1. ED5390 – Psychology of Adolescents
Trinity Graduate School
Mary McClure, Ed.D., LPC, NCC

2. Topical Agenda Interpersonal Neurobiology - exercise Mindfulness
Gender & Sexuality
Child & Adolescent Career Development
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3. Interpersonal Neurobiology

4. Basic Brainstorm concepts… (Siegel,2013)
Attachment shift… peers become critical
Brain Remodeling
Pruning – use it or lose it
Myelin –
‘practice lays down myelin to enable a skill’
Hyper-rational thinking –
‘accentuate the positive’
Impulsivity – emotion unchecked by cognition

5. How might we leverage these toward positive growth???
ESSENCE
Emotional Spark-
intense, vital, moody, erratic
Social Engagement
peer relationships, morality
Novelty
new and exciting experiences
Creative Exploration
adaptivity, innovation, change

6. “Consilience …
finding truths that are common and derived from independent ways of knowing. “
(Siegel, 2009, 140)

7. Themes in adolescent development… (or any stage of development…)
Bio-psycho-social-spiritual growth
Integration … AKA reflection, critical thinking, holism
Emotional Intelligence
Attachment – seen, safe, soothed, secure
Relationship goals unconditional love, intimacy, grace, empowerment … genuineness, empathy,
Pattern formation.. thought, emotion, behavior
Mindfulness

8. Exercise: Leveraging ‘ESSENCE’
How might our planning of learning experiences leverage the adolescent ‘brain changes’ ?
Design an exercise (materials, assignment, assessment) that engages the characteristics that can be seen as so challenging!
Work with a partner,,, 20 minutes
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9. How might we leverage these toward positive growth???
ESSENCE
Emotional Spark-
intense, vital, moody, erratic
Social Engagement
peer relationships, morality
Novelty
new and exciting experiences
Creative Exploration
adaptivity, innovation, change

10. Consider – we have great ability to be aware of and in control of ourselves… these are learnable skills…

11. Mindsight (Siegel, 2013) Ability to ‘see’ or ‘know’ the mind
3 basic skills:
Insight: sense your own inner life
Empathy: sense the inner life of others
Integration: link different parts into an interconnected whole
The key is intentional awareness of our internal world

12. Exercise 1: SIFT
Close your eyes and focus your attention and awareness toward your inner mental experiences … use one or more of these areas…
Sensing – what are you sensing in your body?
Imaging – what images, situations or memories?
Feelings – what emotions are you experiencing?
Thoughts – what thoughts are in your mind

13. Exercise 2: Mindsight Map
Look at a person around you. You may perceive them on a physical level, but also may imagine what they are experiencing in their minds.
Take some time to imagine what the ‘map’ of their inner mental experience may reflect.

14. Exercise 3: Empathy Tune-in to ‘signals’ received from other people
Verbal words, tone, volume, etc
Non-verbals, such as body language and facial expression, are as much as 80% of communication
Strengthen empathy skills…Watch a TV or movie with the sound off – imagine the content, intent, and perspective of communications between characters.

15. Exercise 4: Sensing the Harmony of Integration
A state of harmony has qualities of being
Flexible, Adaptive, Connected, Energized, Stable
Consider your own state of mind, and whether your overall needs are being met in harmony
or perhaps the relationship you have with another, and whether your relationship honors differences and cultivates compassionate communication
A sense of chaos or rigidity indicates a lack of harmony.. Perhaps the need for repair

16. Exercise 5: Name it to tame it
At times when we feel out of control, flooded and reactive to emotional burst without benefit of thoughtful consideration, it would be helpful to
Build the habit of pausing for consideration
Consider the type of chaos or rigidity we are feeling – name the emotion
Consider the circumstance that triggered this
Begin to integrate and repair
Recall a time when you felt emotionally flooded

17. References
Dobson, J. (1992). The new dare to discipline. Wheaton, Illinois: Tyndale House.
Gottman, J. (1997). Raising an emotionally intelligent child. New York: Simon & Schuster.
Koonce, K. (2006). Parenting the way God parents: Refusing to recycle your parent’s mistakes. Sisters, Oregon: Multnomah.
Siegel, D. J. (2003). Parenting from the inside out: How a deeper self-understanding can help you raise children that thrive. New York: Penguin.
Siegel, D. J. (2009). Mindful awareness, mindsight, and neural integration. The Humanistic Psychologist, 37, DOI: /
Siegel, D. J. (2013). Brainstorm: The power and purpose of the teenage brain. New York: Penguin.

