UNDERSTANDING ADOLESCENT

Understanding Adolescent

Understanding Adolescent Development Understanding Adolescent & Environment Understanding Adolescent Cultures/Subcultures

ADOLESCENCE - definition
Is a period of gradual transition from childhood to adulthood. Most cultures relate the beginning of adolescence to the onset of puberty and the ending of it with the ability to reproduce effectively. (Phoon and Chen, 1986).
3

It is the phase of transition from immaturity to maturity, from childhood to adulthood It's a time of rapid physical development and deep emotional changes. (Butter 1979).

Why Is It Important To Understand Adolescent?

 One

of the common stereotypes of adolescence is the rebellious, wild teenager continually at odds with adults Although it may be the case for some and this is a time of emotional ups and downs, The stereotype certainly is not representative of most teens.
5

Why adolescents?

Adolescents violence and aggression has reached alarming rates!

Violence & Aggression in Adolescences

20 years ago, WHO did not consider violence to be a central concern. However it has become a fast growing problem world wide
Children as victims + as perpetrators Major public health concern + significant cause of morbidity and mortality: lives are lost.

Understanding adolescent

These are exciting, but can also be confusing and uncomfortable stage for child and parent alike.
The adolescent years can be an emotional assault course for all concerned.

A gulf can grow between parents and their children during adolescence.
8

Classification of Adolescence (WHO) Adolescence falls between the ages of 10 and 19 years:
Early

adolescence adolescence

10 14 years 15 17 years 18 19 years

10

Middle Late

adolescence

Adolescence
The

hallmark of adolescence is change changes includes: Physical and sexual Cognition Emotion Psychosocial Developmental Task/Achievement
11

The

Physical Growth And Development

Major physical changes of puberty:

Growth spurt rapid acceleration of growth (height and weight). Growth process is not smooth and even

Further development of the gonads or sex glands (testes in male and ovaries in female)

Development of secondary sexual characteristics

12

13

PHYSICAL GROWTH &DEVELOPMENT

Sexual

maturity both boys of & girls the sexual

In

development

secondary

characteristics is typically divided into stages, known as TANNER STAGING

14

TANNER

STAGING

Pubic

Hair (male / female)

changes
Breast Penis

changes

and Scrotum changes

15

TANNER STAGING & PHYSICAL CHANGES

16

TANNER STAGING & PHYSICAL CHANGES (CONT.)

17

TANNER STAGING & PHYSICAL CHANGES (CONT.)

18

Sexual Maturity.
In Boys:
Facial Voice Skin The

In Girls
Breast Distribution

hair changes

of body

changes breast and

hair
The The

genitalia menstrual cycle

19

the genitalia.

Cognitive Development

20

Cognitive development
Refers

to the

development of the ability to think and reason.

Is the process by which a childs understanding of the world changes

21

COGNITIVE DEVELOPMENT

The concrete thinking formal operational thinking egocentric thinking abstract

Concrete

because

they

are

performed in the presence of the objects and events being thought about.

Children (6 to 12 years old) think in concrete ways (concrete operations) such as how to combine (addition), separate (subtract or divide), order (alphabetize and sort), and transform (change things such as 10 cents = 2 five cents ) objects and actions.
22

to think about many possible outcomes of a situation that do not exist now.

Progression from simple to more complex cognitive development early, middle adolescent: THE TRAINING MODULE late IN

construct possibilities and assess probabilities

23

THE CHANGES IN THINKING THAT OCCUR :

Developing advanced reasoning skills: more logical thought process

The ability multiple

to

think

about and

options

possibilities, and the ability to think about things

hypothetically.

It involves asking and answering the question, "what if...?".

This involves thinking about things that cannot be seen, heard, or touched; e.g. faith, trust, beliefs and spirituality.
25

Developing abstract thinking skills.

meta-cognition
Developing

the ability to think about thinking in a process known as "meta-cognition.

Meta-cognition

is the active monitoring and regulation of cognitive processes

26

o It re-presents the executive control system and are central to planning, problem solving, evaluation and many aspects of language learning.

