The document presents a case study of an Adlerian therapist using therapy to help a 13-year-old boy named David who was experiencing sadness and isolation due to his parents banning all internet access at home. Through Adlerian counseling techniques, the therapist worked to establish trust with David and investigate the dysfunctional beliefs and behaviors of David and his controlling father that were negatively impacting David's development. The therapy aimed to facilitate more developmentally-appropriate internet use for David through reeducating the family's approach.
Does the Usage of Internet harm Child DevelopmentIs the interne.docxjacksnathalie
Does the Usage of Internet harm Child Development?
Is the internet the safest technology in the world? Should parents have second thoughts before letting their children use the internet? These kind questions always run through my mind when someone refers about the internet, but I will explain what the internet really is about. The internet is a global communication interconnecting millions of computers. Children use the internet for various reasons, but the most significant reasons are for information, communication, entertainment and school performance. According to Thompson S.H Teo study, Internet users used the Internet mainly because they perceived the Internet to be more valuable to their job tasks and secondarily because it is enjoyable and easy to use (Omega, 27.1). The internet has many positive aspects, but it also seems to have adverse effects too. Vint Cerf, the creator of the internet predicted that this technology will affect the future and developing areas such as artificial intelligence and child development. Although the internet is the most useful technology for child development, it also has a harmful effect on social, physical and cognitive development of modern children lifestyle.
Social development refers to an alteration in the social structure of a social group or society to enhance the capacity of a society in order to finish their objective. It has a target in developing power to increase human activity. The internet can improve children and their school-based education and can be used as a tool for creativity and intellectual work in groups. Also, Gonca Karayagiz said:
“Computers have occupied increasingly central roles in children's world with the advance of technology. They have proved to be an ideal companion for children in developing and developed countries who spend most of their time at school or home with computers. As a measure of development and modernization, technology has made people's lives easier and contributed positively to social well-being so far while it has also brought about some problems and threats stemming from irresponsible use of the internet”( Karayagiz).
Creativity, intellectual work in group, school-based learning can be improved by the usage of the internet.
However, when excessively used, the internet can also take children away from their usual life work such as chores, homework, and engaging with family and friends. There are also other dangerous concern involving the usage of internet inappropriate content, such as violence, pornography and abusive language. Pornography is one of the severe impacts on child development. The erotic picture that has the intention to release sexual behavior is known as pornography. Pornography is an easy way harm children and their developing childhood. Pedophile is a person who is sexually attracted to children and many pedophiles is the one who indulge in making child pornography. Pedophile uses a tool to demolish children’s ...
Safe Community Partnership October 2013 Social Media & TechnologyScott Mills
Presented Oct 29, 2013 in Toronto, Ontario "Social Media And Technology: New Opportunities and Benefits, New Challenges" Faye Misha, Dean & Professor Factor-Inwentash Facutly of Social Work and Margaret & Wallace McCain Family Chair in Child & Family, University of Toronto
Running head FINAL PROSPECTUSFINAL PROSPECTUS6Final.docxwlynn1
Running head: FINAL PROSPECTUS
FINAL PROSPECTUS
6
Final Prospectus
Argosy University
September 26, 2018
ABSTRACT
Social media is a dissenting topic, especially today. Some people have had the view that social media ruins human interaction not to mention real life human relationships. On the other hand, in the era of everything instant, the idea of living has drastically changed. Initially, people held the idea that life is too hard but with the advancement in technology it has now become a saying that life is easy. All this is attributable to modern technology and equally important globalization, in the sense that people are becoming more independent and interconnected. Social media has changed the world as people used to know it in the sense that people can do everything in an interconnected world that enables instant communication. Some of the most popular social networking includes Facebook, and Twitter among others. Similarly, in this era of social networking people’s idea of reality has greatly changed and people handle such things as relationship differently. This being the case, the objective of this paper is to develop a final prospectus regarding the impacts of social media. Mainly, the paper will focus its attention on the impact of social media and some of the ways that can be used to define the controversy between social media and youths below the 23 years of age.
Impact of Social Media
As mentioned in the discussion, there are many social networks to choose from such as Twitter, Snapchat and Instagram among others. In understanding how social media impacts the youth, it is imperative to look at both the pros and cons of social media on the youth. Essentially social media has reduced the world in a global village which means youths can share and interact easily and instant. Conferring with Ahn (2011), addiction to social media has resulted to poor performance in leaning institutions. Many bright students have resorted to bad behaviours because of social media. Ideally, social media has captured the attention of youths to an extent of not focusing on studies. The issue of mobile phones in learning institutions has invited an endless debate currently. Teachers have complained that students are using phones to connect with their friends and families through such networking sites like Facebook. This idea of using phones in classrooms has deteriorated student performance.
Additionally, youth are so addicted to social media that they do not study at home. Normally, students are supposed to maintain impartiality between social media and studies. This obsession with social media is detrimental to the youth lives. It is estimated that 70% of the district school block have access to social network sites. The rationale behind this is that online communities allow youths to build social capital. In other words, youths are able to access information, seek advice and share ideas through a network of relationships. Most of these SNS o.
International Forum of Educational Technology & SocietyMid.docxLaticiaGrissomzz
International Forum of Educational Technology & Society
Middle School Students’ Social Media Use
Author(s): Florence Martin, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
Source: Journal of Educational Technology & Society , Vol. 21, No. 1 (January 2018), pp.
213-224
Published by: International Forum of Educational Technology & Society
Stable URL: https://www.jstor.org/stable/10.2307/26273881
REFERENCES
Linked references are available on JSTOR for this article:
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
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All use subject to https://about.jstor.org/terms
https://www.jstor.org/stable/10.2307/26273881
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-reference#references_tab_contents
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-reference#references_tab_contents
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle School Students’ Social Media Use. Educational
Technology & Society, 21 (1), 213–224.
213
ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC
3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at [email protected]
Middle School Students’ Social Media Use
Florence Martin*, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
University of North Carolina Charlotte, Charlotte, NC, USA // [email protected] //
[email protected] // [email protected] // [email protected] // [email protected]
*Corresponding author
ABSTRACT
Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics
that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and
“bring your own technology” initiatives, attention to these topics is becoming increasingly important. A
total of 593 middle school students were surveyed about digital footprints and concerns about social media.
The results show that 17% started using social media at age nine or yo.
Does the Usage of Internet harm Child DevelopmentIs the interne.docxjacksnathalie
Does the Usage of Internet harm Child Development?
Is the internet the safest technology in the world? Should parents have second thoughts before letting their children use the internet? These kind questions always run through my mind when someone refers about the internet, but I will explain what the internet really is about. The internet is a global communication interconnecting millions of computers. Children use the internet for various reasons, but the most significant reasons are for information, communication, entertainment and school performance. According to Thompson S.H Teo study, Internet users used the Internet mainly because they perceived the Internet to be more valuable to their job tasks and secondarily because it is enjoyable and easy to use (Omega, 27.1). The internet has many positive aspects, but it also seems to have adverse effects too. Vint Cerf, the creator of the internet predicted that this technology will affect the future and developing areas such as artificial intelligence and child development. Although the internet is the most useful technology for child development, it also has a harmful effect on social, physical and cognitive development of modern children lifestyle.
Social development refers to an alteration in the social structure of a social group or society to enhance the capacity of a society in order to finish their objective. It has a target in developing power to increase human activity. The internet can improve children and their school-based education and can be used as a tool for creativity and intellectual work in groups. Also, Gonca Karayagiz said:
“Computers have occupied increasingly central roles in children's world with the advance of technology. They have proved to be an ideal companion for children in developing and developed countries who spend most of their time at school or home with computers. As a measure of development and modernization, technology has made people's lives easier and contributed positively to social well-being so far while it has also brought about some problems and threats stemming from irresponsible use of the internet”( Karayagiz).
Creativity, intellectual work in group, school-based learning can be improved by the usage of the internet.
However, when excessively used, the internet can also take children away from their usual life work such as chores, homework, and engaging with family and friends. There are also other dangerous concern involving the usage of internet inappropriate content, such as violence, pornography and abusive language. Pornography is one of the severe impacts on child development. The erotic picture that has the intention to release sexual behavior is known as pornography. Pornography is an easy way harm children and their developing childhood. Pedophile is a person who is sexually attracted to children and many pedophiles is the one who indulge in making child pornography. Pedophile uses a tool to demolish children’s ...
Safe Community Partnership October 2013 Social Media & TechnologyScott Mills
Presented Oct 29, 2013 in Toronto, Ontario "Social Media And Technology: New Opportunities and Benefits, New Challenges" Faye Misha, Dean & Professor Factor-Inwentash Facutly of Social Work and Margaret & Wallace McCain Family Chair in Child & Family, University of Toronto
Running head FINAL PROSPECTUSFINAL PROSPECTUS6Final.docxwlynn1
Running head: FINAL PROSPECTUS
FINAL PROSPECTUS
6
Final Prospectus
Argosy University
September 26, 2018
ABSTRACT
Social media is a dissenting topic, especially today. Some people have had the view that social media ruins human interaction not to mention real life human relationships. On the other hand, in the era of everything instant, the idea of living has drastically changed. Initially, people held the idea that life is too hard but with the advancement in technology it has now become a saying that life is easy. All this is attributable to modern technology and equally important globalization, in the sense that people are becoming more independent and interconnected. Social media has changed the world as people used to know it in the sense that people can do everything in an interconnected world that enables instant communication. Some of the most popular social networking includes Facebook, and Twitter among others. Similarly, in this era of social networking people’s idea of reality has greatly changed and people handle such things as relationship differently. This being the case, the objective of this paper is to develop a final prospectus regarding the impacts of social media. Mainly, the paper will focus its attention on the impact of social media and some of the ways that can be used to define the controversy between social media and youths below the 23 years of age.
Impact of Social Media
As mentioned in the discussion, there are many social networks to choose from such as Twitter, Snapchat and Instagram among others. In understanding how social media impacts the youth, it is imperative to look at both the pros and cons of social media on the youth. Essentially social media has reduced the world in a global village which means youths can share and interact easily and instant. Conferring with Ahn (2011), addiction to social media has resulted to poor performance in leaning institutions. Many bright students have resorted to bad behaviours because of social media. Ideally, social media has captured the attention of youths to an extent of not focusing on studies. The issue of mobile phones in learning institutions has invited an endless debate currently. Teachers have complained that students are using phones to connect with their friends and families through such networking sites like Facebook. This idea of using phones in classrooms has deteriorated student performance.
Additionally, youth are so addicted to social media that they do not study at home. Normally, students are supposed to maintain impartiality between social media and studies. This obsession with social media is detrimental to the youth lives. It is estimated that 70% of the district school block have access to social network sites. The rationale behind this is that online communities allow youths to build social capital. In other words, youths are able to access information, seek advice and share ideas through a network of relationships. Most of these SNS o.
International Forum of Educational Technology & SocietyMid.docxLaticiaGrissomzz
International Forum of Educational Technology & Society
Middle School Students’ Social Media Use
Author(s): Florence Martin, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
Source: Journal of Educational Technology & Society , Vol. 21, No. 1 (January 2018), pp.
213-224
Published by: International Forum of Educational Technology & Society
Stable URL: https://www.jstor.org/stable/10.2307/26273881
REFERENCES
Linked references are available on JSTOR for this article:
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
International Forum of Educational Technology & Society is collaborating with JSTOR to digitize,
preserve and extend access to Journal of Educational Technology & Society
This content downloaded from
������������130.160.24.117 on Mon, 26 Aug 2019 01:28:12 UTC�������������
All use subject to https://about.jstor.org/terms
https://www.jstor.org/stable/10.2307/26273881
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-reference#references_tab_contents
https://www.jstor.org/stable/10.2307/26273881?seq=1&cid=pdf-reference#references_tab_contents
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle School Students’ Social Media Use. Educational
Technology & Society, 21 (1), 213–224.
213
ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC
3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at [email protected]
Middle School Students’ Social Media Use
Florence Martin*, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
University of North Carolina Charlotte, Charlotte, NC, USA // [email protected] //
[email protected] // [email protected] // [email protected] // [email protected]
*Corresponding author
ABSTRACT
Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics
that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and
“bring your own technology” initiatives, attention to these topics is becoming increasingly important. A
total of 593 middle school students were surveyed about digital footprints and concerns about social media.
The results show that 17% started using social media at age nine or yo.
Maninger, robert m seniors and technology ijsaid v13 n1 2011William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
ABSTACT: The contemporary world presents innumerable opportunities to people. With the advancement of technology, especially media which have brought forth revolutionary changes in human culture and civilization and make unique trends all over the world. In today’s society, media are thoroughly integrated into our life including electronic gadgets such as TV, Videogames, Smart phone, Internet, IPod etc. Adolescents are highly impressionable by the influence of media. It has both positive and negative impacts on adolescents’ lives. This study has shed light on the fact that the media has a disturbing potential to negatively affect many aspects of adolescents’ healthy development, store up anger, angry feelings and angry outburst.
Running head RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS .docxtodd521
Running head: RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 1
RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 5
Risk of Social Media to Development of Adolescents
Student’s Name
Institution Affiliation
Social media has a great impact on the lives of adolescents. Some of the effects of social media are good but others negatively influence social, moral, physical and spiritual development of the adolescents. Technological advancements and penetration of the communication networks have made social media, social networking sites and development of the smartphones have made accessibility of the social media platforms such as Facebook, Twitter, Instagram, WhatsApp, WeChat, Qzone, Google and many others readily available to the adolescents. However, there are significant risks that are associated with the use of social media that influence the development of adolescents.
Various studies have been done touching on the effect of social media on the development of adolescents and teenagers. Some studies consider both negative and positive effects of social media. However, in this particular study, we learn more on the risk factors hence we deal more on the negative effects of the social media on the development of the adolescent.
In the study conducted in the year 2019 by Keles, McCrae and Realish, they revealed that in 92% of the teenagers are the active users of social media. This clearly shows that teenagers are the greatest per cent that is the active users of the social media and therefore are mostly affected by social media.
In reviewing further studies to establish how social media can impact the development of the adolescent, Urie Bronfenbrenner makes it clear that type of the environment that people interact in will influence their behavior. This means that social media has the ability to influence adolescents negatively. It is therefore important to evaluate bad behaviors that are related to the use of social media and determine if they are applicable to adolescents.
In one particular study, it was revealed that mental disorders are very common among adolescents. In the United Kingdom, the study revealed that cases of the girls harming themselves had increased by 68%. Many of the cases of mental disorders were correlated to social media. On further analysis, it was identified that majority of the teenagers have multiples social accounts which demand much their attention, some do not have enough time to sleep while on the social media and others have been addicted to the social media which leads cases of the depression among the adolescents (Keles, McCrae & Grealish, 2019).
In another study, cyberbullying has been reported has the common problem of social media. This is the problems that teenagers are suffering in the hands of social media. In the year 2017, Underwood and Ehrenreich established that particular research done in 2014 had identified that 10-40% of the teenagers had reported having suffered from .
Running Head ANNOTATED BIBLIOGRAPHYAnnotated Biblio.docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behaviors normally unacceptable by most society for example anorexia, suicide, and intentional body harm. Users that support eating disorder or sites that support suicide can find support and acceptance that they have not found through other means. These online groups may provide support; they pose a risk to the public by encouraging weak individuals to harm themselves.
There is evidence that social media can influence suicide behavior. The Internet removes geographic barriers to communication between people, the creation of pro-suicide social media sites creates a new risk to vulnerable people who might not have been exposed to these imminent hazards.