18. Mindfulness
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19. Habits of Mind…
Habits of mind that support our survival – also create our suffering:
Revisiting the past – worrying about the future – planning with goal to optimize pleasure
Fearfulness of change – of loss or lack of optimal gain
Extends to worry for those we love
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20. Habits of mind
Judging ourselves harshly – comparing and ranking with others
Worry, judging, planning makes us feel in control – as if we are doing something
‘now’ often doesn’t hit our radar unless extreme
Auto-pilot – perpetually seeking more, better
Avoiding what is painful – will numb with activity, substance, self-sooth
Accept thoughts as real vs. facts
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21. Goals of mindfulness Awareness of mental processes now
Acceptance / compassion
Contemplation of activity that causes us pain
Begin with 1… some stay there 
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22. Mindfulness Informal vs Formal Mindfulness Practices = (examples)
Benefits:
Reduced anxiety, stress, frantic-ness
Enhanced sense of self, coping, resilience, joy
Greater insight, judgment, peace
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23. Gender & sexuality

24. Gender
Gender: The typical characteristics of people as males and females
Few aspects of adolescents’ lives are more central to their identity and to their social relationships than gender
One aspect of gender bears special mention
Gender role: A set of expectations that prescribes how females and males should think, act, and feel
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25. Gender Role Development
Influence of…
both nature
and nurture
attitudes and behaviors of educators
mass media
gender-role stereotypes for behavior, relationships
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26. What has changed from generation to generation???
Sexuality
What has changed from generation to generation???
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27. Sexuality
What messages do adolescents really receive about how they feel, think, and act on their sexuality?
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28. Sexuality
Discussions typically take a physical, problem oriented focus…
Pregnancy, disease, rape
Greater emphasis on
Relational development?
Emotional development?
Decision making?
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29. Five layers of erotic life
clarify normal sexual order and identify sexual disorders and dysfunction…
Sexual identity – physical, genetic
Sexual orientation – attraction to what sex?
Sexual interest – what creates arousal?
Sex role – what is displayed in public, closest to gender
Sexual performance – activity with preferred person
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30. Facebook has 50 gender options to select from…
Sex - physical, genetic characteristics at birth. (Intersex is atypical) Cannot be altered.
 Gender – cultural roles, behaviors, attributes typically associated with one’s sex
 Sexual identity – the sex one identifies as, typically matches their genetic characteristics
 Gender Identity – the gender characteristics one identifies with, typically matches those expected for their sex within their culture
 Sexual Orientation – nature of sexual attraction, such as heterosexual, homosexual, bisexual
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31. Facebook has 50 gender options to select from…
Transsexual – Perceives self as being of sex opposite to genetic makeup. Transitions from one sex to another through use of hormones, surgery, etc. Cannot change genetics.
 Transgender – identity or sense of self is not consistent with typical gender characteristics/role for their sex in terms of behavior, dress, etc. Such as cross-dressers, and other patterns that are non-conforming to norms.   
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32. Facebook has 50 gender options to select from…
Are sexual identity, gender identity, and sexual orientation
More fluid than constant?
On a continuum rather than a dichotomy?
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33. Child & Adolescent Career Development

34. Career Development?
Lets talk about the key concepts you drew From these materials?
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35. Career Development What prompts this movement?
What is your sense of awareness and energy about this?
What are new concepts of ‘work’ and ‘career’
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36. Career Development
The Bedrock Importance of "Work" in Career Development
“work”, which represents the need to do, to achieve, and to know that one is needed by others and is important.
(NCDA Policy, 2011)
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37. Career Development
Critical role of the home and family structure in the career development of youth prior to formal schooling.
positive societal contributions of all honest work
strong relationship exists between education and occupational success
can first be exposed to true work experiences as family members trying to help each-other
concept of the home as a workplace and ALL family members as workers.
(NCDA Policy, 2011)
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38. Career Development K-6: form partnerships with parents Activities:
Making the Classroom a Workplace / acquire a positive set of work values .
Teaching/Reinforcing Productive Work Habits
Helping Pupils Understand Career Applications of Subject Matter.
Using Community Resource Persons To Emphasize both Work and Occupations - illustrate clearly to pupils the importance of subject matter
Emphasizing Career Awareness But Not Specific Occupational Choices.
Reducing Bias and Stereotyping In Career Awareness
(NCDA Policy, 2011)
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39. Career Development Grades 7 – 9: Continue themes from earlier grades
Increasing self-understanding through career exploration - career interests, career aptitudes, and work values as they apply to various occupations and to themselves
encourage community volunteer work
promote, in Grades 7-9, readiness for participation in occupational preparation programs ( as internship, work- study)
primary goal, in Grades 7-9, is to maximize the options available for choice at the senior high and post-secondary levels. Thus, NCDA opposes forcing youth to choose in Grades 7-9 whether or not they are "college-bound." On the contrary, NCDA supports a strong academic program for ALL youth at this level. (NCDA Policy, 2011)
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40. Career Development Grades 10-12: Continue prior efforts
emphasis in Grades should center around helping youth make quality decisions regarding their educational/career plans at the post-secondary level
Youth Seeking Immediate Employment After Leaving High School
Youth Seeking Some form of Post-secondary Vo-Tech Education
Youth Seeking Enrollment in Four-Year Colleges/Universities
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41. Families
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42. The family as a system… Many internal relationships..
Subsystems, coalitions and groupings
Power, roles, responsibilities and privileges
Different traits and temperaments
Many external relationships and influencers
Culture, neighborhood, organizational norms
Work and finances
Extended family and friends
Change in one part of a system impacts the entire system

