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Adolescent Development (adolescent + development)

Distribution by Scientific Domains

Psychology	35%
Medical Sciences	35%
Humanities and Social Sciences	28%

Selected Abstracts

Caregiver Understanding of Adolescent Development in Residential Treatment

JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 4 2002
Susan Kools PhD
PROBLEM Caretaker knowledge and understanding of adolescent development and its application to clinical practice with severely emotionally disturbed adolescents in residential treatment. METHODS Twenty child-care workers and registered nurses participated in semistructured interviews analyzed using dimensional analysis, a grounded theory method. FINDINGS Three distinct categories of caregivers were identified based on level of expertise and engagement in developmentally appropriate treatment practices: inexperienced, party-liners, and transcenders. Developmental issues identified included lack of resident preparation for puberty and staff discomfort with adolescent sexuality. CONCLUSIONS Caregiver, institutional, and social barriers to developmentally sensitive practice were identified. Practice recommendations include direct preparation of children and adolescents in residential treatment for pubertal changes and sexual development, and carefkl discernment of age-appropriate and psycho-pathological adolescent behaviors. [source]

Injury risk in young people with intellectual disability

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 1 2002
J Sherrard
Abstract Epidemiological studies have established injury as a major public health problem for young people in the general population, but minimal population-based injury information exists on those with intellectual disability (ID). The present study investigated risk factors for injury to subjects in the Australian Child and Adolescent Development (ACAD) programme, which is examining emotional and behavioural problems in young people with ID. Extensive biopsychosocial data for the ACAD programme were collected at two time intervals (i.e. 1990,1991 and 1995,1996). Carer report of medically attended injury over one year was collected for the first time period (1995,1996) on a sample of 465 ACAD subjects (aged 5,29 years) representative of young people with ID (IQ < 70) to determine risk factors for injury using the ACAD biopsychosocial data. Psychopathology [odds ratio (OR) = 3.4] epilepsy (OR = 2.4) and an overly sociable temperament (OR = 2.2) are associated with injury in young people with ID. Social and family factors had minimal influence on injury risk in this population. Those who are highly disruptive, self-absorbed, anxious, have problems relating socially, have communication disturbance or have attention deficit hyperactivity symptoms are particularly at increased risk for injury. The present study demonstrates a largely under-recognized public health problem of a high unintentional injury risk for young people with ID, and identifies substantial and important risk factors for injury. Injury prevention programmes, with a particular focus on those with highly disturbed behaviours or epilepsy, are warranted in this population. [source]

Lessons from G. Stanley Hall: Connecting New Research in Biological Sciences to the Study of Adolescent Development

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2005
Ronald E. Dahl
First page of article [source]

Caregiver Understanding of Adolescent Development in Residential Treatment

Social Capital and the Interplay of Families and Schools

JOURNAL OF MARRIAGE AND FAMILY, Issue 2 2004
Robert Crosnoe
Families and schools are two primary sources of social capital in the early life course. This study examines the degree to which these different contexts overlap to shape adolescent development. Multilevel modeling on nationally representative data (n = 11,927) revealed that emotionally distant relationships with parents were associated with declining academic achievement over 2 years of secondary schooling and that various aspects of the social environments of schools were associated with increasing academic achievement during this same period. Additionally, adolescents who had more social capital at home often benefited more from social capital at school. [source]

Adolescents' Emotional Experiences of Mother,Adolescent Conflict Predict Internalizing and Externalizing Symptoms

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2008
Meredith L. Gunlicks-Stoessel
Research on adolescent emotion has generally focused on expressions of emotion; however, there are reasons to believe that adolescents' experiences of emotion may be related to adolescent development in unique and important ways. This study examined the relation of adolescents' emotional experiences of conflict with their mothers to their internalizing and externalizing symptoms at three time points, each a year apart. After participating in videotaped conflict negotiation tasks with their mothers, adolescents (N=80) watched the videotape of their interactions and used a joystick to make continuous ratings of how negative, positive, or neutral they felt during the discussions. Hierarchical Linear Modeling was used to assess relations among their continuous emotion ratings and their internalizing and externalizing symptoms 1 year before the interaction task, at the time of the interaction task, and 1 year later. Adolescents' externalizing symptoms at the time of the conflict task were associated with negative emotion that decreased across the conflict discussion. Relations between emotional experience and internalizing symptoms a year later were moderated by adolescent gender, revealing that a tolerance for increasing negative emotion predicts fewer future internalizing symptoms for girls. The importance of adolescents' ability to tolerate negative emotion during normal developmental conflicts is discussed. [source]