The developing data regarding the influence of the Internet and social media on suicide behavior have states that these forms of technology may introduce different threats to the public including new opportunities for assistance and prevention. Since social media are generally created and organized by end users, the available chance for monitoring and prevention can be drawn-out to all users. To facilitate this user-driven approach to shadowing and prevention, all social media sites could embrace the simple using methods which allow users to raise the alarm in case of mischievous Web sites.
Dinleyici, M. e. (n.d.). Media Use by Children, and Parents’ Views on Children's Media Usage. Journal of medical research.
The author states that majority of parents are aware that 13 years is the least age for most social media sites, but they do not understand the reason. However, 13 years is the minimum age set out by legislations in various states and most online si ...
IntroductionMedia is always pointed at having negative effects ohildredzr1di
Introduction
Media is always pointed at having negative effects on mental health. Media, including social networking sites such as Twitter, Facebook, among others, have rapidly developed. Facebook is considered to be the largest social networking site used globally. In the past decade, media has caused various changes, especially in the way individuals interact as well as communicate. However, it is not clear whether these changes may have an impact on the usual human characters. Previous research carried out shows that prolonged use of media may be associated with signs of depression. In addition, studies have also shown that the effects are associated with low self-esteem, and this mainly affects adolescents and children.
However, other studies differ and have shown that media does not affect negatively and no mental problems associated with the use of media. Thus, the relationship between media and mental health is controversial, and many questions have remained unanswered. Moreover, the research on this topic has experienced a lot of challenges. This paper focuses on findings regarding the association between the media and mental health issues such as internet addiction, depression signs and symptoms and low self-esteem.
Media and Signs and symptoms of depression
Various reasons suggest that media users are at risk of getting depressed. This is because there are many factors that may cause a depressed individual to increase their use or begin to use a social networking site. Among the reasons why media is associated with depressive symptoms is that it may lead to negative changes in the personality characteristics of other users. Generally, internet use affects the social relationship to the extent of affecting participation in community life.
According to a study done by Kraut et al ., 1998 shows that increased time online is associated with reduced communication with other members of the family. This may result in an increased feeling of loneliness as well as depression. Further research suggests that computer use may have various negative effects, especially on the social development of children.
This research focused on investigating possible impacts of internet browsing and other online uses such as email checking on mental health.
As a result of the development of social networks, for example, Facebook in 2004, time spent online has greatly increased. On the other hand, time on interpersonal interaction has reduced, including among the family members. However, research on the relationship between the use of various social networking sites and depression has not been properly investigated. This is because most social networks and upgrade in the media are recent discoveries. According to a study carried out on high school population, it was found that there is a relationship between time spent on social networking sites and depressive symptoms(Pantic et al ., 2012).
However, different authors have found that media is no ...
Should Children Be Allowed to Use Phones and Social MediaWha.docxedgar6wallace88877
Should Children Be Allowed to Use Phones and Social Media?
What happens when a dry sponge meets water? It will absorb as much water as possible. Sometimes, one could compare children with a sponge because of their tendency to imitate the behavior of people around them or get information from the internet and incorporate what they see into their lives. Due to the rapid development of the technological age, information on social media and the internet is diverse. Over the years, there has been a significant increase in the number of children using mobile phones and social media. The data given by Jacqueline Howard in the article “What's the Age When Kids Start Social Media?” reflects the large number of children who own mobile phones and use social media: The report showed that approximately 56% of the children had their own social media accounts, based on the parents’ survey responses. Among those children, the parents reported that the average age when initially signing up for the account was 12.6 years” (Howard). Considering these facts, parents have a reason to start worrying about their children's use of technology and social media. The topic of whether or not children should use mobile phones and social media has not only attracted the attention of many parents and experts, but also generated diverse opinions. On the one hand, proponents believe that children need to use social media to enable them learn basic social and technical skills, to make friends with people around the world more easily, and to learn from their peers online. On the other hand, opponents believe that it would have a bad effect on children's mental health. In some instances, cases such as cyber bullying could occur in children may not know how to respond to such issues. In extreme cases, increase use of phones and social could affect some children to an extent that they find it challenging to communicate well in real life. While there are a number of pros and cons associated with using mobile phones and social media, parental guidance is an appropriate strategy to address the cons.
Those who agree that children can use mobile phones and social media defend their position on the basis that children can easily understand the latest technology and learn basic social skills. In addition, the internet can broaden their horizons, help the children know current affairs, and provide them with an opportunity to obtain all sorts of newest knowledge and information. In later life, these children can engage in individual research. Using the Internet, children also get a chance to enrich their minds and acquire knowledge that schoolteachers are not in a position to offer. In addition, they can use social media to communicate with others. Some children lack confidence and dare not talk and communicate with the outside world. With the availability of the internet, these kids could easily overcome this psychological barrier and eventually broaden their horizon in the process of t.
· Outline of the research paper.· Introduction I. Unmonitore.docxalinainglis
· Outline of the research paper.
· Introduction
I. Unmonitored Social media usage is a great disaster for many adolescent’s overall performance which needs serious attention of parents and schools.
A. Understanding how to adequately explore the online social networking community is vital for parents and teens.
B. The main destination for majority of the teenagers includes snapchat, Instagram, Facebook and twitter.
C. Uncontrolled social media gives free platform where they meet various people with different intention and inappropriate content.
D. Problematic social media use remains the issue of many adolescents which leads them to different health and social interaction problem. (thesis)
· Body paragraph
I. Internet and social media are the main tools teenagers use to exchange information, entertain and spend most of their time.
A. Multitasking is one of the main problems for many teenager’s on various websites and social media.
B. The main destination of internet addicted teenagers is Instagram, Facebook, and snapchat.
C. Social media cause pickle for teenagers regarding smartphone allow them to post embarrassing picture and videos of their fellow peers and teens on social media.
II. Excessive internet usage leads to mental health and psychological wellbeing problems.
A. Inappropriate social media is a reason for many adolescent’s low educational achievement.
B. Night time social media use and emotional investment of teenagers leads to depression, anxiety and low self-esteem.
C. Another challenge of excessive use of internet includes cyberbullying, drug and alcohol use and internet addiction.
III. The availability of electronic devices like computer, video games and tablets are basic access to anytime internet use.
A. Modern teens are learning to do most of their communication while looking at screen, not on another person.
B. Staking and being ignored when the internet connection is lost.
C. Electronic communication of nude images, videos, and sharing personal data remains principal issue which leads to psychological and physical attack.
IV. Parents should monitor and develop proper social media and different electronic use for their children’s.
A. Nurses and different government officials are postponed educating families, adolescents, and the communities about wise use of internet.
B. Adolescents who spend less time on internet had higher life satisfaction, higher academic success, and good problem-solving ability.
C. Primary research and factual firsthand study including challenge to give up internet use for few days play a vital role to reduce excessive use of media.
V. Social media has a numerous benefit if parents and teenagers use in responsible way.
A. Social media collaborate and connect families and friends across long distances.
B. Internet help to share different culture and bring the world in to one village.
C. Internet help to access and transfer information in easy and fast means
· Conclusion.
Unit III Research ProposalFollow the directions below for the co.docxmarilucorr
Unit III Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions, please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)
Click here to access the research proposal example.
My tentative argumentative thesis statement is, social media access should be limited or prevented for young children. Giving internet access freely to young children without adult supervision/consent can put themselves and family at risk of internet stalkers, child predators, cyber bullying, and identity theft. As stated, “Parental monitoring of children’s media influences children’s sleeping habits, school routine, social and aggressive behaviors, and that these impacts are reconciled through the amount of time spent watching and contact with media violence. Parental monitoring of media has defensive impact on a wide variety of academic, social, and physical child habits.” Doing my research, I learned that a lot of parents give internet access freely to their child and don’t think about the effects it will have on their developmental skills and health.
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behavi ...
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docxgibbonshay
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docxgibbonshay
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
More Related Content
Similar to New Problems in Todays Technological Era An Adlerian Case.docx
Maninger, robert m seniors and technology ijsaid v13 n1 2011William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
ABSTACT: The contemporary world presents innumerable opportunities to people. With the advancement of technology, especially media which have brought forth revolutionary changes in human culture and civilization and make unique trends all over the world. In today’s society, media are thoroughly integrated into our life including electronic gadgets such as TV, Videogames, Smart phone, Internet, IPod etc. Adolescents are highly impressionable by the influence of media. It has both positive and negative impacts on adolescents’ lives. This study has shed light on the fact that the media has a disturbing potential to negatively affect many aspects of adolescents’ healthy development, store up anger, angry feelings and angry outburst.
Running head RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS .docxtodd521
Running head: RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 1
RISK OF SOCIAL MEDIA TO DEVELOPMENT OF ADOLESCENTS 5
Risk of Social Media to Development of Adolescents
Student’s Name
Institution Affiliation
Social media has a great impact on the lives of adolescents. Some of the effects of social media are good but others negatively influence social, moral, physical and spiritual development of the adolescents. Technological advancements and penetration of the communication networks have made social media, social networking sites and development of the smartphones have made accessibility of the social media platforms such as Facebook, Twitter, Instagram, WhatsApp, WeChat, Qzone, Google and many others readily available to the adolescents. However, there are significant risks that are associated with the use of social media that influence the development of adolescents.
Various studies have been done touching on the effect of social media on the development of adolescents and teenagers. Some studies consider both negative and positive effects of social media. However, in this particular study, we learn more on the risk factors hence we deal more on the negative effects of the social media on the development of the adolescent.
In the study conducted in the year 2019 by Keles, McCrae and Realish, they revealed that in 92% of the teenagers are the active users of social media. This clearly shows that teenagers are the greatest per cent that is the active users of the social media and therefore are mostly affected by social media.
In reviewing further studies to establish how social media can impact the development of the adolescent, Urie Bronfenbrenner makes it clear that type of the environment that people interact in will influence their behavior. This means that social media has the ability to influence adolescents negatively. It is therefore important to evaluate bad behaviors that are related to the use of social media and determine if they are applicable to adolescents.
In one particular study, it was revealed that mental disorders are very common among adolescents. In the United Kingdom, the study revealed that cases of the girls harming themselves had increased by 68%. Many of the cases of mental disorders were correlated to social media. On further analysis, it was identified that majority of the teenagers have multiples social accounts which demand much their attention, some do not have enough time to sleep while on the social media and others have been addicted to the social media which leads cases of the depression among the adolescents (Keles, McCrae & Grealish, 2019).
In another study, cyberbullying has been reported has the common problem of social media. This is the problems that teenagers are suffering in the hands of social media. In the year 2017, Underwood and Ehrenreich established that particular research done in 2014 had identified that 10-40% of the teenagers had reported having suffered from .
Running Head ANNOTATED BIBLIOGRAPHYAnnotated Biblio.docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behaviors normally unacceptable by most society for example anorexia, suicide, and intentional body harm. Users that support eating disorder or sites that support suicide can find support and acceptance that they have not found through other means. These online groups may provide support; they pose a risk to the public by encouraging weak individuals to harm themselves.
There is evidence that social media can influence suicide behavior. The Internet removes geographic barriers to communication between people, the creation of pro-suicide social media sites creates a new risk to vulnerable people who might not have been exposed to these imminent hazards.
The developing data regarding the influence of the Internet and social media on suicide behavior have states that these forms of technology may introduce different threats to the public including new opportunities for assistance and prevention. Since social media are generally created and organized by end users, the available chance for monitoring and prevention can be drawn-out to all users. To facilitate this user-driven approach to shadowing and prevention, all social media sites could embrace the simple using methods which allow users to raise the alarm in case of mischievous Web sites.
Dinleyici, M. e. (n.d.). Media Use by Children, and Parents’ Views on Children's Media Usage. Journal of medical research.
The author states that majority of parents are aware that 13 years is the least age for most social media sites, but they do not understand the reason. However, 13 years is the minimum age set out by legislations in various states and most online si ...
IntroductionMedia is always pointed at having negative effects ohildredzr1di
Introduction
Media is always pointed at having negative effects on mental health. Media, including social networking sites such as Twitter, Facebook, among others, have rapidly developed. Facebook is considered to be the largest social networking site used globally. In the past decade, media has caused various changes, especially in the way individuals interact as well as communicate. However, it is not clear whether these changes may have an impact on the usual human characters. Previous research carried out shows that prolonged use of media may be associated with signs of depression. In addition, studies have also shown that the effects are associated with low self-esteem, and this mainly affects adolescents and children.
However, other studies differ and have shown that media does not affect negatively and no mental problems associated with the use of media. Thus, the relationship between media and mental health is controversial, and many questions have remained unanswered. Moreover, the research on this topic has experienced a lot of challenges. This paper focuses on findings regarding the association between the media and mental health issues such as internet addiction, depression signs and symptoms and low self-esteem.
Media and Signs and symptoms of depression
Various reasons suggest that media users are at risk of getting depressed. This is because there are many factors that may cause a depressed individual to increase their use or begin to use a social networking site. Among the reasons why media is associated with depressive symptoms is that it may lead to negative changes in the personality characteristics of other users. Generally, internet use affects the social relationship to the extent of affecting participation in community life.
According to a study done by Kraut et al ., 1998 shows that increased time online is associated with reduced communication with other members of the family. This may result in an increased feeling of loneliness as well as depression. Further research suggests that computer use may have various negative effects, especially on the social development of children.
This research focused on investigating possible impacts of internet browsing and other online uses such as email checking on mental health.
As a result of the development of social networks, for example, Facebook in 2004, time spent online has greatly increased. On the other hand, time on interpersonal interaction has reduced, including among the family members. However, research on the relationship between the use of various social networking sites and depression has not been properly investigated. This is because most social networks and upgrade in the media are recent discoveries. According to a study carried out on high school population, it was found that there is a relationship between time spent on social networking sites and depressive symptoms(Pantic et al ., 2012).
However, different authors have found that media is no ...
Should Children Be Allowed to Use Phones and Social MediaWha.docxedgar6wallace88877
Should Children Be Allowed to Use Phones and Social Media?
What happens when a dry sponge meets water? It will absorb as much water as possible. Sometimes, one could compare children with a sponge because of their tendency to imitate the behavior of people around them or get information from the internet and incorporate what they see into their lives. Due to the rapid development of the technological age, information on social media and the internet is diverse. Over the years, there has been a significant increase in the number of children using mobile phones and social media. The data given by Jacqueline Howard in the article “What's the Age When Kids Start Social Media?” reflects the large number of children who own mobile phones and use social media: The report showed that approximately 56% of the children had their own social media accounts, based on the parents’ survey responses. Among those children, the parents reported that the average age when initially signing up for the account was 12.6 years” (Howard). Considering these facts, parents have a reason to start worrying about their children's use of technology and social media. The topic of whether or not children should use mobile phones and social media has not only attracted the attention of many parents and experts, but also generated diverse opinions. On the one hand, proponents believe that children need to use social media to enable them learn basic social and technical skills, to make friends with people around the world more easily, and to learn from their peers online. On the other hand, opponents believe that it would have a bad effect on children's mental health. In some instances, cases such as cyber bullying could occur in children may not know how to respond to such issues. In extreme cases, increase use of phones and social could affect some children to an extent that they find it challenging to communicate well in real life. While there are a number of pros and cons associated with using mobile phones and social media, parental guidance is an appropriate strategy to address the cons.