43. ?????
What are characteristics of a perfect family? Perfect parents?
How to Raise Successful Kids…
h?v=CyElHdaqkjo

44. Relational elements… Marital relationship
Parenting style (level of directedness, closeness)
Unwritten ‘rules’ / boundaries
Communication
Organization / monitoring
Problem solving
Moral and ethical standards
Open vs. closed family system
All impact context for adolescent development

45. Consider example of Adult ADHD..
Characteristics:
Short focus unless preferred activity, distractibility
Low emotional regulation
Low organization – high impulsivity
High need for stimulation – low boredom tolerance
Strong genetic indication
What is impact on family relationships likely to be?

46. More on attachment… Caregiver attachment style connected to…
Quality of peer relationships…
Emotional regulation…

47. Siblings and Birth Order…
Typical ‘rivalry’ or
Emphasis given special needs
Trait differences
‘parentification’
Birth order differences
‘only’
Oldest
Middle
youngest

48. ????? Parenting practices influence..
communication skills,
academic achievement,
personal relationships,
community involvement,
use of addictive substances,
family relationships
how do parents influenced each of these areas .. Positively… negatively?

49. Thinking in terms of family systems… and ‘secure base’
Divorce
Blended families
Same-sex parent families
Adoption
Foster care
Teens often are hugely impacted…yet often little voice… little sense of mattering

50. Divorce … External and physical system changes Marital relationship
Parenting style & priority
Unwritten ‘rules’ impact
Communication
Organization / monitoring
Problem solving
Moral and ethical standards
Open vs. closed family system
Are all voices heard??

51. Blended families…
Paint a picture …What usually happens here? What is usually missing?

52. And other ‘isms’… Adoption Foster care Same-sex couple families
Add cultural biases to already stressful situations

53. So what?
Teens often carry a heavier weight than we might imagine…How might teachers enhance adolescent coping skills…
Positive psychology?
Communications?
Decision making / problem solving?
Emotional regulation?
Resilience?

54. Peers, Romantic Relationships, Lifestyles
9/17/2018 1:58 AM
Peers, Romantic Relationships, Lifestyles
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

55. Peer relationships…
Adolescents typically have a larger number of acquaintances than children do
Beginning in early adolescence, teenagers also typically prefer a smaller number of friendships that are more intense and intimate than those of children
Cliques and crowds take on more importance as adolescents “hang out” together

56. Provide context for ongoing identity development and exploration
Are peers necessary for development?
Good peer relations might be necessary for normal social development in adolescence… modeling, shaping of new skills
Social isolation is linked with many different forms of problems and disorders
Provide context for ongoing identity development and exploration
Develop principles of fairness and justice by working through disagreements with peers
learn to be skilled and sensitive partners in intimate relationships by forging close friendships

57. On the other hand…
There are many possible negative influences of peers on adolescents’ development
Rejection and neglect by peers are related to an individual’s subsequent mental health
‘mean girl’ or ‘mean-boy’ experiences
The peer culture can be a corrupt influence that undermines parental values and control
Bullying is an escalating concern
What can be safe haven from these ???

58. To many adolescents, how they are seen by peers is the most important aspect of their lives
One of the most important functions of the peer group is to provide a source of information about the world outside the family
Peer contexts determine the type or peers and situations that will be experienced
What determines the peer contexts experienced??

59. What are some of the ways the worlds of parents and peers are connected?
Parents’ choices of neighborhoods, churches, schools, and their own friends influence the pool from which their adolescents select possible friends
Parents can model or coach their adolescents in ways of relating to peers
research indicates that secure attachment to parents is related to the adolescent’s positive peer relations
However, the success or failure of parent- adolescent attachments does not necessarily guarantee success or failure in peer relationships

60. Individual differences…
View of self / others
Personality Traits
Socialization skills: processing social cues, empathy
Emotional regulation
Physical characteristics
We tend to ‘hang with’ people with similar characteristics in identity development… but do branch-out to an extent

61. Peer Pressure… Conformity peaks around the 8th and 9th grades
Adolescents who are uncertain about their social identity, which can appear in the form of low self-esteem and high social anxiety, are most likely to conform to peers
Peers are also more likely to conform when they are in the presence of someone they perceive to have higher status than they do

