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PubMed1997

The relation of childhood personality types to adolescent behavior and development: a longitudinal study of Icelandic children.

The relation of childhood personality types, or configurations of personality traits, to adolescent development was examined. Three personality types were identified in an inverse factor analysis of California Child Q-Sort data on 128 Icelandic 7-year-olds: resilient, overcontrolled, and undercontrolled. Growth curve analyses demonstrated that in comparison to children of the other 2 types, children of the resilient personality type had higher levels of academic achievement and lower levels of concentration problems throughout adolescence; resilient children also developed sophisticated friendship reasoning and an internal locus of control more quickly. Children of the overcontrolled type were found to be more prone to social withdrawal and low levels of self-esteem during adolescence than children of the other 2 types. In contrast to the other 2 types, children classified as undercontrolled showed an increase in aggressive behavior in adolescence. Implications of the findings for research on personality development are discussed.

Adolescent↗
PubMed1985

Participatory-democratic work and adolescents' mental health.

Five arguments are advanced for the proposition that participatory-democratic workplaces best promote the mental health of adolescents. These arguments are based on (a) adolescent development theory, (b) research on adolescent work, (c) the goal of preparing adolescents to assume optimally healthful adult jobs, (d) the proposition that participatory-democratic work is optimal for all workers, and (e) the trend toward increased worker participation in adult workplaces. This rationale is given an initial test by means of case studies of three adolescent work settings, one of which was participatory-democratic by the authors' definition. Only the adolescents in this work setting showed statistically significant growth in work-related social reasoning as measured by a pre- and poststructural interview.

Adolescent↗
PubMed2006

Children, adolescents, and the internet: a new field of inquiry in developmental psychology.

With this special section on children, adolescents, and the Internet, we survey the state of a new field of inquiry in developmental psychology. This field is important because developmentalists need to understand how children and adolescents live in a new, massive, and complex virtual universe, even as they carry on their lives in the real world. We have selected six empirical articles to showcase various aspects of child and adolescent development in this virtual universe. These articles reflect three major themes of this new field: communication on the Internet; cognitive development, academic achievement, and the Internet; and adolescents in a globalized Internet world. These three sections reflect one of our major editorial goals: to sample various relevant aspects of development as they relate to the Internet. The selection of articles reflects a second editorial goal: to sample both the positive and negative aspects of the virtual world in which children and adolescents are increasingly living. Another of our editorial goals was to sample as large an age range as possible. We also utilized a very broad definition of development. Last but not least, we sought out and found methodological diversity.

Adolescent↗
PubMed1986

Preventing adolescent pregnancy: meeting the comprehensive range of needs.

Too often, the problem of the pregnant adolescent is approached as if it existed in isolation, disconnected from the remainder of the adolescent's biological and psychosocial environment. Such an approach fails to recognize the interconnectedness of all issues within the adolescent's world, therefore, impeding a successful therapeutic response. In order to administer complete and comprehensive treatment of the problem of teenage pregnancy, the total needs of the pregnant adolescent, the potentially pregnant adolescent and the adolescent male must be addressed. These needs vary with the different stages of adolescent development. During this time in which children learn how to become adults by observing their world and taking cues from the environment, the varying needs are: Early Adolescence--to develop the ability to perceive the long range consequences of their current actions and decisions; to define the boundaries of their independence while relying on major authority figures; and to make important decisions and develop the operational connection between the sex act and birth control. Mid Adolescence--to achieve emancipation from the family and all other authority; to identify with a chosen peer group; to develop an identified sexual identity; and to apply an appreciation for the connection between the sex act and pregnancy to themselves. Late adolescence--to plan for the future and to establish some kind of family. This psychological and social maturational process occurs immediately before, during and after the pubertal growth period. In the United States today, it usually occupies the years between 12 and 21 years.

Adolescent↗
PubMed1988

Adolescents' and parents' conceptions of parental authority.

