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.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
Introduction
Adulthood - Adult and Family Development
Finding a Mate: Courtship Patterns
Parent-Arranged Marriages
The American Dating System
Marriage
Types of Marital Relationships
The Family Life Cycle
Leaving Home and Becoming a Single Adult
Developmental Tasks of The Family Establishment Phase
Establishing a Home Base to Call Their Own
This helps people learn about peer pressure and what it is all about. It also helps people to learn how to control it and also helps people to know that it is possible to get influenced positively.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
Part 2 Teaching boys and girls healthy and unhealthy relationshipStephenKamore1
This articles focuses on how parents can empower children on healthy and unhealthy relationships. This a topic parents must take seriously to save children from negative effects of unhealthy relationships.
Running head: ADOLESCENT DEPRESSION 1
ADOLESCENT DEPRESSION 2
Adolescence is a crucial and significant period of development for understanding the course, treatment and nature of depression. It is not unusual for teens or adolescents to feel down in the dumps or experience the blues occasionally (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013). For most boys and girls, adolescence is usually a time with many emotional, physical, social and psychological changes accompanying this life stage. It is an unsettling duration and time of life development. Unrealistic social, family and social expectations crease such a strong sense of rejection and develop into disappointment (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013).
When issues are going wrong at home or in school, adolescents often overreact. To worsen the situation, teens are often bombarded with different and conflicting messages from society, friends and parents. Research shows that adolescent depression has heightened in the recent past, and the rate of increase is extremely alarming. Recent studies indicate that one out of five teens develop clinical depression during their life development stages (Oldehinkel, Ormel, Verhulst, & Nederhof, 2014). Health practitioners explain that diagnosing depression in adults can be extremely difficult since most adults usually expect the teens to show moody signs. Despite this, several symptoms can be looked at, and they can be easily detected.
Changes in sleeping or eating patterns should not be overlooked, since they can be attached to lack of motivation or energy, and lack of enthusiasm (Stapley, Midgley, & Target, 2016). Extreme cases of rage, anger, and an overreaction to criticism are associated with depression. Thirdly, adults and parents should look out for hopelessness and sadness, with the teens showing signs of withdrawal from the family, friends and activities such as sports (Stapley, Midgley, & Target, 2016). In school, teens experiencing depression have problems with school leaders and authority, and often show poor academic performance. In addition, during class hours, the teen may show signs of forgetfulness, poor concentration and indecision (Stapley, Midgley, & Target, 2016). In extreme cases, depressed teens or adolescents can harbour suicidal thoughts, or take actions towards this direction.
Adolescence depression is a time of intense moodiness, stress, and self-preoccupation has permeated professional perspectives on this important developmental period (Gilbo, Knight, Lewis, Toumbourou, & Bertino, 2015). The approaches to the classification and assessment of adolescent psychopathology have been shown and reflected in the literature on adolescent depression: depressive syndromes, clinical depression and depressed mood. There are several key fam ...
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.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
Introduction
Adulthood - Adult and Family Development
Finding a Mate: Courtship Patterns
Parent-Arranged Marriages
The American Dating System
Marriage
Types of Marital Relationships
The Family Life Cycle
Leaving Home and Becoming a Single Adult
Developmental Tasks of The Family Establishment Phase
Establishing a Home Base to Call Their Own
This helps people learn about peer pressure and what it is all about. It also helps people to learn how to control it and also helps people to know that it is possible to get influenced positively.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
Part 2 Teaching boys and girls healthy and unhealthy relationshipStephenKamore1
This articles focuses on how parents can empower children on healthy and unhealthy relationships. This a topic parents must take seriously to save children from negative effects of unhealthy relationships.
Running head: ADOLESCENT DEPRESSION 1
ADOLESCENT DEPRESSION 2
Adolescence is a crucial and significant period of development for understanding the course, treatment and nature of depression. It is not unusual for teens or adolescents to feel down in the dumps or experience the blues occasionally (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013). For most boys and girls, adolescence is usually a time with many emotional, physical, social and psychological changes accompanying this life stage. It is an unsettling duration and time of life development. Unrealistic social, family and social expectations crease such a strong sense of rejection and develop into disappointment (Gabbay, Ely, Li, Bangaru, Panzer, Alonso, & Milham, 2013).
When issues are going wrong at home or in school, adolescents often overreact. To worsen the situation, teens are often bombarded with different and conflicting messages from society, friends and parents. Research shows that adolescent depression has heightened in the recent past, and the rate of increase is extremely alarming. Recent studies indicate that one out of five teens develop clinical depression during their life development stages (Oldehinkel, Ormel, Verhulst, & Nederhof, 2014). Health practitioners explain that diagnosing depression in adults can be extremely difficult since most adults usually expect the teens to show moody signs. Despite this, several symptoms can be looked at, and they can be easily detected.
