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PubMed1994

Infusing a diversity perspective into human development courses.

Students of human development must be well versed in issues of diversity if they are to appreciate the importance of developmental contextualism, and comprehend policy and professional issues related to poverty and ethnicity. One difficulty in addressing diversity issues in the minimal empirical foundation, a fact that was confirmed in Study 1 by content analyses of research on child and adolescent development. More problematic, sampling patterns reinforce a deficit perspective on low-income minority adolescents. Study 2 describes evaluation findings from a curriculum enhancement project, in which multicultural content was infused into a sequence of human development courses. Significant changes in attitudes toward poverty and racial minorities were observed in targeted courses, relative to comparison groups. Evidence is presented that this curriculum project decreased ethnocentrism and increased critical thinking skills and awareness of poverty as a developmental risk factor. Implications for pedagogy, research, and the culture of higher education are discussed.

Adolescent↗
PubMed2005

Parent and adolescent versions of the diabetes-specific parental support for adolescents' autonomy scale: development and initial testing.

OBJECTIVE: To develop and initially test the psychometric properties of parent and adolescent versions of the Diabetes-Specific Parental Support for Adolescents' Autonomy Scale. METHODS: Data-based scale items were developed, analyzed for content validity, and then piloted with 43 adolescents with type 1 diabetes and their parents. Psychometric properties of the scales were then determined with 100 adolescents with type 1 diabetes and their parents. RESULTS: Content validity indices of .80 or greater were obtained for 26 items. Item analysis in the pilot and large-sample groups resulted in 22 items being deleted. Principal Components Analysis of the remaining four items indicated one factor in both parent and adolescent versions, accounting for 50-62% of variance and with Cronbach alpha coefficients of .67-.80. CONCLUSIONS: This newly developed parsimonious scale, initially tested to be reliable, and valid, will facilitate research on parental support for adolescents' development of diabetes management autonomy.

Adolescent↗
PubMed1996

Self-concept and questions of life: identity development during late adolescence

The purpose of the present study was to explore identity development in late adolescent (18-20) years. Three areas were examined: (a) self-concept, (b) existential questions; content and communication patterns, and (c), connections between (a) and (b). The population consisted of 44 Swedish college students. Three methods were used: a questionnaire, the writing of a short essay and a self-evaluation test, Structural Analysis of Social Behavior (SASB). The results demonstrated a positive and stable self-concept for the majority of the group, and that questions of life mainly concerned questions of future. The quality of the self-concept (positive vs. negative) was significantly related to how subjects experienced adults' interest in their existential questions. Several issues are discussed: the importance of the social environment for identity development not only during early childhood but also during adolescence, the use of the SASB method in this age group and the need for placing processes of integration into focus in research concerning late adolescence.

Journal Article↗
PubMed1987

Changing perspectives on the American family in the past.

Past reviews of American family history, while providing useful information about certain aspects of family life in the past, have inadequately addressed the conceptual framework informing the discipline. Juster begins by reviewing 4 approaches developed by social scientists for studying the family: household composition, generations, family cycle, and life-course. The life-course perspective seems the most promising for a dynamic, complex view of families that links changes in the domestic sphere to wider societal trends and concerns. Using the analytical perspective of the life-course, he then examines significant historiographical contributions in 4 areas of family life - childbearing, early child development, adolescence, and old age.

Americas↗
PubMed1989

Special problems in adolescent health care.

Health care providers caring for adolescent patients are faced with problems unique to this age group due to their evolving developmental stages of growth. Serious problems with psychosocial as well as biological bases causing major morbidity and mortality are encountered. Purely biomedical approaches and quality standards are likely to be inadequate. Age and developmental stage appropriate approaches to treatment and prevention are required, with attention to environmental stresses and risk-taking behaviors. Adolescent development, current hazards, and preventive strategies are reviewed.

Adolescent↗
PubMed1991

Comparison of factor-analyzed Adolescent Reinforcement Survey Schedule (ARSS) responses from Japanese and American adolescents.

The Adolescent Reinforcement Survey Schedule (ARSS) was administered to a sample of male and female late adolescent college students from Japan (N = 500). The responses to the ARSS are factor analyzed using a principal component method. The results of the factor-analyzed ARSS from the Japanese sample are compared and contrasted with the results from a previous study (Holmes et al., 1987) in which ARSS was administered to a sample of American male and female college students (N = 231). Both the American and Japanese samples produced 10 interpretable factors. A recommendation is made to replicate the present study with groups of early and mid-adolescents in each culture in order to study shifts in reinforcers during different periods of adolescent development.

Adolescent↗
PubMed1995

The self-image of adolescents with cystic fibrosis.