Those who agree that children can use mobile phones and social media defend their position on the basis that children can easily understand the latest technology and learn basic social skills. In addition, the internet can broaden their horizons, help the children know current affairs, and provide them with an opportunity to obtain all sorts of newest knowledge and information. In later life, these children can engage in individual research. Using the Internet, children also get a chance to enrich their minds and acquire knowledge that schoolteachers are not in a position to offer. In addition, they can use social media to communicate with others. Some children lack confidence and dare not talk and communicate with the outside world. With the availability of the internet, these kids could easily overcome this psychological barrier and eventually broaden their horizon in the process of t.
· Outline of the research paper.· Introduction I. Unmonitore.docxalinainglis
· Outline of the research paper.
· Introduction
I. Unmonitored Social media usage is a great disaster for many adolescent’s overall performance which needs serious attention of parents and schools.
A. Understanding how to adequately explore the online social networking community is vital for parents and teens.
B. The main destination for majority of the teenagers includes snapchat, Instagram, Facebook and twitter.
C. Uncontrolled social media gives free platform where they meet various people with different intention and inappropriate content.
D. Problematic social media use remains the issue of many adolescents which leads them to different health and social interaction problem. (thesis)
· Body paragraph
I. Internet and social media are the main tools teenagers use to exchange information, entertain and spend most of their time.
A. Multitasking is one of the main problems for many teenager’s on various websites and social media.
B. The main destination of internet addicted teenagers is Instagram, Facebook, and snapchat.
C. Social media cause pickle for teenagers regarding smartphone allow them to post embarrassing picture and videos of their fellow peers and teens on social media.
II. Excessive internet usage leads to mental health and psychological wellbeing problems.
A. Inappropriate social media is a reason for many adolescent’s low educational achievement.
B. Night time social media use and emotional investment of teenagers leads to depression, anxiety and low self-esteem.
C. Another challenge of excessive use of internet includes cyberbullying, drug and alcohol use and internet addiction.
III. The availability of electronic devices like computer, video games and tablets are basic access to anytime internet use.
A. Modern teens are learning to do most of their communication while looking at screen, not on another person.
B. Staking and being ignored when the internet connection is lost.
C. Electronic communication of nude images, videos, and sharing personal data remains principal issue which leads to psychological and physical attack.
IV. Parents should monitor and develop proper social media and different electronic use for their children’s.
A. Nurses and different government officials are postponed educating families, adolescents, and the communities about wise use of internet.
B. Adolescents who spend less time on internet had higher life satisfaction, higher academic success, and good problem-solving ability.
C. Primary research and factual firsthand study including challenge to give up internet use for few days play a vital role to reduce excessive use of media.
V. Social media has a numerous benefit if parents and teenagers use in responsible way.
A. Social media collaborate and connect families and friends across long distances.
B. Internet help to share different culture and bring the world in to one village.
C. Internet help to access and transfer information in easy and fast means
· Conclusion.
Unit III Research ProposalFollow the directions below for the co.docxmarilucorr
Unit III Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions, please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)
Click here to access the research proposal example.
My tentative argumentative thesis statement is, social media access should be limited or prevented for young children. Giving internet access freely to young children without adult supervision/consent can put themselves and family at risk of internet stalkers, child predators, cyber bullying, and identity theft. As stated, “Parental monitoring of children’s media influences children’s sleeping habits, school routine, social and aggressive behaviors, and that these impacts are reconciled through the amount of time spent watching and contact with media violence. Parental monitoring of media has defensive impact on a wide variety of academic, social, and physical child habits.” Doing my research, I learned that a lot of parents give internet access freely to their child and don’t think about the effects it will have on their developmental skills and health.
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behavi ...
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docxgibbonshay
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docxgibbonshay
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
NUR3020Assignment 1 Application of Law and Ethics Modules.docxgibbonshay
NUR3020
Assignment 1: Application of Law and Ethics Modules
Contents
Objectives: Assignment one: 1
Process 1
Assignment Brief 2
Assignment Section One: Patient Safety/Nursing Care 2
Assignment Section Two: The Tort of Negligence 3
Assignment Section Three: Ethical Issues 3
Guidelines 4
References 4
Objectives: Assignment one:
After successfully completing this assignment students will:
1. Demonstrate an understanding of law and ethics in 21st Century registered nursing practice in Australia
2. Apply published theory to case situations.
3. Synthesise published material with the student’s own analysis to demonstrate appropriate conclusions.
4. Demonstrate professional communication in the accepted form of an Academic Assignment.
Process
1. Due Date: Monday, August 14, 2017 Extension to Tuesday, Aug 22nd.
2. Word limit is 2000 words – 10% deviation allowed
3. This piece of assessment is an individual submission; it is not group work – it must be your own and will be electronically tracked against other submissions.
4. Submitted via Study Desk, course site (only) - no emailed copies or hard copy accepted
5. Please submit Marking Guide as a separate document (in WORD).
6. APA6 referencing is required as per the USQ Library guide is expected.
7. The teaching team is not in a position to review drafts – but welcomes questions and outlines of your work and questions about areas you may find challenging! These can be in the Communities of Practice if you feel the question would benefit your peers, or emailed to Marie Cleary individually if you feel it is something of an individual nature.
8. Request for extensions are for extenuating circumstances and must be at least three days prior to due date. The examiner will request a ‘work in progress’ at the point of request.
Assignment Brief
Conduct an analysis of the Case: Findings of the Inquest into the death of Albert Eric Bruce Biffin addressing the three sections as outlined.
In the report of the Inquest into the death of Albert Eric Bruce Biffin1 the Coroner identified the medical cause of death as complications of an incarcerated umbilical hernia. It was known that Mr Biffin had a long medical history however was still relatively independent in his residential care environment. Mr Biffin died on February 27, 2013 at the age of 86.
A number of registered nurses, were involved in Mr Biffin’s care in the period February 24, 2013 to February 27, 2013. The role of the assistant in nursing, the endorsed enrolled nurse and the registered nurse were key within the chain of events that transpired and affected the deterioration and death of Mr Biffin.
In a chapter provided for you on DIRECT readings on the study desk for NUR3020, McDonald and Then (2014) discuss that while individuals can make errors, it also may be difficult to attribute to one person. (McDonald & Then, 2014, p. 134).
Assignment Section One: Patient Safety/Nursing Care
Section 1 - Conduct an analysis of the nur.
Numinous
Alienated
Bifurcate
Anthropocentric
Embody
Supernatural
Stultifying
Slogan
Ubiquitous
Justification
Contingently
Impermissible
Cannibalize
Antecedent
Utilitarian
Degradation
Ideology
Paradigm
Moral
Ethical
Dilemma
Essay 3 (20 points): Life
Context: Over the last two quarters, we have studied monster stories, real life “monstrous” events, and our
life-threatening fears to find that, as Stephen King said, they “make us feel alive.” Aside from forcing us to
consider our own mortality, your cultural stories (told last quarter -- sooo long ago!) also incorporated elements
of your historic and cultural lessons aimed at teaching you to be “good.”
Assignment: For this next paper, you’ll come to terms with the phrase “a good life,” forward other theorists’
research on the matter, and expand your findings by assessing/interpreting your own life.
Basic Requirements:
● MLA format
● Incorporate _____ sources to help you define your terms
● A minimum of 4 sources - only one may be from our past readings.
● A minimum of 3.5 pages (The Works Cited does not count as a page)
Skills Required:
● Research and critical selection of sources
● Citing like a boss
● Comparison/Contrast
● Careful use of language
● Paragraph content - discuss only ONE concept/perspective/aspect of work
● Paragraph organization (logical order of paragraphs)
● Paragraph cohesion (use of transitions and reasonable flow of ideas)
● Revision and final editing
.
nstructionsIn this assignment, you will use Microsoft Word o.docxgibbonshay
nstructions
In this assignment, you will use Microsoft Word or PowerPoint to create a detailed diagram and timeline of eight domestic and international terrorist events that have occurred. Four events must have occurred before 9/11, and four events must be from after 9/11.Further, you will be required to submit a paragraph that provides a brief synopsis of each terrorist event. Therefore, at least eight paragraphs should be present in your submission. Your synopsis of each event must include the following information.
Who was the terrorist or terrorist organization?
What was the terrorist’s or terrorist organization’s motive(s)?
Where did the terrorist events take place? Why did the terrorist or terrorist organization launch this attack?
When did the attack occur?
How did the terrorist or terrorist organization complete this attack? What tactics were used?
The length of the timeline will depend on how you organize the points. There is no specific length requirement as long as the criteria is met. You are required to use at least your textbook as an outside source. All sources used, including the textbook, must be cited and referenced according to APA guidelines.
Resources
.
NUR204: Week 7 Assignment Page 1
`
Assignment: Leadership
Assignment Overview
In this assignment, you will research and locate a current journal article on nursing leadership styles.
The article must be from a professional, peer-reviewed nursing journal published within the last 5
years; and then write a summary of your findings.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Research a current journal article on nursing leadership styles. The article must be from a
professional, peer-reviewed nursing journal published within the last 5 years.
Write a 1-2 page summary of your findings following the criteria below:
o First paragraph: summarize the major points of the article.
o Second paragraph: answer whether you support the leadership style, and why or
why not.
o Final paragraph: discuss the article as it relates to nursing practice.
o Use at least one additional outside source, such as your textbook.
o The summary should be written in APA style format and all sources must be
cited correctly.
Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Article - Citation from a
professional
peer-reviewed
nursing journal.
- Current within last 5
years
- Relates to nursing
leadership.
- Citation from nursing
journal.
- Out of date or
- Not related to nursing
leadership
- Citation not from a
nursing journal
- Article out of date or
not related to nursing
leadership.
First Paragraph - Concise summary of
key points of article.
- Writing is clear and
focused.
- Details are present.
- Concise summary of
key points.
- Writing is not clear or
focused.
- Some details present.
- Summary is not
concise.
- Writing is not clear or
focused.
- Details are missing.
Second Paragraph - Writing presents
support or non-support
of leadership style.
- Writing explains why
support or non-support
is given.
- Writing is clear and
logical.
- Writing presents
support or non-support.
- Writing does not
express reason for
support or non-
support.
- Writing is somewhat
unclear or not logical.
- Writing does not
present support or non-
support.
- Writing does not
express reason for
support or non-
support.
- Writing is unclear
and illogical.
NUR204: Week 7 Assignment Page 2
`
Third Paragraph - Writing is related to
nursing practice and
demonstrates analysis
and application.
- Writing is related to
nursing practice.
- Analysis and
application is weak.
- Writing is not related
to nursing practice.
- Missing analysis and
application.
Spelling/grammar/
APA
- Proper APA format is
used for citations.
- At least two sources
are included.
- Spelling and grammar
errors are few and
insignificant.
- Proper APA f.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxgibbonshay
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
NURS 6003 Transition to Graduate Study for NursingAca.docxgibbonshay
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation.
NURS 6241 Strategic Planning in Healthcare Organizations.docxgibbonshay
NURS 6241: Strategic Planning in Healthcare Organizations
Strategic Plan Issue
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6241: Strategic Planning Issue in Healthcare Organizations to complete the Module 1 Assessment, in which you identify a strategic planning issue for your Strategic Plan. This document serves to organize your thoughts about planning for your strategic plan issue.
Identify a strategic plan issue that has significant impact on your organization and/or community.
In a total of 1–2 pages, briefly address each component below related to your proposed issue:
· Historical analysis of issue
· Explanation of how evidence from the literature supports the need to address this issue (Note: Include appropriate resources.)
· Past attempts by various individuals and groups to address this issue
· Stakeholders who should be included in the strategic planning process
· Financial implications of the project for the organization
How to Identify a Strategic Plan Issue
Use the questions in the worksheet below to guide your identification of a strategic plan issue that has significant impact on your organization and/or community.
What is the organization for which you will create a strategic plan?
What is the mission or vision of this organization?
How is the organization currently meeting its mission or vision?
Is there a specific segment of the organization that is ineffective or may be financially underperforming?
What are some notable achievements, successes, or failures of the organization?
· Could a plan be devised to address or extend anything notable you identified above?
Consider the performance of services offered by the organization. Do the services offered effectively or efficiently meet their intended goals?
· Could a plan be devised to meet or improve current or future organizational goals?
Identify current trends in the field of healthcare or trends that are specific to the organization you are addressing (this could include political or economic issues).
· What strategic plan could be developed to position the organization to meet these trends successfully?
Additionally, consider the impacts of each of following on the issue you are considering:
· Historical analysis of issue
· Evidence from the literature
· Past attempts by various individuals and groups to address this issue
· Stakeholders which should be included in the strategic planning process
· Financial implications for the organization
Looking Ahead: Strategic Plan
In this course, you will create a nine-section strategic plan to address an issue that you will identify in Week 2. In the Week 11 Discussion, you will share the Executive Summary of your Strategic Plan with your colleagues. Please see the Strategic Plan Overview and Template for complete directions.
· Due Day 7 of Week 2
· Identifying a Strategic Plan Issue (1 page)
· Due Day 7 of Week 5
· Section 1: Summary of the Issue (2–3 pages)
· Section 2:.
Now you should have started your actual work for the project. The wo.docxgibbonshay
Now you should have started your actual work for the project. The work may involve some design, testing, field study, interviews and data collection.
Write your work development with the following items:
1. Title of your project
2. Update on your experimental/field study as reference to your project plan and timeline
a) Any design you made - drawings
b) Any place your visited
c) Any people you interviewed
d) Any data you collected
3. Your next plan for the project development
8 pages
.
NUR204: Week 9 Assignment Page 1
`
Assignment: Change Paper
Assignment Overview
In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need
of change. Observe a healthcare environment, focusing on areas of the nursing process that are
inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change
theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen
change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness
of the plan and include a timeline for your change proposal. Finally, reflect on how your change
affects the nursing profession.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Assess a current semi-direct or indirect nursing situation that is in need of change.
o Observe your healthcare environment, focusing on areas of nursing process that
are inefficient, unsafe, or problematic in nature.
o Diagnose the problem and choose a nursing change theory that suits the change
you want to make.
o Propose a detailed plan based on your chosen change theory, explaining how
to implement change.
o Develop criteria to evaluate the effectiveness of the plan and include a timeline for
your change proposal.
o Reflect on how your change affects the nursing profession.
Write a 3-5 page paper following the criteria below:
o Your paper should include primary sources and include at least two peer-
reviewed nursing journal articles.
o Citations should be in your own words and not direct quotes.
o Include a title page, running head, appropriate headings, and reference page.
o The paper should be double spaced, written in Times New Roman, 12-point font,
follow APA style format, and cite all sources correctly.
Include the proper file naming convention: NUR204_wk9_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Research - Cited 4 or more
reliable sources.
- Sufficient information
provided to support
topic.
- Research in-depth,
revealing new insight.
- Cited 4 or more
reliable sources.
- Adequate information
provided to support
topic.
- Research is
superficial.
- Missing citations or
unreliable sources
used.
- Information does not
support research topic.
- Research is not
relevant to paper.
NUR204: Week 9 Assignment Page 2
`
Content - Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan
contains specific ideas
for change.
- Change theory is
included and proposal
follows theory.
- Timeline is included for
change proposal.
- Reflection is provided.
- Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan is
included but missing
specifics.
.
NSG3036 W2 ProjectResearch Template NameCite both articles r.docxgibbonshay
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated t.
Nur 6053. Mod2 Wk3 Assignment Developing Organizational Policies .docxgibbonshay
Nur 6053. Mod2 Wk3 Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected that is vague or inaccurate.