The Imaginary Audience and Personal Fable: Factor Analyses and Concurrent Validity of the "New Look" Measures

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2002
Luc Goossens
This study examined key components of the "New Look" at the imaginary audience and personal fable constructs. Toward this end, data from four samples of Belgian high school students (N= 1,458) were analyzed. Confirmatory and exploratory factor analyses failed to confirm that the measures associated with the New Look theory, the New Imaginary Audience Scale, and the New Personal Fable Scale (NPFS), tapped a common underlying construct. Only the invulnerability and omnipotence subscales of the NPFS proved to be highly related. In line with the New Look theory, boys were found to believe more strongly in their own uniqueness, invulnerability, and omnipotence than were girls. Higher scores on the invulnerability and omnipotence subscales were associated with lower levels of depression and loneliness. Finally, each aspect of the personal fable seemed to have its own specific role in the process of separation , individuation. Implications of these findings for the New Look theory of the imaginary audience and the personal fable are discussed. Suggestions for future research are put forth, with particular emphasis on the role of the invulnerability/omnipotence complex in adolescent development and behavior and on the family resemblances among the various aspects of the personal fable. [source]

Social and Ecological Structures Supporting Adolescent Connectedness to School: A Theoretical Model

JOURNAL OF SCHOOL HEALTH, Issue 11 2009
Stacey K. Waters MSc
ABSTRACT BACKGROUND: Adolescence is a time of great change. For most young people, this is a healthy and happy experience; however, for some it is characterized by many health, social, and academic challenges. A student's feeling of connectedness to school helps meet these challenges. Little is known, however, about the school characteristics that promote this connection and, more importantly, how this connection occurs. This article reviews the connectedness literature and integrates health promotion, adolescent development, and ecological frameworks to describe how a school context fosters this connection. METHOD: A systematic search and review process was used to retrieve scholarly articles pertaining to the research topic. RESULTS: Each retrieved article was summarized, and a subsequent model was developed to define a school ecology and describe how this ecology influences a student's need to feel connected to school and the positive influence this connection has on adolescent health and well-being. CONCLUSIONS: Integrating developmental, ecological, and health promotion intervention theories and frameworks assists in the identification of interpersonal and organizational aspects of a school environment, which satisfy an individual's needs to feel autonomous, competent, and connected, and to improve health and well-being outcomes for adolescents. [source]

Understanding the developmental and psychological needs of young people with diabetes

PRACTICAL DIABETES INTERNATIONAL (INCORPORATING CARDIABETES), Issue 2 2005
Implications for providing engaging, effective services
Abstract Throughout adolescence, young people are going through a period of rapid biopsychosocial change when the developmental demands (,tasks') of childhood (e.g. sustaining friendships and achieving academic success) are continuing, tasks of adolescence (e.g. developing the sense of self and acquiring autonomy) are central and certain tasks of adulthood (e.g. focusing on career, intimate relationships and future health) are emerging. Young people with diabetes are also coping with the demands of their condition, managing the change from paediatric to adult services and may have additional psychological difficulties associated with diabetes. In addition, ongoing life-events and daily hassles continue during this period. The developmental tasks of adolescence and young adulthood are described. A brief overview of recent research into the impact of diabetes upon adolescent development and the specific psychological difficulties associated with diabetes is provided. It is suggested that young people with diabetes experience a sense of difference and constancy to do with their condition. An increased prevalence of ,sub-clinical' eating problems and likelihood of depression could also be apparent in this population. Young people's suggestions for providing developmentally-appropriate services are outlined and implications for service delivery are discussed. Copyright © 2005 John Wiley & Sons, Ltd. [source]

Beyond parents and peers: The role of important non-parental adults (VIPs) in adolescent development in China and the United States