It involves being able to think about how one is perceived by others.

allows individuals to think about how they feel and what they are thinking

It can also be used to develop strategies, also known as mnemonic devices, for improving learning or thinking.
27

Adolescence marks the beginning of more complex thinking processes (formal logical operations):
abstract thinking (thinking about possibilities), form own new ideas or questions, the ability to consider many points of view according to varying criteria, to compare or debate ideas or opinions, and the ability to think about the process of thinking Reflect on emotions
28

How Do These Changes Affect Teens?

During the adolescence years, the cognitive development is seen as, the complex thinking goes from:
focusing on making personal decision in school and home environment in early adolescence, to more philosophical and futuristic concerns in middle adolescence to focusing on less self-centered concepts as well as personal decision making in late adolescence.
Examples are given in the text.

29

How Do These Changes Affect Teens?

Argue for the sake of arguing. Jump to conclusions. Be self-centered. Constantly find fault in the adult's position. Be overly dramatic. Can't think ahead to consequences of their actions

30

Groups, sports, physical appearance More questions, analyzes, What I think is right, Who am I, What do I want, long term planning

More global concepts, develop idealistic views, intolerant of opposing views, more focus on career emerging adult role

31

Important

The adolescent will develop his/her own view of the world.

When

emotional

issues

arise, they often interfere with an adolescent's ability to think in more complex

The over

development time and

occurs each at

ways.

adolescent

progresses

Thus it is important to know what can interfere with healthy and cognitive
32

varying rates .

Enhanced

by

cognitive

appropriate

readiness and appropriate

development and how to

What encourages healthy cognitive development

33

Include children in discussions about a variety of topics or issues from an early stage.

It can start with things at home, e.g. how one or others feel, what goes on for them on a daily basis, what happens to someone when events occur, what can be done and allow some decisions which are ageappropriate.

Encourage children/ adolescents to share ideas and thoughts Adults should avoid telling children to shut up or to stop talking. Encourage adolescents to think independently, think about and develop their own ideas.
34

Assist them in reevaluating poorly made decisions or mistakes.

Allow them opportunities to redeem themselves and to try to make things right.

Assist adolescents in setting their own goals.

Allow them the opportunities to see adults make mistakes too, and we can and should get our act together to overcome our difficulties. Compliment and praise adolescents for well thought out decisions.
35

Encourage adolescents to think about the possibilities what they want to see happen in the future and what can be taken to reach their

Major Concerns & developmental issues

Normal Development
36

o Emotions are

feelings that have both physiological, social and cognitive elements and it influences behavior.

The new cognitive skills of maturing adolescents give them the ability to reflect on who they are and what makes them unique Challenges and life events occurring during adolescence, interferes or brings about a lot of expression of negative emotions

37

Major development issues

Major concerns

Curiosity about sex, opposite gender Peers, struggle with autonomy Mood swings Anxieties about body changes and shape & coming to terms

38

Four Major Questions Facing Adolescents

Major concerns Major development issues

Who am I? Am I normal enough? Am I competent enough? Am I lovable and loving enough?

39

Major Questions Facing Adolescents

The growth of one's intellect from concrete to abstract thinking makes adolescence an intense time of self-discovery. In their quest to define themselves and their relationship to the world, adolescents begin to question

Adolescents usually require and want privacy, gives them a good time/space/ chance to explore/ find their own answers

40

Changes Affecting Adolescents

Spend more time with friends Curious about sexuality and opposite gender More into how the feel, look Preoccupied with their own interest Argumentative Not wanting to be with their parents

41

EMOTIONAL DEVELOPMENT

42

EMOTIONAL DEVELOPMENT

Love, value, support

Positive development of self , Resilient

childhood

adolescen t NEEDS UNMET No Love, value, support Negative self image High risk behaviour, aggression
43

EMOTIONAL DEVELOPMENT

Contributing factors:
They are cross-roads Undergoing adjustments Hormonal changes Their coping skills and learning experiences

44

EMOTIONAL DEVELOPMENT

Depends on past and present experience;

How much they are loved, valued and supported

Development and impact on relationships

45

EMOTIONAL DEVELOPMENT

Adolescent coping skills requires

Positive self image Enhance autonomy Trust in ones abilities and strengths

Good coping skills

Appropriate support group

46

EMOTION

It is important to learn to express their feelings and emotions in an appropriate manner

They need to be taught techniques to control their emotion

47

The importance of emotions control

To allow them to get along well with others and to make friends, they specific skills that they need to master as part of their emotional development include: Recognizing and managing emotions. Developing empathy. Learning to resolve conflict constructively. Developing a cooperative spirit.