This study assessed adolescents' and parents' conceptions of parental authority. Subjects were 102 children ranging from fifth to twelfth grade (age range = 10.2-18.3 years) from 2-parent families and their parents. They were divided into 4 groups according to children's grade level. Subjects were presented with 15 items pertaining to family transgressions (4 moral, 4 conventional, 3 personal, and 4 multifaceted, containing conventional and personal components). For each act, subjects were asked to judge the legitimacy of parental jurisdiction, justify its wrongness or permissibility, and assess its contingency on parental authority. As expected, all family members treated both moral and conventional issues as more legitimately subject to parental jurisdiction than multifaceted and personal issues. With increasing age of the adolescent, both parents and children became less likely to reason about the multifaceted and personal issues as conventional and sort them as contingent on parental authority; they became more likely to reason about and sort them as under the adolescents' personal jurisdiction. Adolescents at all ages, however, were more likely to reason about the multifaceted and personal issues as personal and sort them as under personal jurisdiction than were parents. Parents were more likely to reason conventionally and sort them as contingent on parental authority than were adolescents. These findings are discussed in terms of research on adolescent development, individuation, and social-cognitive development.

Adolescent↗
PubMed1993

Cancer in adolescents and young adults. Psychosocial concerns, coping strategies, and interventions.

Adolescent cancer patients present a unique challenge to health care professionals because of the impact of the disease and its treatment on the successful acquisition of age-appropriate developmental milestones, as well as the psychosocial concerns raised by the illness itself. Understanding normal adolescent development provides a framework for identifying psychosocial concerns, predicting problems, and developing appropriate interventional strategies for adolescents with cancer. A comprehensive support program with specific goals of promoting adjustment to the illness and providing a basis for community reentry by strengthening recognized coping strategies based on identified psychosocial concerns is described as a model.

Adaptation, Psychological↗
PubMedDate not supplied

A proposed model of relapse prevention for adolescents who abuse alcohol.

Adolescents who abuse alcohol are being admitted to treatment centers in increasing numbers. However, relapse prevention, a critical aspect of recovery, rarely is addressed in this high-risk population. This article briefly reviews adolescent development, the current literature on adolescent drinking patterns and relapse, and analyzes current models of relapse prevention in adults. This information is then used to propose a relapse prevention model for adolescents.

Adolescent↗
PubMed2000

Adolescent sexuality at the dawn of the 21st century.

Human sexuality can be defined as including the physical characteristics of and capacities for specific sex behaviors, together with psychosocial values, norms, attitudes, and learning processes that influence these behaviors. It also includes a sense of gender identity and related concepts, behaviors, and attitudes about the self and others as women or men in the context of one's society. At the dawn of the new century, adolescent sexuality remains a topic of concern to adults throughout the world. This concern is not unique to this new age. In each era of recorded history, adults have been concerned about adolescent sexual behavior, particularly sexual intercourse and its consequences. Things have not changed all that much in the realm of adolescent sexual behavior. What has changed is our ability to prevent the serious consequences of this behavior and, hopefully, to help adolescents avoid behaviors that put them at risk for the negative consequences of expressing their burgeoning sexuality. This article reviews the major influences on adolescents developing' sexuality, the data on adolescent sexual activity, some tips on caring for adolescents comprehensively, and ends with some predictions of how this issue will be addressed in the new century.

Adolescent↗
PubMed2006

[The treatment of oppositional defiant disorder].

INTRODUCTION: Oppositional defiant disorder (ODD) affects between 2 and 16% of children. It is a problem that sometimes has a very important effect on the whole family structure. Dealing with the problem in an inappropriate way, or simply interpreting it wrongly, entails a high risk of developing a conduct disorder in adolescence. DEVELOPMENT: This paper reviews the concept of ODD and of conduct disorder, and highlights the theoretical foundations that underlie two types of behavioural intervention, namely, the behaviourist model and the cognitive model. Two programmes, each based on one of the two theoretical models, are described. The different pharmacological options that can facilitate the therapeutic process are also outlined. CONCLUSIONS: Emphasis is placed on a therapeutic approach to ODD through psychological interventions based on guidelines designed to orientate the family and the school. This intervention cannot be founded on a general educational model, but rather it has to rest on knowledge of the dysfunctional cognitive characteristics of each child. In severe cases, the intervention must be complemented with the use of medication.

