social transitions -...

Social Transitions: Helping Youth Thrive in a Changing World

Objectives

Upon completion of this module, attendees will be able to:

• Gain a deeper understanding of youth/adolescent development and developmental needs for long-term success

• Identify strategies for supporting youth as they learn to cope in an ever-changing world

• Identify relevant resources for supporting adolescent/middle school youth

• Meet the training requirements under the national contract

Youth Development Statistics

Supporting youth through transitional periods of life is critical to their success because research has found the following to be true:

• 40%-60% of all students become academically disengaged in middle/high school (social & emotional issues cited as main cause)

• Disengaged youth are more prone to engaging in high-risk behaviors (sexual promiscuity, substance abuse, violence, attempted suicide or bullying)

• US Census Bureau (2011) documented 46.2 million Americans living in poverty; nearly 22% under the age of 18

• One out of every 45 children does not have adequate housing

• 15 million children currently live in homes without fathers; 5 million live in homes without mothers

Source: Young, N. & Michael, C.; 2014. Betwixt and Between. Rowman & Littlefield Education. Lanham, UK

Developmental Periods of Youth

Piaget (1936) was the first psychologist to make a systematic study of cognitive development. Piaget specified that children think differently than adults and stated they go through four universal stages of cognitive development. Piaget believed that…

• Development is therefore biologically based and changes as the child matures

• Cognition therefore develops in all children in the same sequence of stages

• A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations

Source: http://www.psychologynoteshq.com

http://www.psychologynoteshq.com/

STAGE AGE RANGE

DESCRIPTION

Sensorimotor 0-2 years • Coordination of senses with motor response • Sensory curiosity about the world • Language used for demands and cataloguing • Object permanence developed

Preoperational 2-7 years • Symbolic thinking, use of proper syntax and grammar to express concepts

• Imagination and intuition are strong; complex-abstract thoughts still difficult

• Conversation skills developed

Concrete Operational

7-11 years • Concepts attached to concrete situations • Time, space and quantity are understood and applied but not as

independent concepts

Formal Operations 11+ • Theoretical, hypothetical and counterfactual thinking developed and refined

• Abstract and logical reasoning developed • Strategizing and planning becoming possible • Concepts learned in one context applied to others

Source: http://www.psychologynoteshq.com

Piaget’s Developmental Periods for Youth

http://www.psychologynoteshq.com/

Piaget’s Developmental Periods and What it Means to Us…

Our programming should be providing youth, especially those ages 11-15, with experiences that:

• Require them to practice critical thinking skills

• Allow them chances to make strategic plans (personally and academically)

• Further develop their ability to process abstract thoughts/concepts

• Transfer learned skills from one area to another

• Present them with new/unfamiliar challenges/situations

Erikson’s Stages of Psychosocial Development

Erik Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood event, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan.

Erikson identified eight stages of psychosocial development, from birth through death. While the age at which each individual may enter/exit a stage may shift to the right or left a little, Erikson stated that all humans do proceed through each stage as they age.

Erikson’s Stages (School-age Youth) STAGE BASIC

CONFLICT IMPORTANT EVENT

OUTCOME

Preschool (3-5 years)

Initiative vs. Guilt Exploration • Children need to begin asserting control and power over the environment

• Success in this stage leads to a sense of purpose

• Children who try to exert too much power experience disapproval, resulting in a sense of guilt

School Age (6-11 years)

Industry vs. Inferiority School • Children need to cope with new social and academic demands

• Success leads to a sense of competence, while failure results in feelings of inferiority

Adolescence (12-18 years)

Identity vs. Role Confusion Social Relationships • Teens need to develop a sense of self and personal identity

• Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self

Source: http://psychology.com

http://psychology.com/

Erikson’s Developmental Stages and What it Means to Us…

Our programming should be providing youth, especially those ages 11-15, with experiences that:

