweight: ages 12-19 (1971 – 2002)
Boys 6.1% - 16.7%
Girls 6.2% - 15.4%
Physical activity level drops dramatically( 9→12 grade)
Biological Development
7. Challenge #2
to argue for the sake of arguing
to be self- centered
to constantly find fault in adult’s position
to be overly dramatic
Normal adolescent behavior?
YES!
Cognitive Development
8. Cognitive Development different arrow
• ability to think abstractly
• ability to analyze situations
logically
• ability to think realistically about
the future, goal setting
• moral reasoning
• Entertain hypothetical situations,
use of metaphors
Need guidance for rational
decision making
10 years
19 years
9. Brain Research Findings
The brain continues to develop during adolescence.
Areas under construction:
• Prefrontal cortex – responsible for organizing,
setting priorities, strategizing, controlling
impulses
• Brain functions that help plan and adapt to the
social environment
• Brain functions that help put situations into
context; retrieve memories to connect with gut
reactions
10. Challenge #3
Who am I? Where do I belong?
- Identity development (gender, sexual, ethnic)
- Self-esteem
- Role of peer group
Social Emotional Development
How do I relate to others?
- Social Skills
- Emotional Intelligence
11. Experimenting with Intimacy
15-19 yrs 1995 - 2002
Boys 55.3% - 46%
Girls 51.7% - 46.8%
Sexual
Experience
Romantic
Relationship
12-14 years - 24%
15-17 years – 39%
Sexual behavior is changing
15-19 yrs Oral Sex
Boys 55%
Girls 54 %
14. Risk Taking Behavior?
But there is concern –
Adolescents overestimate
their capacities, rely on
their immature ability to
judge, or give in to peer
pressure
It is normal! -
Exploration of new
behaviors, decision
making skills, identity
development
15. Problem Behaviors
Teen Pregnancy
Violence
Delinquency
Substance Abuse
School drop out
Mental health
16. Positive Youth Outcomes
• Volunteerism
• Music & Performing Arts
• High School Graduation
• Enrollment in College
17. Main Sources:
National Campaign to Prevent Teen Pregnancy 2005.
Freeze Frame: A Snapshot of America’s Teens
www.teenpregnancy.org
American Psychological Association 2002. Developing
Adolescents.
www.apa.org/pi/pii/develop.pdf
Editor's Notes
This will be a brief presentation on adolescent development. The focus will be on examining key developmental challenges along with some recent research findings and behavior trends.
The purpose of this presentation is to remind us who the young people are we are talking about. What distinguishes them from children and adults? What are the main challenges and influences? The goal is to give us a common framework for discussing positive youth development which focuses on the social infrastructure young people need to thrive.
There is no consensus about the age range that defines adolescence. A fairly common one is young people ages 10-19. I am using this one just because the 2000 census used this categorization.
According to that 2000 census there are approximately 40.7 million adolescents in the US. The exact number is 40.747.962
Here is what they look like.
Adolescent population is changing more rapidly than adult population
Review ethnic groups; use fact sheet for more information
One challenge all adolescents have to face is the physical maturation process. Puberty starts typically earlier for girls than for boys; and its starts earlier than it used to. Review slide.
Recent pediatric studies have shown that an increasing number of girls start showing signs of puberty as early as age 7 (6.7% white girls, 27.2% African American; see American Psychological Association 2002. Developing Adolescents).
What are the implications? Young people need information about upcoming body changes and their significance at an earlier age so that they can cope with these physical and hormonal changes. Sex education at age 13 might be too late.
Optional question: Some young girls are fully developed at age 13 – they might be judged to be older - 16 or 17 years old. What are the implications? How do people in their environment react to them? Possible conflicts?
Several health issues emerge during this time of biological maturation. Adolescents undergoing many physical changes naturally pay much attention to physical appearance.
Puberty is associated with weight gain. For girls in particular concerns about their changing appearance can lead to health problems. Pressured by our societal standard that slim is beautiful, young woman develop eating disorders; approximately 1% of 12-18 years olds show symptoms of anorexia, while 1-3 % engage in bulimic behavior. A much higher percentage are involved in unhealthy dieting. Young men can develop eating disorders as well but the numbers are much lower (American Psychologial Association. Developing adolescents. 2002)
Another health concern that has become a national public health issue is obesity. Over the past 30 years, an increasing percentage of young people is diagnosed as overweight. Some of the factors that influence this trend: decrease in physical activity, an increasingly sedentary life style (much time in front of computer and TV), poor nutrition, larger serving sizes.
(additional information:
ACT for Youth. Research Facts and Findings: Childhood Obesity, www.actforyouth.net/documents/july_03_obesity.pdf)
The second challenge – cognitive development. Do you recognize this behavior?
Review interactive slide.
Do you agree with these descriptions? Talking and reasoning with adolescents can be tough. Why is that?
Cognitive processes and skills continue to grow over the years (10-19).
Increasingly adolescents fine tune their abilities (review the abilities listed).
And progress from concrete to more abstract skill levels.
Recent research in adolescent brain development has demonstrated that the brain is still developing. Neural connections are still being formed until the mid 20’s. It confirms what parents probably have known all along
-- adolescents do not process and think the same way adults do.
Review findings.
These findings help us understand why teens do not always understand the consequences of their behaviors, in particular risk taking behaviors; it helps explain why they might interpret social situation differently and respond with different emotions.
It also means that young people can influence their brain development through their activities. It makes the case for meaningful activities and participation. Young people who “exercise” their brains by learning to order their thoughts, understand abstract concepts, and control their impulses are laying neural foundations that will serve them for the rest of their lives. Do they want to hard-wire their brain for sports, playing music, doing math – or lying on the couch watching TV?