Attention Deficit and Disruptive Behavior Disorder↗
PubMed1997

Reported health concerns of Israeli high school students--differences by age and sex.

Health concerns of high school students in the 10th grade and again in the 12th grade were studied. The students filled out an anonymous questionnaire that included a list of 73 concerns. At both ages their main concerns were reportedly related to school. Concerns relating to army service ranked high particularly in the 12th grade, among both sexes. Concerns relating to sexual relations were frequent among boys at both ages, whereas concerns about mood and loneliness were more frequent among girls. Reports on physical concerns were frequently related to height among the younger boys and weight and diet among girls of both ages. Concerns were grouped into 6 domains. In each of them, except for sexuality, girls had more concerns. A significant decline in the number of concerns was noted from the first to the second survey, indicating a partial resolution of the issues central to adolescent development. Knowledge about concerns of adolescents may help health care providers in counseling and health education program planning.

Adaptation, Psychological↗
PubMedDate not supplied

Intervention booster: adding a decision-making module to risk reduction and other health care programs for adolescents.

A generic adolescent intervention booster of the decision-making module, "Choices for Tomorrow: Decision Making as a Life Tool," is described for patient education. The intent of the intervention booster is refinement of adolescent decision-making skills by teaching a life tool for making lifestyle decisions (such as smoking and alcohol use) and other health-related decisions. An overview of the module is presented. The module includes a curriculum, a 17-minute life-action videocassette, a participant's workbook, and two instruments to measure outcomes. The theoretical framework is based on the health/choice model, the Janis and Mann conflict model of decision making, and the Piagetian cognitive framework related to adolescent development. The decision-making module can be used alone or as a "booster" to supplement the content of new or existing intervention programs that are aimed at health promotion and maintenance during adolescence. Because the module was originally developed for adolescents who have survived cancer, a population that often experiences cognitive impairment from treatment, it includes cognitive remediation strategies (such as memory aids). The decision-making module can also be used in other learning situations with healthy or chronically ill adolescents and/or their parents.

Adolescent↗
PubMed1997

The Adolescent Behavior Checklist: development and initial psychometric properties of a self-report measure for adolescents with ADHD.

Developed and provided initial psychometric properties on an adolescent, self-report questionnaire for attention deficit hyperactivity disorder (ADHD). The Adolescent Behavior Checklist (ABC) consists of 44 items that measure ADHD core symptoms and associated difficulties (e.g., conduct problems, academic problems, and social deficits). A total of 909 adolescents between the ages of 11 and 17 served as the standardization sample. Results indicated that the ABC was internally consistent. Principal components analysis revealed six factors for the ABC: Conduct Problems, Impulsivity/Hyperactivity, Poor Work Habits, Inattention, Emotional Lability, and Social Problems. Significant gender and race differences were obtained for some ABC factor scores, and initial standardization data were established based on this information. Initial convergent and divergent validity of the ABC was supported by the correlations obtained between factor scores and the subscale scores on the Child Behavior Checklist and Youth Self-Report. Using an additional sample of 81 adolescents, the stability of ABC scores across a 2-week interval was found to be satisfactory. Initial evidence for discriminant validity was established by comparing ABC scores for a sample of adolescents diagnosed with ADHD to the normative sample.

Adolescent↗
PubMedDate not supplied

The development of attachment behaviors in pregnant adolescents.

The development of attachment behaviors over time in a group of pregnant adolescents, ages 12 to 19, was investigated with Rubin's theoretical framework. Seventy-nine low-income pregnant adolescents enrolled in the study in their first trimester. Follow-up data were collected in the second and third trimesters (n = 64 and 54, respectively) and after delivery (n = 47). Multivariate analysis, using profile analysis, indicated that maternal attachment in adolescents begins in pregnancy and increases over time, especially after quickening. Age-related differences were noted in the development of maternal-fetal attachment behaviors related to giving of self. Results showed a positive relationship between attachment in the third trimester and demonstration of affectionate behaviors toward the infant after birth. These findings are consistent with the theoretical framework.

Adolescent↗
PubMedDate not supplied

Conceptual framework underlying the development of a positive youth development program in Hong Kong.