0 (0%) - 17 (17%)
The response describes at least two competin.
NR103 Transition to the Nursing Profession 3-Minute ReflectionW.docxgibbonshay
NR103 Transition to the Nursing Profession 3-Minute Reflection
"WHY COMMUNICATION IS IMPORTANT AS NURSE"
Required criteria
1. Writes about the assigned topic.
2. Demonstrates strong evidence of reasoned reflection.
3. Demonstrated depth of original thought.
.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NUR 48200 Nursing Leadership and Management Module 2 A.docxgibbonshay
NUR 48200
Nursing Leadership and Management
Module 2 Assignment
The Speed of Trust, Part 2
Overview: The Principle of Credibility
Our credibility is such an integral part of who we are, that we often take it for granted. But think of what it would be like to lose your credibility, your reputation. How do you regain what you have developed over years? Think of some of the disgraced politicians or celebrities. As a nurse, your credibility is your most valuable asset.
This assignment is worth 15 points.
Objectives
• Analyze the evolving professional nursing roles of leader/manager within a dynamic health care team
• Evaluate several management theories.
• Recognize several leadership styles and associated behaviors.
• Identify the leadership style that would be best for you.
Directions
Before completing this assignment, read the second section (p 27-124) of Covey’s
The Speed of Trust
.
In this assignment, you will write a short (1-2 pages), opinion paper. The paper is to be based on your own experiences and opinions. You should critically reflect on your personal experiences and apply what you have learned in the module to your current practice. Justify and explain your responses with examples and thorough explanations.
Consider a person you want to trust, perhaps a manager or an elected official.
• Discuss how you might determine their credibility using the four cores of credibility discussed by the author.
• Discuss how this person might fall short in one of the cores.
• Reflect on your own leadership experience and ability. How do you see your current status using the four cores of credibility?
• How might you be viewed professionally using the four cores?
Grading Rubric
Tasks
Accomplished
Proficient
Needs Improvement
Not Acceptable
The Speed of Trust Part 2
Quality paper, with thorough content and minimal
grammar or spelling errors.
Good paper, but a few omissions in content or more
than 2 errors in spelling or grammar
Fair to poor paper, difficult to follow or
lacking in pertinent content, or many
spelling or grammar
errors
Very poor paper, very late paper, or no paper at all.
15 Points
15
14-12
11-8
7-0
.
NRFThe National Response Framework (NRF) is a guide to how.docxgibbonshay
NRF
The National Response Framework (NRF) is a guide to how the nation responds to all types of disasters and emergencies.
The NRF is used to prevent, prepare for, respond to, and recover from terrorist attacks, major disasters, and other emergencies.
The NRF also established a fundamental mission to (1) engage partnerships; (2) tiered response; (3) flexible and adaptable operational capability; (4) unity of effort through unified command; and (5) readiness to act.
The governor coordinates state resources and provides the guidance for all types of incidents.
NIMS
The National Incident Management System (NIMS) focus is to better improve the nation's response to emergencies. Its goal is a better system that can more efficiently allocate resources in the event of a disaster and facilitate cooperation among diverse entities and agencies.
NIMS guides all levels of government, non-governmental organizations (NGO), and the private sector to work together to prevent, protect against, mitigate, respond to, and recover from incidents.
A comprehensive, nationwide, systematic approach to incident management, including the command and coordination of incidents, resource management, and information management
A set of concepts and principles for all threats, hazards, and events across all mission areas (Prevention, Protection, Mitigation, Response, Recovery)
Scalable, flexible, and adaptable; used for all incidents, from day-to-day to large-scale
Standard resource management procedures that enable coordination among different jurisdictions or organizations
ICS
Management system designed to enable effective and efficient domestic incident management by integrating a combination of facilities, equipment, personnel, procedures, and communications operating within a common organizational structure.
Structured to facilitate activities in five major functional areas: command, operations, planning, logistics, Intelligence & Investigations, finance and administration.
Purpose of enabling incident managers to identify the key concerns associated with the incident often under urgent conditions without sacrificing attention to any component of the command system.
The National Response Framework (NRF) is the guide that established the fundamental mission to engage partnerships, tiered responses, and unit efforts. In short, the NRF is responsible for all the planning and preparedness that goes into the support of the communities.
The National Incident Management System (NIMS) guides the government officials and organizations in the private sector regarding the necessary recourses for the emergencies they are faced with daily. The system is set-up to be resourceful towards any kind of national emergency event, whether it’s to mitigate, prevent, protect against, respond to, and recover from.
The Incident Command System (ICS) assist in bring the necessary tools and plans of action to the major areas in an emergen.
Now that you have identified the revenue-related internal contro.docxgibbonshay
Now that you have identified the revenue-related internal control that relates to the five assertions (existence, completeness, accuracy or valuation, rights and obligations, and presentation and disclosure), the test of controls will need to be identified for each assertion and internal control.
For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the previous assignment.
.
Now its time to dig deeper! Discover a different oral condition.docxgibbonshay
Now it's time to dig deeper! D
iscover a different oral condition that is related/caused by a non-oral disease/condition or infection.
Your text submission will state and explain the non-oral condition so we can learn about the its oral affects (appearance/characteristics, treatments, etc.).
Be sure your resource(s) are reliable and obtainable. Other students need the resource to further increase their knowledge to complete part two. So make sure it works!
.
Now that you have completed your project and are in the last week of.docxgibbonshay
Now that you have completed your project and are in the last week of the course, reflect on your experience and growth by addressing the following:
Reflect on your time in the course and provide two examples that describe the manner in which your own theories of instructional design and development have matured or changed since the beginning of this course.
.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
New Problems in Todays Technological Era An Adlerian Case.docx
1. New Problems in Today's Technological Era:
An Adlerian Case Example
Zachary D. Bloom and Dalena Dillman Taylor
Abstract
Adolescents' Internet use, when done properly, can be viewed as
a healthy, appro-
priate way to facilitate social interest. However, without
guidance, the Internet can
create a variety of problems for adolescents and their families.
The authors of this
article contend that extreme stances regarding adolescent
Internet use can negatively
affect adolescent development. The authors present a case study
in which Adlerian
therapy was used to facilitate developmentally appropriate
Internet use in a family
that originally banned adolescents from using the Internet at
home.
Keywords: Individual Psychology, Adler, adolescents,
technology, Internet,
pornography
Alfred Adler first presented Individual Psychology after the
turn of the
20th century. Nearly a century later, one development that
Adler could
not imagine was the vast expansion of technology in the daily
lives of in-
3. Editorial office located in the College of Education at Georgia
State University.
Published for the North American Society of Adlerian
Psychology.
164 Zachary D. Bloom and Dalena Dillman Taylor
Subrahmanyam, & Espinoza, 2012), Internet use has been
associated with
various problems, including addiction, gambling, bullying, and
stealing
(Mitchell, Becker-Blease, & Finkelhor, 2005). In addition,
perhaps because
adolescence is a normative time for curiosity about sex
(American Academy
of Pediatrics, 2013; Berk, 2008), 18%-22% of male and female
adolescents
have used the Internet to share sexually provocative images of
themselves,
and 39% have used technology to send sexually provocative
messages
(NCPTU, 2008). Research has identified that these behaviors
are correlated
with multiple issues of concern to counselors, including
impulsivity and
substance abuse (Temple et al., 2014), legal problems (Mitchell,
Finkelhor,
Jones, & Wolak, 2012), and risky sexual practices (Rice et al.,
2012).
With increased access to the Internet in affordable and
anonymous ways
(Cooper, 1998), adolescents are increasingly exposed to
4. sexually explicit
materials online, whether they pursue them purposely or
encounter them
accidentally (Weber, Quiring, & Daschmann, 2012). Despite
some research
that has failed to identify negative impacts on adults who use
sexually explicit
material (Poulsen, Busby, & Galovan, 2013), a variety of
negative conse-
quences have been established for adolescents who use such
material. The
identified consequences include social isolation, symptoms of
depression,
conduct problems (Owens, Behun, Manning, & Reid, 2012), and
risky sexual
practices (Wright & Randall, 2012). Consequently, there is a
call for thera-
pists to address the adverse effects related to adolescents'
pornography use
(Bloom & Hagedorn, 2015; Peter & Valkenburg, 2010; Weber et
al., 2012).
With more than 1 billion active Facebook users who each month
spend
more than 640 million minutes online (Statistic Brain, 2014),
Adler's social
interest is actively demonstrated on a worldwide level in a
drastically dif-
ferent realm from when the concept was first developed. Even
though the
world today is indeed different from the one Adler knew,
Adlerian therapy
is suited for it (Carlson, Watts, & Maniacci, 2006). A
compelling compo-
nent of Adlerian theory is Adler's continual striving to perfect
his theory,
5. as evidenced through the maturity of the theory over time
(Ansbacher &
Ansbacher, 1956). In Adler's absence, practicing Adlerian
therapists are
compelled to adapt his theory to fit the evolving technological
world.
Adolescent Development
Although some researchers believe that contemporary
adolescence
has extended into the mid-20s (Gallo & Gallo, 2011; National
Institute
of Mental Health, 2011), for the purpose of this discussion, we
focus pri-
marily on early adolescence (11-13 years), the crux of the
transition from
N ew Problems in Today's Technological Era 165
childhood to adulthood. During this crucial milestone between
childhood
and adulthood, adolescents enter a period of change that affects
all lines of
development: physical, sexual, social, emotional, and cognitive.
During early adolescence, beyond changes in physical maturity,
in-
dividuals also begin to develop interest in sexual experiences
and more
intimate or romantic relationships with their peers (American
Academy of
Pediatrics, 2013). Although they develop strong relationships
with both
6. sexes during this time, adolescents often struggle with
perceptions of body
image and feelings of self-esteem because they are questioning
their own
development in comparison to their peers (Berk, 2008; Centers
for Disease
Control and Prevention, 2014). Adolescents tend to seek out
independence
from their parents while simultaneously spending significantly
more time
with peers, in an evolving effort to find their identity (American
Academy of
Pediatrics, 2013).
The transition from childhood into early adolescence shows
changes
in an individual's cognitive development. Children tend to be
concrete in
their thinking, often dichotomizing subjects into black or white
categories
while also beginning to develop an increased capacity for
abstract thought
(Berk, 2008; Centers for Disease Control and Prevention, 2014).
Despite
these changes in cognitive development, early adolescents focus
more on
the present because they struggle with an inability to consider
the long-
term consequences of their actions (National Institute of Mental
Health,
2011). Perhaps it is for this reason that between one and two of
every five
male and female adolescents have used technology to
experiment sexually
(NCPTU, 2008), without recognizing some of the consequences
of their ac-
7. tions (Mitchell et al., 2012; Owens et al., 2012).
Developmental Implications
In our society, the Internet can play a supportive role in
adolescents'
pursuits of identity formation and social interest, if it is used in
constructive
and appropriate ways— yet it is crucial for parents to monitor
adolescents'
Internet activities to ensure their appropriate use (Wang,
Bianchi, & Raley,
2005). Extreme stances toward Internet use (e.g., completely
unrestricted
access, absolutely restricted access) could impede an
adolescent's develop-
ment of social interest in today's society (Wang et al., 2005).
The following
case study demonstrates the consequences of an extreme stance
taken
against Internet use.
The case example should illustrate the counseling process
through an
Adlerian lens, with a focus on developmental concerns in
relation to today's
technological world. The case example describes a typical
clinical scenario
and does not represent any real single case.
166 Zachary D. Bloom and Dalena Dillm an Taylor
Case: Identifying Features and Presenting Concerns
8. The client, David, a 13-year-old only child and Caucasian male,
was
brought to his initial intake session by his father, Mr. Smith.
David reported
on his experiences of sadness and isolation, particularly in
response to be-
ing homeschooled and not having access to the Internet. David
stated that
his parents' ban on Internet use made it difficult to complete his
homework
and created a barrier between him and his peers at church, who
were more
involved with one another through their use of e-mail and social
media.
Further, David reported that his peers discussed mainstream
media that
David had never seen, which added to his feelings of isolation.
By the conclusion of the intake session, David reported that the
"real
reason" he was being "punished with counseling" was because
he sneaked
onto his father's computer to access pornography. Consequently,
David
reported that his father "screamed at him and grounded him
indefinitely."
David's father confirmed the story and added that he had
forbidden David
from masturbating— he viewed masturbating as a "sin"— and
had hoped
that not having any discussion about sexuality whatsoever
would "preserve
David's innocence."
Like many peers of his age, David appeared to struggle with
body im-
9. age and self-esteem because of his lack of friendships and the
tension in his
relationship with his father. David's cognitive level— his focus
on the present
as opposed to future consequences of his actions— was also
similar to that
of his peers of his age. However, his emotional development
appeared to
be lagging behind, as evidenced by a lack of solid peer
relationships and
expressed role confusion.
Treatment Plan and Treatment
Adlerian theory emphasizes optimism, free w ill, and the
subjective na-
ture of human beings (Ansbacher & Ansbacher, 1956). Because
Adlerian
theory is a wellness-oriented model, Adler proposed that all
individuals
are born with an innate ability to develop social interest. Adler
also be-
lieved in the goodness of individuals, indicating that all people
are socially
embedded, holistic, creative, purposeful, goal oriented, unique,
and sub-
jective (Ansbacher & Ansbacher, 1956; Dinkmeyer, Dinkmeyer,
& Sperry,
1987). David's family was also approached as a whole, with an
emphasis on
finding significance and belonging in the family system and in
society. The
process of family counseling proceeded through the four phases
of Adlerian
theory: (a) establishing an egalitarian relationship, (b)
investigating the life-
10. style, (c) gaining insight, and (d) reeducating and reorienting.
N ew Problems in Today's Technological Era 167
After the intake, it became apparent to the counselor that
David's par-
ents were hesitant to get involved in therapy and that they
viewed David as
the "identified patient." A decision was made to see David in
weekly indi-
vidual sessions and to conduct biweekly parent consultations to
decrease
the protective barrier and/or resistance between the parents and
counselor.
Phase 1: Establishing an Egalitarian Relationship
In Phase 1 the counselor focuses on establishing a strong
therapeutic
alliance in which the counselor conveys and the client
experiences trust,
care, and acceptance (Kottman, 2003). The counselor creates an
atmo-
sphere of warmth and trust by providing the client opportunities
to share
experience of self, others (e.g., parents), and the world by
encouraging the
client to present his or her needs, desires for the session, and
thoughts re-
garding potential goals for therapy. The counselor, in turn, uses
reflections
on feeling and content and encouraging statements to
communicate to the
client that he or she is heard, understood, and considered an
11. expert on
his or her own experiences. By understanding the client's
perceptions of
the presenting issue and early life experiences, the counselor
can begin to
formulate hypotheses regarding the client's mistaken beliefs and
lifestyle
(Ansbacher & Ansbacher, 1956; Kottman, 2003). However, most
of this in-
vestigation takes place in Phase 2, and thus is described in more
depth in
the following section.
Initially, David presented as discouraged by the pressure
imposed on
him by his father and his own limited capabilities, and as
socially isolated,
given that he was homeschooled and had minimal interactions
with others
outside his family. Because peers are crucial to adolescents'
overall social
and emotional development, David's feelings of isolation and
loneliness
were pronounced.