48

The importance of emotions control

They need to be learn to resist and Keep violence out of our environment.

49

PSYCHO-SOCIAL DEVELOPMENT
50

PSYCHOSOCIAL DEVELOPMENT
This encompasses 5 sets of development: 2) Identity 3) Autonomy 4) Intimacy 5) Sexuality 6) Achievement

51

PSYCHOSOCIAL DEVELOPMENT
1. Identity Sense of self Starts to wonder Who will I become? What am I really like? What do I want out of life? What things are important to me? 2. Autonomy Ability to be independent & make independent decisions Misunderstood and seen as rebelliousness

52

PSYCHOSOCIAL DEVELOPMENT
3. Intimacy/Close relationship

Establish close and enduring relationships Making & breaking numerous relationships, Acquiring and practicing social skills Helps provides emotional

4. Sexuality Being

comfortable with ones sexuality

5. Achievement Achieving & fostering values, attitudes and success (Developmental Task)

53

8 DEVELOPMENT TASKS

Major task in adolescents - to establish stable identity & become complete & productive adults There are many developmental tasks & are challenging, but they can be achieved.

They need to provide a supportive environment:

society, religion etc plays an important role

54

1. Achieve new & more mature relations with others, both boys and girls, in ones age group 4. Achieve a masculine or feminine social role 7. Accept ones physique 9. Achieve emotional independence from parents & other

5.

Prepare for marriage and family life - Often confuse sexual feelings and genuine intimacy Prepare for an economic career Acquire a set of values Desire and achieve socially responsible behaviour through financial & emotional independence from parents
55

7.

9.

10.

IDENTITY CRISIS
o is a normal occurrence and failure to negotiate this stage leaves the adolescent without a solid identity and feeling despondent
Characterized
not

by

having a sense of self confused about ones place in the world

May

manifest itself as behavioral & emotional problems and involvement in

56

Identity is made up of two components (American Psychological Association, 2002): Self-concept The set of beliefs about oneself, including attributes, roles, goals, interests, values and religious or political beliefs

Self-esteem How one feels about one's self-concept The process of developing a sense of identity involves going through the stages, experimenting and experiencing,
Feeling positive about one's identity is important to the self-esteem of an adolescent
57

Mental health needs

OF ADOLESCENT

58

MENTAL HEALTH NEEDS

1)

Safe enough environment Environment free from violence, abuse and aggression Basic needs are met enough

4)

Adults in the childs life is united enough Child feels loved and cared for enough

3)

6)

5)

59

Thoughts

It has been traditionally believed that children who have been orphaned or abused are the primary victims of poor bonding and attachment in the early years.

60

Thoughts

In our society, however, a new phenomenon has emerged:

1. Children are being overindulged by parents who have more money then time to spend with them.

The result is that children are being raised in financially secure, but emotionally empty environments, with little discipline and structure.

PAC Seminar 2006

3.

Children in homes where the socio-emotional is not practised.

61

Thoughts

This most common form of neglect BUT also the most socially acceptable.
PAC Seminar 2006

The societal ramifications of children: children are emotionally left on their own it can be severe

62

Understanding the Needs

1. 2. Safe enough Basic needs met enough 3. Adults in the childs life united enough 4. Child feels loved and cared for enough 5. Parents reflect enough rather than react 6. Child knows their place within boundaries
63

HOW TO BE SUPPORTIVE
BE SUPPORTIVE Educate parents on changes that occur

Know your child

Are you noticing any changes in your body? Are you having any strange feelings? Are you sad sometimes and don't know why?

Expect some mood changes in your typically sunny child, and be prepared for more conflict

Talk & Listen to the child enough Answer the questions early, NOT LATER YEARS

64

Tips for parents

65

HOW TO BE SUPPORTIVE

Understand how the child feels putting yourself in the childs shoes talk to your child enough Pick your battle

Maintain your expectations Stay inform Be aware and know when things are not going right

66

HOW TO BE SUPPORTIVE

Respect childs privacy

Have appropriate rules:

Agree between themselves about their basic values and rules. Clear, reasonable and consistent Less restrictive when child shows compliance & responsibility Support each other in applying them, some issues are negotiable while some not.