62. Developmentalists have distinguished five types of peer statuses
Popular children are frequently nominated as a best friend and are rarely disliked by their peers
Average children receive an average number of both positive and negative nominations from their peers
Neglected children are infrequently nominated as a best friend but are not disliked by their peers
Rejected children are infrequently nominated as someone’s best friend and are actively disliked by their peers
Controversial children are frequently nominated both as someone’s best friend and as being disliked

63. Researchers have found that popular children give out reinforcements, listen carefully, maintain open lines of communication with peers, are happy, control their negative emotions, show enthusiasm and concern for others, and are self-confident without being conceited … is this still true? (Hartup, 1983; Rubin, Bukowski, & Parker, 1998)
three reasons why aggressive peer-rejected boys have problems in social relationships:
They are more impulsive and have problems sustaining attention
They are more emotionally reactive
They have fewer social skills in making friends and maintaining positive relationships with peers

64. A few words on ADHD…
Hyperactivity may decrease in adolescence, so issues may appear less serious
Consider
Symptoms of hyperactivity and inattention
Cognitive impairments… no ‘moment’ of consideration between perception and response
Psychosocial impairments
Self-image
Relationships
Lifestyle: education, career, legal, financial

65. Friendship…
Friends are a subset of peers who engage in mutual companionship, support, and intimacy
… what is ‘ego strength’ ?

66. Cliques are small groups, average 5 or 6
Members are usually of the same sex and age
Members usually engage in similar activities, such as being in a club together or on a sports team
Crowds are larger and less personal than cliques
Membership in a crowd based on reputation, and they may or may not spend much time together
Many crowds are defined by the orientation of activities adolescents engage
Youth Organizations – school, church, etc.
Do we hold stereotypes here???

67. Functions of dating…? Recreation A source of status and achievement
Part of the socialization process
Involves learning about intimacy
Context for sexual experimentation and exploration
Provide companionship
Identity formation and development
A means of mate sorting and selection
Still relevant? Value changes?
Shifts in ‘stages’ of romantic relationships?

68. Emerging lifestyles… Single Adults Cohabiting Adults Married Adults
The Benefits of a Good Marriage
Premarital Education
Divorced Adults
Gay Male and Lesbian Adults

69. Do we promote understanding of social justice issues?
Efforts to enhance social skills
May be at individual level
May be at group level… also used for issues such as bullying, social justice issues of discrimination and marginalization
Do we promote understanding of social justice issues?
development of group identity?
marginalization?
privilege?

70. 9/17/2018 1:58 AM
Schools
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

71. Multiple approaches to instruction are probably appropriate…
Diversity of student populations is increasing – more inclusive classrooms
Accountability is increasing – but metrics are fuzzy
Many challenges for teachers…

72. The constructivist approach is a learner-centered approach which emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher
Students should be encouraged to explore their world, discover knowledge, reflect, and think critically with careful monitoring and meaning guidance from the teacher
Today, constructivism may include an emphasis on collaboration – students working with each other in their efforts to know and understand

73. The direct instruction approach is a structured, teacher- centered approach that is characterized by:
Teacher direction and control
High teacher expectations for student’s progress
Maximum time spent by students on academic tasks
Increasing accountability may inform what is taught and how… teaching to the test?

74. inclusive classroom – typical learner, gifted student, ADHD, autism spectrum, learning disabled, behavioral issues.
clear expectations for classroom performance.
variety of instructional activities to suit the needs of diverse learners.
Lecture and discussion is appropriate for the higher-level students and abstract thinkers.
Demonstrations are designed for the benefit of most students at this age, using hands-on activities to establish concepts for concrete thinkers.
Jeopardy is a format that students enjoy, but essentially uses a drill and practice approach similar to the direct instruction strategy.

76. Critical thinking is the ability to think clearly and rationally
Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking.
understand the logical connections between ideas
identify, construct and evaluate arguments
detect inconsistencies and common mistakes in reasoning
solve problems systematically
identify the relevance and importance of ideas
reflect on the justification of one's own beliefs and values

77. Managing transitions…
Grade to middle school
Middle to high school
High school to college
College to ‘real-world
Feedback from employers that critical thinking skills most key in increasingly dynamic environment
Do Schools Kill Creativity??
C2B0568B5469

78. Changing Social Developmental Contexts
The social context differs at the preschool, elementary, and secondary level
In preschool and elementary school, the classroom is the major context
As children move into middle or junior high schools, the school environment increases in scope and complexity
The social field is the school as a whole rather than the classroom
The student in secondary schools is usually aware of the school as a social system and may be motivated to conform and adapt to the system or to challenge it

79. Classroom Climate and Management
Positive environment for learning
Using an authoritative strategy
Effectively managing the group’s activities
Authoritative strategy of classroom management: Encourages students to be independent thinkers and doers but still involves effective monitoring
Is typical classroom climate a good match for attributes of developmental stage of adolescence ??