Changes in sleeping or eating patterns should not be overlooked, since they can be attached to lack of motivation or energy, and lack of enthusiasm (Stapley, Midgley, & Target, 2016). Extreme cases of rage, anger, and an overreaction to criticism are associated with depression. Thirdly, adults and parents should look out for hopelessness and sadness, with the teens showing signs of withdrawal from the family, friends and activities such as sports (Stapley, Midgley, & Target, 2016). In school, teens experiencing depression have problems with school leaders and authority, and often show poor academic performance. In addition, during class hours, the teen may show signs of forgetfulness, poor concentration and indecision (Stapley, Midgley, & Target, 2016). In extreme cases, depressed teens or adolescents can harbour suicidal thoughts, or take actions towards this direction.
Adolescence depression is a time of intense moodiness, stress, and self-preoccupation has permeated professional perspectives on this important developmental period (Gilbo, Knight, Lewis, Toumbourou, & Bertino, 2015). The approaches to the classification and assessment of adolescent psychopathology have been shown and reflected in the literature on adolescent depression: depressive syndromes, clinical depression and depressed mood. There are several key fam ...
Adolescent Internalizing Symptoms and the Tightknittedness” o.docxgalerussel59292
Adolescent Internalizing Symptoms and the “Tightknittedness” of
Friendship Groups
Sonja E. Siennick and Mayra Picon
Florida State University
Adolescents with depression have lower peer status overall, but tend to befriend each other. We examined the
“tightknittedness” of their friendship groups by testing whether adolescent friendship groups’ average levels of or vari-
ability in internalizing symptoms predict group cohesiveness. We used four waves (9th–12th grades) of survey and
social network data on 3,013 friendship groups from the PROmoting School-Community-University Partnerships to
Enhance Resilience study. Friendship groups with higher average depressive symptoms were less cohesive; groups
with higher average anxiety symptoms had greater reciprocity. Groups with greater variability in depressive symptoms
had greater density; variability in anxiety symptoms was not consistently associated with cohesion. The friendship
groups of depressed adolescents appear less cohesive than the “typical” adolescent friendship group.
When compared with their peers, adolescents with
more depressive symptoms have fewer friends,
have less stable friendships, and are more often
victimized and rejected by their peers (Chan &
Poulin, 2009; Kochel, Ladd, & Rudolph, 2012; Rose
et al., 2011; Stice, Ragan, & Randall, 2004). Yet
depressive symptoms also are a basis for friend-
ship formation, such that adolescents experiencing
these symptoms tend to be friends with each other
(Cheadle & Goosby, 2012; Hogue & Steinberg,
1995; Schaefer, Kornienko, & Fox, 2011). This
means that even if they have lower status in their
larger peer networks, many adolescents with
depressive symptoms do have friends, and those
friends often have depressive symptoms them-
selves. Thus many youth with depressive symp-
toms are likely embedded in friendship groups of
adolescents with similar symptoms. Yet we do not
know whether these friendship groups are as cohe-
sive as the groups formed by youth without
depressive symptoms, or whether they are
structurally weaker and thus not comparable sub-
stitutes, at least in terms of cohesion, for typical
friendship groups. Most studies of depressive
symptoms and peer networks have focused on
dyadic interactions or on individual adolescents’
status within entire social networks, rather than on
friendship groups.
This study examined whether friendship groups
comprised of adolescents with more depressive
symptoms are smaller and “looser,” or less tight-
knit, than groups characterized by fewer depres-
sive symptoms. It also examined whether groups
whose members vary more in their levels of
depressive symptoms are smaller and less tight-
knit. Finally, it distinguished between symptoms of
depression and symptoms of anxiety, which stud-
ies suggest may have opposite effects on friendship
cohesion (Rose et al., 2011). To our knowledge, this
is the first paper to describe the internal cohesive-
ness of friendship groups with members who have
varying.
Adolescent Internalizing Symptoms and the Tightknittedness” o.docxAMMY30
Adolescent Internalizing Symptoms and the “Tightknittedness” of
Friendship Groups
Sonja E. Siennick and Mayra Picon
Florida State University
Adolescents with depression have lower peer status overall, but tend to befriend each other. We examined the
“tightknittedness” of their friendship groups by testing whether adolescent friendship groups’ average levels of or vari-
ability in internalizing symptoms predict group cohesiveness. We used four waves (9th–12th grades) of survey and
social network data on 3,013 friendship groups from the PROmoting School-Community-University Partnerships to
Enhance Resilience study. Friendship groups with higher average depressive symptoms were less cohesive; groups
with higher average anxiety symptoms had greater reciprocity. Groups with greater variability in depressive symptoms
had greater density; variability in anxiety symptoms was not consistently associated with cohesion. The friendship
groups of depressed adolescents appear less cohesive than the “typical” adolescent friendship group.