Monitor what the child see, reads or where they are

67

IMPORTANT MESSAGE TO PARENTS

Need to make the home a safe base

Adolescent are exploring life, and need a base to come back to. Home should be somewhere they feel safe to come back to, where they will be protected, cared for and taken seriously. Will not be easy if they are at each others throat and undermining each other

68

Important message to parents

Sanctions, such as grounding or loss of pocket money, will only work if they are established in advance.
Don't threaten these if you are not willing to carry them out.

Rewards for behaving well are just as important - probably more important.

69

Important message to parents

Children need to feel, see and hear if they are loved, valued
Show your child that you love them by spending time, listening to their point of view, and being willing to help them achieve their goals Be supportive and take an interest without taking over. Encourage them to explore things that they are interested in Help them feel needed, wanted in the family within reasons and boundaries Celebrate achievements and success Have some routines/ rituals, e.g. doing things together

70

CONSEQUENTS OF UNMET NEEDS

Disturbance Isolation Worries/

of appetite and sleep

Fears/Anxiety Lost of interest Problem at school/ home Aggressiveness Sadness Destructive behaviour

71

Understanding stress in adolescent

Possible sources: Peer group environment Rejection Criticism, constant teasing Expectations Reverse role Poor role model Inappropriate punishment

72

The Adolescent Environment

73

UNDERSTANDING ADOLESCENT AND ENVIRONMENT

Physical environment Social environment Intellectual environment

74

ENVIRONMENT AFFECTING ADOLESCENT

Family School Peer Global

75

scenario

Mother to doctor: CAN YOU HELP ME TELL MY DAUGHTER

76

77

Family Environment

78

FAMILY ENVIRONMENT

Fundamental unit of all societies Factors which influence adolescent:

Types of family Parenting style Family dynamic Belief system and practices Opportunities provided Early childhood experiences

79

FAMILY ENVIRONMENT

Child development is an interactive process:

parents

have effects on the childs life children impact on parents lives

The feeling and behaviour of one affects the other in a circular manner & the feedback between them modifies each persons participation in the relationship
(Winnicott)

80

FAMILY ENVIRONMENT
(1) (2) (3) (4) The The The The emotional relationship between parents and child, parents' practices and behaviors, and parents' belief systems. parents past experiences and current stressors

Examples: Parents who react angrily towards their children will shape similar behaviour in their children

Parents who think appropriately and react calmly towards their child, will result in the child learning and responding accordingly.
81

OTHER ISSUES IN FAMILIES

Love and respect balance of control and affection discipline and appropriate guidance, involvement and supervision communication skills presence or lack of problems solving skills trust and responsibility

82

EARLY EXPERIENCES IS IMPORTANT

ATTACHMENT

Early and later childhood experiences

BONDING
83

What What Why

is Attachment? is Bonding?

is it important?
84

ATTACHMENT
Definition Tendency of a child to seek closeness with a specific person, in order to reduce internal tension

Unique & exclusive relationship between child & their (main) caregivers colours the person's relationships for rest of his/her life

which will shape the childs relationships with others for the rest of his or her life.

85

BONDING
An interactive process that occurs through repeated daily interactions and exchanges between children and their parents/caregivers
86

Attachment

is all about building relationships. Humans need attachments with others for their psychological and emotional development as well as for their survival. Children need to feel that they are safe, that they will not be abandoned, and that they are loved and valued.
87

ATTACHMENT
o There are now increasing scientific evidence on the importance of secure bonding and attachment which can influence every component of a human being (Bowlby and Ainsworth).

The importance of an attachment relationship between mother and child cannot be over-emphasized.

ATTACHMENT THEORY
Infant's

initial experiences of attachment become cognitively represented in the form of internal "working models" of the self & others
Bowlby (1969, 1973, 1982) & Ainsworth, Blehar, Waters, and Wall (1978)

These mental models incorporate expectations about: how worthy one is, how accessible & responsive the primary caregiver is, in regard to providing support, trust & protection (secure base)

89

ATTACHMENT THEORY

Over time, child internalizes this sense of trust and security, feeling his carer's presence everywhere, as if he has an "inner mother" inside himself.