During initial parent consultations, the counselor provided the
choice
for David to participate in the conversation and encouraged him
to volun-
teer information if his father or mother stated any events that he
perceived
as untrue. For the first two consultations, David, his mother,
and his father
were present. In these meetings, the father presented as loud,
domineering,
and distracted by his phone only when David would speak.
12. During the con-
sultations, David's mother appeared to stay in the shadow of her
husband.
She spoke only when the counselor posted a question directly to
her.
At the end of the first two parent consultations, the counselor
encour-
aged the father to explore his own self-defeating beliefs,
concluding that he
might be more capable of accepting his son as he is and more
open to al-
lowing his son more freedom to use the Internet in an
appropriate way. The
counselor feared that the father's ban on Internet use impaired
David's ability
to socially connect with others, particularly because of his
already-isolated
168 Zachary D. Bloom and Dalena Dillman Taylor
environment. The counselor noted this hypothesis and decided
to evaluate
its validity when collecting evidence concerning David's, his
mother's, and
his father's lifestyles during the next phase of counseling.
Phase 2: Investigating the Lifestyle
According to Dinkmeyer and Sperry (2000), counselors exhibit
the tru-
est form of empathy when they fully understand the client's
lifestyle. This
allows the counselor to help clients modify their beliefs and
13. adopt a more
socially interested outlook on life. In this case, the counselor
chose to con-
duct a genogram with the family to gain both a visual and
verbal perspective
on David's lifestyle and his parents' lifestyles. A brief synopsis
for each
member is presented in the following sections.
Father. Based on early life experiences, Mr. Smith found
significance in
controlling himself, others, and situations in order to feel safe
in the world.
Later in life, he stated that he found God and became a born-
again Christian,
which he reported as shifting his view on life. Yet it became
apparent that his
need to control is still present in his life, as evidenced by
statements made
in the intake session of verbal and emotional abuse toward his
wife. His life-
style convictions indicated the following: "I must be in charge
to feel safe,"
"I must protect my son from making my mistakes," "It's
hopeless for me to
change, but I can control my son's actions."
Mother. Mrs. Smith presented as stuck in life. She expressed a
desire
to divorce her husband because of his emotional abuse;
however, she ap-
peared dependent on him financially and emotionally, and so
she expressed
feeling uncertain about leaving. Mrs. Smith found significance
and belong-
ing in her family and the world by pleasing others. She
14. identified her goals
in consultations as wanting what is best for David. Her lifestyle
convictions
indicated "I am worthless and deserve to be hurt," and "If I
please others,
they won't hurt me; therefore, I must always please everyone."
David. At age 13, David presented as striving toward
superiority. He
needs to have control over his situation, and this is clear from
power strug-
gles with his father. He exhibited symptoms of depression, as
evidenced by
sulking during family sessions and sharing feelings of isolation,
helpless-
ness, and hopelessness. David's Internet activity could be a
transgression
against his father, and he was shamed for his curiosity. His
lifestyle convic-
tions indicated "I am bad, others must punish me, the world is
unsafe," and
"M y needs are shameful, punishable, others correct me, tell me
what to
think and feel; therefore, I lack ability to control myself and my
actions, and
others must do it for me."
N ew Problems in Today's Technological Era 169
The lifestyle investigation revealed that each member
contributed to the
underlying issues, but David's parents refused to participate in
family inter-
ventions, and so David would be the only one returning for
15. treatment.
Phase 3: Gaining Insight
In Phase 3, the counselor balances a nondirective and a
directive role
with adolescents to create an atmosphere of sharing power and
to enable
the client to gain awareness of the purposefulness of his or her
responses to
specific life situations (Dinkmeyer et al., 1987; Kottman, 2003).
The focus in
this phase was on understanding the client's current beliefs and
goals that
formulate one's private logic (Dinkmeyer et al., 1987), on
sharing hypoth-
eses about the goals of the client's lifestyle, and on modeling
social interest
for the client. During Phase 3 with David, the counselor
followed the family
activity with processing and debriefing. In the family sessions,
the coun-
selor had realized the lack of power David had in his family, his
discomfort
in vocalizing his thoughts and feelings in his family, and the
overall sense
of insecurity he felt when around his parents. The counselor
focused on
establishing a sense of safety in the counseling relationship by
modeling a
trusting relationship. David began to voice that he wanted his
future family
to be different than his current one. He set goals of owning a
farm and hav-
ing his own family. Although David appeared motivated and
was striving
16. for superiority in most of his actions and behaviors, he was
unaware of how
these current goals fit into his current lifestyle.
In parent consultations, it was critical for Mr. Smith to gain
insight into
his views about self, others, and the world and the impact those
views were
having on his parenting and on David's view of self. Over the
course of parent
consultations, Mr. Smith began to make some progress in
allowing himself
to see the potential impact of his private logic on his own and
his family life.
Mrs. Smith was present during these sessions as well. She
appeared
encouraged that Mr. Smith was gaining awareness about his
actions and
seemed as hopeful about his possible changes. The counselor
also meta-
communicated that her lack of involvement in the family was a
clear
message to David that Mr. Smith held all the power; therefore,
Mrs. Smith
was not a secure person to confide in for David. She appeared
receptive to
these hypotheses and eager to implement her insights to
improve her ability
to connect with and support David.
Phase 4: Reeducation and Reorientation
In the reorientation phase, the counselor helps clients
implement so-
cially interested goals and behaviors (Dinkmeyer et al., 1987) in
17. order
to shift clients' private logic to a view of the world that
encompasses a
greater level of social interest. The counselor's role is as an
active teacher
170 Zachary D. Bloom and Dalena Dillman Taylor
and encourager (Kottman, 2003), which helps clients establish
realistic
goals, develop problem-solving and decision-making skills, and
find func-
tional alternatives.
During this phase, the counselor and David worked on
establishing real-
istic goals and problem solving situations so as to meet his
emotional needs.
The counselor and David identified goals and various ways to
socialize for
David (i.e., he was allowed access to the library). In addition,
incorporating
more peers into his life helped David with his feelings of
isolation.
The counselor also explored David's goals for his future family
and real-
istically discussed his ability to achieve those goals while also
encouraging
his ability to note the differences between what he wants and
does not want,
and then implementing his view of self, others, and the world to
create an
optimal life for himself. Additionally, the counselor offered
18. David psycho-
education about sex in individual sessions. The counselor
normalized David's
curiosity and worked with David to process some of the things
he saw in por-
nography while using appropriate, professional (or educational)
language.
Although most of this sex education and deconstruction of
pornography
occurred in individual sessions with David, a portion of it was
conducted in
the parent consultations with Mr. and Mrs. Smith—despite their
hesitance to
participate in therapy. By this time, having participated in
Phase 3, Mr. Smith
had already gained some awareness of the thoughts and
behaviors that af-
fected his family and, therefore, was open to discussing his
son's sexual
curiosity in parent consultations, especially once he had come
to view his
son's sexuality as a normal and healthy part of adolescent
development.
The counselor worked with Mr. Smith to set realistic goals for
his son, and
the counselor encouraged Mr. Smith to see the intention in his
son's use of
pornography before shaming him first. The counselor held two
family ses-
sions toward the end of treatment to achieve attainable goals for
both David
and his parents.
David and his parents worked to find common ground in
discussing
19. issues related to sexuality, and David gained valuable
information about
himself and his family that he could use to make more informed
deci-
sions regarding his behaviors as he thought about his future.
David's shift
in present thinking to considering long-term consequences
indicated that
he increased his overall cognitive development so that it came
to match
age-related developmental expectations. The counselor mediated
discus-
sions regarding healthy Internet use, limitations on computer
use, parental
involvement in sex education, and discussing appropriate social
activities
or hobbies (i.e., volunteering at church)— all the things that
David could
do to increase healthy peer relationships. Both David's self-
confidence and
his parents' ability to hear David and appropriately respond to
his wants
increased. David's overall increase in healthy peer relationships
and his in-
creased self-confidence gave a boost to his emotional maturity.
N ew Problems in Today's Technological Era 171
Conclusion
Use of the Internet enables billions of people to access
information, view
media, and connect with others in previously unfathomable
ways. As such,
20. the contemporary world is different from the world in which
Adler lived and
developed his theory and practice. However, the major tenets
that drove
Adlerian therapy in the past are still viable for today's
counseling clientele
(Carlson et al., 2006). During the transition from childhood to
adolescence,
it becomes especially important for individuals to strive toward
significance
and belonging. The Internet (and social media especially) offers
the tools
to foster those developmental needs in adolescents. However,
Internet use
has been linked to various interpersonal problems for some of
its users. If
Adler were alive today, he would have embraced technological
advances,
but he would have been most concerned about the widespread
availabil-
ity and ease of access to pornographic materials for adolescents
(see Adler,
1931). Adler believed that parents should create space for and
respond to
an adolescent's questions about sex rather than preemptively
shunning an
adolescent's sexual curiosity. Adler would have promoted and
encouraged
parents and other adults to have open conversations with their
adolescents
about sexuality. He would have also encouraged parents to
collaborate with
their adolescents in finding a balance of Internet use as one
means of striv-
ing for significance and belonging during this developmental
stage.
21. While establishing fair and appropriate boundaries around
adolescent
Internet use might be an intimidating subject for parents,
engaged parental
involvement with adolescents about their online activities can
foster trust and
communication in the family system, thus potentially
eliminating the condi-
tions that contribute to extreme parental stances on adolescent
Internet use
and the resultant negative emotional and behavioral
consequences. With
open dialogue and involved parenting, parents and guardians put
themselves
in an empowered position to assist their children's continuous
development
of social interest as they move from childhood into adolescence.
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…
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v
Contents
Fo r e w o r d xi
Ac k n o w l e d g m e n t s xiii
Au t h o r xv
I n t r o d u c t I o n xvii
c h A p t e r 1 th e “ r Av e l l” c o r p o r At I o n 1
Introduction 1
A New Approach 3
The Blueprint for Integration 5
Enlisting Support 6
Assessing Progress 7
Resistance in the Ranks 8
Line Management to the Rescue 8
IT Begins to Reflect 9
Defining an Identity for Information Technology 10
Implementing the Integration: A Move toward Trust and
Reflection 12
Key Lessons 14
Defining Reflection and Learning for an Organization 14
Working toward a Clear Goal 15
29. Commitment to Quality 15
Teaching Staff “Not to Know” 16
Transformation of Culture 16
Alignment with Administrative Departments 17
Conclusion 19
v i Contents
c h A p t e r 2 th e It d I l e m m A 21
Introduction 21
Recent Background 23
IT in the Organizational Context 24
IT and Organizational Structure 24
The Role of IT in Business Strategy 25
Ways of Evaluating IT 27
Executive Knowledge and Management of IT 28
IT: A View from the Top 29
Section 1: Chief Executive Perception of the Role of IT 32
Section 2: Management and Strategic Issues 34
Section 3: Measuring IT Performance and Activities 35
General Results 36
Defining the IT Dilemma 36
Recent Developments in Operational Excellence 38
c h A p t e r 3 te c h n o l o gy A s A vA r I A b l e A n d re s p
o n s I v e
o r g A n I z At I o n A l d y n A m I s m 41
Introduction 41
Technological Dynamism 41
Responsive Organizational Dynamism 42
30. Strategic Integration 43
Summary 48
Cultural Assimilation 48
IT Organization Communications with “ Others” 49
Movement of Traditional IT Staff 49
Summary 51
Technology Business Cycle 52
Feasibility 53
Measurement 53
Planning 54
Implementation 55
Evolution 57
Drivers and Supporters 58
Santander versus Citibank 60
Information Technology Roles and Responsibilities 60
Replacement or Outsource 61
c h A p t e r 4 o r g A n I z At I o n A l l e A r n I n g th e o r I e
s A n d
te c h n o l o gy 63
Introduction 63
Learning Organizations 72
Communities of Practice 75
Learning Preferences and Experiential Learning 83
Social Discourse and the Use of Language 89
Identity 91
Skills 92
v iiContents
31. Emotion 92
Linear Development in Learning Approaches 96
c h A p t e r 5 m A n A g I n g o r g A n I z At I o n A l l e A r n
I n g A n d
te c h n o l o gy 109
The Role of Line Management 109
Line Managers 111
First-Line Managers 111
Supervisor 111
Management Vectors 112
Knowledge Management 116
Ch ange Management 120
Change Management for IT Organizations 123
Social Networks and Information Technology 134
c h A p t e r 6 o r g A n I z At I o n A l tr A n s F o r m At I o n
A n d t h e
bA l A n c e d s c o r e c A r d 139
Introduction 139
Methods of Ongoing Evaluation 146
Balanced Scorecards and Discourse 156
Knowledge Creation, Culture, and Strategy 158
c h A p t e r 7 vI r t uA l te A m s A n d o u t s o u r c I n g 163
Introduction 163
Status of Virtual Teams 165
Management Considerations 166
Dealing with Multiple Locations 166
Externalization 169
Internalization 171
Combination 171
Socialization 172
32. Externalization Dynamism 172
Internalization Dynamism 173
Combination Dynamism 173
Socialization Dynamism 173
Dealing with Multiple Locations and Outsourcing 177
Revisiting Social Discourse 178
Identity 179
Skills 180
Emotion 181
c h A p t e r 8 sy n e r g I s t I c u n I o n o F It A n d
o r g A n I z At I o n A l l e A r n I n g 187
Introduction 187
Siemens AG 187
Aftermath 202
ICAP 203
v iii Contents
Five Years Later 224
HTC 225
IT History at HTC 226
Interactions of the CEO 227
The Process 228
Transformation from the Transition 229
Five Years Later 231
Summary 233
c h A p t e r 9 Fo r m I n g A c y b e r s e c u r I t y c u lt u r e
239
33. Introduction 239
History 239
Talking to the Board 241
Establishing a Security Culture 241
Understanding What It Means to be Compromised 242
Cyber Security Dynamism and Responsive Organizational
Dynamism 242
Cyber Strategic Integration 243
Cyber Cultural Assimilation 245
Summary 246
Organizational Learning and Application Development 246
Cyber Security Risk 247
Risk Responsibility 248
Driver /Supporter Implications 250
c h A p t e r 10 d I g I tA l tr A n s F o r m At I o n A n d c h A
n g e s I n
c o n s u m e r b e h Av I o r 251
Introduction 251
Requirements without Users and without Input 254
Concepts of the S-Curve and Digital Transformation
Analysis and Design 258
Organizational Learning and the S-Curve 260
Communities of Practice 261
The IT Leader in the Digital Transformation Era 262
How Technology Disrupts Firms and Industries 264
Dynamism and Digital Disruption 264
Critical Components of “ Digital” Organization 265
Assimilating Digital Technology Operationally and Culturally
267
Conclusion 268
c h A p t e r 11 I n t e g r At I n g g e n e r At I o n y e m p l oy
e e s t o
Ac c e l e r At e c o m p e t I t I v e A dvA n tA g e 269
34. Introduction 269
The Employment Challenge in the Digital Era 270
Gen Y Population Attributes 272
Advantages of Employing Millennials to Support Digital
Transformation 272
Integration of Gen Y with Baby Boomers and Gen X 273
i xContents
Designing the Digital Enterprise 274
Assimilating Gen Y Talent from Underserved and Socially
Excluded Populations 276
Langer Workforce Maturity Arc 277
Theoretical Constructs of the LWMA 278
The LWMA and Action Research 281
Implications for New Pathways for Digital Talent 282
Demographic Shifts in Talent Resources 282
Economic Sustainability 283
Integration and Trust 283
Global Implications for Sources of Talent 284
Conclusion 284
c h A p t e r 12 to wA r d b e s t p r A c t I c e s 287
Introduction 287
Chief IT Executive 288
Definitions of Maturity Stages and Dimension Variables in
the Chief IT Executive Best Practices Arc 297
Maturity Stages 297
Performance Dimensions 298
35. Chief Executive Officer 299
CIO Direct Reporting to the CEO 305
Outsourcing 306
Centralization versus Decentralization of IT 306
CIO Needs Advanced Degrees 307
Need for Standards 307
Risk Management 307
The CEO Best Practices Technology Arc 313
Definitions of Maturity Stages and Dimension Variables in
the CEO Technology Best Practices Arc 314
Maturity Stages 314
Performance Dimensions 315
Middle Management 316
The Middle Management Best Practices Technology Arc 323
Definitions of Maturity Stages and Dimension Variables in
the Middle Manager Best Practices Arc 325
Maturity Stages 325
Performance Dimensions 326
Summary 327
Ethics and Maturity 333
c h A p t e r 13 c o n c l u s I o n s 339
Introduction 339
g l o s s A ry 357
re F e r e n c e s 363
I n d e x 373
36. http://taylorandfrancis.com
x i
Foreword
Digital technologies are transforming the global economy.