When compared with their peers, adolescents with
more depressive symptoms have fewer friends,
have less stable friendships, and are more often
victimized and rejected by their peers (Chan &
Poulin, 2009; Kochel, Ladd, & Rudolph, 2012; Rose
et al., 2011; Stice, Ragan, & Randall, 2004). Yet
depressive symptoms also are a basis for friend-
ship formation, such that adolescents experiencing
these symptoms tend to be friends with each other
(Cheadle & Goosby, 2012; Hogue & Steinberg,
1995; Schaefer, Kornienko, & Fox, 2011). This
means that even if they have lower status in their
larger peer networks, many adolescents with
depressive symptoms do have friends, and those
friends often have depressive symptoms them-
selves. Thus many youth with depressive symp-
toms are likely embedded in friendship groups of
adolescents with similar symptoms. Yet we do not
know whether these friendship groups are as cohe-
sive as the groups formed by youth without
depressive symptoms, or whether they are
structurally weaker and thus not comparable sub-
stitutes, at least in terms of cohesion, for typical
friendship groups. Most studies of depressive
symptoms and peer networks have focused on
dyadic interactions or on individual adolescents’
status within entire social networks, rather than on
friendship groups.
This study examined whether friendship groups
comprised of adolescents with more depressive
symptoms are smaller and “looser,” or less tight-
knit, than groups characterized by fewer depres-
sive symptoms. It also examined whether groups
whose members vary more in their levels of
depressive symptoms are smaller and less tight-
knit. Finally, it distinguished between symptoms of
depression and symptoms of anxiety, which stud-
ies suggest may have opposite effects on friendship
cohesion (Rose et al., 2011). To our knowledge, this
is the first paper to describe the internal cohesive-
ness of friendship groups with members who have
varying.
Middle Childhood and Adolescence PaperPSY280.docxendawalling
Middle Childhood and Adolescence Paper
PSY/280
During childhood and throughout adolescences changes can occur that can either positively or negatively affect the youth and future relationships, as well as how the develop. A good example of this is children that are born to teen mothers. The mother has not fully developed and is not able to make tough life choices without a negative impact. Furthermore, the teen mom is influenced not by other adults but other teens that are her peers. This greatly affects her newborn child as they look to the mom for advice when she is getting it from the wrong places. Changes that happen at school and home affect the child because how they handle situations when young will determine how they cope with adult decisions that they need to make.
In terms of family there is a huge gap when looking at a dysfunctional family versus how a functional family works. The idealistic functional family has the parent as the leaders, and they are in place to raise the children and keep them on a promising belief system. On the opposite end of the spectrum a dysfunctional family does not have parents as leaders leaving the kids the fend for themselves and they have to pull emotions from each other and strangers. They grow up thinking that absenteeism is ok as a parent. When a parental figure is not active in a child’s life, they learn the wrong traits and values that they receive from their peers. The most common traits of a dysfunctional family are signs of abuse, kids hat always want to be perfect, lack of communication, addiction fear and the need to be in control. The underlying factor of this is children that grow up in this type of environment not only harbor these bad traits but the pass them on to their children think it is ok and the 0process continues. Also, various forms of anxiety form, social anxiety is one that prevents interaction between persons because one or both are worried about what the other will think about them. Relationship anxiety directly affects how a child handles different relationships, is there is anxiety in relationships when a child is young there is a real chance the child will not know how to handle adult relationships.
The difference in how a child handles relationship is greatly determined by if they grow up in a dysfunctional family or if they are able to have full family functions. One of the advantages of having a functional family is when there are peer issues and peer pressure is involved there is a better chance that the child will be able to mentally handle what is happening and make better informed decisions. Adversely a child that grows up in a dysfunctional family will accept the unhealthy relationships and give in to peer pressure. When in the teen stage peer pressure becomes a huge part of life. To ease the transition from teen to adult and help combat some of the negative peer pressure out there it is important the teen have some positive family members .
Companion Pressure can be an immense issue for some youthful gro.docxpickersgillkayne
Companion Pressure can be an immense issue for some youthful grown-ups. It can at times be positive, yet more often than not its negative and damaging. Contingent upon the people gathering of people, peer pressure addresses social impacts that impact youths. The pressure of needing to have a place can prompt crazy conduct.. Companion Pressure has been censured for young adult practices going from decision in dress to tranquilize utilization. The requirement for parental direction is at a record-breaking high. Guardians need to assume a part in setting up their youngster for managing the pressing factors the face from their friends.
Companions impact your life, regardless of whether you don't understand it, just by investing energy with you. You gain from them, and they gain from you. It's just human instinct to tune in to and gain from others in your age bunch. Friend pressure is characterized as the prevailing difficulty by individuals from one's companion gathering to make a specific move, receive certain qualities, or in any case adjust to be acknowledged. (peer pressure, 2009) Teenage is that period of life when you are presented to the world outside.
These are the years when you invest the vast majority of your energy with your companions. High school is the period of starting to get autonomous throughout everyday life; the long stretches of framing your beliefs and standards, the years that shape your character and the years that acquaint you with your own self.
To comprehend peer pressure it is imperative to distinguish hazard factors implied. Hazard factors are any conditions that may improve the probability of young people's taking part in hazardous practices. Hazard factors have been recognized inside people, family conditions, schools, friend or social connections and the local area. Singular danger factors incorporate enemy of social conduct, uneasiness or wretchedness, resistance.
Family hazard factors
incorporate separation, uninvolved guardians, negative correspondence, hazy standards and assumptions. School hazard factors incorporate scholastic disappointment, school advances, negative marking, delinquency, and low obligation to class. Friend hazard factors incorporate partner with the individuals who use medications, dismissal, and posse contribution. Local area hazard factors incorporate tolerant laws, drug accessibility, absence of significant jobs, and low financial status. It is likewise imperative to take note of that openness to many danger factors has a total impact and wild conduct.