PURPOSE: The changing expectations, therapies and outcomes for young people with cystic fibrosis (CF) necessitate a re-evaluation of the impact of this chronic illness on adolescent development. The aim of this study was to assess the psychological well-being and adjustment of contemporary adolescents with CF. METHODS: Forty-nine adolescents with CF (24 males, 25 females) aged 14-18 years were enrolled from the Royal Children's Hospital CF Clinic, Melbourne, Australia. The Offer Self-Image Questionnaire was administered to participating subjects whose growth and pubertal developmental and pulmonary function was assessed. RESULTS: The mean (SD) FEV1% was 82 (21), and mean (SD) National Institute of Health clinical score was 81 (12). There were no significant differences between males and females in pulmonary function or clinical scores, but growth and pubertal development were delayed in both sexes. Females, but not males, with CF were less well-adjusted than their healthy peers. Two-way analysis of variance was performed and showed significant sex differences in sub-scales of the Offer questionnaire numbers I, II, III, VI, VIII, IX, as well as in the total score. Age was significant only for scales II and VIII, and only scale II displayed an interaction between sex and age. CONCLUSIONS: This study suggests that adjustment and self-esteem are less than ideal in young people with CF, especially females.

Adaptation, Psychological↗
PubMed2004

Stepchildren's perceptions of noncustodial mothers and noncustodial fathers: differences in socioemotional involvement and associations with adolescent adjustment problems.

Caucasian stepchildren (aged 10-18) in the Nonshared Environment and Adolescent Development (NEAD) project rated noncustodial (NC) parents' socioemotional involvement. Stepfamilies had been together at least 5 years. Adolescents with NC mothers (n = 56) reported more phone calls, mail, overnight visits, and social support than adolescents with NC fathers (n = 143). The association between perceived social support and adolescent adjustment was compared for NC mothers versus NC fathers by using structural equation modeling; the association was stronger for NC mothers. No effects for sex of child or interactions of sex of child/sex of NC parent were obtained. NC fathers might increase their influence in adolescents' lives by behaving more like NC mothers (more frequent phone calls, overnights, etc.).

Adjustment Disorders↗
PubMedDate not supplied

Sibling differentiation in adolescence: implications for behavioral genetic theory.

The presence of sibling "differentiating processes"--defined as processes in which increased sibling similarity in environmental or genetic factors leads to differences in sibling outcomes-poses a challenge for standard behavioral genetic theory and research. The presence of differentiation processes may affect estimates of genetic and environmental parameters in ways that have not been fully recognized. Utilizing data from the Nonshared Environment and Adolescent Development project, this study examined whether differentiating processes existed for seven composite indices of positive and negative adolescent adjustment. The 720 sibling pairs in the study were broken down into groups by age difference (0-4 years) between siblings. The hypothesis that siblings close in age would demonstrate lower correlations on adjustment measures was generally supported at two time points, three years apart. However, siblings one year apart at Time 1 were more similar to each other than were siblings two years apart, suggesting that shared environmental influences counteract sibling differentiation processes for these siblings. The overall trend supporting sibling differentiation was found to be unrelated to measures of sibling positivity and negativity.

Adolescent↗
PubMed2006

Parent perceptions of caring for adolescents with type 2 diabetes.

OBJECTIVE: No studies have been performed to examine parent perceptions of caring for adolescents with type 2 diabetes. In this qualitative study, we examined parent perceptions of barriers and strategies to address barriers to self-care in adolescents with type 2 diabetes. RESEARCH DESIGN AND METHODS: Families of adolescents with type 2 diabetes were recruited from a pediatric diabetes clinic. Focus groups were used to elicit parent experiences and perceptions of diabetes management of their adolescents with type 2 diabetes. Questions concerning barriers to self-care behaviors were asked by trained group facilitators. Transcripts were coded into themes by three reviewers. Qualitative analyses were conducted using NVIVO software. RESULTS: Between 2003 and 2005, six focus groups were conducted with a total of 27 parents or guardians. Parents identified many barriers to and practical strategies for positive adolescent self-management. Five domains that influence self-management were identified: the role of others with diabetes, parenting skills, perceived lack of normalcy, environment, and adolescent development. Parents identified many barriers to dietary and exercise habits that were unique to the circumstances of adolescents with type 2 diabetes. CONCLUSIONS: Parents identified many barriers to self-management that may be unique to adolescents with type 2 diabetes. The importance of others and environmental influences in the self-management behavior of adolescents with type 2 was evident. Interventions that are designed to improve self-management should include components that address multiple influences such as peers, school professionals, parents, siblings, and/or family systems.