With this strong sense of security, he feels safe enough to explore and become more independent.

This process needs to occur during the first three or so years of life, bringing about the development of trust and security, and the beginnings of conscience in the child. In time, the child generalizes these feelings of safety to feeling safe with other people, and in the world at large.

"When a child is held inmind, the child feels it and knows it. There is a sense of safety, of containment, and, most important, existence in that other which has always seemed to me vital" "During the earliest years of our lives, indeed, emotional expression and its reception are the only means of communication we have, so that the foundations of our working models of self and attachment figure are perforce laid using information from that source alone." - John Bowlby

SECURE ATTACHMENT
Warm and secure relationship

Able to engage in appropriate reciprocal relationships. Concern about others feelings and needs
92

INSECURE ATTACHMENT

Emotionally distant & inconsistent

Incapable of genuine trust Negative & pessimistic view of self & others
93

DISRUPTED ATTACHMENT

WHAT HAPPENS?

Without this consistent caring relationship, these children: Don't learn to trust and they don't feel secure. Frightened of relationships with anyone, and they respond to with fear, being angry and acting out, or by being withdrawn and solitary. They tend to only feel safe when they're in control. While they sometimes appear to be very sociable, their relationships are very superficial: don't form close, intimate relationships, because they lack the template for such relationships These are children who will go to anyone

 Needy

& clingy

Aggression

Decompensate

violence

&

when faced with stress of self control to develop & maintain friendships

Incapable

Lack

of genuine trust and intimacy &

Unable

Negative

This cycle of maltreatment and attachment disorder is repeated with their own children when they become adults

96

INSECURELY BONDED CHILD

Function at less than optimal levels Low self-esteem, lack confidence Anxious, withdrawn, isolated, Unable to engage and cooperate Controlling, aggressive

Attachment Disorder seen in children:

Who have been moved through a number of foster placements Those in institutional care With multiple or inconsistent carers Children who have had a consistent carer, but who have experienced abuse or other trauma (such as domestic violence), mental ill health (depression).

For whatever reason, the adults are unable to help the child feel safe again, the sense of heightened fear persists, and the child no longer trusts and feels safe with anyone.

It's worth noting that in some children that experience trauma or loss or neglect at an early age but do not develop attachment problems. A number of factors can combine to make the child more or less resilient to risk: their innate temperament; the existence of other caring people in their world; age at the time of trauma, support group.

In adolescent

Adolescent attachment research has continually shown that relationship quality has an impact on an individuals psychosocial adjustment. A high quality of interpersonal relationships in adolescence and adulthood is strongly associated with higher levels of self-esteem, less depression and better social adjustment

100

In adolescent

During adolescence, changes in attachment bonds occur as individuals learn to develop and value non-familial relationships.
Independence and associations with others becomes increasingly important and young adolescents begin to identify with and seek support from

However, parental attachments continue to remain salient and constant throughout adolescence.

101

Parental Role

102

BECOMING A PARENT

Everyone can be a parent but not everyones parenting is good enough The way the parent approaches a child is influenced by
model

of care they experienced as a child

conflicts

around self-esteem, identity, selfcontrol, relationships

Unresolved attachment issues may lead to unresolved dependency conflicts carried into adult life & relationships and can be aggravated by social stress 103

Parenting Style
Parents

affect adolescents by their parenting styles

different types of parenting: Baumrind (1989) permissive authoritarian authoritative
104

Permissive Parenting
Characteristics: Semua boleh

Outcome:
more

positive in their mood more vitality

non punitive, non directive and non demanding No limits set No co operations required

show

immature

in their behavior lack impulse control, social responsibility and self-reliance

105

Authoritarian Parenting
Buat apa yang

mama/papa suruh buat saja. Jangan banyak soal! FULL STOP Punitive - Exercise power to make children conform Children are NOT given responsibility for personal decisions and not involved in rational

OUTCOMES: Moderately competent and responsible. Socially withdrawn and lack of spontaneity. Low self-esteem Girl: dependent and lack of ambition. Boy: more aggressive.