Increasingly,
firms and other organizations are assessing their opportunities,
develop-
ing and delivering products and services, and interacting with
custom-
ers and other stakeholders digitally. Established companies
recognize
that digital technologies can help them operate their businesses
with
greater speed and lower costs and, in many cases, offer their
custom-
ers opportunities to co-design and co-produce products and
services.
Many start-up companies use digital technologies to develop
new prod-
ucts and business models that disrupt the present way of doing
busi-
ness, taking customers away from firms that cannot change and
adapt.
In recent years, digital technology and new business models
have dis-
rupted one industry after another, and these developments are
rapidly
transforming how people communicate, learn, and work.
Against this backdrop, the third edition of Arthur Langer’ s
Information Technology and Organizational Learning is most
welcome.
37. For decades, Langer has been studying how firms adapt to new
or
changing conditions by increasing their ability to incorporate
and use
advanced information technologies. Most organizations do not
adopt
new technology easily or readily. Organizational inertia and
embed-
ded legacy systems are powerful forces working against the
adoption
of new technology, even when the advantages of improved
technology
are recognized. Investing in new technology is costly, and it
requires
x ii Foreword
aligning technology with business strategies and transforming
cor-
porate cultures so that organization members use the technology
to
become more productive.
Information Technology and Organizational Learning addresses
these
important issues— and much more. There are four features of
the new
edition that I would like to draw attention to that, I believe,
make
this a valuable book. First, Langer adopts a behavioral
perspective
rather than a technical perspective. Instead of simply offering
norma-
tive advice about technology adoption, he shows how sound
38. learn-
ing theory and principles can be used to incorporate technology
into
the organization. His discussion ranges across the dynamic
learning
organization, knowledge management, change management,
com-
munities of practice, and virtual teams. Second, he shows how
an
organization can move beyond technology alignment to true
technol-
ogy integration. Part of this process involves redefining the
traditional
support role of the IT department to a leadership role in which
IT
helps to drive business strategy through a technology-based
learn-
ing organization. Third, the book contains case studies that
make the
material come alive. The book begins with a comprehensive
real-life
case that sets the stage for the issues to be resolved, and smaller
case
illustrations are sprinkled throughout the chapters, to make
concepts
and techniques easily understandable. Lastly, Langer has a
wealth of
experience that he brings to his book. He spent more than 25
years
as an IT consultant and is the founder of the Center for
Technology
Management at Columbia University, where he directs
certificate and
executive programs on various aspects of technology innovation
and
management. He has organized a vast professional network of
39. tech-
nology executives whose companies serve as learning
laboratories for
his students and research. When you read the book, the
knowledge
and insight gained from these experiences is readily apparent.
If you are an IT professional, Information Technology and
Organi-
zational Learning should be required reading. However, anyone
who
is part of a firm or agency that wants to capitalize on the
opportunities
provided by digital technology will benefit from reading the
book.
Charles C. Snow
Professor Emeritus, Penn State University
Co-Editor, Journal of Organization Design
x iii
Acknowledgments
Many colleagues and clients have provided significant support
during
the development of the third edition of Information Technology
and
Organizational Learning.
I owe much to my colleagues at Teachers College, namely,
Professor
Victoria Marsick and Lyle Yorks, who guided me on many of
40. the the-
ories on organizational learning, and Professor Lee Knefelkamp,
for
her ongoing mentorship on adult learning and developmental
theo-
ries. Professor David Thomas from the Harvard Business School
also
provided valuable direction on the complex issues surrounding
diver-
sity, and its importance in workforce development.
I appreciate the corporate executives who agreed to participate
in the studies that allowed me to apply learning theories to
actual
organizational practices. Stephen McDermott from ICAP
provided
invaluable input on how chief executive officers (CEOs) can
success-
fully learn to manage emerging technologies. Dana Deasy, now
global
chief information officer (CIO) of JP Morgan Chase,
contributed
enormous information on how corporate CIOs can integrate
tech-
nology into business strategy. Lynn O’ Connor Vos, CEO of
Grey
Healthcare, also showed me how technology can produce direct
mon-
etary returns, especially when the CEO is actively involved.
And, of course, thank you to my wonderful students at
Columbia
University. They continue to be at the core of my inspiration
and love
for writing, teaching, and scholarly research.
41. http://taylorandfrancis.com
x v
Author
Arthur M. Langer, EdD, is professor of professional practice
of management and the director of the Center for Technology
Management at Columbia University. He is the academic direc-
tor of the Executive Masters of Science program in Technology
Management, vice chair of faculty and executive advisor to the
dean
at the School of Professional Studies and is on the faculty of the
Department of Organization and Leadership at the Graduate
School
of Education (Teachers College). He has also served as a
member of
the Columbia University Faculty Senate. Dr. Langer is the
author
of Guide to Software Development: Designing & Managing the
Life
Cycle. 2nd Edition (2016), Strategic IT: Best Practices for
Managers
and Executives (2013 with Lyle Yorks), Information
Technology and
Organizational Learning (2011), Analysis and Design of
Information
Systems (2007), Applied Ecommerce (2002), and The Art of
Analysis
(1997), and has numerous published articles and papers, relating
to digital transformation, service learning for underserved
popula-
tions, IT organizational integration, mentoring, and staff
42. develop-
ment. Dr. Langer consults with corporations and universities on
information technology, cyber security, staff development, man-
agement transformation, and curriculum development around the
Globe. Dr. Langer is also the chairman and founder of
Workforce
Opportunity Services (www.wforce.org), a non-profit social
venture
x v i Author
that provides scholarships and careers to underserved
populations
around the world.
Dr. Langer earned a BA in computer science, an MBA in
accounting/finance, and a Doctorate of Education from
Columbia
University.
x v ii
Introduction
Background
Information technology (IT) has become a more significant part
of
workplace operations, and as a result, information systems
person-
nel are key to the success of corporate enterprises, especially
with
43. the recent effects of the digital revolution on every aspect of
business
and social life (Bradley & Nolan, 1998; Langer, 1997, 2011;
Lipman-
Blumen, 1996). This digital revolution is defined as a form of “
dis-
ruption.” Indeed, the big question facing many enterprises
today is,
How can executives anticipate the unexpected threats brought
on by
technological advances that could devastate their business? This
book
focuses on the vital role that information and digital technology
orga-
nizations need to play in the course of organizational
development
and learning, and on the growing need to integrate technology
fully
into the processes of workplace organizational learning.
Technology
personnel have long been criticized for their inability to
function as
part of the business, and they are often seen as a group outside
the
corporate norm (Schein, 1992). This is a problem of cultural
assimila-
tion, and it represents one of the two major fronts that
organizations
now face in their efforts to gain a grip on the new, growing
power of
technology, and to be competitive in a global world. The other
major
x v iii IntroduCtIon
44. front concerns the strategic integration of new digital
technologies
into business line management.
Because technology continues to change at such a rapid pace,
the
ability of organizations to operate within a new paradigm of
dynamic
change emphasizes the need to employ action learning as a way
to
build competitive learning organizations in the twenty-first
century.
Information Technology and Organizational Learning integrates
some
of the fundamental issues bearing on IT today with concepts
from
organizational learning theory, providing comprehensive
guidance,
based on real-life business experiences and concrete research.
This book also focuses on another aspect of what IT can mean
to
an organization. IT represents a broadening dimension of
business life
that affects everything we do inside an organization. This new
reality is
shaped by the increasing and irreversible dissemination of
technology.
To maximize the usefulness of its encroaching presence in
everyday
business affairs, organizations will require an optimal
understanding
of how to integrate technology into everything they do. To this
end,
this book seeks to break new ground on how to approach and
45. concep-
tualize this salient issue— that is, that the optimization of
information
and digital technologies is best pursued with a synchronous
imple-
mentation of organizational learning concepts. Furthermore,
these
concepts cannot be implemented without utilizing theories of
strategic
learning. Therefore, this book takes the position that technology
liter-
acy requires individual and group strategic learning if it is to
transform
a business into a technology-based learning organization.
Technology-
based organizations are defined as those that have implemented
a means
of successfully integrating technology into their process of
organiza-
tional learning. Such organizations recognize and experience
the real-
ity of technology as part of their everyday business function. It
is what
many organizations are calling “ being digital.”
This book will also examine some of the many existing organi-
zational learning theories, and the historical problems that have
occurred with companies that have used them, or that have
failed
to use them. Thus, the introduction of technology into
organizations
actually provides an opportunity to reassess and reapply many
of the
past concepts, theories, and practices that have been used to
support
the importance of organizational learning. It is important,
46. however,
not to confuse this message with a reason for promoting
organizational
x i xIntroduCtIon
learning, but rather, to understand the seamless nature of the
relation-
ship between IT and organizational learning. Each needs the
other to
succeed. Indeed, technology has only served to expose problems
that
have existed in organizations for decades, e.g., the inability to
drive
down responsibilities to the operational levels of the
organization, and
to be more agile with their consumers.
This book is designed to help businesses and individual manag-
ers understand and cope with the many issues involved in
developing
organizational learning programs, and in integrating an
important
component: their IT and digital organizations. It aims to provide
a
combination of research case studies, together with existing
theories
on organizational learning in the workplace. The goal is also to
pro-
vide researchers and corporate practitioners with a book that
allows
them to incorporate a growing IT infrastructure with their exist-
ing workforce culture. Professional organizations need to
integrate
47. IT into their organizational processes to compete effectively in
the
technology-driven business climate of today. This book
responds to
the complex and various dilemmas faced by many human
resource
managers and corporate executives regarding how to actually
deal
with many marginalized technology personnel who somehow
always
operate outside the normal flow of the core business.
While the history of IT, as a marginalized organization, is rela-
tively short, in comparison to that of other professions, the
problems
of IT have been consistent since its insertion into business
organiza-
tions in the early 1960s. Indeed, while technology has changed,
the
position and valuation of IT have continued to challenge how
execu-
tives manage it, account for it, and, most important, ultimately
value
its contributions to the organization. Technology personnel
continue
to be criticized for their inability to function as part of the
business,
and they are often seen as outside the business norm. IT
employees
are frequently stereotyped as “ techies,” and are segregated in
such a
way that they become isolated from the organization. This book
pro-
vides a method for integrating IT, and redefining its role in
organiza-
tions, especially as a partner in formulating and implementing
48. key
business strategies that are crucial for the survival of many
companies
in the new digital age. Rather than provide a long and extensive
list of
common issues, I have decided it best to uncover the challenges
of IT
integration and performance through the case study approach.
x x IntroduCtIon
IT continues to be one of the most important yet least
understood
departments in an organization. It has also become one of the
most
significant components for competing in the global markets of
today.
IT is now an integral part of the way companies become
successful,
and is now being referred to as the digital arm of the business.
This
is true across all industries. The role of IT has grown
enormously in
companies throughout the world, and it has a mission to provide
stra-
tegic solutions that can make companies more competitive.
Indeed,
the success of IT, and its ability to operate as part of the
learning
organization, can mean the difference between the success and
failure
of entire companies. However, IT must be careful that it is not
seen as
just a factory of support personnel, and does not lose its
49. justification
as driving competitive advantage. We see in many organizations
that
other digital-based departments are being created, due to
frustration
with the traditional IT culture, or because they simply do not
see IT
as meeting the current needs for operating in a digital economy.
This book provides answers to other important questions that
have
challenged many organizations for decades. First, how can
manag-
ers master emerging digital technologies, sustain a relationship
with
organizational learning, and link it to strategy and performance?
Second, what is the process by which to determine the value of
using
technology, and how does it relate to traditional ways of
calculating
return on investment, and establishing risk models? Third, what
are
the cyber security implications of technology-based products
and
services? Fourth, what are the roles and responsibilities of the
IT
executive, and the department in general? To answer these
questions,
managers need to focus on the following objectives:
• Address the operational weaknesses in organizations, in
terms of how to deal with new technologies, and how to bet-
ter realize business benefits.
• Provide a mechanism that both enables organizations to deal
with accelerated change caused by technological innovations,
50. and integrates them into a new cycle of processing, and han-
dling of change.
• Provide a strategic learning framework, by which every new
technology variable adds to organizational knowledge and
can develop a risk and security culture.
x x iIntroduCtIon
• Establish an integrated approach that ties technology account-
ability to other measurable outcomes, using organizational
learning techniques and theories.
To realize these objectives, organizations must be able to
• create dynamic internal processes that can deal, on a daily
basis, with understanding the potential fit of new technologies
and their overall value within the structure of the business;
• provide the discourse to bridge the gaps between IT- and non-
IT-related investments, and uses, into one integrated system;
• monitor investments and determine modifications to the life
cycle;
• implement various organizational learning practices, includ-
ing learning organization, knowledge management, change
management, and communities of practice, all of which help
foster strategic thinking, and learning, and can be linked to
performance (Gephardt & Marsick, 2003).
The strengths of this book are that it integrates theory and
practice
and provides answers to the four common questions mentioned.
51. Many
of the answers provided in these pages are founded on theory
and
research and are supported by practical experience. Thus,
evidence of
the performance of the theories is presented via case studies,
which
are designed to assist the readers in determining how such
theories
and proven practices can be applied to their specific
organization.
A common theme in this book involves three important terms:
dynamic , unpredictable , and acceleration . Dynamic is a term
that rep-
resents spontaneous and vibrant things— a motive force.
Technology
behaves with such a force and requires organizations to deal
with its
capabilities. Glasmeier (1997) postulates that technology
evolution,
innovation, and change are dynamic processes. The force then is
tech-
nology, and it carries many motives, as we shall see throughout
this
book. Unpredictable suggests that we cannot plan what will
happen
or will be needed. Many organizational individuals, including
execu-
tives, have attempted to predict when, how, or why technology
will
affect their organization. Throughout our recent history,
especially
during the “ digital disruption” era, we have found that it is
difficult,
if not impossible, to predict how technology will ultimately
52. benefit or
x x ii IntroduCtIon
hurt organizational growth and competitive advantage. I believe
that
technology is volatile and erratic at times. Indeed, harnessing
tech-
nology is not at all an exact science; certainly not in the ways in
which
it can and should be used in today’ s modern organization.