There ought to be a qualification between hazard conduct and crazy conduct. As indicated by Arnett, hazard practices are socially endorsed, for example, cruiser riding and bungee hopping. Interestingly, crazy practices are those that need social endorsement. (1992) Young individuals who participate in one kind of wild conduct are probably going to take an interest in others. (Arnett, 1991) Various foolish practices incorporate w.
1Running Head CONSEQUENCES OF BULLYING .docxaulasnilda
1
Running Head: CONSEQUENCES OF BULLYING
Running Head: CONSEQUENCES OF BULLYING 1
Name
What Are the Consequences of Bullying in Young Children?
Course
Institute
Professor
What Are the Consequences of Bullying in Young Children?
Bullying refers to aggressive and unwanted behavior among young children that shows presence of a perceived or a real power imbalance. Bullying has effects on the bully, the one being bullied, as well as witnesses. There are several negative outcomes of bullying with are both physical and mental. It is important to look at the effects of bullying on young children.
The kids who are bullied suffer the worst outcomes both in their lives physically, socially, and mentally. The first effect of the bullying is anxiety and depression. The child will experience feelings of loneliness and sadness. At the same time, the child will have a change in the eating and sleeping patterns (Fullchange & Furlong, 2016). The depression and anxiety also lead to loss of interest in the activities which they previously enjoyed. The issues in younger children will extend to their adulthood.
When young children are bullied, they experience a decline in their academic achievement. The child will lose interest in schoolwork and get less marks because they are distracted. The young children also avoid things like school activities such as sports. The children might end up skipping, missing, or dropping out of school altogether (Fullchange & Furlong, 2016).
Bullying also ends up affecting the bully in one way or another. The first effect on the bully is that they engage in fights, vandalism, and eventually drop out of the school (Cho & Lee, 2018). The young children who are bullies will get into other activities such as the vandalism if their truant behaviors go uncontrolled. The young children will end up with other criminal convictions as well as traffic citations.
The bully when he continues the behavior will end up making an abusive partner and parent when they develop into adults. It is important to control such behaviors as the aggressiveness ends up going into the personal lives. The bully is unable to form normal human relationships based on values such as love and care (Cho & Lee, 2018).
Literature Review
Bullying in young children is considered a consistent pattern of abuse as well as mistreatment from colleagues, parents or even other unknown people which leads to either emotional or even physical harm. It can entail such techniques like verbal along with non-verbal, humiliation and psychological torture. Bullying during infancy is usually considered to be challenging since it operates within the child’s established laws and regulations. In most cases, bullying in young children is carried out by a ...
1Running Head CONSEQUENCES OF BULLYING .docxRAJU852744
1
Running Head: CONSEQUENCES OF BULLYING
Running Head: CONSEQUENCES OF BULLYING 1
Name
What Are the Consequences of Bullying in Young Children?
Course
Institute
Professor
What Are the Consequences of Bullying in Young Children?
Bullying refers to aggressive and unwanted behavior among young children that shows presence of a perceived or a real power imbalance. Bullying has effects on the bully, the one being bullied, as well as witnesses. There are several negative outcomes of bullying with are both physical and mental. It is important to look at the effects of bullying on young children.
The kids who are bullied suffer the worst outcomes both in their lives physically, socially, and mentally. The first effect of the bullying is anxiety and depression. The child will experience feelings of loneliness and sadness. At the same time, the child will have a change in the eating and sleeping patterns (Fullchange & Furlong, 2016). The depression and anxiety also lead to loss of interest in the activities which they previously enjoyed. The issues in younger children will extend to their adulthood.
When young children are bullied, they experience a decline in their academic achievement. The child will lose interest in schoolwork and get less marks because they are distracted. The young children also avoid things like school activities such as sports. The children might end up skipping, missing, or dropping out of school altogether (Fullchange & Furlong, 2016).
Bullying also ends up affecting the bully in one way or another. The first effect on the bully is that they engage in fights, vandalism, and eventually drop out of the school (Cho & Lee, 2018). The young children who are bullies will get into other activities such as the vandalism if their truant behaviors go uncontrolled. The young children will end up with other criminal convictions as well as traffic citations.
The bully when he continues the behavior will end up making an abusive partner and parent when they develop into adults. It is important to control such behaviors as the aggressiveness ends up going into the personal lives. The bully is unable to form normal human relationships based on values such as love and care (Cho & Lee, 2018).
Literature Review
Bullying in young children is considered a consistent pattern of abuse as well as mistreatment from colleagues, parents or even other unknown people which leads to either emotional or even physical harm. It can entail such techniques like verbal along with non-verbal, humiliation and psychological torture. Bullying during infancy is usually considered to be challenging since it operates within the child’s established laws and regulations. In most cases, bullying in young children is carried out by a.