106

Authoritative Parenting
Democratic concept Warmth and firm Encourage equality and trust Set realistic standard and values Gets child cooperation and respect Offer explanations and reasons

Outcome: Independent, selfassertive, friendly with peers, and cooperative with parents. Likely to be success both intellectually and socially Enjoy life and have strong motivation to achieve. Able to adapt to life

107

Indifferent parents.

Try to do whatever is necessary to minimize the time and energy to interacting with their child.

In extreme cases, indifferent parents may be neglectful

108

Indifferent parents.

They know little about their child's activities and whereabouts, show little interest in their child's experiences at school or with friends, rarely converse with their child, and rarely consider their child's opinion when making decisions.

Rather than raising their child according to a set of beliefs about what is good for the child's development they structure their home life primarily around their own needs and interests.

109

Parenting Styles
Children are natural mimics; they act like their parents in spite of every effort to teach them good manner

Be a good role model.

110

The important dimensions of parenting:

Warmth (acceptance or responsiveness), Firmness (demandingness or behavioral control), Restrictiveness (intrusiveness or psychological control).

Research shows that children and adolescents fare better when their parents are warm, firm, and nonrestrictive.

111

Child adjustment indicators in relation to parenting:

psychosocial development: including social competence, selfconceptions, and self-reliance school achievement: including school performance, school engagement, and academic

internalized distress: including depression, anxiety, and psychosomatic problems; problem behavior: including delinquency, aggression, and drug and alcohol use.

112

Understanding Adolescent and Environments

Family environment School environment Peer environment

113

School Environment

To adolescent , school can mean:

Achievement

& motivation Distress & disappointment Support, isolation Teachers

114

Factors associated with bonding

2. Attachment
The school/teachers care about me and I care about my actions May have social and emotional ties to adults or peers at school

3.

Involvement
Academic and nonacademic involvement increases bonding

4.

Belief
Belief that education is important Have faith in school to provide them with education
115

3. Commitment
Conscious decision by adolescent about what they have to do to achieve goals at school

School Environment
This is also a reciprocal relationship requiring that teachers also believe that students are competent to learn and achieve the goals of school School can also be a cause of separation & frustration

116

People in School

Responsible to ensure that all children experience the value of group, being in a team and contributing
adults can channel peer influence into positive ways & experience, utilize the powerful effects that adolescents have on one another by encouraging activities in school that promote leadership, team building and community spirit

117

Factors that influence separation

Passive acceptance of peer group

Teachers who do not agree to peer group base on academic achievement etc but make no attempt to intervene can promote separation among students

Peer group separation Grouping base on achievements forces isolation among students at different achievement levels with each group forming its own peer

Blame or Excuse the Victim For example a teacher may excuse poor student test performance on the basis of family background. By the same token, a teacher may blame the family background for the performance. In either case, student achievement is undermined.
118

Peer Environment

119

Peer Development
Normal part of development Generally associated with negative connotations Membership in peer groups is a powerful force during adolescence Groups provide important developmental point of reference through which adolescents gain an understanding of the outside world

120

Peer acceptance and recognition help reinforce personal identity, feeling of security, importance and facilitates independent decision making

Everyone needs to belong to feel connected with others and be with others who share attitudes, interests, and circumstances that resemble their own. People choose friends who accept and like them and see them in a favorable light.

121

Positive Peer Pressure

Peers can and act as positive role models. The ability to develop healthy friendships and peer relationships depends on and will have impact on selfidentity, self-esteem, and self-reliance.

Peers often listen to, accept, and understand the frustrations, challenges, and concerns Encouraged to conform to healthy behavior.

122

Negative Peer Pressure

Teens who feel isolated or rejected by their peers or family are more likely to engage in risky behaviours in order to fit in with a group. Peer pressure can impair good judgment and fuel risk-taking behavior Draw a teen away from the family and positive influences and luring into dangerous activities
123

Negative Peer Pressure

They

may make choices and engage in behavior:

that

might otherwise be rejected. risk being grounded, punished or losing their parents' trust, just to try to fit in or feel like they have friends They will change the way they dress, give up their values or create new ones, depending on and to please the people they hang around with.

124

What do they get from their Peers?