• Open their minds to discover new concepts/perspectives

• Build their inter/intra-personal skills

• Develop their communication skills

• Provide youth opportunities to experience success/mastery

• Mitigate the potential for succumbing to peer pressure

Physical Activity Competence Self-

Definition Creative

Expression Social

Interaction Clear Limits Meaningful Participation

Positive Youth Development

7 Developmental Needs of Early Adolescents

The Center for Early Adolescents found the following needs of early adolescents to be true in order for youth to develop positive social and emotional skills:

Source: http://kdla.ky.gov/librarians/programs/summerreading/Documents/2013_conference_materials/King%20Handout--

7%20Developmental%20Needs%20of%20Early%20Adolescents.pdf

http://kdla.ky.gov/librarians/programs/summerreading/Documents/2013_conference_materials/King Handout--7 Developmental Needs of Early Adolescents.pdf




• Opportunities to exercise their bodies and explore muscle capacities

• Ample quantities of nutritious food to support physical growth

• Opportunities to learn new physical skills and staying safe

• Opportunities to practice pacing/balancing themselves (i.e. rest and relaxation)

• Opportunities to connect with the real world; demonstrate mastery

• Opportunities to learn new skills and relating those skills to their life

• Acknowledgement for accomplishments; encouragement

• Opportunities to set realistic goals; learning to deal with setbacks/disappointments

Physical Activity

Competence

Source: http://kdla.ky.gov/librarians/programs/summerreading/Documents/2013_conference_materials/King%20Handout--7%20Developmental%20Needs%20of%20Early%20Adolescents.pdf




• Opportunities to explore who they are and what they are becoming

• Opportunities to reflect on their personal identity (gender, race, culture, religion and nationality)

• Opportunities to reflect on their place (family, community and country)

• Participation in experiences/activities that allow them to dream about their future, create personal missions and goals

• Opportunities to participate in verbal and non-verbal experiences which allow them to shape, explore and express emerging thoughts, feelings, interests, talents, abilities, values, attitudes and beliefs about themselves and the world around them

Self-Definition

Creative Expression





7 Developmental Needs of Early Adolescents • Opportunities to experience positive social engagement; relationship-building

• Opportunities to experience support while exploring new ideas, values, views and feelings

• Security of structure and clear limits to help them cope with new areas of exploration and learning

• Opportunities to increase individual responsibility and social interaction

• Opportunities to identify, develop and use individual talents, skills and interests in the context of the real world

• Opportunities to participate in activities, focusing on the reflective piece and making personal connections to the material

• Opportunities to make connections between personal priorities and the needs/interests of others; contributing citizen

Positive Social Interaction

Structure and Clear

Limits

Meaningful Participation




Youth Developmental Planning Wheel





Youth Developmental Planning Wheel - Example





40 Developmental Assets for Adolescents

EXTERNAL ASSETS

• Support

• Empowerment

• Boundaries and Expectations

• Constructive Use of Time

INTERNAL ASSETS

• Commitment to Learning

• Positive Values

• Social Competencies

• Positive Identity

The Search Institute developed the following asset list based on years of research focused on adolescents (age 12-18). These assets (building blocks) are divided into two categories: external and internal assets. Critical assets/building blocks for positive youth development include:

Source: http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18


SUPPORT

• Family Support

• Positive Family Communication

• Other Positive Adult Relationships

• Caring Neighborhood

• Caring School Climate

• Parent Involvement with Schooling

EMPOWERMENT

• Community that Values Youth

• Youth as Resources

• Service to Others

• Safety


NOTE: Items in BOLD print are those we can have a direct, positive impact on regarding youth in our program.


