This paper critically reviews two literatures related to adolescent social skills:
That evaluating the relationship between adolescent peer interactions and peer acceptance, and that
examining the characteristics of teenage same-sex frz&oJships. Although studies in each area are
limited by almost exclusive reliance on verbal report, they consistently point to numerous positive
and negative behaviors that social skills training outcome studies have virtually ignored. Social
skills assessment and training programs could expand their focus by assessing and training skills
involving cooperating, sharing and helping displaying loyalty, initiating activities, and developing
intimacy. Furthermore, negative responses associated with peer rejection should receive more
expl;Cit attention. Final&, friendship initiation and maintenance, as well as demonstrated acquisition
of specific skills, should become key criteria for determining successful social skills intervention.
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Adolescents and Young Adults on iPrevailJudithLhamon
Collaborated with other UGA students to create an academic paper concerning major themes found through conversation with adolescents on this platform and connecting these themes back to course ideas.
I NEED IT TODAY BY 10PM.Please no plagiarism and make sure youkarinorchard1
I NEED IT TODAY BY 10PM.
Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references
must
come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with references. I need this completed by 12/08/18 at 10pm.
Top of Form
Read
a selection of your colleagues' postings.
Respond
to your colleagues' postings.
Respond in one or more of the following ways:
· Ask a probing question.
· Share an insight gained from having read your colleague's posting.
· Offer and support an opinion.
· Validate an idea with your own experience.
· Make a suggestion.
· Expand on your colleague's posting.
1.
Classmate (N. Joh)
Description of Contemporary Youth Culture
Children and adolescents live in a seemingly different world than adults, and within that world is a unique and ever-changing culture (Sommers-Flanagan & Sommers-Flanagan, 2007). And that culture is forever being influenced by outside forces such as media, pop culture, Hollywood, fashion, and sports. As a professional counselor, it is important to not only understand that culture but be willing to step into that unique world, in order to understand the perspective of the child. Looking first at a specific example of an influencer of child and adolescent culture, I will explain two core cultural messages communicated through that item. Then I will explain how those messages could both positively and negatively affect children. Lastly, I will explain how my understanding of contemporary youth culture will help me to be an effective child and adolescent counselor.
Girl’s World Magazine
The item I selected to examine was Girl’s World magazine. The magazine is created for young girls ages 7 - 12 and includes information regarding the most popular age- appropriate fashion trends, celebrity gossip, party ideas, and arts and crafts (Girl’s World Magazine, n.d.). Created in 2013, the magazine is published bi-monthly, there are seven issues a year, and it costs twenty dollars for an annual subscription. There are sections within the magazine titled “Your World,” “Your Favorite Stars,” “Get Crafty,” “Juicy Read,” and “All About Animals” (Girl’s World Magazine, n.d.). The article claims to understand the pressures young girls are facing and seeks to provide healthy and fun information free of pressure or bias.
Two Core Cultural Messages
Upon review of the magazine, there are two core cultural issues identified. First, is that it is assumed that all girls are into fashion, arts and crafts, and celebrities. This is evidenced just by observing various covers of the magazine. Examples include statements such as “Why you’re so obsessed with slime,” “Fashion fun - get dressed up for the holidays,” and “test your Taylor Swift Knowledge.” In addition, every cov ...
From Stress to Success How Oakland's Corporate Wellness Programs are Cultivat...Kitchen on Fire
Discover how Oakland's innovative corporate wellness initiatives are transforming workplace culture, nurturing the well-being of employees, and fostering a thriving environment. From comprehensive mental health support to flexible work arrangements and holistic wellness workshops, these programs are empowering individuals to navigate stress effectively, leading to increased productivity, satisfaction, and overall success.
Johnny Depp Long Hair: A Signature Look Through the Yearsgreendigital
Johnny Depp, synonymous with eclectic roles and unparalleled acting prowess. has also been a significant figure in fashion and style. Johnny Depp long hair is a distinctive trademark among the various elements that define his unique persona. This article delves into the evolution, impact. and cultural significance of Johnny Depp long hair. exploring how it has contributed to his iconic status.
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Introduction
Johnny Depp is an actor known for his chameleon-like ability to transform into a wide range of characters. from the eccentric Captain Jack Sparrow in "Pirates of the Caribbean" to the introspective Edward Scissorhands. His long hair is one constant throughout his evolving roles and public appearances. Johnny Depp long hair is not a style choice but a significant aspect of his identity. contributing to his allure and mystique. This article explores the journey and significance of Johnny Depp long hair. highlighting how it has become integral to his brand.
The Early Years: A Budding Star with Signature Locks
1980s: The Rise of a Young Heartthrob
Johnny Depp's journey in Hollywood began in the 1980s. with his breakout role in the television series "21 Jump Street." During this time, his hair was short, but it was already clear that Depp had a penchant for unique and edgy styles. By the decade's end, Depp started experimenting with longer hair. setting the stage for a lifelong signature.
1990s: From Heartthrob to Icon
The 1990s were transformative for Johnny Depp his career and personal style. Films like "Edward Scissorhands" (1990) and "Benny & Joon" (1993) saw Depp sporting various hair lengths and styles. But, his long, unkempt hair in "What's Eating Gilbert Grape" (1993) began to draw significant attention. This period marked the beginning of Johnny Depp long hair. which became a defining feature of his image.