POSITIVE Sense of connectedness, support, understanding Accepted Confidence Skills NEGATIVE Bullying Fighting, aggression Smoking, drug Sexual behaviours Teens may continue the slide into problems with law, school problems, defiance and gang problems
125

Peer Environment

It is important to encourage friendships among teens, get to know them. Parents can support positive peer relationships by giving their adolescent their love, time, boundaries, and encouragement to think for themselves. A positive parent-teen relationship characterized by warmth, kindness, consistency, respect, and love relationship will flourish, as will the child's selfesteem, mental health, spirituality, and social skills.
126

Negative Peer Pressure

They

appear to be wellbehaved, highachieving teens when they are with adults but engage in negative, even dangerous

Once influenced, teens may continue the slide into problems with the law , substance abuse, school problems, authority defiance , gang involvement, etc.
127

Encourage Healthy and Positive Relationship

Being genuinely interested in adolescents activities allows parents to know their teen's friends and to monitor behaviour, which is crucial in keeping teens out of trouble.
When

misbehaviour does occur, parents who have involved their adolescents in setting family rules and consequences can expect less flack from their adolescents as they calmly enforce the rules. who, together with their adolescents, set firm boundaries and high expectations may find that their adolescents abilities to live up to those expectations grow. 128

Parents

Peer Environment dont wait for trouble

Remember it is better to act before trouble starts
129

adolescent culture
130

Culture encompasses the entire lifestyle of any particular group of people including their inventions and thoughts which are in line with the groups spiritual and physical values.
In daily conversation, culture is defined by associating it with phenomena like dancing, music, food and style of costumes only.

In sociology, culture is defined as the entire result of ideas which were learned and shared by certain communities.
This includes their beliefs, political values, customs, laws, moral values, social institutions, arts, languages and material products.

131

Culture can be grouped as follows: Thoughts/ideas - like knowledge, languages, philosophy, literature, myths, legend, beliefs and folk stories. Materialism - like buildings, machineries, object of art, costumes, foods, medicines and furniture. Arts - divided into two fields which are acting art (theater, dance, music, songs) and visible art (carvings, engraving, drawings, plaiting and weaving). Values and norm - like rules, law, custom, folk-lore and tradition, style and behavior,
132

The concept of peer culture was introduced by Corsaro (1998) and contains the following aspects of social interaction

133

Adolescents share a mutual understanding of actions and norms for procedures.

This shared framework of understanding enables children to systematically interpret novel situations.

Adolescents appear to adhere and behave according to a set of social rules and behavioral routines.
If such rules and routines are breached, then comments and negotiations between adolescent follow.

134

Important characteristics of adolescents peer culture are: Seeking more autonomy - free from adult supervision Formation of bigger groups or cliques Increase contact with members of opposite sex

As the dynamics of society changes, adolescent cultures also change.

The change in adolescent culture is a reaction to the changes in politics, economic, education, technology and globalization.
135

adolescent subculture
136

Adolescent subcultures can be defined as: meaning systems, modes of expressions or lifestyles developed by groups in subordinate structural positions in response to dominant systems i.e. reflect their attempt to solve structural contradictions rising

These are teenagebased with distinct styles, behaviors and interests

offer members an identity outside of that ascribed by social institutions such as family, work, home and school.

Adolescent cant choose their ethnicity but they

137

It is the collection of learned assumptions that adolescents bring to their daily practice of interpreting the meaning of reality and ourselves

Adolescent subculture is a particular relationship on the part of young people with the whole world of:
fashion (clothing style, hair style and footwear), image, style, music and dance, dialects and slang.

138

The culture of a group is the glue binds its members together through a common language, religion, beliefs, aspirations and challenges, while subculture (dress code, hairstyles) gives distinctive characteristics to the group.

This subculture have certain positive or negative characteristics

139

140

Antisocial behaviour resilience

141

Antisocial behaviour
Early onset anti social behaviors is usually chronic and severe unless intervened. The development of escalating antisocial behavior is difficult to reverse and the children who engage in these behaviors are often:

A danger to themselves and others Not identified early enough Are at risk for negative outcomes including school dropouts, vocational maladjustment, alcohol or other illicit drug use and relationship problems

142

Resilience
Literatures have shown how life events, personal, family and school factors influence resilience and have identified protective factors in relation to the adolescents world i.e. their family, school and community. Table 1 summary of protective factors

Self-esteem Cognitive Behavioral Therapy Problem solving Global environment

143

Understanding Adolescent and Environments

Family environment School environment Peer environment Global environment

144

Global environment
Adolescent is expose to the bigger environment which includes the global community, the media and the virtual universe. They now are also exposed to massive influx of information, ideologies and support system through the information communication technology that have a major implication on their development. It brings negative as well as positive influences to the adolescents.