Adolescent↗
PubMed1996

Social skills training for young adolescents: cognitive and performance components.

An assertiveness training curriculum that was an expansion of two previous programs with young adolescents (Thompson, Bundy, & Broncheau, 1995; Wise, Bundy, Bundy, & Wise, 1991) was presented to 22 fifth graders. Cognitive acquisition and retention of the symbolic assertiveness information were measured with multiple-choice pre- and posttests used in the two prior programs. The performance components, including verbal (word choice) and non-verbal (body orientation, posture, and gestures) aspects of assertive behavior were measured in pretest and posttest role-play situations, with the posttest administered at two levels of motivation. When trained students were compared to control groups on the cognitive measures, a significant effect for treatment (p < or = .000); a significant effect for measures (p < or = .000); and a significant Treatment x Measures interaction (p < or = .000) were found. However, the results did not show that training facilitated assertiveness on the performance components. When trained and control subjects' performance scores were combined, a significant effect for measures was found across role-play tests on some of the performance measures. Discussion focuses on factors that facilitate adolescents' appropriate application of stored symbolic information regarding assertiveness. Suggestions are offered for designing programs aimed at developing adolescents' assertive behavior in ways that will generalize to their lives beyond the training context.

Adolescent↗
PubMedDate not supplied

Acetaminophen overdose in children and adolescents.

From 1982 to 1997, 12 Chinese children were admitted to Chang Gung Memorial Hospital with acetaminophen overdose. Six subjects (one young child, and five adolescents) developed liver damage which was severe in three cases (AST > 1000 IU/L). Acetaminophen-induced liver function abnormalities were characterized by elevation of transaminase levels with ALT higher than AST(6/6), coagulopathy(5/6), thrombocytopenia (1/6), but absence of jaundice(6/6). Fortunately, none of the six patients with liver damage developed fulminant liver failure, and all recovered completely. Acetaminophen overdose can cause significant morbidity in children and adolescents. Caretakers should be well instructed to give the drug correctly. So far, acetaminophen is still considered as the drug-of-choice for antipyresis in pediatric practice. However, multicentered collaborative study is necessary to determine whether acetaminophen intoxication causes less hepatic failure in Chinese children than in Western children.

Acetaminophen↗
PubMed2004

Self-reflecting in developmental context: variations in level and patterning during the first 2 university years.

Self-reflection, typically operationalized in scales of egocentrism and introspectiveness, is portrayed as problematic in much of the literature on adolescents. Self-reflection has been linked to dysfunctional self-consciousness, symptomatology, and risk behaviors. Yet, self-reflection also is seen as essential for adolescent development, particularly with respect to individuation and identity. In this exploratory study, the authors focused on the process of self-reflecting. From interviews with 10 students conducted over the first 2 university years, the authors longitudinally assessed and then evaluated self-reflecting patterns in relationship to a narrative analysis of developmental change. Students who showed evidence of developmental change or sustained engagement in developmental work over the study period devoted a higher percentage of their interview conversation to self-reflecting content. Differences in self-reflecting patterning over time among the students who showed developmental change further suggest linkages between self-reflecting and development. The authors discuss implications for the conceptualization of self-reflecting in relationship to development and for the reinterpretation of previous studies.

Adolescent↗
PubMed1992

School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices.

In this chapter we have presented two perspectives on the link between social context and the following motivational constructs: self-concept of ability and sense of personal efficacy in specific activity domains; perceptions of the value of skills in various domains; interest in various activities; activity choice; persistence; performance; and general self-esteem. In the first section, we discussed how social-contextual variables in both the family and the home could produce individual differences in the motivational constructs of interest. We presented a general framework for thinking about this issue and summarized our recent empirical work. In the second section, we discussed how systematic changes in the social environments that confront children as they develop could explain age-related changes in the motivational constructs of interest. Again we presented a general framework for thinking about this issue and summarized our empirical work testing the hypotheses generated from this framework. Throughout this section we have argued that optimal development takes place when there is good stage-environment fit between the needs of developing individuals and the opportunities afforded in their social environments. Furthermore, we suggested that the negative changes in motivational variables often associated with early adolescent development result from regressive changes in school and home environments. For example, the transition to junior high school, in particular, often confronts early adolescents with regressive environmental changes such as a decrease in the opportunity to participate in classroom decision making, a decrease in teacher support and teacher efficacy, and an increase in teaching styles and reporting practices likely to induce a focus on relative ability and comparative performance as well as excessive social comparison. Not surprisingly, there is also a decrease in intrinsic motivation and an increase in school misbehavior associated with this transition, and these changes are most apparent among adolescents who report regressive changes in the characteristics of classroom and school social environment. Such motivational changes are not apparent in adolescents who report the more developmentally appropriate shifts in the social context at school. Although our analysis of the family data is not as complete as our analysis of the classroom data, we have found evidence that a similar process may be going on in the family in relation to issues of control and autonomy. Excessive parental control is linked to lower intrinsic school motivation, to more negative change in self-esteem following the junior high school transition, to more school misbehavior, and to relatively greater investment in peer social attachments.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗
PubMed2001

Why does schizophrenia develop at late adolescence?

