1. Something We Have Forgottren Something We Have Forgottren  Well into the industrial revolution children and adolescents worked alongside adults, the latter transitioning to adult responsibilities during the early teenage years.  Most North Americans lived on family farms with children working even before they became teenagers.  Most, especially girls, married soon after puberty..

2. Segregation of Young People  Adult unemployment in the economic depression of the 1930’s promoted laws against employment of young people.  Increasing importance of secondary school education made attendance mandatory by law  Result was segregation of youth and emergence of “teen culture”

3. Cognitive Abilities of Teens  Cognitive abilities of teens, on average, superior to those of adults  Most memory functions peak in early teens  Intelligence peaks in early to mid teens  All of Piaget’s formal operations typically mastered by age 14 or 15  Kohlberg’s stage of conventional moral reasoning typically achieved at the same age

4. Infantilizing Young People  Right to work now severely restricted  Required schooling into late teenage years for virtually all  Cannot vote, make contracts, marry without consent, buy or sell property, etc.  Adult pleasures, especially drinking and sexual intercourse prohibited

5. Fallout from Culturally Mandated Immaturity  The first is immature behavior itself!  The second is resentment.  The third is an adversarial relationship to adult authority and resulting “oppositional” behavior.  The latter is expressed in doing what adults forbid them to do.

6. Respect and Meaningful Involvement  Young people respond positively when treated with respect.  A basic principle of respect is: Nada acerca de nosotros sin nosotros!  Beyond Zero Tolerance illustrates those principles by full participation of youth in drug education, including sharing personal experience and beliefs.

7. Is Adolescence a Life Stage?  It begins in puberty as teenagers become mature sexually.  It is not distinct from adulthood on any cognitive measure.  It was not recognized historically.  It has no end other than as defined by law and custom.  Defining the teenage years as the beginning of adulthood would lead to better policy and practice.