145

Global environment
Communication Cognitive

development, academic achievement Social development Knowledge

146

POSITIVES: global communication tool reading achievement esp. in the lower income group co-constructing their own environments improves communication, interaction gratification, acknowledgment, fulfillment in

NEGATIVES: identification with sexuality issues, selfharm encourages such pathological behaviour exposes one to billions of users invasion of privacy, space CRIME.

147

Concept of Self & Self Esteem

Self-esteem refers to how adolescents value themselves and believes that they are important and have something valuable to contribute.
It also refers to an individual's sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself. Self-esteem can be favorable or unfavorable towards the self.

While self-concept refers to their overall beliefs of who they are (their values, traits, skills, characteristics).
149

Things that can damage children's self-esteem

150

Ignoring them and not taking an interest in them. Messages that say you do not like the child, eg. "I love you but I don't like you."

Make it clear that its the behaviour you dont like not the child.

Messages that say something bad about them..."

Comparing them with others, especially brothers and sisters. Giving messages that life would be better without them Threatening to leave them if they do not do as you wish. Frowning and/or sighing when they want to talk to you or ask you for

151

Self-esteem
Children

see themselves through their parents' eyes.: If their parents see them as special and lovable and show them and tell them this often, they will develop self-esteem. If they keep getting messages that they are not lovable or a nuisance they will not so easily develop good self-esteem, inner sense of feeling safe.

152

MANAGEMENT

remember

Adolescent is in a system which is determined by their relationship with the different parts of the system and mediated by both external and internal demands / tasks

154

What do we know?
Many children are struggling at home & in school
Adults are not aware or dismissive of what they are facing & how to manage

Loose interest Behavioural and or/ emotional difficulties

155

Alone in the Crowd ??

Minimize, Rejection

High-risk

behaviours

156

Alone in the Crowd ??

The basic cause of a person's inability to relate to themselves and others with love is this childhood state of feeling unlovable which persists into adulthood.

157

Practical points for communicating and working

With Adolescents
158

Understanding Environments
Mental health intervention: not bias, non-judgmental, empathic,
respectful

See them by themselves as well as with their parents. Not playing the parent role Intervention at the parent level parent support, work
159

How to be supportive

Reassure about normality

Acknowledgement

building trust

Get them involve in overcoming their worries/ anxieties

what minimal steps can be taken for them to be/ feel better?
160

Tips for parents

161

DEALING WITH PEERS: Do not attack your child's friends.

Keep the lines of communication open Check whether your concerns are real Let them know of

If you believe your concerns are serious, talk to the child about behavior and choices -- not the friends.

Help them understand the difference between image (expressions of youth culture)
162

Encourage reflective thinking by helping them think about his or her actions in advance and discussing immediate and longterm consequences of risky behavior. Encourage your child s independence by supporting decisionmaking based on principles and not

Remember that we all learn valuable lessons from mistakes.

163

Encouraging independent thought and expression

Develop a healthy sense of self and an enhanced ability to resist peer pressure.
164

cognitive behavioral therapy

165

Thought monitoring Automatic thoughts are beliefs or ideas, that come to our head when triggered by a stimulus e.g. events or situation.
They are usually negative and self defeating. By learning to recognize these thoughts, they can be changed or

Evaluation Adolescent must develop skill to evaluate their automatic and habitual thoughts or beliefs that have been identified. Truths and evidences are gathered to challenge the accuracy of these

166

Accurate explanation when bad events happen, more accurate explanations can be developed to challenge the automatic or negative thoughts. By interrupting the chain of negative explanations, attitudes and mood can improve.

Thinking errors many of our core beliefs are useful but there are others that are unhelpful. They prevent us from making good choices and decisions, and can lead us to make false assumption about our life. e.g. catastrophizing or
167

Hang in there. When young people are the most trying, it is usually because they are not feeling good. This is the time they need to know that you are hanging in there with them.