Schizophrenia is one of the most researched, yet still one of the least understood, of the mental disorders. One key area that remains comparatively neglected is the fact that schizophrenia typically develops at late adolescence. In common with people with psychotic disorders, around 25% of normal teenagers also report finding adolescence very distressing, and a substantial empirical literature shows that certain characteristics typical of adolescence such as conflicted family relationships, grandiosity, egocentrism, and magical ideation bear a distinct resemblance to phenomena seen in psychotic disorders. Indeed, such phenomena, as might be judged prodromal or symptomatic in first-onset schizophrenia, have been shown to be remarkably common in normal adolescents, generally in about 50% of samples. Furthermore, prodromal-like signs in normal adolescents appear to be functionally linked to psychological development. For most adolescents, such phenomena pass with successful psychological development. It is proposed that psychosis in late adolescence is a consequence of severe disruption in this normally difficult psychological maturational process in vulnerable individuals, and explanations are offered as to why and how this comes about. It is suggested that problems either in reaching psychological maturity with regard to parents or in bonding to peers or both, may lead to crucial self-construction difficulties, and that psychosis emerges out of such "blocked adolescence." This approach proposes therapeutic interventions that enable professional services to side with both parents and clients simultaneously, and is normalizing and stigma-free.

Adolescent↗
PubMed1997

An approach to studying circadian rhythms of adolescent humans.

The "long nights" protocol was designed to evaluate sleep processes and circadian rhythm parameters in young humans. A total of 19 children (10 boys, ages 11.2 to 14.1 years [mean = 12.7 +/- 1.0], and 9 girls, ages 12.2 to 14.4 years [mean = 13.1 +/- 0.7]) took part in the study. Sleep/wake initially was assessed at home using actigraphy and diary for 1 week on each child's self-selected schedule followed by an 8-night fixed light-dark (LD) condition, while sleeping from 22:00 to 08:00 h and wearing an eye mask to exclude as much light as possible. Phase measurements included 4-night mean actigraphically estimated sleep onset and offset as well as 1-night dim light salivary melatonin onset (DLSMO) phase at the end of each condition. Subjects then lived in the laboratory for 6 consecutive cycles: Day 1 LD = 14:10 h, lights out 22:00 to 08:00 h; Days 2-4 LD = 6:18 h, lights out 18:00 to 12:00 h; Days 5-6 = constant routine in continuous dim light (about 20 lux); Night 6 = 14 h recovery sleep. Phase markers (sleep onset, sleep offset, DLSMO) were significantly less dispersed after the fixed LD as compared to the self-selected condition, indicating efficacy of the LD protocol. Phase markers were correlated at the self-selected assessment (sleep onset vs. sleep offset r = .72; DLSMO vs. sleep onset r = .82; DLSMO vs. sleep offset r = .76) but not on the fixed schedule, probably due to restricted range. The constant routine provided additional phase markers, melatonin offset and midphase. Offset phase of melatonin secretion was significantly correlated with age (r = .62) and Tanner stage (r = .62). In conclusion, these preliminary data indicate a relationship between adolescent development and circadian phase. Thus, the long nights protocol is a feasible way in which to assess circadian parameters in young humans as well as to examine intrinsic sleep processes.

Adolescent↗
PubMedDate not supplied

[The perception of family function and psychosexual development in obese adolescents].

The interaction of psychological and social factors with family functioning and psychosexual development was studied in obese adolescents. Family functioning was evaluated using the triaxial classification of Tseng and McDermott. A total of 246 adolescents 8 to 18 years old (124 males and 122 females) were grouped in two: obese (n = 109) and non obese (n = 137). With the use of multivariate analysis it was found that the group of obese youngsters had higher rates of triangular parents-child dysfunction (p < 0.001) and more disapproval for their feeding behavior (p = 0.002); on the other hand, they considered they were more accepted in the family (p = 0.029) and felt greater concern from their parents (p = 0.004). It was concluded that the feeding behavior is interrelated with several aspects of the family psychodynamics which has an effect on the adolescents homeostasis and on his own body image perception. Those factors should be taken into consideration when the obese youngster is studied in clinical practice.

Adolescent↗