The Iconic Roles: Hair as a Character Element
Edward Scissorhands (1990)
In "Edward Scissorhands," Johnny Depp's character had a wild and mane that complemented his ethereal and misunderstood persona. This role showcased how long hair Johnny Depp could enhance a character's depth and mystery.
Captain Jack Sparrow: The Pirate with Flowing Locks
One of Johnny Depp's iconic roles is Captain Jack Sparrow from the "Pirates of the Caribbean" series. Sparrow's long, dreadlocked hair symbolised his rebellious and unpredictable nature. The character's look, complete with beads and trinkets woven into his hair. was a collaboration between Depp and the film's costume designers. This style became iconic and influenced fashion trends and Halloween costumes worldwide.
Other Memorable Characters
Depp's long hair has also been featured in other roles, such as Ichabod Crane in "Sleepy Hollow" (1999). and Roux in "Chocolat" (2000). In these films, his hair added a layer of authenticity and depth to his characters. proving that Johnny Depp with long hair is more than a style—it's a storytelling tool.
Off-Screen Influenc
What Makes Candle Making The Ultimate Bachelorette CelebrationWick & Pour
The above-discussed factors are the reason behind an increasing number of millennials opting for candle making events to celebrate their bachelorette. If you are in search of any theme for your bachelorette then do opt for a candle making session to make your celebration memorable for everyone involved.
La transidentité, un sujet qui fractionne les FrançaisIpsos France
Ipsos, l’une des principales sociétés mondiales d’études de marché dévoile les résultats de son étude Ipsos Global Advisor “Pride 2024”. De ses débuts aux Etats-Unis et désormais dans de très nombreux pays, le mois de juin est traditionnellement consacré aux « Marches des Fiertés » et à des événements festifs autour du concept de Pride. A cette occasion, Ipsos a réalisé une enquête dans vingt-six pays dressant plusieurs constats. Les clivages des opinions entre générations s’accentuent tandis que le soutien à des mesures sociétales et d’inclusion en faveur des LGBT+ notamment transgenres continue de s’effriter.
Is your favorite ring slipping and sliding on your finger? You're not alone. Must Read this Guide on What To Do If Your Ring Is Too Big as shared by the experts of Andrews Jewelers.
1. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 1
Peer Pressure and its Direct Effect on Adolescent Identity Development
Reagan Brownfield, Molly Brown, Katie Crenshaw, and Kaylee Breedlove
The University of Georgia
2. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 2
Introduction
This paper examines adolescent peer pressure and the extent at which it affects identity
development. More specifically, this paper focuses on the importance of adolescent peer
relationships, the impact of selected peer relationships, as well as resistance to negative peer
influences. Each topic discussed will be based on scholarly, peer reviewed, evidence.
Furthermore, this paper will examine policies, present and proposed, that are associated with
peer pressure during adolescence. The totality of the research presented within this paper is
aimed towards obtaining a better understanding of peer pressure and how it affects adolescents’
lives.
Discussion
The Importance of Peer Relations in Adolescence
Once children reach adolescence, they become increasingly involved with their
peers. They start to spend less time in their homes with their families and more time hanging out
with their friends. This is very important, as peers truly do affect adolescents so deeply and
influence their lives in so many ways. Close friendships can be a major area of emotional
growth and maturity for adolescents. It provides a learning foundation for understanding others’
emotions on a more complex level, and it also provides early relational experience, which is
something that will continuously benefit them for the rest of their lives. Friendships can also
assist in showing adolescents’ important qualities about themselves (Brown and Larson, 2009).
For example, one typically is attracted to a certain friendship because of some type of similarity
or common interest that they share with that person, which will further bring out and affirm those
certain characteristics. This will then prompt adolescent friendships to increase in emotional
depth and they start to truly value emotional connectivity in their friendships (Flynn, 2018).
3. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 3
Closeness actually becomes defined by this certain level of emotional connectivity, as well as
trust levels. Friendships are also important because of all of the learning potential that exists
when two minds come together rather than only one. Friends are constantly bouncing ideas off
of one another and helping one another think through difficult processes (Flynn, 2018). It is very
important for adolescents to have friends that help shed positive light on the many difficulties
that they will go through during their adolescent years. Adolescent friendships also strengthen
that individual’s ability to resolve conflict and learn sustainability. Friendships will always
transform, so it is very beneficial to have close friendships in adolescence to encourage
flexibility in these transformations. Although adolescent friendships are immensely important,
friendships in adolescence are not always positive. They can be just as destructive as they can be
helpful. In this case, it is very important for adolescents to have a support system surrounding
them that goes beyond their peer relationships (Karakos, 2014). Adolescents need people in their
lives, mentors, school counselors, ministry leaders, etc., that are going to be there for them and
that will be readily available to walk with them through the ups and downs of peer relationships.