Finally, I
use the term acceleration to convey the way technology is
speeding up
our lives. Not only have emerging technologies created this
unpre-
dictable environment of change, but they also continue to
change it
rapidly— even from the demise of the dot-com era decades ago.
Thus,
what becomes important is the need to respond quickly to
technology.
The inability to be responsive to change brought about by
technologi-
cal innovations can result in significant competitive
disadvantages for
organizations.
This new edition shows why this is a fact especially when
examining
the shrinking S-Curve. So, we look at these three words—
dynamic,
unpredictable, and acceleration— as a way to define how
technology
53. affects organizations; that is, technology is an accelerating
motive
force that occurs irregularly. These words name the challenges
that
organizations need to address if they are to manage
technological
innovations and integrate them with business strategy and
competi-
tive advantage. It only makes sense that the challenge of
integrating
technology into business requires us first to understand its
potential
impact, determine how it occurs, and see what is likely to
follow.
There are no quick remedies to dealing with emerging
technologies,
just common practices and sustained processes that must be
adopted
for organizations to survive in the future.
I had four goals in mind in writing this book. First, I am inter-
ested in writing about the challenges of using digital
technologies
strategically. What particularly concerns me is the lack of
literature
that truly addresses this issue. What is also troublesome is the
lack
of reliable techniques …
Journal of Adolescent Health 56 (2015) 3e6
www.jahonline.org
Review article
Health for the World’s Adolescents: A Second Chance in the
54. Second Decade
Bruce Dick, M.B. a,*, and B. Jane Ferguson, M.Sc. b
a Johns Hopkins Bloomberg School of Public Health, Baltimore,
Maryland
b World Health Organization, Geneva, Switzerland
Keywords: Adolescent health; Mortality; Disability-adjusted
life years; Health-related behaviors; Determinants; Policies;
Universal
health coverage; Indicators; Intersectoral collaboration;
Program guidance
A B S T R A C T
TheWorldHealthOrganizationhasproducedamultimedia,interactiv
eonlinereportentitledHealthfortheWorld’s
Adolescents: A Second Chance in the Second Decade. The
report provides an overview of global and regional esti-
mates of adolescent mortalityand disability-adjusted
lifeyears,disaggregated byage, sex, and cause, and country-
level dataon health-related behaviors and conditions among
adolescents. Itoutlines the reasons whyadolescence
is a unique period in the life course requiring special attention
and synthesizes current thinking about the
determinants that underlie the differences inhealth
statusbetween adolescents. Forthe firsttime, thisnew report
pulls together recommendations and guidance from across the
World Health Organization relating to
interventions directed to a range of priority health problems,
including use of alcohol and other psychoactive
substances, AIDS, injuries, mental health, nutrition, sexual and
reproductive health, tobacco use, and violence,
focusing on four core functions of the health sector: supportive
policies, service provision, strategic information,
and working with other sectors. The report concludes with 10
key actions that would strengthen national
responses to adolescent health, and outlines the approaches that
55. are needed to overcome the obstacles to
accelerating evidence-informed actions to improve the health of
adolescents worldwidedwith all the benefits
that this will have for public health in the present and across the
life course, for this generation and the next.
� 2015 Published by Elsevier Inc. on behalf of Society for
Adolescent Health and Medicine.
* Address correspondence to: Bruce Dick, M.B., Chemin des
Noyers 5bis, 1295
Tannay, Switzerland.
E-mail address: [email protected] (B. Dick).
1054-139X/� 2015 Published by Elsevier Inc. on behalf of
Society for Adolescent Health and Medicine.
http://dx.doi.org/10.1016/j.jadohealth.2014.10.260
Much has been written over the past 25 years about the need to
direct more attention and resources tothehealthand development
of adolescents. During this time, we have seen progress on
many
fronts: a better understanding of the health status of
adolescents;
growing clarity about the determinants underlying death,
disease,
and health-related behaviors during adolescence; a stronger
evidence base for interventions; and increased commitment and
action from national governments and nongovernmental organi-
zations. This journal exemplifies the growing body of research
focusing on adolescent health, although evidence from the low-
and middle-income countries where the vast most of the world’s
adolescents live is still relatively limited.
A number of recent publications have advocated on behalf of
adolescents from a range of perspectives, including public
health,
human rights, and socioeconomic development [1e10].
56. However,
although highlighting the progress that has been made, these re-
ports also stress that much more needs to be done if we are to
take
advantage of this period of the life course to improve the
present
and the future for individuals, families,communities, and
countries.
The World Health Organization’s Health for the World’s
Adolescents:a second chance in the seconddecade (H4WA)
willboth
contribute to the groundswell of attention being directed toward
adolescents and support accelerated action, including follow-up
to the 2011 World Health Assembly Resolution on Youth and
Health Risks.
H4WA is a multimedia, interactive online, fully referenced
report that can be found at http://www.who.int/adolescent/
second-decade. Readers can download and print a summary
Delta:1_given name
Delta:1_surname
http://www.who.int/adolescent/second-decade
http://www.who.int/adolescent/second-decade
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1016/j.jadohealth.2
014.10.260&domain=pdf
http://www.jahonline.org
http://dx.doi.org/10.1016/j.jadohealth.2014.10.260
B. Dick and B.J. Ferguson / Journal of Adolescent Health 56
(2015) 3e64
that is available in all official UN languages, but the report
itself is
57. only Web based, which allows the inclusion of videos,
interactive
graphics, and direct links to documents that are mentioned in
the
report.
H4WA focuses primarily on the health of adolescents
(10e19 years) and the role of the health sector in improving and
maintaining adolescent health. It is directed at senior-level and
mid-level staff in ministries of health, and partners in the health
sector who are providing technical, financial, and implementa-
tion support for interventions that contribute to adolescent
health and development. However, it should also appeal to many
other audiences: advocates, service providers, educators, and
even young people themselves.
H4WA has received input from across the World Health
Organization (WHO) and from experts in the field of adolescent
health. In addition, WHO organized two online consultations,
one with primary care providers and the other with adolescents.
The consultation with primary care providers covered a range
of issues relating to the provision of health services to adoles-
cents. It was conducted via an open-access online survey in
English, and 735 primary care providers from 81 countries
participated, most from high- and middle-income countries.
The adolescent consultation was open to all adolescents aged
between 12 and 19 years and was conducted via an open-access
online survey that was available in Arabic, Chinese, English,
French, Russian, and Spanish. A total of 1,143 adolescents from
104 countries participated in the consultation, most from low-
and middle-income countries.
WHO additionally organized a global photo competition for
adolescents aged 14e19 years. All the photos included in H4WA
58. were taken by the 10 winners of the competition.
A Picture of Adolescent Health
H4WA provides new estimates of mortality and disability-
adjusted life years (DALYs) lost during adolescence, based on
the 2012 WHO global health estimates. Data from the 2000 es-
timates are provided for comparison. The estimates are
available
by cause, sex, age (10e14, 15e19, and 10e19 years), and WHO
regions. There are also country-level data on health-related
behaviorsdincluding trendsdfrom the health behavior in
school-age children surveys and the global school-based student
health surveys.
The leading causes of death among adolescents globally in
2012 were road injury, AIDS, suicide, lower respiratory
infections, and interpersonal violence. The most important dif-
ference from the 2000 mortality data is that human immuno-
deficiency virus (HIV) is now estimated to be the number 2
cause
of mortality among adolescents; in 2000, HIV was not among
the
top 10 causes of death.
The increase in adolescent HIV mortality is likely the result of
more children living to adolescence through improved pediatric
HIV treatment and care. It may also reflect the limitations in
our current knowledge and estimation of survival times for
HIV-positive children. At the same time, there is good evidence
on the poor quality of, and retention in, services for adolescents
living with HIV, indicating the need for improved service de-
livery for this group.
Between 2000 and 2012, there were significant declines in
mortality among adolescents because of maternal causes and
59. measles, which demonstrates what is possible with concerted
efforts.
Regional mortality highlights include
(1) One of every three deaths among adolescent males in the
low- and middle-income countries in the Americas Region is
due to interpersonal violence.
(2) One of every five deaths among adolescents in high-income
countries is due to road traffic injuries.
(3) One of every five deaths among adolescent males in the low-
and middle-income countries of the Eastern Mediterranean
region is due to war and conflict.
(4) One of every six deaths among adolescent females in the
south-east Asia region is due to suicide.
(5) One of every six deaths among adolescents in the African
region is due to HIV.
DALYs declined between 2000 and 2012 for all adolescents
except 15- to 19-year-old males in the Eastern Mediterranean
region and the Americas Region. DALYs for all adolescents
declined
most in the south-east Asia region (21%) and the Western
Pacific
and European regions (16% and 17%, respectively). The
smallest
declines took place in the Eastern Mediterranean region (4%).
The major causes of DALYs changed little between 2000 and
2012. In 2012, depression, road injuries, iron-deficiency
anemia,
HIV, and intentional self-harm were the top five global causes
of
60. DALYs for adolescents. The one notable change from 2000 was
the high ranking of HIV.
The DALYs highlight not only the epidemiologic transition
that takes place during adolescence but also a number of gender
differences (e.g., more interpersonal violence and war-related
deaths among male adolescents and maternal problems
affecting females).
In terms of health-related behaviors, the report shows that
fewer than one in four adolescents meets recommended guide-
lines for physical activity; in some countries, as many as one in
every three is obese. And in most countries in every region, at
least half of younger adolescent boys report serious injuries in
the preceding year.
Fortunately, there is also some positive news concerning
adolescent behavior. In most countries, half or more of 15-year-
olds who are sexually active report using condoms the last time
that they had sex, and cigarette smoking is decreasing among
younger adolescents in many high-income countries.
In addition to these data, the report has a section outlining the
availability and important gaps in strategic information, particu-
larly program input and output data A clear message from the
report is that the data available to inform policy-making and
pro-
gramdesignandmonitoringare farlessadequatethanthedatathat
are available for other age groups. This requires urgent
attention.
Support for Action in Countries
For the first time, H4WA collates all WHO recommendations
and guidance from across the organization relating to adolescent
health, including use of alcohol and other psychoactive sub-
61. stances, HIV, injuries, mental health, nutrition, sexual and
reproductive health, tobacco use, and violence.
Health services
A number of specific analyses were carried out for H4WA to
place the provision of health services for adolescents within the
context of universal health coverage. In terms of needed health
B. Dick and B.J. Ferguson / Journal of Adolescent Health 56
(2015) 3e6 5
services, the report compiles all the health services and
interventions addressed in WHO Guidelines, including HIV,
immunization, the integrated management of common condi-
tions, mental health, nutrition, physical activity, sexual and
reproductive health and maternal health, substance use, tobacco
control, violence, and injuries. Concerning sufficient quality, a
new synthesis of standards for the provision of health services
to
adolescents has identified eight standards on the basis of the
national standards from 25 countries, existing WHO guidance,
and a literature review. Finally, in response to the need to
ensure
that services do not expose the user to financial hardship,
obstacles
and solutions of particular importance to adolescents were
identified to maximize the range of services and the number of
adolescents covered by effective prepaid pooling arrangements,
and to reduce out-of-pocket payments at the point of use.
Strategic information
H4WA includes 32 proposed core adolescent health indicators,
on the basis of the WHO/International Health Partnership
62. measurement framework, for use in countries. Thirteen of the
indicators measure impact, eleven measure outcome/coverage,
five measure inputs/outputs, and three measure determinants.
Seventeen of the 32 indicators have already been reviewed in
terms of their quality and availability, an additional eight are
included in existing nationally representative multicountry
surveys, and five others are collected in WHO-supported
surveys.
Supportive policies
H4WA includes a new analysis of 109 national health policy
documents. Eighty-four percent of the policies included some
attention to adolescents, with three-quarters of them focusing
on sexual and reproductive health, including HIV/AIDS;
approxi-
mately one-third address tobacco and alcohol use among
adolescents and one-quarter address mental health. Specific
consideration of other important issues, such as injuries,
nutrition
or physical activity among adolescents, is infrequent in national
policies. Fifty-two of the countries specify goals related to
adoles-
cents, but only 32 of the countries spell out measureable targets
in
their policy documents, and these mostly address changing the
prevalence of a specific health condition or increasing coverage
or
access to health services for adolescents. H4WA also includes a
specific review of mental health policies from 30 countries.
Strengthening other sectors
Responding to the major causes of mortality and lost DALYs
during the adolescent years will require engaging a range of
sectors beyond just the health sector. Section 9 of the report
63. focuses on interventions with parents, the creation of safe and
supportive communities, education and the school environment,
social protection, and preparing for and obtaining decent work.
It
highlights success stories and lessons learned about overcoming
the challenges to convergence between sectors.
Ten Key Actions to Strengthen National Responses
H4WA proposes the following:
(1) Understand that adolescent health is essential for public
health.
(2) Strengthen advocacy for adolescent health.
(3) Incorporate a focus on adolescents into all health policies,
strategies, and programs.
(4) Use the response to adolescent health as an indicator of
equity.
(5) Involve adolescents and maintain a positive perspective
toward them.
(6) Support interventions that go beyond the individual
adolescent.
(7) Improve the collection, analysis, and use of data.
(8) Focus on universal health coverage for the second decade.
(9) Work with other sectors to improve the health of
adolescents.
(10) Define and fund research priorities.
Although many of these recommendations would be appli-
cable to all population groups, they are of particular importance
to the second decade because this period of the life course has
64. been so neglected.
There are many reasons why adolescent health has been
neglected in comparison with other age groups:
(1) Data are not disaggregated by age; what we fail to measure
we fail to act on.
(2) Consensus around global indicators to monitor adolescent
health is lacking.
(3) Interventions are often more complex than those for child
health.
(4) Action is required from a range of sectors.
(5) Many of the issues are culturally and politically sensitive.
(6) Research is limited, particularly in low- and middle-income
countries.
H4WA highlights a number of ways in which these obstacles
can be overcome.
(1) Move beyond the myths. There are still many myths about
adolescents that obstruct accelerated action: that they are
healthy and therefore do not need much attention; that
the only real problems that they face are related to sexual
and reproductive health; and that the evidence base is
weak and we do not really know what to do. None of these
are true.
(2) Define priorities beyond mortality. Deaths in adolescence
are
important, and no adolescent should die from a cause that is
preventable or treatable. But for public health more gener-
ally, more attention needs to go toward preventing the
65. health-compromising behaviors and conditions that arise
during adolescence and have a long-term impact on health
across the life course.
(3) Focusbeyondtheindividual.Althoughprovidinghealthservices
and improving adolescents’ own knowledge and skills are
important, these alone will not be enough to improve adoles-
cent health. Structural, environmental, and social changes will
also be essential, including more support for parents and
schools, and policies that protect and promote adolescents’
health.
(4) Act beyond single-problem thinking. Many of the behaviors
and conditions that undermine the health of adolescents
have common determinants and are linked. We must focus
on interventions that more effectively address the common
determinants of multiple risk behaviors.
B. Dick and B.J. Ferguson / Journal of Adolescent Health 56
(2015) 3e66
(5) Develop programs that are beyond “business as usual.”
As countries move toward universal health coverage,
ensuring that adolescents receive adequate consideration is
essential. There are many untapped resources to improve
and maintain the health of adolescents, including adoles-
cents themselves and interactive media and technologies.
(6) Be challenged beyond aspirations. A human rightsebased
approach stresses the obligations of governments. Setting
clear goals and targets and monitoring progress give focus to
these obligations. Consensus is needed on a set of measur-
able and achievable goals and targets, which countries can
select and adapt as necessary.