BOUNDARIES AND EXPECTATIONS • Family Boundaries

• School Boundaries

• Neighborhood Boundaries

• Positive Adult Role Models

• Positive Peer Influence

• High Expectations

CONSTRUCTIVE USE OF TIME • Creative Activities

• Targeted Youth Programs

• Religious/Inspirational Community

• Time at Home



















COMMITMENT TO LEARNING • Achievement Motivation

• School Engagement

• Homework

• Bonding at School

• Reading for Pleasure

POSITIVE VALUES

• Caring

• Equality and Social Justice

• Integrity

• Honesty

• Responsibility

• Restraint




SOCIAL COMPETENCIES

• Planning and Decision-Making

• Interpersonal Competence

• Cultural Competence

• Resistance Skills

• Peaceful Conflict Resolution

POSITIVE IDENTITY

• Personal Power

• Self-Esteem

• Sense of Purpose

• Positive View of Personal Future



Social and Emotional Competencies

The Collaborative for Academic, Social and Emotional Learning (CASEL) 2003 report identified the following six core competencies for social and emotional development in adolescents:


Recognize and Manage

Own Emotions

Set and Achieve

Positive Goals

Demonstrate Concern for

Others

Establish and Maintain Positive

Relationships

Make Responsible

Decisions

Handle Interpersonal

Situations Effectively


• Recognize and Manage Own Emotions: ability to regulate impulses, especially when dealing with frustration, stress and conflict

• Set and Achieve Positive Goals: process of setting goals that account for resources available and ability; SMART (specific, measurable, attainable, realistic and timely) goals

• Demonstrate Concern for Others: ability to empathize with others; care for others; focus on issues beyond oneself



• Establish and Maintain Positive Relationships: seeking out and sustaining relationships which do not promote/expose youth to high-risk behaviors; not singularly beneficial

• Make Responsible Decisions: understanding that decisions made have long-lasting impacts on one’s life as well as the lives of those around them; making ethical decisions and understanding consequences of decisions made

• Handle Interpersonal Situations Effectively: ability to successfully manage relationships with others, especially regarding peer pressure, bullying and conflict resolution


Gender Role Identification vs. Social Protocol

Pollack (1998) shed light on the ‘boy code’ common in America. He noted that this code is often times a detriment to the positive development of adolescent males. There are four main injunctions in the Boy Code:

1. “Sturdy Oak” – males should be stoic and independent

2. “Give ‘em Hell” – males are predisposed to high energy and risky behaviors

3. “Big Wheel” – males are pressured to achieve dominance, status and power

4. “No Sissy Stuff” – males should be tough, suppressing emotions/feelings and empathy

NOTE: Researchers observed changes in female personalities as well; through middle school years researchers observed decreases in confidence and assertiveness in females


What can we do to help?

Various researchers present the following strategies for supporting positive development in adolescents:

• Provide experiences where youth can build the self-sufficiency skills and independence

• Provide experiences where youth assume meaningful roles

• Provide experiences where youth can express themselves through actions

• Provide experiences for life-skill development: critical thinking, problem solving, self-awareness, building empathy, stress management, seeking clarification and active listening

• Caring adults must model keys to relationship-building: respect, care and collaboration


Available Resources

The following resources are available to those in a youth-service field:

• http://www.findyouthinfo.gov/youth-topics/positive-youth-development

• Keys to Positive Youth Development: http://www.extension.umn.edu/youth/research/keys-to-quality-youth-development/

• American Psychological Association: http://www.apa.org/pi/families/resources/develop.pdf

• Colleagues: Reach out to those in other states/territories to see what they are using as curriculum in their programming

http://www.findyouthinfo.gov/youth-topics/positive-youth-development

http://www.extension.umn.edu/youth/research/keys-to-quality-youth-development/

http://www.apa.org/pi/families/resources/develop.pdf

As evidence of completion of this course, you will need to complete the short assessment tool provided. To access the assessment, please click on the link below: Click here to being your assessment:

https://www.classmarker.com/online-test/start/?quiz=qyv54edddecd02b2

Please Note: Following completion of the assessment, please print out the results and write the name of the course next to your score. Then, scan the document

and email the results page to your RAPM. This will serve as your documentation of completion.

https://www.classmarker.com/online-test/start/?quiz=qyv54edddecd02b2

You have now completed the Social Transitions module as required by the national contract. Congratulations!