This is something that has become increasingly evident while being a wellness coach in
iPrevail. Teenagers often feel the need to enter the chat room on iPrevail when they feel they
have negative peer support and desire an outside source to talk them through something. In one
circumstance, there was an adolescent who explained his anxiety disorder that was brought on by
the fact that he had constantly felt let down by his peers and was always experiencing a sense of
loneliness as a result. Another adolescent mentioned repetitively that they struggled deeply with
pleasing their friends, although these friends made very bad decisions that often led to putting
people in danger. This coincides with a research study conducted by Ciairano, Rabaglietti,
Rogero, and Bonino that tested the hypothesis of whether or not greater friendship quality is
4. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 4
associated with less antisocial behavior and friendship reciprocity, as well as how family stress
contributes to friendship quality. The sample consisted of 622 Italian adolescents of both
genders in high school. A questionnaire called “me, my friends, and health” was administered
twice in six months. This questionnaire consisted of multiple parts: one that measured friendship
quality, one that measured well-being, discomfort, and antisocial behavior, one that measured
stress in family life, and another that measured reciprocity of friendships. The results
constructed four categories for friendship patterns: high quality and stable, low quality and
stable, unstable from low to high and unstable from high to low. The results were also consistent
with the hypothesis that high quality friendships led to a better self-concept and less alienating
behavior. When the family stress level was low, the friendship quality was increased (Ciairano
et al., 2007). The environment surrounding an adolescent is essential in the process of
navigating friendships and the influence that can be pressed onto them by their friends. Given
that peer acceptance is something that humans strive for all throughout their lifetime, the need
for this particular acceptance will only be heightened during the identity exploration years of
adolescence, which paves the way for negative peer influence to infiltrate their lives.
Negative Effects of Peer Pressure in Adolescence
It is very important for adolescents to be surrounded by peers because it is how they are
able to socialize and identify with groups of kids their age. This is how kids are able to develop
social interactional skills that will be very beneficial to them as opposed to social isolation which
can have a very negative impact on an adolescent. However, friends and peers can also have a
negative influence on adolescent behavior and attitudes. Many consider peer pressure to be “the
price of group membership” (Tome, 2012). When one joins a group, conformity is required and
this can and will affect the adolescent’s ideas about substance use, taking risks, and certain
5. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 5
sexual behaviors (Tome, 2012). There were many examples of peer pressure during the service
learning experience. The most prominent was a young girl who reported feeling lonely and sad
because all of her friends had boyfriends, and she did not. She said her friends acted in a way
that made her feel as if she did not fit in because she did not have a boyfriend. Even though she
did not have any feelings for any boys in particular, she said she found herself throwing herself
at boys and partaking in some risky sexual behaviors. This seemed to be a perfect example of
how the attitude of a group can affect a person, even if they are not necessarily pushed into doing
something. An interesting point to acknowledge is that peer pressure is often depicted as an
adolescent’s friends pushing or urging them to do something when, many times, it is actually an
overall attitude a group has about certain things as well as their overall conduct (Santor,
Messervey, & Kusumaker, 1999) . However, this has just as much of an effect on adolescents
and it can be detrimental. Another example of this would be the fact that when an adolescent’s
main motive is binge drinking, it is usually during a social event while in the company of friends
(Kuntsche, Knibbe, Gmel, & Engels, 2005). Not only that, but the risk taking behaviors are
often mimicked more when in a social setting. Fortunately, there are strong correlates between
good communication with parents and the overall well-being of an adolescent. Positive parental
involvement can result in less involvement in risky behaviors that an adolescent may experience
with their peers (Tome, 2012). As adolescents get older they become more resilient, and are able
to be more assertive with their friends.
Identity Development and SelectedPeer Relationships
The interconnection between self-identity and chosen peer relationships during
adolescence is often overlooked. Researchers tend to emphasize the effects that parental
influence and upbringing have on self-identity. During adolescence, identity development is
6. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 6
influenced by one’s peer groups (Wang, Kiuru, Degol, & Samela-Aro, 2018). More specifically,
it is important to acknowledge the idea that peer groups are voluntarily chosen by individuals
(Wang et al., 2018). A study conducted on adolescents in Finland, a country with a strikingly
similar education system to the United States, examines the roles that peer groups play in the
socialization of adolescent motivation, engagement, and achievement in school by using a social
network approach (Wang et al., 2018). This study shows that during adolescence, an
individual's’ characteristics are changed or reinforced during the socialization process (Wang et
al., 2018). Ming-Te Wang and colleagues present evidence that there is a significant relationship
between adolescent’s test scores and perceived competence, showing that the higher achievement
levels of one’s peers produces greater scholarly achievement and academic confidence in
individuals (Wang et al., 2018). The researchers continue to discuss how dimensions of
similarity and value between peers play into the results. Adolescents tend to choose their peer
groups based on similarity in personal values which impacts the formation of their identity
significantly (Wang et al., 2018).
The development of identity and the factors that affect identity development during
adolescence are abundant and fundamentally impactful throughout humans’ lives. The process
of developing one’s own identity is longitudinal and derived from many sources during the
period of adolescence. A study conducted at Arizona State University found that gender identity,
specifically, is developed through the process of personal reflection along with input from one’s
social environment (Kornienko, Santos, Martin, & Granger, 2016). Kornienko and colleagues
further identify the association between gender and identity with levels of popularity, acceptance,
teasing, and victimization (Kornienko et al., 2016). The researchers conducting this study
ultimately found significant evidence that adolescents select their social networks largely based
7. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 7
on gender (Kornienko et al., 2016). Another interesting finding from this study is that the
intergroup attitudes of selected peer groups are intensely influential on the individuals entering
peer groups both immediately and over an extended period of time (Kornienko et al., 2016).