Additional information:
ACT for Youth. Research Facts and Findings. 2002. Adolescent Brain Development (www.actforyouth.net/documents/may02factsheetadolbraindev.pdf)
National Campaign to Prevent Teen Pregnancy. 2005. The Adolescent Brain: A Work in Progress. www.teenpregnancy.org/resources/reading/pdf/BRAIN.pdf
The third challenge of adolescence is to look for answers to the questions:
Who am I? What is my place in this world?
In interaction with their social environments young people are trying to figure out who they are, what makes them unique, and where do they fit in. Identity formation is critical and closely linked to how they feel about themselves and what they think others expect from them. Recent studies have shown that minority youth who developed a strong sense of ethnic identity tend to have higher self-esteem than those who don’t. The search for identity can be more complex when adolescents face the additional challenges of social injustice and discrimination; this might be especially true for LGBT youth who often start their identify development by being “different”.
(American Psychological Association. 2002. Developing Adolescents.)
- Peer group important for the process of separating from family; most influential during mid-adolescence
- The other aspect of social emotional development is highlighted by the question: How do I relate to others? Young people have to develop skills how to communicate, interact with others; how to assess, cope with and control their emotions.
Additional reading: ACT for Youth. Facts and Research Findings. Identify Formation in Adolescence. Self-Esteem. Peers. (www.actforyouth.net)
Dating typically starts in mid adolescence although many younger teens start experimenting with intimacy (often using the internet)
Early romantic relationships often have a short duration – a few months
Reliable data on teen sexual behaviors are limited especially data on other sexual behavior than intercourse (oral sex, anal sex)
Recent surveys show a decline in sexual relationships among teens , in particular boys (see National Campaign to Prevent Teen Pregnancy 2005. Freeze Frame)
African American tend to engage in sexual activity (intercourse) at an earlier age than White and Hispanic teens (National Longitudinal Study on Adolescent Health, in: APA 2002. Developing Adolescents); also, National Adolescent Health Information Center. A Health profile of Adolescent and Young Males:2005, http://nahic.ucsf.edu/downloads/BoysBrief.pdf
More teens engage in oral sex (more recent now than intercourse);
anecdotal evidence points at younger teens (middle school age) engaging in oral sex
Why? E.g. to avoid pregnancy, stay a virgin, delay pressure to have intercourse
Implications? One is that too many teens feel oral sex is safe. Others?
(see: Science Says: Teens and Oral Sex, www.teenpregnancy.org/works/pdf/ScienceSays_17_OralSex.pdf)
Young people are immersed in these challenges throughout their adolescent years. It is important to remember that they do not do this in a vacuum. Their development is filtered through and influenced by the social environments their in.
Review the groups as they come up.
How well they do and master these challenges depends to some degree on how support and nurturing these environments are. For some young people the odds are stacked much higher than for others. How successful young people are depends on the level of “social toxicity” - as James Garbarino phrased it.
(Garbarino, James. 1995. Raising this way Children in a Socially Toxic Environment. Jossey-Bass Publishers. San Francisco)
Although some of these social issues have improved over the years, they still have impact on the lives of young people (and adults)
Most of them all well known, here are few key points:
Racism – resulting in a gap in academic performance (African American and Hispanic do less well); they are overrepresented in special education classes and prisons
Poverty – we know that young people growing up in poverty have less opportunities and support; they often face additional problems such as violence & disrupted family relationships (single parenting, domestic violence)
Sexual exploitation – internet, marketing, body image
Health threats – drugs/alcohol, AIDS
Lack of benevolent adults authority – lack of role models that promote positive social and moral values (most current roles models are about accumulation of wealth)
We looked at developmental tasks and environmental challenges young people face; in that context - risk taking behavior is understandable. It makes parents and other adults crinch, but it is normal and to be expected. We can also acknowledge that there is reason for concern. Young people have a need for support, guidance and structure.
If that is missing, negative outcomes are likely to occur. Let’s take a look at the problem behaviors we are usually concerned and some of the current data.
Here are problem behaviors we are typically concerned with.
We are seeing some positive trends right now although that does not imply that all is well. For example we are seeing a solid decline in teen pregnancy rates; at the same time we have seen increased rates in several STI’s (sexually transmitted illnesses) e.g. chlamydia. Or we are seeing a decline in binge drinking, but at the same time we see an increase in other substances e.g. Ecstacy
But the overall trend in regards to those behaviors is positive. Teen pregnancy rates have declined over the past 10 years. Also declining are delinquency, substance abuse, violence and school drop out Mental health – Data are not as conclusive and consistent. Suicide attempts have gone down from 29% in 1991 to 17% in 2003, although anecdotal evidence suggests an increase in other areas (self-injurious behavior, depression).
Use fact sheets for concrete data.
Other positive trends can be noted. To break with our habit of documenting and measuring mostly negative behaviors, here are some positive youth outcomes:
Volunteerism: an estimated 55% of young people (12-18) participate in volunteer opportunities
Music & Arts: around 50% of high school students participate in music and arts programs (2001)
High school graduation: 87% completed high school (18-24) in 2001; HS graduation rates have risen for African American youth (from 59% to 87% since 1971
College: enrollment rates have risen (265 -0 38%. In 2002 29% young adults (25-29 yrs old) attained a Bachelor’s degree (all time high)
Review fact sheet for sources
Side note: Efforts are underway to measure and document positive outcomes.