66. In the second decade of the millennium, we have many op-
portunities to improve health in the second decade of life.
H4WA
aims to support countries, and partners accelerate action and
increase accountability for adolescent health. It was launched at
the 2014 World Health Assembly, and there have been proposals
for adolescent health to be taken up in subsequent sessions of
WHO’s Governing Bodies.
References
[1] Lloyd CB. Growing up global: The changing transitions to
adulthood in
developing countries. Washington, D.C: The National
Academies Press; 2005.
[2] Jimenez EY, Fares J, Gauri V, et al. World development
report 2007:
Development and the next generation. Washington, D.C: The
World Bank;
2006.
[3] The state of the world’s children 2011. Adolescence: An age
of opportunity.
New York: United Nations Children’s Fund; 2011.
[4] Progress for children: A report card on adolescents, number
10. New York:
United Nations Children’s Fund; 2012.
[5] Moving young. New York: United Nations Population Fund;
2006.
[6] Generation of change: Young people and culture. New York:
United
Nations Population Fund; 2008.
[7] The Lancet series on adolescent health, 2012. London: The
67. Lancet, 2012.
Available at: http://www.thelancet.com/series/adolescent-
health-2012.
Accessed February 13, 2014.
[8] The Lancet series on adolescent health, 2007. London: The
Lancet, 2007.
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health. Accessed
February 13, 2014.
[9] Emerging issues in adolescent health. J Adolesc Health
2013;52-
(Supplement 2):S1e45. Available at:
http://www.jahonline.org/issues?
issue_key¼S1054-139X%2812%29X0007-7. Accessed February
6, 2014.
[10] Supplement on multiple risk behaviour in adolescence. J
Public Health
2012;34:i1e56.
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69. adolescent (10–19 years of age) population
o f t h e w o r l d r e s i d e s i n d e v e l o p i n g
countries.[5,6] Developing countries in recent
decades are going through a rapid change
due to – urbanization, migration, education,
and mixing of cultures, which are having
a definite impact on the attitude toward
sexuality in adolescents.
In developing countries like India, the
adolescents are also subjected to early
marriage, which results in teenage pregnancy
and adolescent fatherhood. In most cases,
females in comparison to males are subjected
to early marriage. Early exposure to sexual
relationship also increases the risk of
sexually transmitted diseases. As the culture
I N T R O D U C T I O N
Growth and development are continuous
processes, which bring a change in an
individual, every moment. Development
of sexuality starts as early as in intrauterine
life following conception and continues
through infancy, childhood, adolescence,
adulthood till death.[1] During infancy,
there is no awareness of gender. The child
acknowledges its gender in early childhood
as early as by 3 years. Self-awareness about
sexuality (gender role, gender identity)
evolves during the childhood.[2] Biological
research evidences are suggestive of the
definite role of androgens in deciding the
gender sensitive roles and gender-specific
behaviors.[2] Adolescence is a phase of
70. transition during which major developments
of sexuality takes place. Puberty is reached
during adolescence, which is a major
landmark in the development of sexuality.
The hypothalamo-pituitary-gonadal axis
function is highly essential for the sexual
development during puberty.
Adolescence can be broadly divided into
three stages: Early (10–13 years), middle
(14–16 years), and late (17–19 years). Physical
changes start in early adolescence, where
they are very concerned about their body
image. During adolescence cognitive
ABSTRACT
Adolescence, derived from the Latin word “adolescere” meaning
“to grow up” is a critical
developmental period. During adolescence, major biological as
well as psychological
developments take place. Development of sexuality is an
important bio‑psycho‑social
development, which takes an adult shape during this period.
During adolescence, an
individual’s thought, perception as well as response gets
colored sexually. Puberty is an
important landmark of sexuality development that occurs in the
adolescence. The myriad
of changes that occurs in adolescents puts them under enormous
stress, which may
have adverse physical, as well as psychological consequences.
Understanding adolescent
sexuality has important clinical, legal, social, cultural, as well
as educational implications.
71. KEY WORDS: Adolescence, development, puberty, sexuality
Review Article
Understanding normal development of adolescent
sexuality: A bumpy ride
Sujita Kumar Kar,
Ananya Choudhury1,
Abhishek Pratap Singh1
Department of Psychiatry,
King George’s Medical
University, Lucknow,
Uttar Pradesh, 1Department of
Psychiatry, Institute of Human
Behavior and Allied Sciences,
New Delhi, India
Address for correspondence:
Dr. Sujita Kumar Kar,
Department of Psychiatry,
King George’s Medical
University, Lucknow,
Uttar Pradesh, India.
E‑mail: [email protected]
Received: 18.04.2015
Review completed: 01.05.2015
Accepted: 04.05.2015
Access this article online
Quick Response Code:
Website:
www.jhrsonline.org
DOI:
72. 10.4103/0974-1208.158594
Kar, et al.: Adolescent sexuality: A bumpy ride
71Journal of Human Reproductive Sciences / Volume 8 / Issue 2
/ Apr - Jun 2015
of the developing country facilitates early marriage, as well
as early pregnancy and adolescent fatherhood, the family
and the society usually prepare the adolescents for the same
which colors the adolescents attitude toward sexuality.
In some reserved cultures, sexuality is discussed little so
there is little scope to explore sexuality, and it still remains
as a myth or enigma for the adolescent, which affects their
perception of sexuality.
D E V E L O P M E N T O F S E X U A L I T Y I N A N
A D O L E S C E N T
During adolescence, the physical growth, psychological as
well as cognitive development reaches its peak. Adolescent
sexuality development can be better explained with the
bio-psycho-social model.[7] Biological factors, psychological
factors, as well as social factors have equal importance in
determining, the development of sexuality in adolescents.
Biological factors are the genetic factors and neuro-endocrinal
factors, which determine the biological sex and also having
an influence on the psychological sex. During adolescence
the gonadal hormones, cortisol, and many other hormones
play a role in causing the onset of puberty.[8] The secondary
sexual characters are expressed due to this neuro-endocrinal
influence.
73. In both males and females-pubic hairs, axillary hairs
develop which take a gender specific growth pattern. In
males, there occurs enlargement of genitals, appearance
of beard and mustache, and the physique takes a typical
masculine shape. In females, there occurs development
of breast; menstruation starts, genitalia takes an adult
shape, and the physique changes to a feminine type.
An adolescent’s interest in a sexual relationship is also
influenced by the hormones.
Individual’s personality or temperament is an important
psychological factor that also decides the attitude
toward sexuality. Introvert adolescents face difficulty in
approaching and responding sexually.
Social factors or environmental factors also play a significant
role in the development of adolescent sexuality. The attitude
of the parents toward sexuality, parenting style, peer
relationship, cultural influences are the important social
factors which facilitates the sexual learning and decides the
sexual attitude of the adolescent.
Other than the biological, psychological, and social factors,
many more factors such as political, legal, philosophical,
spiritual, ethical, and moral values significantly influence
the sexuality development.[9] Media also influences the
sexuality in adolescents.[10] In the recent decades, there is
an exponential growth in the media coverage worldwide.
Adolescents’ access literature related to sexuality, sexual
crimes, and violence through media which affects the
adolescent’s perception and attitude toward sexuality.[10]
Similarly television, internet also exposes the adolescents
to literature and movies with sexuality content, influencing
their perception about sexuality.[11]
74. Sigmund Freud had proposed his theory of psychosexual
development, where he described about – oral phase, anal
phase, phallic phase, latency phase, and genital phase as the
landmark steps of psycho-sexual development.[12] During
these phases, different body parts behave as most erotogenic
and the individual attempts to explore or stimulate these
erotogenic zones in order to get gratification.[12] The
table 1 below mentions about the onset of the phases
of psychosexual development across life time.[12]
Table 1: Phases of psycho-sexual development
Phase of psychosexual development Lifetime
Oral phase Birth to 18 months
Anal phase 18 months-3 years
Phallic (oedipal) phase 3-5 years
Latency phase 5 years to puberty
Genital phase Puberty to till end of life
During early adolescence, an individual enters the genital
phase from latency phase and throughout the adolescence
the genital phase is maintained. The sexuality, which
remains quiescent during the latency phase, becomes active
during the genital phase.
During adolescence, an individual’s need for intimacy and
love making with opposite gender increases. Adolescents
explore about different appropriate ways to express the
love and intimacy.[13]
The development of an adolescent occurs not in isolation,
rather in the background of the family, society in a defined
culture, which significantly influences the adolescent
sexuality.[13] Society’s attitude and cultural perception of
sexuality largely have an influence on the families in which
an adolescent nurtures and his or her sexuality cherishes.
75. G E N D E R A N D A D O L E S C E N C E
Puberty changes differ in both the sexes. On an average
females experience these changes 12–18 months earlier
than males. Furthermore, the time of attaining maturity can
impact the adolescent development differently.[14]
Early maturing boys having good body image are more
confident, secure, and independent as compared to
late maturing boys. However, they may have increased
Kar, et al.: Adolescent sexuality: A bumpy ride
72 Journal of Human Reproductive Sciences / Volume 8 / Issue
2 / Apr - Jun 2015
aggressiveness due to a surge of hormones.[15,16] They are
more likely to be sexually active and participate in risky
behavior.[15,16]
Early maturing girls on the other hand, are very
self-conscious, insecure, and more likely to develop eating
disorders.[17] They are more likely to face sexual advances
from older boys, more chances of unwanted pregnancies
and more likely to be exposed to alcohol and drug abuse.
As per a research in the United States, during childhood-boys
as compared to girls are more likely to face negative health
outcomes like aggressive behavior and depression.[18] On
the other hand, during adolescence, the girls are more
likely to face the higher risk of negative health outcomes.[18]
The effect of discrimination, gender, poverty, and abuse
make the adolescent girls more vulnerable to the adverse
outcomes.[19]
76. In areas of conflict (war prone zones, countries with political
instability, and religious conflicts), young girls are at higher
risk of sexual abuse and trafficking and young boys are
more likely to be recruited as child soldiers.[20] The culture
influences the roles and expectations from girls and thus
has an impact on their access of information, education,
and opportunity.
A D O L E S C E N T S E X U A L B E H AV I O R
Adolescence is the period during which an individual’s
thought perception, as well as response gets colored
sexually. Adolescence is the age to explore and understand
sexuality. Sexual curiosity in the adolescence led to exposure
to pornography, indulgence in sexual activities, and also
increases the vulnerability for sexual abuse.
Halpern et al., studied on western population regarding
sexual behavior patterns of adolescents and explored the
possible factors attributing to the sexual behaviors.[21] In
this study, they studied over 11,000 adolescents between 18
and 27 years of age and found that more than 90% lose their
virginity before marriage.[21] The virgin population is found
to be younger in age, have the poor physical maturity, higher
body mass index, more religious inclination, and often
had perceived disapproval for sex during adolescence by
parents.[21] By the late teenage and early 20’s, most individuals
experience oral or vaginal sex irrespective of marital status
as found in different studies from US.[22,23] It was seen that
early exposure to vaginal sex during adolescence increased
the risk of sexual transmitted disease, however, the risk
gradually declines with age.[24-26] It was also reported that,
those who were exposed early to vaginal sex found to have
more number of sexual partners which might have a link
with the increased risk of sexually transmitted diseases.[26,27]
77. In recent years, internet has brought a revolution
i n a d o l e s c e n t ’ s a t t i t u d e a n d p e r c e p t i o n t
o wa r d
sexuality.[11] Adolescents acquire extensive information
related to sexuality, which may be misguiding and can have
a significant negative impact on the sexual behaviors.[11]
Sexuality is a complex human behavior, which is largely
influenced by factors such as physical appearance,
psychological factors, social factors, cultural norms, and
past experiences.[2]
Most of the studies focus on vaginal sex on the sexual
behavior in adolescence and hardly few studies discuss
the non-vaginal sexual behavior.[26] There is a need to
explore the non-vaginal sexual behaviors (oral sex, anal sex)
which may be potential routes of transmission of sexually
transmitted diseases including HIV infection/AIDS as
adequate protections like use of condom is taken in these
methods like vaginal sex.[26,28-32]
C H A L L E N G E S FA C E D
Adolescents face a great challenge in their early adolescence.
Many critical biological, as well as psychological changes,
occur during this phase for which many adolescents are not
prepared enough to cope with, which often puts them under
stress. Onset of menstruation, change in voice (puberphonia)
in boys, development of secondary sexual characteristics,
and psychological changes often perceived as challenges.
Family and society’s attitude, as well as a cultural influence
on these changes, during puberty, plays a major role in
deciding the adolescent’s sexual behavior after puberty.
Sexual exposure during adolescence is a matter of serious
concern due to the risk of transmission of sexually
78. transmitted infections including HIV infection/AIDS,
teenage pregnancy, and adolescent fatherhood.[13,33] In many
developing countries, as well as underdeveloped countries,
early sexual exposure leading to HIV infection is a matter
of great concern.[34,35] Early marriage leading to early sexual
exposure, and pregnancy also has adverse consequences on
the reproductive health.[5,36]
I n m a n y d e ve l o p i n g c o u n t r i e s a n d m o s t o f
t h e
underdeveloped countries, formal sex education in school
mostly does not exist; if it exists, then mostly found to
be inadequate. Lack of proper sex education often leads
to unprotected sex, unintended pregnancy, and sexually
transmitted diseases.
Due to multiple reasons adolescents are exposed to
unprotected sex. Lack of awareness and improper sex
education is an important reason of unprotected sex in
adolescents.[5] In developing and underdeveloped countries,
the parent – child communication related to sexuality and
Kar, et al.: Adolescent sexuality: A bumpy ride
73Journal of Human Reproductive Sciences / Volume 8 / Issue 2
/ Apr - Jun 2015
sexually transmitted diseases is poor.[5] Adolescents get little
opportunity to discuss about their sexuality related issues,
which likely to hamper the healthy sexual development.[7]
Difficulties associated with the sexual approaches and
encounters are not the only challenge in adolescence.
Interpersonal violence is one of the notable concerns in
79. adolescents.[13] It may result in physical, as well as sexual
abuse. Most of the interpersonal violence is related to
sexuality. Usually, the adolescents are not trained enough
in the parenting skills due to, which teenage pregnancy
and adolescent fatherhood becomes a challenge.[13] Clinical
and educational interventions on adolescent sexuality focus
mostly on coital sexual activities of adolescents. However,
there are plenty of evidence regarding adolescent’s
involvement in non-coital activities, which are potential
routes of transmission of sexually transmitted diseases
including HIV infection.[5,26,28-32,37] There is a need to
focus
on non-coital sexual activities during clinical assessment
and health education.
C O N C L U S I O N
Understanding the sexuality development of adolescent is of
utmost importance. Without this understanding, one cannot
move forward for clinical or educational intervention.
Understanding the factors influencing sexuality is also
useful for intervention. At the same time, understanding
adolescent sexuality, will also help parents to understand
the difficulties of their children better and will help them
to guide their children in the crossroads of adolescence.
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1. DeLamater J, Friedrich WN. Human sexual development. J
Sex Res
2002;39:10‑4.
2. Brown RT. Adolescent sexuality at the dawn of the 21st
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Med 2000;11:19‑34.
80. 3. Resource Centre for Adolesent Pregnancy Prevention. An
Overview of
Adolescent Development. Education, Training and Research
Associates;
2003. Available from:
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