PSYCHOLOGY IN THE SCHOOLS, Issue 1 2003
Chuansheng Chen
To understand cross-cultural differences and similarities in the social contexts for adolescent development, 201 American and 502 Chinese 11th graders were surveyed about a non-parental adult who had played an important role in their lives (VIPs). Results showed that, compared to adolescents' VIPs in the United States, their Chinese counterparts were more likely to be teachers, to provide support in education-related areas, and to be considered role models. Chinese VIPs were also reported to exhibit fewer problem behaviors and depressive symptoms and express a higher level of sanctions against adolescent problem behaviors than American VIPs. Adolescents in both cultures reported that their VIPs' positive qualities surpassed those of parents and peers. VIPs' characteristics (e.g., sanctions, problem behavior, warmth, and depressed mood) were significantly associated with adolescent outcomes. These results suggest that although there are cross-cultural differences in the nature of VIPs, VIPs are a very important part of social context for adolescent development in both the United States and China. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 35,50, 2003. [source]

The impact of exposure to domestic violence on children and young people: a review of the literature

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008
Richard Reading
The impact of exposure to domestic violence on children and young people: a review of the literature HoltS., BuckleyH. & WhelanS. ( 2008 ) Child Abuse & Neglect , 32 , 797 , 810 . Objective This article reviews the literature concerning the impact of exposure to domestic violence on the health and developmental well-being of children and young people. Impact is explored across four separate yet interrelated domains (domestic violence exposure and child abuse, impact on parental capacity, impact on child and adolescent development and exposure to additional adversities), with potential outcomes and key messages concerning best practice responses to children's needs highlighted. Method A comprehensive search of identified databases was conducted within an 11-year framework (1995,2006). This yielded a vast literature that was selectively organized and analysed according to the four domains identified above. Results This review finds that children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioural problems and of increased exposure to the presence of other adversities in their lives. It also highlights a range of protective factors that can mitigate against this impact, in particular a strong relationship with and attachment to a caring adult, usually the mother. Conclusion Children and young people may be significantly affected by living with domestic violence, and impact can endure even after measures have been taken to secure their safety. It also concludes that there is rarely a direct causal pathway leading to a particular outcome and that children are active in constructing their own social world. Implications for interventions suggest that timely, appropriate and individually tailored responses need to build on the resilient blocks in the child's life. Practice implications This study illustrate the links between exposure to domestic violence, various forms of child abuse and other related adversities, concluding that such exposure may have a differential yet potentially deleterious impact for children and young people. From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child. This review advocates for a holistic and child-centred approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience and responsive to their individual needs. [source]

Adult Generativity and the Socialization of Adolescents: Relations to Mothers' and Fathers' Parenting Beliefs, Styles, and Practices

JOURNAL OF PERSONALITY, Issue 1 2001
Michael W. Pratt
Mothers, fathers, and their adolescent children participated in two studies investigating the relations between Erikson's concept of generativity in adulthood and patterns of parenting. Study 1 involved 77 mothers and 48 fathers of 1st-year university students; Study 2 was part of an investigation of socialization processes in 35 families with an adolescent, aged 14,18. Parental generative concern was assessed by the Loyola Generativity Scale (LGS) of McAdams and de St. Aubin (1992) in each study. In both studies, mothers demonstrated positive relations between scores on the LGS and an authoritative style of parenting, as well as between generativity and more positive, optimistic views of adolescent developments. In Study 2, these more positive views in turn mediated some aspects of autonomy-fostering practices used with the adolescent. Variations in fathers' levels of generative concern were less consistently related to these indices of parenting, however. [source]

Feedback Seeking in Children and Adolescents: Associations With Self-Perceptions, Attachment Representations, and Depression

CHILD DEVELOPMENT, Issue 2 2003
Jude Cassidy
Because the feedback children and adolescents receive is important to their development, 2 experimental studies were designed to examine children's (M=12 years) and adolescents' (M=17 years) active selection of the quality of feedback they wish to receive. In both studies evidence emerged that participants' self-perceptions influence their feedback seeking. Participants with positive self-perceptions sought more positive feedback than participants with negative self-perceptions and sought more positive feedback than expected by chance. Participants with negative self-perceptions lacked this tendency to seek positive feedback and sometimes sought less positive feedback than expected by chance. As expected, depression and attachment-related measures were also associated with participants' feedback seeking. Contributions of feedback-seeking patterns to stability and change in children's and adolescents' development are discussed. [source]