The conceptual framework governing the development of a positive youth development program in Hong Kong is outlined. Based on a thorough literature review on: a) risk factors, protective factors and adolescent resilience; b) adolescent developmental assets; c) deficits-based and assets-based models on adolescent development; d) models on positive youth development programs and e) ecological models, 15 positive youth development constructs covered in this project are presented. The following assertions are maintained in the present positive youth development program: ecological assertion, change assertion, holistic assertion, developmental assets assertion, risk factors assertion, protective factors assertion, positive youth development assertion, positive youth development constructs assertion, integration assertion, and evidence-based assertion.

Adolescent↗
PubMed2005

Ignoring it doesn't make it stop: adolescents, appearance, and bullying.

OBJECTIVE: To investigate levels of appearance-related concern in a normative population of adolescents. DESIGN: Action research methodology was used to help adolescents develop a questionnaire that elicited peer views on appearance (Part 1) and to further develop the Changing Faces psychosocial strategies for dealing with appearance-related bullying (Part 2). PARTICIPANTS: Adolescents aged 11-19.5 years were involved in the development of a questionnaire on the extent and nature of appearance-related concerns: 36 in development of antibullying strategies and 210 in an intervention. INTERVENTION: Part 3 of the project was an intervention that included information on the importance of appearance in human interactions as well as learning and practicing eight nonconfrontational coping strategies. MAIN OUTCOME MEASURES: The questionnaires developed by the adolescents, in addition to Rosenberg's Self-Esteem Questionnaire for Adolescents, were used preintervention, postintervention, and at 6 months postintervention. RESULTS: Of 11-13 year olds questioned, 75% cited teasing or bullying about their appearance as causing considerable distress. Concerns were compounded by a perceived lack of effective coping strategies. At 6 months postintervention, perceived levels of bullying had decreased by almost two-thirds, and there were significant improvements in global self-esteem, confidence to tackle teasing and bullying, and confidence with disfigurement issues. A nonintervention comparison group showed no such improvements. CONCLUSIONS: Offering young people social skills to cope with teasing or bullying about appearance may substantially reduce general bullying as well as that specifically targeted at disfigured individuals. Involving young people in the design of an intervention to be used with them may be crucial to the intervention's eventual success, and strategies learned to cope with appearance-related bullying are easily adaptable for use in other types of confrontation.

Adaptation, Psychological↗
PubMed2006

Context in action: implications for the study of children and adolescents.

Action theories acknowledge the reciprocal nature of the relationship between individual action and social context. In this article, the author discusses various ways that the social context and the individual's actions can interact in childhood and adolescence. From an ecological perspective, emphasis is placed on two main issues: Children and adolescents develop within an interactive web of social contexts, and the examination of some contexts without taking into account others can lead to an incomplete and inaccurate accounting of the role of the social environment. Social contexts are frequently dynamic systems that fluctuate over time, and the extent to which children and adolescents can exert effortful control over changes in contexts varies. Implications of the ecological perspective for action-oriented research are discussed.

Adolescent↗
PubMed1994

The role of hormonal contraception in adolescents.

Most pregnancies in women under age 20 years, as well as more than half of the pregnancies in the United States, are unintended. Contraceptive use is especially poor in adolescents, for whom the socioeconomic and educational consequences are great. A 1988 study indicated that more than 8% of sexually active adolescents had two or more sexual partners within the previous 3 months, higher than any other age group. The reasons why adolescents do not use contraception effectively fall into two categories: lack of access to contraceptive information and noncompliance with contraceptive recommendations. Studies have demonstrated that educational programs incorporating decision-making and communication skills, self-esteem enhancement, and peer influence can result in a decrease in the rate of adolescent sexual activity and pregnancy. Knowledge-based programs alone do not correlate with postponement of sexual activity or the use of contraceptives. In a survey of more than 4000 sex education teachers, 80% replied that they are in need of "factual information, materials, and strategies. In a true/false examination given to educators on contraception, few correct answers were recorded regarding potential side effects of oral contraceptives. Effective counseling and communication with adolescents require an understanding of adolescent development.

Adolescent↗