These results combined emphasize the extent to which adolescents’ peers and peer groups can
influence their current emotional selves, behavioral selves, and the entirety of their lives.
Resistance to Negative Peer Influences
Adolescence is a developmental time when peer relationships can have a major influence
on one’s identity development whether it is positive or negative. The susceptibility to peer
influences in adolescence is caused by a combination of heightened reactivity to emotions and
reduced regulatory capacities. This also results from an increased sense of importance of
conforming to peer group norms, and a growing divergence of peer and family values. In other
words, peers begin to approve of more negative behaviors during adolescence (Pfeifer, Masten,
Moore, Oswald, Mazziotta, Iacoboni, & Dapretto, 2011). Studies have shown that resistance to
this negative influence ultimately increases throughout the later stages of adolescence (Sumter,
Bokhorst, Steinberg, & Westenberg, 2009). One particular study was done by Sindy R. Sumter
and colleagues in 2009 in which a community sample of 10 to 18-year-old Dutch school children
were given neutral situations to respond to, in order to measure their resistance to peer
influences. One of the situations included in the questionnaire was, “Some people change the
way they act so much when they are with their friends that they wonder who they ‘really are,’”
as opposed to, “Other people act the same way when they are alone as they do when they are
with their friends.” The respondents were told to choose which situation applies most accurately
to themselves, and the responses were then evaluated using the psychometric properties of the
Resistance to Peer Influence scale (Sumter et al., 2009). The results to this study supported the
8. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 8
idea that older adolescents are more resistant to peer influences than younger ones. As
adolescence continues, individuals develop a more stable identity and an increased sense of
autonomy from their peers. This occurs because of an increase in psychosocial maturity in
which they gain impulse control, self-awareness, and responsibility (Sumter et al., 2009).
Sumter and colleagues also found that this resistance occurs earlier in females because they
mature faster than males during mid-adolescence. The increased ability to resist negative peer
influences as adolescence continues can be explained from a study done by Jennifer H. Pfeifer
and colleagues in 2011. They wanted to gain information about the roles of subcortical systems
that are still developing in adolescence and discover the impact of peers’ emotional expressions
on adolescent behavior. Thirty-eight neurotypical adolescents of different ages were given
fMRI’s, and their responses to affective facial displays were evaluated. The study found that
general and emotion-specific changes occurred in the adolescents’ ventral striatum (VS). The
VS deals with reward-related processing in the brain. Because the prefrontal cortex, which is
used to regulate affective responses in adults, is not fully developed yet in adolescence, the VS
can be used as a support system by compensating for the underdeveloped parts of the brain that
are involved in the ability to resist peer pressure. An increase in VS activity occurred in the
older participants and correlated with decreased susceptibility to peer influence and risk-taking
(Pfeifer et al., 2011). The increased VS responses to all facial displays, especially happiness and
sadness, serve as a protective function for successful regulation that older adolescents can use
against negative peer influences. Mass media displays teenagers as being detrimentally
impulsive, but this study indicates that this is not always the case because the VS can cause
successful emotional responses to one’s environment as they continue to develop through
9. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 9
adolescence (Pfeifer et al., 2011). Teenagers can ultimately resist negative external influences if
they learn to successfully adjust their emotional responses in peer relationships.
Conclusion
In order to obtain a full understanding of peer pressure and it’s connection with
adolescent identity development, it is necessary to further examine all aspects associated with
teenage social culture. This paper has provided an overview of research based on findings that
have been directly associated with the connection between peers, peer selection, and the
development of identities throughout adolescence. Through the study done by Jennifer H. and
colleagues discussed earlier, it was found that the development of the ventral striatum in the
brain enables older adolescents to be able to resist the negative peer pressure through successful
regulation. Basic training in emotion regulation techniques could in fact be helpful to emerging
adolescents, especially if they are at-risk or have a history of behavioral misconduct (Pfeifer et
al., 2011). A practical strategy for adolescents to resist negative external influences is to practice
adjusting their responses to their peers. This could be in the form of nonverbal emotional
expression or developing the ability to simply walk away from a risky situation. Challenges
could arise naturally if the adolescent is not yet secure in their own identity. Having
conversations with adolescents about safely finding themselves and successfully avoiding the
risks involved in giving in to peer pressure could make them aware of consequences and grant
them proper guidance. This is where IPrevail Wellness Coaching becomes effective, if an
individual does not feel comfortable talking to an adult face-to-face about the problems they are
facing with peers. It is beneficial for more knowledgeable and experienced people to help guide
adolescents through their journey of achieving their identity, while helping to prevent
delinquency in these vulnerable times.
10. PEER PRESSURE AND ADOLESCENT IDENTITY DEVELOPMENT 10
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